Ethos - Spring 2013

ACSAthens

ETHOS

Spring 2013, Vol.7, Issue 2

Integrity in times of crisis

mission

ourmission A World Class International School Leading Innovation in Education Ethos is a bi-annual publication of ACS Athens showcasing the life and activity of the Institution Publisher: ACS Athens Editor-in-Chief and Creative Director: Leda Tsoukia Co-Editors: Peggy Pelonis, John Papadakis Production team: Frances Tottas, Marianna Savvas Text Proofing: Amalia Zavacopoulou Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni Art Direction and Layout Design: Artwise Printing: Demetrios A. Psillidis and Co Copyright © 2013. All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher.

How to contact us:

Office of the President ext. 201 Office of Enrollment Management & Communications & Technology ext. 263 Admissions Office: ext. 263, 251 School ext. 206, 233 Office of Alumni Affairs ext. 207 Human Resources Office ext. 204 Business Office ext. 202, 207 Institute for Innovation and Creativity ext. 402 Office of Student Services ext. 226 Cashier ext. 208 Bookstore ext. 214 Transportation Office ext. 239 Health Office ext. 217 Cafeteria ext. 236 Academy Office ext. 222 Academy Discipline ext. 404 Middle School Office ext. 261

ourmission

ACS Athens is a student-centered international school, embracing American educational philosophy, principles and values.

Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically – to thrive as responsible global citizens.

Middle School Discipline ext. 267 Elementary School Office ext. 229 IB Office ext. 247, 248 Stavros Niarchos Learning Center ext. 237, 265 HS/MS Media Center / Library ext. 219, 220 ES Library ext. 293 Athletic Office ext. 327, 401 Theater Office ext. 331, 302 Security ext. 240 Night Entrance Security 210 6393555

American Community Schools of Athens 129 Aghias Paraskevis St, GR 152 34 Halandri, Athens, Greece Αγίας Παρασκευής 129, 152 34 Χαλάνδρι, Αθήνα, Ελλάδα Tel.: 210 639 3200-3 • 210 601 6152 • Fax: 210 639 0051 E-mail: acs@acs.gr • Web: www.acs.gr

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letter editor’s

editor’sletter

Looking forward

by Leda Tsoukia Creative Director and Editor of Ethos magazine

W We say, let us look at this crisis with different eyes. As an opportunity.

Opportunity to institute change, to improve oneself, to improve our surroundings, to create space that can be filled with new goals and new dreams

e have recently spoken about crisis as opportunity, acknowledging that we live in particularly trying times. Things were never so uncertain, and the future just 5 years out never so unpredictable.

give 100% in improving the future of our students. They are still inspired and challenge all assumptions in order to find new ways to educate our children to become not only smarter but better people.

It is true, no matter what we can imagine, or how hard we try to predict or make any plans, reality will definitely surprise us.

The idea was to show how we can go against all odds. That we can still hope and dream and work towards changing our present and our future.

And even though today we are talking about a crisis, financial and political, sociological and psychological, the truth is that the current situation is both fearful and exciting. Could the unknown create excitement? We might disagree on what is positive and what is negative, but surely we will all agree that we are witnessing a rate of change that has not been witnessed in decades. Is this change frightening? Of course! Does it urge us to get off our couch and become more resourceful? Definitely!

We are currently on a path full of new possibilities. This generation is one that can start renewed, without assumptions. Right now is when this generation begins to create a new path. Anything is possible, anything can be rebuilt from scratch: Changed, Enriched, Corrected!

We say, let us look at this crisis with different eyes. As an opportunity. Opportunity to institute change, to improve oneself, to improve our surroundings, to set new rules, to maintain and enhance our integrity, to wipe out stagnation and redouble our belief in our power as human beings.

As an opportunity to create space that can be filled with new goals and new dreams.

If we dare to dream a better future, we will also dare to cross the line and leave our comfort zone. That means that we look at things with a fresh, optimistic smile that anything can be done.

Can our educators help our students understand that there are always choices, and that our choices define who we are and shape our future?

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ETHOS MAGAZINE

If you look closely, this magazine is proof that they can. You will see how the educators and staff, despite everything around them, still

We wanted to present an issue that reflects a positive state of mind.

A state in which, we still dream and are inspired, think of new ideas and create new things.

A state of mind which acknowledges that, in order to change our world, we have to remain intact and, in the words of André Gide, “be faithful to that which exists within ourselves.”

We are very happy to present a new issue, enriched and fresh, experienced but never tired, full of interesting ideas, profound reflections and brand new sections!

I am very grateful to all who contributed to this issue and am very proud to present it to you, hoping you will discern the meaning behind what you will read: Our need to change things and go against the current in a revolt against pessimism and passiveness. To celebrate Education as the answer to the problems of our times.

contents contents Outofthebox26

Exploring the interaction between biological processes of the brain an SocialConcerns40

ElementarySchool15

A forum or p

interv refle

neur edu psy tech

Wellnessweek46

LearningEnhancement69

RisingtotheOccasion52

AthleticSpirit76

CognitiveJazz65

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educa othe dis

table contents

tableofcontents

● Q&A Innovation Zone

● theaftermath 8

● elementaryschool

60

Opening the doors to a better world...

15

Educational Integrity: It's not just a state of mind

17

● biznetworking

You Can’t Say You Can’t Play

20

Student’s business ideas provide hope for the future?

61

A Place Where Integrity Begins And Grows

23

Professional Networking Initiative for ACS Athens Parents

63

Opportunities & Challenges for Young Professionals in Greece and the Region

64

5th Grade Theatrical Play

26

American Farm School Field Trip

28

Trial of President Harry Truman

30

● acrosstheborders

COGNITIVE JAZZ - Issue 1

Neuroscience

65

● learningenhancement

Right from the horse’s mouth. USA University tour 2013

32

Making it to the other side of communication with Parent Effective Training (PET) classes held at ACS Athens

69

Up Close and Personal.

On-Site Study of the Italian Renaissance

34

8th Annual Conference on Learning Differences Innovative Teaching & Inclusive Learning

72

Shadow Teacher Handbook

75

● visualarts IB Visual Arts Exhibit

36

● socialconcerns A Man of Integrity. Did Anyone Know His Name?

40

The Forgotten. A reflection on a documentary feature story on the Greek crisis and its impact on youth and society

42

● wellnessweek Wellness as a way of life

46

Educating children to make healthy choices

46

Tools to withstand the turmoil in the world

47

Celebrating Wellness

47

Cultivating a Culture of Wellness

47

Exercising the Muscle of Integrity

48

● risingtotheoccasion

ETHOS MAGAZINE

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Broadening Your Horizons During Times of Crisis at ACS Athens

● outofthebox

6

Mathematics: Is it the subject that ties all students in knots?

S.T.A.M.P …O.U.T! IB Psychology Students Teach and Model Social Responsibility

52

Honor in Chaotic times ACS Athens Student initiated Honor Committee

54

Integrity Taught By Our Youngest: The Elementary School Honor Code Committee

56

● athleticspirit Swimming at ACS Athens – Becoming a Strong Legacy

76

ACS Athens Middle School Swimming From the Middle to the Top

78

Results

79

What does it mean to be a Student-Athlete at ACS Athens?

80

Sports Bring Youth And Cultures Together

82

ACS Athens Cheerleaders: Inspiring Enthusiasm and Positive Energy

83

● alumniaffairs Dear ACS Athens Alumni

84

Class of ‘73

85

Message from the Alumni Association President

86

Stop dreaming about the perfect pillow

It’s here.

sleep on nature belgium | italy | china | france | germany | greece | netherlands | south korea | saudi arabia | spain | united states T 210 6251971 | www.coco-mat.com

www.facebook.com/coco-mat.gr

Q&A

questionsa

It has been less than 6 months since we heard Dr. Gialamas, ACS Athens president, talking about the new programs to be implemented in the coming years, in order to enhance the educational experience of the students. “Genuine morphosis takes place when the student drives the entire learning process”, he said. “What is going to happen when we bring together a 9th grader taking pre-calculus with a little kid from Elementary who learns square roots?”

At that moment, the “Innovation Zone” was born; a unique program aiming to bring together gifted children who can learn from each other in a totally new way.

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andanswers answers

by Dr Stefanos Gialamas, ACS Athens President

W

e asked the question: “What is going to happen when we put together a 9th grader taking pre-calculus and a little kid in Elementary school that is learning square roots?” Before we attempt to answer this, let us start with two of the fundamental questions of the “Guided Inquiry” learning philosophy: “What do we think will happen and what are the expected learning outcomes?”

dents; it is proven that one learns more by sharing knowledge. The feeling that it is “normal” to be gifted and talented will help their self esteem tremendously, while the effort to convey this feeling to the younger ones will actually transform them into caring, more mature human beings. This program will give the opportunity to learn concepts that might not be covered in any formal class.

Let us recall the vision of providing a holistic, meaningful and harmonious sustainable education, which means to educate the entire person academically, socially, emotionally, physically and ethically, with ethos as the guiding principle, through continuous learning inside and outside the classroom.

What we think will happen to the older students is that they will be able to further develop their emotional intelligence skills; they will work with these 6-7-8 year old kids and understand how to make connections.

They will learn how to motivate and inspire them, to keep them focused, interested and mostly happy. They will also sharpen their creativity skills by deciding how to introduce mathematical concepts to these young children. Finally, they will open up and feel ready to be empowered and trusted to influence and inspire young children.

On the other hand, our younger students will challenge their abilities and they will experience that the learning of mathematics is actually fun! It is natural to be good at mathematics and sociable at the same time. They will become learning partners with an older student, not an adult; this will give them the freedom, later on, to open up to them without being afraid to express themselves and show their interests to a “non-authority” figure. The older student does not give grades nor does he determine whether the younger students are good, very good or excellent in their studies.

New horizons will be opened for the stu-

By all means, this is the “best environment” for students to learn and develop their interests, to thrive and transform themselves into beautifully educated young people with ethos, into tomorrow’s leaders who will continue giving what they acquired and eventually change the future.

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Q&A

questionsa Diary of Learning Week of March 11th 2013-March 15th 2013 Date: Wednesday 13 - March 2013 Time: 2:15 p.m . - 2:45 p.m.

Names of Students + Grade Level: Danae (Grade 8) & Anna Marie (Grade 3) Observer (s): Angelik Comments/ Observations: • Danae arrived at 2:25 p.m. – started drawing on whiteboard. Came over to ask me what to do. I replied “Anything”.

• Anna Marie arrived at 2:30 p.m. – Danae immediately sat her down and introduced herself.

• Both girls were very open and talkative.

• Both spoke about liking Lego, so Danae opened the Lego game.

• Took turns reading instructions on how to assemble the pieces.

• Danae started telling Anna-Marie about

New York and California, and Anna Marie told her a little about Germany (she was born there) and Chalandri (where she lives now).

• Mr. Marinos went inside to assemble the computer, but both girls ignored his presence and continued building the Lego, talking and laughing.

• Danae asked Anna Marie about sports she plays: swimming, ballet.

• Danae was confused about where one Lego piece should go and Anna Marie having read the instructions, showed her -both simultaneously responded with an “Oh!”

• Danae mostly initiated the conversation, but Anna Marie was very good at responding with appropriate body posture and eye contact.

• Took turns building the Lego; collaborative effort.

• Overall: very open, comfortable interaction. No silent moments/spaces.

• When told time was up – both girls were upset that the time was up so soon.

Week of March 11th 2013-March 15th 2013 Date: Wednesday 13 - March 2013 Time: 2:50 p.m . - 3:20 p.m.

Names of Students + Grade Level: Iliana (Grade 9) & Panagiotis (Grade 1) Observer (s): Angelik Comments/ Observations:

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• Panagioti arrived at 2:50 p.m. He immediately began looking at all the games. He chose to first look at The Bamboozlers Range.

• Panagioti started walking to other rooms and spoke to three other people about the difficulty level of the game.

• Started talking to himself about the difficulty level on each game and which one he should open.

• Iliana suggested they write on the whiteboard. Panagioti asked about the various colors.

• Opened up a game and started playing, would walk around with pieces in hand and then go back to the table.

• Iliana asked about the games and which ones he did; he answered 5, 7 and 8.

• Iliana arrived at 2:55 p.m. and Panagioti immediately started telling Iliana what to do.

• Panagioti was jumping from game to game, then spoke about difficulty 5 and the fact that is was “tricky”.

• Iliana greeted him and he responded and immediately resumed to explain about the difficulty of the game.

• Iliana asked Panagioti – “Where should we start?”. Panagioti told her and they started working together. Not more than

one minute later and he got bored and went to find another game.

• Iliana kept telling him “We first need to finish this game and then we will do the other one”.

• Iliana redirected his attention by giving him pieces to work with and assemble.

• After a while, Panagioti sat down, watched Iliana but then stood up and started talking about the various shapes of the pieces.

• He was a little scattered; Iliana was very calm.

• Iliana suggested a math problem. She wrote one for Panagioti and he solved it in-

andanswers answers stantly, but then didn’t want to do another.

Moved back to the game. Again, Panagioti mentioned the difficulty of the game.

• Panagioti came and asked Ms.Perakis if she can help with the game, he spoke about wanting to do Lego next time.

• Iliana gave him another math problem, Panagioti attempted it and then said “We already know this”.

• They moved back to the game on the table.

• Iliana teaching Panagioti a mathematical process to solve 2x+3=5. He said it was level one difficulty and asked Iliana “What are you learning in Math?”. She responded: “Things like what we doing”.

• Iliana gave Panagioti another problem; he was bored, got up and started roam-

ing around asking for a pencil.

• Throughout the entire time he couldn’t remain focused on one thing for longer than a minute.

• After a bit, he started working on his own activity.

• Iliana asked him if he knew the Fibonacci sequence. Panagioti went to the whiteboard and wrote 1,1,2,3,5,8,13,21. Iliana showed him with a diagram: 1

• “Fibonacci Star” 3

4

5

55 13

• At the end, Panagioti, asked: “Did everyone solve theses puzzles?”

• Iliana is very calm and patient with him.

• Question to consider: What is Iliana getting out of this?

89 233

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• “We should make a bigger Fibonacci star” said Panagioti, Iliana started erasing the whiteboard but Panagioti went to the Lego box- opened a packet and all the pieces fell out. He cleaned up after Iliana and I told him a few times.

• Panagioti and Iliana have a very open and comfortable relationship.

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• Iliana keeps motivating Panagioti to go further with his thinking.

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Week of March 18th 2013-March 22nd 2013 Date: Wednesday 20 - March 2013 Time: 2:15 p.m . - 2:45 p.m.

Names of Students + Grade Level: Danae (Grade 8) & Anna Marie (Grade 3) Observer (s): Angelik Comments/ Observations: • Both girls arrived on time.

• Girls wanted to minimize camera as they were a little embarrassed.

• Danae began by asking Anna Maria what she would like to do.

• Began playing hangman, both very talkative and comfortable with one another.

• Danae makes use of positive reinforcement which I believe makes Anna Maria more comfortable and at ease. Danae encouraged Anna Maria to figure out letters for the game by using pattern/strategy.

WORD: gypsy (Danae liked that there were NO vowels which made the game a little more challenging).

• Anna Maria’s turn – “I can’t think of a difficult word”

• Danae reassured her that it is okay and maybe to think about new words she might have learned at school. WORD: improper (used it from: improper fractions).

• Danae gave options on what to do next: Anna Maria wanted to draw initially, then the girls became curious about items/ games on bookshelf and together started touching, looking, questioning.

• Took turns looking at kaleidoscope.

• Girls decided to then draw. Anna Maria could not think of what to draw and Danae helped her (based on what she’s interested in – gave her options). The girls were drawing castles.

• While drawing the girls were conversing – very relaxed and calm.

• At one point both girls were very quiet

and concentrating on drawings.

• At times, I could not hear the conversations between the girls as they were talking softly.

• Danae asked: “Do you like travelling and where have you been?” Anna Maria answered France and Australia. – This initiated a bit of conversation.

• Danae gave Anna Maria a bit of insight on her drawing- “This is like your kind of place” (calm and serene as opposed to loud and noisy)- Castle found in quiet forest.

• Once again both girls were sad time was up so soon.

• Overall: They seem to enjoy one another’s company. Anna Maria, I think, feels secure and open with Dana and vice versa. Good combo!

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Q&A

questionsa Week of March 25th 2013-March 29th 2013 Date: Wednesday 27 - March 2013 Time: 11:00 a.m . - 11:30 a.m.

Names of Students + Grade Level: Antonis (Grade 11) & Romylos (Grade 2) Observer (s): Spyridoula & Natalie Comments/ Observations: • Romylos had arrived early – 10:54 a.m.

• Antonis came in a minute later – 10:55 a.m.- he pressed the record button and started talking with Romylos.

• Romylos was very excitable and wanted to look at the Architecture puzzles.

• However, Antonis wanted to first go back to a math problem for a little; then he began looking at the puzzle with Romylos.

• Antonis asked Romylos, “What do you want to create?” (They were looking at the Empire State Building Puzzle) • Antonis was coming up with math problems for Romylos to solve using the architecture puzzle.

• Example: They have 6 pieces – 2 pieces = 4 pieces • Antonis was later trying to teach Romylos how to solve for x in a problem such as: 6 + € = 10 • Antonis wanted to teach Romylos the proper method to use in order to ensure that he will get the right result.

• Another example was: 6 + € = 11. Romylos said “5” but then switched his answer to “4”.

