The High 64 by The High

THE HIGH EDITION 64 | MARCH 10, 2017

Photograph by Eleanor Payne

REMEMBERING

EDITOR-IN-CHIEF

Ruby Griffiths DEPUTY EDITOR

Edward Fraser

SMOKE & MIRRORS They huff and they puff

CULTURE SHIFT Both sides of the expansion

HAVES & HAVE-NOTS There is a dirty world out there

LETTER FROM THE EDITOR

e are quick to detect change at ISL, however slight it may be. It has probably naturally developed from inhabiting an air-tight, waterproof, tupperware-sealed bubble. The wind shifts and our ears prick up. Our student body is relatively conscientious when there is a shift in attitude, and the question of the school’s culture continues to drive many of our thoughts as students. What does it mean for all of us in the bubble, and for those outside? ISL culture is held up on a pedestal, worshiped by veterans. As a concept, culture is abstract, which is why it is so hard to understand what makes ours. To put our finger on it is hard, for “the culture” at ISL seems to have sprung from people on the ground, as a grassroots spirit of friendship, where everyone knows everyone. The ISL “culture” is similar to that of extended family, people you know and, for some unknown reason, seem to love but who you never chose. Yet, faces still smile in the morning, students and teachers still deeply care, and friendships continue to be formed. We are still a family. Ultimately, our culture will come down to the individual effort that is put into it. Perhaps discontent comes from deficiencies of effort, of some putting in more than they get out. As is normal with people, we resent change. We see an influx of new faces and blame. We see new problems arise and blame the change. It’s a familiar story. I will not deny that there is a predominant culture at ISL, whatever it may be to each of us. Our 64th issue revolves around culture. With articles from Leonardo and Giovanna on their cultural trips to Auschwitz, to Edward’s perceptive piece on smoking culture at ISL, we have delved into some of our most recent cultural qualms, problems that have and still are directly affecting our student body now. I highly recommend flicking over to Joseph and Lewis’ debate over the change in school culture, which compares our pre-expansion and post-expansion community. Similarly, Giovanni has started a column that aims to unearth the unseen spots of Lausanne. Whether this issue may provide you with insight into your own culture, questions about the school’s culture, or settle a decision for your Friday night cuisine, Issue 64 would have been a success.

RUBY GRIFFITHS Editor-in-Chief

EDITORS Amara Sarao Fredrik Falk Aarzoo Bhimani

Emily Coyne Amelia Lumme Anne-Marie Rusu

TABLE OF CONTENTS Smoking Success Privilege Auschwitz Year 11 Auschwitz Anecdote

03 04 05 06 07

ISL Culture: Old vs. New Chez Xu Watch, Listen, Read La La Land

08 09 10 10 11

INTERNATIONAL TOBACCALAUREATE

or over ten years, ISL has made its drug and alcohol policies as transparent as possible for its high school students. However, there still remains a relatively high smoker population within the student body — with 13% of all secondary students having smoked in the month of October alone. The scattered incidents that have transpired over the course of this year might indicate that school policy adjustments may be beneficial. First and foremost, we should form a better understanding of why certain high school students choose to smoke at all. For one Year 12 student in particular, “smoking was something that was passed down as a sort of family tradition.” For this individual, tobacco consumption was, and still is, so deeply rooted in their culture that the usual health and social concerns were clouded by a very real metaphorical smoke screen. They go on, commenting: “for me, a father figure always stands with a pipe in his mouth.” And although this student has reached a frequency of smoking up to a packet of cigarettes on a Saturday or Sunday, they are fully aware of the damaging effects they’re inflicting upon themselves — stating outright: “Health concerns are an actual concern, and of course, I don’t want to die.” It’s only more recently that they have started testing their ability to stop cigarette consumption altogether. Though this student is not of Swiss descent, there seems to be a similar attitude towards smoking in much of French-speaking Switzerland. The smoking scene in areas throughout Switzerland, though on the decline amongst the youth, is deeply engrained in Vaudois culture. With allocated smoking booths in most public facilities, and even certain children’s arcades, it is no wonder how growing up surrounded by cigarette smoke and a population of established smokers may only give rise to future smokers. And though at first glance this may not seem to be a concern for an international school whose Swiss-student population is relatively low, it is just as important to realise the different cultural backgrounds that form the student body. Just as in Vaud, where social smoking may be culturally normative, the same could be said about binge-drinking in the United Kingdom. While the UK has had quite a heavy-handed approach in regulating tobacco consumption — which has proven quite effective in recent years — there now remains a much greater scene for binge-drinking. This is not to suggest that the act of smoking itself is necessarily encouraged by the Vaudois, but instead that ISL’s community must first become more aware of the influence of our surroundings in order to effectively instate any means of preventing the breeding of future smokers. Cultural context aside, there still remain other reasons why ISL students are smoking. For one ISL student, and potentially the case for several others, smoking serves at its simplest form as “an outlet for stress and other emotional strain.” While this student can appreciate the negative, long-term effects of smoking, they treat smoking as a temporary pick-

