StudentVoice Archives - Page 11 of 11 -

16th January 20207th June 2022

How has history shaped the way we live today?

Anna, Year 9, looks at the links between the past and the present, exploring the differences and the way the world has developed.

When I sit in History lessons at school, I sometimes wonder how those famous historical events ever came to be. For example, why did the Battle of Hastings ever happen? In this century, in the UK, we most likely will never see something like that again. However, have our instincts developed into more sophisticated ones on their own, or have we evolved because of what has happened before?

The evolution of the human

Thanks to Charles Darwin, we now understand that the changes humans have experienced over hundreds of years are due to the natural occurrence that is evolution. This may link to the reason why certain historical events never repeat themselves. Psychologists have discovered a ‘warning signal’ in the brain that helps us make sure we do not repeat previous mistakes, meaning now in our daily lives we are able to learn from our failures and faults. This is a handy feature in our brains, as it means certain errors we make in our lives will most likely be registered and we will know that we must do our best to avoid it happening again. This will have developed over time through evolution, helping humans survive during the Stone Age. Also, the concept of ‘learning from our mistakes’ could be the reason behind the idea that ‘history does not repeat itself’.

Idealism and Utopia

Throughout history and our lives, people were and most likely always will be looking for ways to ‘improve’ the world. This idea of personal idealism (both good and bad) is a repeated concept throughout history, from the expansion of empires by Alexander the Great to the introduction of communism by Joseph Stalin. The concept of constantly trying to make the world a more convenient place for ourselves seems to recur, especially when the economy of a country or empire is involved. For example, when a battle or financially straining tragedy has happened in the past, it seems to affect a lot of people, therefore there has been a decline in the number of battles throughout the years.

Some examples

There are many examples of events in history that should not be repeated. For example, WW1 and 2 are both examples of devastating conflicts that have changed the world. It is strange to think that, although it had a horrifying impact on millions of people across the globe, without World War I, there may not have been canned food or air traffic control today. Some people believe that everything happens for a reason, so if the First World War really didn’t happen, how different would the world be today? Another example is The Great Depression. This was an event that ruined the economy in America. Again, although it changed a lot of peoples’ lives for the worse at the time, how different would our lives be now if it never happened? Would they be better or worse? Finally, this is the story of Annie Edson Taylor, an American schoolteacher who, on her 63^rd birthday, became the first person to survive a ride over the Niagara Falls in a barrel. After her trip, she told reporters:

“If it was my dying breath, I would caution anyone against attempting the feat…”

Annie Edson Taylor, ‘The Queen of The Mist’ (Wikipedia)

I think this shows that we do have something to learn from what history has told us, and that what has happened before can change the way we live now.

7th January 20207th June 2022

How sustainable is palm oil?

Sasha, Year 10, looks at the positives and negatives of each stage of palm oil farming and explores how we can minimise the downfalls to combat the climate crisis.

What is palm oil?

Palm oil is a versatile, widely used vegetable oil, and is made from oil palms, grown in countries with a tropical climate, such as Indonesia, under strict agro-ecological conditions only found 10 degrees North and South of the Equator[1].

How is it grown?[2]

To ensure only the best oil palms grow in the farms, there are a team of
Photo above (Pixabay): Palm tree seeds

researchers who analyse the seeds of existing oil palms. They select the healthiest palms and pollinate them with pollen from selected male specimens. The farmers then cover the palms with material to prevent any accidental pollination and to shield the trees from excessive sunlight.
It takes 6 months for the hybrid seeds to be produced, during which time the trees must be fertilised and maintained for maximum results. The fertilisers not only damage the fauna of the immediate environment but can easily leech into the (abundant) surface runoff, thus contaminating the animals’ water sources.
After the seeds are collected, they are transported to warehouses where they are misted to speed up germination. On a positive note, the transport is not as unsustainable as people think – it has to be able to manoeuvre on the unsteady rainforest ground, and therefore cannot be industrial. Other means of transportation include local animals or tractor carts.
The germination process involves a selective stage, where skilled workers sort through the seeds to discard any crooked or diseased seeds. This creates jobs for the local community, and supports the economy of the region, providing universal skills for them in the process.
The seeds are grown outside the warehouses in small bags.
However, when the trees reach maturity 3 years later, they can begin to require much more space for enough fruit production. This is probably the most well-known issue of the palm oil industry, as many companies are prioritising their palm oil production over the rainforest and the ecosystem as a whole, thus they deforest large areas.