• Antonis corrected him by showing Romylos that if he puts the number 4 in place of the x the answer would be 10 instead of 11. Therefore x has to be 5.

• Antonis said “You have six pieces, but you want eleven, so how many should I give you?”

• Romylos immediately responded “five”!

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• They are very comfortable with each other and Romylos seems very enthusiastic.

• Antonis seems to enjoy teaching Romylos and he likes having more of a leadership role.

• At one point after Anotnis asked Romylos to tell him the number of puzzle pieces he had, Romylos was insisting that there were 6 without counting.

• Antonis asked him to actually count the pieces and Romylos was able to find the total number, create a math problem and solve it.

• 10 pieces + How many they have

x pieces

= 13 pieces

How many pieces Antonis should give Romylos

How many pieces Romylos wants

• Romylos wrote down 3 on the whiteboard, immediately solving for x.

• For a moment, Antonis was just observing what Romylos was doing.

• He was trying to think of another math problem to give Romylos. 2 + x = 8 • Romylos continued to put the puzzle pieces together and afterwards went back to the problem.

• Romylos gets very eager to solve the problems many times so he doesn’t think his answers through; It is good that Antonis is able to show him how to be patient and think about his answers before he announces them/writes them.

• Romylos got distracted by the webcam.

• Antonis asked him if he was sure he understood the math problem before moving on.

• Another example was: 2 + € = 9.

• Romylos went back to the puzzle, but Antonis told him to concentrate on the math problem for now and get back to the actual puzzle later. Romylos agreed.

• Romylos was getting a little more distracted today and Antonis was trying to help him concentrate. He gave him another problem : 20 - € = 11 • Romylos found the answer : 9 • 8 - € = 6 • Romylos yet again gave his answer immediately : 2 • 7 - € = 3 • Romylos counted with his fingers and gave the answer 4.

• Romylos wanted to go back to the puzzle and started reading the instructions out loud.

• Anotnis continued to ask him a couple of math questions (pertaining to the puzzle).

• Romylos stated “This is really easy for me” as he continued to put the puzzle together.

• Romylos was going step-by-step solving the puzzle as Antonis watched him.

• After I announced that time was up Romylos said “One more second”- he didn’t want to stop working on the puzzle!

andanswers answers Even though it has only been a few weeks since the program started, we thought it would be interesting to know students' first impression; how do the students feel about the program and about each other?

Older students: Q. How do you feel at the beginning of each session and how do you feel at the end of it?

A. I feel excited and looking forward to each session, because it is sweet and nice. At the end of each session I feel happy and calm, as if I have just had a positive active therapy session. And I feel accomplished for making my partner smile.

Danae, Grade: 8 Q. Do you find yourself thinking about what you are going to talk about with your younger friend during your next meeting? Do you ever think of alternative methods you should try with him/her in order to teach him/her something more difficult?

A. When I leave the innovation zone I think about how I am going to challenge Panagioti at the next meeting.

Usually we start by giving each other math problems and then we end up doing mathematical concepts.

Iliana, Grade: 9 A. I am preparing at home what I will teach him in each session. My goal is that if I understand that he has mastered the topic, to then proceed to something more difficult.

Antonis, Grade: 11

self repeating the same methods you use when you try to concentrate on something?

A. Yes, but also altering the method according to the student because everyone is different and learns in different ways. It depends on what the child is interested in, what the child has trouble with, their attention span , etc. I alter my method accordingly.

Danae, Grade: 8 Q. Overall, what do you think you gain out of this experience?

A. I like how I get some time to talk and have a relationship with a smaller girl with some mutual interests. I like to analyze her behavior and try to figure her out, I gain experience of communication and also realize some things about children and about myself; how I enjoy some things. In a way there’s a relief of pressure stepping into a ‘new’ world of a 9 year old.

Danae, Grade: 8 A. I will gain the ability to interact better with younger children and be able to relate more to things that they like to do. Since it is my first teaching experience, I think I will be able to learn how not to only be a good student in school, but also help others through the experience I will gain in this program.

Calden, Grade: 11

Q. If you were to give one word to describe your relationship with her, what would that be?

Younger students:

A. Friends (possibly teacher) for both.

Q. Have you learned something new from older friend? What is that?

He, Grade: 8 Q. When you try to make the younger students more focused on a subject, do you ever find your-

A. Yes, sometimes when we play hangman she thinks of words that I don’t know and when I’ve guessed all the letters (or she wins) she tells me the definition

of the word and what the word means. Sometimes, when we play Lego Architecture, she tells me what the building we are creating is and where it is located.

Anna Marie, Grade: 3 Q. Do you prefer solving a puzzle or creating a Lego by yourself or with him/her?

A. I prefer creating Lego with Calden because he can help me.

Amarylis, Grade: 2 Q. If you have a question, is it easier to talk about it with Danae or with your teacher?

A. Depends on the question. Probably if I have a question about art or some countries around the world I would rather talk to Danae. If I have a question about a word or reading I would rather talk to my teacher, but anyways, Danae is very smart and helpful.

Anna Marie, Grade: 3 Q. Do you ever think about the games you are going to play with Danae during your next meeting?

A. Yes, sometimes I do when I’m having lunch or recess. Sometimes I like Danae to pick what we can do.

Anna Marie, Grade: 3 Q. Overall, is it fun to spend time with Iliana?

A. Yes, because she is nice ad we play interesting stuff together and also do puzzles. She is fair and I feel comfortable with her.

Panagiotis, Grade: 1. spring 2013

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elementaryschool Opening the doors to a better world

by Sarah Kaldelli, Elementary Specialist, Optimal Learning Program

I

could never have been prepared for the overwhelming change behavior should bring punishment, there exist different perspecthat occurred in our lives when our twin boys were born exactly tives on a moral judgment; “moral development is then based on five years ago. It’s not only that sleep is a luxury of the past, or that conforming to social rules to ensure positive human relationships days are packed with minute details that must be checked off; it is and societal order” (Berk 1993, p.594). Individuals want to behave also the degree of selflessness that permeates every aspect of our appropriately so that they are accepted and can form positive relalives. Before the boys were born, being a responsible, dependable tionships based on their actions. Individuals in this level understand and considerate adult was a major priority for me. I tried to imple- that rules exist for the common good and should be enforced with ment all that my parents taught me, no exceptions – but does this hapstriving continuously to be “good” pen in our society? The third Level throughout all the aspects of life. is Post-Conventional, or Principled When my world was turned around Level, which postulates that laws five years ago I ceased to be a marstem from ethical principles and Pondering how to best ried but basically independent per“when laws violate these principles, son. Now I realize how much I focus one acts in accordance with the raise my twin 5-year olds, and on nudging my boys towards kindprinciple” (Schichedanz, Schichenteach my students, so that they ness, honesty and doing the “right danz et al 523). Societal laws can thing”. When the call for papers was be followed or changed through recognize and demonstrate announced and I read the title Inpopular agreement to support printegrity in Time of Crisis, I thought of ciples such as liberty and justice. ethos. In a time of crisis we my studies in education, as well as As a side note, Kohlberg perceived look back at Kohlberg’s Theory my focus at home. that very few people actually reach Level 3 of moral development (Berk of Moral Development to get 593- 596).

How do we help our own children answers and strategies on and our students develop their – and our – sense of integrity while Kohlberg went on to say that morhow to tackle our children’s living in a world of crisis and mixed al development is very slow and values? How do we showcase gradual and that children reach the understanding of morality goodness and teach them to react different stages at different ages with calmness and kindness, to dis(Berk 594). So, too, do societies cover and emphasize the positive in reach different stages at different a world full of negative? For a start times. Perhaps we should consider we might consider what the researchers and theorists hypothesize children’s moral stages, both cognitive and developmental, when on the development of morality in children in our attempt to un- trying to prepare them for the world we live in. Perhaps we should derstand how to teach and instill the ethics we want for them. Law- also consider which stage of moral development their particular rence Kohlberg, a psychologist and professor at Harvard, identified society has reached, and its place in the world around it. Shouldn’t three levels of moral development, each level then split into two we encourage them to stand tall and “be good” even in the face of stages, six stages in total. their society’s lower level of development? Of course! We must look at the beginning, at the wrong choices that should have brought The first Level is the Pre-Conventional Level during which morality punishment. This has created a moral crisis indeed. But at the same is externally controlled. Young children believe that there are con- time we try to maintain appropriate behavior so that others choose sequences for their actions and that bad behavior leads to pun- to be “with” us. They must understand that although there are difishment, or at least a repercussion. During the second Level, the ferent perspectives, rules and laws exist to support basic core prinConventional Level, older children understand that although bad ciples.

“

”

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element

elementaryschool

Despite living in a society that seems to defy even Kohlberg’s PreConventional Level, despite surviving (so far ) in this time of a crisis of morals, our overall goal is to maintain our own and our students’ morality and integrity. We want to raise children who slowly, yet steadily, develop strong principles, understanding that they can contribute to the common good, even if it’s little by little, person by person. I want my boys to know that it’s good to stand up for their beliefs, and to go out of their way for someone, and that that person will look them in the eye, smile and say thank you meaningfully. I want them to know that although everyone is different, we

are all working towards the common good. Let’s start at the beginning, little by little.

Berk, Laura. Infants, Children and Adolescents. Massachusetts: Allyn and Bacon, 1993.

Schickedanz, Schickedanz, et al. Understanding Children. California: Mayfield Publishing, 1993.

Did you know?

Lawrence Kohlberg was born in New York on October 25, 1927. He attended Phillips Academy before enlisting in the Merchant Marines during World War II. When he left the military, Kohlberg enrolled in the University of Chicago and received his Bachelor’s after only one year. He received his PhD in psychology from the University of Chicago.

In 1967, Kohlberg became a professor at Harvard University, joining the staff of the Education and Social Psychology department. His dissertation on moral development in 1958 was the catalyst for the course Kohlberg’s career would take. Kohlberg’s theory on the Stages of Moral Development was born out of his examination of Jean Piaget’s work and out of his passion for exploring children’s moral choices. Kohlberg died in 1987 after a long battle with a parasitic infection and subsequent depression. Kohlberg was found to be the 30th most eminent psychologist of the 20th century.

Source: http://www.goodtherapy.org/

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taryschool Studentservices elementaryschool Educational Integrity: It's not just a state of mind

by STAVI DIMAS, Kindergarten Teacher

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ince I was a child I have loved visiting museums for countless how they will learn it, as if they themselves do not have a voice. reasons. The architecture, the exhibitions, people watching and Educators must therefore use every opportunity afforded to them even the trip there have always seemed exciting to me. Of course, I to release learning back into the hands of the students. This can am aware that my enthusiasm towards these types of institutions is be accomplished by teaching the meaning of educational integrity not shared by all and I have often wondered what it is that creates and practice, not only by using standards and guidelines, but by also being the living example of inthis distinction between those who novation and progress. enjoy museums and those who do not. After conducting extensive research on this issue, I am finally This year I had the opportunity to able to approach my question from work with the second grade classes What stood out to me a more knowledgeable standpoint. on a pilot project we called Objects, Yet, the root of the answer lies in a Interpretation and Student Learnmore than anything was the very different place than I originally ing. The main goal of this project thought it would. Through my rewas for students to discover three sensitivity that they showed to search I discovered that all forms Social Studies units of inquiry by the integrity of museum objects, of educational practice are responusing new techniques of hands-on sible for this schism between the learning. The units they covered ina concept that took me years museum goer and the non-musecluded Discovering Your Communium goer, not just the long lines at ty: Greece, Africa and finally Health. to understand. They knew the ticket counter. how to handle and care for the The first group of second gradThere is evidence to support that ers visited the Hellenic Children’s objects and they understood the the experiences of our early years Museum in Athens to discover the significance of the wholeness directly affect the way that we appast and present elements of the proach learning for the rest of our community they live in today. The and the entirety that resonates lives. Therefore, as institutions of second group then ventured to Acvoluntary learning, museums postion Aid for an exhibition on Africa, when looking at a real piece of sess the ability to either attract or where they were able to experience history, not just a picture in a repel visitors based on more than what reality is like for children their just exhibition content. Museums own age in developing countries. book or on the internet inadvertently appeal to our early The last and pending group will childhood exposure to learning. So visit the Hellenic Children’s Muthe question then becomes: “How seum in order to explore issues of can formal educators provide posihealthy living integrated into their tive and diverse experiences for students, which in turn will lay the daily lives. Upon their return to school, each group has in their posgroundwork for lifelong knowledge seeking and value building?” session two or more original museum objects which have been lent to us by these organizations for the purposes of exploring the Several articles stated that educational institutions make the choice potential of hands-on learning in the classroom. The museum obto either encourage and support school age children or make them jects then in turn act as the spring boards for the student teaching feel powerless and inadequate. This may not always be a conscious which develops as a culmination of student understanding and decision but it resonates none the less in the cognitive futures expression. of children. In schools, negativity can be perceived in student attitudes as a result of intangible and unexplained feelings related In short, the project aims to encourage student learning through to the actuality that they do not have a say in what they learn or the use of original objects which belong to the “social” side of Social

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Studies. Objects tell stories, and it is up to the second grade students to discover what these stories are and in what manner they should be told. Back in school, students meet several times to discuss what they have learned and how they could now teach their ideas to the other students who had not been with them on their visit. It becomes the students’ responsibility to become organized in their critical thinking and to create presentations using these museum objects. As they work together, students find themselves in the role of teacher and the teachers in turn become mere facilitators to the consolidation of students’ thoughts and opinions. The “student teachers” have shown a desire to encourage their peers

to discover new information about the unit topics. They want their classmates to observe and analyze these original objects as they themselves have seen them, as pieces of our social history.

During the group meetings which have occurred to date, the students’ level of comprehension of the subject matter and tasks have expanded beyond my highest expectations. They have worked in an enthusiastic manner without the need for encouragement from their adult group leaders. Not only have they enjoyed what they were doing but they have had so much to share with each other and, as a result, with their teachers as well.

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In their project groups, the second graders wittingly reflect on what others would want to learn and they choose to highlight and mirror the experiences which were important to them from the exhibition they visited. They are kind and polite to one another and they took their roles very seriously, in a manner that any professional setting could do to learn from. During the presentations, most of the students were not nervous and shy as I was afraid they may be, but rather they took charge and seemed more concerned about the listening skills of the other groups, as any good teacher would be.

They knew what they had learned and they were sure about what they wanted to teach. This for me is the definition of academic integrity, in an abstract yet necessary sense of the word.

On an end note, the teachers I worked with during this initiative were also models of integrity. They were upright and honest with me about my ideas and they were supportive and kind, while working together only as a well-oiled machine does. These teachers were willing to become the example by branching out and taking a chance on a new idea they felt would benefit their students. They understand the need to provide innovative experiences in order to encourage lifelong learning and they are constantly seeking out the tools to do so. I am confident that in the future many of the students who participated in the program this year will not only become museum-goers, but also will have gained the ability to interpret knowledge in a way that only true lovers of learning are able to.

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1 The exhibition interpreter at Action Aid explains daily life in Africa to the students.

2 Students first experience with the objects at the Hellenic Children's Museum.

3 Students present objects from the Museum together with contemporary objects for comparison.

4 Students prepare for 'take off' at Action Aid.

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You Can’t Say You Can’t Play V

by Tracy Theodoropoulos, Kindergarten Teacher

ivian Gussin Paley is a retired preschool and Kindergarten teacher with over 30 years experience at the University of Chicago laboratory schools. She is a researcher and author of many titles including You Can’t Say You Can’t Play, The Boy Who Would Be a Helicopter, White Teacher, Kwanzaa and Me, and Child’s Play: The Importance of Fantasy Play. As a teacher I feel responsible to be open to new ideas in education and how to get through to and understand my students.

Theatre is connected to play and children always have many ideas.

For example, John is a puppy and he has his family around including the baby and his mommy while breakfast is cooking. During story acting, the teacher can refer to certain parts of the story and encourage John to go further with it or maybe to clarify what is going on. First he will dictate the story to the teacher which may involve the puppy running away. For the storytelling process to happen, the teacher can ask how the puppy Vivian Paley, teacher, feels with the anxiety of being lost, like in play, and how he enjoys the author and researcher, believes pleasure of being found. This version of the story is different than that teaching is ultimately a playing out a story with a beginmoral act . Can teachers legislate ning, middle and end. It is created by the children in their way of comfairness in play and still nurture municating with their peers and finding their place in the classroom children’s creativity? Paley and world around them.

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I thus discovered Vivian Paley and her work with young children. I was mesmerized by her research on preschool and kindergarten children during play time and observations about things I have overlooked during their free time.