Edward Fraser goes up in smoke

me-up in times of personal strife. Amidst the many stresses of the diploma programme and other personal conflicts, it is important to not only establish, but maintain an environment of support for those in need. Furthermore, it is also important to not only discourage smoking and other drug abuse as a substitute for seeking support, but also for the school to encourage proper support channels. In trying to determine whether they had become addicted to smoking, one student commented “I would like to say that I am not addicted, but then again, that’s what every addict would say.” And therein lies one major underlying concern with the attitudes of students: whether you consider yourself technically addicted or not, it is important to seek out support for any sort of emotional strain, especially if you are at risk of developing a consequent smoking habit. The school grew in many ways with its expansion. In the case of these much-needed support channels, a new student counsellor was added to accommodate for the rise in number of students. And while the expansion was largely met with acclamation from the ISL community, I’ve been starting to hear one counterargument in particular that has in my experience, tremendously grown in popularity fairly abruptly. The claim is that ISL’s smoker population, both this year and last, is mostly made up of new-coming students. As suggested by the FCD 2011 Report, this claim isn’t entirely accurate: in fact, the percentage of secondary students who had smoked in the past 12 months made up 28% of Years 7-13. That percentage has been on a steady decrease down to 17% of students in 2014. However, the same 17% figure was reported from this year’s report. Therefore, amidst the expansion and subsequent increase in student-population, there has been no further decline in smoking population. Although the Drug and Alcohol contract, signed by high schoolers at the beginning of each year, is fairly transparent in its policies towards consumption of tobacco, many may wonder if greater measures should be taken. Because, the reality is, most student-smokers are able to smoke during the school day without breaching enforceable policies. Because unfortunately, as one high schooler mentions: “At the end of the day, the school can make its policies clear for the students, but established-smokers may still choose to smoke.” One simple solution would be to state that there shall be no smoking of any kind during school hours, on or off property. Ms. Secker comments how first and foremost, she feels that the instatement of this policy would be immeasurable and unenforceable. Furthermore, her management style prioritises the privilege given to diploma students whereby they are able to act independently and exercise a relative amount of freedom — for example being able to leave campus during lunchtime. However, it still is understandably difficult for ISL’s administration to draw a line between enforcing policies effectively and acting as a mainstay for students who are in need of their support.

THE MANY FACES OF SUCCESS

he final few weeks of our high school careers loom in front of us, somehow feeling longer than the collective 13 years we have just spent in classrooms, and the sweet sight of summer lingers on the horizon. The clichés exist for a reason, as the main thing that has been running through most Year 13’s minds since last September is the simple mantra that never sunk in: it’s our turn now. Applications completed, IA’s turned in, grad trip booked: there is little left to do, other than final revision. This feeling of completion, something we have waited for most of our school life, is bitter sweet. The near future of exams is terrifying, but what about the “real” future? Life as a, dare I say, adult? The thought is exciting: our whole lives ahead of us, with so many more people to meet, places to see, and lessons to learn. Ultimately, departure from high school demands reflection. While the International Baccalaureate aims to create holistic learners, a large part of adolescent development and growth is done outside of the classroom, through social interactions or extra curricular activities. When students in year 12 and 13 were asked what they are most proud of coming out of high school, the answers were surprisingly mixed. 39.5% of 76 responses stated that they were most proud of the friends they had made, and 31% responded that they were most proud of the interests and hobbies that they had found. Still, a large quantity of 14% said that they were most proud of the university they would be going to after high school. When Year 12 and Year 13 students were asked what they aspire to in life, 68.4% of students answered that they seek happiness, in whatever they end up doing. This response indicates an optimistic sense of priority amongst the students, that despite the emphasis the IB places on maintaining a high aca-

demic standard, their happiness comes first. 10.5% responded that they sought a career and professional success. Being part of a school where the majority of students have parents who have achieved great economical statuses in their careers, it’s interesting to see that not all students are entirely set on following the same footsteps. At the same time, perhaps having a great job and a high income is a form of happiness that students aspire to. Does money equate to happiness? It seems safe to say that the two concepts are not entirely dissimilar. Having the financial support to afford the education we receive at ISL is an undeniably fortunate opportunity, and does a lot to help all students reach their maximum potential. After all, I’ve never seen a sad person on a private jet.

