Le Bilingue December 2015 by Student Journalism at Ecole Jeannine Manuel

D E C E M B E R 2015 LE BILINGUE: École Jeannine Manuel’s Student Newspaper

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November 13th, 2015 by Alice BELLO On Friday, November 13 , for the second time this year, time seemed to freeze not only in France, but in the entire world. All eyes were trained on Paris as a series of coordinated terrorist attacks struck the City of Lights. France, still reeling from the ones in January that left 17 dead, was faced with four never-ending hours with extremely destructive effects. th

“A series of coordinated terrorist attacks struck the City of Lig hts.”

From 9:20 p.m. to 9:53 p.m., three explosions took place at the Stade de France, at which a friendly football match between Germany and France was taking place, attended by President François Hollande. The detonations were the result of three bombers setting off their suicide vests, killing one bystander and the three attackers. A succession of shootings subsequently transpired in Paris. At the café Le Carillon, and the restaurant Le Petit Cambodge, both in the 10th arrondissement, 15 people were killed when gunmen opened fire on the establishments’ clients. This same method was used on patrons at Café Bonne Bière

and La Casa Nostra, which caused the death of 5 individuals. The outdoor terrace of the restaurant La Belle Équipe was the next target, resulting in 19 deaths. These events were followed by a mass shooting at the Bataclan theatre, that was hosting a concert of the Eagles of Death Metal, an American band. Approximately 1, 500 people were present. An initial shooting of the concertgoers ensued, before a group of around 20 individuals were taken hostage. Following a raid by the police, during which the three assailants detonated their suicide vests, the death count of the grisly attack had reached 89. On Wednesday, th November 18 , the police raided an apartment building in Saint-Denis searching for the mastermind behind the terrorist attacks, a Belgian militant named Abdelhamid Abaaoud. The search resulted in the death of two accomplices of Abaaoud, and the arrest of seven others.

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In total, the dreadful terrorist attacks for which ISIL claimed full responsibility took the lives of 129 innocent individuals, not counting the three people that later died in hospitals, and the hundreds that remain injured. The seven perpetrators’ actions caused an onslaught of repercussions on a national and international scale. President Hollande, in his first public response to the events that had transpired, stated that these attacks were an “act of war”. How can it be that just two days after the celebration of the end of a war, a new one was declared? The attacks came as a shattering blow only months after the shootings that took place in January. November 13th‘s events were however, of a completely different nature. Contrary to the ones almost a year ago, that were exclusively aimed at the journalists at the satirical newspaper Charlie Hebdo and Jewish people, these shootings are characterized by their seemingly random targets. Were the targets random though? By attacking our football stadium, they attacked our freedom of entertainment. By attacking the terraces of our restaurants and cafés, they attacked our freedom of enjoying the company of others. By attacking our theatre, they attacked our freedom of music, of expression. The terrorists

tried to strip us of the liberties that our ancestors had worked so hard to obtain, and to that, we put our foot down. We refuse to stop enjoying life and all it has to offer, we refuse to succumb to the ideologies of others, we refuse to let these terrorists define how we live our lives.

nation could undoubtedly have been preyed on. Paris, one of the most beautiful cities in the world, known for its perfect embodiment of the French art de vivre, was momentarily paralyzed with fear, but has come out of the attacks determined to find a way to ensure its safety.

The horrors that befell Paris were obviously a traumatic experience for all of the French, but they also resonated strongly with countries all over the globe. They revealed how easily a country can be struck with tragedy, and more importantly that ISIL has become an international threat. The crisis that took place is unique in the way that its victims were partaking in ordinary activities. The simple pleasures of life, such as enjoying a football game, attending the concert of your favorite band, or having dinner with friends, were twisted into ghastly situations at the pull of a trigger. Countries worldwide stood with France out of solidarity, with the idea looming overhead that their own

Immediately after the attacks, the Parisian police warned its residents to avoid going outside. The streets of Paris had never been as empty as they were late Friday night and early Saturday morning. President Hollande ordered a state of emergency, meaning the police had exceptional rights, including the closing of public places, the requisition of weapons, and the searching of homes without the permission of a judge. As a result, all museums, schools, libraries, gymnasiums, and pools were closed on over the weekend. In addition, public gatherings were forbidden until November 26th, but on Sunday, in a headstrong, patriotic manner characteristic of the French, thousands of people gathered at Place de la République out of solidarity for the victims of the attacks that had occurred just minutes away. The French motto does indeed ring true: liberté, égalité, fraternité.

“How can it be that just two days after the celebration of the end of a war, a new one was declared?”