It is intriguing that an award-winning teacher finds central social thought so and even made a and cognitive learning through So why is this central and what play. Paley practiced using storynew rule in her Kindergarten does it mean? Through fantasy play, telling and story acting in her classwe can better understand social, room, but not from the beginning classroom - You Can’t Say You linguistic, and logical interactions. of her career. In fact, after 13 years Can’t Play. She connected Children are more comfortable of being an uninspired and uninwhen pretending and are able to spiring teacher, in her words, she storytelling and story acting to expand their story when pretenddiscovered how fantasy play can ing to be characters, even if they be central to children’s academic play. To get started, you can use are themselves when acting. How and social development. She conany piece of action observed in many times have you observed nected storytelling to play as she teachers lining up young children began by listening to children play, play to promote stories to be with pretend strategies? Pretendmaking audio recordings of their ing we are ducks walking in a line or conversations and listening to acted out penguins waddling on ice gets chilthem again at home. Later, she had dren focused in an imaginative way. her students reenact these play situations. Paley would post a signup Vivian Paley also talks about good list in her classroom for storytelling volunteers. She would suggest that they act their play time play and bad play. Good play is when everything goes well and out and was also involved herself by asking questions or repeat- we are working together. Bad play has disagreements, fights and is ing them during their stories. This idea caught my interest and I a big mess. What to do? Remind them about the rules, reprimand thought of doing this in my own classroom, since I have observed and lecture, and time out are some of the obvious answers. Somethat it is difficult for children to reenact an entire story indepen- times we just throw our hands up in the air and say: “They’re just dently, or to be up on stage and act out a story that has been read kids, this is bound to happen.” However, Paley believes in a different to them. And since the teacher can also be involved, students are approach. Through years of anecdotal notes, recording play time sessions and listening to her students, she found that using storyencouraged to keep their story going and expand on the ideas.

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taryschool elementaryschool After this story which was drawn and written by a kindergartner, the teacher’s role begins. Paley suggests capturing one aspect and expanding on it by asking questions.

For example: Why did the two characters feel they were different from each other? Did someone say something to the other?

There is an open-ended dialogue and only the actors and authors know the answers.

telling to reenact a disagreement or an average playtime scenario such as racing cars or building a spaceship can be driven by the teacher to find a solution or take the story further.

One scenario in playtime is the following: Adam wanted to fight Nathan with his friend when racing with their cars. Nathan got wind of it and hit his friend as he was angry. His friend hit Nathan back harder.

Friend is hurt and upset and tells the teacher about it. In comes the teacher. His or her role can be to help the children reenter this scene.

The teacher and even other children will comment, “This is not working”. Teacher continues: “So, are we allowed to hit others in our classroom?” Given that we have agreed upon our classroom rules such as keep your hands and feet to yourselves, the teacher asks if hitting can be allowed when racing our cars. Further, the teacher can ask whether it is right to use unkind words to fight against our friend.

Thus, the children begin to think how classroom rules can apply to their world during playtime. Eventually, they will hopefully apply the rules independently, an indication of true learning.

Keeping the rules in mind during story acting fosters children’s social awareness. They may think twice about hitting someone when referring to the rule. In addition, Paley says that children also expand their vocabulary, imagery and the valuable idea that we can choose different outcomes for most of our actions. Storytelling and story acting are a means for study and achieving literary and social control. It is vital for the teacher to be involved in this process by observing her students when they are at play, taking notes and then coming back to the scenarios during story acting to drive the students to become more self-aware of their actions and the language they use.

There is always more to learn from children. Teachers benefit from slowing down to stop and listen to them, and getting involved in what they are doing and thinking. Children are born storytellers. In the classroom every child brings in his or her uniqueness and has to find their way. The drama in children’s stories is more than fantasy.

Paley says the goal is fairness. It may take some children longer to

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Kindergarten fantasy play 1 Angelos playing the dog in the game, Family.

2 Mom and sisters at the dinner table in the game Family.

3 Phurin creating a hospital.

4 Logan, Sandrine and Yvette playing in the village they created.

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cross that threshold and we should allow them to go at their own pace, so that the school culture is an island of safety and sensibility.

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Teacher integrity lies in providing a fair atmosphere in the classroom and in remembering that their job is based on morals. We avoid generalizations and are not out to promote our careers, but we aim to provide a safe environment so children can feel comfortable with their neighbors in a particular community. Labeling kids is not the ideal way, but giving each child time to express themselves and act out their stories can help them to overcome their fears and to develop language, get along with their peers and make sense of the world around them. Children create their own mythology and legends and make connections through characters, setting and climactic events sometimes drawn out over days into a hopefully happy ending. There are lessons in every fantasy -- the good fighting the bad, the mischievous troll hiding from everyone, the family being attacked and then ending up safe again, etc.

Paley blossomed as an educator and showed humility when she apologized to her students for making mistakes and to her younger colleagues, as well as when she acknowledged her own blind spots. She would learn from her most challenging students, even if it took the entire school year to see a breakthrough. Finally, she says for teachers and students to think of themselves as characters in a story, certain scenarios can expand in many directions. We can find kindness, respect for one another, intimacy, humor and literacy. A day without storytelling she says is a disconnected day.

References: A Conversation with Vivian Gussin Paley. Dombrink-Green, Meghan. Young Children, September 2001. http://www.naeyc.org/content/conversationvivian-gussin-paley Gussin Paley, Vivian. The Boy Who Would Be a Helicopter. Harvard University Press, 1990.

taryschool elementaryschool A Place Where Integrity Begins And Grows

by Stavroula Salouros, Elementary Physical Education Teacher

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hese are challenging times for our world and for education.

These challenges affect people’s personal characters and choices. They also affect children, as they observe what is going on in the world. The public holds teachers and schools more accountable now, than ever, to shape the minds and characters of the young so as to enable them to make appropriate choices.

Teachers are expected to teach and discipline their students to be respectful and responsible. They are expected to teach students to display behaviors reflective of moral virtues, such as integrity, fairness and honesty, and to adhere to professional codes of conduct.

By having children adopt these values, it is believed they will help them adjust to challenging times and maintain integrity while opposing difficulties.

The importance of developing character is emphasized in the standards for physical education. Two of these state that students should exhibit “responsible personal and social behavior in physical activity settings” and choose “physical activity for health, enjoyment, challenge, self-expression and/or social interaction” (National Association for Sport and Physical Education, 2004, p.11). Physical education teachers can help students meet these standards by stressing the importance of character and moral values.

As the Elementary Physical Education teacher, while teaching my students various sports or activities, I highlight that taunting and violence are wrong. They are the opposite of displaying sportsmanlike behaviors and living by moral virtues. I do this through a program called CHARACTER EDUCATION (Josephson Institute), which encompasses an emphasis on the universal values we all seek to see instilled in our young ones. Character Education is a program that is intertwined in every unit taught. It fosters ethical, responsible, and caring young people by modeling and teaching good

character through an emphasis on values we all share and want our children to learn.

My character education program is a proactive effort to instill important core, ethical, and civic values in students, such as respect, responsibility, integrity, perseverance, courage, justice, and self-discipline.

Its long-term goals address moral, ethical, and academic issues that are of growing concern in our society and the difficult times it faces. All of these values are effectively integrated into my physical education program, where all students, grades K-5, are taught how the epitome of living a values-based life is the fulfillment of moral obligations with consistent righteousness of character or integrity.

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Lessons learned inside the classroom and through interactions outside should be based on virtues. Teachers have an important role in educating their students about these values. Integrity, honesty, trust, fairness, respect, and responsibility should characterize teachers, as well as students.

Students with character should demonstrate that integrity is a prized possession, one that can help them live a moral life.

Students should do the harder right than the easier wrong.

That is why I teach and model character, and how my students develop character and moral virtues which they will hopefully carry into their lives

I teach my students that a person of integrity behaves in virtuous ways, such as keeping promises and refraining from lying and cheating. I teach them fair play and good sportsmanship. I show them all respect and I treat them with kindness; I expect the same in return.

I model integrity by showing students how to choose to do the right thing even no one is looking. How to consistently do what is right, even when it would be so much easier to do something that is personally more beneficial. I do explain that this goes beyond the classroom and into the “real world.”

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Students are provided with educational experiences during which they exercise the virtues taught to them. There is an emphasis on the importance of exercising self-control and integrity when challenged in

life and of responding appropriately. Students learn the importance of knowing right from wrong, personally valuing what is right, and acting based on knowing and valuing. Whether it is an argument over a bad call during a game, a dispute between peers, or internal conflicts, students are expected to display integrity, values, and principles.

Refle ct my te ing back, I can achin g of chara d is tinctive cter e l A sec ducat y rememb ond g er sp i o rader n was recite to ld d to pro u d ecific and h h i is not im th ly d is e mot s o lder br playe detaile d e abo ut other to tau d acr when w i n ning, oss a xperiences not to g ht a hearin ll gra n b where u d w g the t o l a e r de le b r a y abo ou rn se eth vels. ut the ical a t learning e d in all This s u nd ca my p h a ring m and havin ysical pco ming s when me motto g fun w im m is alw playin otivat e duc .� W h ays c eet. H ional g. at mo ation clas hante w o r ses: “I e re ca d s? d by I also n o ne t the Ki nderg expec fellow remember a t r t h eners ow a was c peer to ch as the eer he third grad itizen y sup er pa ship a p o rt o r up a sse d t its fi ne an s she u p A ple other w n h e a e s s r pos t. sad h asant ition er mo recall and s a s m wa elf- d of pro s awa team capt is po int y on ain to ment. cipline te gress in et a bu s anot chniq iness ues to hics is a fi trip. T her fth gr help h Durin his ad im wh g en de er who ha runne a fo urth g s aling r was rade w ith f learne d s softba team o el rus tra ll gam wo uld ut and th at the tion o f-contro l call w e, a w now b r d isa battin rong as inc e up g tea pa man m no call was m and a or rect and t bat. The w had ade b ll the firs t that t y the ba three integr h umpir o uts.

But th ity he e runner w seman the e st T n hi e o ne a car rie s aware exper d w it s indee d s ho ute d o u s meant th ating the i h a e ence of the t in him fe. I that b when was a to the um field ing self. rings a firs impact I p m ir aze d m t a smi to ld at thi e that the me: M grade boy ake when le to s yo ung m s. Stav te yo ur ro ula came to cl aching et y face and toys, h , a a ics an n also g th ss car make d val r ive an d so I wan is ball is ues in s me for yo ying a sm te d to d not all cla u. Yo u alway b s take uy yo u a alway soccer bal ss was toy. Y l an , so I s let us o u al bo ug h play w d ways t this it h tell u ball f s we or yo mu s t u.�

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1 4thGraders posing in front of the Character Education posters.

2 A 2nd grade class doing “good game” after a broom ball match.

3 Poster showcasing the 6 Pillars of Character Education.

4 A 4th grader showing what respect is all about.

5 It’s not about winning, but about learning and having fun!.

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outof 5th Grade Theatrical Play 5th graders became actors, directors, costume designers, screenwriters, stage designers, offering us an amazing show that took our breath away!

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American Farm School Field Trip

by Tina Dellas, Academy Science Faculty

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The American Farm School in Thessaloniki provided an outstanding educational opportunity for ACS Athens students. The ninth grade Biology classes visited for three days in January.

ACS Athens students stayed in the college dorms, made yogurt, learned robotics, solved a murder mystery using chemical forensics, toured many sites in Thessaloniki and thoroughly enjoyed the trip

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he ninth grade Biology classes got a taste of college life, with dormitories, roommates and dining halls, during their January 2013 visit to the American Farm School in Thessaloniki. The students stayed in the new Perrotis College dormitories, and while on campus they participated in several educational activities. They also enjoyed touring some popular sites in Thessaloniki, including the White Tower, the Byzantine Museum and the NOESIS Museum, which is full of hands-on science activities.

One product of the Farm School is omega-3 eggs, and the students toured the school’s new poultry facilities, which meet the new EU regulations for space and living conditions for egg-producing poultry.

commercially. In preparation, they studied a unit on bacterial cultures and enzymes.

Other well-known products of the Farm School are milk, cheese and yogurt. The students learned the process of producing yogurt

The students’ written reflections showed thoughtful analysis of their learning, both academically and on a personal level. The pro-

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In order for students to understand the meaning and importance of omega-3 fatty acids in the human diet, the Biology class unit on biological macromolecules was adjusted to focus only on lipids. A new lab activity was added in which the students extracted lipids from food samples using a non-polar solvent; math classes are involved in this quantitative activity by helping the students process their data and perform the appropriate calculations.

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cess of making yogurt was an eye-opener for many students. The robotics workshop stimulated quite a following. The entomologist who explained her work on the epidemiology of malaria impressed students across the board, but particularly a handful of ACS Athens girls who had never imagined a woman in the role of research scientist.

The chemistry lab was a big hit, in which the students learned the identifying tests for certain carbohydrates, and then used these tests to identify the criminal in a murder mystery!

Some student comments: “I never thought that dairy products would need so much care and a big business to be produced.”

“I was surprised to learn that Anopheles mosquitoes are one of the most dangerous species in the world, killing approximately 3 million people a year; and that malaria is also present in Greece.”

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“What I saw and learned at the American Farm School made me change my mind about what farming is. It is a creative job which needs scientists, a lot of initiative, the correct technological know-how along with patience and love for perfection.”

“I learned to be more independent: waking up early in the morning, eating breakfast, and taking my jacket everywhere I go.”

“I figured out that sleep is very important in the life cycle.”

“I learned how to be independent when I am free to do whatever I want.

At the same time though I have to be responsible and take care of myself. Staying out of trouble was something I wanted to do, not just because I would have been punished but because good behavior shows a good image that everyone respects.”

This trip is part of the ongoing collaboration between ACS and the American Farm School.

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1 Dionysios Aravantinos at the NOESIS museum.

2 Nikolas Rigas and John Efstathiadis view the Cartesian diver at the NOESIS museum.

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1 The AFS Farm Manager explains the state-of-theart poultry facilities which produce the omega-3 enriched eggs at the Farm School. ACS students Alex Heliou Le Heux, Alex Kalanzakis, Theofanis Charonidis, Reggina Kouva, and Filip Langer.

2 Fotis Emery at the NOESIS museum.

3 Alexia Fragakis and Konstatine I. Alexopoulos learning how to command the robot at the robotics workshop.

4 Stamatis Stamatiou working on one of the interactive exhibits at the NOESIS museum. Mr. Kalogridakis looks on.

5 Marilia Sarakou and Valeria Nikolaki at the robotics workshop.

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Trial of President Harry Truman Every single year 10th Graders in the Combo Class re-live history by putting President Harry S. Truman on trial for "Crimes against Humanity". Through extensive research and case preparation they become prosecutors, defenders and witnesses in order to stage a complete trial. This year's verdict: Guilty! This is the 7th out of a total of 12 trials that President Truman has been found guilty.

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Right from the horse’s mouth USA University tour 2013

by Peggy Pelonis, Dean, Office of Student Affairs

What do higher education institutions look for in students coming from overseas?

What is it that helps students determine the "best fit" in the end?

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assion, collaboration, research, self directed, opportunities, high academic standing, involvement, initiative and character are some of the words used by the admissions officers of universities in the United States to describe the characteristics of students who best fit their institutions. Fourteen higher education institutions had the opportunity to share what they look for in students coming from overseas, and what makes students successful once they enter university. We have visited many of these institutions via college tours, individual tours, websites and college booklets, yet there was something unique about having the opportunity to interview them, as they thought about and carefully worded their responses, wanting to give the audience the most accurate and colorful image. Beyond words however, I watched as each one spoke with passion about their institution and listened carefully to what makes each of them different. Tufts, Bentley, Roger Williams, Salve Regina, UPenn, Drexel, Temple, NYU, Eugene Lang, Marymount Manhattan, Manhattanville, Northwestern, Columbia College, St. Louis University are all well established and highly regarded higher education institutes that share many standards in common, yet they are different in their requirements and character. What is it that helps students determine the “best fit� in the end? Tune into our ACS Athens radio pod cast and find out what each has to say.

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American International College American University Bluefield College Boston University Brooklyn College Bryant University California State University/Fresno California State University/Long Beach California State University/San Jose California State University/San Marcos Cedarville University Chapman University Colby College Columbia College/Chicago Concordia College De Paul University Drexel University Elmhurst College

Liberty University Loyola University Loyola Marymount University Lynn University Maryland Institute College of Arts Marymount Manhattan College Massachusetts College of Pharmacy and Health Science New York University Niagara University Northeastern University Northwestern University Northpark University Ohio Wesleyan University Pace University Parsons The New School of Design Penn State Philadelphia University Quinnipiac University Roger Williams University Santa Clara University

Syracuse University Temple University Tufts University Washington State University Wentworth Institute of Technology University of Florida University of Idaho University of Illinois University of Iowa University of Massachusetts/Amherst University of Miami University of North Carolina Chapel Hill University of New Hampshire University of the Pacific University of Pennsylvania University of Rochester University of San Francisco University of Southern Florida University of Vermont University of Virginia Virginia Tech Wheaton College Worcester Polytechnic Institute

U.K. Acceptances

proudly Congratulates its 2013 Graduates who were accepted at these Universities & Colleges Emerson College Florida International University Fordham University Franklin and Marshall College George Washington University Hofstra University Illinois Institute of Technology Ithaca College Johns Hopkins University La Salle University

Sarah Lawrence College Savannah College of Art & Design School of the Art Institute of Chicago Skidmore College Southern Illinois U. of Edwardsville St. John’s University St. Joseph’s University Suffolk University

Aberystwyth University Bournemouth University University of Bristol Brunel University City University (Cass Business School)

Queen Mary University Regents Business School Regents College of London Royal Holloway, Univ. of London University of Aberdeen University of Bath University of Birmingham University of Bolton University of Brighton University of Bristol University for the Creative Arts University of Edinburgh University of Essex University of Dundee University of Exeter University of Glasgow University of Hull Keele University University of Kent University of Liverpool University of Manchester University of Newcastle University of Nottingham University of Northampton University of Portsmouth University of Southampton University of Stirling University of Strathclyde University of Surrey University of Sussex University of Warwick University of Westminster York University

Canada & Others

American U. of Beirut (Lebanon) Amity University (India) Cardiff University Bilkent University (Turkey) Coventry University Carleton University (Canada) Derby College Hong Kong Polytechnic University East Anglia Business School Goldsmiths Huron University College (Canada) University of London Prague Film School (Czech Rep.) Heriot-Watt University American College of Management King’s College/ London and Technology (Croatia) Kingston University Ryerson University (Canada) Liverpool John Moores University University of Waterloo (Canada) London Metropolitan University University of Windsor (Canada) Manchester Metropolitan University Newcastle University Plymouth University

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Up Close and Personal On-Site Study of the Italian Renaissance

by Kathleen Jasonides, Division Chair of Language & Literature Janet Karvouniaris, Division Chair Social Studies Amalia Zavacopoulou, Writing Center Supervisor

The Humanities Field Study Guide created by the teachers was an indispensable resource for students during their eight days in Italy. It contains information about sites visited in Arezzo, Florence, Rome and Siena, as well as maps, hotel information and useful Italian phrases. Available in PDF form, it could be downloaded by students on their personal devices.

