People often wonder if the gift of prophecy, tongues, and similar gifts are still in action
today. Paul, in the book of Acts, wrote in Chapter Two, Verse Thirty-Nine, “For the promise is
for you, and for your children and for all that are far off, everyone whom the Lord calls to
himself.” This verse talks about how the gifts were given to the apostles and were also promised
to their children. So not just the apostles would have the gifts but also other people after the
apostles can and do have the gifts. Paul also wrote in 1 Corinthians 13:8-12 that, “[…] whether
there be knowledge it shall vanish away.” This section of scripture talks about how when the
tongues (or other supernatural gifts) cease, knowledge will also cease, and clearly knowledge has
not ceased. It has not ceased because obviously people are still going to school, reading books,
and listening to lectures. The same is true about prophecy. Joel 2:28-32 backs up the fact that
the gifts will not cease until Christ’s second coming. Continuationists hold that the Bible says
that the gifts were for everyone and will not cease until the second coming of Christ.
Many people have asked if people can or have experienced or seen the supernatural gifts
of the spirit. J.W. Wartick (2013) wrote in his article in Wayne A. Grudem’s book, “Douglas
Oss notes that Pentecostals do believe that believers receive the Holy Spirit post-conversion as
an empowerment for charismatic gifts.” He says that the gifts are for everyone, and anyone can
receive them. The gifts will come after or can come at the same time as when people first accept
first excepts the Lord into their heart. A lot of people can get confused about the whole Holy
Spirit coming after the conversation. It is true that there are two fillings of the Holy Spirit. The
first one comes when people first except the Lord into their heart and the second one can come
whenever people asks the Spirit to come and fill them. It is super important to note that the gifts
are not required for salvation. Micael Grenholm (2013a) wrote that, “I have personally
witnessed people praying in tongues, having no idea what they were saying and people around
them realized that they were actually saying something of meaning in another language.” This
man also went on to say that he had a friend who spoke Portuguese and was very skeptical of
speaking in tongues who went to an event where he heard a man, who did not know Portuguese,
say in the skeptical man’s own language, “Believe, believe, believe,” reportedly in Portuguese.
There are two fillings of the Holy Spirit. The first is when people first receive the Lord and the
second is one people ask the Holy Spirit to fill them and with that filling comes the supernatural
or miraculous gifts.
Another “big controversy” that people will bring up is that the Bible does not often use
the word revealed, so when people today use it when talking about prophecy, it confuses people.
Doug Bannister writes that, “MacArthur gave the word revelation too narrow of a definition.
The definition that MacArthur gave is referring to scriptural revelation.” Paul himself demands
that people test revelations, and why would Paul demand people to do that if people were not
receiving new revelations? Some of the other words that the Bible uses for “reveal” are, “God
will make clear” (Phil. 3:15), “The Father may give you the Spirit of wisdom and revelation”
(Eph. 1:17), and “Revelation” (Gal.2:2). Thomas Schreiner (2014) states that, “what some
people today call ‘prophecies’ are actually impressions from God.” Old Testament prophecy is
different from New Testament prophecy in the fact that Old Testament prophecy came from a
Prophet who usually spoke of doom while New Testament prophecy came mainly from the
apostles and usually came through dreams and visions. People today also receive visions,
dreams, and words from God those are what Paul is telling people to judge against scripture, and
these are not the same as the Old Testament prophecy. A lot of people get all hung up with the
word “reveal” since the Bible does not use that word a lot but it uses other words that convey the
same meaning.
The two main views people hold on the gifts of the Holy Spirit are cessationism and
continuationism. Cessationism is the view that the majority of the gifts ceased after all the
apostles died. While Continuationists believe that the gifts all still continue on into today, and
we can still see and use them today, many people have a lot of things to say when it comes to the
gifts of the Holy Spirit, but in the end, what the Bible says about the gifts has final authority. As
great as it is to just read the Bible, some people will just read and apply it anyway that they want,
and sometimes they may not have even read the scripture the way the writer wrote it to be read
and applied. While reading what others have written about the Bible can be interesting, this
should be done cautiously as these writers might not provide accurate interpretation. From
looking at what the Bible says and within the context the writer writes it in, people can see that
the supernatural gifts are still around and in use today. There are even people alive today who
use the supernatural or miraculous gifts that God has given them. When in doubt about any
topic, looking to see what the Bible says and looking at it in the correct context is extremely
important.
Reference
Bannister, Doug. (n.d.). “The Case Against Cessationism.” mysouthland.com Southland Church,
Retrieved from http://mysouthland.com/Resources/Theology/The%20Case%20against
%20Cessationism.pdf
Grenholm, Micael. (2 Sept. 2013a). “Three Views On Speaking in Tongues” holyspiritactivism.
com, Holy Spirit Activism Miracles, Evangelism, Peace And Justice, https://
holyspiritactivism.com/2013/09/02/three-views-on-speaking-in-tongues/
Grenholm, Micael. (18 Oct. 2013b). “Why Cessationism is Unbiblical Irrational and Boring”
holyspiritactivism.org. Holy Spirit Miracles, Evangelism, Peace and Justice, https://
holyspiritactivism.com/2013/10/17/why-cessationism-is-unbiblical-irrational-and-boring/
Hemsworth, B. William. (21 March 2017). “Cessationism Vs Continuationism” biblereasons.
com, biblereasons, http://biblereasons.com/cessationism-vs-continuationism/
Matthew. (A.D. 60s). The Bible. Jerusalem, Israel. Pg. 1555: Life Publishers.
Schreiner, Thomas. (22 Jan. 2014). “Why I Am a Cessetionist” thegospelcoaltion.org. The
Gospel Coalition, https://www.thegospelcoalition.org/article/why-i-am-a-cessationist/
Wartick, J. W. (2 Sept. 2013). “Are Miraculous Gifts for Today?” A Look at Four Views in
Christian Theology” jwwartick.com, J.W. Wartick- “Always Have a Reason”,
https://jwwartick.com/2013/09/02/miraculous-gifts-now/
Grace C.
I am Grace C., a homeschooled and slightly insane human being. I live with my mom,
dad, one brother, two cats, and two turtles. I love playing volleyball and soccer and reading.
And eating. And sleeping. And hanging out with friends. I love to eat pizza, potatoes, sub
sandwiches, soup, and so much more. I would like to be a physical therapist when I’m older, so
I can help people rehab injuries.
I especially enjoyed writing my paper about Finland versus United States education,
because I don’t like many US school policies.
United States Education Reform: Learning from Finland
Grace C.
Advanced 3
Abstract:
This paper was written as a response to the question, “Why does Finland score better than the
United States on international testing standards?” To answer that question, the author aims to
compare and contrast two educational systems, that of Finland and that of the United States,
through description of each countries’ educational backgrounds and current styles and methods.
The research conducted ranges from several online articles to one extremely informative book,
from primary sources to secondary sources, in order to ensure a well-cited and accurate portrayal
of the subjects. Through the research process, the author reached the conclusion that Finland’s
educational system is better than that of America in nearly all aspects of education and that
America could do well to borrow ideas to try in classrooms across the United States. Hence, the
following paper attempts to convey those thoughts on the matter, and to convince the readers of
the same.
United States Education Reform: Learning from Finland
Education is one of the most important things to a country. Each generation determines
how the next shall be raised, and once raised, that generation drives the country’s future path. To
ensure that children will have a good education, countries often regulate their educational
systems to form a method or a curriculum plan applied across most schools. Such schools are
important, not just for the primary reason of teaching the young, but also to show where a
country ranks internationally on such school-related subjects as math and science. By
international testing standards, the United States falls far below the top three countries. America,
a world superpower, has ranked in the middle of the Program for International Student
Assessment (PISA) rankings for the last decade. However, Finland, a tiny Nordic country, tests
far higher than the United States in the PISA rankings, either in or just outside the top ten
countries in the latest results. How can such a small, out of the way country beat a world
superpower like the United States in something as important as education? The answer lies in
their educational system, a style vastly different than that of the United States, but one that has
produced continually better results. While Finland is not the top test scoring country in the
world, its educational system’s focus is on the learning instead of the tests, which is the way
educational systems should be run worldwide. Though the United States has a good educational
system, it could benefit from taking aspects of the Finnish educational system and applying it in
classrooms across the country.