Despite the atrocities brought on by the terrorist attacks, several good deeds by members of the public resonated with many. On Friday

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night, as news broke of the attacks, a flood of taxis announced that all payments would be waived to make getting home more accessible to those wisely deciding not to take public transportation. On social media, many users living in Paris tweeted ‘#portesouvertes’, offering refuge to people unable to make it home safely. What many people all over the world and in Paris sought was the reassurance that their friends, families, and acquaintances were safe. Keeping this in mind, Facebook activated a feature that allowed its users to mark themselves ‘safe’ if their profile stated they lived in Paris. The responses were quick, each person marked ‘safe’ translated as a weight lifted off of shoulders. Social media proved to be an essential part of the support offered to Parisians and the victims of the attacks. As soon as the news broke out, a profusion of ‘#prayforparis’ littered the internet, especially on Facebook, Twitter, and Instagram. Just as they had done for the legalization of same-sex marriage in the United States, Facebook gave its users the possibility to change their profile picture to one that featured the French flag superimposed on their original photo. Facebook soon

resembled an ocean of red, white, and blue, a true testimony to the international support for France. Messages of condolences, consolation, and assistance were propounded worldwide, from governments and civilians alike. In a matter of minutes, an abundance of artist and writers shared their artwork and texts inspired by the attacks. A drawing depicting the Eiffel Tower as the branches of a peace sign traveled the internet, wishing tranquility upon France’s capital. Despite the weekend’s devastating events, life resumed on Monday morning. The metro seemed emptier than usual, its passengers anxiously examining each other for the slightest sign of danger. The sun seemed to shine too brightly, lighting up the city that had been submerged in darkness for the past 48 hours. Throughout the day, each class at École Jeannine Manuel met up with its head teachers to discuss the events that had left many paralyzed with fear. The minutes ticked closer to noon, hundreds of students filing into the courtyard. An uncomfortable downheartedness loomed overhead, the reason for the gathering the only thing on the minds of École Jeannine Manuel’s students and faculty.

“The French motto does indeed ring true: liberté, égalité, fraternité”. After a moving speech, Madame Zéboulon plunged us into a minute of silence to honor the memories of those who had lost their lives only days before. A quietness fell over everybody. Had a pin dropped, it would have been heard by all. All too soon, the minute of silence came to an end, thousands of eyes cast on the ground. Yet over our demoralized looks prevailed patriotism, unity, mutual understanding. A single, clear voice at the front of the crowd started singing the telltale first words of France’s national anthem, the Marseillaise. One by one, voices joined together, growing stronger as they sang the revolutionary tune true to France’s core values, a declaration of France’s refusal to succumb to its attackers. The chant came to an end, and our lives resumed, though at the back of our minds, we simply couldn’t pretend the past few days hadn’t happened. Days later, there seem to be subtle

changes in the way people are behaving. People are eating at the terraces of cafés, listening to music, talking about tonight’s football match; some of the Facebook profile pictures that had so proudly bore the French flag were disappearing, switching back to the original photos.

“France will stand tall once more, and continue to walk the earth in a way only the French know how to: defiantly, proudly, unwaveringly. “

Time may be passing, but our thoughts, prayers, and condolences remain for the families and friends of the deceased, not only of France’s terrorist attacks, but also of all the victims of terrorist attacks in the past few weeks. These include the twin suicide bombings in Beirut, and the bombing of a Metrojet flight, flying from Sharm el-Sheik in Egypt, to Saint Petersburg in Russia. We sincerely thank all of the police forces mobilized during and after the attacks who permitted Paris to regain a sense of normalcy and safety. France was upended on Friday, November 13th, 2015. In the midst of these terrorist attacks, Paris validates it official motto: fluctuat nec mergitur, tossed but not sunk. France will stand tall once more, and continue to walk the earth in a way only the French know how to: defiantly, proudly, unwaveringly.

Credits go to Seth Globepainter

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A Tradition is Born By Anh-Lise Gilbert Café théâtre, love in a box, the fashion show, la Course Contre la Faim” are all recollections recalled by Sophie Benson during the graduation ceremony of the École Jeannine Manuel class of 2015. You may think these are trivial or unimportant… but these are not just thoughts, these are true, unforgettable memories shared by the 200 people gathered on May 21st 2015. On this day, our school was proud to present her first generation of students graduating with caps and gowns, made famous by American and British movies. Not only this, but that moment not only represented a turning point in our Seniors’ lives, but also for the school itself that can finally deliver the High School Diploma (HSD) after years of procedures to gain accreditation. The head principals, including Mme Bercoff, Mrs. Burchill and Mme Zéboulon, were more than happy to witness a whole grade completing their education, ready to fly towards new adventures, “emportant la EABJM touch” as Julian Blum declared during his speech with Sophie. Tears, smiles and laughter… seniors had a hard

time saying goodbye, but a goodbye made without any regrets! Going back in time six months before the “D-Day”, a whole commotion worthy of attention took place secretly behind the scene. A few days after the ceremony, Le Bilingue interviewed Mme Zéboulon about the whole preparation. Of course, “caps & gowns” style weren’t chosen haphazardly, and had a sole purpose of finally representing the École Jeannine Manuel as an international school. Our head teacher admitted it was a very long procedure in cooperation with the Council of International

“Tears, smiles and laug hter… seniors had a hard time saying goodbye, but a goodbye made without any regrets

Schools (CIS) and the New England Association of Schools and Colleges (NEASC) to gain recognition as an international institute allowed to claim the HSD. Concerning the ceremony itself, the Parents’ Association (PA) moved mountains to organize the whole technical part of the event. I interviewed Nicole Williams Rolland, great contributor to the PA, who was proud to tell me all about the great work achieved by her colleagues and herself. Indeed, she recalls it was extremely innovative to starting the “caps & gowns” ceremony, and the whole process ended up giving headaches to many of the

