The Barometer Half Term 3 2020-21

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BAROMETER JANUARY - FEBRUARY 2021

HALF TERM 3

FROM THE EDITORS Dear Readers,

CONTENTS:

Joseph S

As ever, the variety of content in The Barometer surpasses that of any similar publication. We’re pleased to see that the team has not been discouraged by the sudden return to online learning, and that boys throughout the school are continuing to show enthusiasm for our much-loved magazine.

Christmas Concert - Henry B

The Grand Tack Hypothesis Oliver B

We hope this edition will provide some respite in these difficult times.

Henry B, Year 12 Senior Editor Alastair S, Year 13 Senior Academic Prefect

Staff Pantomime: Rich Whittington - Henry B A Level Plus - Art History Stuart H, Marco C, Syed H, Charles R, Max P, Stefano A Sixth Form Lecture - Testicular Cancer -Henry B Beyond Equality - Zac C Applying to University in the UK - Alastair S My First Term at University Oliver L Quantum Foam, Zero Point Energy and Fluctuations in the Fundamental Fields - Ivan G Solar Wind - Oliver B The FA Cup - Joseph I

Year 9: Tonal drawings of packaging

Year 7: Cabin drawings inspired by Scott Garrett

Fake or True? Is the news reliable? - Kaveh K

International Holocaust Remembrance Day - Ms Mendes da Costa Can Exams Go Ahead This Year? - Theophile N The Importance of Martin Luther King Day - Faris B Concorde: Supersonic Marvel - Henry B Ace of Spaces & a Heart of Madness: Part 1 - Ramzi K A Term in English - Deni D The Importance of Literary Fiction in Societal Criticism and the Development of Civil Rights - Max P WLM Shoebox Appeal Tommaso S The Wetherby Lockdown Cookbook - Harrison S

Why Every Wetherby Boy Should Play Rugby - Maxime H

An Evening with John Cleese Henry B

The Arctic: Culture and Climate - Sam M

Book Review: Bad Science by Ben Goldacre - Robert B

Poland - Barnaby M-J

Gaming Review: FortniteKeyaan S

The Benefits of Exercise Andreas M The Problems with Plastic -

Netflix Review: Cobra Kai Isaac M

CHRISTMAS CONCERT Henry B, Year 12 writes…

Given this year’s adverse circumstances, the annual Christmas concert was streamed entirely online. As usual, it was pleasing to see involvement from boys throughout the school with a variety of musical instruments, including voice. We were treated to a marvellous plethora of performances, among which some superb solos, tremendous groups, a piano duet, and some festive poetry.

Organising an entire concert online is no mean feat; I attended a recording session and I can only imagine the logistical nightmare of preparing performances and

editing them together. The height of the evening was an expertly choreographed ensemble of brass bands from Years 7, 8, 9, and 10.

They were recorded separately, in order to maintain year group bubbles, which must have required absolutely perfect rhythmical timing. The resulting segments were subsequently compiled to create a musical masterpiece.

There is no doubt that neither the boys nor the teachers were disheartened by the fact that the concert could not go ahead as normal. It was evident that a lot of effort and teamwork went into it, such that the show was just as enjoyable as previous live events at Hinde Street Church.

STAFF PANTOMIME: RICH WHITTINGTON Henry B, Year 12 writes…

Every year, a selection of brave teachers take to the stage in an effort to raise money for the school charities, United World Schools and Steel Warriors. On this occasion, they also hoped to provide some festive cheer after a gloomy year. The highly anticipated show was initially delayed by a power cut, but the cast were not discouraged and the stage lights were quickly restored to function.

As usual, the costumes were fabulous; Mr Giles made a very convincing woman and the enthusiastic Year 7 audience were clearly impressed by Mrs Deedat’s top hat. We were also surprised by the remarkable level of acting talent – something that the boys did not anticipate. The

varied facial expressions and the disco dance exhibition were very entertaining. Of course, Mr Lawrence’s evil laugh never disappoints.

It was a lovely effort. We were fortunate to have a team of

competent Year 10 boys (threetime ISA Short Film Competition Champions) who expertly filmed, photographed, and edited the performance for the enjoyment of the rest of the school. The staff managed to raise almost £200.

A LEVEL PLUS - ART HISTORY Stuart H, Year 12 writes...

Syed H, Year 12 writes...

Ai WeiWei is an is a Chinese contemporary artist and activist.

His artwork “Sunflower Seeds” (below) presented in 2010 is made up of millions of handcrafted porcelain sunflower seeds.

The total weight of the seeds is approximately ten tonnes. The sunflower seeds were made individually by craftspeople in a cottage industry instead of large factories. I find this interesting as I believe Ai WeiWei did this to highlight the problems with mass-producing products in China where many people work in factories with poor conditions for low pay. Furthermore, the symbol for cultural revolution in China in the 60s was the sunflower and the sunflower was often used as a metaphor for the communist leader Chairman Mao. Ai WeiWei may be trying to express his views about the communist government.

The artwork consists of around 100,000,000 seeds, relating to China’s large population and also calling to mind the memory of carrying sunflower seeds in a pocket as a snack. Ai WeiWei states that the seeds were “so much more than a snack, it was the minimal ingredient that constituted the most essential needs and desires.” In my opinion what makes “Sunflower Seeds” so interesting are the many deeper meanings and messages that Ai WeiWei is trying to express about China, its history, and its problems.

These two pieces (left), made in 1951 and 1968, are both part of Mark Rothko’s most notable works: his colour field paintings.

He created a vast collection of these artworks between 1949 and 1970, ranging across the colour wheel. By the 1960s, Rothko had established a name for himself in America and was recognised for his unique style of work. One of his earlier pieces (bottom) was made from oil paint, which has been done on a canvas and is about 112cm x 95cm. The later piece (top), was made on paper and is one of the relatively smaller pieces at 45.4cm x 60.8cm; the medium used was synthetic polymer paint.

Rothko had a deeply profound understanding of colour and composition and some believed that colours of the paintings he had made were a reflection of his mood. For example, the dark, cool colours represented his gradually worsening depression, whereas the warm, bright colours were symbolic of his joy. Despite this, some of his final works before his death, featured a warm colour palette. Although his pieces may not appear to be complex, Rothko explains that “This kind of design may look simple, but it usually takes me many hours to get the proportions and colours just right.

Everything has to lock together.”

Marco C, Year 12 writes...

My favourite artwork from our course was the “Lobster Telephone” by Salvador Dali (right). This is because it seems a very unique piece, as no one would normally associate a telephone with a lobster.

Furthermore, I think that the two contrasting colours, (black and red) fit well together as they make the lobster stand out from its background. Finally, I would also like to add that that the artwork also has a comedic effect to it given that it is very unnatural that the lobster replaces a telephone which would cause the viewers to look more into it with depth and perhaps laugh at it.

Charles R, Year 12 writes...

Stefano A, Year 12 writes...

The piece that I have chosen to talk about is a portrait of Samuel Beckett by Maggi Hambling (below), which was created in 2004-5. This piece reminisces on the inner melancholy of the human mind, linking itself to the Blue Movement which represented and conveyed the sadness and depression within us all. As a continuation of the Blue Movement, or at least a flashback to it, it follows and contains many of the same criteria, such as the blued character being a famous person that shows us how everyone, even the successful, carry sadness and grief within them and this is powerfully moving for me. I find this piece incredibly interesting due to the powerful effect it can have on a viewer, the colours instantly conveying melancholy and depressions whilst the contours of the face make Beckett appear old, weak and vulnerable.

Potentially this conveys how all humans are vulnerable and weak when it comes to depression and melancholy. This is my favourite piece from our course because of how moving and inspirational it is as even the great get depressed and grief stricken. This is further reinforced with the way he died, in a nursing home suffering from illness.

“My Bed” was first created by Tracey Emin in 1998 and was exhibited at the Tate in 1999. “My Bed” was created after Emin had a mental breakdown, after which she spent four days in bed almost motionless. Around her bed lay empty bottles, used cigarette packets, blood-stained underwear, used and unused condoms, waist belts, and other items. When Emin got out of bed to go to the toilet, she quickly realised that her bed had turned into a work of art and she transformed it into an art installation. “My Bed” is a very controversial art piece, receiving a lot of criticism from artists who were not prepared to deal with her level of conceptualism.

Tracey Emin decided to illustrate her agony through her work, exploring her experience of anxiety and depression through a personal lens, making it more approachable and easier for the audience to relate to. “My Bed” a unique piece since it’s displayed differently in different art galleries; therefore, every time Emin installs it her mood at the time is reflected in the bed, altering its appearance.

Additionally, in one exhibition, a Turner painting was added behind it which relates to the installation as they both convey a sense of vulnerability and openness.

Max P, Year 12 writes...

Edvard Munch recalled that the inspiration for the painting was when he was walking near a fjord when the sunset suddenly turned the clouds a “blood red”. From this picture, he experienced what he called an “infinite scream passing through nature” and therefore the use of wild expression in the brushstrokes of this artwork seem appropriate. I chose this piece because of how it uses abstract art in order to present an image clearly that you would not have been able to show with more realistic features – Munch uses the long brushstrokes and vibrant colours in such a way that someone who has no idea about the backstory of the painting instantly realises that it is a visualisation of the human psyche and anxiety. It is clearly not abstract art for the sake of it being easier to paint, as it portrays an extreme emotion through the face of the person as well as the environment, which would most likely not have been achieved as successfully had it been painted in any other style.

SIXTH FORM LECTURE

Testicular Cancer Henry B, Year 12 writes…

Last term, a group of Year 12 pupils attended an insightful lecture by Vince Wolverson from the testicular cancer charity, It’s On The Ball. We were surprised to learn that testicular cancer predominantly affects men in the 15-35 age group, which is why it is often referred to as “a young man’s cancer.” In the UK alone, seven men are diagnosed with testicular cancer every day.