Those against the United States adopting methods from Finland would claim that the
United States’ system is fine as it is and does not need changing. However, the United States
hovers in the middle of international testing rankings, and has a low success rate. Schoolchildren
in the United States often suffer from anxiety, stress, and depression. The teachers suffer from
lack of resources, inability to direct lessons, and constant supervision. While the United States’
system is not awful, such reasons alone should convince people to try at least some reform, and
why not some from Finland? However, skeptics still claim that Finland’s success is due to the
country itself being mostly small and one race, and its system would not work in the United
States, with its veritable melting pot of students. In fact, Norway, a country similar to Finland in
size and ethnicity, has an education system like that of the United States, and its PISA test scores
are reflective of that as well, ranking in the middle (Hancock, 2011). Such skeptics also argue
that Finland’s system would not work in inner cities, “…where the children need strict laws and
punishments (Doyle, 2016). Inner city schools often perform badly and have low success rates,
and trying some tips from Finland cannot hurt. Such schools could benefit from switching focus
on tests to learning for the sake of learning. Education skeptics even argue that Finland’s recent
slip in PISA rankings makes it an unsuitable model for the United States to build from. However,
according to Abby Jackson (2015), who formerly worked in education policy in Washington,
D.C., “While Finland's ranking dropped to 12 in the most recent PISA ranking, it's still a lot
higher than the US ranking of 36.” Reasons for this include the possibility that an increase in
screentime leads to a decrease in education performance and a fiscal problem. However, Finland
will not introduce more reform simply based on PISA scores, where they do not place much
focus (Heim, 2016). While other countries score better on PISA by focusing on tests, Finland
chooses to focus on learning, which should already be the focus of education everywhere.
Though the Finland education system has drawbacks, it ranks better than the United States; and
despite its unorthodox ways, it can be a helpful model for education reform in the United States.
Finland has not always been a shining example of a successful educational system;
however, in recent years, their educational reforms have turned their system from mediocre to
one of the best. According to LynNell Hancock, a writer specializing in education, “[u]ntil the
late 1960s, Finns were still emerging from the cocoon of Soviet influence. Most children left
public school after six years.” However, since 1968, when they reformed their educational
system, Finland has outperformed a majority of the world’s systems. Currently, the Finland
Ministry of Education’s website states that the education system consists of early childhood
education, preprimary education, nine year compulsory education, upper secondary education,
higher education at universities, and adult education at all levels. Finland’s schools are publicly
funded (Hancock 2011), and in addition to the state-funded schools, Finland also has a small
number of private schools, and allows homeschooling with few restraints. However, since the
education system works so well, most parents choose to trust the public schools and enroll their
children there, instead of in private institutions. Part of Finland’s reforms include the almost
complete disavowal of standardized testing, choosing instead to trust teachers and their ability to
instill knowledge in their students. Unlike in America, “[t]here are no mandated standardized
tests in Finland, apart from one exam at the end of students’ senior year in high school”
(Hancock 2011). Teachers in Finland must complete a master’s program from one of the
country’s few select education universities, comparable to the United States’ Massachusetts
Institution of Technology (Ripley, 2013, p.85). Finland is also continually experimenting with
new or improved methods to help refine their already good educational system, and it uses
research from all over the world to help create a good environment for learning. Since their
educational reforms, Finland has used innovation and research to craft a system that outperforms
many of the top countries in the world, including the United States.
The United States’ educational system has faced more challenges than that of the Finns,
but instead of overcoming the difficulties, it has managed to become a mid-level system.
Education in the United States began with the Puritans, with small schools cropping up
throughout early settlements. Eventually, people began asking for better education, and efforts to
create a system of full scale compulsory school finally succeeded in 1918, and then only at least
elementary school (Watson, 2008). Segregation and other racial problems further hampered the
American education system, until Brown vs. Board of Education in 1954, when public schools
opened to all children, regardless of race. With such problems behind them, the American system
became the system it is today, with tiers based on age or ability. As a website describing the
United States’ education system says, “[p]rior to higher education, American students attend
primary and secondary school for a combined total of 12 years. These years are referred to as the
first through twelfth grades” (‘Understanding the American…’). The United States allows
private schools, charter schools, and homeschooling, which are secondary options more and
more parents are taking in order to avoid the challenges of public schools. American public
schools are funded through taxes, while private and charter schools are funded privately.
Teachers in the United States are produced from nearly two thousand colleges offering degrees
in education, and in some cases do not need master’s degrees to teach. Such an unrefined system
can lead to unqualified teachers, which leads to a bad learning environment. Also unlike
Finland, the United States places heavy emphasis on standardized testing. In an article from
Abby Jackson describing ways Finland’s education system is superior, it says that “…the US,
driven by No Child Left Behind and Common Core mandates, requires students in third through
eighth grade to take annual standardized tests to track their performance” (2015). The American
system still manages to give education to nearly every child and place in the middle of
international rankings, but needs improvement in education of children and teachers, and a
switch in focus. Some examples of a better system come from Finland, which can be a helpful
source for those wishing to help improve the American system.
Finland has several methods of teaching, similar in concept to those in the United States
but different in the way they are applied. Children start school at age seven; however, free
daycare is available for children the year before official school starts. The national curriculum is
more of guidelines than set rules, and teachers are allowed more freedom to use their own ideas
and ways to teach the required material and reach the same overall goals. As shown by American
teacher Shannon Frank, “[t]he Finnish education system is founded on the concept of trust, with
a national curriculum much broader than Common Core or our state standards” (2016). Finland
trusts its teachers to do their jobs and to reach the national expectations by doing their jobs.
Teaching is one of the most respected careers in Finland, and very few applicants get into the
highly selective universities (Jackson, 2015). Once teachers in Finland graduates, they are one
of the most highly trained professionals in the country, well equipped to educate the young.
Finnish teachers are even paid better than American teachers, and all the respect, trust, and
money help Finnish teachers to care about their jobs and to do them well. Teaching is not looked
upon as an easy degree; in fact, “… no teacher in Finland is allowed to lead a primary school
class without a master’s degree in education, with specialization in research and classroom
practice, from one of this small nation’s eleven elite graduate schools of education” (Doyle,
2017). This ensures that only those who really care about doing their job well are allowed to
become teachers, leading to good learning environments for the teachers and for the children
with whom they are charged. Finland has even eliminated most inspections, knowing and
trusting their teachers. The teachers do not have to use standardized assessments, since Finland
has rid itself of all but one such test, which is taken at the end of high school and contains
questions based on both current issues and studied subjects. Finland realized what America
should have already, that standardized tests simply force students to study for the test and not to
learn, since they are judged based on how they perform on tests rather than through the entire
learning process. Along with the focus on learning rather than tests, Finland also focuses on
children being allowed to be children through increased recess and decreased homework. As
Jackson states, “a 2014 study of 15-year-olds around the world by the OECD said that on
average, Finnish students spend 2.8 hours a week on homework” (2015). This allows the
children to spend their time away from school with family or friends, instead of being hampered
with more homework. While the homework assigned varies among teachers, it generally is less
than what America assigns, and leaves plenty of time for kids to be kids. Along with less
homework, Finnish schools also allow more recess. William Doyle, a writer with first-hand
experience in Finnish school, shows that “…schoolchildren in Finland have a mandatory 15-
minute outdoor free-play break every hour of every day” (2016). These breaks allow children to
get their natural jitters out, while allowing the teachers to relax and mentally prepare for the next
class. Even high school students get free periods and breaks throughout their school day,
enabling them to return to their classes refreshed and ready to keep learning. These simple
methods give Finland one of the best school systems in the world, without the stress and worry
placed on students in high stakes testing environments like America or South Korea. Finland’s
educational methods attempt to create a healthy learning environment where both students and
teacher are satisfied and enjoy their respective positions.
On the other hand, the United States’s teaching methods are more strict than Finland and
lead to a more constrictive educational environment. Children start preschool at five years old
and continue school until they either leave school to pursue a trade career or they graduate high
school. The United States has a tighter, standardized curriculum with less room for teachers to
form their own plans. In fact, “[i]n general, U.S. public-school teachers report that they have the
least amount of control over two particular areas of teaching: ‘selecting textbooks and other
classroom materials’ and ‘selecting content, topics, and skills to be taught’” (Walker, 2016).
These two areas are major factors in teaching. Why then does the American system take that
power away from the educators and give it to the curriculum and the overseers? The United
States trusts its standardization, not its teachers, to adequately train students in each subject, in
direct contrast with Finland. Another issue with the system is the shortage of teachers for the
fifty million or so students in school (Passy, 2016). As fewer students major in education, fewer
positions are getting filled, and when they are, they can be filled with inadequately trained
teachers. A major reason for the shortage stems from the dissatisfaction and burnout experienced
by established teachers. As Jack Schneider (2016), assistant professor of leadership in education
at the University of Massachusetts Lowell, states, “[r]oughly half of teachers report feeling under
great stress several days a week, job satisfaction is at a 25-year low, and almost a third of
teachers say they are likely to leave the profession within the next five years.” Teachers are
feeling pressure from their supervisors and from parents of the children and are not trusted as
much as in Finland. The constant inspections and pressure to live up to mandated standards lead
to overworked, overstressed teaches becoming less and less happy with their jobs. Furthermore,
teachers are charged with bringing their students through the fire of standardized testing, unlike
in Finland where such tests are nearly nonexistent. The United States’ educational system relies
heavily on tests and test results, both as standards and as basic assessments of how well a student
grasps the material. In a Time article, it shows that “[s]tudents today take an average of 112
mandated standardized tests between pre-kindergarten and 12th grade, according to an analysis
by the Council of the Great City Schools in 2015” (Reilly, 2016). Students in the United States
take a plethora of different tests each year, including pop quizzes, teacher assigned tests,
midterms, finals and standardized testing. Teachers are pressured to have their classes do well on
the tests, since sometimes incentives are awarded based on performance. This can lead to
teachers being forced to teach for the tests, since the American focus seems to be on the tests and
not on the learning itself. Not only does America assign more tests than Finland, but it also has
far less recess and fewer break times for students. As Reilly states, “[a]ccording to the 2016
Shape of the Nation report, just 16% of states require elementary schools to provide daily
recess.” Some schools even cut into the few recess minutes they have to give the students more
time to study for tests or assign study halls when students have no classes at that time. Most
teachers have no breaks longer than five minutes between their classes, and they must use that
time to prepare for the next class instead of taking a mental and physical break. Along with the
short recesses, American children often are assigned a load of homework in a day equal to what
Finnish students receive in a week. According to Karin Klein (2014), “[a] poll of public school
teachers finds that on average, high school students are assigned 3.5 hours of homework per
weeknight, or more than 17 hours a week.” Students in America spend so much time doing
homework from five or six classes that they have less time for working, spending time with
family, playing, or going out with friends. Such assignments can lead to children being angry at
their teachers, only learning the material or that assignment, or even giving up entirely. The
United States educational system, while still a better system than many, does not allow for much
freedom for either student or teacher, hampering their ability and desire to teach and learn. The
reason for this lies in its focus, which is on a different tack than that of Finland.
