The locker room in this school is the most requested place to go during the day. Asked by both athletes and non athletes. Here is where the problem starts, our locker room is constantly under fire for being trashed and getting privileges taken away. While some will argue that a public school should let all students have access to locker rooms, I believe that it should be a privilege not a right, because it is the people who have nothing to do with sports messing it up for everyone.

Students that participate in athletics in school sports, use the locker room for storing extra food, bags, clothes, shoes, etc. This means that some items of use will be locked up all day without having the option to get them. I believe that full time athletes should be allowed to have access to the locker room all day. Top problems that occur in the locker room are, food not being thrown away, and other students finding their way in and doing whatever extra curriculars they feel. If these trigger alarms then it's the athletes that are in the locker room for actual reason getting the blame, keeping them out. If students are given the freedom, better choices have to be made on their part as well. “Sports demand a high level of commitment, teaching athletes the importance of discipline and a strong work ethic.” (Uszaki). Student athletes are proven to have a high responsibility recognition that allows them to stay out of trouble.  If these athletes are skipping class and not getting work done, the coaches get attendance reports along with grades, this could end up in keeping them from competing and losing the privilege.   

Allowing fobs for student athletes would have a good impact on a couple of things, this helps encourage others to join sports so they can feel included and have that privilege as well, monitors who is in and out which helps narrow down the vaping problem in the locker room, and could allow for the tidiness to pick up so it stays nice. Along with the addition of fobs to the right people who can handle the responsibility, extra food during lunch could also improve these things. During there respective seasons of sport, athletes would get a card to swipe during lunch to either get a better/more of the lunch they have already. “Student-athletes live fast-paced lives. School. Practice. Homework. Competition. Rinse and repeat. Add the tidal wave of changes their bodies go through, affecting everything from their metabolism to their mood, and it’s easy to see why they burn an enormous number of calories—sometimes 2,000 more calories than their peers a day.”(“How to Fuel Your Busy Student-athlete”) This explains how student athletes need on average 1,000 more calories to have the same function. Lumping everyone in the same calorie bracket is not healthy for people who need more to keep energy levels.

The improved monitoring of the locker room and athletes in general would keep them in check and give the school administration more ability to enforce school rules to the other students. Obviously, the rules following the athletes would be much more significant, due to the loss in trust and abusing power that was given to them. While it would take some getting used to, I think that this could help with people skipping class because of the extreme security, along with improved moods during the day from the food increase. 

I think that athletes should have the ability to access the locker room and have improved lunch due to the higher stress put upon their bodies during the school year. They are responsible enough to understand the consequences along with the feeling of importance to the school.

“How to Fuel Your Busy Student-Athlete.” Kettering Health, Kettering Health. https://ketteringhealth.org/how-to-fuel-your-busy-student-athlete/?utm_source=chatgpt.com

Uszaki, Daniel W. “Beyond the Scoreboard: Using Athletics to Build Life Skills.” National Federation of State High School Associations, 20 Aug. 2024, https://nfhs.org/stories/beyond-the-scoreboard-using-athletics-to-build-life-skills

Imagine walking into a room full of complete strangers and leaving with friends, possibilities, and a big smile on your face. For many people with extroverted personalities, social interactions create excitement. Extroversion benefits people by creating opportunities and developing self-confidence through social interaction. Because extroverted individuals interact with many people with diverse personalities, new opportunities often arise.

Outgoing personalities often lead to new experiences and opportunities due to being comfortable with meeting and talking with others. Most people with extroverted personality traits strive to achieve goals and pursue new opportunities. An article about the benefits of extroversion, Tony Ewing explains that, ”They approach goals with a positive mindset, believing they can achieve them, and they see work challenges as opportunities for learning and growth”(Ewing). This positive mindset encourages extroverts to pursue experiences that introverts might avoid. Being comfortable speaking with others often leads to stronger connections and opportunities for success. Along with creating new opportunities, extroversion often helps people become more self-confident due to social interactions.

Self-confidence comes from many different factors, but having an extroverted personality greatly enhances it. In an article that studies the effects of extroverts from Scientific American, Yuhas states, ”In several studies, for instance, Smillie and his colleagues have found that acting extroverted not only leads people to be outgoing but also more bold and assertive. As a result, Smillie says, these confident, outspoken people feel like they are “contributing more to social affairs [and thus are] making a difference”(Yuhas). Confidence in everyday tasks positively affects personal and professional interactions. This confidence benefits people by helping them communicate effectively and be a leader in social or professional situations. People who display confidence are more willing to share ideas and participate in conversations resulting in an improvement in their overall success and happiness.

However, some argue that introversion benefits people in many different ways. In an article about the benefits of introversion, Jill Suttie writes, “Introversion - the tendency to be more reserved and reflective - is associated with many positive benefits, including creativity, innovation, and perseverance”(Suttie). People with introverted personalities often excel in situations that may be challenging for extroverts. Introverts are more prone to build strong relationships with a few people because they value deep, one-on-one conversations rather than large, social interactions. Since introverted people tend to live life with an independent mindset, they are more creative because they always think for themselves and come up with their own ideas. Although introversion offers many valuable strengths, extroversion encourages growth and opportunity through constant social interactions.

  In conclusion, extroversion and introversion benefit individuals in many different ways throughout daily life. In today’s introverted society, communication and social interaction become increasingly important. Extroverts often find success by creating new opportunities, building confidence, and remaining socially active. Introverts find success through creativity, independence, and building strong and meaningful relationships. Ultimately, while both personality types offer valuable strengths, extroversion plays a significant role in personal growth by encouraging new opportunities and confidence.

Cited Sources

Yuhas, Daisy. “Quiet Disadvantage: Study Finds Extroverts Are Happier Even When They’re Really Introverts.” Scientific American, 9 Oct. 2019, www.scientificamerican.com/ article/quiet-disadvantage-study-finds-extroverts-are-happier-even-when-theyre-really-introverts/

‌Ewing, Tony. “5 Belief-Shattering Advantages of Extreme Extraverts and How You Can Imitate Them.” Forbes, www.forbes.com/sites/tonyewing/2020/10/31/5-belief-shattering- advantages-of-extreme-extraverts-and-how-you-can-imitate-them/.

Suttie, Jill. “The Benefits of Introversion.” Greater Good, greatergood.berkeley.edu/article/item/the_ benefits_of_introversion.

In recent years, the rapid expansion of technology has sparked debate. One major point in this debate is the growth of data centers across rural agricultural land. Which is also home to many wildlife species. While these facilities are essential to the digital world, their construction and ongoing operations bring jobs and technology. However, they threaten livestock by causing land loss, create environmental stress, and continue to strain energy resources nationwide. 

The United States has an estimated 876 million acres of agricultural land. Land that is primarily used to support livestock and crops. Livestock production, especially cattle, is declining. When data centers are built on pasture land, agricultural land is converted from its original purpose: sustaining cattle. This land was created to grow cattle, not computers. According to the USDA, two-thirds of the U.S. land is dedicated to livestock grazing, cropland, and farmsteads, with grazing spanning 805 million acres (Waves). This means 805 million cattle could be raised – one cow per acre. Each acre supports not just a cow, but also the people they feed, the contributes to the U.S. exports to feed other countries, and the homes they provide for wildlife. When you build data centers on agricultural land, you are undermining these necessary agricultural and ecological functions that help our country survive. 

Converting agricultural land into data center sites impacts wildlife and the environment in many ways. Data center land preparation involves deforestation. Deforestation is one of the most negative impacts of data center development. Removing trees will continue to worsen the air and water quality that we as humans rely on. The animals in the ecosystem rely on them too. EESI (Environmental and Energy Study Institute) tells us that a large data center can consume up to 5 million gallons of water per day. This is equivalent to a town of 10 - 50 thousand people (Yanez-Baruevo). Data centers are constantly using water to cool off the servers. Data centers produce chemical run off. Although the water has been filtered, no filter can fully purify it. There will most likely be a small amount of chemical left in the water. If wildlife and livestock drink from contaminated water in ponds, creeks, or lakes. Their population could decrease also.  

With every pro, there will be a con. Data centers bring lots of pros and cons to the table. Energy strain is a major factor when building data centers. Data centers put off large amounts of emissions. Some people would argue that we don’t need to build these centers, and we could use this energy to benefit from other things. “If the farm next door could capture that, it could theoretically heat greenhouses through winter — or help power the digester, which then feeds energy right back to the center, creating a circular system. Plus, fewer emissions would be released into the atmosphere” (Aguirre-Villegas). The agricultural industry is struggling in today’s world due to economic pressure driven by market prices and tragedies like war. If farmers were able to improve their farms with the ability to prioritize the amount of emissions that data centers put off, but reuse them in their farm systems, fewer emissions would be put off into the planet's atmosphere. Our planet is struggling with the rising temperatures. Data center emissions will continue to raise the temperature due to the amount of emissions that they put off in the area where they are built. 

In conclusion, while data centers are important for our increasingly digital society, their expansion onto agricultural land brings serious challenges that cannot be ignored. The loss of farmland threatens food security and rural livelihoods, while environmental consequences, such as deforestation, water consumption, and emissions, further compound the issue. Policymakers, industry leaders, and communities must work together to find solutions that balance technological advancement with the preservation of vital agricultural resources. Only by acknowledging and addressing these trade-offs can we ensure a sustainable future that supports both our digital infrastructure and the essential needs of people, livestock, and the environment.

                                                               Work Cited

ERS Data Series Tracks Major Uses of U.S. Land With a Focus on Agriculture | Economic Research Service. www.ers.usda.gov/amber-waves/2024/december/ers-data-series-tracks-major-uses-of-u-s-land-with-a-focus-on-agriculture.

Environmental and Energy Study Institute (EESI). Data Centers and Water Consumption | Article | EESI. www.eesi.org/articles/view/data-centers-and-water-consumption.

Rademacher, Chelsea. “What We Don’t Know (Yet).” The Commons, 15 Dec. 2025, nelson.wisc.edu/the-commons/what-we-dont-know-yet-environmental-impacts-of-data-centers.

Wrestling is the best martial art base to use in combat sports or MMA. It is very effective against other martial art bases in combat sports. While some will argue that other martial art bases are better than wrestling in MMA, I believe wrestling is the most dominant because it controls the fight and it dominates major organizations like the UFC and Bellator producing more champions than any other martial art bases.

Wrestling controls the fight. According to an article on why wrestling is the most dominant combat sport in the world, “wrestling dominance comes from control” (Jantzen). A wrestler controls the fight, choosing to keep it on the feet or take it to the ground. Wrestlers can use takedowns to bring opponents to the ground, or they can defend takedowns if they prefer standing. They control many other aspects of the fight such as the pace, positioning, movement, and energy use. They make the opponent tired out by forcing them to defend or carry weight. These combined control techniques allow wrestlers to dominate the MMA world.

MMA fighters with wrestling backgrounds dominate in major organizations, including the UFC and Bellator, producing more champions than any other martial art base. According to an article by Vividseats on which fighting styles generate the most UFC/MMA champions, “Wrestling produces more UFC champions than any other fighting discipline" (Rivera). Most of the UFC champions and all-time belt holders come from a wrestling background, including the wrestlers that came out of college or Olympics. NCAA wrestlers combined with Olympians who mastered the craft of wrestling have produced more MMA champions in major organizations. NCAA champion/All-American turned MMA champions like Brock Lesnar, Mark Coleman, Kevin Randleman, Johny Hendricks, Ryan Bader, and Tyron Woodley, and Olympians who became MMA champions like Henry Cejudo, Daniel Cormier, Ben Askren, and Ronda Rousey.

Some people may say other martial art disciplines are the best in MMA, but I strongly believe that wrestling is the best because it shows in how many champions it has produced. Statistics show that a very high number of wrestling-based fighters become MMA champions in major organizations such as UFC. According to ESPN from an article by Vividseats on which fighting styles generate the most UFC/MMA champions. From 1997 to 2018, there were already 28 UFC wrestling-based champions, compared to 17 BJJ-based champions, 12 boxing-based champions, while all the other styles had fewer than 10 champions (Rivera). These numbers still continue trending into the present day. Four of our current UFC champions are wrestling-based fighters or have strong wrestling backgrounds. These four are Khamzat Chimaev, Islam Makhachev, Ilia Topuria, and Alexander Volkanowski. And before them, two of the greatest recently retired fighters, George St. Pierre and Khabib Nurmagomedov, were also both wrestling-based. These statistics and trends further prove that wrestling is the dominant fighting style; as the saying goes, numbers don’t lie.

In conclusion, wrestling is the best style to use in MMA. This is evident in the way it controls fighters from other disciplines and is demonstrated by the high numbers of champions in major organizations with wrestling backgrounds. The numbers back up this claim that wrestling is indeed the most effective discipline in MMA.