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“This is the last moment that we will be here, in these familiar surroundings all together, for one last time.” organizers. At first, they hesitated as to whether they should buy or rent the outfits from a French company specialized in ceremonies and events. For future parents who want to know all about what is awaiting your children, caps and gowns, one size fits all, cost 15€ in total; most people rent the gown but all can keep the cap as a final souvenir of their schooling. The artistic touch is all about the school’s logo and year of graduation printed in white and red letters on the cap: “it was more meaningful” assures our interviewee. The final result was 300 caps and gowns ordered for Paris and Lille’s seniors. What beautiful class pictures they had, all dressed up with smiles on their faces. Only one drawback: fitting 200 people in the same picture… Maybe next time pictures should be taken by section: S, ES, L, and IB, but definitely keep the photo booth, it’s a must-have for generations to come. Furthermore, Nicole Williams Rolland revealed the most difficult part of organizing the graduation was time. A real race against the clock it seemed, as making mistakes wasn’t a possibility for parents and

administration. Renting, distributing, collecting and returning the caps and gowns were additional challenges for the PA, as the ceremony rehearsals proved to be as well. “It was nice being involved”, adds the interviewee, “You want everyone to be happy”. This first “caps & gowns” ceremony seemed like a great first experience for the whole PA, yet still a little stressful on the edges. However without the students themselves, the graduation ceremony couldn’t have been what it was on that day. Because what is a graduation ceremony without the much-anticipated speeches? Precisely like Natalie Portman during her commencement speech to the 2015 Harvard University graduating class, Sophie Benson (Ter. IB) and Julian Blum (Ter. L) were

honored as valedictorians to pronounce the closing speech of the École Jeannine Manuel class of 2015. For the ones who dream of being at their place one day, one needs to know they were not chosen at random but because “in [the

“Je ne vous demande pas de sortir les violons et les mouchoirs, mais juste de vous rappeler ce qu'on a vécu” administration’s eyes], they were the most representative of their grade”, reveals Mme Zéboulon during our interview. According to her, it was more than difficult to choose, as all the students could have been potential valedictorians. Sophie and Julian were not only considered because they were straight-A students, but because

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their mentality and social skills finally proved they could represent all of their peers without a doubt. These two also played an important role in the preparation of the ceremony and proved to everyone they were “à la hauteur”, as we say in French. Together, they prepared their part of the speech, Julian in French and Sophie in English, in such a solemn way that the audience was apparently very impressed by their seriousness, but also very moved by what they were saying. “This is the last moment that we will be here, in these familiar surroundings all together, for one last time.” Sophie claims with watering eyes. “Je ne vous demande pas de sortir les violons et les mouchoirs, mais juste de vous rappeler ce qu'on a vécu […] entre ces murs. ” continues Julian. But inevitably, some tissues were taken out and many noses were blown despite the cheerful atmosphere due to summer’s fast arrival… or maybe it was just pollen? Anyway, it is not an understatement to say the students, parents and administration were more than overwhelmed by this gathering. Mme Zéboulon more than anyone, knew what this ceremony represented on a larger scale, and was genuinely happy to say: “J’étais très fière que l’école en arrive là.” Understandable statement since she had put so

much effort in accrediting our school as international. Therefore the caps and gowns were not only a fun way to celebrate, but a real symbol of what the École Jeannine Manuel had achieved during its 60 years of existence. Furthermore, she admitted many Anglo-Saxon parents had wanted their children to graduate this way, but until this year, the school had been unable to fulfill their wish. The absence of this special graduation ceremony had long been a frustration to both the families and the headteachers, but today, Mme Zéboulon is proud to tell us: “J’étais très heureuse de lever cette frustration! Le diplôme et la cérémonie symbolisent en effet le caractère international de notre école, ils sont importants pour nos élèves et leurs parents. Par ailleurs, en

plus des résultats académiques, l’attribution du diplôme a l’avantage de prendre également en compte l’adhésion de l’élève au projet de l’école mais aussi son implication dans un travail de recherche et dans des activités extra scolaires.” She adds that the ceremony was very touching, and on a personal scale, that she was quite moved to congratulate each of the 200 students one by one, and to hand everyone of them a diploma as they stepped on

“Having all of our classmates cheering and screaming made us feel more special for several seconds“

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the podium. “I felt proud”, confided an anonymous student. Surely all of them felt this way at this exact moment. “Having all of our classmates cheering and screaming made us feel more special for several seconds“, the anonymous student adds. She later admitted the “caps & gowns” style felt quite new to her and that it was very fancy but it made them all equals. “At first it felt like we were the test” she explains, “[…] But then it was also an honor that the school let us represent them with the official outfit”. In parallel, we also interviewed her father who felt “une grande fierté"! As a parent, he added that this ceremony represented both for his wife and him the “appartenance à une école d’exception et une scolarité aboutie qui a apporté à [leur fille] non seulement un savoir mais aussi un comportement et une ouverture d’esprit”. His last comment is proof of the school’s most important values embraced by