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oving out of the comfort zone, facing intellectual challenges, collaborating with others to make meaning out of new experiences‌mindful, ethical travelers learn about their destination before departure and encounter the new setting with cultural sensitivity and an open mind. Honors Humanities students recently tested their mettle in all these areas as they explored some wellknown and some not-so-well-known sites in Italy as part of their study of the Italian Renaissance. Students enrolled in the online Humanities course teamed up with their peers in the face-to-face class and their teachers to study firsthand the art and history they had become familiar with in their respective courses. As they studied sites in Arezzo, Florence, Siena and Rome, students kept field notebooks in which they documented their own observations in writing and pictures. Evening seminars gave everyone the opportunity to share what they had learned, pose questions and make connections from their own unique perspective.

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Before visiting the cells, refectory and library of San Marco Monastery in Florence, students stop in the cloister to document their observations of art and architecture with notes, photographs, voice recordings and sketches.

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The first stop on the itinerary was the Church of San Francesco in Arezzo, where we had the unusual opportunity to visit the Bacci Chapel with its cycle of frescoes by Piero Della Francesca. Students were overwhelmed as they entered the chapel and were surrounded by the brilliant colors of the frescoes that they had studied the previous week in class.

An exhibit of models of many ingenious machines that Leonardo da Vinci invented and sketched in his journals provided an informative, entertaining and interactive experience on a rainy afternoon. Artemis and Sophia try out Leonardo’s prototype exercise machine.

borders acrosstheborders An elegant example of secular Renaissance architecture, the Villa Farnesina in the historic center of Rome (a UNESCO World Heritage site) was built in the early 16th century by a wealthy Sienese banker. The formal garden and harmonious faรงade make visible the Renaissance values central to our study in the Honors Humanities course this semester.

The Piazza del Campo is the heart of the historic center of Siena (a UNESCO World Heritage site). Twice a year, July 2 and August 16, a reenactment of The Palio, the colorful horse races that have pitted the 17 districts of Siena against each other for over 800 years, takes place. The rest of the year the Campo is a favorite gathering place for locals and visitors alike.

Students gather in the courtyard of the medieval Palace of the Podesta in the historic center of Florence (a UNESCO World Heritage site). The Palace now holds the collection of the Bargello Museum, where students observed firsthand the sculptures by Donatello and Michelangelo they had previously studied in class.

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visualarts

IB Visual Arts Exhibit

by Cim Thomakos, Academy Art Faculty

...I believe I have gained a sense of creativity that puts my world in order, I have noticed that our environment is in constant motion, so trying to capture a motionless moment is something that I really appreciate, something I started doing with observational drawing...

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B Visual Arts is a two-year program that requires a great deal of motivation, self discipline, hard work, and time. The course combines studio practice with cross cultural and historical studies, theory, criticism, and aesthetics. At the end of the two year program students present a formal exhibition of their Studio Work and their Investigation Workbooks. This year, twelve Higher and Standard Level candidates exhibited their work in the Theater at ACS.

though I am frustrated, and lastly, to deal with failures sometimes.”

Here are some comments written by the students regarding what they acquired in two years of IB Visual Art…

Andriana Skalkos described the knowledge she gained. “For each of the artists I studied I had to look at the ones that previously influenced them, where they lived, and under what circumstances and conditions.

Initially I thought that people made art just to learn. Now I know that art was made for a variety of purposes from the beginning of time, including but not limited to spiritual protection, religious reasons, propaganda and others. From prehistoric cave paintings to Dadaism and post-modern works; I have a better idea of the chronology of art periods.”

“I believe I have gained a sense of creativity that puts my world in order,” wrote Kostas Tsitsilonis. “I have noticed that our environment is in constant motion, so trying to capture a motionless moment is something that I really appreciate, something I started doing with observational drawing.”

She also talked about process. “I've understood that without failure there is no true learning. I believe that everything I have learned that truly sunk in has come from engaging with the process on all levels; the process of creating art from idea sketches to media experiments, execution, and revision, is important.”

“The most important thing I learned is to be optimistic all the time,” wrote Guanyi Ji. “Working under time pressure is not a bad thing. Only when you are under pressure can you know your true potential. The pressure keeps you moving forward.”

“Through taking this class,” Andriana wrote, “I have learned to think creatively. And that doesn't mean to make creative projects. That means ways of thinking. I thought in terms of images, in terms of sounds, I learned how to approach material in other ways besides common ones that are learned in school, such as note taking. In the future, this creative thinking will help me to approach problems in unseen and unique ways.”

“I am really proud of who I have become through this class,” wrote Morgane Copp. “This class influenced me to always try my best, to never give up even

alartsvisualarts OPPOSITE, CURRENT & NEXT PAGE

A glimpse of the IB Visual Arts Exhibit.

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Social

socialconcerns

A Man of Integrity

Did Anyone Know His Name?

by Ellen Froustis-Vriniotis, Academy Social Studies Faculty

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n challenging times people struggle to find sanity in the insane, logic in the illogical and humanism in the inhumane. One of the growing social challenges of our time is one of displaced people all over the world looking for stability, equity and dignity in their daily survival.

As Greece has become an entry point to the “immigrant highway”, many of these modern day nomads cross our path each day. We may find them selling tissues at a street corner, or eagerly waiting for a sign from a driver to approach and wash their window. One such gentleman, unknowingly, was a part of the ACS community. I wonder, did anyone know his name?

“

I realized that leaving a positive imprint on this world doesn’t require acts of grandeur, but rather integrity and magnificence of character. The most humbling moments occur, when we find that those who have less actually have much more to give than those thought to be most fortunate

Every day you could find him at the stop light on Aghias Paraskevis street and Kazatzakis, discreetly approaching your window. Whenever I had extra change I would ask him if he could wash my windshield. Then with time he would come to wash my window without waiting for small change. I asked him if he spoke Greek or English one day and from then on, he would greet me and ask me how my family was in his limited Greek. Then I asked about his family. I learned that he had a wife and four children in Bangladesh and that he was very poor. Sometimes I would buy him a coffee or cheese pie from the bakery or give him used children’s clothes to send back home.

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To me he had become a member of our community. Then one day, his act of reciprocity took me by surprise. I asked if he could wash my window, but in my haste I realized I did not have change.

The smallest bill I had was 5 euros. I was too embarrassed to not give him any money. He carefully washed my front window and even tried to clean off the back before the light changed. As he approached, I reached over and gave him a 5 euro bill, upon which he said in Greek, “Thank you very, very much!” He then leaned over, gave it back to me and said: “Another time.” At that moment, I think

I had not felt so small in a very long time. A man in need, did not take advantage of a few extra euro that he could have used, yet thousands far more educated and sophisticated blatantly displaying their greed and corruption.

Finally a few months ago, he came to my window one morning and enthusiastically he showed me some of his papers. He said, “Kyria, Kyria, I am leaving. I am going back home.” Then he reached into his pocket and pulled out a bracelet and gave it to me. He said, “Thank you very, very much. You have been so kind.” One more time this man had managed to ground me. I think that has been one of the most humbling moments for me. His act of gratitude and appreciation far outweighed any petty cash I shared with him on any day. I decided then that I wanted to learn more about who he was and how he came to our stoplight each day.

He had a name I never bothered to ask and a purpose and right to life just like everybody else. He couldn’t understand the word “interview” and couldn’t understand why I wanted to take a picture of him, but we managed to communicate enough information for me to share with you.

”

“His” name is Nanan Yunnus. He came from a poor village in Bangladesh to Greece by walking. He had not seen his family in 12 years.

Since then he worked on the metro excavations and during the Olympics. He lives with six other people in a small apartment, but he can no longer afford to pay his room and board. He is leaving to go back to his country because he said Greece is poor now and things are difficult, but the people had been very good to him.

When I asked him how he felt to see his family after all these years, his face lit up with happiness. When I asked what he was going to do there and how he was going to survive, his face became sad and forlorn. He looked at me with painful eyes and said, “I don’t

lconserns Socialconcerns

know� and curled up like a ball and sat on the ground. I felt his apprehension and uncertainty and fear. I could not impact his future, but I was glad I had somehow even slightly impacted his time here as I am sure many others from the ACS community probably had as well.

As I said goodbye to him I realized that amidst the insanity, illogical and inhumane conditions of the world, I had experienced one of the most sane, logical and human moments from a stranger. Good bye my friend and good luck to you and know that in this school community, you too made a difference.

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The Forgotten

by Kalomira Papadakis, senior student at ACS Athens

A reflection on a documentary feature story on the Greek crisis and its impact on youth and society Watch online: http://youtu.be/14M0_7Vxuv4 The documentary my partners and I have created is all about understanding the effects of the crisis through the dreams and aspirations of young kids in Greece, but also through examining the impact it has had on other members of society as well. We interviewed young people from various schools, private and public, an economist, a homeless man and the woman responsible for a wellknown homeless shelter in Athens, but we also visited the mayor of Athens, George Kaminis.

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"...Although this crisis has affected us physically, it cannot affect our freedom to think and dream..." as the homeless man Leo stated in his interview

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ast year, my fellow classmates and I were trying to understand what our future lives would look like as we started taking the very first steps of looking into prospective colleges. Making this documentary crystallized my understanding of what is going around me, and why I have set it as my goal to leave Greece once I graduate from high school.

The process of understanding our own world is a tricky one. It is an adventure for all the senses. One doesn’t only have to see, hear and speak to those that form our world. The complexity is overwhelming, so we decided that reporting on it through a video documentary would be a good starting point. During the exploration, it was clear that a good point would be to focus on a particular issue, the Greek crisis, and its impact on youth and society. In the beginning there were supposed to be two projects, one focusing on the dreams and aspirations of kids living in Greece amidst the financial crisis, and one exploring this crisis in detail by looking at the aftermath, a part of which is homelessness.

The first thing we had to do when starting this process was to get as much footage as possible and arrange the interviews. When we began, we had two separate projects: the “Youth Aspirations” project and the “Homeless in Athens” project. For the aspirations piece, Peter Mitropoulos, Eleni Alafouzos and I were responsible for going to each school and interviewing and filming various kids from both public and private schools. The project, however, which required much more footage was “Homeless in Athens.” Dominic Lauren and I took up the challenge of directing and attaining the raw shots, spending many weekends in downtown Athens trying to get creative and generate the footage. This was the first time I had ever actually dealt with a camera and the first time I had to think of what getting creative footage meant. With the help and creativity of Dominic, however, we were able to obtain the footage that best suited the images we wanted our documentary to contain.

The second part of the process, which was included in the process of collecting the footage, was to conduct the interviews. When thinking back to the “Youth Aspirations” project, Peter, Eleni and I had to think of the questions we wanted to ask. For the “Homeless” project, there was even more work done when trying to figure out the questions and who we would attempt to interview. Concerning the “Homeless in Athens” project, we were able to interview an economist through our classmate Kostantinos Tsitsilonis, who was also responsible for compiling the questions so that we could better understand the economic standpoint on homelessness. Kostantinos also conducted the interview, while Dominic and I filmed it.

Veroniki Mylonopoulou was responsible for arranging the interview with the mayor, but also getting an appointment with “Klimaka”, one of the few homeless shelters in Athens, where we talked

lconserns Socialconcerns 1-5 Screen shots from the documentary.

with the lady in charge of the shelter, but also with a homeless man living and helping out there.

For each part of the documentary, conducting these interviews was a different experience. When conducting the interviews with the kids from the various schools, I got a better understanding on how much the crisis is affecting the younger generation. Kids in Greece have dreams, but they feel they cannot make them come true. Whether we interviewed kids from the public or private schools, the answer was almost identical. Most kids wanted to be independent and do something more with their lives, but found that the crisis prevented them from doing so.

For the homeless project, each interview brought about a different outcome and realization in my mind. When interviewing Athens Mayor George Kaminis, I started to understand the political system that exists in Greece, and perhaps some of the reasons why the situation is the way it is. This interview, however, was also the most formal interview in this documentary, and made me realize that this project is getting serious, and is not simply an ordinary school project. Finally, the interview with the homeless man was the one that had the most impact on me. We all had the opportunity to talk to a man less fortunate then us, who shared his wisdom, and we were responsible for showing his wisdom to the world. It was a very humbling experience, talking to this man, because although he had lost everything, he had not lost the freedom of his soul.

After all the interviews and filming, the challenging part was still ahead: scripting and editing. I thought that the best idea was to transcribe everything and then make a logical order on paper along with the narration, however the idea failed. I did not make a script on paper, but instead in the end I simply decided to cut up all the video footage in usable pieces, and then in some sense complete the puzzle which was placing these pieces in a logical order.

I did this, along with writing down the narration where I believed a transition was appropriate, and in the end after editing and trying to make this project as aesthetically pleasing as possible, the end result was this documentary.

It took a lot of effort on everybody's part to make this documentary happen, and I believed I learned a lot from the whole process. Before trying to do this investigation of how this crisis has affected our generation and the people around us, I didn't fully understand what an impact the crisis has had. However, through all these interviews with the kids of my generation, I realized there is still hope. Although this crisis has affected us physically, it cannot affect our freedom to think and dream, as the homeless man Leo stated in his interview. This is something I feel the need to remember, as a senior going to college, but also something that all seniors should realize. There will definitely be obstacles on our way to reaching our desired futures, but above all, we must be informed about the world around us, and we must cherish and safeguard the freedom to think and dream.

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Children are our future!

At IKEA, we understand the needs children have when they grow. We also know what parents want. We know that playing is learning for life. Sleep is growing for life and spending time with family and friends is the most important thing. The cooking and laughing and cleaning, are all parts of life at home, and life at home is not supposed to be perfect. The most precious thing isn’t the sofas or the computers or the new kitchen – it’s the time spent together. So we don’t only sell furniture. We give ideas and show you how to create more space.

www.IKEA.gr

For each and every one of us.

welln

wellnessweek

Wellness as a way of life

by Peggy Pelonis, Dean of Student Affairs

Wellness should be a way of life, not a decision we make when we are ill, not a promise we make to ourselves when we are in distress

W

ithin the hustle and bustle of the year, runny noses, stuffed up heads, aches and pains, fever and fatigue remind us to stop a little, sleep a bit more, rest a while, drink some tea, take the vitamins, eat well and plan to exercise better. When tensions rise and stress gets the better of us, it is those closest to us who often see us at our worst. When pressures to be liked or to belong and not be ignored overwhelm us, the choices we make and the direction we take may not be in our best interest. While making mistakes, wrong choices, bad decisions are part of life and its lessons, having valid information, resources and socio/emotional tools available to make good choices is imperative, and can fortify us against adversity. Wellness then should be a way of life, not a decision we make when we are ill, not a promise we make to ourselves when we are in distress, not a choice we aspire to when adversity has gotten the best of us. Wellness Month at ACS Ath-

ens, adhering to the philosophy of providing a holistic education for students, aims at helping our school community make wellness a way of life every day. We welcomed speakers who offered workshops, information and coping tools on such topics as stress management, substance abuse, oral hygiene, human trafficking, sex education, internet safety, anti-bullying and more. The month culminated in a “Celebrating Wellness” event involving everyone on campus. Activities/interest groups and community service events were highlighted emphasizing student involvement beyond academics and accentuating the difference that students can make when they make choices to be creative, give to their community and live with integrity.

“A problem cannot be solved at the same level of consciousness in which it was created” Albert Einstein

Educating children to make healthy choices

by Dr Alessandra Sax-Lane , Counseling Psychologist PK-12

C

elebrating wellness has been this year’s focus during Wellness Month in the Elementary School in grades PK-5. When we refer to being well, our aim is to educate children in all grades on making healthy choices in life which envelop the child holistically; emotionally, socially, physically and cognitively. Information sessions on eating healthily, good oral hygiene, exercise and stranger safety were some of the many group topics discussed for our students in grades PK-5. Additionally, students in grades 2-5 participated in discussions on tobacco and alcohol and the negative effects these substances have on one’s health. Grades 3-5, also participated in an internet safety session.

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This year, we even sung along with “Mr. Stanley”( http://www. youtube.com/watch?v=hZroURxhigI) in grades PK-5, on learning about tolerance and accepting differences in one another, regardless of age, gender, ethnicity, religion and personal characteristics.

As our students develop throughout their life cycles, within each and every developmental milestone, they are enriched with knowledge provided to them during these sessions. Thus, contributing to motivate them and guide them to holistic, healthy life practices.