Works Cited 

Jantzen, Jesse. “Why Wrestling is The Most Dominant Combat Sport in the World.” 7 June 2025, https://medium.com/@jessejantzen/why-wrestling-is-the-most-dominant-combat-sport-in-the-world-c62b7fdff99b

Rivera, Sebastian. “Which Fighting Style Generates The Most UFC/MMA Champions?” vividseats, 15 April, 2019, https://www.vividseats.com/blog/ufc-champions-fighting-style 

In today's world, clean water and renewable sources of energy are becoming increasingly important. One emerging technology is microbial fuel cells (MFC), which uses bacteria to generate energy from organic waste. While some will argue that MFCs are too expensive and inefficient for large-scale use, I believe MFCs will prove useful once the technology develops because they can improve wastewater treatment efficiency and are environmentally friendly and sustainable

One reason MFCs are a useful tool is because they can improve wastewater treatment efficiency. Anthony J. Slate states in his paper that “MFCs offer a significant advantage over other renewable energy sources, as they can be applied towards wastewater treatment” (Slate et al. 2019). MFCs are unique as they solve two problems at once by producing energy and treating wastewater at the same time. They have a practical environmental use as they can also generate electricity while cleaning wastewater at the same time. It's also important to understand that “wastewater treatment is an energy-intensive and resource-intensive process” (Sonawane et al. 2022). MFCs can reduce environmental harm by lowering the energy and resources required in wastewater treatment. In addition, they improve the system overall as they produce electricity for other parts of wastewater treatment while also purifying the water.

Another reason MFCs should continue development is because MFCs are environmentally friendly and sustainable. In a paper, KeChrist Obileke states “(MFC) represents an eco-friendly approach to generating electricity while purifying wastewater concurrently” (Obileke et al. 2021). Microbial fuel cells help reduce environmental pollution while helping to create clean water that can be used. They could be used in places that are dependent on nonrenewable sources of energy to deal with the two environmental problems of wastewater treatment and energy production concurrently. Carlos Munoz-Cupa explains that “(MFCs) have become a promising solution to produce bio-electricity with many benefits such as cleanliness, effectiveness, recyclability and less toxic products” (Munoz-Cupa et al. 2021). These qualities make MFCs environmentally friendly than many other traditional sources of energy. Their ability to recycle and reduce the waste helps reduce the amount of energy required to treat the wastewater.

Although MFCs have benefits, critics argue that MFCs are too costly and inefficient for large-scale use. MFCs power output is still behind solar power with in 2019 being “5.61 w m−2” to “between 100 W m−2 and 150 W m−2” (Slate et al. 2019). While the current output of MFC technology is still lower than other forms of renewable energy it’s still a developing technology. Over time, MFC technology will develop further just as solar and wind.  Anthony J. Slate also explains that “Limitations have slowed the advancement of MFC development, including low power generation, expensive electrode materials and the inability to scale up MFCs to industrially relevant capacities” (Slate et al. 2019). As MFCs continue to develop, there may be breakthroughs in electrode technology and ways to scale up MFCs as well as power output. An example would be wind and solar as they faced many challenges just like MFCs when they were first developed.

Microbial fuel cells remain a developing technology, but they offer important environmental benefits. MFCs can improve wastewater treatment efficiency while generating electricity, while being sustainable and environmentally friendly, and can help reduce reliance on fossil fuels. Although critics argue that MFCs are too expensive and inefficient for large-scale use, many renewable energy technologies face similar challenges in their development. With continued research and development advancements, MFCs can become a more practical and efficient solution for future wastewater treatment and energy production.

Work Cited

Munoz-Cupa, Carlos, et al. “An Overview of Microbial Fuel Cell Usage in Wastewater Treatment, Resource Recovery and Energy Production.” ScienceDirect, Elsevier B.V., 1 Feb. 2021, www.sciencedirect.com/science/article/abs/pii/S0048969720359581.

Obileke, KeChrist, d d, et al. “Microbial Fuel Cells, a Renewable Energy Technology for Bio-Electricity Generation: A Mini-Review - Sciencedirect.” ScienceDirect, Elsevier B.V., Apr. 2021, www.sciencedirect.com/science/article/pii/S1388248121000874.

Slate, Anthony  J., d dg, et al. “Microbial Fuel Cells: An Overview of Current Technology.” ScienceDirect, Elsevier Ltd, Mar. 2019, www.sciencedirect.com/science/article/pii/S1364032118306920.

Sonawane, Jayesh M et al. “Recent progress in microbial fuel cells using substrates from diverse sources.” Heliyon vol. 8,12 e12353. 16 Dec. 2022, doi:10.1016/j.heliyon.2022.e12353

Many teenagers lose sleep, motivation, and focus because of excessive video game use. Teenagers do not really pay attention to what happens around them while they are playing video games. Video games can take up a lot of time and a large portion of the day as well, teenagers play video games for hours on end without stopping. Teenagers get addicted to video games quickly, because it holds their attention for long periods of time. Video games were made to keep teenagers and children busy, making sure that they could keep their attention to one game. They do this because they want teenagers to need the game, they make sure that it isn’t a want but a need.

Teenagers have many kinds of gaming systems xbox, playstation, and now even VR headsets or better known as virtual reality. VR is the newest kind of gaming system, it can transport you into the game. All you have to do is put the headset on then play the game but, the headset and games can have bad effects and can cause some damage. “The study found that near and far visual acuity decreased significantly between baseline and immediately after 30-min of HMD use, with the decrease in near visual acuity remaining significant at 10 min post use.” (Virtual Reality and…). When researchers tested out what staying on VR for long periods of time did, they found that it decreased the person's vision within a few minutes. Teenagers don’t stay on VR for only 10 minutes at a time they stay on their game for hours on end, meaning they could definitely have a higher percent of decreased vision then they would if they only stayed on for 10 minutes.

Teenagers like most people have tempers, but their tempers come out more when they play video games. This is called gamers rage, when a teenager becomes frustrated because they can’t beat a level they have been on for a while they tend to start getting angry before flipping out and throwing things. “When young people experience gamer rage, they often experience both verbal expressions of their anger and physical violence.” (Ballinger). Teenagers throw things and scream when they can’t pass a level in a game or they resort to violence if someone is around them. This is their way of saying that they are frustrated with the game and they are going to give up soon and then start the game again.

Some people will say that they believe video games can be beneficial for teenagers and it might be true in some cases. It also depends on what kind of games that they are playing and how old or young they are. “Video games often give players complex challenges and puzzles that require creative problem-solving. Games like “The Legend of Zelda” and “Portal” have you think critically, analyze situations, and come up with solutions. These skills are transferable to real-life situations, helping solve academic problems and everyday challenges.” (North Boulder Counseling). They are telling you a fact that may be true, some video games can be beneficial for teenagers but there are also many other games that are harmful for teenagers. Teenagers learn certain things from video games if they start earlier, some games are violent and contain many things children  younger than teenagers should not be seeing. 

In conclusion some video games can be harmful while other video games can be beneficial. Video games are a lot of things harmful and beneficial mixed into one, there are many few video games that can be beneficial but there are also video games that are harmful. Teenagers know which games are harmful and which games are beneficial for them, they choose which games they like to play, which are mostly the games that will end up giving them gamers rage and aren’t as beneficial.

Frontiers, Effects of Virtual Reality Use In Children

https://www.frontiersin.org/journals/virtual-reality/articles/10.3389/frvir.2025.1547198/full

Ballinger, Becca, Why Video Games Drive Kids Crazy and How To Handle It

https://modernparentingsolutions.org/gamer-rage-why-video-games-drive-kids-crazy-and-how-to-handle-it/

North Boulder Counseling, Benefits of Playing Video Games for Teens

https://www.northbouldercounseling.com/benefits-of-teens-playing-video-games/

Throughout time stories people shared with the intention of an audience seeing and enjoying them. Because so many stories exist, tropes and character archetypes are bound to appear but some end up becoming stale with overuse. While some would argue many popular stories utilize a “chosen one” character type so the archetype must be one of the best, I believe the trope became boring and overused over time and is trite unless changed in some way because, too many stories use the basic “chosen one” character and many cookie cutter characters lack the depth required for them to be compelling enough to enjoy.

Many “chosen one” characters exist in modern media so much the trope feels overused and stale. Author Katy Rose Pool claims “It’s become such a staple of the fantasy genre in particular that nearly all fantasy stories incorporate or involve this trope in some manner” (Pool). When an archetype becomes so prevalent across a genre, stories written using the trope end up  feeling overly similar. A genre becoming  over-saturated with the same trope can make the readers feel like they’re reading the same stories over and over again. Readers want the stories they read to feel unique, and intriguing stories need compelling characters.

Most “chosen one” characters lack the depth required for them to become compelling enough to keep readers engaged. In an article about common character tropes Sam Dillon questions about his own writing “Can I come up with a variation on this trope for [the characters] to be compelling” (Dillon). All stories need complex, well-written characters to succeed. When authors fail to write compelling characters the worlds they’re a part of feel stale, leading to an overall weaker narrative. While defending cliche tropes Nisha Tuli claims “There’s nothing trite or overdone about tropes. Not if you make them yours” (Tuli). Many authors make the mistake of writing cookie cutter characters completely devoid of flaws. Flaws make characters unique and relatable, without them readers don’t see themselves in the characters causing them to care less about the story. For people to think a modern story is interesting and engaging, the author needs to change up the tropes in the story in a major way. 

Some argue many of the most popular stories utilize basic “chosen one” character tropes so the archetype is one of the best. I believe, in all of the modern stories where an interesting “chosen one” type character exists, the writer successfully flips the trope on its head in a fresh and engaging way. In the previously cited article Katy Rose Pool uses Avatar: The Last Airbender as an example saying “Aang is so distraught to find out he’s the avatar, he winds up burying himself in ice for one hundred years and prolonging a devastating war rather than stopping it” (Pool). The “chosen one” rejecting their destiny and neglecting their duties because he’s afraid, only for his avoidance to lead to even more conflict is a welcome change to the typical linear “chosen one” stories. The continued popularity of Avatar: The Last Airbender shows the impact of subversions of common tropes on a story’s cultural importance. 

Although some people believe the “chosen one” trope is effective because the character type appears in so many popular stories, I argue it'll become repetitive and uninteresting unless writers give the trope a unique twist, since many of the characters are formulaic and lack the depth needed to fully engage audiences. Readers want to experience different stories instead of the same characters written over and over again and if an author chooses to write a character who fits a common trope the writer needs to change the character enough for the trope to seem fresh and interesting. Make sure to look out for a “chosen one” the next time you are reading a story or watching a movie and consider how the author flipped the old trope on its head.

Works Cited 

Pool, Katy Rose.”Are You The One? Exploring The Chosen One Trope in SFF”. Reactor Magazine, 9 Sept. 2019, https://reactormag.com/are-you-the-one-exploring-the-chosen-one-trope-in-sff//.

Dillion Simon. “The Chosen One Trope: Is It Played Out?”. Medium, 29 Apr. 2022, https://writingcooperative.com/the-chosen-one-trope-is-it-played-out-b4d71aae4641 .

Tuli, Nisha. “The Chosen One: Trite or Terrific.” Dabble, 16 Jan. 2023, https://www.dabblewriter.com/articles/the-chosen-one-trite-or-terrific 

Imagine scrolling on the ‘For You Page’ on TikTok, or an X timeline, when suddenly an edit of a graphic murder scene from a tv show pops up. The edit, made with the implications that the viewer should find said video entertaining or even attractive. Some will argue fictional media glamorizes and turns serial killers into appealing, understandable antagonists because their portrayals come off as charismatic, attractive, and giving a moral code. I believe the main purpose in serial killer media is providing insight into killers, and the audiences who actively watch and create idealized versions of the killers hold responsibility.

By producing a character widely perceived as intelligent and charming, the directors and creative teams behind shows focused on serial killers truly intend to use their character’s traits as storytelling tools. Some creators take qualities from real killers to create more realistic and intriguing characters, take Ted Bundy, for example, as stated by an author focused on the sociology of killers, “Charismatic qualities allowed Bundy to establish trust with the women due to the fact that they did not fear or question his intentions in any way” (Weatherby et al. 5). Qualities which were sampled and put into the character of Patrick Bateman from American Psycho (Maranzani). Both characters use their charisma to lure unsuspecting victims, hiding their true nature behind a false face of control. Another trait utilized in media surrounding killers is possessing a high IQ. A trait which is given great representation in the methodical, sadistic, Hannibal Lecter. "Lecter may be a compelling character because he is a criminal genius, a ‘high IQ killer’” (Oleson 29). Using his vast knowledge of the human psyche, he knows exactly how to manipulate the people around him. Which, in the cases surrounding his own murders, is exactly how he targets his victims and convolutes evidence, as best seen in the 2013 series Hannibal. The traits also largely explain why the general Silence of the Lambs series has gained so much popularity, keeping the viewers engaged by the depth of the story created by traits given to Hannibal Lecter. Instead of using intelligence and charisma to attract viewers to the characters themselves, the traits are meant to create conflict, not only within the show, but in the viewers own sense of morality. 

