Rambling Rose - Eighth Issue - March 2025

THE RAMBLING ROSE

Clifton High School Pupil Newspaper

Foreword

This is the eighth issue of our incredible Rambling Rose newspaper and, yet again, I am awestruck and amazed by the range of topics about which our pupils want to write. This issue is maybe the most eclectic and exciting to date: from ancient civilisations, and leaders to general knowledge quizzes, to statistics, to Formula 1, to feminist art installations... I mean!!!

Interestingly, this issue also features an article by a Rosarian, another article inspired by a Rosarian, and yet another written by a pupil whose name you will want to remember when he becomes a Rosarian (read on to see who I refer to!). Contributors range from Year 9 all the way up to Year 13. This is all proof of what Community means to us at Clifton High School.

By the time this issue goes to press at Easter 2025 in its physical form in classrooms and offices around our site, we will be embracing brighter mornings, longer evenings and warmer climes. However, for our Year 13 editors Jess and Arabella, it will be the the end of their tenure in post. To have seen them blossom and develop into the proactive, organised duo that they are, has been a privilege. I know we all wish them a heartfelt thanks and lots of luck (as to all Year 13s and Year 11s) in their upcoming examinations. Thank you, you two! You have been a dream to work with!

Jess and Arabella hand over to our incoming editors in Year 12. Matthew Tsang is a name you will no doubt recognise: he has - I think – killed off the entire school community by now in his Clifton High Private Eye detective series!); and Sunny Wan – a force to be reckoned with when it comes to data, statistics and the craft of making these fun to read about! We also welcome Mila Stojkovic into the role of Journalist in Residence: the passion Mila has shown for wanting to make a valued contribution to the Rambling Rose could not go unrewarded! Thanks, as ever, also to Ms Davis for her expertise and patience in formatting and printing.

So ... sit back, and enjoy all the varieties of Rambles that we have here in Issue Eight: it’s all sunshine and Roses!

Mrs Pippa Lyons-White Head of English

GAME THEORY

Gratuitous Game Guides:

P is for Pirates, L is for Luck Logic

(Disclaimer: Pieces of strategic advice made in this page are made under the assumption that all players are playing fairly and are strictly theoretical. The writer is not responsible for your losses.)

Hello, and welcome to the first instalment in this series which no one asked for. As a professional try-hard and a lifetime sweat, of course I am obsessed with winning against everyone, even when literally no one cares. So why don’t we start off this useless series with the theoretically all-luck-no-skill Maths lesson favourite— the Pirate Game?

Otherwise known as the Christmas Game or the Easter Game (when played near the holidays), this is a bingo-style game where players get into teams and fill their own 7x7 grid before the game with some abilities. After this, the teacher picks squares randomly, one by one, with students gaining scores or activating certain abilities depending on what was on their grid. When time runs out or all the squares have been picked, the team with the highest average score wins.

You might believe that the game is nearly entirely luck-based, as except for the ability of “choosing the next square”, which square you get next is entirely random.

Except humans cannot be completely random. The statement above is true, but only if a computer picks your squares. Here comes the interesting part— if I know which square is more likely to be picked by the teacher at each stage of the game, I can map my grid in a certain way at the start to maximise my chance of winning. So, let’s explore randomness with a human touch and construct a hypothesis for my research along the way.

Humans are “too random”

Here’s two strings of 10 numbers:

1234567890

3246980462

Which one is more likely to be generated randomly by a computer? Theoretically, both of the above strings have an equal probability of being generated as the output — there are 10,000,000,000, or 1010, possible strings, and each of the above represent exactly one of them. However, your intuition tells you that the first one is a miracle, and the second one is just a jumbled mess. As you can see, our perceived definition of randomness is something that is disorganised and chaotic. As a result, our mind ignores the possibility of randomness creating order ... errr... randomly!

But how does this relate to the grid? My theory is that this makes humans (our wonderful Maths teachers in this case) less likely to pick squares adjacent to the previous one, as humans might think that adjacent squares seem too “orderly”

Scan for Data

to be random. Let’s add that to our hypothesis:

The hypothesis

1. Teachers are less likely to pick squares directly adjacent to the previous square. Furthermore, humans tend to not choose the lowest, middle or the highest value when told to pick a value from a set of numbers.

Research shows that the most probable human response to the request “pick a random number from 1 to 10” is “7”, followed by “3”, with “1” and “10” being the least picked. But why?

Numerous reasons, although theoretical, can be considered valid: 1 and 10 seem too “extreme” to be random, 7 and 3 seem unique due to them being prime numbers, etc.

Another interesting discovery is that the number 5 surprisingly only has a 9% pick rate, despite being the middle value of the set and might seem to pop into mind when posed with the task. However, it can be argued that 5 is too “perfect” of a number and is not considered fit to be a random result.

The link I would like to make between the above research and the grid is about the first square of the game: Would teachers be more prone to choose squares that are in neither the centre nor edge rows/columns? The reason why this only affects the first square is that decisions further into the game would disrupt the visual geometry of the board, or that such squares are all already chosen (also it would be a pain to organise such detailed data). Let’s add this to the hypothesis:

The hypothesis

1. Teachers are less likely to pick squares directly adjacent to the previous square.

2. Teachers are more likely to choose squares that are coloured green below as the first square (squares in neither the centre nor edge rows/columns):

Verification

The research I would need to complete this guide seemed quite treacherous. Therefore, why not try my hypothesis out on a singular game before firing off a bunch of emails to Maths teachers and sitting at my desk for 15 hours crunching numbers, just to check if things would work out? Luckily, I started planning this before the Christmas holidays and have just the data I need.

Here’s a grid from a game with Mr Harkin before Christmas. We can observe that he indeed chose B2, one of the green squares from my hypothesis, as the first square. We can also see that there is only one pair of squares chosen next to each other. Unfortunately, due to the “choose the next square” ability, the squares are not completely chosen by him. As a result, we cannot be certain that this backs up our hypothesis, yet I think that these two observations are good enough signs that my research might yield something interesting.

Numbers – The Crunching

One week after an introvert’s worst nightmare (writing an email to the whole Maths Department about this ridiculous project), some piping hot data returned. But how should I use them to test my hypothesis?

It’s surprisingly not that tough: for the first statement, I could compare the average number of choices being adjacent to the previous square per game generated by a computer against the mean of the data. For the second statement, as the green squares occupy 16/49 (around 33%) of the grid, if a lot more than 16/49 of the first squares chosen by teachers are green, the statement is proven.

However, in the process of receiving 18 sets of data from 9 teachers and typing in around 3200 values into my Excel file (I am not a coding person), my nerd senses tingled. “I can’t just let this juicy data go like this,” I thought.

The Rabbit Hole

You see, after analysing that much data, it came to me that I could do a lot more with this. Two things came to mind: a distribution of distances between each choice of square (1), and how early or late on average a specific square is picked (2). Let’s put them down as extra challenges:

Extra Challenges

1. Compare the distribution of distances between each consecutive choice of square of teachers and randomly generated data.

2. Find out which squares are picked relatively early or late into the game.

A distribution is basically data showing each possible outcome and the probability of it happening. For example, here’s the distribution for the outcome when a fair six-sided die is thrown once: Score 1 2

And here’s the distribution of weather in the UK:

To do this for the Pirate Game, I must find the distance between one square and every other square on the board. And do this 49 times for each and every square.

Except I didn’t need to. After transforming the grid by reflecting or rotating, some grids are found to yield the same numbers. As a result, I only needed to do this 10 times. (Thinking and doing the process still took 3 hours )

Another thing I needed to consider was which system I would adapt for calculating distances: Manhattan Geometry (red) or Euclidean Distances (green).

As shown in the diagram, the distance between A and B is different depending on the system used with the use of Manhattan Geometry giving a distance of 4 (2 units to the right + 2 units down) and the use of Euclidean Distances giving a result of around 2.83 (Pythagorean theorem) (a^2+b^2=c^2), a=2, b=2, so c= √(2^2+2^2 )=√8).

At first, Manhattan Geometry was used in my research as it was more straightforward. However, I adapted Euclidean Distances as my chosen method at the end. This is because my research attempts to link human perception of distance to which grid is more likely to be chosen next. Distances generated using Manhattan Geometry do not seem intuitive, as seen in the diagram below, where all the highlighted grids are considered to be the same distance (2) from the square A:

This seems weird to the eye, doesn’t it? E3 looks like it’s right next to A, but there is a visible square between F4 and A. Euclidean distances do not bring this problem, as it generates “real distances”, or those you would use in Maths lessons. As a result, results are more intuitive, and I now have to do the distribution again.

The Results

Let’s not bore you further with nerdy jargon and jump into conclusions instead. Here’s a reminder of my hypothesis and challenges:

The hypothesis

1. Teachers are less likely to pick squares directly adjacent to the previous square.

2. Teachers are more likely to choose squares that are coloured green below as the first square (squares in neither the centre nor edge rows/columns):

Extra Challenges

3. Compare the distribution of distances between each consecutive choice of square of teachers and randomly generated data.

4. Find out which squares are picked relatively early or late into the game.

Statements 1 and 3: The Distance Distribution

To evaluate statement 1, let’s look at how many times on average a teacher picked a square adjacent to their last choice per game vs how many times a randomiser did:

Mean1 (times/game) 1.9375

Median2 (times/game) 1 /

As you can see, teachers picked significant less adjacent squares, with a 43% when comparing means and a 70% difference when using the median! In my opinion, this is more than enough to prove the statement.

Now, let’s look at statement 3. Here’s the graphs for mean/median of average distances between each consecutive choice of square of teachers minus the randomiser data. When a point is above the horizontal line in the middle (the x-axis), it means that teachers have picked squares of that distance away from the last square more than the randomiser, and vice versa.

“Distance” is the distance between consecutive choices of squares, with a distance of 1 meaning “directly adjacent”.

The trend is similar in both graphs, with teachers having a lot less choices giving a distance of 1 (as previously discussed) (highlighted in red), and also having a lot more choices giving a distance of around 2 (in yellow). Another discovery is that the datapoints adjacent to the point where distance=2 (in green) has a significantly higher value in the mean graph compared to their value in the median graph, which is likely a result of the anomalies. However, considering that these points still have a positive value for frequency in the median graph, I believe that the below conclusion is suitable for statement 3:

“Teachers tend to choose squares with a distance of more than 1 but less than 5 from the previous choice.”

Here is a representation of the above statement in a grid, where the highlighted squares are more likely chosen next given that the teacher chose A as their last choice.