The orangutans are most impacted by deforestation, as not only does the noise pollution distress them, it causes them to move further and further away from the centre of the rainforest, into the outskirts, where they may not be able to survive. Not only that, but the cutting (and sometimes burning) of the trees releases tonnes of stored CO₂back into the atmosphere, so much so that Indonesia (the largest world producer of palm oil) surpassed the USA in their greenhouse gas emissions in 2015.

Furthermore, the indigenous people, just like the orangutans and the Sumatran tigers[3], are disregarded and pushed further away from their territories, causing tension between different groups as they are forced to move closer and closer together.

Photo above: Peatlands in Indonesia – deforestation releases tonnes of stored CO2 and increases the risk of flooding, as well as causing disruption to animals and indigenous people.

How is it extracted?

The fruit is processed in a factory – which is powered by biofuel made from the remains of the processed palm oil kernels. This is a sustainable initiative which somewhat balances the emissions produces by the factory as the palm fruit is initially sterilised in steam.
The fruit moves through a grid that separates the actual fruit from the stalks. They are crushed to release crude palm oil and are processed in a centrifuge to remove any impurities, while the kernels move on to be made into palm kernel oil.

Crude palm oil in factory — Photo above (SciencePhotoLibrary): Crude palm oil being processed to remove impurities

What is being done?

The RSPO (Roundtable on Sustainable Palm Oil) certifies and works with major palm oil plantations to reduce the emissions and to protect the needs of the locals, deeming some brands “sustainable”;
The University of Reading has come up with a plan to buffer 1-4km around settlements close to oil palm plantations, to protect their farmland;
There are some sanctuaries created for the endangered species of the rainforest;
Large companies should strive to invest in green energy to power the plantations and factories.

Is it sustainable?

Overall, palm oil is a very controversial product, specifically because of its social, economic and environmental impacts, both local and global, and both positive and negative. As more people become aware of the impact on the environment and different communities, TNCs (Transnational Corporations) will be forced to take action. For now, we must all strive to select, whenever possible, products certified by the RSPO and educate ourselves and others of the vast impacts of the “Golden Crop”. By changing our own personal habits, we can have a collective impact to start the journey to combating climate change.

References:

[1] https://www.toptal.com/finance/market-research-analysts/palm-oil-investing?utm_content=palm-oil&utm_source=Quora (Orinola Gbadebo-Smith – An Investor’s Guide to Palm Oil)

[2] https://www.youtube.com/watch?v=Lf-GiulGlqg (How it’s made – Palm Oil)

[3] https://www.wwf.org.uk/updates/8-things-know-about-palm-oil (WWF – 8 Things To Know About Palm Oil)

3rd December 20197th June 2022

Does Drama have a place in the A in Steam?

Emily, Year 10, asks if enough emphasis is placed on drama as part of the A (Arts) within STEAM.

What is STEM/STEAM?

STEM was originally a government initiative to “help empower future generations through science, technology, engineering and maths to grow a dynamic, innovative economy”. Recently the A was added to STEM to include the arts, but how much emphasis, if any, is put on drama as part of this addition? Traditionally within education drama has been seen as a soft option. It was often viewed as a GCSE choice for students who are less academically capable, and few links are made between the benefits of drama and other areas of the STEM curriculum.

Why do people consider Drama as a lesser part of the A in STEAM?

When considering the A in STEAM, many people think of subjects such as art, design or and/or the humanities, with the performing arts (which includes drama) very much a secondary consideration.

Commonly drama is mistaken for a break from academia. Drama, music and dance are often under threat amongst underfunded schools subject to ever-increasing budgetary constraints. Even important figures within the performing arts world cannot be relied upon to promote drama within education. The head of the National Youth Theatre said in 2014 that “drama classes should be taken off the GCSE curriculum because they are irrelevant, and the subject is seen as soft and easy”.

Above: Jungle Book by Year 8 earlier this year

How does drama help with STEAM learning in schools and in STEAM careers?

Learning drama at school, or participating in the performing arts, is beneficial and important in many different areas. The skills you develop through drama can help in all areas of your subjects including the traditional STEM subjects. Positive outcomes include:

Problem-solving – drama improves problem-solving and decision making, for example improvisation can help with quick thinking solutions. Developing problem-solving skills is a key reason why the STEM initiative started in the first place – to solve many of the world’s problems.