Does money equate to happiness? The suggestion that there is a way to measure success raises many issues. Afterall, success has many different connotations and it’s definition is usually subjective. Success is not a generic, ambiguous prospect for people; it is an achievement of goals, long term or short term. It is indisputable that many people share the same vision of success, or how they intend to achieve that success. However, not everyone shares the same idea of what success really means. It is is this fact that can cause problems in personal development. Noted Author Joshua Becker suggests that there are 20 measures of success. These 20 measures are applicable to different areas ie. professional, economic, familial etc. The idea behind Becker’s new found methods of measuring success is that individuals have a tendency to make mistakes in their

Emily Coyne and Natasha Read fulfilment of goals based on the pathways others have pursued. He suggests that we make judgements on people based on insignificant things in their lives such as their salary, place of residence, model of car or the price of their clothing etc. It is these things that people have the tendency to deem as indicators of success, that stray us from humanity. He, therefore, suggests that because of what we envision as success, in our path towards it we lose our core values that make us human. It is with theses 20 measurements that we should be able to make better judgements of who to trust, who to follow and who to idolize. Nonetheless achieving success in whatever area you value most is cause for celebration. However, the often unrealistic pressure to achieve one particular kind of success can weigh heavy on the malleable mind of an adolescent. Instances where students compare their success on the basis of financial spending or grades they achieve are too common. The ISL bubble easily assumes that the norm is to own a school bag worth the equivalent to a plane ticket to the Caribbean, or wear a pair of shoes equating the value of somebody’s monthly rent. ISL is undoubtedly an environment where a student’s choice of brands is often equally as important as subject choices. It is essential that, as students given the unique opportunity of attending the school we do, we search for other methods of success. If we all strive for the same economic status we fail to bring diversity to the world. What makes our planet so interesting is its ability to accommodate people with different ideals who want different things in life. If we continue to diversify our planet with different suggestions of what it means to be successful, we will surely be able to provide an environment whereby individuals are not ashamed to want something else from their lives.

A BUBBLE OF CLEAN AIR

s I exited the airport back home in India – coughing and coughing – for the first time, I could feel the pollution fill my lungs. All my eyes could see was a burdensome fleet of cars, and omnipresent grey skies. And no, the grey skies were not thanks to wonderful rain showers. A couple of weeks later, when I returned home to Switzerland, I was surrounded by shining blue skies, clean air, and lush greenery. During this trip, I realized one thing: we don’t understand how truly privileged we are. I don’t mean in terms of our material possessions; I mean in terms of the healthy, happy lives we are so fortunate to lead in this beautiful country. As ISL students, we live and breathe in an artificial bubble. We have no true exposure to the other end of the spectrum: no health care, life-threatening pollution, extreme poverty, a lack of government stability. We live in a world encompassed by people like us, people wealthy enough to live in a country like Switzerland, to afford a school like ISL. What about the children living on the streets, without clothes, food, or water? These children are simply denied their basic rights. One of the fundamental human rights is the “right to life, liberty and security of person,” and we tend to take the liberty and security we have for granted. Here in Switzerland, we can be out until 3 a.m. and feel safe taking public transport, going where we want, when we please. In many countries, however, this is simply not the case. We have the freedom to wear what we want and not feel exposed or second-guessed. Again, this is not something the majority of the world can say. This illustrates that our right to security of person is undeniably protected. As a teenager, I know that many of us, including myself, complain about Switzerland’s dreary atmosphere. What’s the best we can do on a weekend? Maybe go bowling? Have lunch? Sit by the lake? We think that our opportunities are inhibited in terms of entertainment and a fun-filled life, but we don’t take into account what we do have: healthcare; luxurious, safe homes; financial freedom; and government stability. My parents and grandparents always express their love for Switzerland, and at times I cannot fathom why. They then point out the phenomenal things that surround me: the breathtaking Swiss alps, clean roads, and blue skies. What I now understand is that I am so fortunate to have grown up here; and although I may not appreciate it now as much I should, I recognize that the future that this country can provide for me is priceless. “When you live with people who have similar socioeconomic situations as yourself, it becomes normal, even taken for granted sometimes. But when you see what the rest of the world - the majority - faces, then only do you realize the ex-