Statements 2 and 4: The Order

Statement 2 is rather straightforward. Below is a grid with the numbers being how many times it was picked first out of 18 games, and a grid with the squares that I theorised would be picked first more:

The results do support the hypothesis: 9 out of 18, or 50% of games, started with the squares I coloured green, i.e. squares neither on the edge row/column nor on the middle row/column. However, the results also show another arguably clearer trend: squares that are in the top left quadrant are more likely to be picked first. This might be due to most teachers being right-handed, or the fact that pages of writing in English start on the top left corner, creating a bias towards that area.

In order to work on statement 4, I needed to find the mean “time” at which a square is chosen across the 18 trials. For example, if there are 3 sets of data, and the square A3 is chosen as the 9th, 18th, and 30th square respectively, the mean “time” would be 19 squares. As the average “time” of all squares

is 25, A3 would be considered an “early” square. However, just comparing the means is insufficient. A3’s mean time is 19, which is quite far from the mean. However, we don’t know how often does data stray that far from the mean. If, let’s say, 30% of randomly generated mean “times” are 19 or less, the mean “time” of 19 does not seem as “rare” and “noteworthy” compare to if only 1% of mean “times” are 19 or less. As a result, I generated 1 million mean times and counted how many times each value of mean “time” occurred. Here’s a graph of the distribution:

The graph shows that times smaller than 15 or greater than 35 don’t really occur at all. However, we need to explore the terms “cumulative frequency” and “percentiles”, along with creating an effective visualisation of the data to really get the most of this.

The cumulative frequency of a value is the sum of how many times values smaller or equal to itself had occurred. For example, a cumulative frequency of 15 means that 15 values from the set are either smaller or equal to the value itself. A percentile is basically cumulative frequency written in percentages, so if a value has a cumulative frequency of 15 when the size of the data set is 100, the value is on the 15th percentile.

Below are “heat maps”, which are usually used to reveal trends in geographic maps, or in this case, a grid for Pirate Game:

The map on the right uses the actual value of mean “time”, and the one on the left uses percentiles. The left map is better for comparing the “time” between each square as it considers the shape of the distribution mentioned before. In the map on the right, the difference in colour between squares with values of 5 and 10 is the same as the colour difference between squares with values of 20 and

25. However, this is not the best representation. Here’s the curve again:

As you can see, the red dots (5 to 10) are on a lower “altitude” than the green dots (20 to 25). What this shows is that there are way more pieces of data between the values 20 and 25. A great analogy would be test scores. In a test out of 50, most people in a class would get the middle scores (somewhere around 20-30). As a result, “improving” your score to 25 from a 20 would mean that you surpass a lot more of your peers than you would if you improved to a 10 from a 5. The map on the right however does not credit this and simply gives them both the same colour difference. The map on the left represents this using percentiles, therefore would show this much better — the colour difference between squares with values 20 and 25 is much greater.

Therefore, let’s look at the map on the left. Judging from the row and column averages, row 7 and columns D, E and F seems to be areas picked latest on average, such as D7 and E7 having a very large percentile value. Another finding is that all four corners are picked very early into the game on average, along with squares A4 and C4. However, B4 and D4, although adjacent to A4 and C4, seem to be picked late instead. This might be due to the unconscious intention to avoid clumped areas — if A4 and C4 are picked already, then picking B4 or D4 would make the squares appear too close to each other. Another final note is that the left hand side of the grid appears to be picked earlier than the other half, which may also be due to the right-handed bias discussed previously.

The conclusion from data

Let’s summarise our findings in a list:

1. Teachers tend to not pick squares adjacent to their last choice.

2. Teachers tend to pick squares in the top left quadrant, and/or squares in centre rows/columns as their first choice.

3. Teachers tend to choose squares with a distance of more than 1 but less than 5 from the previous choice.

4. Row 7, columns D, E and F and squares B4 and D4 picked latest on average. Corners picked incredibly early on average.

With this list, let’s construct our strategy for the game.

The Strategy

While analysing the data, it was clear that individual teachers had different preferences when choosing squares. Therefore, I believe that my strategy guide would be more accurate if I split the different trends into groups. Here’s a summary:

Group Teachers Description

R (Random)

Ms Horton

Mr Shelswell

Mr Izzard-Clark

1 Ms Agoston

Mr Shelswell

2 Mr Collins

Mr Hillman

Mr Harkin

3 Ms Taylor

Ms Horton

Mr Izzard-Clark

Dr Brockington

Sample Graph (Distance-Frequency, vs Random)

Teachers that use a computer to pick their squares. They are included in other groups for reference in case they change their minds. /

The anomalies I have been talking about. The group prefers picking squares adjacent to their last choice, yet Ms Agoston’s preference is a lot more outstanding.

The group closest to the overall distribution. This group has a strong preference to not pick squares adjacent to their last choice and pick squares with a distance of around 2 often.

This group also fits the overall distribution. Teachers in this group tend to not pick squares adjacent to their last choice, just like Group 2. However, they like to pick squares with a distance of around 4 instead.

The Tables

Made-up vocabulary:

“Early/Late squares” – Squares that tend to be picked early/late in the game, discussed in point 4 of the list.

“First squares” – Squares that tend to be picked first, discussed in point 2.

“Common Distance” (CD) – The distance between the previous square and the square teachers tend to pick next. Squares with CD between them are more likely to be picked one after another.

“Rare Distance” (RD) – The distance between the previous square and the square teacher tend to not pick next. Squares with RD between them are unlikely to be picked one after another.

Below is a table detailing the strategy regarding each square. I recommend reading the descriptions before the strategies if you are new to the game.

Ability Description Strategy

A – Rob score

Steal all points from another player.

Prioritise players who have recently received gifts or have not been killed in a while. Pay attention to shields/mirrors. Place on late squares to maximise damage and for the ability to pick players without shields/mirrors.

B – Kill someone

Add 1000 to the score of another player (not in your group).

C – Gift (1000)

Add 1000 to the score of another player (not in your group).

You may prioritise struggling teams, or even players that you know have a high score to “guide” other players into killing them for you. CD with offensive abilities (kill, rob etc.) favourable to maximise the probability of getting to kill someone after giving them a gift.

You may prioritise struggling teams, or even players that you know have a high score to “guide” other players into killing them for you. CD with offensive abilities (kill, rob etc.) favourable to maximise the probability of getting to kill someone after giving them a gift.

D – Kill a row

E – Swap scores

Reset a group’s score to 0. The single most lethal weapon in the game. Prioritise rows with players who have recently received gifts or have not been killed in a while. Pay attention to shields/mirrors. Place on late squares to maximise damage and for the ability to pick players without shields/mirrors.

Exchange your score with another player.

F – Choose next square

You pick the next square instead of the teacher.

Prioritise players who have recently received gifts or have not been killed in a while. Pay attention to shields. Note that mirrors don’t work on this ability. CD with abilities that reset your own score and RD with high value squares to maximise profit.

Negotiate with your team to decide on a goal (bank for a teammate, get shields, killing a high bounty target, etc.). After that, find a square that achieves this while giving side benefits as well.

An interesting point is that if an opposing player chose a square which then they do not declare an offensive ability (kill, rob etc.), there is a high probability that they had either banked or received shields, both reducing their priority to be killed.

Finally, in very rare cases when you have nothing or too much to prioritise, such as when another teammate has a higher score and should bank first, while you also have a high score, you can try prioritising squares with RD between it and a square you do not want to get next (most likely ability I) to minimise risk.

G – Shield

Obtain a one-use shield that blocks abilities A, B and E that target you. Shields from multiple players can be combined to block D.

H – Mirror

I – Kill self

Obtain a one-use mirror that reflects abilities A, B that target you. Note that it is ineffective against E. Mirrors from multiple players can be combined to reflect D.

One of the only defensive mechanisms of the game. Tracking others’ shields is vital in deciding on targets for offensive abilities. Factors deciding whether to shield or not discussed later. Place on early/ first squares to maximise your range of choices.

Same as above.

Your score is reset to 0. The most lethal thing to you. This cannot be blocked by shields or mirrors. Placing this on a first square is imperative to minimise risk.

J – Double score

Your score is doubled.

K – Bank

Your current score is put into the “bank”. Scores in the bank cannot be reset nor be doubled (by J).

Place on late squares to maximise profit. Note that you are not more likely to be targeted even if you get this ability as you do not need to notify anyone of this.

One of the most important mechanisms of the game. Place one on an early square, one on a normal square and one on a late square, along with RD’s between each bank, if possible, to minimise the chance of getting consecutive banks, which lead to waste.

High Value Squares (3000/5000)

You gain a high value of scores (3000 or 5000)

How many of these you have left is the deciding factor on whether you shield/mirror or not. My rule of thumb is that if the total value of high value squares is double or more than your current score, then maybe save the shields. RD between these squares and ability I to reduce the probability of the sequence “5000 -> Kill self”. CD with J can be considered to increase the probability of “5000 -> Double”, yet this also increases the probability of “Double -> 5000”, which is a slight waste.

The Chart

The table above mentions keeping track of recent activities (shields, deaths etc.). To do this effectively, you can create a tracker like this one for every opponent, while noting down how many squares have been picked:

Cross out M when they have used their mirror, S for shield, and write on which square have they been killed (X) or given a present (P). For example, if it’s the 40th square now, the person with a tracker that looks like below would be a great target to kill.

Sample Grid

Finally, I have included a sample grid below. This grid follows the overall findings, so would be most useful if your teacher is in Group 2.

I have tried my best to adhere to my strategy table. Feel free

to copy it in your next game or make any changes to it if you find any improvements!

Closing words

My most sincere thanks to the Maths Department for sacrificing their own time to give me the data that is vital to this article. Special acknowledgements to Dr Brockington, who delivered valuable advice on methods of analysing data, along with being passionate and supportive of my ridiculous research. And of course, thank you for reading this article to the end, for not losing interest, and for enduring a nerd yap for 4000 words.

Have fun in your next Pirate Game!

HISTORY

The British Museum and its Controversial Treasures

The British Museum has an enormous collection of artefacts, sculptures, antiques and more. But do they really belong to the British at all, or have they been taken from their origin countries? I will be explaining a few examples of artefacts in the museum.