Finland’s educational focus is different than the United States’s and many other
countries. Unlike countries like South Korea and the United States, Finland mainly focuses on
students learning for the sake of learning, not for the sake of tests, and despite the unorthodox
methods, Finland still scores among the best countries in the world on international tests. This
success is due to Finland’s respect for its teachers, its love for its students’ childhood, and its
knowledge of the best ways for children to learn (Doyle, 2017). Finland based its educational
system off trust: trust that the colleges turn out the best teachers, trust that the teachers do their
best to teach the students, and trust that the students, when given a good system, will do their
best to learn. Finland aims to help students learn by cultivating a love of learning, not a dread.
They try to make a healthy environment for students to learn, instead of forcing them into hours
of homework and testing. According to Shannon Frank (2016), “the Finnish educational system
focuses much more on the non-cognitive skills of their students, as opposed to the content
knowledge.” Instead of just teaching the material given, Finnish teachers try to combine it with
real-life lessons to prepare their students for life after school. This method seems to work well,
since Finland’s educational success rate is quite impressive. In an article published on the
Smithsonian website, it states that “[n]inety-three percent of Finns graduate from academic or
vocational high schools…and 66 percent go on to higher education, the highest rate in the
European Union (Hancock, 2011). Finland’s school system encourages students to learn, and the
reduced stress and homework added to the trust placed in teachers all contributes to students’
success. Imagine if all countries followed this system, instead of placing their hopes and dreams
in tests, rather than in the learning itself.
America’s school system is one of those that place much emphasis on tests over learning.
There are reasons for this; often the government hands out grants and funding based on how well
students perform on standardized testing. This encourages teachers to teach solely for the tests, a
method which often results in the student learning the material long enough to take the test and
forgetting it afterward. In addition to these problems, the trust placed in tests instead of the
teachers leads to dissatisfaction from teachers and parents and a lack of caring from the students.
As Frank states, “[T]he standards and exams imply that the state does not trust districts to do an
adequate job educating students and relies on the state test to ensure compliance.” The lack of
trust, the opposite of Finland, leads to a plethora of problems in American schools. This is
reflected in the graduation rate in America, where only eighty three percent of students graduate
public school, compared to ninety three percent of Finns (Singer, 2017). Additionally, the United
States has consistently placed in the middle of the international PISA tests, far below Finland.
Despite numerous attempts at reforms and at bringing the students’ test scores up, the United
States remains mired in a haze of mediocrity. In fact, the United States even dropped below the
PISA math score average in the most recent test. Their educational methods are not working;
their focus is in the wrong place. Instead of focusing on learning and trust, the American system
focus on tests and homework, and the system suffers as a result. Students in the United States’
system feel more pressure than ever before, and teacher dissatisfaction is higher than ever. The
system could stand a few reforms, and perhaps the United States could benefit from borrowing
certain habits from Finland. Imagine schools in the United States where teachers are given the
respect they deserve and where students are allowed to get out their natural impulses and
cultivate a true love for learning. That dream is more in reach than some would think, and all it
would take are some simple reforms.
Education is perhaps the greatest system a country can produce, since the teaching of the
young will influence the country’s path for decades. Such an important system needs to be able
to balance children’s, teachers’, and governments’ needs and requirements. The United States
has focused on testing rather than learning, while Finland has taken the opposite tack. However,
the tiny country still beats out major world powers, because they remember that humans should
be valued as humans, and because they allow their kids to be kids and their teachers to be
teachers. The United States should learn that the foundation for good schools is the foundation
of good culture: trust, earned by teachers, supervisors, and children alike. If teachers were as
qualified, trusted, and respected as their Finn counterparts, schools would have a much healthier
environment for them, their overseers, and the students themselves. If supervisors earned trust
from parents and teachers instead of focusing on the monetary aspect of education, there would
not be as much pushback against policies, and the environment in schools would not be as harsh.
If children were trusted to be themselves and to try their best to learn, helped by caring teachers
who are not just looking forward to retirement, the American school system would be better
overall. If America trusted Finland’s educational system and borrowed certain habits, it could
improve to even better than the midlevel educational system it is and become truly great.
References
Doyle, W. (2016, March 18). Why Finland has the best schools. Retrieved from
http://www.latimes.com/opinion/op-ed/la-oe-0318-doyle-finnish-schools-20160318-
story.html
Doyle, W. (2017, June 21). OPINION: How Finland broke every rule - and created a top school
system. Retrieved from http://hechingerreport.org/how-finland-broke-every-rule-and-
created-a-top-school-system/
Frank, S. (2016, March 23). An American Teacher's Thoughts on the Finnish Education System.
Retrieved from
http://blogs.edweek.org/edweek/global_learning/2016/03/an_american_teachers_thoughts
_on_the_finnish_education_system.html
Hancock, L. (2011, September 01). Why Are Finlands Schools Successful? Retrieved from
https://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-
49859555/
Heim, J. (2016, December 08). Finland's schools were once the envy of the world. Now, they're
slipping. Retrieved from https://www.washingtonpost.com/local/education/finlands-
schools-were-once-the-envy-of-the-world-now-theyre-slipping/2016/12/08/dcfd0f56-
bd60-11e6-91ee-1adddfe36cbe_story.html?noredirect=on&utm_term=.686b28a74bd4
Jackson, A. (2015, April 03). 4 reasons Finland's schools are better. Retrieved from
http://www.businessinsider.com/4-things-finlands-schools-do-better-than-america-2015-4
Jackson, A. (2016, December 06). The latest ranking of top countries in math, reading, and
science is out - and the US didn't crack the top 10. Retrieved from
http://www.businessinsider.com/pisa-worldwide-ranking-of-math-science-reading-skills-
2016-12
Klein, K. (2014, March 01). About 3.5 hours of homework a day for high schoolers? That's too
much. Retrieved from http://articles.latimes.com/2014/mar/01/news/la-ol-too-much-
homework-20140228
Passy, J. (2018, February 14). Why America's teacher shortage is going to get worse. Retrieved
from https://nypost.com/2018/02/14/why-americas-teacher-shortage-is-going-to-get-
worse/
Reilly, K. (2017, October 23). Is Recess Important for Kids? Here's What the Research Says.
Retrieved from http://time.com/4982061/recess-benefits-research-debate/
Ripley, A. (2014). The smartest kids in the world: And how they got that way. New York, NY:
Simon & Schuster Paperbacks.
Schneider, J. (2016, June 22). America's Not-So-Broken Education System. Retrieved from
https://www.theatlantic.com/education/archive/2016/06/everything-in-american-
education-is-broken/488189/
Singer, S. (2017, February 13). U.S. Public Schools Are Not Failing. They're Among The Best In
The World. Retrieved from http://www.huffingtonpost.com/entry/us-public-schools-are-
not-failing-theyre-among_us_5894e819e4b061551b3dfe51
Understanding the American Education System. (n.d.). Retrieved from
http://studyusa.com/en/a/58/understanding-the-american-education-system
Watson, A. (2017, March 11). 12 "myths" about education in Finland debunked. Retrieved from
https://thecornerstoneforteachers.com/12-myths-about-education-in-finland-debunked/
Walker, T. D. (2016, November 28). When Finnish Teachers Work in America's Public Schools.
Retrieved from https://www.theatlantic.com/education/archive/2016/11/when-finnish-
teachers-work-in-americas-public-schools/508685/
Samantha C.
Greetings all! My name, as you have probably guessed, is Samantha. I am sixteen and
an incurable prankster. In my family, we have four people, a “fearless” pit bull, who is terrified
of mice, two chihuahuas, and a bearded dragon. I love drawing, writing, and making cosplay
suits, especially when it’s centered around alien species or Marvel movie/comic characters. I
especially enjoyed writing On the Two Main Differing Opinions on Climate Change
because of the intriguing views of those who believe what they believe and defend it so
fiercely.
