Issue 3 : 17 th July 2023
Editors: Jessica Dodwell, Hattie Filmore and Alice Keeling
Table of Contents
Events………………….............................. p3 -p5
Book and film reviews....................... p6-p8
STEM.............................................…........ p9- p12
Politics...................................................... p13– p14
Creative Writing and Art................... p15–p18
History...................................................... p19 –p20
Wellbeing................................................. p21 – p23
events
QEGS Students Depart from the QEGS Music Department Maaria Rajput
Held on the 26th of April, and the very first of its kind, the QEGS Leavers’ Concert 2023 was one of the best QEGS performance nights I’ve seen in my six years here. Organised entirely by the Sixth Form Music Committee (and they didn’t miss a thing, as Mrs Addis comfortably informed) this set of performances was different in the sense that favoured informality. Lights were a little dimmer as guests clustered about tables rather than in rows to enjoy the array of solo and group pieces, featuring many musicians from the upper sixth. A particular audience favourite was the year 13 rock band’s electric take on Jimi Hendrix's Purple Haze… I appreciated the neat addition of a snack bar stationed somewhere towards the back, as well as the refreshing lack of dress code*.
The QEGS Music Department is in constant fruition. The Christmas Concert fizzles into the Spring Concert, then you’d maybe encounter a Choirfest here or a Solofest there, ebbing into the Horncastle Music and Arts festival in the summer term. Then you’ve circled back to the start and
before you know it, you're a leaver, strumming your last D major at your last QEGS concert of your life.
Those of us in the lower years lean far too much on the leavers, that’s for certain. I offered to help dismantle the amps and stage- tasks I realised we unknowingly delegate to the year 13s. We carried the equipment across to the art block, the waning breeze fragrant about us. The music rooms where we left the apparatus equally have a pleasant smell; I will no doubt catch a whiff of them from somewhere in ten years, and be floored by burning nostalgia.
I came into my first QEGS concert night six years ago with Müller Corner spilt over my headscarf and I came away in someone else's coat (which unfortunately had their phone in one pocket). Still, sandwiched between my two temperate mishaps was an arrestingly beautiful take of On My Own from Les Miserables that still haunts me. The only thing that has topped it since was Chamber Choir’s bewitching rendition of Northern Lights by Ola Gjeilo at the Leavers’ Concert.
Which brings us right back to the evening of Wednesday April 26th. We begin with all four harmonies in acapella. They begin to fall in and out of each other, to epitomise the Northern Lights filtering over Norway. Aakash Jansari comes in with the cello (I have never heard a lovelier sound). Melody gleans from the sopranos to the altos. Tenors discern themselves with a harmony line sometimes just half a note above the bass’ drawn out foundations to add intriguing dissonance. It took close to six months to perfect.
So I think you’d agree, QEGS Music Dept. wholeheartedly deserved the title of Lincolnshire Music Department of the Year, at the Lincolnshire Music Education Awards a matter of weeks ago. Jess Gates, a stunning clarinet player of the upper sixth and known to have strung together a talent show in three weekdays (bless) landed Young Music Maker of the Year. Hopefully we can live up to the leavers’ legacy…
*I would like to thank the kind lady on the table second to the back who told me I looked very cool in my beanie.
In Conversation with Simon James Green
Hattie Filmore
Simon James Green, author of Noah Can’t Even, Gay Club!, and Boy Like Me, grew up in Lincolnshire under section 28, a reviled law that prohibited “promoting homosexuality” by teaching or publishing materials. After his witty, inspiring talk to students from QEGS, Banovallum, and KEVIGS on April 27th , I was able to catch him for a few questions.
HF: To what extent did growing up under section 28 instil a sense of duty in you, to write the stories that were censored out of your own youth?
SJG: It made me want to write books that had LGBTQ+ characters in the lead and made me want to write the sort of book that I would have loved to have found in the school library when I was younger but didn’t see because of section 28. So basically, everything I write has been inspired by that censorship of section 28.
HF: Growing up under such censorship, where else did you turn to for role models of LGBTQ+ figures?
SJG: Well, this is the problem. There was barely anyone. Occasionally you might see an LGBTQ+ character on television, or there were a few LGBT celebrities like Freddy Mercury, but he died from AIDS in 1991. So, it did leave loads of us at that time feeling very isolated and quite afraid. And when you have young people feeling like that, it has repercussions years and years later. That’s why it’s important we never go back to a time where anyone feels like they’re not represented.
HF: Do you feel that aspects of that censorship have remained in the school system?
SJG: I think things like section 28 have a legacy; just because it was repealed in 2003 doesn’t mean that its ripples haven’t carried on for years afterwards. You still had teachers who thought you couldn’t really talk about it. Crucially, you have parents now who were themselves at school during section 28 who still think that any discussion of being LGBTQ+ is inappropriate, because that’s what they were taught. The problem is that that kind of hate and bigotry has a really dangerous way of trickling down through the years. And so, when you hear today about people who want to ban LGBTQ+ books from libraries, part of it is because they were taught it’s wrong when they were at school.