Elgin Marbles/Parthenon Sculptures

A major example of abducted artefacts from around the world is Greek treasures. There are a total of 108,184 Greek artefacts in the museum's archives and only 6,493 of them are on display. One of the most treasured sculptures is none other than the Parthenon Sculptures (also known as the Elgin Marbles). They are a collection of Greek statues that belonged to the Parthenon in Athens. They were originally shipped from Athens to the UK between 18021812 along with many other artefacts. They remain in the museum even though the Greek government finally asked for them back in 1983. However, they still remain in the British Museum. The Greek government argued that the sculptures were obtained illegally and should be returned to be displayed along with other Greek artefacts. Although 53% of the UK's population wants the statues to be returned, the

British government is still debating whether they were obtained fairly and have remained in good care since then. This discussion is still happening to this day and hopefully, they will be returned to their rightful place soon.

Benin Bronzes

The Benin Bronzes are another example of artefacts that have ended up in the British Museum by unethical measures. They are a collection of African statues made of brass and bronze that are elaborately decorated sculptures. They depict both humans and animals and some call them the pride of west Africa.

Thousands of the statues were obtained by military force in 1897 when British Troops invaded Benin City. This happened while they were on an operation to capture the Kingdom of Benin's leader, known as the Oba of Benin. The kingdom began losing control due to disputes that ended in civil war around 18841914 (a similar time to the Scramble for Africa). The Benin Bronzes are spread out in various museums across the world, but the British Museum alone possesses over 900 items.

Belgium and the Congo

Belgium and the Congo have a long and difficult history. King Leopold II of Belgium privately ran the Congo from 1885-1908. He was a brutal ruler who manipulated the locals for his own gain by extracting the Congo’s most common natural resource, rubber. He lied to other European leaders by saying he would be an excellent leader. He ruled the Congo for 23 years before he was forced to give up control to the Belgian government. One of his most famous forms of brutal punishment was that if the native Congolese people did not collect enough rubber, then he would cut off either a hand or foot. Now almost 140 years later, Belgium attempts to fix past mistakes by returning over 2,000 artefacts looted during the colonial era.

The Differences Between Ancient Gods

Whilst many ancient civilisations had their own respective gods, the aspects and personalities of these gods changed depending on the nation. And if we look at the aspects of the gods and the values of the society there is a certain correlation between the two. In this article, I will look at the ancient Romans versus the ancient Greeks and the Norse people.

The Romans and Greeks

The ancient Romans worshipped many different gods but did take inspiration from the ancient Greeks, who will also feature in this. The most important change, aside from names, was their aspects for the Romans and the things that they stood for. Zeus, the Greek king of the gods, was the god of the sky. Jupiter, his Roman counterpart, was also the god of the sky and lighting. However, Zeus was more involved with humans and Jupiter was more of a divine, respectful father. There were three more gods who were quite dramatically changed by the Romans. The first was Hera, the queen of the gods, who became Juno under Roman rule. Whilst Hera was the goddess of marriage and faithfulness, she took less of a role in the Greek religion. Juno was the goddess of the Roman state and took much more of a front role. Another god who undertook a dramatic change was Ares, the Greek god of war, who became Mars. Ares was the god of unrelenting, brutal war and was headstrong and violent. Mars was the god of the Roman army, standing for courage and was one of the most important and respected gods for the Romans. He went from an aggressive, single-minded warrior to a noble guardian who helped the Romans with their incredible military prowess. This change shows that the organised, tactical Roman

nation could influence even the most chaotic Greek god.

The Olympians – Major Greek Gods

Now, the most dramatic change to the Greek gods was Athena. Athena was the Greek goddess of wisdom and battle strategy but Minerva, her Roman counterpart, was simply the goddess of wisdom and creativity. She was one of the only gods who actually lost some of their aspects and went from a highly respected goddess of strategic war to a lesser goddess of wisdom and the arts. This became an important source of hatred between the Greeks and Romans, as the Greeks saw this as the height of disrespect to one of their most important deities. The Romans then created a

whole new goddess: Bellona, the Roman goddess of war and justice who took on all of Athena’s warlike traits. Bellona was only a Roman goddess and had no Greek equivalent. It was Roman tradition to stab a spear into a patch of soil in Bellona’s temple before a battle to signify that they were at war. Overall, these changes show the differences between the Greeks and Romans, the different ways that they were governed and what they valued as separate nations.

The Norse Gods

The Norse people were around during the 8th to 11th centuries. They were better known as the Vikings, although only a certain majority of the people were actually Vikings. The rest lived in Scandinavia and the whole nation worshipped the Norse Gods. The Norse Gods shared some characteristics with the Roman and Greek gods, but the actual characters and mythology were completely different. For example, Odin is the Norse king of the gods. He is associated with battle, wisdom and magic. This shows that the Norse people valued battle and their strategies but were also superstitious people. Compared to the mighty Zeus and his thunderbolts, Odin was much more easy-going. He travelled between the nine realms (the Norse perception of the world) and gathered knowledge. He was less of an almighty god, but was referred to as the All-Father, and was more respected as having all the knowledge in the nine realms. The Norse gods were generally (apart from Odin) more chaotic than the other gods, reflecting how whilst the Norse people were seen as violent warmongers, they were also people of innovation and change in their world.

Conclusion

So, this information is all well and good, but what does it actually tell us? Well, starting with the Greeks and Romans, it tells us quite a lot. The ancient Romans were much more ordered and respectful (in general as a society) than the ancient Greeks. This is reflected in the chaotic nature of the Greek gods and the more divine traits of the Roman gods. The Greek gods were also more involved with humans and the Roman gods were more untouchable ideas and deities. The Norse gods were generally just as chaotic as the Greek gods, yet uninvolved with humans like the Romans. This shows that the Norse believed that the gods guided their fates but did not directly intervene. The Norse people also believed that the Gods lived on one of the other of the Nine Realms (Asgard, home of the gods) as opposed to Midgard (Earth). Overall, as we look at ancient nations and their ideas, we can see this reflected in the deities that they worshipped. The Greeks, with their might and innovation, in Zeus and Athena. The Romans, with their empires and advancements, in Juno and Mars. And the Norse, with their knowledge and exploration, in Odin, Thor and Loki. Each of these nations worshipped different gods, with different aspects and different closeness to humans. But they all believed in the divine and that it was guiding them and their nation forward to a prosperous future.

An Explanation of the Ancient Greek Economy

One of the makers of modern civilisation is the large, interconnected economy. One of the key pillars of the current world economy is globalisation. There is a conception that globalisation, and the wider economy, is a modern and advance concept. However, this couldn’t be further from the case. While the ancient Greeks didn’t trade stocks on Wallstreet, they had a deeply connected trade system, which relied on trade with different countries for different goods and services. The ancient Greeks were more complicated than most people understand, and I feel it is important to show people how advanced these ancient cultures were. This article will discuss how the ancient Greeks managed their economy. It will also describe the ancient Greek economy, how the average Greek person made their living wage and how city-state (polis) funded conflicts and the interconnection of the Mediterranean trade.

The word for economy comes from the Greek word oikonomia. Oikos means the home or household, and every aspect of ancient Greek society was focused around the oikos. Nomia means to manage so oikonomia means “management of the household”. The oikos (which we study in Classical Civilisation) was an individual house for an individual family, and each member of the oikos had its specific role to do for each aspect of Greek society. The male lead of the oikos was called the kyiros, and they oversaw all aspects of household life, including religious rituals, providing food and money to the oikos. The way money could be brought in for an average oikos was through selling agricultural excess or through a specific profession. While oikoi in the city could specialise in different professions, such as merchants, blacksmiths or pottery makers, the average oikos was situated in the countryside. Due to the geography of Augean region,

sustainable farming was limited. Greece is famously rocky, and hilly, so combine this with

the lack of volcanic or tidal activity, mainland Greece is famously infertile. As a result, the Greeks relied on trade from Italy, Egypt, and the Baltic tribes. As a result, the average Greek farmer was either farming grapes, olives or grains (such as wheat and barley). The key thing to note is the fact that, for the singular oikos, the ancient Greek economy was individualist.

The topography of Greece and Ionia is so mountainous that large scale farming was impractical. As a result, individual poleis used different ways to bring in food. For a large majority of poleis, this was through maritime trade. The Greeks were master sailors and maritime trade. The interconnection of Greek marine trade started all the way past the Minoan age, in the Cycladic area, (but I have not included them in my timeline because they are a tad niche).

The position of poleis was important for their ability to use maritime trade. A polis like Rhodes (and island under Turkey) will naturally be more trade focused than a polis like Sparta. This encouragement of maritime trade is shown throughout all Greek culture, through pots, sculptors and myths. The most famous example is the Odyssey, which showcases the entire Mediterranean Sea and the different peoples that the Greeks would encounter. In Book 9 of the Odyssey, they travel to Carthage where they encounter the Lotus Eaters. The fact that the Odyssey, the second most published book during the Roman era was so popular was indicative how the interconnectedness of the Greeks, as the Odyssey displays a wide range of locations within the epic.

Each polis was its own independent city; each one had slightly different variations of government. The economy was similar for the polis (city state), as poleis functioned the same as the oikos. The polis had a building called the prytaneion, which was a larger oikos for the everyone. When Athens was first founded, Thucydides writes how all the regions of Attika gave their sacred fire to Athens, symbolising the unity of Attika. The make-up of city states from the macro to the micro in ancient Greece focused on one large polis, followed by

local demes, followed by small villages. The polis oversaw religious, political and military actions that was needed. While this did not directly affect the economy, the structure and governance of the polis had indirect economic implications. The centralization of religious, political, and military activities in the polis fostered a sense of unity and shared identity among the inhabitants. This, in turn, facilitated cooperation and coordination in economic endeavours, such as trade and resource management. The interconnectedness of the poleis through maritime trade and their reliance on each other for goods and services underscored the importance of a well-managed economy for the overall stability and prosperity of ancient Greek society.

Overall, it is clear to see how the ancient Greek economy was far more advanced and interconnected than often recognised. The Greeks established a robust trade network spanning the Mediterranean, relying on maritime trade to supplement their agricultural

production. The oikos and polis worked in tandem to manage resources, facilitate trade and ensure the prosperity of their communities. This intricate system of economic management laid the groundwork for the development of modern economic concepts and demonstrates the sophistication of modern economic concepts. By understanding the Greek concepts and ideas about their economy, we can gain a greater appreciation for the ingenuity of these early civilisations.