all students and emphasized by Julian referring to this ““brassage des cultures” auquel nos oreilles se sont habituées”. Finally the anonymous student’s father gave his point of view on the new “caps & gowns” style saying it was a way to put everyone at the same level, on a “pied d’égalité”, reinforcing the school’s international identity. He also confirmed it is a musthave for all future ceremonies! Going back to Nicole Williams Rolland, this time as a mother, she divulged how she felt seeing her daughter graduate: “very proud, very emotional”. She admits looking at her daughter and all her friends after all those years was very moving, almost sad, but at the same time symbolic as it meant they were all moving on. She also shares the same feeling of “equality” seeing every student dressed the same way, and like everyone on this day, she told herself the final “Oh my god, this is it!” On the same level, Sophie Benson pronounced the unforgettable “we did it,” three words our

seniors are not ready to forget and next time they will hear them, we all hope they will be graduating from university in France, England, the United States or any other place in the world. In the end, that is what this ceremony represents more than anything. More than a simple step in senior students’ lives, graduation day at the École Jeannine Manuel specifically marks the moment when each one of them is finally able to start their lives on their own terms. That’s what the school and their parents have been here for, and more than anything, that’s what they have always wanted by coming to Dupleix, Suffren or Théâtre from the beginning. Caps and gowns are just here to remind them of all they have shared in the past few years, and have proved to be a real symbol our school can be proud of as our students may be the only ones in France to have the privilege of throwing, at 18 years old, 200 hundred caps in the air. Get ready future classes, a tradition is born!

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The New Faces of the IB By Daisy Collarile

“Seeing Ms. Burchill retire came as a shock to a great many and she will be sorely missed, but it is my opinion that we are in fantastic hands under the tutelag e of Mr. Damon and Ms. Hurley.”

The École Jeannine Manuel has undergone many-achange in the past twelve months. The first that springs to mind is the name change which occurred at our school’s 60th anniversary, where we dropped the ‘Active Bilingue’ stamp in favour of laying the emphasis on the school’s history and the core values of diversity and acceptance which students and teachers alike are encouraged to live by and uphold. This may have been the most striking change École Jeannine Manuel has undergone, but it is not the only one. In fact, as of the beginning of the 2015-2016 school year, the international side of the Lycée section has welcomed two new members to the administrative team, and sadly has said farewell to the legendary Miss Burchill. Both Ms. Hurley and Mr. Damon have been teachers at the school for a long time and

are well known, and well loved, by all those who have been in contact with them. The IB programme and all its students are therefore incredibly lucky to have them manning the helm for years to come. Seeing Miss Burchill retire came as a shock to a great many and she will be sorely missed, but it is my opinion that we are in fantastic hands under the tutelage of Mr. Damon and Ms. Hurley. The two roles were once occupied solely by Miss Burchill, but since her departure, it has been split into two parts: Ms. Hurley as Head of IB, dealing with internal affairs, students and teachers, and the functioning within the school, and Mr. Damon as IB Coordinator, in charge of keeping in touch with the IB and making sure all deadlines are met, and that the programme is being followed properly. This division is what has allowed both Mr. Damon and Ms. Hurley

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to keep teaching part time, as well as enabling them to spend time focusing on students, both new and old. It also means that they provide two points of view for any problems or decisionmaking. The splitting of the role was actually crucial to both Mr. Damon and Ms. Hurley accepting the role: both of the teachers are incredibly happy to be keeping a foot in the classroom. Mr. Damon, who has always wanted to be a teacher, told me that had he not been able to keep some of his classes, he would not have accepted the new position. Both of our new heads told me that they did, in fact, have a few doubts before accepting the role, especially with regard to the ‘big shoes’ they were filling. Ms. Hurley said that it was “daunting to take over from Ms. Burchill who has been [a part of the school] for so long and has been doing such an amazing job leading the IB”. Another doubt Mr. Damon in particular had, was a general apprehension in terms of skill, or, as he explained it to me, a fear of the “Peter Principle”, which translates, in practical terms, to an employee being promoted to the point of incompetence. He confided that he overcame this by pushing himself out of his comfort zone, and taking a risk, something all students, regardless of whether they are in IB and are striving towards being the perfect, ‘risk-

taker’ IB student, or not, should be aiming for. Mr.. Damon has done a fine job of proving the Peter Principle wrong as of yet. Mr. Damon, as most know, is the father of three children who have all been through the IB system in our very own school. I wondered whether this had at all impacted his decision to take on the administrative side of the diploma and he said that although it did not truly sway him, he has always been impressed with the IB programme, because it treats students as “whole human beings” and pushes real intellectual growth. The IB is thus very much attuned and in harmony with the school’s

“The IB is thus very much attuned and in harmony with the school’s mission statement, which also strives for a global perspective, cultural diversity, and acceptance.” mission statement, which also strives for a global perspective, cultural diversity, and acceptance. Although, as Mr. Damon said, the “main objective is to keep the vision of Shirley Burchill and keep the amazing feeling of family”, some changes have been set in motion for the future of the school. Firstly, Ms. 11

Hurley has decided to introduce a new wellbeing programme, building from Seconde to Terminale. She envisages a year focused on the building of important group skills in Seconde and a more intensive focus on stress management for Première and Terminale students. The school has just started to introduce allotted time based around the wellbeing of students. The programme has only recently been introduced in the primary section, but it is having a great deal of success. As a result, the IB heads have decided to jump in as well. This is definitely a step forward and a very positive development. A second change occurring in the programme is the addition of a few high-tech elements on the administrative side. These include the new electronic carnet starting in Première IB, as well as the increased use of Google Forms for sign ups and exam registrations. Mr. Damon has also been heavily involved in the introduction of student wikis, survival kits, and resource websites for IB students to use. Both teachers have spoken very positively about their new roles, saying that they are very much enjoying them. Ms. Hurley told me that she especially appreciates the view of the school she had access to from her new position; she says