The moral code trope often seen in portrayals of serial killers is used as a way to challenge the audience’s perception of justice and morality, and to simply act as an attention grabber. Some of the most popular serial killer characters possess moral codes, which typically serve as large focuses in the media. One of the best examples of a serial killer’s moral code being used as a plot device is in the character of Dexter Morgan. In the show Dexter, as explained by a social sciences employee at Radboud University, “The narrative gives viewers a psychological explanation for Dexter’s serial killing urge (childhood trauma), and a morally ‘right’ reason for Dexter’s unlawful behavior” (Ommen 379). Undeniably, shows like Dexter draw viewers deeper into the story when a moral code appears with background laying out the reasoning for said beliefs. Another widely known example of using a moral code for plot development appears in the Saw movie series, focusing on John Kramer and his methods of punishment. The Moving Pictures Film Club, a group who focused on releasing in-depth, scholarly analyses of horror cinema put out a post on Kramer’s morals, reading, “He will target people he believes to be ungrateful for their lives and teach them a lesson. These interventions come in the form of meticulously engineered traps, forcing the victim to either die [...] or perform grotesque acts of self-mutilation in order to escape, theoretically with a newfound appreciation for life” (Bain). The Saw franchise creates a form of ethical ambiguity, keeping viewers hooked on the possible hypocrisy of John’s ideals. Rather than trying to encourage the viewers to support Kramer and Dexter, producers create moral codes in their characters to have a way to create more tension and conflicts in the series, rather than trying to make their characters appealing to the viewer.

The idealization of serial killers stems primarily from the audience’s perception and interactions with the media rather than the creators holding the blame. With any series typically comes a diehard fanbase trailing behind. Tracy Bennett, a clinical psychologist, and mother, brings attention to groups of people on the internet who, “continually post videos of serial killer interviews edited to music, create fan accounts, and even write serial killer self-insert fanfiction” (Bennett). Communities of fans blur the line between entertainment and the reality of heinous murders. A high output of fan content results in a higher chance of highly impressionable younger children seeing watered down fan content only to then become exposed to much darker and possibly life-altering content. A horrifying example occurred in 2014 where two teenage girls in Michigan stabbed their classmate, and according to an article from the BBC at the time of the incident, the two girls “ [planned] the crime to demonstrate dedication to Slenderman, a character who appears in stories on the website Creepypasta” (“Wisconsin Girls Charged”). Slenderman originated as two simple black and white photoshopped images from a paranormal photoshop contest. Today, when visiting a fanfiction website such as Wattpad or Archive of our Own (AO3), the number of fan creations of such characters and even real serial killers has well past reached in the hundreds of thousands. Although the creator of Slenderman never intended for anyone to get murdered because of his character, the tragic case demonstrates how younger, vulnerable audiences are impacted by other widespread productions of someone's original material.

Although fictional media often characterizes serial killers as extremely smart, highly charismatic, or with a moral code, the widespread idealization truly comes from the audiences who interact with the media and the fan culture the fans create. Writers make characters with attractive and intelligent traits to make their stories more engaging, and give moral complexes to create more tension in the plot. In media such as fanart and fanfiction made by the viewers of the original content, the characters often end up somewhat transformed into idols which distorts the original creators’ intentions. Despite seeming like the creators of serial killer centered movies and tv shows are intentionally making their characters appealing to gain traction and create obsessive viewers, their true intentions are creating more realistic, genuine characters to make better shows. In reality, serial killers aren’t always going to seem obvious. Killers aren’t all creepy basement dwellers who stalk victims with a weapon in hand. Quite often, they’re the people some never even begin to expect; the appealing, charismatic, and intelligent ones.

Works Cited

Bain, Mitch. “The Elastic Morals of John Kramer.” Moving Pictures Film Club, 7 Nov. 2023, https://movingpicturesfilmclub.wordpress.com/2023/11/07/analysis-the-elastic-morals-of-john-kramer/. Accessed 7 May 2026.

Bennett, Tracy S. “Does Social Media Promote Serial Killer Obsessions Through Murderer Fan Accounts?” Get Kids Internet Safe, https://getkidsinternetsafe.com/does-social-media-promote-serial-killer-obsessions-through-murderer-fan-accounts/. Accessed 7 May 2026.

Maranzani, Barbara. “The Real Killers Who Inspired Hollywood’s Darkest Characters, Like Patrick Bateman and Buffalo Bill.” A&E, 11 Dec. 2025,

https://www.aetv.com/articles/patrick-bateman-buffalo-bill-real-killers-who-inspired-movie-villains. Accessed 7 May 2026

Oleson, J.C. “Contemporary Demonology: The Criminological Theories of Hannibal Lecter, Part Two.” Journal of Criminal Justice and Popular Culture, vol. 13, no. 1, 2006, pp. 29-49, https://static1.squarespace.com/static/5b0ee82df793927c77add8b6/t/5b9065d34ae237af12eb7258/1536189908493/1+Oleson+2006.pdf. Accessed 7 May 2026.

Ommen, Merel van, et al. “A Vigilante Serial Killer as Ethics Educator? An Exploration of Dexter as a Tool For Moral Education in the Professional Domain.” Journal of Moral Education, vol. 46, no. 4, 12 Jul. 2017, pp. 378-395. Taylor & Francis Online, doi:10.1080/03057240.2017.1338558.

Weatherby G.A, et al. “The Making of a Charismatic Killer.” International Journal of Forensic Sciences, vol. 1, no. 2, 14 Sept. 2016, pp. 5, Semantic Scholar, 

The amount of people walking down the street distracted results in great concerns, especially while on the phone. Walking seems automatic but requires attention to many different obstacles including traffic lights, other pedestrians and oncoming traffic. Walking distracted becomes super risky when in an urban area with constant attention needed with the amount of people and vehicles. While some people argue the ability to  multitask while walking, I believe people need to put their phone down due to jaywalking and walking distracted has proved to cause many injuries. 

Many people fail to realize walking distracted includes no difference than distractions behind the wheel. An article from Marsh, Rickard, & Bryan states, “They are more likely to engage in jaywalking” (Marsh et al). People distracted by their phones cause them to forget their surroundings. Not paying attention and walking into oncoming traffic puts the individual, as well as others in danger. A different article talks about solutions for jaywalking in places like Hong Kong (Agrillo). On sidewalks in Hong Kong, lights are pointing at crosswalks to indicate when to walk. People's inability to put their phone down long enough to watch the crosswalk light or watch for vehicles concerns many people.

One small glance at a phone risks leading to a big accident. The American Academy of Orthopaedic Surgeons claim, “Distracted driving can cause crashes, injuries, and even death” (OrthoInfo-AAOS). Surgeons investigated through a study which counted 78% of injuries while talking and texting on the phone with distracted pedestrians. In the statistics AAOS surgeons came up with, without the distraction of a phone,  accidents rarely happen. Jessica Murray from the Guardian writes, “In news that will come as a surprise to nobody who has walked down a busy street in the past 10 years, scientists confirmed people texting while walking are more likely to have accidents” (Murray). A test by another set of scientists explored the dangers of distracted walking. Participants knew about obstacles in their way of walking but still hesitated to prevent the potential slip. 

The majority of people's egos tell them multitasking is possible. The individual is simply switching between tasks, not multitasking. Neuroscientist Earl Miller states, “You’re not paying attention to one or two things simultaneously, but switching between them very rapidly” (Hamilton). Research shows humans incapable of multitasking efficiently.  Technology also makes people believe in doing more than one action at once, like a split screen on a computer. Authors from Science Direct quote, “Texting on a cellular phone requires visual attention for reading, cognitive processing for communication and fine motor coordination for typing” (Hinton et al). Studies also show people prioritize their phone more than their surroundings causing unsafe walking behavior. Changes in individuals showed with their stability, which throws them off balance.

People who think multitasking is possible needs to put their phone down in public, especially in busy areas due to jaywalking, and influencing one of the leading causes of injury. The majority of people happen to include the people who drive distracted as well, and statistics show through jail records and accidents. Only a few scrolls or texts lead to an accident. Research from neuroscientists and surgeons showed humans jumping from thought to thought, not multitasking. Studies from scientists makes a person wonder how bad of a decision distracted walking really is, pulling out a phone in public.

Works Cited

Agrillo, Megan. “Distracted: Texting While Walking-Blogs-International Council for Media Literacy.” International Council for Media Literacy, 3 May 2023, https://ic4ml.org/blogs /distracted-texting-while-walking/.

“Distracted Waling-OrthoInfo-AAOS.” Aaos.org, 2026, https://orthoinfo.aaos.org/en/staying -healthy/distracted-walking/.

Hamilton, Jon. “Think You’re Multitasking? Think Again.” NPR.org, 2 Oct. 2008, https://www npr.org/2008/10/02/95256794/think-youre-multitasking-think-again.

Hinton, Dorelle Clare, et al. “Everyday Multitasking Habits: Universal Students Seamlessly Text and Walk on a Split-Belt Treadmill.” Gait & Posture, Vol. 59, Jan. 2018, pp. 168-173, https://www.sciencedirect.com/science/article/abs/pii/S0966636217309670.

Marsh, et al. “Should Pedestrians Be Fined For Texting and Walking?” Marsh, Rickard, & Bryan, 31 Oct. 2017, https://www.mrblaw.com/should-pedestrians -be-fined-for -texting -and -walking/. 

Murray, Jessica. “People Texting While Walking More Likely to Have Accidents, Study Confirms.” The Guardian, 8 Aug. 2023, https://www.theguardian.com/society/2023/ aug/08/people-texting-while-walking-more-likely-to-have-accidents-study-finds.

Friendships are to happiness like roots are to a tree, they help you grow and support your overall well being. These relationships play a big role in your life and who you become. While some argue friendships are not related to overall happiness, strong friendships promote happier and healthier individuals because they affect responses to life challenges and pressures, social isolation has many negative effects. 

Healthy friendships lead to happier people by helping people handle stress in healthier ways, which supports happiness. For example, Zara Abrams describes the effects of friendships in an article on the science of why friendships keep us healthy, and states, “friendships protect us in part by changing the way we respond to stress” (Abrams 42). This evidence shows that friendships lead to greater happiness because friends don't just make life more enjoyable, they actively change how we deal with difficult situations. When individual stress levels rise, having supportive friends to turn to can help them think clearer, feel calmer, and avoid negative reactions that would make the problem worse. Over time, this healthier way of handling stress can improve overall well being, making people feel more stable and satisfied in their lives. While friendships can improve the way people handle stress, the absence of these connections can have the opposite effect on both mental and physical health. 

Social isolation, and the lack of meaningful friendships can have serious effects on a person’s overall health. According to Kiffer Card and Shayna Skakoon-Sparling in an article on happiness levels across introverts and extroverts, "loneliness and social isolation have been linked with increased risk for poor health” (Card and Skakoon-Sparling 1). This quote supports my claim while highlighting the real health risks linked to poor social connections. Some health risks include, spiked stress levels, higher risk of depression, weakened immunity performance, and even heart disease. These effects show that social disconnection doesn’t just affect mood, but seriously harms the body over time. Although friendships provide emotional support and interactions that help reduce health risks, naysayers still believe people don’t need friends to experience happiness. 

While some people argue happiness doesn’t directly relate to friendships, evidence reveals that conclusion as mistaken. For example, in an article titled “The Relative Importance Of Friendships To Happiness,” Inmyung Song, and fellow researchers, state, “happiness is predicted by social relationships” (Song et. al.). This evidence directly opposes the idea that people can reach true happiness without friendships, stating happiness isn’t just an individual experience, but instead depends on connection with others. Without friendships, people miss out on emotional support and a feeling of belonging that contributes to negative long term effects on well being. Ultimately, this shows that friendships play a huge role in shaping happiness.

Although some argue friendships are not directly tied to happiness, strong friendships help people become happier and healthier by influencing how people respond to life's challenges, and protect against the harmful effects of social isolation. Without friendships, people often lose an important source of support, which can lead to poorer stress management and negative effects on both mental and physical health. Research also shows that loneliness and social isolation are linked to increased risk of depression, higher stress levels, and even serious physical conditions such as heart disease. Although some believe happiness is found through isolation, true happiness stems from social relationships, and without them, people often lack the emotional support and sense of belonging needed for long term well being. Friendships are like the roots of the tree, giving people support, strength, and the connection needed to grow to experience true happiness.

Works Cited:

Abrams, Zara. “The Science of Why Friendships Keep Us Healthy.” Monitor on Psychology, vol. 54, no. 4, American Psychological Association, 1 June 2023, www.apa.org/monitor/2023/06/cover-story-science-friendship. 

Card, Kiffer G, and Shayna Skakoon-Sparling. “Are Social Support, Loneliness, and Social Connection Differentially Associated with Happiness across Levels of Introversion-Extraversion?” Health Psychology Open, SAGE Publications, 30 June 2023, pmc.ncbi.nlm.nih.gov/articles/PMC10328046/. 

Song, Inmyung, et al. “The Relative Importance of Friendship to Happiness Increases with Age.” Edited by Jordi Gumà, U.S. National Library of Medicine, PloS one, 13 July 2023, pubmed.ncbi.nlm.nih.gov/37440575/. 

Many graduates after high school leave with the knowledge to solve difficult math problems, but not how to manage a bank account, build credit, or avoid debt. As a result, many students are without the preparation to handle financial responsibilities after graduation. While some argue families and real-life experiences teach financial skills, I argue financial literacy should be taught in school because it prevents debt and financial mistakes early in life and prepares students for real life experiences.