Female Role Models in the Ancient World

Unmasking remarkable women across ancient civilisations: Hypatia and Cleopatra

Continuing the tradition led by Giulia (Rosarian, class of 2024), whose passion for ancient history and fierce dedication to women’s stories left an impression on all her readers, this article focuses on two powerful women from the ancient world: Hypatia and Cleopatra. These women, even though separated by centuries and cultures, challenge the traditional narratives that have shaped history. Both Hypatia and Cleopatra rose above the constraints of their time to leave an enduring impact on their societies, each in their own way. They redefined what it meant to be a woman in positions of power, and through their courage, intelligence, and leadership, they carved spaces for women to thrive, even in worlds dominated by men.

Whilst Hypatia remains an emblem of intellect and resilience in the academic world, Cleopatra’s reign as the last pharaoh of Egypt continues to captivate imaginations. Both women were figures of immense influence - Hypatia in the

realm of knowledge, Cleopatra in politics - and their stories reveal much about the challenges faced by women in times of profound social, political, and religious upheaval.

Hypatia of Alexandria: The Philosopher Who Defied Her Time

Born in Alexandria around 355 AD, Hypatia’s life was defined by the intellectual environment of her city. Alexandria had been a centre of learning since its founding by Alexander the Great, and its famed Library (although destroyed by the time Hypatia came of age) still housed an atmosphere of academic pursuit. Hypatia’s father, Theon, was a respected mathematician and astronomer who recognised his daughter’s extraordinary talents and ensured she received the same education as her male peers: a rare privilege for a woman in the ancient world.

Hypatia grew up to become one of the leading mathematicians, astronomers, and philosophers of her time. She contributed significantly to the study of geometry, algebra, and astronomy, offering updated commentaries on the work of earlier scholars. Her ability to break down complex ideas into understandable concepts made her an influential teacher in Alexandria, attracting a diverse group of students. Hypatia’s teachings extended beyond mathematics, as she was a well-respected philosopher in the Neoplatonic tradition, which emphasised the importance of reason, abstract thought, and the pursuit of wisdom.

But Hypatia’s academic achievements were not without consequence. As the political and religious landscape of Alexandria shifted, she became a symbol of the intellectual and pagan traditions that were under siege by the rising influence of Christianity. Her close relationship with Orestes, the Roman governor of Alexandria, further fuelled the animosity of Cyril, the Archbishop of Alexandria, who viewed her as a threat to his growing power. As tensions in the city mounted, Hypatia became the target of religious zealots. In 415 A.D., she was murdered by a mob of Christian extremists who dragged her from her chariot, stripped her naked, and killed her with brutal force.

Hypatia’s death marked a tragic loss for both Alexandria and the academic world. However, she remains an enduring symbol of intellectual freedom and resistance to dogma. Through her scholarship, Hypatia demonstrated that women were capable of shaping the intellectual world, and her death sparked a wider awareness of the challenges women face in the pursuit of knowledge. Today, Hypatia stands as a feminist icon and a martyr for the cause of intellectual freedom and the empowerment of women. [look no further than the 2009 film “Agora” starring Rachel Weisz which documents Hypatia’s lead in the struggle between religion and science in her time - Ed.]

Cleopatra: Reclaiming the Power of a Legendary Queen

Cleopatra VII, born in 69BC, was the last ruler of the Ptolemaic Kingdom of Egypt. She is often reduced to a stereotype of the seductive, exotic queen who used her beauty and sexuality to manipulate powerful men like Julius Caesar and Mark Antony. This portrayal, perpetuated by both historical accounts and cultural representations, fails to capture the full extent of Cleopatra’s power and intelligence. Her life was far more complex than the myth that surrounds her.

Cleopatra was born into the Ptolemaic dynasty, which had ruled Egypt since the time of Alexander the Great, and she was well-educated in both Greek and Egyptian cultures. The Pharaoh was fluent in several languages and had a deep understanding of Egyptian history and politics, making her uniquely suited to rule Egypt. When she took the throne, Egypt was in a state of political turmoil, with external pressures from Rome threatening the country’s independence. Cleopatra’s intelligence and diplomatic skills allowed her to navigate these challenges, forming strategic alliances with Julius Caesar and later with Mark Antony to secure her position as queen.

Rather than relying solely on her beauty or relationships with Roman leaders, Cleopatra used her charm, wit, and political savvy to protect Egypt’s interests. Her ability to negotiate with Rome on her own terms was a testament to her skill as a ruler. She was not a passive figure in her relationships with Caesar or Antony; rather, she leveraged these alliances to maintain Egypt’s autonomy and power. Cleopatra was a ruler who understood the intricacies of diplomacy, military strategy, and governance - she wielded these tools with exceptional skill.

Despite her accomplishments, Cleopatra’s image has often been tainted by the assumptions placed upon her as a woman in power. Shakespeare’s play Antony and Cleopatra, which portrayed the queen being led by her passions and desires, reinforced the idea that women in leadership positions were ultimately defined by their relationships with men. Even modern portrayals, such as the famous 1963 film Cleopatra, with Elizabeth Taylor, continue to emphasise her sexuality rather than her political acumen. However, in recent years, feminist scholars have sought to reclaim Cleopatra’s legacy, emphasising her strength as a leader, and the ways in which she challenged the gender norms of her time.

Cleopatra’s reign stands as a monument to the possibility of female leadership, even in a world where women were often denied political freedom. Her example shows that women can hold power, not through manipulation or seduction, but through intellect, strategy, and resilience. Her ability to navigate a complex and patriarchal world reminds me that women’s leadership often goes unnoticed or undervalued, but their impact is undeniable. Her life challenges the conventional narratives of female leadership and provides a powerful

example of how women can defy societal expectations to become effective rulers.

Legacies

Both Hypatia and Cleopatra broke barriers in their respective fields and made marks on history. Hypatia’s life was one of intellectual achievement, and her tragic death highlighted the dangers faced by women who challenge religious and social norms. Cleopatra’s reign, on the other hand, demonstrated that a woman could lead a nation, have influence on the world stage, and navigate complex political landscapes with skill and grace.

Their stories show that women are capable of shaping history. Hypatia and Cleopatra’s legacies are reminders that women have always had the ability to lead, think, and shape the world around them. Reading about these extraordinary women makes me reflect too, about how I can challenge the expectations placed upon me. I believe that Hypatia and Cleopatra’s stories continue to fuel women’s ambitions, reminding us that we all have the potential to break through barriers and shape the world around us.

The 70s and What It Brought to the Fashion Scene

The seventies saw bold colours and eclectic patterns take centre stage. Women’s fashion appeared to go back to the 1940s at daytime. However, by nighttime, their fashion was filled with vibrant designs that were far more expressive and glamorous.

This was a decade of major social change and liberation. With the fights for homosexual, women’s and racial equality and their rights, the line between men’s and women’s clothing slowly began to blur, creating a whole new image for fashion itself.

Feminist Influences on Fashion: Bianca Jagger

The seventies were seen as a year of liberation with the fight for women’s equality becoming far more influential. We can see this through the fashion icon Bianca Jagger, with a fashion sense as iconic as her name, she stands out as a symbol of the 70s theme of ‘glitz and glamour’. She was known for her marriage to Mick Jagger and as a staple character at studio 54. Bianca was not just like any regular celebrity of her time; she was a trendsetter and an inspiration for many designers.

I believe her most influential moment in the fashion industry was her wedding to Mick and her attire in the occasion. The ceremony was as beautiful as it was majorly influential; it was held in a 7th century chapel, with swarms of paparazzi striving to catch a glimpse of the couple, but most importantly, what she was going to wear. She came out in a YSL tuxedo jacket, intricately paired with a biascut skirt. Not only did this give bridal fashion a unique look, but it was also a statement that questioned the notion of modern femininity and individuality that resonated with women everywhere.

The Hippie and Romantic Movement

At the beginning of this decade, there was a social uproar in America; protests being carried out for American troops to back out of Vietnam. Therefore, Hippie culture came around and placed a chokehold upon the fashion world. Whilst some displayed and enjoyed the vibrant spirit of the movement with second hand items of clothing, others took the more high-end fashion route that strayed away from the folklike style.

The look was far more ‘romantic’; it was far freer spirited and greatly different from the 60s look of structured silhouettes. This look was dominated by labels and designers such as Zandra Rhodes, Sant’ Angelo and Laura Ashley.

‘The Battle of Versailles’: American Designer’s Victory

In the 60s, Paris’s “Golden Age of Couture” came and ended. By the 70s it was New York’s time to step into the spotlight and have their golden era in couture fashion; by 1975 Manhattan was home to a vast array of fashion designers who not only made clothes but shaped the pathway for the whole industry: Calvin Klein, Ralph Lauren, and Oscar de la Renta.

The genius behind the idea of the Met Gala, Fashion Week and International Best Dressed List, Eleanor Lambert yet again played her role in American fashion by creating one of the most iconic moments of 70's fashions. In 1973 a collection of events was held to raise funds to restore the historic palace. These events included hosting a fashion runway show of Paris and Americas top five designers, including Dior, YSL and Stephen Burrows. Although this fashion show has been replicated numerous times in today's day and age, ‘the Battle of Versailles’ will remain as a hallmark in the most iconic moments of fashion history.

Disco Fever

By 1977, John Travolta came dancing into the freshly released ‘Saturday Night Fever’. The 70s began to become more Disco dominated, and people needed to look the part. For women, this meant spandex and slinky jerseys that hugged every curve, halter neck tops, hot pants, which were new to the scene in the 1970s, and pleated midi dresses. It was even better if a shimmer and gleam could get caught by the lights of the disco ball; Lurex was the preferred metallic looking fabric. It also meant platform heels and feathery hair to achieve that ‘disco-like look’. For men, this meant disco flares and exaggerated pointed lapels so sharp it could slice an apple!

LITERATURE AND LANGUAGE

Fitzgerald Vs. Fitzgerald: The True Writer of The Great Gatsby

F. Scott Fitzgerald’s The Great Gatsby (1925) is one of the most celebrated novels in American literature, but some scholars and literary enthusiasts have long speculated that the novel may have been heavily influenced, if not outright stolen, from the writings of Fitzgerald’s wife, Zelda. It may sound like an atrocious notion; however, many critics have delved deeper into it and the evidence can be pretty damning.

work.

While Fitzgerald was undeniably a talented writer, Zelda was an artist in her own right, and their chaotic marriage often blurred the lines between inspiration, collaboration, and appropriation. The question remains: Did Scott take credit for Zelda’s work in The Great Gatsby? Delving into greater detail of the couple’s lives, I intend to arrive at my own conclusion.