On Sewing and Its Business and Hobby Pleasures
By
Samantha Crofford
Advanced 3
Ann Empfield
Abstract
Beginning with the earliest form of clothes, humans have used sewing to create wearable
garments for themselves and those around them. From the cavemen to modern day goth, scene,
Lolita, punk, and regular, casual wear, nothing could be made without the fundamental skill of
sewing. Sewing is described as being able to unite or fasten by stitches. By doing so, one
connects fabrics, previously cut into simple or complex shapes. Often, a seamstress conducts
this simple work on a daily basis. Unchanged from its meaning in 1959, a seamstress possesses
work in sewing garments, whether it be for home or work. For centuries, home clothes making
possessed no pizzazz or awe-inspired gawks. Making clothes at home was normal and expected
of mothers and daughters. Sewing’s roots own a firm hold in society.
On Sewing and Its Business and Hobby Pleasures
Since the dawn of time, sewing has always sat as a vital part of society. Starting with
animal materials, the furs, skins, teeth, and bones, people sewed fur and skin clothes for their
family to keep them warm and safe in the cold, deadly world in which they existed. For others,
they sewed clothes for the grueling heat, to keep their family from getting too hot in the harsh
sun. While modern clothes hold nearly no resemblance to the clothes worn back then, the
techniques learned in that time gave humanity the ability to evolve their craft into something
which changes through the decades, leading them through thousands upon thousands upon
thousands of years of historical clothes and, sometimes, shoes. Sewing’s evolution from
necessity to mere hobby or business pleasure hold a great effect on society and evolved into a
hobby and business pleasure for many.
Beginning with the earliest form of clothes, humans have used sewing to create wearable
garments for themselves and those around them. From the cavemen to modern day goth, scene,
Lolita, punk, and regular, casual wear, nothing could be made without the fundamental skill of
sewing, be it with a needle, thread, and hands, or a sewing machine. Sewing is described as
being able to “unite or fasten by stitches,” creating garments for every day, or special occasions.
By doing so, one connects fabrics, previously cut into simple, or complex, shapes, that come
together to create form fitting and flattering apparel. Often, a seamstress conducts this simple
work on a daily basis, able to work strictly from muscle memory as she labors over the fabric.
Unchanged from its meaning in 1959, a seamstress possesses work in sewing garments, different
from a dressmaker, who only works on dresses. For centuries, home clothes making possessed
no pizzazz or awe. Sewing for home was natural. Making clothes at home was normal and
expected of mothers and daughters. Sewing’s roots own a firm hold in society, for any person
who wields the needle or works the machine.
In a step forward, the first patent for a sewing machine emerged in February of 1842,
almost two decades before the Civil War. As a first step in a great American invention, James
Greenough obtained the patent, being the first known to do so (Smithsonian Institute). This
machine sewed using a shoemaker’s stitch. On two separate sides, the clamps held the object
down while the maker made his careful and exact stitches. Additionally, it possessed a moveable
rack for ease of use. The user could slide it where he needed without interrupting his work with
the bother of stopping the process and finding where his stitch stopped. During this time, James
Greenough stayed silent and out of the way (The Story, 1860). In a way, he was a nameless
hero. His invention spurred the life of the sewing machine into existence. In turn, this led to the
ease of creating clothes faster than before and in a simpler, less confusing fashion. With the
introduction of the first sewing machine patent, 1860 possesses a vital foothold in history.
While Greenough obtained the first sewing machine patent, he most certainly did not
receive the last, followed by many, many inventors who improved upon it. Mr. BEAN collected
the next one, yet barely scratched the surface of what the consumers needed (New York Times,
1860). This machine used a needle with the machinery, instead of being used by hand, which
gave slow and tedious work. It gained great luck in the bag and umbrella manufacturing
industry, speeding up the production time, yet its luck ran dry from then on. On other items, its
near utter and complete uselessness ran obvious for none-too-happy consumers, who felt cheated
out of their money. Meanwhile, the next patent, and best known, comes from the Singer
Company (Latson, 2015). These machines’ father, Isaac Singer, gained great wealth from his
machines. They received positive feedback. Even Mahatma Ghandi, an Indian Independence
activist, praised the machine from his British jail cell. His comments strengthened Singer’s
machines acceptance and popularity, bringing them to the majority of households in the United
States, where even more people found them to their liking. Greenough received the first patent,
yet not the last.
Each new invention and technique gave women the ability to work quickly and
efficiently. The Museum of American Heritage says:
According to Godey's Lady's Book, it took about 14 hours to make a man's dress shirt
and at least 10 hours for a simple dress. A middle-class housewife spent several days a month
making and mending her family's clothes even with hired help. (Team/KN, M. W., 2004)
The machines made the work less of a hassle, quickening the process and saving time for
the clothes maker by almost a half. With the machine, the sewing woman had more time to
spend with family and on other pastimes or chores, likely land work. Even in today’s world, the
sewing machine changes the clothing industry itself. With an entirely new, ready-made, at home
clothes industry, the sewing machine brings the average person the ability to make their own
clothes (Pethokaukis, 2016). Those into the Gothic, Punk, Grunge, Lolita, and Scene fashions
often make their clothes at home when on a budget, as buying them would cost a pretty penny.
To them, their ability to sew presents their abilities to the world. They showcase their creativity
to the world. Each new invention and technique gave way to a revolutionary show of
personality.
While the machine sped work up, it gave, and gives, no easy portability. Over the
centuries, many people, both male and female, possessed pocket sewing kits for on-the-go usage
and convenient. Even soldiers during brutal and deadly wars owned them. “Soldiers received
sewing kits as gifts from wives, mothers, daughters, and girlfriends, usually made from scraps of
silk and fabric remnants, sometimes embroidered with hearts or initials,” explains Frances Katz,
of the Atlantic (2016). Sewn into them, the feelings of love and hope reminded the soldier who
and for what he fought. It told him not to give up. Often hand-me-downs, these kits held great
family history and emotional value. They also had a practical use. “During the Civil War, a
sewing kit was called a "housewife," and contained items such as pin cushions, thimbles,
needles, and safety pins,” explains the Minnesota Historical Society. Soldiers used the contents
of their kit to mend fixable torn and tattered battle garments. It carried practically all he needed
to fix his clothes in either temporary safety pins or permanent needle and thread fashion, leaving
him self-reliant. Pocket sewing kits assisted soldiers in both moral and hope.
Within their history, Americans possess many past great seamstresses who changed the
world and their country. Americans tell the story of Betsy Ross and her use of sewing to craft a
true American treasure. Her fame and skill with the needle led her to become a vital American
figure, one all Americans know of by heart and with adoration. Betsy Ross has been credited
with stitching the first American flag for George Washington, even changing his idea of a six-
pointed star to a five-pointed, claiming it only needed one snip of the scissors to make (History,
Betsy, 2009). While in modern times her story seems to wilt under scrutiny, it fills people with
pride and patriotism to hear of the name of the American hero, who used her sewing to create the
Star-Spangled Banner, the symbol of their great country. Another great seamstress in history,
Rosa Parks spurred the civil rights movement into a greater spotlight (History, Rosa, 2009).
During a ride home from her job as a seamstress at a clothes store, Rosa Parks refused to leave
her seat for a white passenger. Her work day left her extra tired and exhausted, unwilling to
move for anyone or anything. While impossible to know if she would have still done so in any
other position, this seamstress made history with her act, which led to civil rights. Through out
history, many seamstresses have become icons.
In modern times, many men have taken up the pastime of sewing for personal and
monetary gain. Matt Chapple stands as one of the most notable male sewers, having won The
Great British Sewing Bee. According to the Telegraph, a British paper, Chapple feels proud to
win against a sewing soldier and 69-year-old grandmother in the competition, commenting:
Some of the other dads I know have confessed that they are going to make a dress for
their daughter […] I think we are helping to break the stereotype that sewing is not
manly. I am not afraid to admit that I stitch. (Saunders, 2015)
He finds sewing fun. To him, the hobby gives him great pleasure and amusement, as something
he believes matters. For him and his family, who he often sews for, sewing is rewarding in more
ways than can be counted. With more men and women sewing, more people learn to be more
self-reliant and begin to fix clothes at home instead of throwing them out and buying new ones.
His sewing sets a good example for the youth of today. Many others express this. Among them,
Neil Stace, a runner up on The Great British Sewing Bee, stands proud in his interest in the
creative practice (“Salisbury Sewing,” 2016). Neil Stace sews for military charity, being a
retired British Army soldier himself. While he sews for charity, he also sews to stay mentally
healthy. When he sews, he concentrates solely on his project, pushing any dark thoughts from
his time in the military. It grounds him. It keeps him in the present, living the life he wants to
live. If more ex-military began to sew, it could assist in maintaining their mental health. With
the ease of mind, they would be calmer and more collected, needing less medication and leading
them to a more peaceful and eased life. Sewing in modern times possesses a foothold for both
genders.