HF: Do you actively set out to write books with happy endings because you feel young, gay people have been denied this hope and support for so long?
SJG: It’s partly a response to, when I started writing, so many of the books out there being tragic. So often by the end of a fiction book, the gay characters have died or been victim of a homophobic attack. I wanted to put a different message out there: while this stuff does happen, sadly, and we shouldn’t dismiss it, it’s not the only story. It’s very important to realise that happiness is as much a part of being LGBTQ+ as being straight. I think that my books definitely do have hopeful endings. And most of them are happy as well. I think the joy aspect of it was really important for me. I didn’t want to be preaching misery and doom because that’s not really been my experience.
HF: Do you think that more adults should read YA books? Are these lessons just as valuable later in life?
SJG: I totally think they should. First of all, I think YA books are often brilliant. But also, they allow adults to relive their teenage years. Chances are, an LGBTQ+ adult today couldn’t be out when they were at school. Encountering these stories later in life allows you vicariously to live those moments and to imagine what it could have been like had the world been different. I think that’s a really important thing, and it’s part of the healing process if you’ve been through some kind of trauma. I hear from readers who are everything from 10 to 80 and to be reaching such a wide audience is a really wonderful thing.
In conversation with... The Librarians
Jessica Dodwell
The library is, in my opinion, undoubtedly one of the linchpins of the school and students’ success. From year seven library lessons to sixth form private study periods, it fulfils a range of requirements that span the entire spectrum of year groups. And it’s the librarians, Mrs Simons and Mrs Samra, who keep it all running smoothly behind the scenes. Although familiar faces to all of us, the complexity of their roles remains somewhat shrouded in mystery. So I recently sat down with Mrs Samra to ask her about what being a librarian at QEGS entails. The list, it turns out, is far too long to cram into this article, but it includes book ordering, prep, cataloguing, creating displays, invoices, reading lists and running library assistant interviews and book clubs. My next question aimed to break down the different ways in which the librarians engage students with reading. This is a particularly important aspect of what the library does, given the current national trend in reading rates.
In 2019, just 26% of under-18s spent some time each day reading, according to the
National Literacy Trust. To combat this, Mrs Samra told me about a new approach that she trialled within the library lessons of Mrs Waters’ year eight and nine classes.
Note that the takeaways and key messagesthat she outlined to me are actionable techniques that we can all implement within our own lives to revive (or sustain) a love of reading…
Across a number of sessions, students were given a talk on how to make a ‘meaningful choice’ with their reading materials (including checking for readability, considering their desired genre and reading experience) and then gave presentations themselves on a book they had chosen according to these criteria.
However, Mrs Samra noticed that students still felt hindered by common barriers to reading. These included time, choice and remembering their book (whether for school, a long car journey etc.).
She described an exercise to me that she did with the English groups which I think we could all benefit from. In this (modified) version, I’d like you to hold up four fingers and put one down each time your answer to a question is ‘yes’:
• Have you read a website / article / blogpost in the last month?
• Have you spent over ten minutes on social media today?
• Did you choose what you had for breakfast?
• Do you remember to bring your phone to school?
If your fingers are
down, then we’ve just established that you are a reader, you do have time, you do have choice, and you are capable of remembering to bring things with you. Essentially, there’s often no good reason why you can’t start, and continue, a reading habit.
In a following session, students were reminded of the benefits of reading for pleasure. These included increased empathy, improved sleep, reduced stress and improved chances of obtaining top GCSE grades.
To put into action everything they’d learned, Mrs Samra asked students to consider drawing up personalised reading targets, according to:
• When they would read e.g. before school, lunchtimes, evening
• Length of time they would read for e.g. ten minutes per day, twenty pages
• Frequency of reading sessions e.g. every day, three times a week
• Routine of reading e.g. rigid or flexible timetable?
• Prompts to remind them to read e.g. setting an alarm
Refreshing your approach to reading, and making sure you keep finding time for it, is a crucial step to sustaining a reading habit. It might be worth, having read this article, thinking about how you could put into place some realistic reading targets for yourself.
Finally, I asked Mrs Samra for a book recommendation. She was reluctant to give a onesize-fits-all response, as everyone who reads this will be of different ages and reading tastes, but she did admit that one of her favourite books of all time was Lark by Anthony McGowan because it’s
Nineteen Eighty-Four in Twenty-Twenty-Three
Jessica Dodwell
George Orwell’s Nineteen Eighty-Four has had an undeniable impact on British culture and political thinking, as well as a pervasive influence on global politics and kitchen-table philosophers everywhere. In fact, the novel is so esteemed in our society as a pillar of intellect that 42% of people who participated in a survey by the Guardian reported that they had falsely claimed to have read it. So, we know that lots of people say they’ve read Nineteen Eighty-Four — but what happens when you actually have? How compatible is Orwell’s dystopia with our reality?
Well, it’s unlikely that Orwell could have predicted that his dark vision would give its name to a television show where ordinary people voluntarily subject themselves to constant surveillance. But the existence of Channel 5’s Big Brother is perhaps indicative of the accuracy of Orwell’s insight. The format of the show utilises CCTV and microphone wires to observe its participants, and the producers control their activity — even their longevity — within the program. Sounds suspiciously like a telescreen to me.