Zelda Fitzgerald: A Writer in Her Own Right

Zelda Fitzgerald was a gifted writer, known for her sharp wit and vibrant prose. Though overshadowed by her husband's literary fame, Zelda produced compelling personal essays, short stories, and the semiautobiographical novel Save Me the Waltz (1932). In her lifetime, much of her writing was dismissed or published under Scott’s name, leading to allegations that he controlled and even stole her creative

Transcending this, Zelda was the epitome of a 1920's flapper girl (and in fact is often classified as one of the first), leading her to be a prominent celebrity, exhibiting ‘youthful rebellion’ for all of America to emulate. During the early 20th century in the American South, women were expected to be compliant and docile; yet Zelda was neither. Flappers were a generation of young women who challenged societal norms and openly rejected traditional expectations. They abandoned corsets, donned knee-length skirts (considered scandalous at the time), cut their hair into bobs, embraced jazz music, and drank in public.

A Marriage of Passion and Tragedy

The marriage of Scott and Zelda Fitzgerald was one of the most infamous relationships of the Jazz Age—a whirlwind romance filled with love, creativity, jealousy, and destruction. As icons of the Roaring Twenties, they embodied the glamour and excess of the era, yet beneath the glittering surface lay a deeply troubled relationship marked by competition, instability, and mutual self-destruction.

Scott Fitzgerald met Zelda Sayre in 1918 while stationed in Montgomery, Alabama, as a young army officer. Zelda, a spirited

LANGUAGE

and rebellious Southern belle, captivated Scott with her charm and beauty.

When his first novel, ‘This Side of Paradise’ (1920), became an instant success, Zelda agreed to marry him, and they quickly became the golden couple of the literary world.

Their glamorous façade was soon shattered as their marriage began crumbling, unfortunately right from the start. Although the couple were both ambitious artists, Scott often dismissed Zelda’s creative pursuits, believing his literary career should take precedence. Simultaneously, Zelda was accusing Scott of stealing from her diaries and letters for his novels, leading to their marriage regressing into a battleground.

By the late 1920s, Zelda’s mental health began to deteriorate. She was diagnosed with schizophrenia and spent much of the 1930s in and out of psychiatric hospitals. During this time, Zelda wrote her semi-autobiographical novel, Save Me the Waltz (1932), which detailed her side of their troubled marriage. Scott was furious, accusing her of using material he planned for his own novel, Tender Is the Night (1934). As Zelda battled mental illness, Scott struggled with alcoholism and financial difficulties. Their relationship, once built on passion and artistic collaboration, had devolved into bitterness and estrangement.

The Evidence of Literary Borrowing

After a (slight) deviation from the main discussion at hand, the dominant reasoning behind the examination of the writing of The

Great Gatsby can now be explored: namely, the evidence that Scott ‘borrowed’ Zelda’s work.

One of the primary arguments supporting the idea that Scott stole from Zelda comes from a letter she wrote to him in 1922, in which she described a lavish party scene strikingly similar to the opulent gatherings in The Great Gatsby. Some literary critics believe Scott drew heavily from these writings without properly crediting her.

Furthermore, one of the most famous lines from the novel originally came from Zelda herself. In the novel, we read: “I'm glad it's a girl. And I hope she'll be a fool—that's the best thing a girl can be in this world, a beautiful little fool” (spoken in the novel by Daisy to Nick, in reference to the young daughter she and Tom have). By comparison, after the birth of her own daughter, Scottie, Zelda hoped that she would be a “beautiful little fool”, a line which Scott evidently took inspiration from – the similarity is uncanny.

Influence vs. Theft

While there is little doubt that Zelda’s writings influenced The Great Gatsby, the extent to which Scott borrowed from her remains a matter of debate. The novel, after all, is deeply rooted in Scott’s own experiences, including his fascination with wealth, class, and the American Dream. However, Scott’s tendency to use Zelda’s personal writing as a resource raises ethical concerns. His dismissive attitude toward her literary aspirations, combined with his history of publishing her stories under his name, suggests that he did not always respect her creative agency.

Conclusion

So back to the question at hand: Was The Great Gatsby stolen from Zelda Fitzgerald? The answer is unfortunately complex. Despite the nature of their marriage, with their lives being under the

spotlight, the question can never be answered conclusively. While Scott was undoubtedly the novel’s primary architect, Zelda’s influence on his work is undeniable. While this cannot be classified as genuine theft (particularly as marriages in the 1920s could be complicated when it came to property, especially intellectual property), Zelda and her life have a prominent role within the novel.

In my opinion, it is very feasible that The Great Gatsby could be a novel stolen from Zelda. However, it would be outrageous to completely discredit F. Scott Fitzgerald himself as it could very well be his own work. Likely, the only reason why this is even under debate is due to the precarious nature of their marriage and the public image of the couple.

Although the validity of the novel’s writer can be put under a microscope and examined, it doesn’t take away from the remarkable novel that The Great Gatsby is. After all, there is a reason it remains on the reading-list in most schools!

The Importance of Complex Female Characters in Literature

Trigger Warning : adult themes of sexual assault, miscarriage, rape and suicide included

Many historical movements, like the feminist movement, have influenced and altered the way literature is written and how (female) characters are created. During the late 19th and early 20th century, the first wave of feminism emerged out of an environment of frustration for women’s lack of opportunities, focusing on suffrage. The second wave of the feminist movement occurred between the 1960s and 1980s, focusing on a wider range of issues beyond suffrage including challenging societal norms around gender roles, reproductive and sexual rights and social equality. This period was known as Women’s Liberation. During the first wave of feminism, Leo Tolstoy published his novel “Anna Karenina” in Russia in 1878. In England during the Victorian period, Thomas Hardy published his novel “Tess of the d’Urbervilles” in 1891 and later as a complete work in 1892. Post the second wave of feminism, American author Suzanne Collins published her first novel “The Hunger Games” in the trilogy in 2008. There are many examples of complex female characters in literature, but here are a few that are interesting because they present the harsh reality of being a woman in different aspects.

When analysing the character of Anna in “Anna Karenina”, it can be suggested that her beauty is captivating to many male characters because of how her appearance is often filtered through the perspective of such characters, thus Tolstoy is adding a subjective element to how Anna’s appearance is perceived as a woman. Tolstoy sets up this tragic novel so that it delves into the complexities of love, morality, and the social norms in 19th-century Imperial Russia. For Anna, the plot describes a hopeless love triangle centred around a married woman (Anna), who

becomes entangled in a passionate affair with the affluent Count Vronsky. Anna’s husband, Karenin a senior government official, treats her with a cold, distant nature, often prioritising social appearances, essentially viewing her more as a possession than a beloved wife even before she has had the affair. In contrast, Count Vronsky is drawn to Anna almost immediately upon first seeing her at the Moscow train station. But his description is soulful compared to Anna’s husband. It is debated among critics whether Anna actually loved Vronsky, as their ‘love’ appears passionate and consuming, yet their affair is lustful and ultimately destructive in many ways and to many people. Anna’s allconsuming love arguably unlocks her freedom, as a woman trapped in a loveless marriage, Anna found entertainment and with that an escape. Although her love from Vronsky unlocked their ability to experience love in their affair, it also encouraged other intense emotions like jealousy, misery and paranoia. According to “verilymag”, ‘Jealousy, one could argue, is at the root of Anna’s downfall.’ Personally, I think Anna is a fundamentally complex female character because the consequences of her actions demonstrate how being labelled as a respectable figure is so narrow that she ultimately ends her own life due to the unattainable expectations that were placed on her.

In “Tess of the d’Urbervilles”, like in “Anna Karenina”, Hardy presents Tess’s appearance through the lens of many male characters as a way of understanding how strikingly beautiful she is, her natural beauty often being compared to the beauty of nature. The fact she is seen to be attractive to all men foreshadows her tragic trajectory of being sexualised by men in the

novel. The most revolting character and the downfall of Tess’s life is Alec d’Urberville, who tragically manipulates, attempts to ‘seduce’ then rapes Tess, when she comes to work for his family.

According to “LiteraryHub”, ‘For a long time, critics debated whether she was “seduced” (ugh) by Alec D’Urberville or raped, though hopefully it is obvious to any contemporary reader that Tess repeatedly and explicitly does not consent, despite the vagueness Hardy was forced to use in his descriptions in order to appease Victorian sensibilities.’ My personal views are in line with this critic, as I believe that Hardy’s message in this controversial novel was his empathy for the women who had to face moral hypocrisy in Victorian England. Tess falls victim to this moral hypocrisy, as she experiences many losses like her own baby (unknowingly impregnated by Alec) and the prudish disgust from her husband (Angel) on their wedding night about her previous sexual experience. But Tess never loses her complexity which makes her such an original female character. Critic Kristen Brady claims that ‘generally, the heroine of romance must choose in some way between good and evil. Tess's choices are never so clear cut’. Hardy establishes a female character who isn’t created to please men or to be straightforward in her decision-making, Tess becomes a loved and pitied character. Near the end of the novel, she realises she accepts her trauma enforced by Alec, and she gains revenge by murdering him. Tess is arrested at sunrise after her impulsive act and then executed. Critic Jane Shilling rightly states ‘whatever happens to her, however cruel her destiny, she has a clear sense of herself, and the strength to remain true to it. Which is more than can be said for either of the men whose passion is the instrument of her tragedy’.

As a postmodern novel, Collins’ portrayal of Katniss is one of the least sexualising out of the three novels explored in this article. Despite the fact she may be objectified less, Katniss

has to overcome the sexist expectations of a 16-year-old girl placed in an arena to fight to the death. According to “Booksnob”, ‘Initially, she [Katniss] is a representation of how women are so often reduced to nothing but appearance and marital status’. But soon the reader realises that Katniss symbolises defiance of the Capitol and the rebellion working to bring it down, like her dress designed by Cinna to give Katniss her epithet, “the girl who was on fire”. Even her name is derived from the katniss plant, which is also an adaptable survivor, just like the character. Katniss’s complexity doesn’t necessarily come from being a controversial character in the way she makes her decisions, instead, it stems from her rejection of being exploited by the Capitol and her rejecting Peeta’s confession of love. According to “BookeyBookSummary”, ‘The novel offers a thought-provoking commentary on power, control, and oppression, drawing parallels to real-world political systems.’ Katniss grows her support by being a smart, quick-witted and strong character in the face of adversity, often displaying masculine and aggressive reactions levelling the sexist stereotypical expectations of Katniss from the Capitol. The fact that Collins’ published this novel in 2008, demonstrates that the dystopian nature is not all that dissimilar from reality and as a complex female character (especially with the release of the movies in 2012), Katniss invites and encourages girls to not fall victim to gender stereotypes and to be assertive when it’s necessary. Katniss uses a wide variety of her skills and manages to be the last victor in the arena with her teammate Peeta, but only one can win. However, although Katniss has shown her aggressive behaviour, she isn’t emotionally detached and so they agree to both lose the Hunger Games. But due to the power that Peeta and more importantly Katniss symbolise, the Capitol decides to change the rules slightly so that they can both win. Thus, Katniss exceeds expectations but on her own account, while saving another emphasising the complexity and realness of her character.