Financial literacy helps prevent debt and costly financial mistakes. Many young adults lack basic knowledge, which leads to poor decisions such as credit card debt and overspending. According to the National Financial Capabilities Survey conducted by the Financial Industry Regulatory Authority Foundation, individuals with lower financial literacy spent more money than their income, less likely to set aside money for emergency funds, and less likely to open a retirement plan or retirement account compared to respondents with high financial literacy. Additionally, the survey also found individuals with lower financial literacy suffered more late payment fees, used credit cards for cash advances, exceeded credit limits, and borrowed money from non-banking institutions (National Education Association). The evidence shows low financial literacy directly leads to behaviors creating long term financial problems. When people consistently spend more than their income, rely on cash advances, or use payday loans, many fall into debt cycles that become extremely difficult to escape. Such patterns often arise not from irresponsibility, but from a lack of early instruction in money management. Further research shows that financial education in schools has measurable, long-term benefits. A study examining state-mandated financial literacy programs found young adults who received financial education gained higher credit scores within just three years of implementation. The researchers concluded such programs “alter credit behavior in early adulthood,” supporting how class taught financial literacy leads to real improvements in financial decision making. The same study also found students obtained credit scores 7 to 29 points higher than individuals who missed out on education. (Brown et al.) A higher credit score gives young adults better access to loans, lower interest rates, and more financial stability, which shows financial literacy classes lead to real, measurable improvements in financial behavior. Financial literacy not only prevents mistakes but also prepares students for the real‑world decisions.

Financial literacy prepares students for real-life experiences. After high school, students hold the pressure of managing their own money, paying bills, and making important financial decisions. Budgeting becomes especially important in college, helping students balance tuition, housing, and daily costs while avoiding overspending and financial stress. Research from the National Endowment for Financial Education shows students who receive financial literacy instruction often budget more effectively, save consistently, and avoid high-interest debt. Demonstrating financial education directly improves their ability to handle real life financial responsibilities. Financial literacy also strengthens students’ ability to build long-term financial security by teaching them how to save, invest, and make informed financial choices. Such skills influence major life decisions such as buying a home, pursuing further education, or planning for retirement. Understanding concepts like interest rates, credit scores, and financial scams help students avoid common financial traps and protect themselves while navigating adulthood. 

Some argue financial literacy holds little necessity in school because students learn money management on their own through real life experiences or their parents. Supporters of such a view believe financial habits form naturally at home through observation and everyday situations. One source explains “kids observe their parents' relationship and mindset with money and are likely to adopt the same mentality, whether they see money as a source of stress, or as a tool” (United Federal Credit Union). The idea suggests children often learn important financial skills simply by watching how their parents earn, spend, and save money. Because of such beliefs, some argue financial literacy in school holds little necessity, since many lessons often come through family influences and real-life experience. However, relying on personal experiences or family knowledge creates an unreliable foundation, since many families struggle with their own finances. A recent study found 64% of Gen Z adults rely on their parents for financial support, and more than half of those parents report such support strains their own finances. The finding shows many parents lack the stability needed to serve as strong financial role models, commonly passing down poor money habits in the process. The same study also found nearly half of Gen Z describe their financial lives as “messy” and delay major life milestones due to financial stress (Wells Fargo). Instead of learning healthy money habits at home, many young adults runto social media for advice, with 45% relying on YouTube and 34% on Instagram or TikTok (National Endowment for Financial Education). Such platforms often spread misinformation, making them unreliable sources for financial education. The evidence shows depending on parents or personal experience leaves many students without the essential financial knowledge, which explains why financial literacy in schools holds such importance. 

Financial literacy extends far beyond a basic academic subject. The field offers lifelong skills that continue to guide individuals throughout adulthood. The evidence shows without the proper financial education, many young adults will not make it far because of debt, costly mistakes, and struggle to manage basic responsibilities such as budgeting, saving, and building credit. Teaching financial literacy in schools prevents such problems by giving students the knowledge needed to attack such experiences with an advantage. In the long run, financial literacy shapes far more than bank accounts, but shapes the future. Every young person gets a chance to rise above uncertainty and build a life held up by stability and opportunity.

Works Cited

Brown, Alexandra, et al. “State Mandated Financial Education and the Credit Behavior of Young Adults.” Federal Deposit Insurance Corporation, FDIC, 2014, https://www.fdic.gov/media/168091#:~:text=A%20growing%20body%20of%20literature,at%20all%20stages%20of%20life.

United Federal Credit Union. “Kids Inherit Financial Habits from Parents” United Federal Credit Union, Team United, 18. April. 2023. https://unitedfcu.com/resources/advice-hub/kids-inherit-financial-habits-from-parents-studies#:~:text=In%20lieu%20of%20formal%20financial%20education%2C%20kids,their%20parents'%20relationship%20and%20mindset%20with%20money

National Education Association. “A Better Understanding of Economics, Personal Finance Education, and Economic Inequality” National Education Association, NEA Research, 31. May, 2024. https://www.nea.org/resource-library/financial-literacy-economic-inequality#:~:text=The%202021%20National%20Financial%20Capabilities,save%20money%20for%20an%20emergency.

National Endowment for Financial Education. “The State of Financial Education: 2022.” NEFE, NEFE, 2022, https://www.nefe.org/

Wells Fargo. “Wells Fargo 2026 Money Study Reveals Americans Redefining the American Dream; Gen Z Leaning on Parents for Financial Support.” Wells Fargo Newsroom, Wells Fargo News room, 16 Apr. 2026, https://newsroom.wf.com/news-releases/news-details/2026/Wells-Fargo-2026-Money-Study-Reveals-Americans-Redefining-the-American-Dream-Gen-Z-leaning-on-Parents-for-Financial-Support/default.aspx#:~:text=Gen%20Z%20Faces%20Financial%20Pressure,also%20putting%20pressure%20on%20parents.

Imagine spending hours studying to get a good grade, but when the test is over you forget everything you crammed into your brain, because understanding was never the goal, only the grade. Students focus on getting good grades rather than learning and understanding the information presented to them. While some argue that grades motivate and provide validation, I believe grades discourage learning and promote shortcuts, because grades reduce initiative to learn, and students take shortcuts to get the score they desire.

Students focusing too much on their grades reduces critical thinking and initiative to learn. For example, in an article written on “Research on Effects of Grading” by Heather Leslie who holds a doctorate in Business Administration and a Doctorate in strategy. Heather researches the scholarship of teaching and learning at the University Of San Diego, the article states “Research has shown that grades tend to reduce students’ interest in what they are learning and students’ academic interest dramatically declines when they receive low scores.” (Leslie). Showing students who focus on grades take more interest in the score received rather than what the students actually learn. The grade motivates students to get a good score rather than actually understanding the information. In the same aspect showing when students receive low scores feelings of unworthyness are created. These feelings lead to declining interest in learning, making students feel unable to accomplish hard tasks, and providing challenges for students to want to learn. These factors lead to students putting in less effort and students avoiding challenging themselves to understand the material better, limiting students ability to think critically and lowering their initiative to learn. By lowering the students' initiative to learn it encourages them to take shortcuts to get the grade desired. 

An emphasis on grades encourages students to take shortcuts rather than truly learn the material. For example, in an article written on “Why Students Cheat” published in the National Library of Medicine, states “The pressure to succeed and a fear of failure have been reported by students as a reason for why they have cheated or why they would cheat” (Miles et al.) The article shows the pressure to not fail encourages students to cheat. The article also shows when students don't understand information students will likely cheat to get the desired grade rather than actually learning and understanding the material. Students put themselves under a lot of pressure to succeed, and the way students view succeeding equals getting a good grade. Students afraid of failing take shortcuts to make sure failure doesn't happen. Students shouldn’t live in the fear of failure and success defined by a good grade.

Advocates for the grading system argue grades play a critical role in motivating, providing validation and opportunities for students. Believing the grades provide the validation for students when a good grade is achieved showing hard work pays off, providing students with more motivation to get higher scores. Many also argue grades  provide students with opportunities to get scholarships to help pay for continuing education. People need to look at the other end of the spectrum, the idea of students who are affected by struggling in one area. For example a student could receive an A in English and science but struggle with Math and receive a D, this would substantially lower the students GPA and disqualify them for some scholarship opportunities due to them being graded in the area the student struggles with. Students who perform lower than other students tend to portray lower self esteem and feel like a failure even if the student was learning and understanding. In an article named “Why Focusing on Grades Is a Barrier to Learning” published on the Harvard Business Impact and written by Gerald Knesek who taught in the classroom for forty years the article states “ Students often refer to themselves as “A” students, “B” students, or “C” students in conversations with each other and feel a sense of shame when they get failing grades.” The article shows students who don’t perform as well as other students feel worse about themselves and this leads to taking shortcuts or cheating to avoid feeling ashamed for being a “C” student. Knesek article shows not all students become eligible for the opportunities given to students with good grades; leading to unfair assessment. While proponents for grades argues that grades motivate students and provide them with external validation in the article “Why Focusing on Grades Is a Barrier to Learning” the article states “When I encounter students after they have graduated, they almost always remember what grade they received in my class; yet when I ask about what concepts they learned, they hesitate before answering.” (Knesek). Illustrating students are not motivated to learn but rather motivated to get the grade desired, whether using shortcuts or memorizing the information. The emphasis is not on learning and understanding the material presented to students, only getting the desired grade. 

While advocates argue grades provide opportunities and motivation, I believe grades promote shortcuts and discourage learning because grades reduce initiative to learn and in turn, students end up taking shortcuts to get a higher score. Students focusing on grades reduces their initiative to learn and critical thinking. When students get stuck  on worrying about the grade received students become disinterested in actually learning and more concerned about the score received. Leading to them not understanding the information. When students receive lower grades, students don’t take risks or take on challenges because of the chance of failure. The emphasis on grades encourages students to take shortcuts and not fully understand the material. Students' fear of failure is because of the pressure applied to the students. People  argue that grades provide motivation, validation and opportunities. However, this does not include students who may struggle with grades due to only being scored in one area, and leads to students not getting the same opportunities. Students likely remember the grade received more than the content  talked about in a class showing the motivation to encourage getting a good score and not actually learning. Failure is not something students should fear, but something that encourages growth and learning. Education is meant to extend beyond a test, rather to fully understand and apply concepts, not just labeling tests with a grade.

Work Cited 

Knesek, Gerald E. “Why Focusing on Grades Is a Barrier to Learning.” Harvard Business Impact, Harvard Business School Publishing, 24 April 2022, https://hbsp.harvard.edu/inspiring-minds/why-focusing-on-grades-is-a-barrier-to-learning

Leslie,  Heather J. “Research on Effects of Grading.” University of San Diego, University of San Diego, 2021, https://digital.sandiego.edu/cgi/viewcontent.cgi?article=1007&context=ldc-scholarship#:~:text=Grades%20Discourage%20Critical%20Thinking%20and,et%20al.%2C%202015

Miles, Paula J, et al. “Why Students Cheat and How Understanding This Can Help Reduce the Frequency of Academic Misconduct in Higher Education: A Literature Review.” Journal of Undergraduate Neuroscience, U.S. National Library of Medicine, 1 June 2022, https://pmc.ncbi.nlm.nih.gov/articles/PMC10653228/#:~:text=Smith%2C%202013%29.-,Pressures,et%20al.%2C%202016

Phones in School

Many schools around the country debate whether to ban cell phones in class or not.  Some people believe phones should be completely banned because they distract students from learning. Others believe phones can be useful when used correctly. While some would argue that having no phones in school is beneficial, I believe having no phones in school is pointless because they are personal devices and they can only hurt themselves with them.

One major argument against cell phones in school is how easy they can become a serious distraction. Cell phones pull students away from learning, making it harder for them to learn or fully understand and the teacher to succeed. Instead of paying attention to the teacher, students may scroll through social media, text their friends, play games, or watch videos during class. Even a quick notification can cause students to lose focus and miss important information. Teachers may also get frustrated because lessons or segments may need to be repeated or get interrupted. When students become more focused on their phone, it not only affects their performance but can disrupt the learning environment for everyone else. In some cases, one student being on their phone can distract several other students nearby, creating an even larger problem in the classroom. While cell phones can clearly be a major distraction in the classroom, they also have the potential to be powerful educational tools when used correctly. 

The base reason phones should be allowed in school is they can provide important educational benefits. 

When used properly cell phones can give students quick access to information and helpful learning tools. The Central rivers education agency says, “One of the biggest benefits of cellphones is their ability to give students access to educational resources.” Instead of waiting to use a school computer, students can quickly research questions, look up definitions, or find information related to classroom discussions all just by using their phone. Phones cal also be used for calculators, educational apps, online assignments, and to communicate with their teachers. In many schools across the country, many teachers already use online learning platforms to connect with students and allow them to turn in homework and check grades directly from their phone. This can allow lessons to become more interactive and efficient, helping students better understand the assignment. Some teachers even use educational games, quizzes, and group activities that require phones to participate. Dr. Benjamin Washington says, “Oftentimes, teachers can also facilitate educational games such as Kahoot, Wordle, and Minecraft Education.” These activities can help students stay involved and make learning feel less boring. In addition, phones can help students set reminders about homework, study time, and tests to help them stay more on top of things. Technology is becoming more common in schools and work life, so students should learn how to use them properly for future reference. However, the effectiveness of cell phones in education ultimately depends on how responsibly students use them.