Amara Sarao checks her privilege tent of how privileged you really are. In Malaysia I see the gap and the hardship most face; it’s a constant reminder of how lucky I am. In Switzerland it almost seems like no one has to face such hardships – not to say that there aren’t any,” commented Tara Goel, an ex-ISL student currently in Year 12. The privilege of living in a country where the government is stable and is focused on increasing its citizens’ quality of life is not something many people have. The fact that in India, the government allows their own citizens to climb on the tops of trains and spend an entire journey braving the toxic pollution, whereas the Swiss government would never even allow a smidge of graffiti on their new federal trains, directly portrays the juxtaposition of government stability in my two home countries. According to the BBC, the pollution that shrouds New Delhi has reached levels comparable to that of “a gas chamber.” While Switzerland’s weather may, at times, force us to endure depressing, cold nights, it is an indisputable fact that we reside in a country with one of the lowest pollution indexes worldwide. So the question is: as students of ISL, is our privilege obscured by our homogeneous upbringings? How could we possibly notice what we have when, at every corner we are encircled by people who have the same opportunities as us? After interviewing some ISL students who have grown up in a wide range of countries, I noticed that this conscious feeling of being well-off does not exist everywhere we go. Anais Casella in Year 12, said: “The place where I possibly felt the most privileged was in India; we were fortunate enough to have five helpers at home, when that wasn’t the case for most of the nation’s population. Whereas in ISL, we are considered an average family in terms of financial status.” “In Mexico, I sometimes felt either more privileged than others or slightly less; because some students had scholarships, while others were born into wealthier families that could afford the school. However, in Switzerland, I feel equally as privileged as other students around me, mainly because we all come from similar socioeconomic backgrounds,” explained Giovanna Rojas, a Year 12 student. ISL takes great pride in its multiculturalism, and should indeed do so. Nevertheless, it may be time for us to take a step back, look at the environment that surrounds us and consider the endless opportunities with which we are provided. How many people can say that they have a country that will welcome them back with open arms, and provide them with a steady, healthy life? To say we don’t appreciate what we have may be unjust, but to say we have a full comprehension of how the other half lives, is a fallacy.

AN EYE-OPENING EXPERIENCE

Leonardo Morosini recounts the Year 11 trip

uring the month of February, Year 11 went on a trip to Krakow, Poland. This trip’s main intention was to make us better comprehend the horrors that occurred in Auschwitz during the second world war. In addition, this trip was related to the humanities topic that we are currently studying, which is about the importance of remembering. To be more specific, this subject emphasizes the importance of remembering our history’s horrors in order to prevent them from occurring again.

Also, not many students could answer if they learned something that they can apply to their everyday lives. One person said “I can not relate anything to my personal life [because] I have no Jewish relatives.” However, that same person said that “... this [historical event] can be applied… right now as there is a problem with other religions…” On the other hand, another student mentioned that “... [During the trip] I thought about my family and ancestors. And tried to imagine myself in their situation.”

What impact did seeing the Auschwitz death camp and all of its horrors have on the ISL students? How did it affect them emotionally? What have they learned? Can they apply something from this experience to their personal lives? And finally in their opinion, was this trip useful? To find out, I have interviewed two Jewish students, as they might have a more personal connection to this event; and two other ISL students, about their experience in Auschwitz. For personal reasons these students have decided to remain anonymous.

Finally, when asked if this trip was useful, 75% of the students said that the trip was useful and that ISL should continue sending Year 11s to Poland. For example, one person mentioned this by saying that they found this trip “... very useful as it did link with the curriculum and… [gave us the opportunity to] put ourselves in that situation to better understand the horrors that were committed”. Moreover, another student who could relate to the holocaust in a more personal level said “... that if people go, they should go because they want to and not because their school or parents sends them there”.

Firstly, all the students felt touched by this experience in Krakow as described by one person saying “… I had never seen anything like it… I knew that it was going to be hard on me but I did not realise [the extent to which] Jews were exploited and tortured”. However, another student who was more closely related to this issue “... felt angry that… [his] ancestors were suppressed in that way.” The Auschwitz trip did not only fuel grief, but also anger in some students. In addition, when asked about what they have learned, one student mentioned having learned “...to be grateful everyday because we are lucky to be here [in Switzerland] and live a good life.” However, another Jewish student responded in a pessimistic tone by saying “... I realized that… we can be monsters to each other...”

In my opinion this trip was very useful as I believe that it has made us realize that we need to be more grateful everyday, because we are lucky to be in Switzerland and live a good life. Also, as mentioned by another student, “right now… there is a problem with other religions…” this trip could prevent us from ever committing the same mistakes in the future. Finally, I do believe that visiting the Auschwitz death camp has also broadened our understanding on the potential consequences of any type of discrimination currently occurring in our world. Photograph by Eleanor Payne