Although it could be argued that small social experiments such as this one aren’t reflective of wider society, there isn’t the social outcry that one might expect from a democracy that completely repudiates state intrusion into the domestic sphere. We might not be living in an autocracy, but we tacitly condone one every time we sit down with a cup of tea to watch programs like Big Brother
The book seems to carry a special resonance today, when modern
society isso inextricably entwined withsocial media — a watchful, and somewhat sinister, gaze comparable to the likes of the Thought Police. And it isn’t just social media apps that plumb the depths of our online presence for information about ourselves, websites now use the horrifyingly misappropriated term ‘cookies’ (seriously. Don’t offer me a baked good and give me a HTTP text file instead) to poke around our search history. Whilst some of us are still amazed at the intuition of the shopping gods when an advert for the sweater we’ve just been looking at pops up, most are disillusioned to the nature of internet usage in the modern world. In a way, we’re all Proles — slaves to the Inner Party of capitalism and the endless mill race of materialism.
What’s perhaps even more terrifying is the recent inception and rapid dissemination of fake news. The fact is that the truth is now malleable and, perhaps, subjective. Whilst people used to receive their news from (mostly) fact-checked and trusted sites, the rise of social media has facilitated the divestment of journalistic power from the journalists to the ordinary internet user. Anyone can post about anything — no
check required. Think how Donald Trump’s presidential campaign sosuccessfully manipulated universally acknowledged truths (such as the 2021election result) to carve out space for falsehoods. Not only this, but peoplebelieved them. They even stormed the capital in the name of 'alternative facts' (Kellyanne Conway’s words, not mine). When we start thinking in theseterms, we’re one step closer to the world of Thought Crime and the Ministryof Truth that Winston inhabits in the book.
So, whilst Nineteen Eighty-Four’s manifesto for the modern world might beeasily dismissed upon first reading, it's clear that Orwell was nearer the mark than we might feel comfortable acknowledging.
How Games Have Revolutionised the Field of AI
Anuhya Thota
Lee Sedol, one of the world's top Go players, stared at the board in disbelief. A series of strategic moves executed with remarkable precision had cornered him into surrender. But his adversary wasn't a fellow human; it was AlphaGo, an AI developed by Google's DeepMind. Go is an ancient board game (see above) that has challenged mankind for centuries and so AI beating humans in the game of Go was believed to be decades away. This was one of the defining moments that underlined the powerful impact games have had on the development of Artificial Intelligence. Now, games have evolved into high stake proving grounds that push the boundaries of what AI can achieve. One of the earliest examples of
this is in 1997 when IBM's Deep Blue, a machine learning model, defeated the reigning world chesschampion, Garry Kasparov. This event was one of the first to prove that AI systems could make strategic decisions that even surpassed the level of human experts. Another leap was made in 2011 when IBM's Watson won a game of Jeopardy against the show's greatest champions, showcasing AI's burgeoning abilities in understanding natural language, puns, and riddles.
Clearly, the triumph of AI in games did not happen overnight but rather unfolded as a journey of successive breakthroughs. Each victory, each loss, each surprising move that an AI made during a game became a learning
moment, allowing for the refinement ofunderlying AI algorithms. For instance, Deep Blue's success in chess gave us the first taste of how a machine could strategize. It marked the advancement of tree search algorithms, showcasing how an AI could evaluate potential sequences of moves and choose the most promising ones.
Next came more complex games such as Go and Poker, each presenting a fresh set of challenges and requiring AI to not only compute possible outcomes but to deal with uncertainty, bluffing, and more possible moves than there are atoms in the universe. This was where reinforcement learning came to the fore. AlphaGo's victory over Lee Sedol wasn't merely a game won; it was a testament to the power of combining deep learning with reinforcement learning, birthing a new paradigm in AI: deep reinforcement learning. It opened up possibilities for AI to learn directly from raw inputs, make long-term strategic decisions, and adapt its strategies based on new information.
As AIs ventured into the realm of multiplayer video games, they faced new dimensions of complexity, leading to the evolution of multiagent systems and improved adversarial training techniques. These games required AI to operate in dynamic environments, coordinate with or compete against multiple players, and respond to unpredictable strategies, thus expanding the boundaries of AI capabilities.
These algorithms have found applications across various sectors outside of games. Autonomous vehicles use these techniques to understand their environment and make quick decisions. In healthcare, similar algorithms analyse medical images or genomic data to detect diseases. Similarly, finance, supply
chain management, natural language processing, energy management, and cybersecurity have also all benefited fromthese advancements.
As teenagers with ADHD, allowing our thoughts to wander off into spaces oozing with creative ideas, and sometimes completely random thoughts, definitely doesn't come as a struggle. To some people this seems like an unimaginable superpower. Endless suggestions on how to write your next history essay exploding out of your brain seems amazing. You will never fail again! Right? Right! However, when our imagination flows one step too far into the magical abyss our brains hold, our thoughts can become pretty overwhelming, causing a spiral into the future. Impending doom hovers over everything leading to a turbulent whizz of what might happen. Affecting what we think we can achieve in the future in a rather fatalistic way.