Finally, allowing phones in school can help students develop responsibility and self-control. Enabling students to go on their phones in class can be a risk, they need to develop self-control and responsible decision-making skills. Because phones are a daily essential part of students' life outside of school, so learning how to use them appropriately is important. Completely removing phones from school does not and will not teach students responsibility, instead it will only make matters worse.  Harvard graduate school says, “From a disciplinary standpoint, if the school has a cellphone ban then there are students breaking that cellphone ban. That’s one of the reasons I explore the impact on discipline and suspension. You could be using a cellphone which, yes, could be distracting, but even more negatively, have the student removed from school.” When students only get their phone outside of school it will make it feel like an incentive or challenge they have to meet/complete making students more prone to trying to have their phone in school which would only cause trouble. Schools should help students learn when phone use is acceptable and when it is not. Anthony Seneus says, “For example, people rely on them too much and forget what life outside of it has to offer. They have become too dependent on them, causing them to be lazy and procrastinate on things they would want to do.” These are skills students will need in college, jobs, and everyday life. Considering both the distractions and the benefits, it becomes clear that the issue is not the phones themselves, but how they are used.

In conclusion, although many people believe phones should be banned in schools because they distract students, banning them completely is pointless because phones are personal devices that can provide educational benefits and help students develop responsibility. Phones can definitely distract students from learning, but they can also improve classroom flow and prepare students for real world situations where phones are used everyday. Teaching students how to responsibly manage technology is more valuable than simply taking phones away, because learning self-control and responsibility are important skills that will benefit students throughout their entire lives.

Works Cited

“The debate over cellphone use in schools: pros and cons.” centralriversaea.org, 24 Apr 2026 https://www.centralriversaea.org/news/the-debate-over-cellphone-use-in-schools-pros-and-cons/

Boudreau, Emily.  “Weighing the Costs and Benefits of Cellphones in Schools.” Harvard Graduate School of Education,  www.gse.harvard.edu, 10 Aug 2022 https://www.gse.harvard.edu/ideas/news/22/08/weighing-costs-and-benefits-cellphones-schools

Washington, Benjamin. “Cellphones in the Classroom: Should It Be Allowed?”  graduateprogram.org, 24 Apr 2026 https://www.graduateprogram.org/blog/cellphones-in-the-classroom-should-it-be-allowed/

Seneus, Anthony.  “Pros and Cons of Cellphones.” goldenwave.baldwinschools.org, 24 Apr 2026 https://goldenwave.baldwinschools.org/930/opinion/pros-and-cons-of-cellphones/

When going out into the real world after high school, it can get pretty stressful. Not knowing how to live on your own or do anything financially can get hard. Requiring life skill courses in high school will not only benefit the people who are in those classes, but generations to come. While some will argue that life skills are something that should be taught at home, I believe that it should be required to learn in the school curriculum because it can prepare students for adulthood and benefit their health and how to manage money.

Money can be a big cause of stress. Having life skills in classes can help kids to understand what they want to be at a younger age and position them for greater success in all areas of life. Math and economics don’t really teach how to manage money, meaning that many students won’t know how to manage credit cards, file taxes, or balance checkbooks. Life can get very stressful, especially for young adults. Learning life skills in school will lead to less confusion, stress, and better mental health. “A study by the American Psychological Association found that teens average stress level was 5.8 (on a 10 point scale) much higher than the maximum healthy stress level for adults of 3.9” (Positive Action: Teaching Life Skills in School). Having life skill courses in school can help you to learn how to make personal decisions, problem solve, money management, and housekeeping. Not learning life skills before going into adulthood can leave you feeling confused, stressed, lack of motivation, and increased probability of risky behaviors, like alcoholism, drug use, and suicidal actions. Getting led onto the right track in life will help a lot, rather than going into the real world clueless.

A lot of students will graduate high school not knowing much of anything about bills, taxes, credit cards, and student loans. You can avoid making costly mistakes by knowing how to manage your money. Many young adults rely on credit cards and ignore bills, which leads to debt piling up. “A staggering 90% of American households hold some type of debt” (Intuit Blog). Learning how to budget and manage money in school before going out on your own can help to avoid debt and build long term habits to stay financially stable. Many families haven’t learned these skills themselves, so they wouldn’t be able to teach their children how to have these financial skills. Having life skill courses will give students a chance to learn these skills and give everyone a fair chance. 

Many people think that teaching life skills in school isn't necessary because schools are only responsible for teaching core subjects.”Schools are responsible for teaching you core subjects for seven hours a day” (Fenton Inprint). Yes, taking core classes in highschool is helpful, but adding required courses to learn life skills also is something that's necessary to learn. Others will say that life skills are something that should be taught at home, but not every kid gets that fair chance. “Parents or guardians spend the most time with their kids and should be the ones responsible for making them functional adults” (Fenton Inprint). Being taught life skills isn’t something that would be a waste of time, it would benefit many people to make better choices. “Most of us stumbled through mistakes-overdraft fees, credit card debt, missed payments” (Unschooling Mom2Mom).

Even though some people disagree that life skill classes should be required, teaching those courses can be very beneficial to everyone in many ways. Some kids might have parents that do know these skills and can teach their children, but not everyone will have that same fair opportunity. Teaching these skills can lead to less confusion and stress, and help them to make financially smart decisions and not fall into debt. Not only will these skills be beneficial for those people, but the economy will benefit as well with fewer people being in debt.

Works Cited

“5 Reasons Why Financial Literacy Should Be Taught in School.” Intuit Blog, 13 January 2026, https://www.intuit.com/blog/innovative-thinking/financial-tips/why-financial-literacy-should-be-taught-in-school/ 

Patterson, Sue. “10 Life Skills School Never Taught Us (But Adults Wish They Had).” Unschooling Mom2Mom, https://www.unschoolingmom2mom.com/life-skills-not-taught-in-school 

Pearce, Micheal. “Public School Systems Is Not Responsible for Teaching Life Skills.” Fenton InPrint, 1 March 2017, https://fentoninprint.com/9211/opinion/public-school-systems-is-not-responsible-for-teaching-life-skills/

Positive Action Staff. “Why Should We Be Teaching Life Skills in Schools in 2025”, Positive Action, 27 September 2023, updated 18 August 2025 https://www.positiveaction.net/blog/teaching-life-skills-in-schools

In today's world, college costs remain a major topic of discussion. Many people support free college for everyone. At first, the idea sounds amazing, no student debt, more opportunities, and less stress about money. However, making college free for all students is not as simple as appears. Free college for everyone increases the burden on taxpayers and lowers the value of a college degree, although some argue free college creates equal opportunity. While helping students afford education remains very important, better solutions already exist, like financial aid scholarships, targeting people who need help without creating new problems.

 One major reason college is free for everyone puts a heavy burden on taxpayers. If students pay no tuition, the government still has to get money from somewhere, leading to higher taxes. According to research from sources like Research.com, free college programs would cost billions of dollars each year. The money doesn't just appear, it comes from everyday people, including families without children going to college, which serves them no purpose. The Brookings Institution also explains the benefits of free college often go to middle and upper class people as well, not just people who are in need. Meaning taxpayers fund education for people already able to afford it. Instead of making everyone pay more in taxes, it makes more sense to continue using financial aid programs made to specifically help low income students afford to go to college. In such a way, the people who truly need help get support without placing an unnecessary financial burden on everyone else. 

Another important reason is making college free lowers the value of a degree. When education becomes free and very available, the sense of importance fades. If everyone can easily obtain a college degree, the degree loses value and stands out less to employers. According to Forbes, one concern is that free college potentially leads to over crowded schools and less motivation for students. Because college costs a significant amount, students tend to take it more seriously. If college costs nothing, some students lose value for the opportunity. Over time, degrees lose meaning and lose competitiveness in the job market. Employers begin requiring higher levels of education just to stand out, defeating the purpose of making college free at the start.  

On the other hand, some people argue free college creates equal opportunity for everyone. Sources like “College Debate Pros and Cons” by Encyclopedia Britannica explain that free college could allow more students, especially those with low income, to attend college. Many believe education remains a right, not a privilege, and removing cost barriers helps close the gap between different social classes. While the debate remains understandable, making college free for everyone fails to achieve equality. Systems already exist, like scholarships, grants, and financial aid, helping students who cannot afford college. Programs focus on people who actually need the support, rather than giving free education to everyone regardless of financial status. Expanding targeted programs creates a smarter way to build equal opportunity without causing larger economic issues. 

Overall, the concept of free college initially appears beneficial, and serious consequences come with it. Making college free for all increases the burden on taxpayers and potentially lowers the value of a college degree. While some make the argument of equal  opportunities for everyone, better solutions are available. Financial aid and scholarships are provided to support students in need without adding extra cost. Instead of making college free, society needs to focus on improving and expanding the existing programs to make sure the education remains accessible, valuable, and fair. 

Works Cited 

Chingos, Matthew M. “Who Would Benefit Most From Free College?” Brookings Institution, 21 April. 2016

“Free College.” Encyclopedia Britannica

“Should College Be Free? The Economic Impact of Free College for 2026.” Research.com

Whistle, Wesley. “Who Benefits from Free College?” Forbes, 22 September. 2020

Watching movies is super fun to pass the time, especially kids movie’s, but when you look closer and dive deeper into the meaning behind them, they can change your whole perspective. One movie I always thought had more underlining meanings than it led us on to believe, Toy Story 3, especially on Lotso the Bear. While some will argue Lotso from Toy Story 3 is an evil villain, I believe he is just misunderstood because of what we know of his past traumas and how much of a toll it is on someone's mental health.

Lotso’s abandonment trauma is so severe it altered his ways of thinking and emotions. A Lotso-Huggin Bear, a toy whose main purpose in life is to have an owner and feel belonging. Lotso felt that with Daisy, his past owner, and he stood strong as THE FAVORITE toy out of all Daisy’s other toys. As Chuckles says, one of Lotso’s old friends and another of Daisy’s old toys, in Toy Story 3, “Daisy loved us all. But Lotso, Lotso was special. They did everything together. You’ve never seen a kid and a toy more in love” (Toy Story 3, 55:15-55:05). With all of that affection and favoritism Lotso grew comfortable and secure with a certain lifestyle, just to have it all ripped away from him. Lotso got replaced, Daisy forgot him in the middle of nowhere after her and her mom and dad got done with a picnic Daisy brought Lotso and two other toys to. After Lotso and the two other toys realized Daisy wasn't coming back to get them, the toys decided to walk their little legs all the way back home, in the pouring rain. When Lotso and his friends finally get home Lotso is surprised to see Daisy already replaced him with a brand new Lotso-Huggin Bear. With the symptoms Lotso shows, and the experiences he's been through, I found an article that specialized in PTSD, and they say “PTSD is a mental health condition that's caused by an extremely stressful or terrifying event” (Post Traumatic Stress. . . ) I know I would be extremely stressed if I just found out my best friend who I lived with my whole life abandoned me, never came back for me, and when I walked back home in the pouring rain only to see you’ve replaced me just like that. Now Lotso having no place to live, STILL outside in the cold wet rain and everything he’s known, now gone. A behavior, often seen in dogs, called separation anxiety, when the dog's guardian, or in a toy case, their owner leaves/ abandons them. There’s an article that informed me more on a topic called separation anxiety and they state “dogs with separation anxiety are often extreme and can result in self-injury and household destruction” (Separation Anxiety). Which is identical to Lotso’s situation with his owner Daisy, we see the abandonment, and Lotso's reaction to said abandonment, which in the articles case we see more of the household destruction but instead of household items the replacement in Lotso’s case, another toy’s sanity and well being . Trauma, a terrible experience Lotso Bear isn't a stranger to. What Lotso-Huggin Bear went through and from the trauma he only got worse from not feeling like he could talk to someone, or seek further help.

Without proper help, Losto developed unhealthy habits and ways of thinking. The proper way Lotso should've gotten help was therapy, 911, and call or text certain numbers, but of course Lotso, just a toy, so he didn't get the opportunity to get better. Lotso wasn't alone when he was abandoned, Lotso had two other toys there with him, and the crew got abandoned together, all his friends had to do was just talk to him, but Lotso’s friends let him suffer in silence. Those words possibly could’ve been enough to cool Lotso down and not turn him into the villain of Toy Story 3. Lotso was a toy who did not like to share his feelings, which is not uncommon, and thats what I read in the article discussing suicide victums symptoms, it says “The majority of people who die by suicide have not had contact with mental health professionals in the year prior to death.” (People who die . . . ). Some villains aren't as evil as you think once you look at their past and see what they’ve gone through, and the mental challenges they’re battling. For people who experienced traumatic events, the victims shut others out and bottle their emotions, in an article that discussed PTSD symptoms they state “Most people who go through traumatic events may have a hard time adjusting and coping for a short time. But with time and by taking care of themselves, they usually get better.” (Post Traumatic Stress Disorder (PTSD)). Which summarizes people can get better with time and take care of themselves, but Lotso isn't the type of person to take care of himself, especially Lotso’s mindset right after getting abandoned. Lotso’s spiraling down, can't ask for help and can't take time to take care of himself. All he could do is find another home at SunnySide Daycare, the place where Lotso met the main group of toys, and rules the place like a king. In the same article I found another quote that supports Lotso even more, an article that discussed PTSD patients, the crew say how people suffering from the mental illness, symptoms often are flashbacks and trying not to think if their traumatic situation (Post Traumatic Stress Disorder (PTSD)) and in the movie it’s very obvious when Woody, the main character, asks Lotso about Daisy and Lotso relies with “I don't know what your talking about” (Toy Story 3, 31:01-30:56). These experiences and traumas turned Lotso into who he is today, due to Daisy’s abandonment, the extreme stress of becoming homeless, and constant PTSD flashbacks of the day he was thrown to the streets. Lotso just tried to find a new home at SunnySide Daycare.