NEVER FORGET, NEVER HATE

uring the February break, most of my friends went skiing in Zermatt or enjoyed more tropical destinations. But me? I decided I wanted to go to Poland and visit the Auschwitz and Auschwitz-Birkenau (Auschwitz II) concentration camps . I know what you are probably thinking… ‘why would she want to do something like that?’ It was because of my own experience meeting a World War II survivor back when I was 13 years old. It was his story that compelled me to go in the first place. I remember walking through the sombre, yet imposing museum that holds so many memories and pain. Each step felt a little more agonizing, and it seemed like my lungs were running out of oxygen. I felt my anxiety raise to levels I had never quite experienced before. The guide would tell us stories about the people that once roamed the area, and how they had met their unfortunate end. There was a moment in particular where a young girl in our tour shot her hand up and asked, “but after all of this, are Poland and Germany fine? Did Poland ever forgive Germany?” The guide just nodded and proceeded with the tour. This was not the only time I heard this question in other tours around Poland. Some guides had quite negative, surprising answers claiming that Germany still owed them “2 billion dollars”, while others remained more positive about the matter. But has this stigma really disappeared? Have people moved on from the events that took place in World War II? There are a number of factors that should be considered when answering this question. First, let’s look at what the numbers say. According to The Economist, Poland is now experiencing a “second golden age” and some of their success is thanks to loans provided by the European Union. We are talking about $139 billion between 2007-2013 in order to re-establish the country slowly, but surely. Let’s not forget that being a member of the EU

means working alongside other countries, and in this case it means Poland and Germany often work together. So, taking only this into consideration...yes, Poland and Germany are now “fine.” However, I believe that more than being a problem about numbers, it has to do with the past generation. If you really think about it, only 72 years have passed since World War II took place. And for us, teenagers, that seems like quite a large number. But go and ask your grandparents if they remember the times of war and the times of hardships with they would probably be able to answer more vividly. Currently, there are still people who survived the Holocaust and perhaps, their opinion about Germany and Poland’s relations is quite distinct compared to a member of a younger generation. In fact, I remember from my own trip that most of the negative remarks came from people who had family members in the Holocaust - so for some, the events are still very much a living memory. I also clearly remember one of the younger guides telling us that as a nation, Poland had to learn to forgive and slowly move on, because it is wiser to simply let go than to hold any grudges against their own neighbor.

Photograph by Eleanor Payne

Giovanna Rojas learns the lessons from Auschwitz That brings me to my other point: Germany and Poland are neighbors. Is it favourable for them to be in constant rivalry? Probably not. Keep in mind that most neighboring countries around the world benefit from each other in terms of goods that go through their borders. For goods to be imported into either Germany or Poland, it’s likely that they need to pass through the other country. A negative relationship between the nations could lead to a potential loss of money from imports and exports. So my answer is neither a yes or a no. It really just comes down with who you ask and what their own background and knowledge on the matter is. Nonetheless, it is important to always note that holding grudges and resentment lead individuals nowhere. We are the new generation that has to let go of all the other stigmas of the past and slowly work our way towards forgiveness. This is the only way we can successfully make improvements and help each other. Take it from World War II survivor and author Elie Wiesel who said, “I had anger but never hate. Before the war, I was too busy studying to hate. After the war, I thought, what’s the use? To hate would be to reduce myself.”

Joseph Nobs

he expansion has brought many new things to ISL: a whole new building, new facilities and more students and teachers are among these. Along with all of these things it has brought change, and many of the people who have been members of the ISL community since before the beginning of the expansion feel that the most significant change is that of the atmosphere of the student body. The majority of those who have noticed this change think that it is definitely for the worse. They look back on the pre-expansion ISL with fondness and longing for the old, “closer” student climate that they remember well. The cause of this change of climate would appear to be the growth in the number of students in each year. Before the expansion there were 40 students in a year group in Middle School, and 60 students per year in High School; as of August 2015, an additional 20 students have joined each Secondary year. Currently the average size of a High School year is 81 students, spread over four classes, and, according to the ISL website, there are between 880 and 990 students in total in the school. The pre-expansion atmosphere of ISL has been frequently referred to as a family, and the recent influx of students has apparently grown this family to the point where members can no longer interact on such a close level. “Now, whenever I cross the street, I always see new faces,” stated one Year 12 student, and that undoubtedly is the case for many students, both new and old. The student body has grown to such a size that there is simply no way that everybody can know everybody, which appears to have been an important factor in the so-called “family” ambience. “Distant” and “apart” are two words that seem to crop up regularly in relation to the new student dynamics. Many of the “old-hands” have commented on how they have never spoken to some of their newer classmates, and some have admitted that they do not even know all of the newest students’ names yet.

OLD CULTURE... The addition of an extra class has certainly confused me, as it is now impossible for me to know the composition of any of the other classes in my year beside my own. Speaking personally, I used to pride myself on my ability to remember all of my classmates’ surnames, but there are several that I currently do not know or have forgotten, and I do not even know the names of all of the homerooms yet (and I probably never will). These are all problems that I am sure many students share, regardless of when they arrived.

“I still feel like there is a ‘family’ vibe at ISL, but it’s just become a much bigger and slightly more complicated family.”