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that she enjoys observing the minute mechanisms behind the functioning of a school, which she compared to a mini utopian version of our society, and as one of the only “pure” places in the world, with rule and proper accountability for when said rules are broken, as well as a focus on education, one of the most important factors to the development of society and of humankind. She said that she is truly loving her new job, despite the challenge which is balancing both an incredibly tough job in administrative terms and her job as a teacher, perhaps more than she could ever have anticipated, and that it’s something she’s “always kind of wanted to do without knowing it”.

Mr. Damon, who has a great passion for teaching, said: “There’s only one thing I like better than teaching, and that is learning”. In this new position, he said that he has been able to truly push and challenge himself, learning more about administrative responsibilities, as well as that of, for example, Excel formulas. Though it still remains impossible to imagine school without Ms. Burchill’s daily presence and input, life has to move on and I cannot think of two more suitable and dedicated people to fill those extremely big shoes. We wish them the very best in their new roles.

C.A.S. By Jade Bienséant de Roose As a new school year begins, it is time to choose CAS activities! You might be wondering, “what is CAS?”. Most people, especially the younger crowd, associate CAS with bake sales but it is so much more than just selling goods and raising money for an association. CAS stands for “Creative, Activity, Service” and it is a requirement of the IB program. Until recently, the ‘A’ stood for “action” but “activity” allows for a wider selection of possibilities. Students of the French Baccalaureat now have to complete a total of 30 hours

of CAS to obtain their High School Diploma. Madame Koncewicz, the CAS coordinator for the Première and Terminale IB, held a meeting on the 29 of September to present the range of activities offered inside and outside the school to Seconde and Première International students. Madame Koncewicz began by qualifying this activity of “enfant pauvre”. If you are not familiar with the IB programme, you should know that there are three points added onto the subjects you choose and these points are 12

based on TOK (similar to philosophy) and an extended essay. You do not get any points for CAS but it is still an essential part of your diploma as it helps you grow as a person. You do however have to complete a certain number of hours: 40 for the Seconde IB students, 30 hours for Première and Terminale students of the French Baccalaureat for the High School Diploma, and 150 for the IB students. Of course, you can exceed those hours. You can also cumulate hours during the summer if, for

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example, you donate your time to building homes in Costa Rica. Remember, you should not approach CAS with “how many hours is this going to get me?” but rather with “what can this teach me and what can I teach others from this?”. We are extremely lucky, because the school provides a number of activities. Some of these are free, whereas others need to be paid. The latter includes the debate club, Mr. Rolland’s coding club, Mr. Thompson’s robotic group, Ms. Syposz IGCSE drama club, and Mr. D’Souza yoga club. Activities that are free of charge include campus tours, tutoring, helping at the library, Le Bilingue. Over the years, a few student-run groups have been created such as Help the Homeless, the 24-hour Play, the Green Team, and the Acapella group. Adults supervise these but the ideas come from students. There are also punctual activities, which only occur on special occasions like the Banque alimentaire, which consist of persuading people in a supermarket to buy provisions for those in need. You can help or even participate in annual events such as the Fashion Show, the Talent Show, and the Springfest… The Jeannine Manuel Foundation is always looking for volunteers to organize events, such as last year for the screening of “Paddington”.

It does not end there. There are still more options which are offered in the surrounding area, such as L’Espace Jeanne Garnier, right across Rue du théâtre, which consists of working with elderly people suffering from Alzheimer. You help them complete workshops such as cooking or gardening activities. In the same optic of communicating with an elder crowd, you can talk from time to time with residents at the residence Aurelie Jousset. Your implication can truly make a change. Take for example “les amis de Hampaté Bâ”: they have raised enough money to send eight girls to school in a country where not many children have access to an education, much less girls. You can also make an impact on a smaller scale by participating in new projects, which focus on teaching English to younger kids or interacting with children at the hospital. As you can see, this list is non-exhaustive. Creating a new activity is always possible, as long as you have a supervisor, and your coordinator approves it. There are no limits but you should always check with your coordinator first to make sure that an activity you propose can be qualified as CAS. In the past, people who play a musical instrument or take part in sports have found that these activities count for CAS, since a great amount of time and effort

is being put into it. Be sure to check your email for Madame Koncewicz’s regularly sent updates on new opportunities or for an upcoming banque alimentaire. Remember that CAS is a service and so you should not be paid for your time. You should fulfill your CAS house with a positive attitude. Of course you do not have to limit yourself to just ONE activity, you can mix it up for some variation. However, if you are part of a group, you must be dedicated to it. Your involvement does not end the day you’ve collected the necessary hours. So, what is so great about CAS? Well, it’s a great way to discover and practice new skills, and to shape yourself as a person. This program is a way for you to express yourself, and you have seen how you can truly make an impact, even on a small scale. If you are tutoring someone, they are learning from you but you can also find a liking for teaching and follow a career that includes that aspect. Lastly, a main feature of CAS is teamwork. You are rarely going to be alone and you have to work in a group, much like you would in your active life. So, be sure to make the most of this opportunity to be a wellrounded person.