Congratulations students in PK-5! Here is mnemonic for you all to remember, as you continue to work hard as evolving, successful students!

Working Experiences Life Long Never Ending Safety Success

nessweek wellnessweek Tools to withstand the turmoil in the world

by Mandy Dragatakis, Academy Counselor and Stelios Kalogridakis, Academy Counselor

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s students are approaching adulthood, high school provides them with the necessary tools to grasp their academic potential and slowly realize and crystallize their future academic and professional aspirations. As their intellectual development takes place, and in order to become well rounded citizens of tomorrow’s world, we at ACS Athens stress the holistic approach to education.

Even more so today than ever before, young adults need the tools to not simply withstand the turmoil evident in our world, but also have the ability to stand their ground, offer effective change and materialize goals that promote civic responsibility. Keeping with the theme of “integrity in times of crisis” this year’s Wellness Month events in the High School showcase crucial topics such as Drug and Alcohol Abuse, Eating Disorders, Stress Management and effective

Cultivating a Culture of Wellness

by Patrick Akrivos, Middle School Counselor and Eleni Zaka, Assistant to the Wellness Center

T

he Middle School is committed to promoting a holistic, harmonious and meaningful education for all its students. Expanding beyond academic contents, this year the Middle School offered four weeks of wellness seminars covering topics such as stress management, substance abuse prevention, anti-bullying awareness and sexual education. Unique to this year is not only the duration and variety of seminars offered, but also our aim of cultivating a culture of wellness within the student body. Inspired by their teachers, High School students researched, created and presented a wellness workshop to Middle School students on bullying awareness, thus further supporting student-led initiatives and responsibility for a wellness-based school.

ways of learning, Sexual Education and Internet Safety. Each topic has been carefully selected to suit the needs of students, parents, faculty and staff. Specific presentations are addressed to parents in order to promote the strong bond that must exist amongst the two micro-societies the student belongs in: family and school. With this year’s initiative to extend Wellness events to a month, an effort has been made to emphasize the importance of “being well” academically, emotionally, socially and physically. Being well denotes the power we have to change, shape and create our world, our future; and what better way to rejoice the choices we are given through education than by Celebrating Wellness. On the 25th of April an event has been planned to appreciate Wellness Month and welcome the power we have to choose to be well.

Celebrating Wellness

by Anna Makris, Junior/Senior Advisory Counselor and Demetri Pelides, Ninth & Tenth grade Advisory Counselor

T

he culmination of our month-long learning about healthy living and wellness was marked by the Wellness Celebration Day. This student-initiated and student-run celebration united grades K-12, school-wide faculty, staff and administrators. The celebration began with a video viewing in the theater that highlighted student community service and interest group activities and achievements.

Finally, the entire school gathered in the front courtyard area where we all moved to the rhythms of the ACS Shake and Zorba dance. A special “thank you” goes to our sponsors, for their generous contribution of healthy snacks and juices.

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Exercising the Muscle of Integrity

by Chrysoula Ploutou, Optimal Learning Program Coordinator

T

imes are still tough. The current economic crisis in Greece has put a strain on the entire country. People are trying to make ends meet, as living from pay check to pay check can cause great strain within a family, and though we try not to pass these feelings of anxiety onto our children, it is inevitable. Students are coming to school unhappy and worried. Some are unable to focus on their school work, distracted by the intense conversation regarding finances they overheard their parents having the night

As sh e sif ted t fruit hroug and v h the egeta the l salva bles ocal geabl that flea e side t he ve marke of th ndors t had e roa a bea at throw d as utifu n to waste l fru t h , the e it sa visio lad e This n n o t f e produ red h ce, t er mi what h n at no d. she w body ould her n would sort eighb buy, throu orhoo the b is gh ea d mar est o c h k week e tplac f it. and a in e, ta She w rrang king ould e it child h o t me h o en wa n a p ren t sh it retty o enj life plate oy. T was g imes for h ood. were er tough Never , but deter red b had d y the ealt diffi h e r, sh telli cult e wou ng he hand l r d sin kids have life g and how l each laugh ucky other and t , they , tha hat G were t lif od wo them. t e o w u as w ld a He the fa r positive lways take onderful mily care attit belie of ude a even ving lways with t hat l the l h a integ d ife w ittle rity as ri they at it ch had. s bes This t. is

before. Others are wondering if they will be able to continue their education here at ACS Athens.

With stress levels rising, not knowing what tomorrow might bring, staying calm, cool and collected is of the essence. This is why the department of Students Affairs decided to dedicate the first week of Wellness Month this year to stress management. We were very fortunate to have Ms. Maria Karakostanoglou, a certified Brain Gym® instructor, presenting sessions to Middle School and Academy students. Ms. Karakostanoglou explained to the students that the Brain Gym® and Educational Kinesiology program is designed to assist students of all ages to learn “how” to learn, by stabilizing their balance and body and giving them effective tools for self-management and a centered attitude. Within this framework, specific movements prepare people to integrate the mental, cognitive, and language skills of higher thinking. The goal of the presentations was for the students to begin to discover new ways to decrease stress through intentional movement which can make learning easier and fun, thus increasing the ability to reach one's full potential. The students were receptive to learning these simple movements, responding positively to these techniques that could potentially allow for greater concentration, communication, organizational skills and release of tension, if used regularly.

The people of Greece are desperately trying to overcome the financial strife they are in. Families are trying to find creative ways to cope with cuts in their salaries and pensions, unemployment and payment of additional taxes. Within this chaos though, we must do our best to adhere to moral and ethical principles by being honest and displaying integrity. It is up to us to find other avenues to circumvent these negative aspects of our lives by trying to have an optimistic attitude when dealing with daily stressors and having to make choices for our loved ones. Life is unpredictable, one big opportunity if you like, and there will always be bumps in the road. Keeping a positive attitude to better manage levels of stress, is key to our well-being, and one method of doing so is incorporating intentional movement as we learned through brain gym.

nessweek wellnessweek 1 Specialized ball activities can make impressive changes in one’s eye tracking ability, coordination, focus, concentration and attention.

2 Brain Gym links mental activity with physical activity. Special movements such as massaging the "brain buttons" on the body are said to help increase memory ability. The exercise "activates the brain for optimal storage and retrieval of information".

3 Brain Gym movements can enhance learning by helping one recognize which side of the brain is dominant.

“

Being in control of your life and having realistic expectations about your day-to-day challenges are the keys to stress management, which is perhaps the most important ingredient to living a happy, healthy and rewarding life

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Marilu Henner

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Images from this year's schoolwide Wellness Celebration activities

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S.T.A.M.P …O.U.T!

IB Psychology Students Teach and Model Social Responsibility

S.T.A.M.P. -OUT: Standing Tall Among My Peers is a way to stamp out bullying, cheating and other negative behaviors that make you look "small" 52

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always believed that IB Psychology students had a unique window to the world. Through the process of meeting curriculum requirements, they learn how biology, cognition and socio-cultural influences affect their life experiences. Their most recent unit on human relationships inspired a project aimed at encouraging Social Responsibility in their school community. IB Psychology seniors prepared a workshop for Middle School students that encouraged maintaining integrity in the face of challenge, temptation and uncertainty.

Their workshop was called S.T.A.M.P. ...OUT !!!—the acronym for “Standing Tall Among My Peers” as a way to stamp out bullying, cheating and other negative behaviors that make you look “small”.

by Ellen Froustis Vriniotis, Academy Social Studies Faculty

Psychology students took empirical findings from research to address bullying and social exclusion by raising awareness on the role of the bystander that supports these behaviors. As an antidote, they encouraged students to identify the wonderful qualities and human strengths each student has to gain acceptance and recognition among peers. They wanted to pass on the idea that anyone can be a bully, but when you stand out for your positive qualities and strengths, you are respected , liked and honored in your school community—a reputation that is never achieved by negative behaviors. Then they took the idea one step further to include other behaviors such as cheating, lying, or even substance abuse. Standing tall meant no one needed to stand out for behaviors that undermine their integrity, but rather enhance their esteem and self worth.

otheoccasion singtotheoccasion OPPOSITE PAGE

Adriana Skalkos & Daphne Apostolides, IB Psychology Seniors, address 6th graders on why showing integrity in all that we do leads to respect from others.

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1 Middle School students reflect on the kinds of positive qualities that make them "stand tall" as a way encouraging "Stamping Out!" negative behaviors between them.

2 Adrianna Skalkos, Niki Vasiliadou & Natasa Koniali address 7th graders on how the role of the "bystander" can prevent or provoke bullying.

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Students presented a video they created and edited by our very own Ms. Valia Efstathiou. They captured students and staff members “stamping out” negative actions. In the end, students held a discussion with Middle School students based on a questionnaire they created, ecouraging them to identify the positive behaviors they could find to replace any others that might be unworthy of their wonderful self!

The process of growing up is often bumpy, seemingly endless, often times pointless, and usually a tug-of-war between want-to’s and have-to’s, the should and should nots. Yet, the lessons students learn from the successes and challenges of their experiences often make the journey to maturity awe-inspiring and fulfilling.

As teenagers fully engaged in life, they have the capacity, insight and responsibility to inspire their younger peers and teach and model prosocial behaviors. Junior Psychology students are now doing their own qualitative research study on campus on social responsibility to contribute to the idea that students can create a school culture of integrity, respect and courage to “do the right thing” as our Honor Code suggests. These are examples of how the classroom can teach beyond the textbook and inspire leadership on all levels.

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3 S.T.A.M.P.I.N.G. OUT: the acronym for Standing Tall Among My Peers was the theme of a Middle School Anti-Bully Workshop during Wellness Week, initiated,inspired and led by H.S. IB Psychology students.

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Honor in Chaotic times

by Emilia Drogaris, Academy Social Studies Faculty

ACS Athens Student initiated Honor Committee

Why do student believe that having an Honor Code is important?

Here are some reasons in their own words:

Peter Mitropoulos, Grade 12:

...At ACS Athens we are proud to have set such high standards and we will continue to honor and respect this Code of behavior in our every day life...

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CS Athens Students initiated an Honor Code this year and student-run committee meetings took place regularly. During the first several meetings there were discussions about what an honor code is, what it means for the school, what it should entail, how would it work in practice, why does the school need one and whether it would be effective. After much discussion, students spent several weeks researching existing honor codes from US high schools and colleges. Then, they compared best practices from various schools they found. Through the research and discussion, the ACS Honor Code was written as a work in progress.

The students have submitted all documentation to the administration and after final adjustments are made, they will begin the implementation phase.

ACS Athens is a school based on fundamental values such as honesty and integrity. During extremely competitive times, it is imperative to have an honor code that ensures fairness, equality, and honesty with reference to academics. Students should, by nature, follow an ethical and honest academic path. An honor code, however, assists students to successfully follow this path, and offers an example for them to follow. From personal experience, I know that an honor code is an essential aspect of any academic institute. I oftentimes reflect upon the time that a friend had asked me for some help with somewhat of a major homework assignment. I told him I would send him my assignment as to show him the general outline of the assignment, with no intentions of allowing him to plagiarize. Despite my persistence, he ended up plagiarizing a vast majority of the assignment without telling me. To my dismay, the teacher ultimately realized that our two assignments were nearly identical, and gave us both zero credit. Needless to say, I put my friend in his place for his academic misconduct. If only, however, students would naturally feel obliged to follow academic integrity instead. This is the goal of the honor code, and through it we hope to eliminate issues such as the incident mentioned above, and instead promote a school community where students take the initiative on their own to be honest and just throughout their academic career.

Alexandra Scheunert, Grade 12: When a school wants to establish an Honor Code, the first question that comes to our mind is why. Why would a school like ours need an Honor Code? Or, the other way round, how must a school look to need an Honor Code? Now you could expect that in a school that wants an Honor Code, things are going wrong; a group of stu-

otheoccasion singtotheoccasion dents is bullying a kid at every corner, you see students stealing directly from each other’s pockets, or cheating in front of the teachers during a test, or even an exam. But this is not happening in our school! So, once again, why would we need an Honor Code?

The answer is pretty easy: because in a school as described above, an Honor Code would not work. The students have no motive to follow, and even less to create an Honor Code; strict rules- and their enforcement- would be of more use. In a school like ours, though, where there is no, or little, cheating, stealing or bullying, students are willing to commit to an Honor Code; yes many even prefer enforcing rules themselves- rather than leaving that to the teachers.

But an Honor Code offers more than just allowing students the right to a stay within the school rules. Topics such as stealing or bullying are not evident. This encourages us to forget about them. And forgetting about something always allows for it to spread. It is unlikely that anyone would come to the idea to discuss bullying with their friends- because we do not see it. But if a student happens to be bullied, then who can he talk to if it is nothing to be discussed with friends; especially if it is not obvious enough to discuss it with teachers, or the counselors? Having an Honor Code and students committed to it, does not only prevent these issues from being forgotten, but it also ensures that the entire student body is working together to prevent this.

In every large group of people there will be a few one who are committed to their environment, but also people who do not care.

An Honor Code cannot do wonders; it cannot suddenly make everyone committed. But what it can do is to create a certain atmosphere: that of being a union, and more importantly being proud of that. When now an issue comes up, even the least committed student will feel offended by a breach of the Honor Code- because it is hurting their pride. One could argue now, that this is not how an Honor Code should work- it should reflect the values of the students, not their ego. And yes, values decide what is in the Honor Code. But how often do you see something that is inconsistent with your beliefs? Daily; more than that even. So often you cannot do something about every single of these times, and you become indifferent. Hurt pride though- that is something you do care about. And as a group, we can prevent our pride from being hurt; alone it would be the same as with values. So let us be proud. Let us have an Honor Code.

Vyron Vogiatzis, 12th Grade: A Situation Where You Could Use an Honor Code ACS Athens honor code; our code was developed to ensure ethical behavior amongst the student body. It is this set of rules and regulations which govern our everyday life in school. However, this

same code is equally important and applicable also outside the school boundaries. It is expected that an ACS Athens student will act according to the same set of values whether in or out of school.

Behavior like bullying is condemned by the Code. A situation where an older kid is bulling a younger in a queue so that he can be served first is bulling in its simplest form. A more serious form of bulling is that over the internet; cyber bulling with far more severe consequences. Cyber bullying can be as simple as continuing to send e-mails or text messages, harassing a fellow student; threats, sexual remarks, false accusations, making the person the subject of ridicule in online forums, hacking all the way up to vandalizing sites of a fellow student, aiming to humiliate.

At ACS Athens we are proud to have set such high standards and we will continue to honor and respect this Code of behavior in our everyday life.

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Honor Code Committee Academy students with their advisor.

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1 Group picture of the Elementary School Honor Code Committee.

2 Elementary students watch fellow Committee Members role play and practice "Assertiveness" during a weekly Elementary School Honor Code meeting.

Veroniki Mylonopoulou, Grade 12: Why should there be an Honor Code? (Personal Thoughts) Developing “ethics” is one of the main responsibilities a school community has. This happens constantly through the everyday interaction between students and between students and faculty.

Yet, it is important to have a guided and structured way of stating what the school values are, as well as which behaviours are promoted. This will assist in having an ethical identity as a community.

In fact, I believe an Honor Code already exists in ACS, although it may be informal. From discussions with classmates and other ACS students I have understood that behaviours, such as cheating, bullying, and thieving, which the Honor Code targets, are mostly criticized. Therefore creating the Honor Code would imply formalizing students’ values.

However, it is important to take into consideration that ACS Athens will be one of the few schools in Athens to have an Honor Code, which will make the school, and especially the students, symbols against the ethical crisis that occurs mainly outside the school environment. Meanwhile, the students will have a chance to reach “Morphosis.” Morphosis is the ancient Greek term for Education.

The meaning of the word is derived from the word “Morphi” which means “shape”. In other words the students will have “shaped” or formulated their own ethical code which will most probably accompany them later on in life and help them make the best choices, when needed.

This is why to me an Honor Code should be part of the school community.

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Integrity Taught By Our Youngest:

The Elementary School Honor Code Committee

by Venie Gaki and Zaharo Hilentzaris, Elementary School Honor Code Committee Advisors

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nspired by last year’s initiative which began in the Academy, the Elementary School Honor Code Committee is dedicated to promoting, by example, honorable behavior even “when no one is watching,” as is stated in the posters decorating the campus of ACS Athens. The Elementary School Honor Code Committee consists of 11 students, one from every homeroom class between 2nd and 5th grade. The members were precisely selected for their outstanding role modeling behavior inside and outside of the classroom, in addition to personal honorable attributes.

In meetings, virtues such as respect, responsibility, courtesy, honesty, flexibility and patience have been explored. Role playing possible daily difficulties in their school and outside environments provide the committee members with the knowledge and skills to

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follow, as well as the ability to teach, these virtues to their peers.

Most importantly, it gives them the confidence to act or speak up in some way if they witness an injustice, particularly in times of crisis when the stress of circumstances make it difficult to do so. It is amazing and inspiring to see how naturally this came to the students, who often respond to the question, “Why behave this way?” with the simple answer, “It’s just the right thing to do!”

We are honored to bear witness to and guide these true inspirations in building the strengths and skills needed to influence positive change. It is assuring to know that they will excel in ways we can only hope for in our own times of crisis. The Elementary School Honor Code Committee reminds the older generation daily to behave with honor and integrity, to be grateful and learn to savor life.

hernry egg.pdf

4/19/13

2:11:34 PM

IN THE FOOTSTEPS OF POLAR GIANTS A LECTURE BY

HENRY WORSLEY The only explorer in our time to reach the

SOUTH POLE

twice on foot in the steps of Shackleton, Scott & Amundsen.