Furthermore, the distance that stands between female characters created in the male gaze (a term developed to show how women are often sexualised in media for men’s pleasure) and complex female characters is established because of how controversial they appear to be.

When first watching the Bristol Old Vic’s adaptation of “Anna Karenina”, I couldn’t help my initial reaction being aghast at Anna’s seemingly promiscuous decisions. And when reading “Tess of the D’Urbervilles”, her decision to return to her villainous rapist is excruciating as we understand her feelings of helplessness. Although, as the protagonist, Katniss may seem liked by all, the novel explores how she is exploited by many, contained in a love triangle by desperate boys claiming her love, while trying to survive and be the hero who rises from the ashes, victorious. This is why I believe that complex female characters in literature are crucial in balancing the unattainable expectations of women in reality.

So You Want to Worldbuild: A Guide and Love Letter to the Hobby

I think I was about eight years old when my brother and I were nagging our mum to get us this penguin plush toy from a theme park. She eventually yielded, but little did we know, we had just inadvertently taken thousands of hours from both of our lives, for this purchase had set us on the path of worldbuilding. How that happened is that we kept buying more plushies, and before long we found ourselves having quite the collection on our hands. So we went, as any rational child would do, ‘Hey! Why don’t we make a fictitious world out of this?’ And we did, fast forward nine years, we still do take the time to develop this world we’ve invented. Effectively, what started as just these imaginary families of penguins and other animals spiralled into a comprehensive lore about Antarctic civilisations, and samurai dog societies, and as we got older, prehistoric dinosaur kingdoms, realms of hell, and fascist parallel

universes.

One of the members of the samurai dog death squad, plush form (left) vs amateur OneNote illustration form (right)

This is what worldbuilding is about. It’s about developing an imaginary world in depth as if it were real. It’s about spending hours making lists of information about some specific feature of your universe and drawing the things that inhabit the world. It’s about staying up late reading up on bird vocal chord structures to make your made-up spoken language of the penguins as realistic as possible and using your school iPad’s GarageBand app to compose fictional subgenres of jazz. If this sounds fun, it’s because it is. So here comes my humble crash course on how to be a worldbuilder.

Tip one: methods of worldbuilding

Tip number one, consider the method you want to use to construct your fictitious universe. Generally, there are two methods: top-down and bottom-up. Top-down worldbuilding is when you first come up with all the major aspects that make up a world, such as overall history, level of technological development, and maybe whether or not magic exists before you move on to developing each aspect in detail. As for bottom-up worldbuilding, you do the opposite, and first develop some specific niches in your world. Think, an extract of some piece of literature that exists in the world, maybe how the armour of one faction’s military looks like, perhaps the flags of the nations of the world. J. R. R. Tolkien, creator of the Lord of the Rings universe, famously designed, in detail, many of the fictional languages and dialects that inhabit his world decades before he decided to write his first

novel set in the universe. I personally enjoy the experience of bottom-up worldbuilding over the top-down method, but a balance between the two approaches would always be a wise idea.

Sometimes I’m at school, or eating breakfast, and am suddenly struck by inspiration in the form of a new idea for a fictional universe side project, like Tudor vampires (Henry VIII fights Dracula) or over-the-top expansions of An Inspector Calls (Goole is a time-travelling member of a ghost inspector society) and Of Mice and Men (Candy’s full name is ‘Candy Kane’). Recently, my brother came up with a new premise for a universe: what if the Earth’s human population completely vanished into thin air except for everyone who happened to be inside the grounds of Clifton High School?

We started to come up with the overall history of this hypothetical scenario. The pupils and staff of Clifton High would first notice the mass disappearance at 10 am upon hearing the sound of unmanned vehicles crashing outside the school, prompting an investigation by staff members before a fire drill is called at lunch to announce their findings that all human life outside the school has seemingly vanished. The Senior Leadership Team would enact several short-term solutions, like allowing Sixth Formers to colonise nearby residential buildings, sending minibuses to warehouses for resources, and gathering equipment to slow the inevitable spread of fires across the nation. They would also start to plan for the two most important long-term missions to undertake – to rebuild human civilisation with the Clifton High Republic as the starting point, and to scientifically investigate the ‘Great Vanishing’ of the homo sapiens species. We decided that such investigations would ultimately be fruitless, and we opted not to assign any magical or scientific reason to why humanity disappeared, just that it did for the sake of the scenario (lazy writing, I know, but it helps build the creepiness of the scenario). Due to the absence of any empirical evidence

for the reasons behind the disappearance, the Clifton High Republic would eventually give up on its quest for answers and entirely focus on the sacred objective of preserving humankind (using SMART targets, of course). Through decades of perseverance, civilisation does not die out, and the population of humans slowly but surely grows through the Republic’s responsible usage of repopulation policies.

All this can be considered top-down worldbuilding, as we were outlining the major aspects that defined the universe – it was to maintain a realistic theme apart from the one-time Great Vanishing event, the level of technological development would theoretically remain the same but it would be up to the collective expertise of the school’s pupils and staff to figure out how to utilise existing technology, and the overall history of the scenario is that humanity survives at the end. I hope you’re enjoying reading about this fictional universe, because throughout this article, I will be using this world as an applied example for each tip I talk about.

Tip two: features of a civilisation

Whether it is the top-down or bottom-up method you start with, chances are, you will have to eventually move on to the important task of developing individual civilisations, and consider their unique features, such as geography, culture, history, and politics. Like in real life, these aspects form a complex web and interact with each other. So, tip number two, give some thought to how these major aspects of your civilisation interconnect.

For example, let’s take an isolated island nation. Its geography could mean a decreased interaction with other countries. In turn, this could mean tougher foreign policies. As a result, perhaps the island nation will be dragged into a war. But maybe, this island nation has this cultural thing where they have a caste system that makes their military very inefficiently organised or something.

Anyway, because of this unfortunate drawback of their culture, they’re unable to defend themselves from being bombed in the war. Hence, they lose, say, half of their forests. In other words, their geography changes, and the cycle of interaction between aspects repeats itself.

The student readers of this article will probably be familiar with history, geography, and politics; these are things taught in school. But culture I feel is not touched on a lot, which I think is a shame, because I think culture is one of the most interesting things to develop. When you ponder culture, what do you think of? There are the obvious flashy things like festivals, mythology, and language, but there are also the more foundational things that can be easy to overlook. How does your culture define societal development? To what extent do they prioritise the economy over the environment? What are their attitudes on birth, on death, on letting go? Culture can be hard to develop, but it helps to envision the society that practises the culture as a single person. After all, society is ultimately just made up of a collective of people who come together to create a community with values and idiosyncrasies. So, by all means, treat society like an individual, and give it a personality, give it strengths, shortcomings, niche interests, and things that it avoids because of trauma.

With the Clifton High Republic universe, we thought it appropriate if it continued to pursue its four-core ethos – curiosity, empathy, love, and direction – but applied them to this postapocalyptic scenario. Curiosity and direction would come in the form of encouraging pupils to learn disciplines crucial to the establishment of a self-sufficient society, like agriculture and energy generation. Like real life, the importance of the arts would also be recognised in the school, and historians would collaborate with visual, literary, and performing artists to document the cultures of humankind that run the risk of extinction if not for their preservation efforts. As for empathy and love, they would be emphasised even more than in reality due to the great emotional distress many

would face from losing not just their family but their perception of the world as logical and explainable by science or religion.

We also tried explaining how Clifton High responds to the scenario with its geography. Its position ‘in the heart of Clifton Village’ would enable convenience in allocating nearby residences to pupils and staff and using the Clifton Cathedral as a place of worship, but create difficulties in distributing agricultural yields to the school due to how distant it is from arable farmland. Hence, it would have to heavily depend on supermarket supplies (of which there are luckily many nearby) in the first few months before a reliable way to farm for food is figured out.

As for the leadership structure of Clifton High, we theorised that at least initially, to prevent logistical complications, it would not drastically change from its current form of an ‘organic structure’ wherein the hierarchy of staff is interconnected and non-linear due to members of staff holding multiple roles. Digital forms of communication would cease to function with the loss of electrical power to servers worldwide, so staff would have to regularly communicate through in-person means such as through specialist committees dedicated to the different facets of re-establishing civilisation and chaired by the relevant heads of department. These committees would usually not be merely made up of a single subject department due to the multidisciplinary nature of the tasks to which they are dedicated; a committee for agriculture would for example consist of Biology, Chemistry, and Geography teachers as well as any other members of staff with the relevant expertise. Different departments can thus enjoy representation in multiple committees. This reflects the interconnectedness of the reallife structure of Clifton High.

Despite the name (it sounded cool and stuck with us), the Clifton High Republic would likely not allow pupils to vote on matters of government due to their youth and therefore inexperience as opposed to the citizens of a

conventional nation. Thus, this unique demographic makeup would likely demand heavy emphasis on youth liaisons like the Head’s Team to gather the pupil majority’s opinion on things before these opinions are brought forth to the adult staff for consideration. As can be seen, my brother and I explain the features of Clifton High Republic with real idiosyncrasies of Clifton High School like its cultural values, geography, and ‘governmental’ structure. This brings me to my next tip.

Tip three: remix things

Look at the cultures of the real world. Look at how different governments work. Look at the history of some countries. Then throw in dragons and/or robots and/or aliens. Star Wars: It’s about how a chancellor exploits the hardships of his people to stir up hatred for the government, before using the precedent he set for granting himself emergency powers to eventually declare his republic a dictatorship, and is welcomed by the people as a hero who will reverse the folly of the old regime. For those of you who study History, if this sounds familiar, it’s because this plot point was inspired by the rise of Adolf Hitler, only Star Wars’ Emperor Palpatine’s ascent is scaled up for dramatic effect. Taking inspiration from the real world is a good way to inject some realism into your world, but it can also create an intimacy between yourself and the world you’ve designed if the things you remix are things from your personal life. Hear me out on this one.