More often than not, it is thought that ADHD traits can make many different professions difficult. How can you be a lawyer if you can sit still for less time than a toddler? It isn’t difficult to cross out potential career options for people with ADHD when only engaging with the ‘negative’ traits of the condition. But why feed into the stigma surrounding ADHD and failure, when gleamingly amazing characteristicscould be highlighted instead, in profession fields such as healthcare?
Symptoms of our ADHD do not alwayshave to leave us at a gritty stumbling block - on the contrary, theycan work in our favour! For example, we can work incredibly wellwhen under pressure.
Why ADHD is a Superpower in Healthcare Jobs
Connie Maguire-Furness, 9Q
Additionally, we have the considerable strength of being able to quickly think on the spot then act on the plan without hesitation in distressing situations (something a large amountof people are unable todo!). These abilities, though just two examples, make many of us a perfect fit forhealthcare jobs. Think of nurses,paramedics, ICM doctors. They arenever presented with a repetitive task and each day holds a new situation. In agreement with the ADHD need to be constantly buzzing around, these jobs never include being consistently sat perched at a desk to aimlessly respond to emails, but almost always involve movement from one place to anotheras well as interactions with patients. We know that the more movement that occurs whilst performing cognitive tasks, the better off we are. The environments in which healthcare professionals work in seem as thoughthey were naturally moulded to suit ADHD. Surely this can only promote success and achievement.
In addition, working in an intense space such as A&E or a mental health unit requires skills similar to those of working in a paramedic. Fast thinking with quick actions is an enormous benefit and it just so happens that our ADHD brains have that permanently structured in. Also, ourhyper focus, as well as the strengthening ability to work under pressure, means thatenvironments such as this only broaden work options. The extensively long shifts healthcare professionals work can be handled
expertly by ADHD bodiesand brains, due to underlying neurologicaldifferences which cause rapid thoughts. At first, this symptom of ADHD is presumedunfavourable in terms ofhow we function, which at times it is, but if we look at the recognized component of restlessness in a different manner then maybe it would be viewed in a valuable way. Intensive care staff are involved in persistenthustle and bustle, continually needing to carryout different tasks one after another. The pace in which they work mirrors the pace of the thoughts of those with ADHD. Therefore meaning, lively environments (which there are in abundance in healthcare fields) are well suited to us ADHDer’s.
Distant from the hyperactivity and constant need for movement, another side of ADHD lies. Empathy. Due to the battles we face every day, many of us feel large waves of sympathy for those who are struggling despite not having to face some of the challenges others do. Although lots of healthcare jobs require the ability to empathize, it is arguable that midwifery requires this field of strength the most. No two births are the same and each labour and delivery experience is largely unique, each one takes a plenitude of care. Even with no experience as a parent, we understand the fiery whirlwind of emotions that occur in labour and delivery rooms. And with the ability to remain calm in pressured situations as well as being able to feel and understand emotions, midwifery appears to be an ideal job for people who have ADHD. The empathetic aspect of ADHD is a remarkable trait that can help new parents who are on an emotional roller coaster and being able to empathize with someone naturally, radiates a calm presence thus making a significant difference to how a labouring mother feels, particularly in such an enormous turning point in her life. Both
skills make a compassionate midwife meaning we who have ADHD would make an excellent fit for this profession.
ADHD is so much more than what we perceive it to be. Of course, not everyone who lives with it will grow up to blossom into the next Virginia-Apgar-esque prodigy (though it is not to be said this isn’t a possibility). However, it isincredibly crucial to understand that ADHD is nota weakness and there are countless careers that we can pursue with great fulfilment, specifically in the healthcare field.
Should Euthanasia be Legal in the UK?
Izzy Marritt
In the UK, active suicide and the use of lethal injection is punishable by up to 14 years imprisonment due the Suicide Act (1961); however, passive euthanasia, such as refusing life-sustaining treatment, is legal. The Tony Bland case of 1989, where the family members of Tony Bland petitioned for his hydration and nutrition to be cut off, causing him to die, has allowed omissions (failure to act) is not illegal under the Suicide Act. There have been many attempts to overturn the law, but to no success. Should euthanasia be legal in the UK?
Organisations like Dying with Dignity are campaigning for the right to a ‘good death’ and making changes in the UK laws. The concept of euthanasia is a difficult topic to discuss. Death has always been something uncomfortable and hard to talk about, and I think for some people the idea of euthanasia, and choosing when you can die, seems incomprehensible. Is it more autonomous to let someone die painlessly, and when they choose, rather than letting them suffer? Diane Pretty had motor neurones disease and wanted to avoid an extremely painful death, however, her appeal to the UK courts was unsuccessful and she died in a hospice in 2002. A terminal illness like motor neurones disease tarnishes someone’s quality of life, and the use of euthanasia would allow a person to choose when to end
their suffering and cut short the pain they would have to endure.