However, not every ‘old’ student has this outlook on the expansion. Some may have a mildly negative leaning, although many do not have any real opinion on the matter. One quote that I feel sums up this school of thought very well regards that same “familial” atmosphere of the old ISL. A Year 13 student said, “I still feel like there is a ‘family’ vibe at ISL, but it’s just become a much bigger and slightly more complicated family.” Meanwhile, those who never felt a particularly strong attachment to the old ISL believe that those who did - and still do - are merely ro-

manticising the past. A Year 10 student who has been in the school since Reception 3 states his opinion on the matter: “I think that people whine too much,” he says. “The atmosphere has become slightly more chaotic, but it’s not as bad as people say.” Still others are in the “more people, more friends” school of thought, and, therefore, consider the influx of students to be a positive thing. There are many views and opinions on the increase in the number of students, from positive to negative with everything in between, and it is up to people to decide what their opinion is. In the end, it comes down entirely to people’s experiences and preferences. I interviewed a number of newer students as well as those who had arrived before the expansion, and their opinions on the ISL climate were very different from those of the older students. “I moved here from a very large school with thousands of students and there is a noticeable difference at ISL,” said one Year 11 student, who recently moved to ISL. “I know everyone in my year by name and I feel comfortable talking to any of them, and I think that’s an amazing thing.” Meanwhile, those students who came from smaller schools recently, felt more daunted and overwhelmed, and held similar views to those who have been at ISL since 2007, when it only held 620 students. So it’s all relative. One’s view on what qualifies as a large, more-distant school tends to be based off of the school size that they are accustomed to, whether that be a school of 200, 600, a thousand or even several thousand. When it comes to schools, an “S” size seems to be most people’s ideal size, but each person’s small is different. For the students who remembered the old school in Pully, the pre-expansion Le-Mont probably raised many of the same criticisms as the post-expansion school has for our “old” students. People are never happy with change, but have to get accustomed to it, as it is a sacrifice that we all have to make for the sake of growth.

... NEW STUDENTS

ride. Pride is something that I have seen a lot in my time at ISL. Many people are proud of the “heritage” of the school and the fact that they were there before the school got bigger. Many people say that the school has changed since the large expansion in 2015; however, almost half of the people who are currently in ISL have only arrived since 2016, which has lead to a divide between the students who were in the school before the expansion and those who came after. I am one of the people who joined the school after the expansion and I have noticed a great deal of pride from the students who were at the school before the expansion and prejudice against the people who have come during or after the expansion.

The students who had been at ISL have a tendency to only talk about the past In my two years at the school I have heard many opinions about the expansion, but the predominant opinion is that the school atmosphere and general aura has changed since the expansion. I have been told time and time again that before the expansion everyone knew everyone else’s names, and that the school felt friendlier and less intimidating. While I do believe that it is close to impossible to know every single person in the school’s name, I

do think that it is a small price to pay for the privileges and facilities that were bought through the expansion, like new devices for Design classes and an entirely new building. However, not knowing everyone’s name and having a much larger student base leads to an intimidating sense of scale and a feeling of insignificance. It becomes a lot more intimidating when you are in a corridor of people who are a lot taller than you and they start giving you evils when you walk past them to get to class. According to people who were at the school before the expansion, this was not how the school was before. But to me, all this seems like a fair trade and isn’t a huge problem. However, to people who are “ISL purists” it is the end of the world. OMG who is that one specific guy who I never talk to at all? THE SCHOOL WAS RUINED AFTER THE EXPANSION. Is the current atmosphere really that bad? I was told by multiple sources - who wish to remain anonymous - that they believe that compared to the schools that they came from, this school is like a family and that there are so many different people to know and make friends with. They said that the school has a friendly environment and it lets people strive to become better. I grew up in a public school which had less than 400 students in total, so you would always know everybody’s name. So, to me, this school is huge and intimidating with so many people who I don’t know anything about. That being said, I still think that this is one of the best schools around. I have never seen people that are nicer to each other, even to people that they do not know all that well. I grew up in an environment that was very much ‘each man for himself’. If you lost something, it was gone and you could never count on someone else for help. So it was strange to come to this school where people are here to help each other and make friends, af-