Vince told us about his story: he was an RAF aircraft weapons engineer and in 1989 he began to experience a painful sensation in his groin area. Upon a medical examination, his diagnosis was confirmed and he was scheduled to have an orchidectomy (removal of the affected testicle). Sadly, this ordeal had to be repeated in 2009. Vince detected a lump in his remaining testicle and was diagnosed again with testicular cancer, resulting in a second orchidectomy.

We were reminded about the importance of checking ourselves regularly, given that cancer treatment has better outcomes when a tumour is detected in its early stages.

“My message is not only to all the guys to check themselves regularly, but also to all the ‘oneballers’ out there to continue to do so – lightning can, and does, strike twice!” [VW]

Which of these men has had testicular cancer? All of them!

BEYOND EQUALITY Zac C, Year 9 writes...

we chose those words, whether it was due to stereotypes or whether we knew someone with those qualities. After a healthy discussion we did the same thing except for the opposite gender: women. Again, our Beyond Equality representative would ask us, what words stood out to us? So, we talked about those sorts of words that would puzzle us, and we figured out why these words had been thought of, and whether or not they were stereotypes, because most of the

Last Friday, Year 9 had the privilege to talk to Beyond Equality, previously known as The Good Lad Initiative. Beyond Equality are a charity who strive to promote a world with positive, equal gender relationships. They transform the behaviours and attitudes of men and boys like us at Wetherby. Beyond Equality motivate us to become students of positive change within our communities. They work with groups and individuals of all backgrounds, especially reaching out to men and boys who are not What are the first five words you typically engaged in conversations associate with women: about gender, which I’m sure some of us can relate to. Just like us as a school, Beyond Equality have important values that are vital to their success These values include being non-judgmental, a feminist, accountable and last but not least, being positive.

However, this year, our sessions with Beyond Equality were a bit different: you can imagine it is usually a lot easier to bond and take part with the Beyond Equality representative in person.

To compensate for this we had to leave our cameras on, and to always be open and honest with our thoughts on the topics we discussed. Our session started with each pupil contributing 5 of the first words that came to mind when we read the single word “man.” Lots of words were shared, some more popular than others. We then discussed some of those words that we thought were unusual or unique, or even any words that we understood well and simply wanted to justify our choices. We talked about why

What are the first five words you associate with men:

time they were in fact stereotypes - influential life-changing stereotypes. For example, one of the words associated with “women” was kitchen, which is horribly stereotypical. However, other positive, important qualities mentioned were independence and sportiness.

These conversations are why we have these sessions with Beyond Equality: to learn about gender equality which is more important than we think, and we are all looking forward to more sessions with them.

ApPlying to university in the UK Alastair S, Year 13 writes...

In the UK, undergraduates apply to university through the application portal called UCAS. On the UCAS portal, an applicant can choose maximum of five universities to apply to, anywhere across the UK. When applying to university you are required to write a personal statement (with a maximum count of 4,000 characters) and submit all your previous grades (i.e. qualifications taken early and GCSEs), work experience, and any further details about yourself. This is to give universities an image of you, your achievements, and your academic profile. You should start to record all the preparation work you have undertaken before the application process starts (e.g. books read, lectures attended, essay competition/awards etc.), on UniFrog, throughout Lower Sixth. From personal experience, preparing early and thoroughly should make the application process far easier and should strengthen your application.

Despite the Covid climate, given the restrictions that are in place, there is still a multitude of online lectures and essay competitions that you can enter, which will all demonstrate a broader and more nuanced interest in your respective subject field. Wider reading is also essential to aid your A-Level studies and to give yourself a headstart to topics outside the syllabus. Before selecting your university choices, I would highly recommend looking at the different courses beforehand, instead of the universities themselves. You should also make sure you are not just choosing a course/

degree or university just because of the name. Some degrees may be categorised as a BA or BSc, which may be indicative of the nature and content of the course.

Looking into and researching the different modules in the course is key in order to make sure that you are going to enjoy your degree and get something out of it. Likewise, some degrees are dual honours, where you can undertake a course combining multiple subjects, e.g. geography and economics, or PPE (philosophy, politics and economics). The availability and modules covered in these degrees and where you can study them will vary from between universities.

years instead of four years). This will be dependent on whether an applicant meets the criteria and performs well enough in their A-Level or equivalent exams.

In addition, some universities will allow for you to apply for a year abroad, to another partner university globally. Typically, these degrees are four years long and have different entry requirements to the equivalent degree without a year abroad or a year in industry.

It is also worth noting that this information can vary year on year, so it is worth spending a bit of time researching all the finer details and entrance requirements for your point/year of entry.

Another factor to also consider, alongside the course, is the location of where you are proposing to study. For example, a university in the heart of London will be vastly different in cost (for accommodation, food, social activities etc.), compared to a university in a less cosmopolitan and more subdued city or town, somewhere else in the UK. Moreover, you are going to be spending a long period of time in your university town/ city, potentially for 3 or 4 years, so this is an important factor to consider. Another variable that also plays into your choices is the inevitable length of your degree and what qualifications with which you are going to graduate with. In Scotland, most degrees are four years long and with many of them you may graduate automatically with an MA or MSc, but not always. However, some universities, such as the University of Edinburgh, will allow you to join directly into the second year of the degree (So it would be three

When selecting your five universities, the general guidance is to have an aspirational university as your top choice, three realistic choices, and a backup university, if your exam results don’t go your way. It is also worth being realistic with the grades and entry requirements that you could theoretically have to meet for your choices, so that you don’t choose 5 universities that you are unlikely to get an offer or place at. This should be quite obvious from the predicted grades you will receive, based on the merit of your own work. This is imperative as you can’t reapply again in the same admissions cycle, if you receive no offers, as you may have to go through clearing after or on results day. Some universities and courses such as Oxbridge and medicine require candidates to take additional entrance/ aptitude exams (e.g. BMAT or UCAT), along with an interview or multiple in some cases. These usually occur in the autumn term of Upper Sixth or Year 13.

To conclude, my main advice is to choose a degree that you have researched thoroughly, using open days, university websites and speaking to your subject teachers, to ensure that you will enjoy studying your degree. Whilst most of this information is from my own research, experience and knowledge, the admissions process to universities across the UK changes frequently, so it its crucial to do your own research for your exact year of entry.

MY FIRST TERM AT UNIVERSITY Oliver L, Wetherby Senior Old Boy writes...

If you told me two years ago that I would be doing a physics degree at Durham from my bedroom I would not have believed you one bit. However, at the moment this is what life is. I was lucky enough to spend my first term at Durham meeting new people from all over the country and learning the ins and outs of living on my own.

Now, due to the lockdown, I have been told to remain at home and attend uni online. I think this is a difficult message for any first year student to receive as you are so eager to get involved with all the things that go on in a normal year.

Regardless, I am still very happy to have the opportunity to learn; finding creative ways to make it more enjoyable.

The transition to uni is not an easy one. You are away from home meeting all these new people - it can be very overwhelming.

However, one thing that Wetherby

has taught me is to believe in myself despite the setbacks. It’s not always easy. However, more and more through your own experience and with the help of others, you realise that life is like this. The support of a few teachers at Wetherby, in class, and on the pitch, taught me this. At a very young age I had been told that I might have to go to a special school because my reading and writing were far behind other students. Being dyslexic, I have always had a lot of trouble with reading and writing and many times I would let it get the best of me. I would tell myself I was no good at English and other essay writing subjects. I came to the prep school in Year 4, ranked 51st out of 54 students in year group exams primarily due to my performance in English.

I remained in the bottom set English throughout my time at the prep school. However, every teacher along the way made sure it did not get the best of me. I was rewarded by my love of sport,

playing my part in every team and my teachers made sure I was aware of my qualities and capabilities which translated in feeling able to do more. I was encouraged to express myself, write essays and stories and not worry too much about my spelling. In doing so, I gained a huge appreciation of the subject. So much so that I took it for A-Level, a decision which years ago I thought would be impossible. Wetherby is a school that maximises your potential. My teachers taught me to believe in myself and for that I am forever grateful.

Quantum Foam, Zero-Point Energy, and Fluctuations in the Fundamental Fields Ivan G, Year 9 writes…

Uncertainty is something we’re all used to; whether in politics, or what we might have for dinner.

This concept plays a huge part in quantum mechanics. In the quantum realm, things just don’t work without violent, chaotic fluctuations. Whilst fluctuations may seem random, their existance way down the Planck length actually defines the very nature of ‘nothing’: the abstract idea that I will be discussing in this article.

In his famous theory of general relativity, Albert Einstein proposed the idea of space as a physical entity, with the ability to warp, as opposed to a backdrop for the universe. If space is to be considered an entity, the uncanny effects of quantum mechanics must be kept in mind.

In 1955, the revolutionary American physicist, John Archibald Wheeler, proposed the idea of quantum foam: when you look at the ocean from above, its surface seems perfectly smooth, but as you get closer, you see waves and as you get even closer, you see foam. Wheeler theorised that this happens in space too; at the Planck length (1.6x10³⁵m), you would find a sort of foam - quantum foam.

What Wheeler refers to as ‘foam’ are energy fluctuations in quantum fields. At the Planck length, energy is constantly popping in and out of nowhere, like bubbles atop a freshly poured soda, briefly violating the fundamental law of energy conservation. So, how can a law of physics be violated? Here is where the great Werner Heisenberg gets involved.

The Heisenberg Uncertainty Principle states that there is a limited accuracy with which we can know things about particles.

A particular variation of this principle states that within a time interval, it is not possible to measure energy precisely and the only way to increase the accuracy of the measurement is to increase the time interval: the shorter the time for which a particle exists, the greater the uncertainty in the measurement of its energy.