Although there are some definite benefits of euthanasia, one could argue that in allowing the law to pass, the death rate would go up massively and people would be turning to euthanasia without looking at other options and making an uninformed decision. How could you control the use of euthanasia, and make sure it isn’t used irresponsibly, without taking away someone’s right to die? The issue of whether those with mental health issues could resort to euthanasia is a big debate, as it is so subjective and changeable, and mental health can be argued to be ‘aidable’, which although is a big assumption to make, it does raise the question about how illness is so subjective, and the act of euthanasia is such a large, difficult decision to make.
Euthanasia is a topic that is impossible to truly understand, as it encompasses so many issues and debates, and there are many questions which are difficult to answer, as the right to die is something one cannot easily apply to one’s own life.
A Dying with Dignity campaign
How Do Different Countries Elect their Leaders?
Chloe Ward
Different countries all across the world elect their governments in all types of ways. Ninety percent of the world votes at 18. In 1893, New Zealand became the first country to grant women the right to vote. By the 1950s, two-thirds of countries around the world had adopted universal suffrage, which meant all adult citizens had equal rights to vote.
POLAND
Polish democracy was reborn in 1989 after the fall of communism across Eastern Europe. A candidate will win if they attain at least 50% of the popular vote. If no candidate gets at least 50%, a second round will pit the two top contenders against each other only. There are questions around the success of this method since there has only been one firstround winner, after the re-election in 2000 of Alexander Kwasniewski, who was a former communist who had since transformed himself into a pro-democracy figure. Poland's first postcommunist president, Lech Walesa, still needed a second-round vote for his run.
SOUTH AFRICA
South Africa’s first all-race elections were held in 1994. Citizens vote for political parties rather than individual candidates. The president will then be chosen by a vote held by the National Assembly. The African National Congress, which is the liberation movement now turned political party, has dominated politics ever since Nelson Mandela became president in 1994.
BRAZIL
The age at which a person can vote in Brazil is younger than in the UK: it is only 16. Additionally, voting is COMPULSORY in Brazil, meaning
elections have quite a high voter turnout. Brazil will choose its president through a direct election. This is held in two rounds, unless the first-round winner achieves more than 50% of the votes.
JAPAN
Japan's governmental framework was established in 1947. It is a unitary state that contains 47 administrative divisions. The Emperor will be its Head of State; however, his role is ceremonial, and he has no powers related to the government. The current emperor of Japan is His Majesty Emperor Naruhito and has been since 2019, ever since his father Akihito abdicated the throne. The National Diet, compiled of two houses (the House of Representatives and the House of Councilors), is the highest state power in Japan. The House of Representatives is composed of 480 members, of whom 300 are elected through constituencies. An office term is 4 years, but can be terminated if the House is dissolved.
Belarus’ government is split into three branches to prevent all governmental power from going into the hands of one particular government body. It is split into legislative, executive, and judicial branches. The prime minister is appointed by the president. The prime minister is the nominal head of government, but power is concentrated in the President both in fact and law.
Year 7 was introduced to colour and tone, learning about shadows, as displayed in the pencil tone sketch by Year 7 Harriette Smith-Lindsey. It displays a sketch of an eye, that individuals learn in Year 8. However, studies of the eye is a popular area in art that budding artists are often drawn to, myself included.
Art this Academic Year
Lucy Parkinson
Throughout the year, QEGS has created lots of artwork across the school, developing skill and technique of each year group. Being at the end of my sixth year at QEGS, I decided I would discuss the development of art through each year's and achievements our school had made.
It is trips like these that remind us all that there is more to art than just realism and portraiture. So I encourage you to create art that is individual to you. My favourite aspect of art is the expressionism and I can't wait to see that expressionism in your art too.
Year 8's study of portraiture introduces students to proportion, continuing these ideas into Year 9 through consistent small artist studies. Artist studies is a good introduction into GCSEs through to A-Level.
Year 9
Artist Studies
Events throughout this year includes Year 8 and 9's visits to Yorkshire Skulpture Park, discussing and admiring artists such as Henry Moore and Barbara Hepworth. Other events include Year 12 and 7's street art-style workshop with urban aerosol artist James Mayle.
Creative Writing
Dialogue: the Secret Ingredient to Every Good Story
Evie Cooper
In my mind, dialogue is the marmite of the writer’s cupboard. You either love it or you hate it. Personally, I’m a dialogue lover and a marmite hater, but let’s not get into that. So why do I spend a good 80% of my time – perhaps better spent actually writing – contorting my face into different expressions or repeating the same phrase in innumerable tones or accents, followed by scouring the internet for hours just to find the perfect word to sum it all up? Obviously because I believe dialogue is the absolute vital essence you need to make your readers sob, block you on social media and vow to curse your name for the rest of their lives (they come around eventually). But seriously, for those that despise writing dialogue and find it always turns out clunky or unnatural, here are some ways I get around that – I’ve broken it down into who, what and why so it’s easier to remember:
Who said that? Me, duh.