I’ve covered how my brother and I translated our knowledge of Clifton High School into fictional lore about a post-apocalyptic republic. Something a lot of people do is they take their pets in real life, and they make stories out of them. We didn’t have any pets, so we did the same thing with our plush toys to create our sentient penguin universe. I definitely feel like

that has established an emotional connection between ourselves and our world, seeing as we included these toys that we literally share a home with. It’s probably the reason why the world is still kicking around today. And the thing is, we weren’t even intentionally trying to worldbuild, it just kind of happened when we were kids.

Where to start

The definition of a paracosm is an imaginary world, typically one dreamt up from a young age that endures for a long time, sometimes into adulthood. I don’t know how my brother and I somehow managed to become paracosmists, but there you go, that’s the addictive thrill of worldbuilding for you. This is apparently a common way that fictional universes begin. For example, C.S. Lewis’s Narnia is based on a childhood fantasy of his. James Cameron’s world of Pandora as featured in the Avatar movies originated from his teenage years. You may be thinking: my days of youth are a thing of the past, how do you expect me to still have toys and imaginary friends I can make a world out of? To that, I say do not fret, for I believe it is never too late to become a worldbuilder. If you’re really itching to worldbuild after reading this article (cheers!), there are some starting points to consider. You can, like I said, pull things from your personal life and make a world out of it. Honestly, you can really go wild with this method. Make your friends world leaders. Make your pets superheroes. Make your school a sovereign nation. Alternatively, if you’ve ever done any amount of creative writing, you’ve essentially already made a mini-imaginary world, so you can probably build on that and expand this universe you’ve created.

Failing that, no harm done in starting from scratch. That’s how my brother and I started the Clifton High Republic universe. It’s a great time to be alive as a worldbuilder with the Internet providing so much access to lore-rich fictional universes like ‘Warhammer’ you can draw inspiration from. I’m by no means trying to force you to worldbuild – there’s little point in doing so if you don’t enjoy it – but I do strongly believe that worldbuilding is one of the most fulfilling hobbies out there to pursue, because there’s just so many benefits to it.

Benefits of worldbuilding

The aforementioned eugenicist death god as represented in heroforge.com. Great website. Try it.(above)

For one, worldbuilding is a great way to boost creativity and other skills if you’re constantly creating things in your spare time. I feel like picking up the worldbuilding hobby has really motivated me to develop my creativity in different ways, most notably in digital art and music production. In addition, having to document and develop (semi-)realistic lore has also forced me to hone my skills in organisation and research. This brings me to my next point.

Various forms of propaganda featured in the sentient penguin universe as an expression of my interest in History (above)

Facts. Worldbuilding gives you an excuse to research them. Did you know that T-Rexes could intentionally slow down body growth in periods of food shortages? I didn’t. Until I was developing how a eugenicist death god caused the extinction of the dinosaurs. This is a really fun method of making information stick in your head, but also a great way to explore philosophical ideas. For example, we used the Antarctic civilization we invented to explore how the fact that it was only discovered by the human world in the 19th century meant that its development and prosperity were free from the shackles of colonialism. We also wrote about how even though literal non-human sentient species exist, many humans still mostly enslave and dehumanise within their own species to showcase the inherent irrationality of racism. There is no way we would have been able to come up with all these big ideas had it not been for our fictional world providing a medium for us in which to do so. I don’t consider myself someone good at coming up with these

kinds of complex ideas easily, but genuinely, you will find having a universe does help. Something about knowing a world you’ve made inside out lets you manipulate it and use it to help you come up with great ideas, in turn strengthening your knowledge of the real world.

What’s more, though, you get to channel your interests, no matter what they are. Worldbuilding is by nature a hobby that touches all academic disciplines, as it allows for anything to be created to become part of a world. This means that you can truly take whatever you’re passionate about and explore such a passion in your fictional world.

If you’re a biologist, create a new species. If you fancy yourself some linguistics, invent your own language. If you’re a geography enthusiast, make a map. It doesn’t matter, whatever you like, worldbuilding lets you practise it, and you will definitely get a kick out of that.

Concluding thoughts

This hobby does bring me much joy. Something about the measurability of worldbuilding progress gives me a massive sense of accomplishment, but just the process of doing it I love. I was thinking when I was writing this article, though, how are all these benefits different from those of plain old creative writing? After all, both involve imagination, both involve research, and both involve interests. The biggest difference I could think of is that when writing a story, you’re using your characters and the events they go through to provide a lens through which to view your world. With worldbuilding, where you’re more free to directly write down all sorts of information about your universe, it’s not a lens to your world you’re creating. It’s a map. Hence, here is my thesis, and why I think this hobby is superior to creative writing: worldbuilding provides the freedom of storytelling without

the constraints of structure. Because when you haven’t got dialogue and prose to worry about, as long as you’ve got ideas in your head and a pen in your hand, then, well, your world’s your oyster.

SUSTAINABILITY

Eco Matters

After a long hiatus, the Eco Matters newsletter is back to keep you up to date on the Eco Committee’s progress towards a greener future, one step at a time. As you may remember, the Eco Commitee has taken on board your, the school community’s, wants on what to improve on within our School.

Our selected campaigns are of course, as you remember, aiming to improve the school grounds, marine habitats and the biodiversity around school. We here at the eco committee have diligently taken on the demands of the school and made headway into these topics. So, keep an eye out for upcoming events and initiatives.

These upcoming improvements to your scholastic way of life will be planned around existing events and in co-ordination with national campaigns, such as the Clean Air Day, the Big Walk and Wheel, and the National Bike Month of May. Expect notices from the Committee at further dates. Atop these responsibilities, we have also followed the Environmental Review, making headway towards our goal of reclaiming the Green Flag award, yet again.

So, what can you expect from us over the next few weeks?

We here at the Eco Committee are on the

precipice of publication of short videos, primed with tips and tricks for how to improve your daily trip to school. You can expect these to make your journey to school a much more invigorating experience. Did you know that a little exercise in the morning has scientifically proven to improve your mood, education retention rates and confidence?[1] Because it does.

Secondly, most tragically, we have the awful news that car usage is on the rise at Clifton High School.

According to the most recent information, gathered from our hands-up surveys, we have found that the number of students walking to school has decreased, while car usage has increased proportionally. We have sent our best members in the committee to try and encourage you to use active transport on your way to school.

In other news, our one regular school bus rider has returned to riding the school bus after a short break. We wish this anonymous individual the best.

And finally, have you wondered where your recycling goes, and how on earth is Bristol the most sustainable city in the UK?[2]

Well then, you’re straight out of luck. Everyone

blob:https://cliftonhigh-my.sharepoint.com/2463493c-9791-4abd-8931-e1023f9ee6d2 at the EcoCommittee were informed by Bristol Waste about the intricacies of when and where Bristol’s recycling goes and how it gets sorted. If you were a part of Eco-Committee, you got to come along at the beginning of lunch period for a lunch and a talk from an expert on the situation on the ground. Now, if you were interested in what was said during that meeting, I might tell you that over 46% of waste put out is recycled, with metal, glass, cardboard and paper all being sent to separate plants across the country to process. The 50% not recycled are burnt to generate electricity, and only the remaining 1% is sent to landfills due to it containing hazardous elements or materials, such as asbestos.

That is, if I were generous.

So, if you want to come help avoid the apocalyptic catastrophe of an environmental oblivion or just to help us increase the rate at which we complete our campaigns, pop into EG1 at lunchtime on a Tuesday. And remember, don’t be a melt(ing icecaps)!

[1] https://www.shu.ac.uk/news/all-articles/latest-news/research-confirms-being-active-helps-pupils-in-school

[2] https://secretbristol.com/bristol-most-sustainable-city-uk/

POLITICS

Ladies Lounge: Why Can Women Not Have Their Own Spaces?

You might have seen it recently in the headlines, the alliterative “Ladies Lounge” exhibition at the Museum of Old and New Art (MONA) in Tasmania, Australia, intended to be a women's only space. Created by Kirsha Kaechele, it initially was curated to draw attention to the historical exclusion of women from maledominated spaces.

Ironic then, how Jason Lau, a man from New South Wales, lodged a complaint with the Tasmanian Civil and Administrative Tribunal and sued the art museum for ‘gender discrimination’ following him being denied entry into the Lounge… subsequently forcing them to close in 2023 as the Tribunal ruled in Lau’s favour.

Patriarchy - 1, Women - 0

However, in a recent victory, the Supreme Court ruled that the Ladies Lounge was exempt from the state’s anti-discrimination act, under a section which allows discrimination if the intention is to promote equality for marginalised groups. Meaning the Lounge could soon open again. Tasmanian Supreme Court Justice Shane Marshall stated: “[The Ladies Lounge provides] women with a rare glimpse of what it is like to be advantaged rather than disadvantaged.”

Patriarchy - 1, Women- 1

So then, in light of this, we feminists can see a light in the dark of the law and legal system which constantly works unfavourably towards women. The light gets brighter when we couple this victory with other recent wins for women making headlines around the world.

“Mexico’s first female president vows ‘It’s time for women!’ ”, a BBC headline states, following

the swearing in of Claudia Sheinbaum. [1] Winning with a substantial margin, this marks a paramount achievement in Mexico, and more widely, Latin America, as we see female presence and growing influence in politics.

If you want a more local win, we see the first ‘Menopause-Leave Trial’ launched in South Yorkshire in 2023: a step towards recognising and addressing the impact the menopause has on women’s professional lives. This trial aims to support women experiencing menopause by offering additional paid leave. This attempt at fostering more inclusive policies in the workplace is refreshing, and definitely something to celebrate.

In spite of the celebration, the Ladies Lounge case poses an important and relevant question: why can women not have their own spaces? Whether that be personal space, having to deal with the manspreading on public transport, or the unnecessary waist grabs when men are moving past women in a busy area; or physical space, with the increase of mixed toilets, or men suing whole art museums because they are refused entry into a women’s only lounge! A recent study in Catalonia found that boys often take up more space than girls on the playground. [2]

Importantly, playgrounds have a crucial role in shaping children’s self-perceptions as they are the first ‘rule-free’ environments where social hierarchies are formed. [3]And even if we look at the spaces where women find enjoyment in as a group, these too often become memes floating around – another thing women are ridiculed online for.

Women have been historically excluded from

the public sphere, and so the irony is not lost when one considers how the attempt Kachele makes to explore and portray this through her art form ended up with a lawsuit from a man feeling excluded. Welcome to our world, Jason! As MONA’s council Catherine Scott said, according to the local paper The Mercury: “Part of the experience is being denied something that is desired.”