Sewing’s place in society stands firm in its prowess. Whether it be for fashion, therapy,
an act of kindness, or other, it provides a place for all at its table of creativity and art. Clothes
and fashion could not happen without it. Those who use it for therapy may feel lost and blind
without it. For soldiers in wars, it gave them hope and love. Sewing’s stance in society,
business, and home holds a firm grip, showing no sign of ever leaving. Sewing is here to stay.
References
History.com Staff. (2009). Rosa Parks. Retrieved from https://www.history.com/topics/black-
history/rosa-parks
History.com Staff. (2009). Betsy Ross. Retrieved from
http://www.history.com/topics/american-revolution/betsy-ross
Katz, F. (May 17, 2016). How Home Sewing Personalized Fashion. Retrieved from
https://www.theatlantic.com/technology/archive/2016/05/how-home-sewing-
personalized-fashion/483036/
Pethokaukis, J. (August 12, 2016). What the invention of the sewing machine tells us about
automation, innovation, and jobs. Retrieved from http://www.aei.org/publication/what-
the-invention-of-the-sewing-machine-tells-us-about-automation-innovation-and-jobs/
Salisbury's sewing soldier Lt Col Neil Stace stitches to support SSAFA's First World War project
'100 Hearts for 100 Years.’ (July 9, 2016). Retrieved from
http://www.salisburyjournal.co.uk/news/14609237.Salisbury_s_sewing_soldier_stitches_
to_support_First_World_War_project/
Saunders, S. (March 15, 2015). The Sewing Machine is a Power Tool After All. Retrieved
from https://www.telegraph.co.uk/lifestyle/11470876/A-sewing-machine-is-a-power-
tool-after-all.html
Sewing. Retrieved from http://www.moah.org/stitches/impact.html
Minnesota Historical Society Staff. “Soldier’s sewing kit.” Retrieved from
http://education.mnhs.org/portal/soldiers-sewing-kit
Team/KN, M. W. (June 4 - September 26, 2004). Stitches in Time: 100 Years of Machines and
2004. The Merriam-Webster Dictionary. Eleventh Edition, pg. 659.
1959. The New Webster’s New Collegiate Dictionary. Second Edition, pg. 763.
Latson, J. (August 12, 2015). The Invention that Spawned a Fashion Revolution. Retrieved
from http://time.com/3985665/sewing-machine-invented/
The Story of the Sewing Machine. (January 7, 1860). Retrieved from
https://timesmachine.nytimes.com/timesmachine/1860/01/07/80259389.pdf
Morgan J.
Hello, I am Morgan. I participate in 4-H and FFA. Running track and playing basketball
are a love of mine! I Love riding horses, showing sheep, and showing cattle. In the summer I
love to spend most of my time outside with my animals, when I am not working at a local potter
shop and dairy. When I am not working, I love to read my favorite book, Little Britches by Ralph
Moody. I love creative writing because it allows me to let my emotions create a story of fun
and adventure!
Dummy Foal Syndrome: Symptoms, Causes, and Treatment
Morgan A. J.
Abstract
Dummy foal syndrome is an extremely devastating disease in foals. This disease has led
researchers on a hunt for solutions to the rising mortality rate in foals with Dummy Foal
Syndrome. Researchers began studying the symptoms of Dummy foal hoping for clues to point
to the cause and solution. Studying the symptoms of Dummy Foal Syndrome has led researchers
on a long, successful study of what causes Dummy Foal Syndrome. Although there is a
combination of items that have taken the blame for this syndrome, researchers believe that it is
not just one but several situations. Treatment for Dummy Foal Syndrome has become very
successful over the past few years due to Doctor John Madigan and his team at University of
California Davis. With this information in the hand of horse owners, researchers hope the
mortality rate of dummy foals will plummet.
Dummy Foal Syndrome: Symptoms, Causes, and treatment
Three to five percent of foals born each year die from Dummy Foal Syndrome. With
such a high mortality rate, veterinarians pushed the exploration of this disorder. Dummy Foal
Syndrome has not been simple to understand or treat. Veterinarians were stumped for many
years as to how this syndrome occurred and how to effectively treat it. With modern veterinarian
science and many sick foals, researchers have made large discoveries and are now on a mission
to inform horse owners about how to save foals with this syndrome. In order to save the lives of
foals, horse owners must learn about the symptoms, causes, and treatment of Dummy Foal
Syndrome which has taken so many lives.
Just as any other sickness, Dummy Foal Syndrome has a specific series of symptoms
which are characteristic of the syndrome. As veterinarians and their assistants have recorded,
many foals will display loss of coordination, hypersensitivity to sound and touch, head pressing,
aimless wondering, licking or chewing stalls, and signs of depression (Madigan et al., 2015,
para. 13). Although these symptoms appear harmless and somewhat normal for foal after birth,
they should not be overlooked by horse owners no matter when they appear in the foal’s life. It
does not take long for foals to slip into these symptoms as noted by Doctor Madigan,
Aleman,&Weich (2015) in an article, “Some foals begin showing clinical signs immediately
after birth while others may not show any signs for a couple of days” (para. 12). While the
disorder does exhibit some distinct symptoms, diagnosis through symptoms becomes
complicated.
Although most foals are afflicted with symptoms which most would consider
mild, foals are also fighting their circulatory system. As Dr. Caitalin Fletcher’s (2013) article on
Dummy Foal Syndrome states,
In severe cases, the foal may progress to recumbence and localized or generalized
seizures. Furthermore, redirection of blood away from the "less vital" organs in order to
provide the brain, heart and lungs with optimal perfusion leaves the kidneys and
gastrointestinal tract susceptible to insult that may have lasting consequences. (p. 2)
Although this is the body’s natural response to diseases, this is one that deeply, severely damages
organs which lose blood flow during this time Because of the dramatic change which occurs in
the foal, researchers have found that foal are prone to having severe seizers and muscle tremors.
They could also die within hours in extreme cases or days in milder cases (Blumeric & Bartol,
2010). Symptoms are critical for diagnosing foals and often alert owners to the issues (Blumeric
& Bartol, 2010). By keeping horses under close observation, horse owners may be able to catch
critical symptoms early and prevent extreme internal damage. In all cases, with these intense
symptoms, dummy foals struggle to stay alive.
Because of the dramatic change which occurs in the foal, researchers have found that
foals are prone to having severe seizers and muscle tremors. They could also die within hours in
extreme cases or days in milder cases (Blumeric & Bartol, 2010). Over and over again
veterinarians were hit and miss on pinpointing a cause. However, after a few year of research,
veterinarians suspected that oxygen deprivation could be the culprit. Doctor Caitalin Fletcher
(2013), in an article on Dummy Foal Syndrome, wrote, “Practitioners have long believed that an
episode of oxygen deprivation and/or systemic inflammation during the perinatal period,
meaning before, during or shortly after foaling, causes this syndrome” (p. 1). Fletcher also
noticed that lack of oxygen causes severe tissue damage in internal organs and can become
abnormal in functions, severely affecting the foals long and short term health. Oxygen is vital,
and lack of oxygen can cause immediate damage to foal’s brain, heart, lungs, intestines and other
organs (Fletcher, 2013). Lack of Oxygen will lead to an extremely difficult recovery for the foal
and a shortened lifespan if the foal survives the damage done to its organs. Once the damage to
the organs if done there is very few things you can do to aid the foal in repairing the foal’s
organs. Lack of Oxygen leaves the foal with a damage that will critically effect survival and
recovery.
Although lack of oxygen is a large culprit of dummy foals, quick deliveries has been a
strong link too. Neurosteroids in the foal act on the brain during pregnancy and birth to keep the
foal in a sleep like state (Madigan et al, 2015, para. 13). During an abnormally quick birth,
things become a bit confusing and imbalanced for the steroids. In an article on dummy foals,
Doctor John Madigan et al. (2015) explains:
The research team has found for the first time that sedative neurosteroids persist, and
their levels often rise, in the bloodstream of foals born with symptoms of the
maladjustment syndrome. These neurosteroids are known to be able to cross the blood-
brain barrier and impact the central nervous system, acting on the same receptor as do
sedatives and anesthetics (para. 13),
If the birth is significantly under the average twenty minutes, the foal will automatically
predisposed to Dummy Foal Syndrome. Quick births do not allow correct pressure to be placed
on the foal to signal the neurosteroids to come down to a level which is normal for the average
foal. This confuses the body and hormones which should change when the foal is born, remain
the same as when the foal is in the womb. The foal is unable to combat the hormones and will
then exhibit signs of being a dummy foal. The faster the foal is expelled, the higher the chance
the foal will have Dummy Foal Syndrome.