Some people might argue Lotso is a dictator and enslaved toys at SunnySide Daycare. But they’re wrong because he did not choose the path for himself, and Lotso had the mindset he’s helping SunnySide by having more toys there for the kids. Going back to what I said about separation anxiety in dogs, we know that when the dog's guardian leaves the dog becomes a liability to thyself, or surroundings (Separation Anxiety). The other toys would play the household items and surroundings in Lotso’s case. We can summarize from the article what’s at risk are the people suffering/ the dog, or close objects when dogs experience their episodes. So when Lotso had a similar experience, the toys at SunnySide unfortunately became collateral damage. If he chooses not to harm himself, which I assumed he didn't because we yet to know of any evidence on this. But with all the harming of the toys Lotso doesn't see himself hurting the toys, he sees himself helping the children who go to SunnySide. His brain is so warped from his trauma, he sees toys as just objects for kids to play with and then throw away when the kids reach a curtain point in age where toys lack purpose, we know this from in the movie Toy Story 3 when Lotso says “We’re all just trash, waiting to be thrown away. That’s all a toy is.” (Toy Story 3, 1:27:30 – 1:28:10). Lotso had the villainous path chosen for him, being abandoned was thrust upon him. A normal day, when Lotso was unexpectedly abandoned, trekking his way back home to a horrendous sight. Lived with it, accepted it, but his conscience wouldn't let him forget it. Lotso the hugging stuffed bear who smelt of strawberries, just wanted to find a home after being thrown to the streets, he found the safety he craved at SunnySide. He was so appreciative of SunnySide for taking him in, he wanted to keep the daycare in tip top shape as much as possible, so he became a little controlling, with a caterpillar room especially. The caterpillar room is a classroom for the younger toddlers, and most toys don't want to stay in the room due to how harsh and rough the kids play with the toys there. Lotso wanted to make sure the kids in the caterpillar room had enough toys so he would send the younger and newer toys there who could take it. Every good leader accumulates their fair share of haters, he had to do what he had to do for the good of the daycare, and for the kids.

Some people will agree  Lotso from Toy Story 3 is an evil villain, I believe he’s just mentally drained and hurt, because from what we know of his past, he’s hurting inside. Lotso’s trauma he faced by his past owner Daisy really played a role in how he views the world around him now, and other toys as well. Those struggles he faced in the beginning of his life ultimately led him down his wormhole of bad choices, and hurting other toys in the end. Lotso did everything for the good of the daycare, and subconsciously was hurting toys. I lay awake at night thinking about Lotso and how he will live the rest of his life never getting a second chance at a normal toy life again, like what happened to Gabby Gabby the villain in Toy Story 4. Gabby ripped Woody's voice box right out of his back but Woody still helped her in the end.

Works Cited

“Mental Illness” Mayo Clinic, Mayo Clinic, 13 December 2022, 2010. https://www.mayoclinic.org/diseases-conditions/mental-illness/symptoms-causes/syc-20374968

“Post-traumatic Stress Disorder (PTSD)” Mayo Clinic, Mayo Clinic, 16 August 2024. https://www.mayoclinic.org/diseases-conditions/post-traumatic-stress-disorder/symptoms-causes/syc-20355967

Ruder Bradley Debra “Abandonment and the Brain” Harvard Medical School, Harvard Medical Shcool , 2019, https://hms.harvard.edu/news-events/publications-archive/brain/abandonment-brain 

“Separtion Anxiety” ASPCA, ASPCA, 2026. https://www.aspca.org/pet-care/dog-care/common-dog-behavior-issues/separation-anxiety

Tang Samantha et al. “People who die by Suicide without Reciving Mental Health  Survives: A Systematic Reiview” National Library of Medicine, Volume 9, frontiers, 17 January 2022. https://pmc.ncbi.nlm.nih.gov/articles/PMC8804173/

Toy Story 3, Directed by Lee Unkrich, performances by Tom Hanks, Ned Beatty, Joan Cusack, Tim Allen, and Jodi Benson, Pixar Animation Studio’s, 2010.

Everybody wants to know which ones better vortec or hemi engines. I'd like to think the hemi is better and the research I've collected would prove it. But vortecs are such good and reliable engines and they're built like tanks. I love vortecs and hemis but I also need to figure out which ones are better. I need to know who comes out on top.

Vortecs have an iron block, the block is the center of the engine where the pistons and crankshaft are inside. There are a couple different sizes of these engines ranging from four pistons up to eight pistons. But I'm only worried about the 5.3 and 5.7 liter v8 LS engines. The vortec can handle crazy amounts of boost meaning you can turbo or supercharge them but this causes the engine to kill the transmission. This is when you get a racing transmission for an LS engine which wont be hard because people make every kind of part for LS engines.

Vortecs are more reliable and are cheaper to maintain then the hemi is, but the hemi is built insanely. The hemi gets its name from its hemispherical combustion chamber making it make bigger combustion cycles. This makes more horsepower but eats more gas even though vortecs are gas guzzlers too. The hemi comes in a couple of different sizes but we're going to talk about the 392 6.1 liter v8. This thing is huge and most people supercharge them but you can turbo them too.

If it was up to me to decide I would have to say the hemi is the winner of this challenge. Both these engines can be built up into insane machines running a thousand horse power but stock the vortec has no chance. The vortec is very reliable and cheaper to maintain then the hemi, but when it comes to stock horsepower the hemi will always be on top.

Imagine sitting in school all day, then going home to do more school work. That's what a lot of students deal with everyday. Homework is supposed to help, but most of the time it just makes students feel stressed and tired. Students aren’t lazy, they're just overwhelmed with too much work. Even though homework can help sometimes, it's not always the best way to learn. Too much of it can make school worse instead of better. That’s why homework shouldn’t been seen as something students always need.

Homework isn’t as necessary as it seems. Having homework shouldn't be a need either. Homework is something a lot of students struggle with, mainly because of the stress of it. The reason for students not wanting to get their work done isn’t because they are lazy, there are many other reasons for why some students don’t want to. The most common reason is feeling overwhelmed or being burnt out. Homework can be useful for tests, missing school, and not finishing an assignment in class. 

One major reason homework is not necessary is the amount of stress it adds to students' lives. After spending hours at school, students are often expected to continue working at home with little time to relax. This can lead to anxiety, lack of sleep, and even academic burnout. When students are overwhelmed, they are less likely to learn and more likely to rush through assignments just to get it done. Instead of improving education, lots of homework can harm students’ mental health and reduce their motivation to learn.

Another reason its not always necessary is that it isnt the most effective way for every student to learn. Students have different learning styles, and repetitive assignments at home may not help them understand the material better. In some cases. Students complete homework without fully understanding it, especially if they do not have help available. This can lead to confusion and frustration other than improvement. Class time, where students can ask questions and receive help from teachers, is often a more effective environment for learning than working alone at home. 

In conclusion, homework is not as necessary as many people believe it is. While it can be useful in certain situations, such as studying for tests or finishing incomplete homework, it often creates more problems than benefits. Many students experience high levels of stress, lack of sleep. And burnout  because they are expected to continue working long after the school day ends. This pressure can lower motivation and make students feel frustrated rather than excited about learning. Homework is not always an effective way of learning material, especially when they are working alone.

Work cited

Oxford learning The PBS and constant homework. Oct 10th, 2024.

https://oxfordlearning.com/the-pros-and-cons-of-homework/

Hamin “Is homework necessary” connection academy Oct 7, 2024

https://fordhaminstitute.org/national/commentary/why-homework-matters

Barber Jada “homework really is necessary” liberty champion Liberty University Apr 30, 2023.

https://www.graduateprogram.org/blog/should-students-have-homework/

The editors of pros and cons homework debate is homework definition Encyclopdeia Britannica Feb 10, 2026.

https://www.nea.org/nea-today/all-news-articles/great-homework-debate-whats-getting-lost-hype

While some people argue that ford is better then Chevy, I believe Chevy is better because statistics show that Chevy is more reliable and cheaper for better quality. The reliability score for the F-150 is 76/100.The score for the Chevy Silverado 1500 is 84/100. 

Chevy beats Ford in price and value. The basemodel F-150 costs $41,405.The base model Chevy 1500 costs $39,195 and provides a free service visit. They are both half ton trucks and roughly the same size. The 2025 chevy 1500 has 4 different options for motors those are a standard 2.7L TurboMax I-4 (310 hp, 430 lb-ft), a 5.3L EcoTec3 V8 (355 hp), a 6.2L EcoTec3 V8 (420 hp), and a 3.0L Duramax Turbo-Diesel I-6 (305 hp).And it comes with either the 8L80,8L90 or the 10L80.The 2025 Ford F-150 also has a few different options for motors those are, 2.7L EcoBoost V6 on base models and available upgrades including a 5.0L V8, 3.5L EcoBoost V6, 3.5L PowerBoost Hybrid, High-Output 3.5L EcoBoost (Raptor), and a Supercharged 5.2L V8 (Raptor R).And it comes with a standard 10 speed automatic which is the 10R80.

Chevy is overall better then ford it beats ford in reliability,price and value and just the overall options you can get.Ill admit ford seats are more comfortable and they have more cupholders but you could always do an interior swap.

Technology is everywhere in the modern day world where almost everyone has some form of it but teenagers are the main ones and can be very beneficial to them. But can be harmful if used in the wrong way. And we will be going over how it affects teens' mental health and how we can prevent some of these things from happening in the future. 

The first thing that will be talked about is how technology affects teens' mental health and its positive and negative side to the topic. Some of the positives to technology for teens is it can help them stay in touch with their family and friends whether they just want to catch up or need help with something. Technology is also helpful in a sense of knowing where someone is because a lot of things track their locations and there are even apps for that too. Even with these good things that can come out of technology it does have its down sides and negatives. For example with a phone when it is in their pocket and notifications keep going off it creates a sense of urgency and a feeling of not wanting to miss out. Technology also interferes with one's sleep which is  crucial for a young teens life and while social media platforms keep us connected it can also lower their self esteem due to comparing oneself to another person's life since they only see the good and not the hardships in their life. 

Ways they could prevent themselves from getting low self esteem and thinking down on themselves is. They can try not to rely on social media and get out and have face to face interactions with the people around them if possible. This also allows teens to make important and life long memories with the people they love that they couldn't have done online over a source of technology. Teens should have a certain time in a day when they put the phone away to avoid and reduce exposure to screen time helping with anxiety and any other symptoms that may be caused due to the over exposure.

In conclusion social media and technology can be helpful in many ways from stayin in touch with people to helping you learn for classes and any other kind of thing that you might need to know in a short amount of time or fast fashion, but even with all the things it can help teens with it also plays a big role in ones mental health and self esteem due to see how others live or just way to much time spent on it within an average day.

Imagine being taken away from the only place called home, locked up, unable to leave, only fed at certain times, and worst of all, every day people are looking and laughing from the other side of the cage. Almost all zoo animals are treated in the same inconsiderate and cruel manner. The reality of zoos shows the treatment of the animals to have a negative impact on them. While some argue zoos demonstrate importance for conservation and research, captivity in a zoo negatively affects animals’ mental and physical health and the treatment of animals in zoos shows the lack of human empathy. 

Animals' mental and physical health suffers while living in a zoo. According to Madison Coleman, relating to the mental and physical effects of captivity in her article “Mistreatment of Wild Animals in Captivity.” She states “Learned helplessness is a significant indicator of high levels of stress and low psychological well-being because it can lead to depression, anorexia, immune system dysfunction, and logging” (Coleman). Just like learned helplessness in humans, animals start to shut down and rely on unnecessary help to get them through life. The mental toll of the animals knowing the actions taken won’t help their fate, as the article states, the animals shut down. Along with the mental health of the animals, their physical health also suffers. Some examples of physical harm include obesity, dental decay, arthritis, skin infections, and self mutilation. Although the animals harm themselves because of the mistreatment, the zoos also heavily mistreat the animals. 