I will leave you with a quote from the notoriously controversial character herself, Kachele. Following her victory, standing outside the supreme court she stated: “The patriarchy [has been] smashed and the verdict demonstrates a simple truth: women are better than men.”

[1] https://www.bbc.co.uk/news/articles/ce3z263453lo

[2] The Study, conducted in several primary schools in Catalonia (ages 6-12), found that the strongest and most active boys dominate the centre of the playground, while girls are pushed to the edges.

[3] https://www.instagram.com/p/DAqvzVMvsRS/?utm_source=ig_web_copy_link&igsh=MzRlODBiNWFlZA==

SOCIAL ISSUES

Autism and Me

Just under a year ago, I was diagnosed with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). My diagnosis explained a lot of general trends in my life. Since then I’ve been able to identify why I do things the way I do.

Let’s start with terminology, calling it a disorder I find almost offensive because it’s not, my autism makes me who I am. It’s my weakness but also my strength that I’m glad to have. Many people think ASD is a learning disability a bit like dyslexia, however for me it is completely different. This common misconception shows how little people understand ASD in girls especially. In my own words, I describe autism as a unique yet still normal way to function. The word 'different' I almost find offensive because autistic people aren’t different, their brains just function slightly differently. Everyone’s brain functions differently, it’s just that we can put those features into a “category” which can include the way we autistic people perceive the world.

ASD in girls is hugely different to how it is in boys. More boys have been diagnosed than girls because, for the last 20 years, most research has been on boys and males. Only recently have they researched females more, so many more women and girls are being diagnosed every day. The current ratio is 4:1, with there being 4 times as many males with ASD than females. There are many differences between autism in the 2 genders, which is why the ratio is unbalanced since they have not fully discovered what it’s like within girls.

The main traits of ASD in boys are repetitive

behaviour (stimming, words or phrases), not fitting in (making them visibly look alone), needing routines and structure, intense and specific interests, unusual hobbies and problems with eye contact. Some of these traits are similar/the same in girls but there are also huge differences. The most common traits in girls are being sensitive to different senses, having challenges in making and keeping friends, being unusually talkative sometimes, having difficulty with controlling emotions and acting differently at school versus at home.

Girls and boys have many similar traits too, though. These can include (some things I’ve already mentioned above) challenges in social communication and interaction, being hyper-focused on specific interests, repetitive behaviours, sensory sensitivity and difficulties with change (e.g. irregular routines, anything not in order).

My Story

My parents realised around a year ago that symptoms of autism started to “appear”. What I mean by this is that they looked at me generally as a person and realised how many traits of Autism and ADHD I possess. It was a long process but it was one that had a positive outcome. My diagnosis helped me to lead and discover myself better, which I'm grateful for. There were so many things about myself that I didn't know were part of autism and just thought were weird and different. So many things I've struggled with since I was little, like communication difficulties, now make sense and I can understand how to tackle them better. For example, when I was going to interviews for

schools my parents always told me to look people and the adults in the eye to make a connection. However, I really struggled to do this and my parents had no idea as to why I had this difficulty. Now I know this is a challenge because of my autism.

This is just a brief overview of how autism can affect people and what the term 'autism' actually means because I feel not enough people understand it. I hope this article helped you to understand ASD in boys and especially girls.

Zoos: Should They Remain Open or Not

There are a wide range of reasons for either side of the debate, however, if I were to start with the pros of having a zoo, I would explain that it’s an educational resource for not just children wanting to grow up and help these animals but also scientists needing research and data. The habitats in a zoo provide a protected environment for endangered animals and a safe haven from hunters which brings me on to my next point that it can be used for extensive breeding programmes and to end near extinction. For example, in 1945 there were only 13 of the Przewalski horses left in the wild globally, so experts decided that all they could do was put them in captivity, into breeding programmes and hope for the best and fortunately now there are roughly 1500 and

counting alive today. Another amazing reason is that veterinary care is always available, which can help save far more animals than if they were in the wild. Finally, because the animals are so popular these zoos are earning at least £56 million a year not to mention the donations from all these visitors (1.3-1.5 million yearly) are funding other animal rehabilitation centres all over the world, depending on which animals need it most.

However, there are also some very upsetting cons that go along with running a zoo, such as the idea of the animals being confined to a small enclosure with little stimulation, a window with hundreds of people pressing up to the glass looking and pointing at these poor innocent animals. Some people may not even realise but due to being stuck in captivity it alters their brain activity and behaviour (they can develop a condition called zoochosis). Therefore causing them to be more aggressive,

self-destructive or reactive or even the opposite and start pacing around or spend a lot of their time sleeping due to very little brain stimulation – for example, species like apes or monkeys or animals with extraordinary brain ability being under-stimulated can result to pacing around or picking at their fur- the ethical aspect of keeping animals in enclosures for the amusement of humans is such a large contributing factor. Finally due to the fact the zoo environment is all the animals know they learn to rely on humans for everything and they lose their natural behaviour causing them to rely on being confined to captivity.

Overall, I think that zoos should be stopped due to the cruelty and lack of ethics behind it all and the fact that they are losing their nature and being driven to insanity just because humans find them entertaining. However, I do think that rehabilitation centres are a whole different story and should remain open because their primary target is the welfare and treatment of their animals as opposed to zoos which turn a blind eye to the welfare of their animals due to monetary greed and popularity.

Frank's Quiz QUIZ

Round 1 – Geography

1. What is the capital city of Canada?

2. Which European country is nicknamed “the boot”?

3. Which river runs through Paris?

4. What is the smallest country in Europe?

5. What is the largest island in the Caribbean?

6. Which country is entirely enclosed by South Africa?

7. What is the smallest state in the USA?

8. What is the official currency of Japan?

Round 2 – Animals

1. What is the largest mammal in the world?

2. Which bird is the symbol of peace?

3. How many hearts does an octopus have?

4. What is the largest species of bear?

5. What is the collective name for a group of flamingos?

6. Which mammal is known for having quills?

7. What is a male elephant called?

8. What is the heaviest insect in the world?

Round 3 – Sports

1. What is the maximum break in a single frame of snooker?

2. What is the term for three consecutive strikes in bowling?

3. Which Formula 1 drivers share the record for the most World Championships?

4. Which country won the first FIFA World Cup in 1930?

5. Who is the only tennis player to win a Golden Slam (all four Grand Slams and an Olympic Gold in the same year)?

6. What number does English Cricketer, Joe Root, wear on his back?

7. What is the name for a score that is three under par in golf?

8. Who won the US Open Women’s singles in 2021?

Round 4 – Movies

1. Who played Tony Stark/Iron Man in the Marvel Cinematic Universe?

2. Which actor voices Woody in the Toy Story movies?

3. Katniss Everdeen is the protagonist in which franchise?

4. In the movie Billy Elliot, the protagonist gives up boxing to pursue what hobby?

5. What 2008 musical film is based on the songs of Swedish band, ABBA?

6. What is the full title of the third Harry Potter movie?

7. Who sang the James Bond theme, Skyfall?

8. What is the subtitle of the newest addition to the Wallace & Gromit franchise?

Round 5 – Music

1. Who was the lead singer of Queen?

2. Which girl group had hits with Stop, Wannabe and 2 Become 1?

3. What is the most played song on UK radio in the 21st century?

4. Which UK band sang What Makes You Beautiful?

5. What is the name of Taylor Swift’s album that features Shake It Off?

6. What Oasis song famously begins with the lyrics “Today is gonna be the day”?

7. Which British artist is known for hits like Your Song and Tiny Dancer?

8. Who was the first female solo artist to achieve 10 UK number-one singles?

Round 6 – Science

1. What is the largest organ in the human body?

2. What type of blood cells help to fight infections?

3. What element has the chemical symbol “Au”?

4. What is the scientific term for the study of animals?

5. What is the term for an animal that eats both plants and animals?

6. What is the most abundant gas in the Earth’s atmosphere?

7. Is the pH of an acidic solution more or less than seven?

8. What is the term for the bending of light as it passes through a medium?

Round 7 – TV

1. What is the name of the dog in The Simpsons? 2. What is the name of Peppa Pig’s little brother?

3. What is the name of the cat in Postman Pat?

4. In Scooby-Doo, what is the name of the van that the main characters drive?

5. What are the names of Gavin’s parents in Gavin & Stacey?

6. What quiz show did Anne Robinson famously host from 2000 to 2012 and a one-off in 2017?

7. In what year did Rose Ayling-Ellis win Strictly Come Dancing?

8. What is the time-travelling machine called in Doctor Who?

Round 8 – General Knowledge

1. In what year did the Titanic sink?

2. Which country has the most islands in the world?

3. What is the longest river in the world?

4. Who discovered Penicillin?

5. Which country gifted the Statue of Liberty to the USA?

6. What was the name of the first man-made satellite launched into space?

7. Who was the longest reigning British monarch before Queen Elizabeth II?

8. What is the hottest planet in our solar system?

QUIZ ANSWERS

Round 1 – Geography

1. Ottawa

2. Italy

3. River Seine

4. Vatican City

5. Cuba

6. Lesotho

7. Rhode Island

8. Japanese Yen

Round 2 – Animals

1. A Blue Whale

2. A Dove

3. Three

4. A Polar Bear

5. A Flamboyance

6. A Porcupine

7. A Bull

8. A Goliath Beetle

Round 3 – Sports

1. 147

2. A Turkey

3. Lewis Hamilton and Michael Schumacher

4. Uruguay

5. Steffi Graf

6. 66

7. An Albatross

8. Emma Raducanu

Round 4 – Movies

1. Robert Downey Jr.

2. Tom Hanks

3. The Hunger Games

4. Ballet

5. Mamma Mia!

6. Harry Potter and the Prisoner of Azkaban

7. Adele

8. Vengeance Most Fowl

Round 5 – Music

1. Freddie Mercury

2. The Spice Girls

3. Chasing Cars – Snow Patrol

4. One Direction

5. 1989

6. Wonderwall

7. Sir Elton John

8. Kylie Minogue

Round 6 – Science

1. Skin

2. White Blood Cells

3. Gold

4. Zoology

5. Omnivore

6. Nitrogen

7. Less than seven

8. Refraction

Round 7 – TV

1. Santa’s Little Helper

2. George

3. Jess

4. The Mystery Machine

5. Pam and Mick Shipman

6. The Weakest Link

7. 2021

8. The Tardis

Round 8 – General Knowledge

1. 1912

2. Sweden

3. The River Nile

4. Alexander Fleming

5. France

6. Sputnik 1

7. Queen Victoria

8. Venus