Before you can establish your characters’ voices, make a note of anything that could influence the way they speak and interact with others. For example: where they were born/grew up, if they have siblings, and their level of self-esteem – and no, that doesn’t mean make the protagonist stutter for 15 excruciating paragraphs. With these points in mind, you can begin to shape your characters and let their personalities run
rife through their words, thus hopefully endearing them to your readers, or perhaps at times repulsing them. For all you visual learners, maybe this will make more sense:
“I’m not going to school today.”
“I’m gonnaskive.”
While both statements are essentially saying the same thing, the verb ‘skive’ in the second example is British slang, hinting at that character’s background – by using colloquial language, it also gives a more informal, relaxed impression of them. Think about what it is about the character you want the reader to acknowledge and choose your vocabulary based on that. (By the way, this is not your incentive to skip school, please don’t.)
Whatcha say? (not Jason Derulo’s version)
Another thing to be mindful of is dialogue tags. You may have heard of dos and don’ts like ‘don’t overuse said’ but at the same time ‘don’t underuse said’ which, to be quite frank, leaves you none the wiser about how to use them. At the end of the day, there’s no law against what’s most appropriate, so the best advice I can give is keep it varied. Sometimes ‘said’ just doesn’t convey the tone you’re going for, while other times an eyebrow raise speaks much louder than ‘shouted’ ever could. Mix up positions of tags with description of body language to create more realistic conversations, and remember, people often interrupt and overlap each other. Take a moment to listen to the way people talk –but try not to make it obvious or they might think you’re earwigging – and draw inspiration from real life chit-chat.
(continued on the next page)
Why are you still talking? Gosh, some people.
The last thing to consider is the reason your character is talking in the first place. If you’re anything like me, you might prefer to dialogue your way through most situations, but that has its downfalls as well. I once read a piece of advice that said something along the lines of: ‘every sentence should establish character, setting or move the story along’ – and while this is a good method to ensure what you’re writing isn’t empty, for new writers I’m sure it can feel overwhelming. As long as you take into account the purpose of your dialogue, whether it be to foreshadow an event, reveal some important information or help build character, you can’t go too far wrong.
So once you go away, process the waffle I’ve just piled on you and somehow put all of it together, I promise it will actually make for some really engaging conversations. Dare I say, you may even start to enjoy scrawling out reams of dialogue. Happy writing!
The Five Realms Anonymous
You see, thousands of years ago, a place like no other was formed in the galaxy, millions of miles away from any other planet. Formed only by dust and the particles the planets emit, a new world was created. A sphere of blue and gold and every colour you could imagine, all sucked into this hole made of darkness. If you touch the sphere, even the tiniest bit, you will be sucked inside to see this wonderful world unlike any place you've ever seen before – a place with no boundaries, no rules – a place where there were five different species of people, together forming five tribes in the place I call home... The Five Realms. It was a place of peace, of wonder, where everyone could be free, no judgement, no
prejudice: everyone was happy in a safe sanctuary. Until our only ruler died, and everything changed. He changed everything. Tried to make others known of our superior power, only to make everyone go into war against each other. All the tribes at war, for all eternity. All thanks to our new king... Harold Bloodbrook.
I was said to be born from a prayer. For everything to be how it used to be. A prayer from a desperate woman for Harold to be dead. I'd been told her wish had reached the smokefilled skies with the sparks of the raging fires, the hope in her and everyone's heart that change would come, and the souls of the skilled dead tribe soldiers had all floated up to the clouds and had come together to form a girl to answer the prayer... Me. I fell at rapid speed, leaving the peaceful heaven of the clouds behind to enter what was now a living hell. The woman gasped, stumbling back as I continued to fall. I landed on the ground and sent shockwaves covering the world and making everyone on the battlefield turn to look at me. I returned the gaze, looking at my surroundings, then set my eyes on the woman. The wind whistled to her and me, telling us the same thing.
"This woman's prayer has created a fine female warrior." It spoke. "You shall be known as...“ “Maia Firestone, the chosen one, our Saviour.”
The woman took care of me and raised me as she grew older, as did I, but we both remained looking young and beautiful. She always hid her face apart from her primrose pink eyes, but word spread throughout the five tribes that we were some of the prettiest people in The Five Realms. Flattering really, but beauty doesn't matter on the battlefield. Her name was Lara Hal. She left her surname behind and changed it to mine: Firestone.
(continued on the next page)
Lara became my mother, us taking care of each other. But then battle grew worse. "Maia, you need to leave know!" I remember her shouting at me. "Escape through the dark hole." "But Mum - " I began. A sword flew at her. I screamed. Went to grab the hilt. But the speed of the sword was faster. I watched in horror as it soared past my hand as Lara flew up.
She was too slow. I rushed over, panting in fear. I immediately searched for fabric; Lara signalled for me to rip the fabric covering her face off. I obeyed. I saw her beautiful, stained ash black hair and her skin like snow among her cherry red plump lips. Apologizing as I pulled out the sword to my mother's yell, I pressed the fabric to the wound. "Lara, stay with me," I frantically yelled, slapping her albino skin hard as she closed her eyes. "Maia," she whispered. "You are the strongest person I've ever met. But you have to bide your time. Leave here. You will defeat Harold later." Lara grabbed my hand, clasped it in hers. "I promise you, you will have your revenge. Justice will walk this land again thanks to you. As long as you leave. Don't take me. Sweetheart, I love you, but I tried to keep you safe. Now look where we are, eh?“ She laughed but stopped when she winced. I said I couldn't as tears rolled down my cheeks, but it was her turn to slap me. Despite Lara's pain her hit hurt. I nodded; told her I'd see her on the other side. I kissed her forehead and brushed her hair.