Mistreating animals has happened in zoos for decades and many stories have been uncovered which are haunting to hear. For example, on the topic of mistreatment of animals, Eric R. Olson writes in his article “Animal Experts Weigh in on the Death of Harambe.” At the Cincinnati Zoo on May 28, 2016, Harambe, a male lowland gorilla was murdered by zoo officials because a young boy crawled into his cage and Harambe dragged him around while also appearing to protect him. Many of the experts he researched expressed how the killing of Harambe showed controversy. But the zoo officials faced a tough decision, leaving people upset either way (Olson). The killing of Harambe sparked a lot of controversy all over the world, some people even consider the event as the downfall of the world. The tragedy of Harambe’s death really shed a light on animal treatment in zoos and led people to think deeper about what captivity does to animals. Zoos also mistread their animals with zoothanasia. An example of zoothanasia is killing an animal in a zoo because the animal is deemed "unneeded". Events such as zoothanasia have been happening for years, Caroline Saxon explains the murder of Packy the Elephant in her article “Oregon Zoo Murders Packy The Elephant”. Fifty-four year old Packy the Elephant was living with tuberculosis and showed no signs of a low quality of life, the Oregon Zoo murdered him to make room for a younger more fertile elephant (Saxon). Killing a healthy elephant to make room for a younger healthier elephant can’t even be fathomed. In the wild natural selection obviously takes place, but natural selection does not include killing an innocent elephant in a zoo. Captivity, majority of time leads to major health issues or death, but some believe the animals in captivity are vital for research and keeping them healthy. 

While some people argue zoos help conservation and research, only a small fraction of zoos truly exist for conservation. For example, in research done about zoo conservation, the Association of Zoos and Aquariums states in their article “Zoo and Aquarium Statistics.” Only around 250 zoos and aquariums truly exist for conservation (“Zoo and Aquarium . . .’’). Over 10,000 zoos exist in the world and only 2.5% are for conservation, showing zoos are not all for research and conservation. Because zoos don’t focus on conservation, the treatment of the animals, as stated before, harms the animals well-being while the viewers have no idea what’s going on behind the scenes. Furthermore, in the article “Are Zoos Ethical?” explaining the real facts about zoos, Animals Australia explains “Former zoo director David Hancocks estimates that less than 3% of a zoo's budget goes to conservation. [ . . . ] Most zoos primarily exist for profit” (“Are Zoos Ethical?”). Because of the focus on making a profit, zoos spend their money on advertising, getting the “coolest” animals, merchandise, and ways to entertain the visitors. The animals are neglected because the zoos spend more money on the appeal. People do not travel to zoos to see the building or the architecture, people come to see the animals. Furthermore, people like to believe the best way to study animals is going to the zoo. Going back to “Are Zoos Ethical?” Animals Australia states “The best way to learn about animals is in their natural habitat, or by watching nature content TV or online” (“Are Zoos Ethical?”). The animals in zoos are not in their natural habitat, so the behavior researchers observe can't show complete accuracy. For example, going out and seeing the natural habitat of a lion leads to so much more than in a confined cage where the lion can’t be free. 

Some people think zoos play an important role in the research and conservation of animals, but zoos harm animals' physical and mental health and heavily mistreat their animals. Because of captivity, animals get led into learned helplessness and physical harm. The physical harm doesn’t just happen from the shutdown of the captive animal, the harm also happens from the actions of the zoo. Harambe the gorilla and Packy the Elephant are just two examples of the harsh decisions made by zoos. Thousands of stories have already happened and so many more are still covered. Some zoos truly exist for conservation but not nearly enough. Society has normalized zoos, but bystanders and citizens need to snap out of the mindset they’re in and truly take action and protect the animals which make the world a better place.

Works Cited

“Are Zoos Ethical?” Animals Australia, Animals Australia, 4 Sep 2025, https://animalsaustralia.org/our-work/zoos-and-aquariums/things-we-need-to-stop-telling-ourselves-about-zoos/

Coleman, Madison. “Mistreatment of Wild Animals in Captivity.” Ballard Brief, Ballard Brief, April 2021, http://ballardbrief.byu.edu/issue-briefs/mistreatment-of-wild-animals-in-capti vity

Olson, Eric R. “Animal Experts Weigh-In on the Death of Harambe.” PBS, WNET, 2 June 2016, https://www.pbs.org/wnet/nature/blog/animal-experts-weigh-death-harambe/

Saxon, Caroline. “Oregon Zoo Murders Packy The Elephant.” In Defense of Animals, In Defense of Animals, 10 Feb 2017, https://www.idausa.org/news/oregon-zoo-murders-packy-the-elephant/

“Zoo and Aquarium Statistics.” Association of Zoos and Aquariums, AZA, Jan 2026, https:// www.aza.org/zoo-and-aquarium-statistics

The good, the bad, and the ugly of using video games. Video games have become a major part of many people’s daily lives, especially for teens and young adults. While some will argue that video games are bad I believe they're good for you because they help mentally,physically and educational.

How videogames can benefit mentally and physically. Video games being used to benefit skills from the United Nations from their article “Video games and Mental Health: A Surprising Ally” found that  ”European gamers credited their gaming experiences with boosting creativity (73%), refining problem-solving skills (66%), and enhancing cognitive functions (68%). As the conversation around mental health amplifies globally.”( United Nations)  The United Nations findings show how video games can be powerful tools for personal development, helping players enhance creativity, problem-solving, and cognitive abilities. As mental health awareness grows, these benefits highlight the potential of gaming as a positive and innovative resource for skill-building and well-being.  Video games being used to promote physical activity have been supported by Brown Health in their article “Study Supports Value of Video Games in Promoting Physical Activity,” which found that “People who played the physically active video games continued to do more exercise than the standard group because they got more enjoyment, better management of stress and depressive symptoms, felt more engaged in physical activity and were more confident about their ability to exercise than people doing standard exercise.”(Salit)  Pokemon Go is a game that encourages people to be physically active because players have to move in real life to make progress. You have to walk to hatch eggs, find and catch Pokémon, and visit real-world locations like PokeStops and Gyms, which makes exercise feel more fun and interactive.  Now that I've talked about how it can benefit mentally/physically lets look at how it helps you learn.

How videogames can benefit educationally. I agree with this article “Find Fun” by Emily Boudreau that was posted June 29, 2021, it can be summarized up to how video games should be used in education by giving players a choice of a goal, spark curiosity and encourage questioning, and offer hard fun with challenging or engaging gameplay. (Boudreau)  Games such as Minecraft Education Edition can teach kids elements on the periodic table and how to code. Other games such as Kerbal Space Program, Portal 2, and Rocket League. These games can teach kids skills such as teamwork, problem solving, strategy, and critical thinking. Susan Rivers, PhD, chief scientist at iThrive Games, explains that gaming can be used as a powerful teaching tool, stating that “games can be a tool to reach kids and teach them important social, emotional, and academic skills.” (Rivers)  This shows that video games are not just for entertainment but can also help students learn important life skills. It also proves that when games are designed the right way, they can support teens’ mental health, emotional growth, and academic success. Now that I've talked about the pros, let's look at the cons.

How video games can be negative mentally. A con to video games is video game addiction, what the Cleveland Clinic calls a “ Video game addiction, also called internet gaming disorder, is a condition characterized by severely reduced control over gaming habits, resulting in negative consequences in many aspects of your life, including self-care, relationships, school and work.” (Cleveland Clinic) The reason why kids play video games is because of dopamine levels and they want to continue to play to get this hit of dopamine. They would also stop going outside and stop talking to their friends and family. They also start to gain weight due to sitting in one spot for hours at a time and consuming large amounts of junk food. Ashley Laderer, a freelance writer who's been advocating mental health since 2016 wrote and article “Video Games and Mental Health: The good and the Bad” it can be summarized up to the effects of video game addiction or internet gaming disorder(IGD) it can cause increased aggression, disrupted sleep, unhealthy escapism, depression, and social anxiety. This evidence shows that excessive video game use can negatively affect a person’s mental health, leading to issues like poor sleep, aggression, and emotional struggles. It supports the idea that without balance, gaming can turn into an unhealthy escape that increases depression and social anxiety instead of helping with stress. Overall, video games can be harmful when they are overused and can lead to negative effects on mental health.

In conclusion, video games can be both helpful and harmful depending on how they are used. While they can improve mental skills, encourage physical activity, and support learning, too much gaming can lead to addiction and negative mental health effects. This shows that video games are good overall when played in moderation and balanced with healthy habits.

Work Cited

“Find Fun.” Harvard Graduate School of Education, Harvard, 29 June 2021, www.gse.harvard.edu/ideas/usable-knowledge/21/06/find-fun. 

“Video Game Addiction: What It Is, Symptoms & Treatment.” Cleveland Clinic, Cleveland Clinic, 2 June 2025, my.clevelandclinic.org/health/diseases/23124-video-game-addiction. 

Laderer, Ashley. “Video Games and Mental Health.” Charlie Health, Charlie Health, 25 June 2025, www.charliehealth.com/post/video-games-and-mental-health. 

Rivers, Susan. “Speaking of Psychology: How Video Games Can Help Kids Learn and Grow, with Susan Rivers, PhD.” American Psychological Association, American Psychological Association, Feb. 2024, www.apa.org/news/podcasts/speaking-of-psychology/video-games-kids-learn. 

Salit, Richard. “Study Supports Value of Video Games in Promoting Physical Activity.” Brown University Health, Brown University Health, 7 Mar. 2019, www.brownhealth.org/news/study-supports-value-video-games-promoting-physical-activity#:~:text=%E2%80%9CPeople%20who%20played%20the%20physically,exercise%20than%20people%20doing%20Standard. 

“Video Games and Mental Health: A Surprising Ally.” United Nations, United Nations, 10 Oct. 2025, unric.org/en/video-games-and-mental-health-a-surprising-ally/. 

 Have you ever been late to work school meetings or appointment you were probably speed to get there most people speed if there late to some thing even if its small you probably are speeding some times you don’t even notice especially if you live in or around south dakota going from 60 in minnesota to 65 in south dakota you don’t even realize and of course it's the time you don’t even realize your speeding tell you get stopped and slapped with a big ticket. Increasing speed limits can bring down crash rates and decrease travel times. Higher speed limits have been tested in many different states, as Jared Staver, an accident injury lawyer, states in his blog (The higher speed limit theory has been tested in multiple states with conflicting results. When New York raised the speed limit on highways to 65 mph, crash rates dropped by 4 percent. When Iowa increased speed limits from 55 to 65, collision rates spiked. Conversely, the Automobile Club of Southern California found that higher statewide speed limits did not lead to more accidents. ( Jared Staver) Speed limits do matter. I believe it would be a worthwhile endeavor to try increasing the speed limit to 65, just like in South Dakota, at least in the rural areas initially, and see if it is adopted in the cities. With increasing speed limits, commute time would decrease. The US Army conducted a test, which showed that for Trip 1, at a speed limit of 35 mph, the trip takes approximately 25.71 minutes. If the driver speeds and goes 45 mph instead, the trip takes 20 minutes. That only saves about 5.71 minutes. For Trip 2, at 50 mph, the 15-mile trip takes 18 minutes. At 60 mph, it takes 15 minutes. The time saved is just 3 minutes. For Trip 3, at 65 mph, the trip takes about 13.85 minutes. At 75 mph, it takes 12 minutes. This only saves about 1.85 minutes. ( HiRoad) This shows that speeding does save time for longer trips. The effects of speeding are more apparent, but even for a 15-mile trip, it saves at least 1.85 minutes, which, if you're running late for your meeting, could be the difference between making it or not. Some will argue that speeding is a leading cause of death in the US. Speeding was a factor in 29% of all traffic fatalities in 2023, killing 11,775, or an average of over 32 people on a typical day. The total number of fatal motor-vehicle crashes attributable to speeding was 10,541. (National Safety Council) Yes, speeding has caused many deaths, but as safety systems advance, speeding will cause fewer deaths. In conclusion, increasing the speed limit is not something we need to do all at once; it should be slowly implemented to see if it causes more crashes or fewer. Only time will tell

National Safety Council. (n.d.). Speeding. Injury Facts. Retrieved March 3, 2026, from https://injuryfacts.nsc.org/motor-vehicle/motor-vehicle-safety-issues/speeding/

Staver, Jared. “Do Increased Speed Limits Prevent Accidents?” Chicago Lawyer Blog, 7 Dec. 2015, https://www.chicagolawyer.com/blog/do-increased-speed-limits-prevent-accidents/

HiRoad. “How Much Time Does Speeding Actually Save?” HiRoad, 4 Aug. 2022, www.hiroad.com/blog/driving/how-much-time-does-speeding-actually-save.

Many people think only police officers can have dark window tint, but I believe that should change. Allowing everyone to have legal window tint, especially at 20% to match factory tint on back windows, would benefit all drivers by improving comfort and safety.

Window tint can help protect your eyes by reducing glare and blocking harsh sunlight that can cause strain and fatigue. By filtering out bright light and harmful UV rays, tinted windows create a more comfortable visual environment. During long drives or when the sun is low on the horizon. Added protection can make it easier to focus (Winter Park Tint Blogger), and it can give you privacy from window creepers. Window tint provides privacy by reducing how easily people outside a vehicle or building can see inside while still allowing occupants to maintain a clear visibility outward. Tint makes it difficult for passersby to distinguish faces and belongings. Driving in the sun can expose your eyes to harsh sunlight that can damage them. Can lead to eye strain and fatigue. ( Myrtle Beach Window Tint Blogger)   Window tinting for privacy is more than just a cosmetic upgrade. It's a practical way to enhance your protection for comfort and security. From blocking prying eyes to reducing glare.