American Community Schools of Athens

MONDAY JUNE 3rd 2013, 8.30 P.M.

Theater at ACS, Agias Paraskevis 129 & Kazantzakis, Halandri Metro : Ag. Paraskevi

IN AID OF THE OPEN DOOR CENTRE OF CEREBRAL PALSY GREECE AND

PNOE - FRIENDS OF CHILDREN IN INTENSIVE CARE

For reservations (20€) please call: CPG: Maria Kokkonaki 210 9637124 (9.00 - 14.00) PNOE: Loukia Meksi 210 7486801(13.00 - 17.00)

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Mathematics: Is it the subject that ties all students in knots?

by Irene Tzelalis, ACS Athens graduate, pre-med student, University of Massachusetts-Amherst

Even the most complex academic subject can be made sense of if it is combined with a more interesting one. Therefore, it is my opinion that all subjects should be taught in relevance to other disciplines and real life

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athematics in high school is not generally an appealing subject. It seems as though it is isolated from other disciplines, as well as real life, and is slowly becoming an extremely boring enterprise. Through this research paper, I will attempt to give an example of a branch of mathematics that can be used in a subject that is becoming more and more important in our daily lives.

The branch of mathematics that is going to be more specifically demonstrated through other subjects is the Knot Theory. How is its presence necessary for a holistic and meaningful learning experience?

The Knot Theory is part of a major area of mathematics known as Topology. This area of mathematics is involved with the characteristics that are maintained under the continuous deformations of objects.

In our high school education, the only deformations we learn regard manipulations and transformations on the Euclidean and simple geometric planes. The Knot Theory combines algebraic and geometric topology. Algebraic topology measures degrees of connectivity using algebraic constructs. Geometric topology studies manifolds and their embedding in other manifolds. The Knot Theory, which studies mathematical knots, incorporates both algebraic and geometric topology. In real life, we see knots everywhere: a shoelace, a rope, a tied up cable cord. However, mathematically speaking, knots are slightly more complex. To put it simply, a mathematical knot has no end.

When one tries to untie a shoelace or a rope, he or she can simply do this by locating the one end and trying to find the

other by following it through the loops and twists. If one would attempt to untie a mathematical knot, he or she would be attempting the near impossible!

A knot is an embedding of a circle in threedimensional Euclidean plane. It can mathematically be modeled R3. There are two different knots that have been synthesized so far. The trefoil knot is a single chain of atoms that twists and binds to create a folded knot with three peaks. This knot is demonstrated above – the image on the left is a knot diagram of the trefoil knot while the image on the right is a 3-D depiction of the trefoil knot.

A slightly more complex knot that has only recently been synthesized is the pentafoil or cinquefoil knot. This knot is a prime knot. A prime knot is a type of knot that is indecomposable, which means that it cannot be written as the sum of two composite knots. Similarly to the trefoil knot, it is one single chain of atoms that twists and

ftermath theaftermath binds to create a folded knot, in the shape of a star, with five definite peaks.

The real importance of these knots however, goes beyond their value in the area of mathematics. As science and technology improve by the nanosecond, so does the synthesis of molecular knots. Tying molecules into knots has become something that interests scientists now more than ever. Scientists have created a 160 – atom loop with five crossing points, otherwise known as the pentafoil knot. This type of knot can be found in DNA and proteins, molecules that make up the human biochemistry. Therefore, it can be identified that mathematics play an integral role in other subjects, such as chemistry.

DNA and protein structure indicate that there is in fact a relationship between the Knot Theory and algebraic topology. Trefoil knots have been found and tagged on DNA after it has undergone replication and has

intricately combined with minicircles. These minicircles are released from a network of covalently closed molecular circles. Proteins however, are slightly more complex. Proteins have different levels of structure. In their primary structure, proteins are a single linear chain of amino acids, which means that protein knots do not exist. However, as the proteins’ levels of structure begin to develop knots start to form as the protein folds and disulfide and hydrogen bonds are formed. Therefore, it is prominent that even in the simplest molecules of the human biochemistry, knots are present. This is why chemists and biochemists have been so intrigued with the theory of knots, their mathematical values, and their role in the most basic human molecules.

In all honesty, mathematics is an academic subject that isn’t very well approached by many students. In fact, there are only a handful of students who have a talent in understanding complex mathematical concepts. However, I believe that when a challenging subject is approached with an open mind and an insight from another discipline, there is no a need for talent to com-

prehend it. Though this research is quite superficial, there is a point to be made.

Even the most complex academic subject can be made sense of if it is combined with a more interesting one. Therefore, it is my opinion as a student that all subjects should be taught in relevance to other disciplines and real life. By doing this, teachers can inspire students to learn and not be biased towards certain disciplines.

References: Adams, Colin. “Why Knot: Knots, Molecules and Stick Numbers.” Plus.maths.org. 30 Apr. 2001. Web. 10 Dec. 2011. <http://plus.maths.org/content/why-knot-knots-molecules-and-stick-numbers>.

“Chemists Create World’s Most Complex Molecular Knot.” R&D Magazine. 7 Nov. 2011. Web. 10 Dec. 2011. <http://www.rotaxane.net/publicats/knot7.pdf>.

“Molecular Möbius Strips and Trefoil Knots.” Wiki. 2002 - 2003. Web. 10 Dec. 2011. <http://www.ch.ic. ac.uk/motm/trefoil/>.

“Molecular Pentafoil Knot - Tying Molecules in Knots | Science Debate - Where We Discuss Science.”

Science Debate - Where We Discuss Science | Science and Technology News and Debate. 7 Nov. 2011.

Web. 10 Dec. 2011. <http://www.sciencedebate.com/science-blog/molecular-pentafoil-knot-tyingmolecules-knots>.

“Molecular Rings.” The All I Need - Freeware, Free Resources, Webmasters. 2006. Web. 10 Dec. 2011. <http://www.theallineed.com/chemistry/07012302.htm>.

Simon, Matthew. “Knots (Bioinformatics).” Emergent Computation: Emphasizing Bioinformatics, by Matthew Simon. 2005 - 2007. Web. 10 Dec. 2011. <http://emergentcomputation.com/Knots.html>.

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Broadening Your Horizons During Times of Crisis at ACS Athens

by Natalie Kaplani, ACS Athens graduate

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It is important to reassess what you believe in. We are not static characters in a mediocre novel, we are dynamic human beings who should accept that our personality can change according to our life experiences

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he past decades, society has transformed vastly, forcing people of all ages and races to compete to either win by becoming high earning “money-machines” or to lose the race towards “success”. Unfortunately, many of us do not realize this, but we lose our self-worth in the process. Often enough we also forget that success has a myriad of definitions for each and every one us. However, the fear of society’s criticism over our life progress leads us to a path of constant stress and unhappiness. It is vital that we regain some perspective on our lives in order to attain a greater understanding of ourselves, our needs, what fulfills us and what we want to accomplish. There is a sense of lost freedom because we do not control our lives; we live according to what is widely and commonly accepted, refraining from making decisions and taking advantage of opportunities that might lead to an uncertain path. This unknown path is definitely a risk, but having the courage to take over your own life is liberating and vital for true happiness. Not everyone can, nor should have to fit into this “cookie-cutter” form that society has created.

From personal experience, as a 20 year-old college student who has taken a semester off in order to reassess my life, I definitely stand by the idea of taking advantage of opportunities that come your way. If no one gives you an opportunity, then you have to find a creative way to help yourself. My story is not of a college student who was not interested in what she was majoring in anymore; it is the story of a girl who was very narrow-minded and had created only one plan for herself without considering the consequences of it possibly failing or not being what she expected it to be. Many other students, who have abandoned their initial plan, have done so because they chose what they believed their family wanted and they

weren’t true to who they were. The people in all of those situations vary, but the stories remain the same.

immediately trusted as well as appreciated, gave me the strength to continue and to be content with the work I was accomplishing.

The main idea is that as humans, most of us fail to recognize that we have a great possibility of not succeeding at one of our goals.

Nevertheless, once we accept that we have to find our own individual way of overcoming obstacles and embracing our weaknesses, while acknowledging our strengths will help us to become more dynamic human beings. I always envisioned myself working in the scientific field. It was impossible for me to accept that perhaps it was not meant to be, which led me to having no options and no plan-B. However, I recognized that I had to move on to the next chapter of my life and not sit at home pitying myself for the decision I had made.

There is a sense of community at ACS Athens and a very inspiring atmosphere of team work, which makes it a lot easier to fit in and feel comfortable. Luckily, I was also given the opportunity of working hands-on with a “pilot student to student program” at the Innovation Zone. I am honored to say that I began taking part in this activity right from the start. I have acquired so much knowledge in this short period of time, thanks to my mentor, Ms. Perakis, who has really helped me broaden my horizons. Therefore, when I reconsider my options, I can now include my interest of possibly becoming a teacher, a speech therapist for children or getting involved in other similar fields.

Therefore, I created an opportunity for myself when I volunteered to do an internship at the Learning Enhancement Programs under the Institute of Innovation and Creativity at ACS Athens (IIC LEP). I had the drive to prove to myself that I could accomplish what I set out to do. I was fortunate enough to have been given the chance to work by assisting the Director of the LEP, Ms. Chris Perakis. Now, I have a completely different outlook on life; I began my adulthood by being so focused on one goal and not giving myself the possibility of considering other fields I might be good at, to getting this opportunity to work at a well-established and credible school, and realizing that I enjoy interacting with students too. Learning how to take on new responsibilities, interacting with others in a professional environment, and even using my skills in order to take some of my own initiatives if needed are just some of the attributes I have attained in this short period of time. Nonetheless, the fact that I was given several responsibilities and was

It is important to reassess what you believe in. We are not static characters in a mediocre novel, we are dynamic human beings who should accept that our personality can change according to our life experiences. Individualism is looked down upon as though we all have to succumb to the same routine and accept anything that comes our way without expressing our personal opinions.

However, this eccentricity that we are “required” to conceal is the foundation for every great innovation and idea that has ever been created throughout history. It might even be the aspect that gives us that extra edge and opportunity to stand out. This is especially necessary in a time of crisis. If we can embrace who we are, what we stand for and what we believe in, we should be quite satisfied; because no matter how life turns out, at least we made a decision that we can honor and take accountability for. In these difficult times, nothing is guaranteed and we stand to lose a lot, but one aspect of our lives that should remain intact is our integrity.

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BIZNETWORKING

Student’s business ideas provide hope for the future?

by Emilia Drogaris, Academy Social Studies Faculty

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n 2009, WalMart Stores had revenues exceeding the respective GDPs of 174 countries including Sweden, Saudi Arabia and Venezuela and employed over 2 million people, more than the entire population of Qatar. If it was a country, it would be the 22nd largest in the world. Shell has bigger revenues than the combined GDP’s of Pakistan and Bangladesh, the sixth and seventh most populous nations in the world, together home to 350 million people. Sinopec, China’s leading energy and chemical company, is bigger than Singapore. The insurer AXA is bigger than Nigeria. Together, the 44 companies in the top 100 list generated revenues of US$ 6.4 trillion in 2009, equivalent to over 11% of global GDP.[ii] These combined revenues are larger than the combined economies of 155 countries, that is, all the countries in the world except the largest 40 in terms of GDP.”(Source: Global Trends, Strategy Dynamics Global LTD.) It is understood that businesses are entities whose main reason for existence is to make profit. In fact, when business school graduates are polled, “69% of students view maximizing shareholder value as the primary responsibility of a company.” (Wall Street Journal) Notably, fewer students believe this upon entering business school than when they graduate. What the above numbers highlight is the extent to which institutions with private interest control the decisions that affect our planet. The major institutions on our planet are no longer governments, who are assumed to exist to further the collective good. Businesses are not governments. They do not claim to have an allegiance to a nation of people, where they are expected to prioritize social welfare, to care about their fellow man, to protect the land from environmental destruction.

There is a reason why ethics and business are in conflict. While many of today’s leaders may be ethical in their personal lives and consider it an important principle which they pass on to their children, in business it is not always so easy. Every leader feels the pressure of the bottom line profit and loss, and getting there with a halo on your head only increases the level of difficulty, especially when the playing field is not level. Being ethical costs money most of the time; it is an economic inefficiency.

Graduate schools have long recognized the importance of teaching ethics to tomorrow’s leaders. The first MBA programs started teaching ethics well over 40 years ago…And this cleaned up the business world, right?

This may not be entirely true, but there may be a way to make the importance of being ethical in business stick: start younger! Many programs of utmost social importance are started in schools at very young ages, because certain values should be introduced to young minds during formative years: health, academic integrity, good work Warren Buffet, Chairman habits, drug prevention, and even sharing are all introduced in childhood. For and CEO of Berkshire Hathaway ethics, an opportunity presented itself in said:, “In looking for people to our Business Economics class. Instead of waiting for graduate school to start teachhire, look for three qualities: ing business ethics, let’s start now! This is the second year that Business Economics integrity, intelligence, and students are covering a unit on Ethics in energy. And if they don’t have Business, where the above conflicts will be learned through situational case studies the first one, the other two will and role playing. Their final business plans will be required to have a section on ethics kill you.”* We know our students where students will apply these concepts have the “other two”. Now, to give and analyze how they plan to approach ethical issues in their company. Students them the tools to be successful realize during their analyses that it is in leaders, we are giving them all their interest to be ethical and have integrity. The fact that businesses have gotten three! so large necessitates that they take ethics into account. In an increasingly connected world, unethical businesses, apart from harming the planet, will not survive in the long run. They use a decision making framework where they ask themselves, “What would I do in those gray areas where right and wrong is not clear?”

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”

Overall, the development of the business plan is a wonderful process of discovery for students. Since they are the creators of the company, they have to ask themselves, “What would I do?” in many instances. How many employees will I have and what will be the hiring process? How will I buy my raw materials? What will my leadership and management style look like? Will I allow decision making from my employees and to what extent? Actually, the number of decisions they have to make during the writing of the plan is practically endless. That is a fantastic exploration for them.

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1-3 Students listening to a lecture on how Culture plays a role in Consumer Behavior by Dr. Sofia Daskou, Professor of Marketing at HAU (Hellenic American University).

One of the points I have really stressed in the writing this year is that a new business will only succeed if it solves a problem. All businesses need to have a unique selling point (USP). This year we have many – but they are a secret until the business fair on May 31st! An additional feature we have set up for this year’s fair is a partnership with HAU Hellenic American University – where the teachers and students of entrepreneurship at the university are going to act as mentors – to further help our Business students explore their talents and possibilities. Working with university professors and college students will be a great opportunity for our students to gain perspective and have outsiders take personal interest in their work.

The intended outcome is to create an environment where students can explore their talents, explore entrepreneurship, work hard, display the learning, and learn about ethics. In this way, we can tap into the talent of today that will create the ethical leaders of tomorrow.

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*(http://www.forbes.com/sites/amyanderson/2012/11/28/success-willcome-and-go-but-integrity-is-forever/)

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tworking BIZnetworking Professional Networking Initiative for ACS Athens Parents

by Valerie Alexopoulos, Communications Officer

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n April 16 at the Hotel Grande Bretagne, ACS Athens held the first Professional Networking Initiative for ACS Athens Parents, in the format of a â&#x20AC;&#x153;Business Card Exchangeâ&#x20AC;? event. Finger food and wine was served in stand-up, "easy to mingle" setting Their was no cost to attendees, since the expenses of the event were generously covered by the the Board of Trustees.

The purpose of the initiative is to give ACS Athens parents an exclusive benefit as a member of the ACS Athens community, allowing them the opportunity to expand and enhance their professional network.

Specifically, there are two main goals which the professional networking initiative aims to achieve: a) ACS Athens parents may network for their own professional collaborations and b) ACS Athens can support parents when choosing to purchase services or products for the school in the future.

Feedback from parents was very positive and they are eager to attend the next one; the school administration is already making plans for the next one.

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1-4 ACS Athens parents and community members exchange cards in the event.

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Opportunities & Challenges for Young Professionals in Greece and the Region

by Valerie Alexopoulos, Communications Officer

"...the crisis pushes out of our comfort zone and helps us become more creative and to find solutions..."

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n March 21, 2013, in collaboration with the University of Illinois Club of Greece, ACS Athens hosted a panel presentation and discussion with industry experts on the topic “Opportunities & Challenges for Young Professionals in Greece and the Region.” Panelist moderator and President of ACS Athens, Dr. Stefanos Gialamas, explained the reasoning behind organizing the event: “If we don’t help our youth, I don’t believe Greece has a future, so what we tried to do is to have an accumulation of knowledge on this panel.”

Over one hundred people from all over Athens came to this open, public event held in the ACS Theater. In fact, a few of the panelists flew to Athens just to be there that evening. Each panelist presented in their own unique style, followed by a question-and-answer session with the audience. The evening concluded with a reception which gave the opportunity to guests to continue much of the discussions in a more casual setting.