"I love you Mum," I breathed, holding her close.
"I know, Maia...I did create you, after all." I laughed despite everything. "Yeah, thanks for that." I said as Lara laughed and breathed out her last breath. I shut those beautiful primrose eyes of hers and let my tear fall on her wound like the sugar and salt of
love.
"I'm sorry, Mother," I said as I noticed a black glow out of the corner of my eye.
"I will avenge you." I looked to the glow, saw the sword that had killed my mother. I walked over, my shoes squelching on the red ground and picked it up. The glow shot into the sky. I glanced in front of me.
“Don’t think I’m done with you, Harold,” I announced, my voice steady. “You’ll get what’s coming to you...but Mum’s right. I’ll bide my time. Let you think you’re safe. Then I’ll hit you with all I’ve got: for justice...and for Mum.” I walked straight ahead confidently, tears streaming down my face, unfazed by battle, my only thoughts getting out, Harold, and my Mum. But I daren’t look back. The past can’t be changed.
I flew into the sky, letting the tears flow freely like waterfalls, higher and higher until I could barely breathe until I saw the black hole in the sky. The way out. Every muscle screamed out in pain, my lungs about to explode. I reached out as far as I could, my fingertip just brushing the surface.... After that was a blur.
When I opened my eyes, I was in a forest as the sun rose through the trees. Birds tweeted and I knew where I was. Hello, Earth.
Should Museums Return
All Their Artefacts to the Correct Countries?
by Daisy Lascelles
There has been a great deal of controversy and debate especially within recent years as to whether artefacts should be returned to their country of origin.
One artefact that is especially debated over is the Elgin Marbles. The Elgin Marbles are of Greek origin and are a collection of ancient Greek sculptures from the Parthenon and other structures from the Acropolis of Athens. The Elgin Marbles were purchased by the British in 1816 when a House of Commons Select Committee found that the marbles were of high artistic value and recommended the government purchase them for £35,000. The argument for the return of the Elgin Marbles is that the pieces represent a vital and central part of Greek cultural heritage. They are the most prominent and symbolic link that modern Athens and modern Athenians have with the greatness of their ancient ancestors. The argument for not returning the marbles centres around government ministers and the British museum saying they couldn’t return the marbles because of a law which bans museums from deaccessioning – i.e selling or giving away –pieces in their collection.
Arguments for the return of artefacts to their countries of origin include:
•Morally it is the right thing to do –it is about making right with the wrongs of the past and showing respect to those who have been negatively impacted.
•Artefacts are enriched by being viewed in their place of origin.
•Artefacts hold symbolic historical and cultural roots in their creations and must be repatriated to honour those roots and the people who have evolved from them.
•It is the independent nations’ right to have control over their own artefacts and how they take care of them. It is a portion of those countries’ heritage which are being stolen.
•If preservation was truly a concern, surely more financial aid could be provided to support and acquire new resources for museums.
•Although colonialism was considered the norm between the 15th and 20th centuries, they should not unfairly and unlawfully reap the financial and social benefits of having artefacts that do not originate from them.
(Continued on the next page)
HISTORY
The Elgin Marbles
Arguments against the return of artefacts to their countries of origin include:
•Returning artefacts to their country of origin may result in them being damaged or lost.
•Fear that if these artefacts were returned many museums would lose the majority of the objects they have, resulting in economic consequences for the museums.
•At least for British Museums there is a law forbidding it: The British Museum Act 1963 was created to make it illegal to give looted treasures back to the people they looted from.
Overall, there is fierce debate in the academic world regarding this issue. Below is some suggested reading if you are interested in finding a more comprehensive insight into this issue or other issues regarding museums, such as colonialism.
3
Restitution: The Return of Cultural
Artefacts by Alexander Herman
The Whole Picture: The Colonial Story of the Art in Our Museums and Why We Need to Talk
About It by Alice Procter
Women in the Picture: What Culture
4 Does With Female Bodies by Catherine McCormack; this one is not directly connected with the debate at hand, but is interesting nonetheless.
1
Wellbeing
The Art of Self-Care
- Ishita Verma
We have all heard of the term ‘self-care’, but what does it actually mean?