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Confessions of a Délégué By Itzel Aguilera This being a satirical article, may no one take offense at the exaggerated description of events. “I believe that I am the best candidate because I have what it takes to truly lead and represent our class as a whole. I will be responsible, dedicated and trustworthy. Having had experience in the past, I know that I will be able to voice the classes’ concerns and fight for our collective well-being.” We have all heard this speech at least 3 million times. But what is the truth behind the model student façade the class representatives give themselves? Here’s the inside scoop. In a frantic attempt to convince you of their will to help and represent their classes, your délégués have resorted to radical methods ranging from cheesy speeches to bribing students with cookies and even jelly cups. All this under the name of “campaign”. To some, becoming the chosen one has been a matter of perseverance, as years of elections have gone by without them attaining their goal. Others could do with an ego boost. But all want to prove

to themselves that they are capable of being a leader, occasionally bossing people around. Some claim that the position’s popularity offers the exclusive privilege of getting extra candy in exchange for extra responsibilities, which seems like a fair bargain.

“Another challenge is the conseil de classe,“ having to face the teachers outside of lessons watching you with big eyes” explains Leila Ricca. These enriching experiences have left students scarred and suffering from embarrassment. “Me? Irresponsible? Never heard of such a word” affirms Morgane Ropion. Being the class délégué requires as you may know, a certain level of organisation and responsibility. Can you imagine being in possession of the class’ collection of carnets for a week? On the other hand, these skills take time to acquire, hence provoking a few incidents. Like many of you, 14

our 1ère IB déléguée, Daisy Colarille, self-proclaimed “100% model citizen”, isn’t exactly a morning person and has much trouble waking up. On one occasion, while her mother was travelling abroad, Daisy was left to her own alarms and devices. Deaf to the sound of her ear-splitting alarm and having missed 20 of her mother’s phone calls, she woke up to a pounding knock on the door: her mother had resolved to call the neighbours. Fortunately, she arrived to school on time. The role of class délégué also entails working with the school’s teachers. This tactful job is a tough one since délégués must take the blame for all the class’ wrongdoings. Another challenge is the conseil de classe, “having to face the teachers outside of lessons watching you with big eyes” explains Leila Ricca. These enriching experiences have left students scarred and suffering from embarrassment. Morgane Ropion shares with us her story: “I remember this one day in primary school when I got a papercut on my finger and my English teacher looked me dead

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in the eye and said ‘We’re going to have to cut your finger off’ and I freaked out for a moment because of how serious she sounded.”

the podium of success? Here are some tips your délégués have provided for you to avoid imminent failure: “Motivation is key,” Lila Alloula stresses this by adding “don't work for the grades, work to learn, when you're actually interested in what you are learning, you start to do better and the good grades will follow.” Asking questions is important when it comes to your interests, they show understanding and enable you to listen and learn from other students. However, motivation won’t always be enough to lead you to success, it must be backed up by disciplined and organized working habits. The importance of prioritizing was showcased by Daisy Colarille: “sometimes, one piece of work will have to suffer for everything to get done and there’s not much you can do about that except put up with it and do better next time.” Lastly, you will fail at one point, somewhere, sometime, so never stop persevering. As Woody Allen once said “If you're not failing every now and again, it's a sign you're not doing anything very innovative.” Ultimately, the délégués and their respective classes are a team: while the délégués support the class, the class supports the délégués. As Ilona Emery says “being a délégué is being the mother of a family.”

“The vile spectre of Procrastination presents itself in various forms known as guilty pleasures. (…) Others get entangled into bookish plots or find themselves summoned by the life-absorbing social media. But just like curiosity, procrastination often leads to trouble.

“I am not a superhero, but I will do as best I can”, were Daisy Colarille’s wise words (although she reconsidered the superhero part). All délégués are equally exposed to the arch enemy of contemporary teenagers: procrastination. The vile spectre of Procrastination presents itself in various forms known as guilty pleasures. The most common is TV shows, Lila Alloula reports getting forced by her siblings to watch TV series rather than doing homework, or so she claims her siblings are the ones at fault. Others get entangled into bookish plots or find themselves summoned by the lifeabsorbing social media. But just like curiosity, procrastination often leads to trouble. Naomi Engel explains her worst procrastination episode was the time she had to write 4 PQC’s (point, quote, comment) because she was “too lazy” to do her homework for the past 3 weeks. A basic piece of advice to all: Anything that comes in series, whether it be books, shows, or more than one YouTube video reads “Danger!”. You might have wondered, how is it that while you are crumbling under huge amounts of work, the délégués stand tall on

Quelles sont les différences entre la vie au collège et au lycée ? De Marie-Angela Stokolossa Nous avons interrogé vingt lycéens et vingt collégiens sur leur vie autour de l’école, en leur posant les quatre questions suivantes : - Combien de temps dormez-vous par nuit ? - Combien d’heures d’activités extra-scolaires pratiquez-vous par semaine ? - Quelle est votre matière préférée ? - Êtes-vous stressés par le travail scolaire ?

