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Education in Underfunded Zimbabwean Societies
By Charlene Tariro Murima, VI Form
Education in Underfunded Zimbabwean Societies
Editor’s Note: This project was made possible with the support of the Class of 1968 V Form Fellowship. At their 25th reunion, the Class of 1968 created a fund to provide grants to V Form students for independent study during the school year or, more commonly, during the summer between V and VI Forms. Their intent in establishing this fund was to reward independent thinking, ingenuity, and planning and to encourage the student exploring non-traditional fields of inquiry or using non-traditional methods of investigation.
Student-Submitted Note: To encourage a more globally-minded perspective and understanding of diverse educational practices, I received a grant through The Class of 1968 V Form Fellowship and traveled back to Zimbabwe during the summer of 2022. I conducted anonymous and in-person interviews. In these interviews were students and teachers informing me more about the country’s education system.
Student-Submitted Disclaimer: This article contains mentions of abortion and sexual abuse.
Over the summer of 2022, I traveled back to Zimbabwe to work on a documentary called Education in underfunded towns of Zimbabwe such as Dzivaresekwa, Concession, Mazowe, and Kuwadzana with the goal to educate my peers and schoolmates about some of the challenges students in Zimbabwe face. To make this study possible, I received a grant from the St. Mark’s Class of 1968 V Form Fellowship. I was able to visit many schools that lacked government funding or had limited resources, and I conducted anonymous and in-person interviews with students and teachers. I learned that the education system in Zimbabwe encompasses 7 years of primary school and 6 years of secondary school. It runs from January to December. The school year is a total of 3 terms with a one-month break, totaling 40 weeks per year. I asked a few students in person and anonymously online what they thought about the country’s education system and what they hope to change. Recurring themes of sparse resources and perpetual sexual abuse from those meant to educate them surfaced.
Amyklaion Excavation
By Frank S. Ruperto, VI Form
Amyklaion Excavation
Editor’s Note: This project was made possible with the support of the Class of 1968 V Form Fellowship. At their 25th reunion, the Class of 1968 created a fund to provide grants to V Form students for independent study during the school year or, more commonly, during the summer between V and VI Forms. Their intent in establishing this fund was to reward independent thinking, ingenuity, and planning and to encourage the student in exploring non-traditional fields of inquiry or using non-traditional methods of investigation.
My experience at the Amyklaion Excavation program in Sparta, Greece, this past summer enabled me to bring the Classics to life. The Hellenic Education and Research Center offered the program, which consisted of an excavation, archaeological method and practice, on-site documentation and cataloging of artifacts, and Greek epigraphy.
Amkylaion is located in the southeastern Peloponnese region of Ancient Greece. The site was a ritualistic temple to Apollo and Hyacinthus. Our group sectioned it off into steps for the purposes of excavating and recording our findings in an organized manner. Some of the participants would work on a five-meter wall, using a pickaxe to loosen up the dirt. They would rummage through the loose dirt, shoveling the dirt off the wall. The person sifting through the dirt would separate out any artifacts. Others in our group would clean the newly discovered pieces, using only water and a toothbrush, before separating each piece into different sections by time period, which was determined based on both color and design. These artifacts would eventually go to the laboratory to be marked and recorded. By studying artifacts that were part of daily ancient Greek life, I strengthened my knowledge of Greek culture and my understanding of the ancient world.
Figure 1: Sorting Artifacts Based Off Time Period
(more…)Teens without Screens
By Ryan Krantz, VI Form
Teens without Screens
Editor’s Note: This project was made possible with the support of the Class of 1968 V Form Fellowship. At their 25th reunion, the Class of 1968 created a fund to provide grants to V Form students for independent study during the school year or, more commonly, during the summer between V and VI Forms. Their intent in establishing this fund was to reward independent thinking, ingenuity, and planning and to encourage the student exploring non-traditional fields of inquiry or using non-traditional methods of investigation.
Student-Submitted Note: I was awarded this grant to take a surfing road trip down the East Coast, without my phone.
In a world where humans are becoming increasingly dependent on electronic devices in all aspects of our lives, adolescents are particularly susceptible to screen addiction. The average American teenager spends over seven hours a day on screens, which accounts for about 40% of our conscious realities. My friends and I realized that we too, are victims of the “screenager” epidemic, and we wanted to know what our lives would be like if we didn’t have phones. In the winter of my junior year, I received a grant from the Class of 1968 V Form Fellowship at St. Marks to take a road trip along the east coast without my phone. My two best friends Conor Sullivan and Toby Zeidenberg agreed to come along on the road trip, and so on August 11, 2022, we left our phones, computers, and all other screens behind and hit the road.
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Alzheimers: The Nature vs. Nurture Debate
By Samantha (Sam) Leslie and Isabelle (Izzy) O’Toole, VI Form
Alzheimers: The Nature vs. Nurture Debate
Editor’s Note: This study was made possible by the Class of 1986 V Form Fellowship. At their 25th reunion, the Class of 1968 created a fund to provide grants to V Form students for independent study during the school year or, more commonly, during the summer between V and VI Forms. Their intent in establishing this fund was to reward independent thinking, ingenuity, and planning and to encourage the student exploring non-traditional fields of inquiry or using non-traditional methods of investigation.
Introduction:
Through talking with various doctors, caretakers, and volunteers, we learned the different ways that a person can delay or progress Alzheimer’s disease (AD). One of the first people we talked to was a man who had years of volunteer and caretaker experience, and his biggest takeaway was that each case is different, so it is hard to tell what will work with each patient. We heard similar answers as we talked with various doctors and caretakers, but some of the more common ways to delay Alzheimer’s include diet, exercise, and pharmaceuticals. There are also many ways in which a person can progress Alzheimer’s such as drugs and alcohol, sleep patterns, and diet (Rowlett). Regardless of these lifestyle choices, some people will still get Alzheimer’s at an early age or old age, and it will progress faster in certain patients. Having a good caretaker and staying social is a big key to staying happy and connected after an Alzheimer’s diagnosis (Lynch).
LEO 