In line with the uncertainty principle, the energy levels in quantum fields are constantly in a state of uncertainty. In a quantum field, a specific energy is assigned to every point in space, quantising it. Each type of particle has its own quantum field. Wheeler’s theory has implications of great importance but, it may also seem somewhat unrealistic. We know that physicists are certainly interested in it, so there must be at least some evidence for it.

The Casimir Effect was proposed by the Dutch physicist, Hendrick Casimir, in 1948. Casimir theorised that two neutral plates in a vacuum would attract due to a tiny force, hitherto known as the Casimir force, which arises due to the quantum fluctuations in fields, particularly, the electromagnetic field.

The wave nature of appearing virtual particles is responsible for this attraction. Only particles with shorter wavelengths can exist between the two plates, strictly limiting their number, whilst longer wavelength particles can exist outside the plates. The longer wavelengths outnumber the shorter

ones, creating pressure on the plates and pushing them together.

This phenomenon was measured in 1996 by Steve K. Lamoreaux.

Strange as it appeared, the Casimir effect was confirmed to be real.

This experimental confirmation secured the study of quantum vacuum fluctuations as one of physics’ most promising areas, as well as one of its most fascinating.

In cosmology, zero-point energy, the lowest baseline energy level for the universe, present due to its very quantum fluctuations, is a possible candidate for Albert Einstein’s long-debated cosmological constant and the source of the elusive dark energy.

However, scientists are currently not in agreement over how much energy the vacuum actually contains; quantum mechanics requires a large amount, whereas general relativity requires a smaller amount – small enough for the curvature of space to agree with what has been observed. The uncertainty principle, practically holy in quantum physics, doesn’t clear much up here either; it allows the energy to be as large as needed, provided it results in quantum action for a brief period of time.

Once again, uncertainty prevails.

Nevertheless, science has not lost hope. With intricate experiments being designed, constructed, and conducted, technology reaching new heights of advancement, and a heroic community of scientists working on breakthroughs, something is bound to be discovered. Science really is the future.

Solar Wind Oliver B, Year 9 writes…

For only a few minutes every year, the sky is uplit with wondrous light shows at the north and south poles. These lights, known as the Aurora, can be observed only on the Earth, as far as we know, because our atmosphere has the right conditions. Despite that, solar wind can travel as far as the outermost reaches of the solar system. Though we are 148 million kilometres away from the Sun, it still has a profound influence on us, not least with its gravitational field strength, which holds our planet in orbit.

The journey begins within the Sun itself. On the surface of the Sun, temperatures reach up to 6,000°C. Beneath, however, temperatures leap to over 1,000,000°C. With such enormous amounts of energy, atoms cannot hold together. Matter exists in a fourth state: a soup of negatively charged electrons and positively charged ions known as plasma. The outer layer of the Sun is made of plasma, and it is particularly visible during a total solar eclipse. Plasma is constantly streaming out of the Sun’s embrace in the form of solar wind at speeds in excess of 800 kilometres per second.

Solar wind can have a devastating impact on a planet and its atmosphere. An example is one of our neighbouring planets, Mars, which was deprived of its atmosphere because it was too small and too close to the Sun. Mars’ atmosphere is now one hundred times thinner than ours and it loses one kilogram of gas – mostly carbon dioxide – every

second. On the other hand, Earth has an iron-rich core, which creates a powerful magnetic field and protects us by deflecting the solar wind into space. Due to the constant bombardment of solar wind, the field occasionally

reconfigures and allows some solar wind to seep in. Albeit harmless, the solar wind penetrates the atmosphere at the two poles and it interacts with atoms of krypton or argon, creating the effect of green lights.

THE FA CUP Joseph I, Year 8 writes...

What is the FA Cup? The Football Association Challenge Cup, more commonly known as the FA Cup, is an annual knockout football competition in men's domestic English football.

First played during the 1871–72 season, it is the oldest national football competition in the world.

It is organised by and named after the Football Association and allows clubs that you didn’t even know existed to play in the cup and have a chance to win it all.

The third round of the FA Cup has taken place, and this is the first time that Premier League and Championship clubs join the competition to compete against the lower league teams who have made it this far.

Round 3 Results: Southampton (2) – Shewsbury Town (0) Stockport County (0) – West Ham (1) Barnsley (2) - Tranmere Rovers (0) Bristol City (2) – Portsmouth (1)

Chelsea (4) – Morecambe (0) Cheltenham (2) – Mansfield Town (1) Crawley Town (3) – Leeds United (0) Manchester City (3) – Birmingham City (0) Marine (0) – Tottenham Hotspur (5) Everton (2) – Rotherham (1) Nottingham Forest (1) – Cardiff City (0) QPR (0) – Fulham (0)

FAKE OR TRUE? IS THE NEWS RELIABLE? Kaveh K, Year 9 writes...

In this day and age, we hear more about “fake news” than ever. In fact, Google comes up with over a billion results when searching for fake news. What is fake news and how can it affect you?

With the rise of the internet, allowing anyone to publish their own information and make their own claims, more fraudulent information has been published.

Whilst before only reputable newspapers were a news source, suddenly people are flooded with thousands of websites from which to get their news. Social media networks like Twitter paved the way for anyone to claim anything, without having to back up a single source, with thousands still believing it. Whilst this problem was generally less visible when these websites were first founded, it has now grown into a huge problem. However, it isn’t the internet that started this growing issue of fake and inaccurate news, has served only to amplify it.

The internet has paved the way

for many things, it has arguably made our news more reliable, allowing people to see a larger variety of news sources, without strict censorship that could be controlled. However, a medium as powerful as the internet, can be abused. Only recently has this abuse started to become apparent, as has the growing awareness of the public on how to avoid it.

Recently, a tweet went viral claiming that “Donald Trump has terminal cancer.” To back up such a claim, the user must have

a reliable source, right? Their “source” was a friend who worked in the government. This is one of the many examples that highlights the ease and minimal effort that is needed to manipulate people en masse.

So how can you be more wary, and make sure you aren’t deceived by such tricks? Make sure to only rely on an independent and reliable news source, such as the BBC. Use fact-checking websites such as Snopes and Factcheck.org, and most importantly, use common sense.

WHY EVERY WETHERBY BOY SHOULD PLAY RUGBY Maxime H, Year 12 writes…

Why every Wetherby pupil should play rugby: an argument supported by a case study of the 2019 South African rugby team and my own experience.

This article was written to answer the age-old question of schoolboy rugby: “what if I'm not built for this sport?” There is a common misconception regarding rugby.

When people think of rugby players, the image of a tall, muscular man with large thighs and missing teeth seems to come to mind. In reality, rugby players come in all shapes and sizes, and all have different skill sets. Take the South African rugby team that recently won the rugby World Cup in Japan. The 30-man squad had a range in body weight of 45kg, with the heaviest weighing 119kg and the lightest only 74kg. However, if the assumption above were true, the big man would have scored all the tries and been the star of the show. In fact, the smallest man scored more tries and beat three times as many defenders. This isn't to say big men don’t have their place in rugby; it just proves that all players can be successful. To illustrate this better, let us look at three of the standout players in a side made of the best in the world.

The team featured world player of the year, Pieter-Steph Du Toit - a man who fits the earlier description all too well: 2 metres tall and 115kg of pure muscle.

His game thrives on power and physicality. However, on his wing, world player of the year nominee Cheslin Kolbe couldn't be further from that image: 1.7 metres tall and only 74kg; this man is so

much smaller than his opposition that he can duck under them, only to run 100 metres on his own and score. Similarly, the man who led the backfield of the Springboks, Handre Pollard, is 96 kg and 1.85 metres. Tall, but not a giant. Big, but not massive. Pollard’s talent lies in his tactical awareness and ability to identify space and enable other runners to capitalise on it.

These three men both look and play drastically differently, and yet they could have won without each other. These men focus on very different plays: some thrive on physicality, charging straight at the defence using leg drive and power to make ground. Others thrive on tactical awareness and putting boot to ball in the hope of pulling the defence out of shape. Then there are some who use sheer speed and agility to glide around defenders, trying to step their way out of traffic. In rugby, there are many globally accepted truths, but the most notable is quite simple you can have all the muscle in the world, but if you can't distribute the ball, then you won't go anywhere. Likewise, you can be as skilful and intelligent as you want, but without grunt and power there is no pushing the opposition back.

The two require each other. So, whether you are big, small, quick, or slow, you can play rugby.

My personal experience in the Wetherby rugby team also highlights its benefits to young men. Rugby has helped me grow and develop very important character traits for both work and life. Having been in positions of leadership and positions where I was the least senior, rugby has helped me work on my leadership and teamwork skills and it has taught me how to communicate messages effectively. Similarly, rugby (due to its nature of constant attack or defence) has taught me focus, as switching off even for a moment could lead to the opposition scoring from a mile away - something the South African team did all too often.

Rugby also helped introduce me to older year groups and not only learn from those older than me, but also make friendships with people I wouldn't have had a chance to get to know. Rugby and sport more generally - now plays a major part in my identity and how I see myself. This has led me to becoming rigorous with my training and has taught me the invaluable lesson that hard work pays off. Most importantly, I have a profound sense of camaraderie with my teammates, and I get to annoy my older sisters to no end at home, talking endlessly about rugby over family meals!

THE ARCTIC: CULTURE AND CLIMATE Sam M, Year 8 writes...

A few weeks ago, I paid a visit to the new Arctic Exhibition at The British Museum. It displayed what living in the hardest of conditions can be like. Inuits, people who live in the Arctic, thrive in certain unique ways. Unlike us in cities with technological advancements, they have stayed primitive in their trade and get their resources from wherever they can to stay alive.

They use tools such as bows and arrows for hunting and handmade boats for getting around the icy world in which they live and navigating the waters. They live in tribes or groups in which they all play a crucial role to benefit the system of their everyday life: generally males hunt and females cook.