On remarque que les collégiens participent plus souvent à des activités extrascolaires et sont moins stressés que les lycéens. Cependant, les élèves, du collège et lycée confondus, dorment pour la plupart entre 7 et 9 heures par nuit, ce qui est idéal à notre âge. Ainsi, le lycée demande modérément plus de rigueur que les classes précédentes ; cela implique plus de travail et d’autonomie, notamment avec l’accès à l’espace de travail 52 rue Lourmel et au studio 65 à partir de la classe de première.

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La nuit blanche De Julie Baird-Smith Comme tous les ans depuis 2002, Paris a été le centre d’un événement artistique majeur : la nuit blanche. Tenue traditionnellement dans la nuit du samedi au dimanche du premier week-end d’octobre, elle a eu lieu cette année dans la nuit du 3 au 4 octobre. Comme toujours, des artistes contemporains ont ouvert leurs ateliers et les musées étaient accessibles toute la nuit. Le programme de cette 13ème année fut riche en événements, exhibitions et spectacles en tout genre, tant en extérieur qu’en intérieur. J’ai moi-même suivi cet événement. Revoyons ensemble les temps forts de cette nuit magique. Commençons notre promenade au point névralgique : l’Hôtel de Ville. On y a retrouvé l’exhibition « glaciale » de Zhenchen Lui, l ‘« Ice monument ». Une multitude de glaçons énormes et colorés sont disposés en rangées. Tout au long de la nuit, la glace fondra et il ne restera plus qu’une grosse flaque d’eau multicolore au petit matin. L’artiste a voulu ainsi symboliser les pays du monde, victimes d’un réchauffement climatique

incontrôlable. Prochain arrêt, le centre Pompidou, de 20h jusqu’à 1h du matin, où l’on a pu admirer et assister à un spectacle de son et de lumière, avec feu d’artifice inclus! Magnifique démonstration du mariage du visuel et de la musique. Passons maintenant à l’exposition organisée par la grande maison Hermès. Avec un titre évocateur, « L ‘œil du Flâneur », le visiteur est invité à se promener de salles en salles à la découverte de l’évolution du style Hermès. Le commissaire d’exposition, Bruno Gaudichon, a très bien résumé le but et la vocation de cette exposition : mettre en valeur les « notions de rêve et de l’indiscrétion » .

Pour notre étape suivante, on se retrouve dans l’univers de la science fiction de Friedrich Van Schoor et Tarek Mawad, qui nous ont offert un plongeon dans le monde des insectes qui deviennent terrifiants. Ainsi, sur un bâtiment surplombant le parc Martin Luther King, on a pu découvrir, en ombres chinoises, les formes d’une araignée et d’une sauterelle géantes, prises au piège derrière la vitre du dernière étage de l’immeuble. Pour tous ceux qui ont la phobie des insectes, ces héroïnes dignes d’un film de science fiction ont certainement fait froid dans le dos ! Toujours dans la lignée de la science fiction, rendezvous au « projet fantôme », à la mairie du 18ème, où Étienne Saglio nous a invité à une chorégraphie peu conventionnelle, ou le fantastique s’unit à la magie, dans un minimalisme total, et où l’élément central est complètement fantomatique. Tout cela accompagné d’une musique envoutante du trompettiste Erik Truffaz.. Une occasion pour les plus « spirituels » de se poser des questions existentielles

fondamentales ! Enfin, finissons notre voyage devant l’ « œuvre Rose », d’ Ann Veronica Janssens. Cette installation comprend sept lumières plongées au cœur d’une lourde brume, dont les lueurs superposées offrent au spectateur la silhouette d’une étoile. L’artiste a ainsi voulu symboliser le coté éphémère de toute chose : il suffit d’éteindre les lumières pour que toute l’œuvre disparaisse. Les plus motivés ont certainement remis en question leurs certitudes sur l’idée de permanence, ce qui nous renvoie à notre point de départ : les glaçons de l’Hôtel de ville. J’espère que cette pérégrination au cœur de la Nuit Blanche 2015 vous aura donné envie d’y participer l’année prochaine. Rendez-vous au premier week-end d’octobre de 2016 !

Photo credits go to Toodess

Photo credits go to Toodess 19

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L’Étoile de Martin De Alice Bello Le 5 janvier 2005, les médecins découvrent chez Martin, 14 mois, une tumeur cérébrale cancéreuse. Que faire lorsqu’un enfant, un bébé, trop jeune encore pour exprimer verbalement sa peur, sa douleur, son angoisse, est gravement malade ? Les parents se battent, se consacrent corps et âme à la guérison de leur enfant. À partir de ce mois de janvier, l’hôpital devient pour Martin une deuxième maison. Il s’y rend plus de trois, cinq, six fois par semaines pour de la chimiothérapie, la radiothérapie, la rééducation et l’éveil, car le risque que sa maladie entraine des séquelles est élevé. C’est au cours de ces heures à l’hôpital que Martin apprend à marcher, que sa grande sœur Solène lui manque, qu’il subit le plus grand obstacle qui puisse exister pour un petit de son âge : le cancer. Après une longue année parsemée de transfusions, d’opérations et d’anesthésies générales, Martin devient une étoile le 30 janvier 2006. Ainsi fut créée l’Étoile de Martin, une association qui cherche à «