There are several other common factors which are considered to be contributors to the
birth of a dummy foal. Loss of blood flow delivery to the uterus, anemia, cardiovascular or
pulmonary disease, low blood pressure, general anesthesia, premature separation of the placenta,
and placentis are all conditions which are common in dummy foals. Most of the conditions are
common and can lead to the death, Dummy Foal Syndrome or both in most cases. Doctor
Fletcher (2013), in an article on Dummy Foal Syndrome, states:
As if that is not enough, even after a normal gestation and foaling, a number of conditions
make neonates vulnerable to dummy foal syndrome, including failure of passive transfer,
anemia (due to neonatal isoerythrolysis—when the mother has antibodies against the
blood type of the newborn—excess umbilical hemorrhage, etc.), sepsis, cardiovascular or
pulmonary disease or prolonged periods of recumbence due to musculoskeletal disorders
(p. 2),
These conditions are easy for the foal to incur. However, with every one of the listed conditions
the foal will have a weakened immune system which could intern lead to further illness and very
possible death. Although many these are common factors contribute to a foal’s, sickness, horse
owners should not be taking theses illnesses lightly, but instead being vigilant in careing for their
foals.
Once the foal is diagnosed with Dummy Foal Syndrome, the difficult road of treatment
begins. There is no easy or inexpensive way around treating foals. A traditional treatment for a
dummy foal is often expensive and exhausting. Kentucky Equine Research Staff (2011), in an
article, states,
One of the most important things is making sure the foal is properly nourished, beginning
with an adequate supply of colostrum in the first few hours after birth. If the foal can’t
nurse, colostrum can be given by nasogastric tube (para. 5),
With the foals losing their suckling reflex, care takers must be diligent, patient, and consistent in
feeding foals. Receiving colostrum is a life or death treatment for any foal but more so for
dummy foals. Without the antibodies in the colostrum, the foal will have no chance of living.
Colostrum has to be given in a careful manner to allow the foal to absorb the nutrients while
keeping it fully hydrated. However, with all the around- the- clock care and attention given to
the foals with this syndrome, survival is not a guarantee. Pat Bailey (2016) also explains, “With
continuous treatment, including around-the-clock bottle or tube feeding plus intensive care in a
veterinary clinic, 80 percent of the foals recover. But that level of care — required for up to a
week or 10 days — is grueling and costly” (para. 3). There is a large sum of money attached to
treatment, and most horse owners are unable to find the money it takes to keep their foals in a
clinic. On top of the financial burden, twenty percent of foals do not survive with original
treatment, and some horse owners are not willing to take to risk that their foal will be in the
twenty percent. Although the traditional treatment is expensive and has a large chance of being
ineffective, dummy foals must be treated for any hopes of survival.
Thankfully there is a method being used in conjunction with traditional treatment to treat
foals. This relatively new but effective method called the Madigan Squeeze, is becoming more
common in treatments. Madigan et al. (2015) explains this technique recently created:
To recreate birth canal pressure, the researchers developed a method for wrapping a
foal’s upper torso with several loops of a soft rope, creating a temporary harness. When
pressure is applied with the rope, creating a gentle squeeze, the foal lies down and
appears to be asleep (para.11),
The pressure applied by the ropes is not applied randomly. There are several pressure points
which must be targeted. These pressure points signal the foal’s brain to lower the neurosteroid
during the treatment. After 20 minutes of gentle pressure, the same time a foal would spend in
the birth canal, the rope is loosened and the pressure is released (Madigan et al, 2015, para.12).
When the pressure is released the neurosteroids have come down to a normal level, and the foal
appears to be normal. In some cases, the foals have responded well to the squeeze technique and
recovered well with no permanent side effect from the syndrome. In rare cases foals are able to
rise within minutes after being treated and nurse from their mother. More commonly foals
respond slowly to the treatment, are drowsy, and are slow to become aware of their surroundings.
In very few cases foals must be treated two or three more times before the technique takes full
effect and remains effective. This technique is not fool proof and has begun to evolve to become
more effective with every treatment. No matter how the foal is after the treatment the Madigan
Squeeze has had an amazing effect on dummy foal and continues to be used to treat foals.
Many times foals have an increased internal damage, which can be extremely difficult, or
next to impossible to repair. It has taken many years researchers have finally found an effective
solution. Daniel Bedenice explains the solution is a short article on Dummy Foal Syndrome,
saying, “Magnesium sulfate supplementation administered as a constant-rate infusion has been
suggested to block the release of glutamate, whereas antioxidants such as vitamins E and C can
be administered along with thiamine to support cellular metabolism” (para. 2). By supporting
cellular metabolism, the other organs become more stable, and the body is able to repair itself.
This takes much more energy than one might think. Daniel Bedenice also addresses this by
sharing that “[m]ild hypothermia, use of barbiturates, and mild hypercapnia have been suggested
to decrease cerebral metabolic rate and preserve energy. Because foals have minimal energy
reserves, IV glucose administration may be necessary to maintain normal blood glucose
concentrations” (para. 6). Keeping the foal’s cerebral metabolic rate up allows the foal to place
energy into healing instead of maintaining body heat and metabolic rate. Freeing up the energy
will allow the foals body to begin the intense healing process. After foals show signs of
recovery, the treatment must be adjusted as not to overcompensate for the body. There must be a
reduced treatment to allow the body to become independent in the healing of organs.
Learning about the symptoms, causes, and treatment of Dummy Foal Syndrome is the
key to saving foals. Symptoms are clues which lead to the discovery of illness. In dummy foals
being aware and watchful for symptoms might save a foals life. Learning what causes Dummy
Foal Syndrome could be the factor which saves foal’s lives. Knowing what to expect in a normal
birth and alerting a veterinarian of anything which looks as if it might cause this syndrome is
critical. Knowing treatment options for foals is vital. Foals must be treated as soon as possible.
Knowing how to treat a foal will lead to a promising recover and a happy future for a foal and
owner. As owners become more informed on Dummy Foal Syndrome, horse owners will be
more prepared to approach a foal with a plan to ensure for a positive heathy future as a horse.
References
Bailey, P. (2016, March 31). UC Davis Magazine, Spring 2015. Retrieved from
https://www.scribd.com/document/264654007/UC-Davis-Magazine-Spring-2015
Bedenice, D., DVM, DACVIM, DACVECC. (n.d.). Neonatal Encephalopathy - Management
and Nutrition. Retrieved from http://www.merckvetmanual.com/management-and-
nutrition/management-of-the-neonate/neonatal-encephalopathy
Fletcher, Caitlin., DVM. (n.d.). THE COMPLETE GUIDE TO FOAL CARE…FOR
DUMMIES. [PDF].
Kentucky Equine Research Staff. (2017, December 23). Dummy Foal Syndrome. Retrieved from
https://ker.com/equinews/dummy-foal-syndrome/
Madigan, J. E., DMV, Alman, M., & Weich, K. M. (2017, September 5). Survey of Veterinarians
Using a Novel Physical Compression Squeeze Procedure in the Management of Neonatal
Maladjustment Syndrome in Foals [PDF].
Bartol, J., DVM, DACVIM, & Blumerich, C., DMV. (n.d.). The Dummy Foal [PDF].
Kelsie L.
Hey there! My name is Kelsie, and I am a senior in high school. Some of my favorite
hobbies include theatre, singing, and reading. One of my favorite papers to write was my
research paper on social media, because it was interesting to see how it has really influenced the
way we live our lives. Even though I’m not sure what the Lord has for me in these coming years,
I am excited to see what He has planned!
Social Media and Its Benefits to Society
Every year, social networking has vastly improved. New apps and updates have found
one more way to make a person’s life more convenient. From sharing recipes to finding organ
donors, social media has greatly benefitted society. What would people do without it? Well, lives
would certainly be more difficult. To society, social media makes lives more convenient.
One benefit of social media is that it has become a convenient news source. According to
a survey from Pew Research Center, “The use of news websites and apps has increased, with
74% of the survey takers stating they get news that way” (Fletcher). International and preceding
news sources are now available at a click of a button. Ordinary people can become “reporters”
by sharing events that are happening at that moment in their area. Others are able to witness it
through livestreams or photos. The survey goes on to deduce that social media news sources
have seen a rise in numbers since 2016 (Fletcher). The popularity of these sources increases.
People enjoy the simple and easy-to-use apps. Social media news sources are undoubtedly
favorable.
Additionally, social networking can increase chances of getting into college. Admissions
officers have found examples that favorably impact the applicants’ chance (Kaplan Test Prep).
Many times, admissions officers will search through an applicant’s social medias. The way the
applicants conduct themselves online can sometimes increase their chance of getting accepted
into the college of their choice. Posting pictures of yourself winning awards, doing charity, and
committing good deeds are some ways to get noticed in a positive way by the admissions
counselors. In accordance, Yariv Alpher, executive director of research, Kaplan Test Prep said:
To be clear, the large majority of admissions officers do not visit applicants’ social media
sites. However, a meaningful number do, as many note that social media can provide a
more authentic and holistic view of applicants beyond the polished applications. And in
fact, past Kaplan surveys have shown that a majority of students themselves consider
their social networking sites to be ‘fair game’ for admissions officers. (Kaplan Test Prep)
Even if someone thinks that admissions counselors will not check their social media sites, it is
always a good idea to make sure they reflect a good testimony. Social networking can sometimes
help applicants get into college.