To survive in such conditions they are dressed head-to-toe in handmade clothes, using materials including elk horns, wool and leather. Temperatures can plummet to -90.4°F (that’s cold!) in the Arctic. Due to climate change, it is getting harder for them to be like their ancestors and continue in the way they did as they navigate across the ice and snow to meet with other tribes to trade - climate change makes it risky and dangerous. By the end of 2100 scientists predict that nearly all ice will have melted, making it impossible for some tribes to continue to live in their usual way, as the environment will become hostile for their food sources.

People like us need to realise that although we may not notice it in

our day to day lives, emissions and pollution that we cause are having a serious impact on other people. The Inuit people live all over: Alaska, Siberia, etc. They cover space by travelling by sleds pulled by dogs or reindeer. The most famous known route that they have taken but is no longer available to them is Chukchi to Nga-nasan or Russia to Alaska, which they used to use to reach new land or trade for resources.

Climate change in the last few years has made it harder for them to live their normal lives as much of the ice has restricted their travel and food supply: their food sources have had to move to different places.

POLAND Barnaby M-J, Year 7 writes...

Poland is a country located in Central Europe and it is one of the economic powerhouses of the area. It is part of the Viśegrad group, a group of Central European countries with similar political views. Although it is part of the EU, it retains its own currency, the Złoty, which directly translates to gold coin, when it reaches certain economic targets set by the EU it will have to transition to the euro, but if they wish they can continue missing these targets in order to retain the Złoty.

The national language of Poland is considered to be one of the most difficult languages in the world due to certain grammar rules and conjugations which make it incredibly hard to learn. For

example the word second has 17 different ways to pronounce it.

Here are some facts about Poland.

• The president is Andrzej Duda.

• The capital is Warsaw.

• The population is 37.97 million.

• The best football team is Legia Warsawa.

• The national dishes are gołompki (rice and meat wrapped in cabbage) bigos (cabbage stew) and pierogi (dumplings).

• The national animal is the eagle.

In Poland ,the geography of the country is extremely diverse, with the mountains in the south, flatlands in the east and west, and the Baltic Sea to the north. Some notable geographic anomalies include the Blędów desert which is a a real desert inside of Poland, near the major city of Kraków.

Although Blędów is small it

can be very hot with summer temperatures going above a scorching 25°C but like a real desert, the temperatures plummet at night to as low as -4°C. There is also the island of Swinouscie, which is shared between Germany and Poland. Surprisingly there is another border island in Poland but it is with Russia, now you may be thinking, Russia doesn’t border Poland. Well mainland Russia does not but and exclave of Russia known as Kaliningrad does and they share and island between them where they have the RussoPolish friendship border. They are divided into 16 voivodeships or regions.

As a whole Poland is a wonderful and beautiful country that is worth visiting.

THE BENEFITS OF EXERCISE Andreas M, Year 9 writes...

The impacts of exercise on one’s health and lifestyle are very significant, especially during a pandemic.

Exercise is essential for keeping mentally and physically fit. It’s proven that even a short ten minute brisk walk is enough to place us in a happy mood, with increased mental alertness and energy. This is only amplified when you take into account the situation that we’re in and could be in if lockdowns continue to take place, but how do we motivate ourselves to commit to that treacherous run or sporting activity?

Something that you will hear frequently if you are trying to encourage yourself to exercise more is that the hardest part is getting out the door. Once you’re outside, you have decided to fully partake in exercise.

Why is exercise good for you?

Exercise lowers the risk of heart disease by about 50%, and 67% of people who indulge in vigorous exercise say they get a good night’s sleep almost every night. Additionally, inadequate exercise increases the risk of I was ‘gently nudged’ by my death from 20-30%. Moreover, mother in the first lockdown to exercise positively and drasically run every day for two weeks, affects mental health. People who and after 20 everlasting minutes, perform regular physical activity when I rang the bell to be let into have a 20-30% lower risk of my building, I was sent off with depression or dementia. Exercise marching orders as she felt I hadn’t also reduces the probability run long enough. Although this of cognitive decline in people may have seemed an incredibly without dementia. mundane and futile task at the time, once I had returned from my So, there you have it. All the never-ending run I felt invigorated reasons and statistics as to why and refreshed, which was a nice you should exercise, or at least break from sitting in front of a attempt to regularly. screen all day.

THE PROBLEMS WITH PLASTIC Joseph S, Year 7 writes...

Plastic has been around since the 20th Century. Now plastic is a big problem in the environment and here’s why.

Plastic bags Plastic bags are commonly used in lots of UK supermarkets such as Tesco, Co-Op, Sainsburys and Waitrose. 100,000 marine animals are killed by plastic bags. Lots of plastic bags end up in the ocean, where it can be harmful to lots of animals.

Plastic bottles.

Lots of companies such as Evian and SmartWater produce plastic bottles. Most plastic bottles are not recycled and just thrown away.

They can take up to 700 years to break down. When plastic bottles are made they release tonnes of carbon dioxide into the air.

Plastic straws Plastic straws can be very harmful to turtles because they can get stuck up their noses. Some turtles require humans to gently remove them from their noses in order to save them.

Plastic alternatives.

You can bring old plastic bags to the supermarket and try not buying new ones. You can bring reusable water bottles with you such as Chilly’s bottles. There are lots of alternatives to plastic straws like bamboo and metal straws.

THE GRAND TACK HYPOTHESIS Oliver B, Year 9 writes…

For many years, astronomists have been questioning the formation of our solar system. It is apparent that whilst our solar system has an element of perfection, with four small rocky planets and four gas giants, it is very different to any other star system that we have witnessed in our universal neighbourhood. Typically, there are giant rocky planets called super earths orbiting closer to their star than Mercury orbits ours. So, why are our planets arranged as they are? Our most common theory is the grand tack hypothesis.

Four and a half billion years ago, our Sun was born, lighting up space around it. Often, stars are composed from the ruminates of previous stars. Our Sun obtained about 99.7% of the gas and dust, leaving a protoplanetary disc for all the planets to be formed, thereby creating a solar system.

From the remaining dust emerged Jupiter. Due to its premature creation, Jupiter quickly gathered material and grew in size. We believe that Jupiter formed approximately 3.5 au from the Sun (1 au is equal to 150 million kilometres). The early formation of such a huge planet renders a solar system very unstable. To give an idea of Jupiter’s enormity, its mass is 2.5 times more than that of all the other planets in the solar system combined. 15% of that mass is found in is core. In fact, it is very possible that if the Sun had never formed, Jupiter itself could have become a star. It already hosts an armada of 79 moons.

Owing to its size, the effect of Jupiter’s gravitational field strength

on its surroundings is huge. Four billion years ago, the Sun began to reel in Jupiter, tightening its orbit.

As the planet hurtled inwards, it destroyed all potential super earths. Astronomers also expected there to be another planet roughly where the asteroid belt is, but Dawn, a NASA space probe, identified many emerging dwarf planets that have been deprived of their resources and left to litter space. Ceres, the biggest dwarf planet in this area, has a diameter of 940 kilometres. Jupiter’s inward movement explains the existence of the asteroid belt and also the small size of the rocky planets.

Finally, after many years, Jupiter’s movement came to a dramatic halt 1.5 au from the Sun. Saturn had now reached a huge size and it began a tug of war with the Sun for Jupiter. We also think that Jupiter’s movement back into the outer solar system resulted in the Late Heavy Bombardment – the innermost planets being raided with asteroids, chipping away at their surface for many years.

Despite that, this could have had some positive outcomes, given that most of our water came from asteroids and it is very possible that a huge asteroid/protoplanet collided with us to form our moon – the largest moon relative to its planet’s size. This event is known as the “Big Splash” because of its intense gravitational force. Jupiter launched many asteroids inwards, battering the rocky planets. Mars also gained a lot of water, but it was simply too small and too close to the Sun to maintain its atmosphere, so it lost its water as a result. Jupiter also pushed Uranus and Neptune outwards, hence the latter’s position seven billion kilometres away from the Sun. Now, Jupiter is situated 5 au from the Sun. Though it is no longer rampaging through our solar system, it still has a profound influence on us. Recently, Jupiter saved Earth from a collision course with an asteroid because its gravitational field strength was strong enough to change the asteroid’s direction.

INTERNATIONAL HOLOCAUST REMEMBRANCE DAY Ms Mendes da Costa writes...

Wednesday 27th January was International Holocaust Remembrance Day, and one of the themes this year focussed on losing a home. When we discuss the Holocaust today, we naturally talk about the loss of life, but this was not the only horror the victims had to face. Home can be the physical place in which you live, but it can also mean the people you live with. Home can mean different things to different people, but it is hugely important to all of us. We associate these words with home: safety, security, love, privacy, dignity. Loss of a home can mean the loss of all these things.

At the start of Nazi rule in Germany in January 1933, Jews and other increasingly persecuted groups chose to leave their homes.

Some went to neighbouring countries, but others went much further afield. They took what they could carry and left the rest.

After 1935, Jews were stripped of their German citizenship with the passage of the Nuremberg Laws, and by 1939 they were told they could legally have their homes taken from them. As the Nazis’ power spread across Europe, Jews across the continent were forced out of their homes and into ghettos. The ghettos were overcrowded, dirty and unsanitary but Jews had to move into them, or they could be killed. The Warsaw Ghetto was the largest in Nazi-occupied Europe. 400,000 people were crammed into an area of just 1.3 square miles. On average that meant more than seven people shared each room

in the ghetto. The inhabitants of the ghetto were put on starvation rations of just 10% of those allocated to German citizens. The lack of sanitation and medical supplies meant that there were regular epidemics of infectious diseases.

An alternative to moving into the ghetto was to disobey, and go into hiding. Some Jews were taken into other peoples’ homes where they were hidden. Some ran away to the forest – like in the movie, Defiance.

The Second World War ended in 1945, leaving an estimated 11-20 million people displaced across Europe. The general plan was to repatriate people as quickly as possible – to get them home.