Lewis Martin ter only knowing one-another for five minutes. Therefore, it bugs me when people say that the expansion “ruined ISL”. I frequently hear comments along the lines of “If you hadn’t joined the school, ISL would be perfect”, and it really makes me feel bad that, because I was given the chance to join the school, I ruined it. Maybe people don’t realise that saying these things can have an effect on the people around them. One student said, “To be honest, when I first moved here, the students who had been at ISL had a tendency to only talk about the past. They brought up old activities and events and even that they thought the expansion wasn’t good for ISL. However, they were all extremely welcoming and friendly, but I don’t think they liked that so many new people came.” The way people talk about the expansion really does make it sound like the worst thing that happened to the school. But Is it? The expansion gave the school many possibilities. It has given us new facilities, new technology and, more importantly, new people. The expansion gave us over 200 new students and inevitably the school was going to have to change. In addition, I believe that the new students have given us the opportunity to meet new people and to expand our horizons with an even greater variety of cultures and experiences, which I think is one of the defining principles of ISL. So, If you’re one of the people who say that ISL was ruined because of the expansion, consider all the things you wouldn’t have had - and people you wouldn’t have met - if the expansion never happened.

DISCOVER CHEZ XU

ompressed between place de la Riponne and Tunnel lies a peculiar street-section. Due to its disorderly and somewhat wild, organic disposition, this road strikes passers-by as the exotic corner of the cured garden which is Lausanne; a patch of bizarre weeds and striking orchids blown in by the wind. One cannot help to wonder how a hippy psychedelic shop, an Afro-African Hairstyle hairdresser, and a grocery store with more wigs than products ended up in the heart of a transalpine town. As a result, for most Lausannois(es) this road is probably no more than a place in which to walk quickly to avoid unwanted attention, or one to drive by on Saturdays after going to the fruits and vegetables market. To those who fit the given description, I would strongly recommend slowing down on that same nightly walk, and opening the modest wooden door under the sign that reads Chez Xu.

Opened up twelve years ago by Mr. and Mrs. Xu, this Chinese restaurant remains at once sophisticated yet unpretentious, traditional and welcoming. Packed with customers at most meal hours, the doors to the crammed kitchen seem to never stop swinging as the busy servers bring out sizzling platters of all types and rush to clear the tables for the next servings of food. Eating for the first time at the restaurant, one can easily be flummoxed by the wide variety of dishes. A word of advice to a newcomer would be to go for the soft steamed shrimp dumplings, the refreshing seaweed salad with cucumber, or the savoury sweet and sour pork. As one begins to return, as is inevitably the case, there is a strong mental clash between the desire to stay loyal to one’s favourite plate or to perhaps order something new. Munching on the pepper-crusted shrimp, which is to be eaten with

Giovanni Raiteri the shell for the entire sound, texture, and taste experience, one realises how dining at Chez Xu satisfies not only the palate but indeed also the curiosity of trying new things. Otherwise, the baseball-sized ice cream ball deep-fried in batter is also an interesting and intense experience to finish off the meal. There’s no doubt that Chez Xu’s vibrant, friendly atmosphere makes for an ideal spot to have an exquisite meal with family or friends. The abundant platters are affordable, specifically in comparison to their meagre, overpriced Swiss counterparts, and are perfect when shared within a group of people. Make sure to bring cash (they don’t accept credit card), wear clothes you are ready to dump in the washing machine after they absorb the strong odour of deep-fried oriental food, and keep an eye open for the other Chez Xu which opened up on the Petit Chêne next to Lausanne Gare.

WATCH, LISTEN, READ

Nick Jennings

OSS 117: CAIRO SAM’S TOWN BY THE PRINCE OF NEST OF SPIES THE KILLERS MIST For fans of the spy genre, this French comedy will have you laughing at the artfully parodied scenes from classic Bond films and original, clever dialogue. Set in 1955, the film follows the adventures of French secret agent Hubert Bonisseur de La Bath, who is sent to Cairo to investigate the disappearance of a fellow agent and a Soviet cargo ship. While based on a series of serious novels, the film instead depicts the protagonist as an idiotic Frenchman with narrow-minded views on race, religion, and gender. Had it been more successful, it could be considered a modern classic. Fans of Archer will recognize this as one of the inspirations for the show’s title character. With a short but witty 99 minute runtime, this clever comedic hit will have you on the edge of your seat and dying of laughter at the same time.

Rated by Rolling Stone magazine as the most underrated album of the 2000s, The Killers’ second album: Sam’s Town, is a personal favorite. Veering away from the electronic pop-rock often attributed to the band’s success, this album has often been compared to the work of Bruce Springsteen, and upon its release, Sam’s Town sold 4.5 million copies worldwide. The songs tell the story of living in the band’s hometown of Las Vegas, with some slow songs and some faster ones, and a melancholy undertone that can be heard in each track. After this, the band released a third album the following year that had more of the electronic tones seen in their debut, which makes Sam’s Town an often overlooked gem in The Killers’ musical career.