Social media can also help old friends stay in touch and people make new ones. In some
cases, connections on social media can lead to a stable relationship (Rodriguez). Social media
can be used to have an online “pen pal.” With webcams, online interaction is not limited to just
instant messenger (IM). People are able to make friends all the way across the world. In fact,
“We can actually interact with each other, interact with new people, interact with our existing
social ties using the Internet,” said Chul-Joo Lee, an assistant professor of communications at the
University of Illinois at Urbana Champaign. He goes on to say, “Fundamentally, the Internet is
different from all the other traditional mass media because Internet is the place where we can
connect to other people, so that is a major characteristic that makes our network bigger and more
diverse” (Rodriguez). People who travel or move a lot are able to keep in touch with family and
friends, thanks to social media. Many times, these apps can help strengthen relationships. Social
networking sites effectively help keep old and new friends in touch.
Furthermore, social media can improve the way people take care of their bodies, namely
their diets. Senior Director of Quantitative Research at the Hartman Group, David Emerson Feit
commented, "There is an aspiration towards eating better. People who are using social media
more are in tune with the little micro-trends in food culture, quick changes like peanut oil is on
its way out and coconut oil is on its way in. The more friends you have, the more likely you will
pick up that trend” (Pan). Blogs, Youtube, Pinterest, and etc. are widely used to share healthy
dieting tips. It has become easier to find a new recipe focused on a specific diet. Many researches
have also been done to experiment with new health trends. Snacking is becoming more common
because of the vast knowledge of healthy foods online (Pan). The way people take care of
themselves is finally being recognized. Many articles online persuade people to stop harming
their bodies and do what they can to get physically fit. Social media is healthily advancing the
way people take care of themselves.
Moreover, social media can save lives. Accordingly, “Millions of Americans — one in
five, a 2011 survey reported — turn to social media for health information” (Graves). Social
networking sites can sometimes help people identify illnesses. They are also able to find out the
new discoveries in the health world which could prevent them from making a deadly mistake. In
fact, an effortless Facebook post saved a young man’s life (Graves). By using social media, a
young man was able to find an organ donor. This has happened to others countless times. A
simple Facebook post could be a matter between life or death. Thanks to social networking,
many lives have been saved.
Nevertheless, some may worry that social media makes people antisocial. One article
states, “Too often at events or parties, guests are attached to their smartphones tweeting or
texting, but no one is truly engaging or interacting with the people around them” (Fowlkes).
They believe that social media equals social isolation. However, social media does not mean all
people are antisocial. USA Today College referenced, “In a 2009 report titled ‘Social Isolation
and New Technology,’ the Pew Research Center’s Internet and American Life Project found that
the extent of social isolation has hardly changed since 1985, contrary to concerns that the
prevalence of severe isolation has tripled since then” (Rodriguez). Many times, people use social
media to stay in touch with old friends. Social media also connects people online, by sharing
pictures. Without it, it would be difficult to stay in touch with many people.
Social networking is expedient for today’s society. Our daily routines can instantly be
eased with its help. Now we can communicate with our old and new friends more easily, take
care of our bodies, educate ourselves, and etc. The benefits are vast. With social media, we can
look forward to a better future.
Works Cited
Fletcher, Paul. “Two-Thirds of Adults Get News from Social Media.” Forbes, Forbes, 28 May.
2016, www.forbes.com/sites/paulfletcher/2016/05/28/two-thirds-of-adults-get-news-
from-social-media/#2bbd7570422a.
Fowlkes, Jasmine. “Viewpoint: Why social media is destroying our social skills.” USA Today
College, 11 Oct. 2012, http://college.usatoday.com/2012/10/11/opinion-why-social-
media-is-destroying-our-social-skills/
Graves, Ginny. “Miracle on Facebook: How a Simple Posting Saved Ryan Malloy's Life — And
Brought a Family Back Together.” Good Housekeeping, 18 May. 2012,
www.goodhousekeeping.com/health/wellness/a19236/facebook-organ-donor/.
“Kaplan Test Prep Survey: College Admissions Officers Say Social Media Increasingly
Affects Applicants’ Chances.” Kaplan Test Prep Online Pressroom, 10 Feb. 2017,
www.press.kaptest.com/press-releases/kaplan-test-prep-survey-college-admissions-
officers-say-social-media-increasingly-affects-applicants-chances.
Pan, Joann. “Tweets at the Table? More of Us Mix Social Media with Food.” Mashable,
Mashable, 29 Feb. 2012, www. mashable.com/2017/10/24/wes-anderson-theme-airbnb/.
Rodriguez, Annalisa. “Social Media Doesn’t Mean Social Isolation.” USA Today College,
Garnet Satellite Information Network, 16 Oct. 2012,
www.college.usatoday.com/2012/10/16/social-media-doesnt-mean-social-isolation/.
Katrina U.
My name is Katrina U., and I am a high school senior. In my family I have two
amazing parents, a little sister, Sophia, who is pretty great, seven chickens, and two dogs, Lady
and Chewy (Chewbacca). I have played varsity volleyball and soccer since I was in seventh
grade, and I was on a competitive robotics team for two years. For my birthday dinner I usually
request chicken cordon bleu and homemade ice cream cake. When I go to college, I am
planning on majoring in mechanical engineering. I especially enjoyed writing my paper on
hydroponics because I was able to learn a lot about hydroponics for a system my family and I
have designed and made.
Growing Hydroponically: Cultivating Produce with only Water, Nutrients, and Mediums
Katrina U.
Write for Success
Abstract
As concerns of the quality and quantity of produce food increase, hydroponics is beginning to
blossom as a viable and sustainable source for high grade produce. In this paper hydroponic
subsets are divided into three main groups based on water usage. The first group includes deep
water culture, passive sub-irrigation, and aquaponics for all of these hydroponic systems supply
water to the roots directly from a reservoir. The second subset contains aeroponics, fogponics,
and rotary hydroponics because all spray water droplets into the air and onto the roots. The final
subset consists of ebb and flow, run-to-waste, and continuous flow hydroponics that constantly
run water past the roots providing a steady supply of oxygen and nutrients. The paper continues
to outline the different types of tools necessary to replace the earth from growing mediums to
high-quality water to lights. Finally, it ends with additional details to have a successful growing
space, such as pH levels and necessary nutrients.
Growing Hydroponically
Bertrand Russel, who is a Nobel laureate and philosopher, once stated, “The world is full
of magical things waiting for our wits to grow sharper.” Modern hydroponics combines the
wisdom of grandfathers with the technology of the next generation. Impressively, hydroponics
grows thirty to fifty percent more quickly, requires eighty percent less water, and eliminates
weeds. Some hydroponic systems use fish while others depend on pumps; the subsets of
hydroponics are numerous. Additionally, hydroponics uses many different components to have a
successful system from growing mediums to nutrients. Because hydroponics replaces some
natural processes, specific pH levels must be kept and quality water must be used. Hydroponics
combines the ancient wisdom of growing healthy plants with modern technology to create an
abundant supply of excellent produce.
Hydroponics uses only water, nutrients, and occasionally a growing medium to grow
plants without any soil. Stemming from the Greek words “hydro” for water and “ponos” for
labor, hydroponics is often grown indoors throughout the year and mostly relies on motors to
cultivate and water the plants (Woodford, 2018). Because hydroponics is often used indoors,
plants rely heavily on Light Emitting Diodes (LEDs) lighting to conduct photosynthesis. When
plants are grown hydroponically, they can mature up to twenty-five percent faster, and flavor can
be adjusted through light intensity and the type of lighting used (Pomranz, 2017). Peppers can
now be made even spicier for pyro-gourmaniacs, who competitively consume spicy foods,
sweeter for snacking, or more tangy for frying. Hydroponics makes farming an art by requiring
farmers to find the perfect balance between lighting, water, and nutrients.
While the future for hydroponics may include Mars, its use dates back all the way to the
Hanging Gardens of Babylon. However, the modern history of hydroponics begins in the
seventeenth century when Jean van Helmont proved plants retained substances through the roots
by the absorption of water. Hydroponics became mainstream during the Korean War when
troops were sent freshly grown hydroponic vegetables from Japan (Danko, 2016). Lt. Col.
Marcus E. Cooper, Quartermaster, 1st Cavalry Division reported, “These vegetables were a real
morale-builder.” Unfortunately, the marijuana industry started propagating hydroponics in the
1980s and is now worth billions of dollars (Anzilotti, 2017). Hopefully, hydroponics will
become more useful and less time and energy will be given to marijuana growth. Although the
methods of implementing hydroponics has changed dramatically, the concept is not new.