The panel, which was comprised of distinguished individuals representing an array of business sectors, spoke about the topic as it pertained to their specific industry and experience. The panelists were: • Pascal Apostolides General Manager, AbbVie Pharmaceuticals S.A. • Panos Kanellis, Ph.D. President, American Farm School & Perrotis College • Nikolaos Koumettis Business Unit President, Coca-Cola Central & Southern Europe • Anthony Palios Director, Victoria Steamship Ltd. (London) & Third Millenium Shipping (Piraeus)

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• Andreas Papastamou, Ph.D. Special Advisor, Secretariat General to the Prime Minister

• Suheil Sabbagh President, Consolidated Contractors Company (CCC) • Michael Tsamaz Chairman & CEO, OTE Group Pascal Apostolides began the presentations as he explained that “pharmaceuticals can be one of the big pillars that the Greek economy can depend on to grow from now on.” Anthony Palios gave very useful information regarding careers in the shipping industry but also to ancillary careers indirectly tied to the shipping industry.

Dr. Kanellis said that “a change is happening in Greece” when referring to the growing agricultural opportunities in the country.

The audience had the privilege to be the first to publicly view the new campaign of Coca-Cola, to be played in tens of countries all over the world, developed right here in Greece. The ad campaign had an optimistic theme as did the message of Nikos Koumettis, which centered on the significance of hope.

Dr. Papastamou was very popular during the question-and-answer session with the audience, as many of the questions were addressed to him. Mr. Sabbagh, the only foreigner on the panel, spoke about the importance of hands on practical experience. Michael Tsamaz spoke about how “the crisis pushes us out of our comfort zone and helps us become more creative and to find solutions” and shared information on an OTE project which aims to help small business launch their websites for free.

Exploring the interaction between biological processes of the brain and education

A forum of ideas, original or published articles, interviews and reflections on cognitive neuroscience, educational psychology, technology & theory of education and other related disciplines.

In March, Ms. Katherine Horafas, OTR/L visited ACS Athens to deliver a presentation on Brain Plasticity.

Below is a follow-up interview with Ms. Horafas.

- Can you explain how the neurons of our brain connect? What are the synapses?

The nervous system is made up of millions and millions of microscopic cells called neurons.

Each neuron has tiny branches coming off it that let it connect to many other neurons. There are two types of these specialized projections: axons, which send information out, and dendrites, which take in information. The information from one neuron flows to another neuron across a synapse, a small gap separating neurons filled with neurotransmitters and other cell organelles. These synapses are how the neurons ‘connect’ and communicate with one another.

- Why does an adult have less synapsis than a 3 year old?

Alison Gopnik, a psychology professor at Berkeley, once described neurons as growing telephone wires that communicate with one another. When we are born our brain comes with millions of neurons, but not all of them are connected to each other. Following birth, the brain of a newborn is flooded with info from the baby’s sense organs (eyes, skin, nose, ears, mouth, and muscle/joints). To get this information to the correct area of the brain so it can be processed properly, nerve cells must make connections with one another, transmitting the impulses to the brain. Like basic telephone trunk lines strung between cities, the newborn’s gene instruct the ‘pathway’ to the correct area of the brain from a particular nerve cell. The basic trunk lines have been established, but the specific connections from one house to another require additional signals; this is where the first type of plasticity takes place.

Over the first few years of life, the brain grows rapidly. As each neuron matures, it sends out multiple branches increasing the number of

synaptic contacts and laying the specific connections from house to house, or in the case of the brain, from neuron to neuron. At birth our cerebral cortex has approximately 2,500 synapses.

By the time an infant is two or three years old, the number of synapses is approximately 15,000 synapses per neuron. This amount is about twice that of the average adult brain. As we age, old connections are deleted through a process called synaptic pruning. Synaptic pruning eliminates weaker synaptic contacts while stronger connections are kept and strengthened. Ineffective or weak connections are “pruned” in much the same way a gardener would prune a tree, giving the plant the desired shape. Experience determines which connections will be strengthened and which will be pruned; connections that have been activated most frequently are preserved. Neurons must have a purpose to survive.

Without a purpose, neurons die. It is plasticity that enables the process of developing and pruning connections, allowing the brain to adapt itself to its environment.

- Neurogenesis: What does this refer to? How can we use Neurogenesis to help us?

Whereas synaptic plasticity is achieved through enhancing communication at the synaptic site between existing neurons, neurogenesis refers to the birth and reproduction of new neurons in the brain. For a long time, the notion of continued birth of neurons in the adult brain was considered heresy. Scientists believed that neurons died and were never substituted by new ones. In recent years, the existence of neurogenesis has become scientifically established. Stem cells are a special type of cell located in certain parts of the brain like the hippocampus (memory), the olfactory bulb (smell) and in the pre frontal cortex (executive functions). Neurogenesis occurs when stem cells divide into two cells, a stem cell and another cell which will become a neuron, equipped with axon and dendrites. Those new

neurons will then migrate to even distant areas of the brain where they are needed.

Exer­cise has been found impor­tant for the human brain. Researchers have stud­ied MRI images of exer­cis­ing humans and found that the blood vol­ume increased in the hip­pocam­pus in those sub­ jects that under­ went a three-month aer­o­bic exer­cise pro­gram. Results indi­cated that new blood ves­sels had grown into the brain area. Those sub­jects also per­formed bet­ter than con­trols on mem­ory tasks. The infer­ence is that this new blood sup­ply was needed to sup­port the growth of new neu­rons.

Neu­ro­ge­n­e­sis in adults may be manip­u­la­ble, but research in this area is just begin­ning. Sur­vival of these new neu­rons in the adult depends on their abil­ity to make func­tional con­tacts with exist­ing neu­rons. “Use it or lose it” seems to be the motto for new neurons. However, a learning-rich envi­ron­ment does help these new neu­ rons live longer.

It is important to also mention that sudden neuronal death (i.e. stroke) is also a potent trigger for neurogenesis.

- During brain repair, following a stroke or a traumatic injury, how can adaptive plasticity succeed in maximizing its function in spite of the damage?

It has been proven that, following brain injury, brain cells surrounding the damaged area undergo changes in their function and shape that allow them to take on the functions of the damaged cells. Imagine our brain as a dense forest and the trees, our neurons. Like information flowing from one neuron to another, the forest monkey happily swings from tree branch to tree branch. However, if there is ever a fire in one part of the forest, a stroke or brain injury, it

LEFT BRAIN FUNCTIONS Science and Math Speech Reading Writing IQ Analytic thought Logic Language

RIGHT BRAIN FUNCTIONS EQ Holistic Thought Intuition Creativity Art and Music Personality Implementation Memory

Frontal Lobe

Parietal Lobe

Perception, object classification, spellling, knowledge of numbers, visuospacial processing

Thinking, planning, Problem solving, emotions, behavioural control, decision making

Occipital Lobe

Vision, visual proccessing, color identification

Temporal Lobe

Memory, understanding language, facial recognition, hearing, speech, emotions

Brain stem

Regulates body temperature, heart rate, swallowing, breathing

could be devastating. With the branches burnt, there is no way for the monkey to get across the area struck by the forest fire. If the monkey has a good enough reason to get to the other side, it will try a new route; one that involves trees that have never been used for swinging before.

In order for the monkey to swing through this new route fast, flawlessly, efficiently, there needs to be a lot of practice and purpose. Neu­ro­ plas­tic­ity does not occur with­out sig­nif­i­cant active engage­ment over a lengthy period. And the experience must be novel, intense, challenging and personally significant.

- What is the sensitive period of the brain? Could

you give us an example of how certain experiences, during this period, might shape or influence the future of a child?

Sensitive periods are periods of brain development when the effects of experience on the brain are most crucial. They are broad windows of opportunity for certain types of learning. The learning which occurs during these sensitive periods lays the foundation for future learning and also exerts a long-lasting influence on the development of the individual’s social and emotional behavior. The early brain research highlights birth through age 3 as a sensitive period for development and learning in most areas.

Cerebellum

Gross and fine motor skills, hand eye coordination, balance

The skills acquired during sensitive periods many times are those that some people are better at than others. But, if the opportunity for learning does not arise, these potential new skills are not lost forever. The acquisition of a second language is a good example. Individuals learn new languages at many different times in their lives. However, if this does not happen in the first years of life, the ease of acquisition, fluency and elocution of the second language will not be the same.

During these sensitive periods, chronic stress caused by chaotic and neglectful environments, physical or emotional abuse, extreme poverty,

severe maternal depression, violence in the home or community, parental alcoholism and drug addiction can damage the developing brain and have a lasting impact. Studies have shown that children who experience early traumas find it harder to focus, learn, remember, and are more likely to have behavioral problems and to get sick. As adults, they are at greater risk for diabetes, hypertension, heart disease, cancer, depression and substance abuse, and are often unable to cope with stress. Severe stress changes brain chemistry, disabling the genes that enable the brain to properly regulate its response to stress. The bloodstream is also flooded with toxic levels of chemicals, which affect the heart and the auto-immune and regulatory systems.

- When does the sensitive period end? Can we open a sensitive period later in life?

Many sensitive periods end gradually as a result of the progress of development. “Interactive specialization” is the view of functional brain development in which the closing of sensitive periods are a consequence of achieving functional specialization within a brain region or cortical area.

Simply put, a specific sensitive period will end with the acquisition of the skill specific to that sensitive period. Some periods end as a result of sexual maturity. Some end rapidly once an individual is provided appropriate experience.

However, research, done mostly with animals, has proven that these periods can be ‘reopened’ given the right circumstances. For example, long after juvenile songbirds no longer can learn songs from a tape recorder, they can still learn songs from adult birds that interact with them while singing.

- What is a critical period? How can we optimize the changes that a child can experience during this kind of period? What should we have in mind?

Critical periods are a special class of sensitive periods that result in (for the most part) irreversible changes in the brain. A critical period really is a specific time during which an organism has to experience specific stimuli in order to progress through developmental stages properly.

While studies show depriving the brain of sensory input during critical periods has negative consequences in humans as it does in animals, there is little evidence of a benefit from extra stimulation beyond that available to children

developing in normal environments. If enriched environments cause a change in the structure of brain, then it’s not considered a critical period.

Many aspects of our perceptual, cognitive & emotional capabilities are shaped powerfully by experiences we have during these limited periods of life: The capacity to perceive stereoscopic depth requires early experience with fused binocular vision. The capacity to process a language proficiently requires early exposure to the language.

The capacity to form strong social relationships & exhibit typical responses to stress require early positive interaction with a primary care giver. In each case, the experience must be of a particular kind and it must occur within a certain period if the behavior is to develop normally.

Filial imprinting in ducks & chickens is a great example of a critical period. Within a few days of hatching, these animals imprint on auditory and visual stimuli that id the parent. Imprinting causes neurons in a particular area of the brain to undergo changes in architecture and biochemistry & to become functionally selective for the imprinted stimulus. After the imprinting period ends, the preference for the imprinted stimulus does not change with subsequent experience. The chicken that was hatched in the nest of the duck will be clucking “mama” to that duck mother for the rest of its life. In the case of humans who do not experience language during juvenile life, they become unable

to acquire & use the principles of language.

- What can a parent do to help towards the best development of his/her children’s brain?

Common sense! Children need to eat a healthy diet, rich in potassium, calcium and protein, all necessary for a well developing nervous system. Play which is rich in multisensory input is a must. Playgrounds are outfitted with equipment which provides children with crucial sensory input necessary for their developing brains.

And as mentioned earlier, exercise has been proven to increase neurogenesis in the area of the brain involved in memory. No drugs, alcohol and tobacco, for obvious reasons. And children must exercise their brains by doing puzzles, reading, playing music and making art.

A balanced diet, physical exercise, stress management and mental stimulation drive neuroplasticity. And high quality experiences lead to a high quality, well organized, bigger and thicker brain. However, substituting high quality experiences such as reading, using complex verbal and written language, having meaningful conversation with others, playing physical games, learning to play an instrument for lower quality moments like passive television watching, speaking or texting in short phrased monosyllabic messages, chat room conversations, and being sedentary are literally changing the size, shape, structure and therefore the function of the brain in an entire culture… and not in a good way. So let’s not let that happen!

Katherine Horafas graduated magna cum laude from New York University with a BSc in Occupational Therapy (OT) in 1995. She worked as an OT in rehabilitation departments specializing in adult and pediatric neurological rehabilitation, including Helen Hayes Hospital, Jamaica Hospital Medical Center and Rusk Institute of Rehabilitation. Since moving to Greece in 1998, she has been working in private practice and has committed a large part of her professional efforts to promoting new techniques for the advancement of upper extremity neurorehabilitation. Her continuing professional education in various methods of neurorehabilitation (NDT, PNF, Motor Control, Motor Relearning, etc.) and pediatric rehabilitation (Sensory Integration Theory, management of various developmental disorders, etc.) has been constant. In 2004, Ms. Horafas became certified as the European Instructor for the FTM Arm Training Program and since then has been responsible for the Intensive FTM Therapy Clinical Programs in Greece. She is considered an FTM expert and was the first to apply it in the pediatric population. She is currently director of Artimelia Ltd, OT Services and has been providing school-based OT services to referred students of ACS. Along with numerous professional presentations in medical, occupational and physical therapy conferences, she also coordinates studies involving FTM Arm Training in Greece.

Katherine Horafas OTR/L Aiglis 15, Kifisia, GR 145 64, artimel@otenet.gr, Tel: +30 6936 122013

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Making it to the other side of communication with Parent Effective Training (PET) classes held at ACS Athens

by Amalia Melis, Writing instructor at Institute for Innovation & Creativity at ACS Athens

I

step into the ring, boxing gloves on tight.

One point for me, two for my daughter.

This time what started it was rushing in the morning to get out of the house so I could drive her to school on time. Again.

One thing led to another, and before long it became a shouting match: one point for her, three for me. Winners? No. Losers?

Both of us.

Choosing to become a parent might seem like an easy choice, but maneuvering through the rocky landscape of disciplining, listening and communicating with our children becomes quite a different story. We love our children, which is why we chose to have them in the first place.

So why is it that when it comes to making our children “listen” to what we know is “right” it often feels like it is another day in the boxing ring? The answer? It is not about being “right.” It is about learning to listen to what our child is really telling us.

The P.E.T. is about learning to create rules that children can stick to, help make them considerate of others and raise them with confidence.

As a mother of an ACS Athens student I have read many books on parenting, but few “clicked” with their advice. When I saw the announcements for a new P.E.T. class to be held at the Institute for Innovation

and Creativity at ACS Athens, I thought why not? I jumped right in and joined the group.

My daughter is not an infant or toddler; she is on the cusp of breaking free, a real live teenager. I was not sure what to expect when P.E.T leader psychologist Kristina Rassidakis entered the room. I sat quietly among the many moms who had signed up for this journey we were about to embark on.

The P.E.T. parent effectiveness training book by Dr. Thomas Gordon was shiny and new, just as the workbook. I felt a bit humbled leafing through them; I was a student once again and learning the most important information in my life: how to communicate effectively with my child.

Once the introductions were over, the work began. A bit like an archaeologist, I dug deep into what I did not want to acknowledge: my role in how the two-way communication process unfolds daily between my child and me. Do we really listen when someone speaks to us? Do we listen when our child talks to us?

Sometimes I don’t. Many times, countless times, I did not listen. Instead, I became a firefighter prepared to put out flames on

any problem my child might be facing and that really was not the point.

My daughter many times communicated clearly to me about how she wanted to solve a problem she faced, but I was not interpreting what she had to say.

“

Learning better communication skills helps us find a clearer way to bond with our children, as we instill in them the values we want to teach them. I know a bit better now that communication is not about who is right and who is wrong, who is the boss and who has to listen to the command. We want to raise our children to live with integrity.

Being in the PET group with other parents who had also made similar wrong moves gave me a tiny bit of comfort. But just a tiny bit; there was still much to learn. The workbook filled with answers, the class broke into groups and we roleplayed, learned to listen to what the child wanted, what the child said, what the parent said in response. As awkward as it felt to me, I learned to not do a thing but acknowledge what was being said.

Several classes later when the class had gelled, all the mothers, including myself, were able to open up and share their personal examples of dialogues that had

”

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PET Graduation; group photo with Diplomas

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gone wrong in the family arena. Ms. Rassidakis, at once leader and mother, was strong yet vulnerable with her own family examples, and found the right way to instill a balance in the class discussions.

Some of us are mothers of teens and preteens, one a mother of twin infants; in a way, I envied that perceptive mom who

was starting out early, before she had time to make one mistake after another and develop habits or communication skills that might not work for her or her children.

No, she got here early enough and she will make it right. I made a mental note to tell my friends who are parents to run, not walk, to future P.E.T. classes. There are so

many good communication skills to learn.

In the meantime we listened, we provided examples from our daily communications with our children, we grew and we admitted growth and defeat when we took one step forward and three back to really grab the essence of what the P.E.T teaches us.

ment arning Sometimes I take a peek at those imaginary boxing gloves hanging on the wall of our home and try to keep things in perspective. The family structure in this country is under a great deal of pressure and that often leads to shorter tempers, inappropriate responses directed to those we love the most: our family. I found that the P.E.T. classes and the group I was part of helped those of us who are facing longer working hours or no working hours, or bearing the parenting responsibility on our own because one spouse has to work in another country. We, as parents, were better able to face the questions, meet the demands or just learn to listen to our children.

Part of that mission requires that we clearly talk with them about the rights and wrongs in life, by using everyday examples often from our own experience. The choices they make will ultimately affect them, so talking about issues out in a peaceful way does allow for the option of thinking things over and considering these choices carefully; whether it is about what time to go to bed, whether to tell a lie or be unkind to a sibling.

The P.E.T teaches us to take a breath, to slow down and listen to the moment our child speaks, take in the information our child is giving us and through specific wording get our child to feel acknowledged. Yes, someone is listening. Yes, someone cares enough to listen. That simple. That difficult.