This award-winning mystery horror novel by Carlos Ruiz Zafón, published in 1993 and translated to English in 2010, is a suspenseful masterpiece containing all the classic themes of a supernatural thriller. From evil magicians to clowns, and from ghosts to cursed children, this novel has it all in a tense package that will have the readers in wonder right up to the climax. The story follows thirteen year old Max who befriends an older boy named Roland, with a mysterious past. Upon discovering a garden full of disappearing statues, strange things start to happen as a forgotten pact with a powerful gypsy slowly comes to a dramatic close. A forerunner in its genre and young modern literature, this critically acclaimed novel is a must-have for international readers.

L.A. IN THE MOONLIGHT

Edward Fraser is singing and dancing

midst La La Land’s wild success hailing from many well-respected film critics, and the subsequent plethora of shiny-new awards, it can be hard to see past the clutter of popular opinion.

musical-lover like none other. This film perfectly incorporated themes of past films, even paying homage to Rebel Without a Cause (1955), while adapting the musical genre for an entirely modernised setting.

Many who wouldn’t agree with the film’s popularity may accredit the film’s widely-received acclaim to the setting and story itself. One prominent concern is that La La Land is simply pandering to the academies and institutions that produce the very awards it now holds. And that idea, though I disagree with it completely, should always be a valid consideration for all filmgoers — critics and bystanders alike. There were similar concerns for showbiz-centric Best Picture winners like Birdman (2014) or The Artist (2011). The arguments for the idea of possible pandering are fairly reasonable, too. At its heart, the film is about an aspiring actress (Emma Stone), dealing with the many hardships with which so many in showbiz are familiar. While ploughing through audition after audition, she meets a similarly-aspiring jazz pianist (Ryan Gosling), and an inevitable love-story between the two dreamers ensues. Through its whimsical ups and sometimes unforgivably-realistic downs, as an audience, we come to learn their story. The story of Sebastian and Mia.

At its heart, La La Land is just that: a musical. It’s definitely a lot more modernised than many other relatively successful musicals like Into the Woods (2014) or Les Misérables (2012). But it is musically-driven nonetheless. I still cannot get over how amazing this film’s soundtrack really was. Though the merit of this film’s receiving an overabundance of awards may be contested, I’d have to say, without a doubt this film wholly deserved both its Original Score and Original Song Academy awards. From the Original Song, “City of Stars” by Ryan Gosling — who learnt the skills of a jazz pianist from scratch for this role — and Emma Stone, this is a truly heart-warming song that’s sure to bring light to any occasion. But it’s hard to even count the number of hits that the film’s original score produced. Usually, a film with a good soundtrack will have one or two memorable pieces that are played over and over again. That wasn’t the case with La La Land, with each new song accompanying scenes of their own. The music alone perfectly explains the rollercoaster that became Mia & Sebastian’s relationship, through its euphoric “Another Day of Sun” or “Someone in the Crowd” to the amusing “A Lovely Night” to the more heartfelt tunes of “Mia & Sebastian’s Theme.”

The reasons behind my disaccord with the film’s potential pandering stem from mostly personal experience. As a Californian myself, I’ve heard a lot of LA-natives expressing their dislike of the film. They particularly didn’t like the film because it is unrealistic in terms of its portrayal of Los Angeles. Each scene, first and foremost, is severely underpopulated. If you’ve ever been to Los Angeles, or God forbid driven through LA traffic, you’ll be familiar with the sentiment. Furthermore, the film took place in the most picturesque of places in LA. That’s not at all to say Los Angeles isn’t a beautiful part of the world, but it certainly wasn’t accurately portrayed in La La Land — a film all about Los Angeles. “This movie itself is jazz!” I heard while exiting the theatre after the film’s showing. Initially, I brushed this off as a young man trying to pretentiously impress his date via deep analytical thought. It took me quite a while to really think about what he said. Because, the more and more I thought about it, the more I realised, the guy might be right. In regards to Sebastian’s story, La La Land follows an artist in a dying industry: jazz. The fact that the jazz movement was fading amongst newer generations didn’t act as a deterrent for Sebastian, however. Instead, it drove his passion for perfecting his skills as a jazz musician. Much like how Sebastian was attempting to establish a prominent name within a near-extinct genre, La La Land was reintroducing a similarly dying genre of film: the musical. Reminiscent of Singin’ in the Rain (1952), this film brought me back to the days of dancing around to Gene Kelly in the kitchen with my grandmother, a

I’m a firm believer that true reviews of films can’t really be written without a sense of personal bias. So, while I’m not going to say that this review was completely bias-free, it’s still important to consider all perspectives. I’ll be honest in saying that this movie, like almost every other movie, just won’t appeal to some people. But I’d strongly recommend you to push yourself to sit down for two hours and become immersed in the wonderful story that is La La Land.

THE LAST LAUGH

Tarryn Burrows