Imagination – In drama you need imagination; you have to make creative choices and think of new ideas. Imagination increases creativity and innovation; this is essential in, for example, engineering to design new products and processes to drive efficiency. Einstein himself said that “imagination is more important than knowledge.”

Team working skills – this is an essential skill in life which crosses all disciplines at school and in life. The ability to work well in a team, to be able to listen and incorporate other people’s ideas is as important in STEM careers as it is in any other. In drama lessons, or when putting on a school production, working well as a team is essential to the success of the project, whether you are front of stage or backstage, no project or performance succeeds unless every part of the team pulls together.

Empathy – drama teaches you the skill of empathy and develops your emotional intelligence. You have to understand a character’s motivation and actions by putting yourself in their shoes. EQ is becoming an increasingly important skill in the workplace.

Confidence in speaking – drama lessons often translate into better communication skills and self-confidence. Drama students are encouraged to ask questions and explain their thoughts, and of course to perform in front of a live audience. The ability to be able to speak effectively in public and present your ideas confidently is a key leadership skill that will help with an individual’s career progression.

WHS Play — Above: ‘Education, Education, Education’ – the WHS Senior Play this term

How else can drama help?

In 2012 the National Endowment for the Arts released a report showing that low-income student’s who had access to the arts tended to have better academic results, when music, dance and drama are part of people’s life they generally then go on to have better work opportunities. You also cannot underestimate the importance of a balanced education, and drama can act as an important emotional release from the demands of academia and the pressures of modern life.

Conclusion

Overall, I believe that drama does deserve a place in the A in STEAM. Many skills that drama help you develop are vital to those needed for success in STEAM careers and in everyday life.

References

https://www.edweek.org/tm/articles/2014/11/18/ctq-jolly-stem-vs-steam.html

http://www.childdrama.com/why.html

https://www.independent.co.uk/news/education/education-news/take-drama-off-gcse-curriculum-insists-national-youth-theatre-boss-9831791.html

https://leftbraincraftbrain.com/what-is-steam-and-why-is-steam-important

https://www.shoutoutuk.org/

https://www.teachercast.net/

27th November 20197th June 2022

Why do babies in medieval art look like mini adults?

Helena, Year 10, looks at the different influences on medieval and Renaissance art, and how this changed the portrayal of children and babies in art.

Last summer, I visited the Uffizi Gallery in Florence, which is full of amazing Italian art from the medieval and Renaissance periods. Whilst there, I found it amusing that all of the babies in earlier artwork look less like babies and more like old men, such as in Madonna and Child by Bonaventura Berlinghieri, painted between about 1260 and 1270. Or in Paolo Veneziano’s Madonna With Child, painted in 1333. At first, I thought perhaps these artists had just never actually seen a baby, or couldn’t paint them, however, these odd-looking babies were actually very intentional.

Most medieval babies were depictions of Jesus

In the medieval period, most portraits of children and babies were commissioned by the church, which greatly limited the range of subjects to Jesus and a few other babies in the Bible. At the time, portrayals of Jesus were heavily influenced by homunculus, which translates from Latin to mean ‘little man’. They believed that Jesus was born perfect and unchanged, which was reflected in the artwork of the period, as he often is painted with similar features as a wise old man. Over time, this homuncular, adult-looking Jesus became the norm, and artists depicted all babies in the same way.

Medieval artists were less interested in realism

This unrealistic way of painting baby Jesus actually reflected a much wider trend in medieval art; unlike the Renaissance artists, they were far less interested in naturalism, and tended to lean more towards expressionistic conventions. This can be seen in both of the paintings above, as like Jesus, Madonna also does not look very realistic.

How the Renaissance changed medieval conventions

Non-religious art flourished

During the Renaissance, Florence’s middle-class prospered, and art was used for more purposes than the decoration of churches. Unlike in the medieval period, where common or even middle-class people are rarely portrayed in art, during the Renaissance more people could afford to commission art and portraits. Therefore, as portraiture expanded, and people did not want their own children and babies to look like homunculi; realistic, cuter babies became more standard. Eventually, even Jesus began to be depicted as the more cherub-like baby we would recognise today.