However, many people who tried to return to their former homes found they’d been looted, sold, given away, or even destroyed.

Even if it was possible to return to their house, many found that their families, the thing that makes a house a home, would not return.

For some children, they’d been away from their families so long that they were unsure of their identity and were unwillingly removed from their foster families. Some were even unable to be repatriated for various reasons, such as borders having changed. So, many who survived the horrors of the Holocaust then experienced the further trauma of having lost their ‘home.’

Camps were set up all over Europe to temporarily house the people displaced by WWII and the Holocaust. For many, their primary objective was to locate loved ones from whom they’d

been separated, and they moved from camp to camp searching for them. Despite the harsh conditions (strict rations and curfews), some inhabitants did begin to make the camps into some semblance of home, setting up places of worship, newspapers, schools, and even universities.

Some were eventually allowed to settle in other European countries, Australia, the USA, Canada and some countries in South America.

Around 1,150,000 Jews relocated to the new nation state of Israel.

Tragically, children are still losing their homes today. In war-torn areas across the world, innocent young victims are losing their safe place, their privacy, their family unit. This means that although the specific events of the Holocaust are behind us, International Holocaust Remembrance Day makes us take pause and think about those who are suffering today. So whilst we are bemoaning how much time we are currently forced to spend in our homes, let’s remember how very lucky we are to have our homes. If nothing else, International Holocaust Remembrance Day can be a day to be grateful for our safe, secure homes.

CAN EXAMS GO AHEAD THIS YEAR? Theophile N, Year 7 writes...

Right now there are many different problems in the world, but the one problem I want to talk about is that of the GCSE and A-Level exams. Due to the ongoing pandemic, we cannot allow students to gather in large masses to take the exams. So can we test them fairly? Should we be testing them at all? I will be highlighting some solutions proposed by experts and then giving my opinion.

Can you rely on honesty?

Some have suggested that we could rely on pupils’ honesty and let them take the exams at home.

Although you can rely on the fact that students can be honest. I for one don’t think this would work; the few honest​​kids would fall behind. Some say that we could make them take oaths like in court.

Can we monitor pupils?

This entails having someone monitor a child over Zoom. The first issue with this proposition is manpower. The other issue is that people could find ways to cheat.

Children could make up excuses like “my camera doesn’t work,” or “I don’t want people looking at me.” Even if we find the manpower we don’t have the money to pay the manpower. We are in debt already and is this a wise way of increasing the nation’s deficit?

Some have suggested that we make people monitor the exams for free: we appeal to the community to pull together and volunteer. The other idea suggested is that we film the children taking the exams and the examiners watch a small proportion of the films (i.e. carry

out spot checks). The thinking here is that we instill the fear in children that their video recording might be viewed and this would act as a deterrent.

barely worth discussing this idea.

If I were the parent of a child and I could decide the result of my kid, they would definitely have straight As!

Teachers’ assessment This would involve the teachers making pupils sit regular tests.

They can give them small assessments or one big one. This is basically what many children have been doing since Year 3, with the difference that the continuous assessments are done at home and the stakes are higher because the tests determine their GCSE and A-Level scores. Effectively, we are asking teachers to find a way to allocate the grades fairly.

The issue here is that an external examiner who has never met the child is always going to be more impartial. In addition, there may be pressure from schools on individual teachers to improve grades unfairly. Also, children have different working environments: some might have a nice quiet room where they can focus and produce excellent work, whilst others may be negotiating the space with a screaming sibling in the background.

Friend/peer votes I am honestly not sure about this idea. I know my friends would be reluctant to give me a poor grade, but there are some people in my class of whom I would be doubtful.

Parents’ views The idea that parents could dictate or influence the GCSE or A-Level scores of their own children is arguably the most stupid. I understand that whilst children are working at home, their parents could form a view of their capabilities. Since parents are so biased towards their kids, it is

Should we just sit exams?

Maybe we should make GCSE and A-Level exam students have vaccines and then just sit the exams this summer. However, the fundamental issue with the world today is that the gap between the rich and the poor has grown substantially causing inequalities in all sectors, including education.

Making the children take the exams will be unfair because the less wealthy have lost considerably more hours of school time.

Perhaps we could postpone the exams and go back for a time so that people can regain the time that was lost?

Conclusion I believe that the option of postponing the exams, taking the vaccine and then sitting them is the only hundred percent fair way. All the others have too many flaws for something this big, for something that will possibly change the world and even save it.

Maybe some kid will be inspired to solve this global crisis.

THE IMPORTANCE OF MARTIN LUTHER KING DAY

Faris B, Year 12 writes...

MLK Day celebrates the legacy of Martin Luther King Junior, an African-American Baptist, minister and social activist from Atlanta, Georgia. King led the civil rights movement in the ‘50s and ‘60s, working tirelessly on behalf of the AfricanAmerican community who were experiencing brutal systematic racism. His leadership promoted a firm but non-violent call for justice and equality, resulting in

the end of legal segregation of African-Americans in the south and elsewhere in the country.

A highlight of Martin Luther King Junior’s efforts was the “March on Washington” in 1963, which was a massive demonstration to show support for major civil rights legislations under review in congress. It was here that King gave his famous “I have a dream” speech. He was awarded the Nobel Peace Prize in 1964, but was assassinated four years later;

evidently, his message was so widespread and powerful that he had to pay the ultimate price in a society that had not yet accepted a change that was long overdue.

His death caused an outpour of mourning from both white and black Americans, as well as people around the world who received King’s message as a symbol of interracial unity. The murder of King was such a tragic way to lose a figure who was so passionate in promoting peace and freedom of speech when many turned to violence and aggression, his death proving that there was still major work to be done if society were to change for the better.

He is remembered on the third Monday of January every year and in the last twelve months where we have seen racial tensions come to the forefront again for the wrong reasons, it is important to remember that King stood for the message he lived by.

CONCORDE: SUPERSONIC MARVEL were inaugurated simultaneously

by British Airways to Bahrain and Air France to Rio de Janeiro via Dakar on 21st January 1976; the 45th anniversary was celebrated last month.

Henry B, Year 12 writes…

When Concorde was built, only a few military jets could muster supersonic speeds and their single pilots had to wear oxygen masks owing to the high altitude. On the contrary, Concorde passengers, of whom there were up to 100, were sipping champagne in a suit & tie. A marvel of engineering, Concorde was well ahead of its time.

of thrust with reheat (adding fuel to the final stage of the engine), which produced the extra power required for take-off and the transition to supersonic flight.

The aircraft’s fastest transatlantic crossing was on 07th February 1996, when it completed the New York to London flight in 2 hours, 52 minutes, and 59 seconds.

British Airways Concordes made almost 50,000 flights and flew more than 2.5 million passengers supersonically. With a take-off speed of 250mph and a cruising speed of 1350mph – more than twice the speed of sound at Mach 2.04 – a typical London to New York crossing would take a little less than three and a half hours.

Subsonic jets take approximately eight hours, travelling at around Mach 0.85. In November 1986, a British Airways Concorde flew around the world, covering 28,238 miles in 29 hours and 59 minutes.

Concorde measured nearly 204ft in length and stretched by 6-10 inches during flight as the airframe became drastically hotter. It was painted in a specially developed white paint to accommodate these changes and to dissipate the extreme heat generated by friction in supersonic flight. A team of around 250 British Airways engineers worked tirelessly, together with the relevant authorities, to ensure safety on board. What’s more, Concorde was subjected to 5,000 hours of testing before it was first certified for passenger flight, rendering it the most tested aircraft ever.

Concorde used the most powerful pure jet engines flying commercially at the time. Its four Rolls-Royce/Snecma Olympus 593 engines developed 38,050flb

On 2nd March and 9th April 1969, the first Concorde flights took off from Toulouse and Filton respectively. The world’s first supersonic passenger air services

British Airways withdrew the aircraft on 24th October 2003, signalling the demise of the world’s only supersonic passenger services. The airline’s seven Concordes were dispersed for preservation in Edinburgh (G-BOAA), London Heathrow (G-BOAB), Manchester (G-BOAC), New York (G-BOAD), Barbados (G-BOAE), Filton (G-BOAF) and Seattle (G-BOAG).

The challenges of making Concorde airworthy are too many to discuss in a small article such as this. If you are interested in learning more about its design process and certification, I would highly recommend Concorde – The Complete Inside Story by E.B. Trubshaw, chief test pilot and director of the flight test programme.

Sources British Airways Speedbird Heritage Centre, Waterside The Concorde Experience at Grantley Adams Airport, Barbados Intrepid Sea, Air & Space Museum, New York (Concorde exhibition)

ACE OF SPADES & A HEART OF MADNESS: PART 1 The Telepathic Sisters, a short story

by Ramzi K, Year 10...

Oak Hill Private Academy. These prestigious halls pride themselves on tradition; if you manage to get in, you are set for life. The catch is, it is infested with greedy gamblers.

Your social status, and sometimes your own life, rests on the draw of a card. When school finishes and the lights are out, the school transforms into one colossal casino and there’s not a single table unfilled.

It is as if laws do not apply here; one can come out of this school a billionaire, or with stacks of debt or not at all. Attending Oak Hill is a gamble in itself.

This term, a rather peculiar student joined, by the name Mary Hildegarde. Gracefully, she ambled down the towering corridors of Oak Hill, in order to truly take everything in. The hallways had dark marble floors accompanied by white walls with an immaculate gold leaf pattern.

Various sculptures and paintings resplendently posed, as they basked in the sheer vehemence of the wealth, fame and radiant lighting the school supplied for it. Being in this school’s presence alone is simply transcendent. The whole class took a moment to scan Mary as she marched into the classroom.

She had perfect symmetrical locks of straight jet black hair that blended together and surrounded her neck without touching it.