Cops do have a legitimate reason for window tint to be illegal due to the protection. Many police officers oppose dark window tint because of its significant ability to look in a vehicle at a traffic stop when there parked along the side of the road. While window tint can give privacy and reduce heat in a car, it is unpredictable for an officer what a civilian will do. (Tint View)

I get the reasons cops would be against window tint, but due to the fact that you are only worrying about the 27% of drivers who commit crimes while having window tint.  I think there should be a compromise at least for other users. Window tint is a health benefit more than anything. But on the other side, cops are acting like window tint kills people, which I don't necessarily think is true. It's the person behind the window tint that makes the decision; it doesn't matter if you have tinted windows or not. That person is gonna make the decision

Window tint should be something everyone should have for the health benefits, and just for the fact of privacy. You don't need someone being a peeping tom looking at you in your car at a stop light, or just when you're parked somewhere for some alone time.

Should we accept the window tint ban, or work together to make window tint legal?

“The Link Between Auto Window Tinting and Eye Health.” Winter Park Tint & Paint Protection, by Winter Park Tint Blogger, 29 Sept. 2025, www.winterparktint.com/the-link-between-auto

-window-tinting-and-eye-health?utm_source=chatgpt.com. Accessed 4 Mar. 2026.

“Benefits of Window Tinting for Privacy.” Myrtle Beach Window Tint, by Myrtle Beach Window Tint Blogger, 15 Aug. 2024, www.myrtlebeachwindowtint.com/benefits-of-window-tinting-

for-privacy?utm_source=chatgpt.com. Accessed 4 Mar. 2026

​“Why Police Hate Illegal Window Tint.” Tint View, www.tintview.com/why-police-hate-illegal-window-tint/. Accessed 4 Mar. 2026.

Although many students advocate for later start times, yet many of the adults remain firmly rooted in old ways.  Many people resist change, so today I hope to shift perspectives by explaining why later school times benefit students. While some argue delayed start times create conflicts with parent’s work schedules and push after-school activities further into the evening, leaving less time for homework and family responsibilities, I support later school times because many kids when puberty hits, student’s struggle getting enough sleep before school starts and a schedule shift improves both student health and improve academic performance.

Due to biological changes teens go through during puberty, many students struggle to get enough sleep. For example, an article discussing adolescent sleep patterns explains why teenagers struggle with early school start times by highlighting the biological changes students go through during puberty. In the article, the author explains how teens experience natural shifts in their internal clocks, affecting when teens feel tired. According to the American Psychological Association, writer Kristen Weir states, “During puberty, youth undergo a shift in their circadian clocks. That shift makes it hard for teens to fall asleep until later in the night” (Weir). Schools need to start later because students fall asleep later due to the biological changes during puberty. Later school start times allow teenagers to get the recommended amount of sleep, which prevents them from coming in all bleary-eyed.  Another example by Kristen Weir, which goes on to talk about later school times also help with students health, “One meta-analysis found that compared with students whose schools started between 8 a.m and 8:29 a.m., those in schools starting between 8:30 a.m. and 8:59 a.m.  had longer sleep duration, less negative mood, and better developmental outcomes including sociomental health, cognitive development, behavioral health, and physical health” (Weir). The quote shows how later start times compared with normal start times provide better health benefits, in many different forms. The evidence shows how a little bit more sleep will improve students' mental and physical health.  All the evidence shown explains why schools should have later start times, the fact students are going through changes and their internal clocks change during puberty. Which also helps with their mental and physical health. Another reason to move school start times later involves improved academic performance. Later start times help students get more sleep and improve academic performance because well-rested students stay more alert and prepared to fully engage in their school day. An example of this is when Serah Beckley, from Holy Family University, goes on to talk about the importance of sleep of students especially on how it goes to help improve their test scores and their grades. According to Beckley, “When student’s get more REM sleep it could result in improved mood and memory recall that could be beneficial to their academic performance. Studies have shown that when students get enough sleep their grades and test scores improve (Gabaldon-Estevan et al., 2024). Sleep deprivation, on the other hand, can impair cognitive abilities, reduce attention, and negatively affect mood” (Beckley). Sleep deprivation harms students academically, impairing focus and concentration. Later start times bring greater focus and better moods, which increases motivation and academic performance. One more example that Beckley gives as evidence is when she goes on to say, “For example, Seattle Public Schools moved their start time to 8:45 a.m., which resulted in high school students gaining an average of 34 minutes of additional sleep per night and improvements in academic performance. Additionally, schools that have made this change have seen increased attendance and decreased tardiness, as students are more likely to attend school regularly when they are well rested  (Dunster et al., 2018)” (Beckley). The piece of evidence is just one more reason why just a little bit more sleep helps students get better grades and have better test scores. Starting schools later even get better attendance rates which is another reason to start schools later in the day.  The evidence used shows examples on why later start times improve student performance academically, now some people do have concerns against later school start times and the evidence behind it.

Many people express concerns about later start times, especially because of interference with parents' work schedules, transportation, and after school activities. However, evidence shows simple solutions address those concerns. For example, Serah Beckley has said, while talking about the conflicts of later start times, “Concerns include adjusting transportation schedules, potential conflicts with after school activities and parent’s work routines. However, these challenges are able to be adjusted because schools can work with transportation providers to modify bus routes, and after school programs can be rescheduled to accommodate later dismissal times” (Beckley). Evidence shows simple solutions to these problems, allowing school districts to choose to make accommodations for the sake of their students. The evidence highlights the need for school districts to choose to make these changes for the sake of their students, if the school district truly cares about the well being of their students. The evidence shows why the conflicts/concerns are overpowered by the needs of the students' health and wellbeing.

The points presented today support later school start times for students' health, acknowledge the biological changes happening during puberty, and highlight improved academic performance. Despite the concerns of the conflicts of the parents' work schedules, transportation issues, and afterschool activities, all of those can be relevantly solved easily. During puberty, their internal clocks shift, making falling asleep earlier more difficult. Research also shows later starts improve students mental and physical health, shows better attendance rates, and boosts academic performance. Even with the concerns about the conflicts people may have, simple solutions can be made as long as school districts are willing to reschedule after school activities and talk to transportation providers. When it comes to start times, priority belongs to the students’ well-being, mental and physical health, and academic performance.

Works Cited

“Adjusting School Hours: Promoting Better Sleep and Student Well-Being through Circadian Rhythm Alignment.” Holyfamily.edu, 16 Dec. 2024, www.holyfamily.edu/about/news-and-media/bold-ideas/adjusting-school-hours-promoting-better-sleep-and-student-well-being-through-circadian-rhythm. 

Weir, Kirsten. “Schools Shift as Evidence Mounts That Later Start Times Improve Teens’ Learning and Well-Being.” American Psychological Association, 30 Oct. 2023, www.apa.org/topics/children/school-start-times. 

While some people would say the U.S. school system is not outdated. It has become very clear that the U.S. school system is outdated because of its dependence on standardized testing, and compared to other more developed school systems, the U.S. lags heavily. How the U.S. treats its teachers and how their salaries compare to those of other, more developed countries. It has become very clear to me that there should be some big changes in the education system.

In the United States, standardized testing has been a major part of how the school system is structured. The start of the standardized testing and the system was made in 1845 by Horace Mann, and the reason for the education reform in 1845 was because of the way everyone was graded, and it was mostly oral exams, so there was no true way to determine how smart they were, other than the teacher's word. This shows how old this system is. It is 181 years old, so the system has been outdated for a long time. Next, one of the most important tests in a high schooler's life is the SAT and the ACT. First, I will discuss the creation of the SAT. In 1926, in 1926 the SAT was created by Carl Brigham and the College Board. It was developed by the College Board to create a single measure for all students from different schools; the other reason was that they needed to develop more admissions-based testing for colleges. The other major test is the ACT, developed by Everett Franklin Lindquist because he saw flaws in the SAT. For example, in the article The History of the ACT by Manhattan Review, “Lindquist had been working on standardized testing since the 1920s, and one problem he saw with the SAT was the fact that this assessment purported to evaluate theoretical reasoning skills as opposed to practical knowledge.” This further supports my point that the SAT is outdated and that they were already trying to find a better way before the SAT. But even then, the ACT was introduced much later than the SAT. The ACT is still outdated because it was developed in 1959; it has only THREE revisions. Once in 1989, twice in 2005, and three times in 2025. All of these changed versions added their own little change and the biggest was in 1989 when they revised it to be “Enhanced ACT” with only having THREE revised versions from 1959 to 2026 that would mean there were only zero point zero four percent changes in sixty seven years on average, And in 2005 and 2025 they only switches where the adding of a section writing  and adding more time to the test in 2025. This helps me further my point  with this data table I am showing this because the average scores from 2017 to 2024 which took a dip going from 21.0 to 19.4 which is a dip of 1.6 which may not seem like a big difference but when you look at the average from 1992 to 2019 the scores did not make much of a difference only spanning from 21.1 to 20.7 and 20.7 is the lowest. And over the last 4 years, the ACT scores have dropped, from 20.6 to 19.4, meaning the gap over that 4-year period is 1.2. More than any drop in sixty-seven years. This shows that the ACT has become less of a test, is not helping our youth expand their creative side, and is losing the values it once had. The United States should consider the changes other countries have made; for example, Finland has one of the best school systems. Their new learning system focuses on balanced learning, a child-centered approach that emphasizes equality and personalized learning for their students. It's a more modern approach that helps people find what they need, rather than focusing on comparing other students, standardized testing, and long days, which only add more stress and shift the focus from learning to competition. That's why I think the United States should switch to a more modern approach. It helps build our students' confidence.

In 2022, an article by Jill Stakke titled "How many teachers are in the US?" was published. This article uses a study from MDR Education. This study shows that there are only 4,007,908 teachers in the US, which is only 2.5% of the working force. If you are wondering how many Teaching jobs are left unfilled, see the article "An Overview on Teacher Shortages: 2025" by the Learning Policy Institute. There are 45,000 open jobs and 366,000 uncertified teachers. This number can be a little overwhelming, considering the number of teachers; almost ¼ of the job field is not filled by anyone, let alone a certified teacher. I think the shortage of teachers is due to salaries and teachers' status. In the growing economy, teachers' average starting pay in the U.S. is $46,000, which is almost the minimum wage, and this is the average across the US. The other problem is the way teachers are treated in the US. In some countries, teachers are treated like lawyers and doctors. It has lost some of its stature and its prestige. For example, in the US, teachers are paid low salaries and are labeled as having a lower job. I think this is wrong because of the qualifications and time required to become a certified teacher, and because teaching the next generation of students is special. I definitely think teachers should be paid more and respected more in communities. For example, teachers in the U.S. take four years of college, and most colleges require students to teach, which is a lot of time, money, and effort. Given that the average starting wage in the U.S. is low compared to other jobs with the same education and certification, it's 27%, which is concerning because it means more than half of those jobs pay more than teachers. This is why, if we want more teachers, which is one of the most important jobs for our countries, we need to put more money into helping educate our teachers and help make their status more known and make the pay show what they deserve. For example, the best way to treat teachers is to model Finland's approach. In this article, called The Role of Teachers in Finland: Trusted Professionals, Not Just Instructors by Hursh Tembe. This article explains how the teaching profession and its system are treated far better in Finland, thanks to modern teaching methods that give teachers more time, respect, and freedom, helping them feel more comfortable and supported. This really helps make the learning process for the students more enjoyable and easier. Other than rushing students to complete assignments and tests, they focus on students' understanding, take it slow, and rely on the teacher to teach them, rather than making the teacher feel rushed to finish tests and assignments. And the salary most teachers have to work a side gig in the summer to make ends meet, which, for the time they spend on their profession, should not be needed. They need to be treated to more comfortable pay, and let them focus on teaching the kids next school year.

Most people who will read this will argue about how we have had the same education, the same, because it has worked in the past with the test. But my argument against that is that we need to focus on growing to be better, not trying to make the old way that doesn't work now better. The U.S. needs to see some changes so we can make the education system more comfortable and educational, rather than just turning it into a competition. The other argument will be against spending more money on teachers and education. My counterargument is that, in reality, teachers deserve way more freedom, higher pay, better status, and the support they need from the U.S., which is why the U.S. needs an education reform.

Works Cited

“Act History.” Manhattan Review: Test Prep for GMAT, GRE, LSAT, SAT, TOEFL, 18 Aug. 2025, www.manhattanreview.com/act-history/.

Aldric, Anna. “Average Act Score for 2023, 2022, 2021, 2020, 2019, 2018, + Earlier Years.” Average ACT Score for 2023, 2022, 2021, 2020, 2019, 2018, + Earlier Years, blog.prepscholar.com/average-act-score-by-year. Accessed 4 Mar. 2026.

 Staake, Jill, B.S. “How Many Teachers Are in the U.S.? (And More Fascinating Teacher Stats).” We Are Teachers, 11 Jan. 2023, www.weareteachers.com/how-many-teachers-are-in-the-us/.

Tembe, Hursh. The Role of Teachers in Finland: Trusted Professionals, Not Just Instructors Medium, medium.com/@hurshtembe/the-role-of-teachers-in-finland-trusted-professionals-not-just-instructors-28f0ef077062. Accessed 4 Mar. 2026.