[1]“Self-care is anything that leaves you feeling enriched or nourished,” “It’s adaptable — what self-care is for one person will look very different for someone else.” -Morgan Turner, a licensed independent clinical social worker. In essence, it is doing something that helps your body, mind and soul feel good. Unfortunately, self-care is seen as a luxury rather than a need and this should not be the case. Self-care is something that everyone needs daily, and not just those who feel stressed. We should try to incorporate elements of self-care into our busy routines in order to feel a greater sense of fulfilment
The beauty of it is that there is no one right way to practice self-care, it takes on a variety of forms depending on what you desire and need. For some, that can mean taking care of your physical health by going on a walk, eating nutritious foods, getting enough sleep or simply making sure you’re able to fit in a shower each day. For others, it can mean nurturing your mental health with daily meditation sessions, practicing a hobby you love or connecting with friends and family. And, in some cases, it can even mean setting healthy boundaries by giving yourself permission to turn down invitations to certain activities or to stop engaging in a negative relationship.
Activities such as; going on an online shopping spree you can’t afford or going out all the time at the expense of other things important to you, may make you feel free and happy in the moment, but they ultimately result in negative consequences and are not considered as self-care. In fact, these are known as ‘avoidance strategies’ that prevent you from having emotions for a certain period of time. Self-care, on the other hand, “makes you feel healthier, happier and more empowered as a consequence.” That’s not to say you must always stick to 100% good-foryou activities, as long as it's not something you’ll find excessive or unreasonable, there is absolutely no reason not to treat yourself!
[2]‘Burn out’ refers to state of physical and mental exhaustion. Often, we find ourselves working so hard both at school and at home that after a certain point, if we haven’t give our bodies and minds any opportunity to relax during the process, we may become demotivated and less eager to work, consequently leaving us feeling frustrated and stressed.
(Continued on next page)
If you feel overwhelmed and don’t know how to incorporate self-care into your daily routine, start by making simple changes. [3]You could change the way you approach certain tasks, small changes to our routine are beneficial as they create new neural pathways in the brain. This keeps it healthy. Small changes we could make to our diet could include trying to drink more water or eating at least one superfood twice a week. The benefits of meditation are indisputable, and regular practice doesn’t need to take hours out of our lives, even 10 minutes every morning is sufficient.
The bottom line is that we cannot neglect ourselves during the process of pursuing our dreams. In fact, self-care helps us reach these dreams with greater ease.
“Love yourself first, and everything else falls in line. You really have to love yourself to get anything done in this world.” Lucille
Ball
(References available upon emailing theglasscorridor@qegs.lincs.sch.uk)
The Healing Power of Nature
- Mesha Tennyson
In today's fast-paced and technology-driven world, finding moments of peace can be challenging. The pressures of academic life and constant digital intake can take a toll on our mental and emotional well-being. However, there is a solution that is available to all of us: immersing ourselves in nature.
The great outdoors not only offers breathtaking beauty but also provides many benefits for our well-being. Here are some advantages of spending time in nature and why it's essential for us secondary school students.
Mental and Emotional Help:
Nature is a powerful antidote to the stress and anxiety that often affects students. Stepping away from our busy and everyday lives and immersing ourselves in natural environments allows our minds to relax, rejuvenate, and recharge. The sights, sounds, and smells of nature have a calming effect and promotes a sense of tranquillity. Students who spend time in nature experience improved focus, increased
Physical Wellbeing:
Being in nature not only aids our mental health but also benefits our physical wellbeing. Outdoor activities such as hiking, biking, or simply walking in a local park or forest will promote physical exercise, which is an essential factor for maintaining an overall well balanced, healthy lifestyle. Physical activity in nature has been linked to a (Continued on next page)
strengthened immune system, reduced risk of chronic illnesses, improved cardiovascular health, and increased energy levels. By engaging in outdoor activities, we students can experience the joy of movement while gaining the rewards of improved physical fitness alongside it.
Connection with the Natural World:
In increasingly urbanised societies, it is easy to become disconnected from the natural world. Spending time in nature helps us develop a sense of awe and appreciation for the things around us. It fosters a deeper understanding of the connection with the earth and ourselves. Students who have regular exposure to nature are more likely to develop a sense of environmental responsibility, becoming advocates for conservation and sustainable practices. The connection with nature also cultivates empathy, emotional intelligence, and a sense of wonder, enhancing overall personal
deficit disorders. Nature's inherent ability to promote relaxation and provide respite from everyday pressures helps restore mental clarity and emotional balance. Being in natural environments also encourages mindfulness and self-reflection, allowing students to develop coping strategies, build resilience, and maintain positive mental health.
Social Connection:
Nature brings people together and can create meaningful social connections. Through, engaging in outdoor activities with peers or joining nature-oriented clubs or organisations provides opportunities for collaboration, teamwork, and creates new friendships. Group activities in nature encourage communication, cooperation, and problemsolving which enhances social skills and promotes a sense of belonging among students.
Stress Reduction:
Nature serves as a sanctuary for mental health and stress reduction. Studies have shown that spending time in green spaces can reduce symptoms of anxiety, depression, and attention
The benefits of spending time in nature are clear. As secondary school students, embracing the great outdoors can enhance our well-being and overall quality of life. The healing power of nature offers us mental rejuvenation, better physical well-being, a deeper connection with the natural world, improved mental health, and enhanced social connections. So, let's take a break from our screens, step outside, and embark on an adventure in nature. Embrace the wonders of the natural world, and let it guide us towards a healthier, happier, and more balanced life.