Fierce, she had a slightly pointed nose and menacing yet composed lips that seemed manacled by an ingrained discipline. “It’s a pleasure to meet you; I hope we can all get along,” she announced at the front of the classroom with utmost courteousness. The teacher picked Ash Adams, a meek but strong-

willed boy with long maroon hair, to guide Mary. It was an ordinary day and Mary got a better feel of the school, but it was time Mary knew about the truth behind this school. They stepped outside into the courtyard briefly, once school had ended. Refreshingly, they went out and immediately, a barrage of ambrosial and delicate aromas hit them, like being punched in the face by a pillow. Fresh and plump fruits arched over the flowers. Every single position and placement was planned perfectly to create a cohesive and harmonious painting of life and beauty. “Mary,” Ash trembled slightly in his voice “Are you familiar with… gambling?” Mary paused and refrained from answering until she had thought about what she was going to say. “I know how to play gin rummy and a bit of poker.

Why?” “Well, we gamble a lot at this school, and it can be very important sometimes. Let me show you.” Ash said as they stepped back inside. Just in that brief period of time the academy went from a serene school filled with the innocence and cheer of youth, to a lively casino, jampacked with students cackling like criminals after getting away with theft. Abruptly, after they closed the door behind them, two girls swiftly approached the duo.

One girl was taller than the other and had her hair flowing down, while the other was shorter and had her hair in a bun. They both had similar facial features and the same red eyeshadow. “Hello, my name is Maya and this is my twin sister Miya. Believe it or not, my friend is from the same school that you just transferred from, and he says great things about you Mary.

Care to gamble?” the taller one

asked with complete certainty and confidence. “Maya and Miya? Cute names for twins! Well, since you already know me there’s no need for an introduction. It would be an honour to play with you, Maya and Miya, but I think it would be much more fun to have Ash play too.”

“No don’t! They’re…”

“Then let us begin. Right this way,” Miya interrupted Ash before he could finish what he said, and showed them down to a private room in the basement for a special game. Ash was desperately trying to warn Mary of how the higher buzz in the brain, when chance is involved instead of certainty, can lead one down the non-stop spiral of the accumulation of debt. To make matters worse, these twins are notorious for their victory streaks. The private room looked unadorned and it had a rather eerie aura. Although this room had a dull ambiance, what was waiting for them was far from boring. A boy in school uniform lay on a bench, panting vigorously with purple pulsing cheeks. “What on earth is this? Quick! Someone call an ambu…” Ash was interrupted by two synchronised cackles from behind him. “You’d think he’d learn by now. This is Oak Hill. We don’t have justice or laws - just calamity.” As Miya uttered that last word, darkness had swallowed Ash’s heart and silence fell however, Mary appeared to be completely unphased. The poisoned boy whispered to Ash as his vocal chords withered “Whatever you do, just trust and listen to Mary. She knows what she’s doing.”

“He’s your friend from your old school, Mary! John? Jack, was it?

I’m not too sure but the point is, I have the antidote to his poison, but you have to win it from me first in

my game!” exclaimed Maya with a sadistic thrill in her tone. All of this for more money than they already have, these two are malevolence incarnate. “Alright, tell us the game so we can get on with it,” Mary nonchalantly requested.

“Naturally, the dealer holds a deck of cards with numbers zero to three on them. Whoever pushes the score over nine, loses and has to prick their finger on one of these needles coated in poison,” Maya explained. Ash gasped loudly and screamed, “more poison!” Maya then reassured Ash, “don’t fret, we can bet each turn and the winnings will be distributed evenly among the victors. Maya and I can only bet with antidotes, while you can bet with chips. ” Ash sighed in relief.

So they began. The twins each bet one antidote, and Mary and Ash each bet one hundred chips. Mary’s eyes were fixed on the dealer, as she carefully observed his shuffle. As soon as the cards were dealt, Maya and Miya kept making strange faces at each other. “Could you two stop twitching so violently, or should I call an exorcist?” Mary asked, frustrated.

“It’s not just weird faces; it’s a secret language made up of twitches of the nose, blinking of the eyes, smacking of the lips. Their father and mother ran competing pharmaceutical businesses, which is probably why Maya and Miya have access to poison, and unfortunately let their rivalry destroy their marriage.

When their parents separated, the twins were forced to communicate like this to prevent them from interfering with disputes between their parents - a language devised by two sisters torn asunder by a fight for family succession.” Ash surprisingly explicated with such detail. “Pack it up stalker, and let’s play!” Miya demanded. By now, the twins both shared privately that Maya’s hand was 3,2,0,0 and Miya’s 3,3,2,0. “Ash show everyone your

hand.” Mary commanded Ash. He was reluctant at first: “What?” he said but then he remembered what the dying boy told him and agreed to reveal his hand: 2,1,1,1. “How foolish,” Miya taunted. Maya then tells her in their secret language to prioritise Ash, as he seemed to be horrified by the display of violence.

Their whole strategy hinges on the fear of their opponents, so they should try to build the total up to six by Maya’s turn so it puts Ash at a disadvantage as Mary needs to play before him. Miya plays a 3; Ash a 1; Maya a 2; Mary a 2; Miya a 0, Ash a 1. The total is now at nine.

Anxious for Miya, Maya tells her that she will play a 0 and hope that Mary does not have a 0, as Miya has none left. The twins’ hearts were throbbing as every muscle in their body was paralysed in suspense.

Mary picked her card: “Well, I guess I better play this 0 then.” She smirked smugly. “How are you not afraid? Our lives are on the line and your friend is dying right next to you! You’re supposed to be cowering at our lack of care for your deaths!” Maya yelled furiously, as she and Miya realised that their strategy was backfiring; they were the scared ones. Mary responded “what can I say? I just love a good gamble.” Defeated, Miya dropped her hand and childishly crossed her arms as she unwillingly poisoned herself. Mary and Ash now have an antidote each and Maya has one hundred chips. Miya bets one antidote but Maya bets three; Ash bets only five chips while Mary bets one thousand. “Ha! A desperate high-stakes bet to save her, pathetic. But what’s with that psychotic grin on her face? It just seems too… genuine,” Maya told Miya in their sign language. Round 2 commenced. Mary demanded Ash to show his hand again: 2,2,1,0.

Ash played a 2; Maya a 3; Mary a 2. “That 2 puts me in a tight spot. I can only play a 1 now but then Ash will raise the total to 9. I know you

have a 0 but what if Mary has one too? Then I lose,” Miya tells Maya but there is no response.

“You’ve lost.” Mary declared as she stood up. “Were you two dimwits watching the dealer? He was using a method called the Gilbreath Shuffle. You prepare a deck with a repeating sequence of the suits, or in this case numbers, 0,1,2,3, cut the deck randomly and split it into two piles to riffle shuffle the piles.

This will appear to be thoroughly mixed, but actually, the same four card suit pattern will be dealt every four cards. So, between me and Ash, we had all the 2s so your options were drastically reduced and, well… predictable. Also, the real reason we won was because you trusted me, Ash.” Mary said with a bright victorious smile.

“What! That’s biased! You’re basically saying that the dealer rigged the whole game!” Maya cried in a sudden outburst.

“Wow, I’ve never seen such a childish reaction before. The point of the shuffle was so that the cards were evenly distributed. It doesn’t set anyone up with a disadvantage, unless of course you were too arrogant to pay attention to what the dealer’s doing,” the dealer defended himself. Weak, Miya’s poison started to take effect as she dropped to her knees with her face clenched and sweating. “Miya.

We all know that I’m superior, I order you to forfeit. I still have an antidote left. You do want it, right?”

Maya commanded with cruelty and pure selfishness. Her hand trembling, Miya raised a 3 and immediately collapsed on the floor.

Like a vulture, Maya rushed in and pricked Miya’s finger on one of the needles. “What are you doing you self-centred leech?” Mary asked in disgust.

“Thinking of the future. I don’t want you telling anyone you let us off the hook,” Maya said as she put her sister on her back “but next time. I will kill you Mary.”

A TERM IN ENGLISH Deni D, Year 8 writes...

Last term we studied Harper Lee’s To Kill a Mockingbird - an English classic. We also studied creative writing, where we would paint a scene using words. At the end of term, we participated in several engaging debates.

To Kill a Mockingbird (TKAM) was our class reader for the term.

In the novel we meet Scout, her brother Jem, who loves a challenge, and their father Atticus Finch who is a respectable lawyer.

We learn about the racial injustice that haunted the people in the country. Atticus Finch takes on the trial of Tom Robinson, a middle-aged black man, who is accused of sexual misconduct by a white woman. Will there be luck for Tom; will the jury believe he is innocent? Read on to find out.

It was nearly the end of term and my class twitched their fingers impatiently just waiting for the time to come: our debates. Swiftly we were split into two groups each discussing two different topics: “Should homework be gone from the face of the Earth” and

“Are we all, even in our modern world, really equal?” Let’s see what happened: it was period 6 English.

Unfortunately for me, we were not allowed to cast “objections” when the other team were presenting.

First came our homework debate, where the two groups battled against each other for the debate that would decide the ultimate question: Should we have homework? Speakers would now take their turns. All members were permitted to select a representative of the jury (the rest of the class) to answer their questions. We had many great points (e.g. “Children are constantly working and more homework would result in not enough free time for the young individual.”) Then, once all of the people had finished speaking, came the moment of truth: the vote!

not a single person exists that is as strong as Eddie Hall, as smart as Einstein and can jump as high as Michael Jordan. We are not equal and we never will be.” Once again, the moments of determination, awaiting the jury’s conclusion, finally paid off. The debate not only demonstrated our knowledge and the facts of the case but also opened up personal characteristics that made the debate very engaging and highly effective. I’m sure everyone loved it as much as I did.

So, that was it - the end of the term. The debates changed the way I read books - always considering different perspectives and moral decisions of the characters.

Overall, a brilliant term!

Next came the debate about equality. It was fabulous, with so much to engage in. Similarly, some wonderful points were presented.