sensibiliser aux cancers pédiatriques et recueillir des précieux fonds » pour accélérer la recherche le plus possible. En France, le cancer pédiatrique touche un enfant sur 500. Tous les ans, il y a 1 500 nouveaux cas de cancer chez l’enfant en France et 160 000 nouveaux cas annuellement dans le monde. La survie des enfants souffrant d’un cancer s’est certainement améliorée : dans les années 70, seulement 44% des enfants survivaient à un cancer ; ce chiffre a augmenté à 74% dans les années 90. Le traitement, cependant, n’est pas à la portée de tous. La plupart d’entre nous vivent dans un pays développé, où l’accès aux hôpitaux et aux traitements est quasiment garanti. Ceci n’est pas toujours le cas dans les pays en voie de développement qui souffrent d’une véritable pénurie de cliniques et de médicaments. Le projet de l’Étoile de Martin consiste aujourd’hui à financer la recherche sur les cancers de l’enfant et notamment « le séquençage de gènes et du sang d’enfants malades » pour avoir des 20

connaissances plus approfondies sur les tumeurs afin de « développer de nouveaux protocoles ». Depuis sa fondation en 2006, l’Étoile de Martin a créé un grand nombre d’événements et d’opérations pour récolter des fonds. Un événement, ODYSSEA, est particulièrement marquant. Une fois par an, des dizaines de milliers de personnes se rassemblent pour participer à une course de 5 ou de 10km, dont 1500 coureurs sous les couleurs de L’Etoile de Martin. La vente de bracelets, de trousses et de sacs, parmi d’autre, encourage les dons pour l’association. En 2014, l’Étoile de Martin a récolté un total de 95 000 € grâce à ODYSSEA et un peu plus de 500 000 € au total sur l’année. Tout le monde peut participer au projet de l’Étoile de Martin. Même si des dons financiers ne sont pas envisageables pour certains, le simple don de sang ou de plaquettes peut faire la différence pour un enfant malade. Martin, au cours de son année de traitement, a été transfusé plus de cinquante fois. Cette belle association

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ne cherche pas seulement à récolter des dons, mais aussi à aider les enfants atteints de cancer. L’Étoile de Martin propose finance des ateliers de musique, de magie et d’arts plastiques aux enfants soignés à l’Institut Gustave-Roussy, le 1er centre de recherche sur le cancer en Europe. En 2014, plus de 60 000 € ont été consacrés « au bien être des enfants ». L’Étoile de Martin cherche sans cesse des individus prêts à sensibiliser les autres au cancer pédiatrique, à les aider à faire connaître leur association pour augmenter les dons. Pour nous, lycéens de l’École Jeannine

Pour plus d’informations : https://letoiledemartin.fr https://www.facebook.com/let oiledemartin

Manuel, il se trouve que nous devons compléter une trentaine d’heures de bénévolat cette année. Le soutien que vous offririez à l’Étoile de Martin en faisant des présentations à différentes classes, en distribuant des prospectus aux élèves et à votre entourage, en organisant des ventes de gâteaux, des concerts ou des vide-greniers au profit de l’association, serait preuve de générosité et d'altruisme, tout en vous apportant une expérience unique.

Credits go to L’Étoile de Martin’s Facebook page

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La journée sportive de Lille De Timothée Issenmann

L’année dernière, des élèves de Paris sont partis à l'École Jeannine Manuel Lille pour une journée sportive en l’honneur des soixante ans de l'École. Cet évènement s’étant bien déroulé, l'École à décidé d’organiser à nouveau cette journée. Le mercredi 16 septembre 2015, soixante élèves de Lille ont accueilli soixante élèves de Paris dans leur grand gymnase. Le tournoi comprenait six sports: vitesse, relais, thèque, escalade, tennis de table et badminton. Les douze équipes, chacune nommée par un nom de ville, étaient composées de dix personnes: cinq provenant de Paris, cinq provenant de Lille. Une très bonne ambiance régnait; les élèves donnaient de leur maximum

physiquement , tout en faisant preuve de fairplay et en faisant connaissance entre eux. La médaille d’or a été remise à l’équipe de Londres, ce qui célèbre bien l’ouverture de l'École Jeannine Manuel Londres ! La médaille d’argent n’a pas été décernée à la deuxième équipe… mais à la dernière. “Il faut que vous vous rendiez compte, disait M. Giovendo, directeur de l'École Jeannine Manuel Lille, que vous êtes tous de la même école, mais qu’elles ne sont simplement pas à la même localisation”. Cet évènement a en effet rassemblé tous les élèves, et leur a permis de se rencontrer et créer des liens, ce qui à fait de ce jour un événement inoubliable.

IN THIS EDITION OF LE BILINGUE EDITORS – IN – CHIEF

Alice BELLO (1ère S) Anh-Lise GILBERT (1ère ES) CONTRIBUTORS

Itzel AGUILERA (1ère IB) Julie BAIRD-SMITH (1ère IB) Jade BIENSÉANT DE ROOSE (1ère IB) Daisy COLLARILE (1ère IB) Timothée ISSENMANN (4ème) Marie-Angela STOKOLOSSA (1ère S) LAYOUT

Alice BELLO (1ère S)

We hope you enjoyed this issue of Le Bilingue! 23