Renaissance idealism changed

During the Renaissance period, artists became more interested in naturalistic and realistic painting styles, unlike the more expressionistic style used by the earlier Medieval artists. There was a new interest in observing from the natural world and this extended to include babies and children as well as adults.

Children were viewed as innocents

In this period, a transformation in the way children were viewed was underway. Instead of tiny adults, babies were thought to be born without sin or knowledge and were therefore innocent. This changing of adult attitudes was reflected in artwork, as babies began to look much cuter, younger and more realistic than before.

It’s probably a good thing that post-Renaissance attitudes to children have prevailed, as I think we can all agree homunculi babies are not the prettiest!

20th November 20197th June 2022

Can you smell blue? The changing beliefs of synaesthesia and ideasthesia

Talia, Year 8, explores the concept of ideasthesia and how our understanding of it has changed over time.

To understand what ideasthesia is, first we must look to its cousin, synaesthesia. The word synaesthesia literally translates as ‘union of senses’ and comes from the Greek words ‘syn’ which means ‘union’ and ‘aesthesis’ which means ‘senses’. It is a phenomenon in which some people associate external stimuli to a sense. For example, people with letter-colour synaesthesia can see individual letters as different colours. Other types of synaesthesia include musical sounds-colours, pain-colours, vision-tastes and many more.

The original understanding of synaesthesia was taken almost directly from the translation of the word. Scientists thought the sensory parts of synesthetes’ (people who suffer from synaesthesia) brain were somehow connected and, when given certain stimuli, would trigger each other. Later studies made on synesthetes suggested that this theory was not entirely correct; in one study, synesthetes made new synesthetic associations to letters they had never seen before. These associations were made within seconds which is not enough time to form a new physical connection between the colour representation and letter representation areas in the brain so this proved that the senses could not be linked.

In another study, letter-colour synesthetes were shown what could be a ‘zero’ or an ‘o’. When the shape was shown in the context of letters, the synesthetes interpreted the shape as the letter ‘o’ and viewed it as one colour; when the shape was shown in the context of numbers, the synesthetes interpreted the shape as the number ‘zero’ and viewed it as a different colour even though it was the exact same shape as before. This study shows that the inducer of these experiences is semantic rather than purely sensory.

Croatian cognitive neuroscientist, Danko Nikolic, came up with the name ‘ideasthesia’ for this new theory coming from the Greek word’s ‘idea’ meaning ‘idea’ or ‘concept’, and ‘aesthesis’ meaning ‘senses’ – it translates to ‘sensing ideas’. During Nikolic’s research, a woman came to him with a very rare case of synaesthesia called mirror-speech synaesthesia. She said “I hear any sound made by a human and it feels like I’m making that sound… in stomach, body, throat and mouth…but only in my mind. I don’t get throat pain for ‘singing’ too much.” Nikolic ran some tests on this woman to dig deeper into her curious case. He discovered that, when the woman was told that an animal was making a noise, she wouldn’t get the sensations. However, if she played the exact same noise again and was told that a human made it, she would get the sensations.

The woman in Nikolic’s study appears to be a rare case but there is a bit of ideasthesia in everyone. When asked to name one shape ‘Bouba’ and one shape ‘Kiki’, most subjects chose to name shape A ‘Kiki’ and shape B ‘Bouba’ based on the shape that the mouth makes as it is forming these words and how the words sound – this shows that we all have a basis of ideasthesia in all of us – we link concepts to sensory stimuli whether it’s shapes, colours or others. Furthermore, the subjects went on to describe ‘Kiki’ as nervous and clever, whereas ‘Bouba’ was described as lazy and slow.

Perhaps this theory of ideasthesia could help with the long-lasting mind-body conundrum: is the mind a separate entity that controls our body externally? Or, if it is part of the brain, how does it translate the input of physical senses into the non-physical state of thoughts? Some scientists are now saying that our mistake is assuming that there is a barrier between these two functions – that thoughts and senses are linked together in a complex network, comparable to our language network.

The traditional view is that the senses grasp a collection of vibrations or colours which our brain translates into the sound of a voice or the colours of a flower. Ideasthesia suggests that these processes happen as one – our sensory perceptions are based on our conceptual understanding that we hold of the world. This is what helps us understand metaphors that make no logical sense, such as the comparison of a cushion to air based on the shared sensation of fluffiness, and the apparent weightlessness of them both.