Here’s one of mine: “Some of us are tall and can jump high; some of us are strong and can bend iron rods; some of us are smart and can help the whole community. Yet,

THE importance of literary fiction in societal criticism and the development of civil rights Max P, Year 12 writes...

When searching through classic novels written in the 19th and 20th century, oftentimes one finds that many are concerned with the societal and/or political aspects of their contemporary society; much of the time, these novels were written for the express

purpose of inspiring change in societal norms. In novels in which the author is attempting to offer a well-founded political belief or social critique, one might ask why the author has chosen to put forward their opinions in a fictional setting rather than make a journalistic report or political manifesto. The obvious answer

may be that more people read fiction and so the message would be spread further. However, I believe there is fundamentally something much more effective in communicating one’s views through a fictional setting and characters relative to a nonfictional report.

There are multiple instances of popular books and authors which have communicated some political aim or critique: when looking into commentary on worker exploitation, one shouldn’t look further than Sinclair’s The Jungle or Steinbeck’s The Grapes of Wrath; if you should desire to look into women’s rights in Victorian society then Thomas Hardy’s Tess of the D’Urbervilles or any Austen novel is vital in developing an understanding of the subject; for African-American rights one has many choices including Uncle Tom’s Cabin by Harriet Beecher Stowe, Native Son by Richard Wright or The Adventures of Huckleberry Finn by Mark Twain, Orwell’s 1984 and Animal Farm comment on how totalitarian regimes like Stalin’s USSR or Nazi Germany sprung up and what they are like to live through.

Ultimately, there is an astounding amount of literature covering social critiques, but the question still remains. Why would Upton Sinclair, a politician for the socialist party, feel the need to write The Jungle? From my view, it is the act of placing one’s ideas into the context of a story in which the setting, characters, and events all serve to communicate the critique. When a reader is drawn into a world, instantly their capacity for greater understanding, rationality, and sympathy is increased. Of course you can read a history textbook on how workers were exploited, but no matter how many figures or facts you see, you will never gain a true understanding of how horrific conditions can be as shown in The Jungle or how the great depression affected workers like in The Grapes of Wrath. Even a non-fictional story won’t be as compelling as a fictional one

because when reading a written story, you experience every thought and every event that the characters go through; when these stories are well written, like in the aforementioned novels, it will give the reader the fundamental reasoning and justification for their criticism. It’s the same reason why any politician or philosopher will use anecdotes to strengthen their point, use metaphors as well as specific situations in which their proposal would make more sense to their audience.

Take The Jungle for example. Once it was published, the constant, vile, and repulsive descriptions of how cattle meat was processed along with toxic cancerous waste led to a public outcry for regulation into the packing companies the novel was focused on. While not an outcome Sinclair specifically wanted, he later said he “aimed at the public’s heart, and instead hit in the stomach.” It did ultimately lead to one of the first forms of regulation in America’s exploitative nature during its Guilded Age. Other works may not have directly influenced political change.

However it can be argued that the social effect they can have is much more important. When looking at history, shifts in societal opinion are what usually results in a turning point in civil rights.

The desire for equality in race and gender during the 1960s was defined by the massive marches and public action taken by citizens of multiple countries, not the laws passed by governments.

In America, the 14th and 15th amendments did little to curb racism across the country despite the federal government’s sincerity.

Ultimately, when a person desires change then they must seek a public outcry that would cement

itself into law, not the other way around. One of the best ways in which a talented writer can attempt to drive up anger, build the populace’s vigour, inspire hope, and stir up a sense of injustice in their contemporary society is through placing that injustice in the context of a fictional story.

The criticism that can result from a publication is also incredibly useful. Steinbeck’s The Grapes of Wrath was banned in multiple countries and some areas of the United States, and burned by its critics. However, it was this action which ultimately promoted the novel to such popularity and resulted in greater awareness of the plight of migrant workers.

An author’s focus on social injustice cannot only contribute to wider society, but also to literature itself. When writing literary fiction, it does seem that the best have somewhat of a point to them rather than to present one without – a story without meat to it, literature without a function. Of course, the function of literature is not just limited to social justice; one can focus on religion or violence or changing generations; look to the Guardian’s Top 100 fiction books of all time and for each and every one of them you will find some deeper meaning, some sort of social justice or underlying theme that will contribute some idea to the reader.

A story that leaves the reader having learnt nothing afterwards has no meaning; it doesn’t need to contribute to society like the books I have discussed, but it should at least attach itself to the reader’s mind and leave them with a sense of satisfaction in finishing it, and a sadness in completion.

WLM SHOEBOX APPEAL share things with me as well as possessing a natural instinct to do anything to help others to the best of her ability. We agreed to join forces and produced several shoeboxes by the end.

Tommaso S, Year 12 writes...

As we do every year, WSS took part in the Shoebox Appeal project for the West London Mission.

The effort that both pupils and teachers have demonstrated has been of great help for the community of disadvantaged people that the WLM is supporting and for keeping Christmas spirits high within our school community during these difficult times.

Once again, WSS pupils and teachers offered their time and resources to support the WLM for their annual Shoebox Appeal, which has been very successful for the past years. Worries and concerns about the success of the project nearing this Christmas came out immediately: most WSS students and I were worried that the restrictions in shopping and the general uncertainty of Covid-19 would jeopardise the results, preventing us from being able to deliver our Christmas boxes like we did in previous years.

Every one of us started to become motivated and more and more students became involved in the festive event. In case of unprecedented outcomes, I succeeded in devising a contingency plan: I involved my sister who’s always keen to

For the Shoebox Appeal, I always try to not be totally dependent on my parents’ monetary support. I managed to set myself a budget to spend and then I personally went into shops (taking necessary protective measures) to find the most suitable and caring items to include in my boxes. This made me feel independent and committed to helping others who are less fortunate than us. This year has been extremely fulfilling and I can’t deny that directing my younger sister and sharing such a noble cause with her has contributed to such a capital achievement.

We set our budget and I managed to top up her contribution in order to each have the same amount to spend and we headed

off for some considerate shopping.

At the end of the scavenger hunt, we succeeded in getting two very warm scarfs, two triple sets of Christmas-y socks, two warm and soft pairs of gloves, some items for shavings and small Panettoni (an Italian treat eaten at Christmas).

Then she helped me to decorate the boxes and the result, with her stylish and artistic touch, was brilliant. We added a nice Christmas card, figuring that the person who would have received it would feel instantly warm and loved once he/she read it.

With the efforts of many WSS pupils we managed to collect 130 boxes for the WLM Shoebox Appeal. The Barometer sends a virtual round of applause to all who participated in this festive tradition as well as the members of staff who did an excellent job organising the event during this complicated year. Thanks again for doing your very best to make everyone experience the joy of Christmas.

THE WETHERBY LOCKDOWN COOKBOOK Harrison S, Year 13 writes...

The dish can be eaten now, but I prefer to put mine in an oven dish and sprinkle the top with more truffle oil and a generous amount of grated parmesan, before baking for 25 minutes.

This is a comforting dish for cold and dark winter evenings that I learnt last year at the A Level Plus ‘French Cuisine Club’: Truffled Mac ‘n’ Cheese. It can be enjoyed on its own or added as a delicious side dish to any feast.

Ingredients 2oz butter A whole bulb of garlic 1 cup plain flour Milk Half a block of mature cheddar 1/2 tsp English mustard Salt and pepper 3 tbsps truffle oil Parmesan

Add a cup of plain white flour and stir it into the butter and the garlic: it will form a paste.

Add milk slowly to the paste and stir continually until you have the consistency of a sauce.

Optional: variations Smoked hot paprika Mushrooms Seafood

I hope you enjoy this dish. It can be varied with the addition of real mushrooms, or by replacing the truffle oil with smoked hot paprika and seafood, and I know that it’s going to be a dish that I shall continue cooking at university next year.

Method Firstly, melt 2oz of salted butter in a frying pan on a low heat.

Peel a whole bulb of garlic, and chop it finely before adding it to the butter in the pan.

Allow the garlic to soften only: do not let it colour.

Add half a block of grated mature cheddar cheese and stir it into the sauce until it melts.

Add half a teaspoonful of English mustard to enhance the flavour of the cheese.

Season liberally with salt and pepper.

Now, add a generous amount of truffle oil; at least three tablespoons.

Coming soon: The Wetherby Lockdown Cookbook.

This half term, boys have been contributing their favourite recipes on Teams. Look out for the upcoming cookbook, written by the boys and curated by Mr Leverage!

AN evening with John Cleese Henry B, Year 12 writes…

The Chelsea Clinical Society recently hosted an evening with John Cleese. Though he is famed for his comedic acting and writing, John Cleese became a Doctor of Clinical Psychology at Bath University, following a degree in law from the University of Cambridge.

In an insightful interview with Dr Peter King-Lewis, Cleese discussed his experiences and reminded us about the importance of creativity in modern society.

He quoted The Master and His Emissary, which discusses the interaction between the left and right hemispheres of the brain, and the importance of creativity versus control. In Cleese’s opinion, the best way to be creative is to play – to accept that you may be mistaken and to correct errors. Some writers have a very fixed routine when they sit down to write. In his personal experience, the first ten minutes consist only of sharpening his pencils and fiddling with stationery or trinkets on his desk. Whereas it may appear that he is idling, Cleese highlights that this is the time when his brain detaches itself from everyday life and opens up to creativity. What’s more, it can take fifteen to twenty minutes for the mind to reach the same level of concentration after an interruption, so one must take space and implement boundaries in order to obtain high-quality output.

We have to keep learning to maintain our creativity, even in adulthood and old age when one has many more responsibilities.

John Cleese believes that Socrates found the answer when he stated, “we know very little.” Cleese points out that “learning is the answer to keeping young, because learning

is always a creative activity for the brain.” It requires exploration.