Hydroponic Systems
One of the main subsets of hydroponics involves submerging the roots directly into
water. In deep water culture roots are directly submerged into water that is oxygen infused (Van
Patten). This system is perfect for beginner growers because it can easily be stored on a
countertop, is affordable, and is simple to maintain. However, insufficient oxygen in the water
can cause plants to drown. Passive-sub irrigation uses a growing medium to wick water up to the
roots (Fogarty, 2010). This system is especially beneficial because it reduces the chance of root
rot. Additionally, while water is always readily available, plants cannot drown. Finally,
aquaponics refers to a subset of hydroponics that combines growing plants and aquatic animals
in the same system (Chopin, 2013). Growing plants and animals in the same area produces
organic food and no weeding. Each of these subsets of hydroponics accounts for a large
proportion of hydroponic systems because they effectively cultivate plants.
In this subset of hydroponics, plants are continuously lightly misted by water. In
aeroponics the roots are enclosed in a box while water is sprayed on to them. Because
aeroponics requires sixty percent less water than regular hydroponics, it becomes extremely
profitable (Van Os, Geiling, & Leith). When a fogponics system operates, the grower disperses
a light mist, which has dissolved nutrients in it, over the entire plant (Roe, 2015). More water is
diffused in aeroponics and the drops are smaller, so plants more readily absorb it. Finally, in a
rotary system plants rotate slowly over the course of a day, so for half of the time, they are
fighting gravity. Because they must constantly fight gravity, plants grow larger (Leibrock,
2014). While rotary grows plants efficiently, the extra water and electricity required eliminates
the cost benefit. This subset of hydroponics has many benefits for the plant and grower alike.
Finally, the last subset of hydroponics includes any system in which water constantly
flows past the roots. Pumping water into the plant container and then draining it out, ebb-and-
flow hydroponics is one of the most popular hydroponic systems (Van Patten). Because plants
are watered from the bottom, large healthy roots are created. Additionally, when the water
drains out, oxygen enters the growing media creating an oxygen-rich habitat for the plant. In
run-to-waste hydroponics, water passes by the roots and eventually drains away. While it may
seem wasteful to constantly dispose of water, only the nutrient-rich solution is disposed (Van Os,
et al, 2018). This ensures the correct amount of fertilizer is delivered to the plants. Running
water past the roots provides many benefits. When water constantly runs past the roots, it
ensures the delivery of nutrients and transport of oxygen.
Continuous flow hydroponics combines ebb and flow and run-to-waste systems into a
system where water is constantly flowing over the roots and delivering nutrients. Constantly
passing over the roots of plants, water delivers nutrients while avoiding root rot (Van Patten).
Continuous flow hydroponics is beneficial for vertical hydroponics because water can be
pumped up, fed to the plants, then recycled. Nutrients can be recycled. This system delivers
water remarkably efficiently, water will always be aerated, and it is customizable and cheap.
However, in some systems there is limited space for roots to expand and grow (Morgan, 2016).
As newer and more efficient designs become available, continuous flow hydroponics may
eliminate all negatives and become the perfect grow system. Because continuous flow
hydroponics recycles water, it remains perfect for arid environments.
Hydroponic Necessities
Growing mediums replace soil in hydroponics. Surprisingly, there are many different
types of growing mediums for many diverse types of hydroponic systems. Soilless mixtures are
reusable and provide nutrients for plants; however, soilless mixtures are heavy and messy
(Tilley, 2018). Soilless mixtures appear to look notably like normal dirt. Another medium, coco
coir, which is derived from the shell, the coir, and the outer coating of a coconut, provides
beneficial organisms for plants in an environmentally friendly manner (Sloper, p. 90-91). In
addition, expanded clay pellets provide aeration for plants at all times, but they can be heavy and
must be prewashed. Alternatively, perlite is lightweight but creates a problem if inhaled
(Sloper, 2017, p. 90-91). Perlite is inexpensive and can be used by itself as a growing medium or
as an additive to a soilless mixture. Rockwool looks much like rock cotton candy. While it is
environmentally unhealthy because of the high temperatures needed to create it, it more than
succeeds in the growing arena (Sloper, 2017, p. 91). It remains simple to use throughout the
growing process and lightweight. It also retains a perfect balance between air and water ratios
while letting excess nutrients escape. The choices for growing mediums are endless, but this is
the replacement for soil, so wisdom should be used when choosing the correct medium.
To produce nutritious fruits and vegetables high quality water is essential. With plants
and water it is garbage in garbage out. In the LED Grow Book, Mr. Sloper states, “The quality of
the water you feed to your garden matters—a lot”(Sloper, 2017, p. 108). The quality of water is
measured in parts per million or ppm, and ten ppm means there are ten ions in every one million
water molecules. High-quality water does not need to be filtered any more than approximately
one hundred ppm. However, for low-quality water a reverse osmosis system uses pressure to
force the contaminants through a membrane, which traps the impurities. These reverse osmosis
systems are rated for the amount of water wasted or the quality of water they produce (Morgan,
2016). If water is less than one hundred ppm, a carbon filter can refine out chlorine and
chloramines but nothing else. Choosing a correct water filter can mean the difference between
life and death so only pay for the superlative. Water is responsible for delivering the building
blocks of a plant, nutrients, so considerable resources and attention should be given to water.
Since there is no sun for the plants to use for photosynthesis, the type of grow light used
is essential for efficient growing on an indoor hydroponic system. LEDs are the most common
type of grow light. While LEDs are three times more expensive than their high intensity
discharge (HID) counterparts, they use forty percent less electricity and last longer so eventually
they pay for themselves. Additionally, they increase the harvest time and form more terpene,
which is responsible for creating the smells and flavors in fruit and vegetables production
(Sloper, 2017, p. 15). Producing specific wavelengths, LEDs can accommodate plants that
benefit from shorter or longer wavelengths (Morgan, 2016). This will help plants grow more
quickly while saving money on electricity. LEDs initial expense will swiftly pay off with the
added benefits of increased harvest time, production of terpene, and faster grow time.
When growing hydroponically, LED lights must be used correctly in order to receive
maximum benefit for the plants. Using semiconductors to produce light instead of hot gas
plasma, LEDs significantly decrease energy wasted. LEDs use forty to fifty percent fewer watts
than HID lights. Unfortunately, HIDs also waste much infrared light, which creates heat (Sloper,
2017, p. 32). Placing LEDs is a critical step when designing a grow space. If the LEDs are too
close, the plants will burn. However, placing plants too far away from the LEDs wastes the light
from LEDs. Usually, placing lights twelve to twenty-four inches away from the light source is
just past the opportunity for plants to burn (Morgan, 2016). Since these lights will replace the
sun, it is integral that the correct lights are chosen for growing.
Hydroponic Nutrients
Nutrients are the building blocks for plant cells. For organizational and efficiency
reasons, nutrients are divided into two basic groups—primary nutrients and secondary
nutrients. Additionally, nutrients are divided into mobile and immobile classes (Kozai, 2016, p.
170). If a nutrient can move, a deficiency of it will show on older leaves. However, a nutrient
that is immobile will show signs of deficiency on newer leaves. Carbon, hydrogen, and oxygen
are absorbed from water and the air, and they account for ninety-six percent of a plant’s mass
(Lowenfels). Thankfully, this means most of the plant’s mass is provided for free. Since
nutrients are literally the building blocks of plants, proper quantities, high quality, and easy
absorption are necessary for a successful hydroponics system.
Requiring three basic nutrients, which scientists have called primary nutrients, plants will
die without basic amounts of nitrogen, phosphorus, and potassium. Nitrogen is essential to
plants because it is the backbone to amino acids and nucleotides, and it also mobilizes other
nutrients to move in the plant. Three phosphorus atoms bond together to store energy, so without
phosphorus a plant’s growth will be stunted (Kozai, 2016, p. 166). Potassium moves water in
the plant, regulates chemicals, and accounts for 2.5 percent of the earth’s crust, so it is
sustainable and cheap (Lowenfels). Without potassium plants would wither and die within days,
so thankfully God generously provided tons of it. Without adding these additional primary
nutrients, growing healthy plants will be impossible.
When growing hydroponically, farmers must carefully regulate the pH levels of growing
mediums and water. The pH scale ranges from one to fourteen where one is the most acidic,
fourteen is the most alkaline, and seven is neutral. For every one point change on the pH scale,
there is a ten-fold change in acidity or alkalinity. A pH of 5 will be ten times more acidic than a
pH of six or one hundred times more acidic than a pH of seven (Morgan, 2016). Since this range
is so sensitive and plants best grow in a pH of 5.8 to 6.8, a slight change in pH levels can kill a
plant. If a pH level is low, acid salts can form and bind nutrients. However, a high pH will
make nutrients and water unavailable to roots (Van Patten, p. 143). To adjust the pH of a grow
system different bases and acids can be bought from a local grow store. Because pH levels are
so important to plants, a gardener must take extra steps to ensure the best possible grow space.
The process of growing hydroponically includes a impressive array of knowledge and
techniques. The types of systems are vast, and the versions are innumerable. When mediums
and lights take the place of the earth, wisdom should be used in finding replacements; however,
discovering new information can lead to bountiful harvests. Finding the perfect amount of
nutrients, water, and pH levels is an intricate task but reaps incredible results. Hydroponics
combines engineering and farming to create the plants of the future.
References
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