People worry too much about making mistakes. If they persevere, the confusion begins to lift and things become clearer. The individuals who believe that there is more to learn are more likely to do so. Those who “know everything” are a threat to everything, including science.

Sometimes, our subconscious can be creative when we are oblivious to it. Cleese once wrote a sketch and thought he had lost it, so he rewrote it entirely from memory as best he could. He subsequently found the original and realised that the second copy was actually an improvement. With this in mind, it was evident that his subconscious had still been working on the script and improving it whilst he had been focussed on something else, so it was already better when he remembered it.

Finally, John Cleese is also an accomplished author, having written two very famous books with Dr Robin Skinner in 1993 and 1996 respectively. Both are bestsellers that are still very relevant to this day: Life and How to Survive It and Families and How to Survive Them.

His latest book, Creativity - a short and cheerful guide, is a brief but very insightful read. It only took me one hour to finish it, but it was very enjoyable. Cleese reminds us that “when you’re being creative, nothing is wrong.”

Here are some of John Cleese’s answers from the interview: What is your opinion on medics?

Medicine is too mechanistic; a fundamental flaw with the medical education system is the consideration of the body as a

machine. Dean Radin’s “Real Magic” is a book about the philosophy behind medicine. A lot more of our unconscious influences our bodies’ reactions to illness.

Territory is prior to the map. if one looks at the map and it suggests a bridge, but in reality, there is no bridge, one cannot trust the map.

Are comedians more susceptible to depression?

Not comedians in particular, although they are public figures, so their suffering is more noticeable in the public eye. Dentists have the highest suicide rate of any other profession. Sadness is a human emotion and depression is frozen sadness. Like everyone, comedians have human feelings until they don’t resolve. I experienced a lot of depression following the demise of my first marriage, but I was able to resolve it.

Who was your favourite character to play?

Archie in “A Fish Named Wanda.”

I was trying to describe what being British is. For me, it translates as having a permanent fear of embarrassment. Jamie Lee-Curtis was happy to improvise whereas I tended to be very strict when it came to rehearsing every scene; I was scrupulous about this because comedy requires a lot of precision and rehearsal as timing is crucial.

Acting is much more sincere and it can be more immediate.

BOOK REVIEW: BAD SCIENCE BY BEN GOLDACRE Robert B, Year 12 writes...

During the Christmas holidays I read a book named “Bad Science”, as per recommendation from Henry B. The book was written

by Dr. Ben Goldacre, physician, academic, and science writer.

He discusses the exploitation of clinical trials and the media’s relationship with science.

Bad Science criticises the way the media reports on questionable scientific studies, and how their failing to root out clinical trials that aren’t methodologically sound has a knock-on effect on how the masses view science. When the media reports on science they want to maximise profits; they do this by trying to appeal to the largest audience possible. As a result, the media robs their articles of meaningful information.

This book demonstrates that as a result of their failings the average person looks at science as something convoluted, unreliable, and constantly changing. Some fraudulent articles are easy to spot, like those infamous pieces claiming that a certain food is linked with a decreased chance of developing cancer. However, misinformation about science is probably more rampant than you would think. Even some claims that I had assumed to be true such as fish oil being linked with brain function were discredited because the trials that “proved” them were either stopped at the moment that the desirable data was found or they didn’t account for the placebo effect. The damage done to the public’s perception of science has also led to the rise of public figures who promote false claims about science. One

of the more extraordinary claims that I saw from these public figures is that ingesting leaves has a positive effect on the body because leaves produce oxygen during photosynthesis. There are countless examples in this book of using underhand tactics in order to persuade the public into buying products they don’t need. This industry is ultimately a business and researchers will often intentionally try to misrepresent their data in a way that seems as if pills can solve complex social issues such as antisocial behaviour and poor grades.

Bad Science taught me about the scientific process and why trying to limit the external factors at play in a clinical trial is important.

The book also taught me about the many factors that can impact the credibility of a clinical trial.

For instance, the colour of a pill, its packaging and even the body language of a doctor while handing over medication can cause the placebo effect. One of the main themes of the book is the fact that companies doing clinical trials for treatment we would regard as fraudulent aren’t that dissimilar to established corporations. Reading Bad Science

was a great learning experience about how vigilant we should be when an article makes a very specific claim about a certain medication.

Additionally, I learned about the factors that lead someone to believe in alternative medicine.

For example, people will often use something called “regression to the mean” to justify a medication.

If someone takes a homeopathic pill, they may reason that because they got better after taking it that the pill is good for them when getting better is just how our body responds to illness over time. Homeopaths even say that sometimes you feel worse before you get better as a part of the healing process and you are left with a very convenient defense for homeopathy.

Personally, I would recommend this book to everyone because it will allow you to be more critical of scientific articles in the future, while discussing some truly fascinating things about them.

I would especially recommend this book for anyone with even a passing interest in science, medicine or misinformation in the media.

GAMING REVIEW: FORTNIGHT Keyaan S, Year 8 writes...

Fortnite is a game which was made in 2017; it became a very popular game and now 125 million players play internationally. It is free to play on any platform. In the game, there is a Battle Royale, which is where 100 people go in a game and the last player standing wins. Fortnite organises tournaments every week. Two years ago there was a big competition and one 16 year old Fornite pro won $3 million.

This game lets imagination come free because there is a game mode where you and your friends can go into the map all alone and build fun things.

In Fornite the currency is called V-Bucks and with that you can buy skins, dances, and more.

When you join the game, you have different options of what you want to play, so you do not have to keep playing in the same game mode. In the game, there are many kids who try hard at the game and you have people called ‘memers’ who mess around in the game and have fun. Many people hate this game and say it is bad, but it is not because this game is very successful!

Fortnite has collaborated with popular YouTubers, and created skins which represent them.

People can then buy them and they make a lot of money! Also, a famous artist called Travis Scott had a concert in the game and made over $12.3 million. Fortnite is not a bad game: people just have different opinions!

NETFLIX REVIEW: COBRA KAI Isaac M, Year 7 writes...

Spoiler Alert! The highly awaited Cobra Kai Season 3 was released on New Year’s Day 2021. Episode 1 begins in the aftermath of the last season. Miguel has been in a coma for two weeks and Robby is missing. Johnny has returned to his old self, drinking hard and beating people up. Miguel is dreaming about the All-Valley tournament and Samantha LaRusso is still traumatised from her fights. Daniel and Johnny team up to find Robby. Then, nearing the end of the first episode Miguel awakes from his coma.

Episode 2, “Nature after Nature” focusses on Miguel’s injuries.

Robby is also sent to prison. Then, the third episode kicks off with Johnny meeting an old friend to try and get money for Miguel’s surgery. Afer his friend lets him down, Johnny sells an old army medal for the money. Sam tries to help raise money with a car wash at the Miyagi-Do. Despite their efforts, the money is later stolen...

In the fourth episode, Daniel visits Okinawa and Johnny attempts to reconnect with Robby by visiting a community service centre. Episode 5 sees Chozen demonstrate he has changed since Karate Kid 2. His uncle taught him Miyagi’s secrets and the pressure point technique. Back in California, Cobra Kai fights with Miyagi–Do, ending with Hawk breaking Dimitri’s arm.

Episode 6 is definitely a big episode. It begins with Kreese’s backstory in the army and shows us Terry Silver from Karate Kid 3 and the death of Kreese’s

girlfriend. Daniel returns from Okinawa and makes a deal with the landlord of the strip mall - where Cobra Kai Dojo is - to evict John Kreese. The plan fails and Kreese ends up putting a live cobra in Daniel’s Dealership.

Episode 10 is the grand finale and starts with John Kreese in a Vietnamese prison. Johnny goes to the Christmas party with Ali only to see her with Daniel, who almost gets covered in pasta just like in the original Karate Kid film. Meanwhile, at the LaRusso Episode 7 is probably one of my household, Cobra Kai bursts in favourites. It kicks off with Johnny and a fight breaks out. At the and Miguel planning to open a country club, Ali ends Daniel and new dojo. Sam skips school and Johnny’s rivalry. Johnny returns temporarily quits karate, and home to find Miguel injured, Johnny breaks into West Valley before attacking Kreese, who High and confronts Hawk about almost gets the better of him who he has become. Johnny comes before Daniel arrives. They make up with a new name for his dojo: an agreement that things will end Eagle Fang Karate. at the tournament.

In episode 8, Robby is released from jail. Kreese continues to teach his war-like lessons. At the high school, Sam and Miguel run in to each other and Sam gains respect for Miguel after she realises he has changed. They later find out that the All-Valley tournament has been cancelled due to the school brawl and Robby and Tory begin to gain respect for each other after being rivals. A meeting is hosted at the city council about the All-Valley tournament. This meeting quickly becomes about the negative influence of Cobra Kai on the community. Miguel and Sam help save the All-Valley, gaining feelings for each other in the process and upsetting Robby.

Ali returns in episode 9, asking Johnny to get lunch. Sam invites Miguel over to Miyagi-Do, where they kiss. Cobra Kai attempts to steal a Chinese Cobra for their Sensei Kreese. Miguel and Sam decide to work together to take down Kreese, which sees MiyagiDo and Eagle Fang team up.

Review Honestly, I think this is the best out of all the seasons, especially the ending with the return of Terry Silver from Karate Kid 3, and Daniel and Johnny teaming up. I can’t wait for Season 4 and the good news for me is that it is currently being filmed and should be released towards the end of 2021. I am hoping that in Season 4 we will see the return of Mike Barnes, as it would be cool to see him meet Daniel again and meet Johnny. One thing I can’t wait to see is Johnny meeting Terry Silver, as he claimed he did not know who he was back in Season 1 episode 7. Also, the way they brought Kumiko, Una, and Chozen back was just excellent and it was good to see how Kreese became such a devil with his teaching of showing no mercy.

What I did not expect was for Ali to return so late in the season and for the school brawl from Season 2 to leave such a lasting impact on the younger characters.