A few days ago, I ran into one of the mothers who took the P.E.T class with me and after a few niceties I asked her how things were going with her young daughters.

Happily she said it is working, what she learned in the P.E.T is still working. She then asked, “How about you?” Sometimes it works and sometimes I slip into old habits. Perhaps it is time to join some other ACS Athens mothers for a P.E.T refresher course. You really cannot get enough of learning good listening skills and habits.

Hopefully it will help my daughter and I both come out winners in the end.

a unique professional opportunity at ACS Athens

Educational and Psychological Measurements in Special Education Purpose: tional experiences that will bring an expansion of: • • • •

Practice with formal assessment instruments; student; Interpreting assessment data in conferences with teachers and families.

Course Objectives: Trainees will demonstrate the ability to objectively observe, record and maintain student behavior records, to describe the sources, collect and maintain a diagnostic record, analyze and report area of development, and communicate about options for programs and services that may be required or needed by a child or family at the next level and assist in facilitating a transition.

Graduate Credit versity of New York (SUNY). For registration, further information and fees please visit www.acs.gr

Dates: June 19-28, 2013 -

Open to: Psychologists, Counselors, Special Educators, and interested teachers and other professionals Place: ACS Athens Conference Room Instructors: Dr. Imran Riaz psychologist and adjunct professor in SPED Dr. Michael Castleberry consulting diagnostician; a professor at George Washington University

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8th Annual Conference on Learning Differences

Innovative Teaching & Inclusive Learning

by Christiana Perakis, Director Learning Enhancement Programs & SNFLC

This year's conference strands included Autism/ Asperger's, ELL, ESL, EFL, and Creating a StudentCentered Classroom: enhanced learning for all students

A

CS Athens hosted its 8th Annual Conference on Learning Differences titled, Innovative Teaching & Inclusive Learning, which was held on the school’s campus on April 18 - 20, 2013.

The year’s conference strands included Autism/Asperger’s, ELL, ESL, EFL, and Creating a Student-Centered Classroom: enhanced learning for all students. Participants enrolled in two-day Institutes for an intensive, in-depth learning experience and attended numerous workshops on the last day which was structured as a more typical professional development day, with 20 individual sessions to choose from.

Once again, we had a strong international turnout, with presenters and registered participants from several countries, such as the U.K., Norway, Russia, France, Switzerland, Qatar, India, Saudi Arabia, Italy, China, Canada, and of course, from throughout Greece. We were happy to see many returning participants who had attended one or more of our previous annual learning differences conferences.

These conferences are testament to the ACS Athens’ commitment to promoting life-long learning and to the professional development of the community of educators. In a time of crisis is where we all need to find partnerships to share best practices for teaching and learning, and to ensure every student finds success in each and every classroom.

These are comments made by participants during this year's conference: INSTITUTES Aspergers Informative, liked personal experiences/stories made workshop more real, took away strategies I will definitely implemen

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I really enjoyed the tangent stories that help you see “ inside” the Apergers mind. Good flow, nice organization, nicely put together and interesting

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It was very helpful and apart from Aspergerâ&#x20AC;&#x2122;s syndrome, a lot of strategies can be used for children with LD. Very helpful and thorough presentation overall.

Wish this workshop was available for members in my school too!

OPPOSITE, CURRENT & NEXT PAGES

Participants, Exhibitors and Speakers during this year's 3-day conference activities

ESL Absolutely loved the Institute I enjoyed very much your approach. It was very helpful to me as someone with no ESL training Both speakers were so amazing, gave great strategies and experience and made the material relevant to us.

Insightful institute with a variety of activities Thoroughly enjoyed these seminars and gained a lot of interacting with other professionals Inclusive Strategies Loved the practical parts

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I really enjoyed the case studies. It was very helpful This presentation was both informative and thought provocative and I liked the sense of collaboration and giving and sharing teaching experiences Enjoyed the real life application activities with personal casesâ&#x20AC;Ś The presentation was very informative, thought provoking. A great deal of ideas raised to problems addressed Good balance theory and practice, lotâ&#x20AC;&#x2122;s of activities to engage audience Overall Liked the idea of the two day Institute presentation Professionally organized, excellent speakers, very enlightening The research shared during the presentations provided a lot of food for thought. There were many implications for classroom use

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I gained knowledge on how to assist my students using the curriculum with their own specific needs

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earningenhancement I gained more tools for teaching I was impressed-very well planned, engaging, structured, informative, practical The sessions were great in allowing us to consider new ideas for our content areas Fantastic! Loved the visual examples Excellent presentations, addressing key issues and highlighting the power of the individuals joining hands to make sure all students get what they deserve Great to have such an opportunity to discuss with others school colleagues and share best practice Very interesting- I walked away with fresh ideas for teaching in my multicultural classroom Great ideas and resources! Lots of applications for the classroom

Shadow Teacher Handbook

by Christiana Perakis, Director Learning Enhancement Programs & SNFLC

The Shadow Teacher handbook is a comprehensive guide to the role and the duties of a Shadow Teacher. Shadow Teachers are a valuable resource in a school setting for students and parents alike. They are the link between the student, the teacher and the family. In this handbook, you will find information about the responsibilities of a Shadow Teacher, which are not limited to assisting students with learning difficulties and dealing with academic matters, but also helping them work through emotional challenges and enhancing their social skills. In addition to information about who can become a Shadow Teacher and what the role of a Shadow Teacher is, you will find a variety of resources and teaching techniques that Shadow Teachers use. In

addition, there is information about child development and what is expected of every child at each developmental stage. In the various appendices, you will have the opportunity to become familiar with the checklists and the various communication forms that the Shadow Teachers use, that ensure all specialists are up-to-date with the studentsâ&#x20AC;&#x2122; progress at any given time. This way the best possible decisions are made for each student throughout the course of the academic year. Teachers and parents can thus gain a better understanding of how a student, in need of such one-to-one support, benefits from the presence of a Shadow Teacher within the classroom setting and in all aspects of academic life.

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Swimming at ACS Athens Becoming a Strong Legacy

by Athanasia Kotsiani, Physical Education Faculty

I

t seems just yesterday that we decided, with our Athletic Director Annie Constantinides, to create a swimming team for the first time in the history of ACS Athens. In 2005, with a brand new swimming pool on our campus, we had what we needed to start a swimming program; but we knew it would not be easy since our school did not have a swimming culture, nor students with swimming experience. We started the team from scratch, building it into something we are all proud of.

Eight years ago, the ACS team had four High School and ten Middle School students on the roster, with minimal skills and limited swimming experience. The plan was to teach them how to swim before the end of the season. That year we participated in our first swimming competition, the First Athens Swimming Cup, placing 6th out of six schools and earning six medals overall (Middle and High school together). The following year the squad grew to 13 High School and 14 Middle School students and participated for the first time ever in the SCIS Championship in Poland finishing in 5th place.

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All the team members, swimmers and coaches managed to bond like few teams do. Helping each other in good and bad moments, supporting each other after hard practices or bad performances, cheering for a teammate during a race, celebrating all victories, attending in many gatherings (in and out of the school), developing new friendships, ALL based on the common bond of the sport and thus maintaining their integrity as individuals and as a team

Year after year, the improvement of all swimmers was notable and along with their unwavering dedication and eagerness, the future was looking very promising for even higher achievements. The ACS Athens team transformed over the years. We became stronger, more skillful; we gained experience, having the chance to have some very good swimmers, such as Ele Wilson, Petros Kalopetrides, and Stathis Malamas, who raised the bar by qualifying for event finals, winning medals and breaking records. Both our Middle School and High School teams became stronger!

”

Eight years later and we have managed to make our way to the top and become champions. It has been an amazing journey, worth all the effort and hard work up until the end.

There were many memorable moments throughout the years, but this season was something really special!

The results were truly astounding and I am very proud of my team members and what we have accomplished this year.

Our swimmers worked very hard, in and out of the water, for over three months and by committing to five practices per week, they prepared in order to achieve many personal best times. As a team we managed to have a strong season, placing first in the boys and girls category in the two major swim meets of the year.

Sixteen new school records are now up on the record board of the pool and six SCIS records have been broken by our boys. In total this year, we qualified for 76 event finals and we earned 44 medals (13 gold, 17 silver and 14 bronze).

The competitive season included a trip to Poland for the High School SCIS Championship hosted by American School of Warsaw. This trip was highly enjoyable, both competitively and socially. Our swimmers placed in every single race (32 finals); we earned 8 gold, 9 silver and 4 bronze medals and broke 6 SCIS records.

Both boys and girls earned 1st place in their categories among 10 international schools. The team finished their obligations in a fabulous way, went two for two a few weeks later, on March 2nd after we successfully hosted the 8th Athens Swimming Cup with the participation of 170 swimmers (Middle School and High School) from 11 international and Greek private schools; in this event, our swimmers

leticspirit athleticspirit 1 Our middle school swim team places first in the 8th Athens Swimming Cup. 1 2

2 Our high school swim team wins first place at the 8th Athens Swimming Cup. 3 ACS Athens: High School SCIS Swimming Champions in Warsaw.

participated in 42 event finals, gathering a total of 5 gold medals, 8 silver and 10 bronze and finishing in 1st place!

3

We are the CHAMPIONS! However, the 2012-13 High School team can consider themselves champions both in and out of the water.

Swimming as an individual sport requires a great deal of dedication and commitment, especially in the off-season. Athletes need to demonstrate very important virtues in order to succeed, including discipline, effort, respect, determination, persistence and sportsmanship. Our team demonstrated these virtues and enjoyed the results of a job well done.

Many thanks goes out to all swimming instructors, PE teachers and parents who volunteered their time to help us with the organization of the swim meets. I wish all the seniors swimmers who are leaving (Sifis, Elvira, Sofia) good luck with everything they decide to do in their lives. As for the swimmers who are staying, I hope you come back next year ready to defend your title!

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ACS Athens Middle School Swimming From the Middle to the Top

by Erin Mukri, Elementary Faculty & Middle School Swimming Coach

five new team records and one SCIS record were set this season.

This goes to show that hard work, determination and teamwork is just as important, if not more so, as skill and experience.

Middle School Swim Team

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oming in as the new coach of the Middle School swim team I was not sure what to expect. My previous experience as a swim coach in the US was for a national level team, where members had many years experience before they reached me. This is very different from the Middle School swimmers I had at the beginning of the season. Many of the experienced swimmers had moved on to High School, and what I had in front of me was a very young group of swimmers who did not have competitive swim experience. On top of that, most swimmers had not been in the pool for months. However, what this team lacked in experience, they made up for with their dedication and eagerness to learn. As a result, the team had one of the most successful seasons to date! The team placed first in both of its competitions, the SCIS Championship and the Athens Swimming Cup. In addition,

The first thing I did after assembling the team following the tryouts was to throw out the plans I had already written for the season. We could not train at the level I wanted without developing proper stroke mechanics and technique. The first couple of practices were even dedicated to pushing off the wall the correct way! While some swimmers might think that these practices were silly and unimportant, the Middle School team focused on the task at hand and always gave their best effort. I was amazed at the work ethic displayed by the team each and every day. The swimmers listened to the feedback I gave them and worked hard to make the necessary changes in their strokes. I even had some swimmers beg to stay and continue working long after practice time was over. As practices became harder and longer, the team met these challenges head on. I would set tough goals for each practice, goals that were met, if not surpassed, by the team. This provided the swimmers with the opportunity to bond with each other, celebrating their successes together knowing that each person contributed in a positive way. As a coach, it was very gratifying to see the team get faster and stronger, as well as to see them develop confidence in themselves and their abilities.

Another key to the teamâ&#x20AC;&#x2122;s success was the exemplary respect and sportsmanship demonstrated by each and every swimmer. As a teacher for the Elementary School, I do not have the opportunity to interact with Middle School students very much, and these swimmers had no idea who I was when we first started off. To be honest, I was a little worried about this at the beginning of the season, but a couple minutes into the first practice I realized that this concern was unwarranted. From day one, the swimmers showed respect not only to me, but to the other coaches in the pool who would help out during practice. Not only did they respect the coaches, but the swimmers also respected each other, which helped establish a special camaraderie within the team.

They offered constructive criticism, as well as support and help to

leticspirit athleticspirit JV Boys Soccer JV Boys Tournament at St. Catherines: 2nd Place JV Girls Soccer JV Girls Tournament at Campion: 3rd Place

RESULTS

FALL SPORTS SEASON

Varsity Boys Soccer SCIS Soccer Tournament in Vienna: 4th Place ISST Division III Soccer Championships at ACS Athens: 2nd Place Varsity Girls Soccer Local Tournament: 3rd Place ISST Division II Soccer Championships in Dusseldorf: 7th Place JV Boys Volleyball JV Tournament at ACS Athens: 1st Place

anyone who needed it. Because of this respect for everyone, the Middle School team displayed incredible sportsmanship. The perfect example of this was the SCIS Championship, which ACS hosted this year. Swimmers from 11 international schools competed in the two day event. The Middle School team went on to win the meet, but I was most proud of their actions out of the pool.

Whether it was cheering for their teammates, offering encouragement after a disappointing swim, or giving each other pep talks before a race, the swimmers continually showed their support of each other. This sportsmanship was also directed towards all athletes from the competing schools. After the races, I noticed many of our ACS swimmers shaking the hands of the other competitors and congratulating them on a job well done. In addition, our swimmers and families hosted the athletes from other schools in their homes. The ACS swimmers made every effort to make sure that the athletes staying with them were comfortable and happy, and as a result many new friendships developed. Many coaches from other schools noticed this teamwork and respect, and complimented our swimmers numerous times. The same effort and behavior was also true at the Athens Swimming Cup, where we also placed first and ended the season on a high note.

This was one of the most rewarding coaching experiences for me and I was very sad to see the season end. It was incredible to see these inexperienced swimmers develop over the season into more confident and focused athletes as they competed at the Athens Swimming Cup. However, I do not think the team would have been as successful as it was without the commitment, positive attitudes and teamwork they displayed at every practice and meet. The Middle School team should be very proud of their accomplishments in and out of the pool, and I cannot wait to see what this group will be able to accomplish next year!

JV Girls Volleyball JV Tournament at St. Lawrence: 4th Place

Varsity Boys Volleyball Local Tournament at ACS Athens: 2nd Place ISST Division II Volleyball Championships in Munich: 4th Place Varsity Girls Volleyball ISST Division I Volleyball Championships in Brussels: 8th Place Cross Country ISST Cross Country Championships in London: Girls Varsity: 7th Place â&#x20AC;&#x201C; best individual finish Combined Score: 9th Place

WINTER SEASON JV Boys Basketball JV Tournament at ACS Athens: 1st Place JV Girls Basketball JV Tournament at St. Catherines: 4th Place

Varsity Boys Basketball Local Christmas Tournament at ACS Athens: 2nd Place International Youth Basketball Tournament at Rafina: 2nd Place ISST Division I Basketball Championships: 8th Place

Varsity Girls Basketball Local Christmas Tournament at ACS Athens: 1st Place International Youth Basketball Tournament at Rafina: 2nd Place ISST Division I Basketball Championships at The Hague: 1st Place Middle School Swimming SCIS Championships at ACS Athens: 1st Place (boys), 7th Place (girls) 1st Place combined score 5 gold, 4 silver, 2 bronze medals 8th Athens Swimming Cup: 1st Place combined score 7 gold, 5 silver, 2 bronze medals High School Swimming SCIS Championships in Warsaw: 1st Place (boys), 1st Place (girls) 1st Place combined score 8 gold, 9 silver and 4 bronze medals 8th Athens Swimming Cup: 1st Place combined score 5 gold, 8 silver and 10 bronze medals

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What does it mean to be a StudentAthlete at ACS Athens?

by Annie Constantinides Director of Athletics, Summer Camp and Recreational Programs

lete, there is a strong element of work ethic that needs to developed and established. Without the necessary work ethic, reaching one’s maximum potential cannot materialize.

Through athletics, individuals can be taught lifelong lessons and virtues that enhance their academic experience. In our gymnasium, six banners are placed on the walls with our basic guiding words: DISCIPLINE, EFFORT, MOTIVATION, PRIDE, RESPECT, and SPORTSMANSHIP. Through our programs, our coaches instill the importance of these values and practice them in action on a regular basis. We believe that these words touch upon many aspects of the development of our youth, and how young boys and girls can become better human beings

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ports activities, particularly in a school setting, play an important role in the physical and emotional wellbeing of students and provide them with opportunities to lead a balanced and healthy life for years to come. We provide a number of recreational sport activities to young children. As they get older, they can continue pursuing their interest recreationally, while a number of them have the opportunity to participate in our competitive sports programs; these include teams that compete against other schools, locally as well as internationally.

It is at this time of their school life when the notion of being a “student athlete” falls into place. This term carries quite a bit of weight, because there are expectations above and beyond the ordinary, and at ACS Athens, these expectations are quite high…

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The first word of the term – STUDENT – is what matters first and foremost; we are an educational institution and our students must strive to become the best they can be academically. For this to be achieved, hard work, dedication, goal setting and perseverance are all very important for a successful outcome. The second word of the term – ATHLETE –implies that the student has made a commitment to a sport and will invest ample time to succeed individually, as well as collectively (team sport). In both cases, student and ath-

DISCIPLINE

Needed to develop the proper work ethics; to be able to focus on whichever task; to be able to resist to distractions; to be able to control oneself

EFFORT

Needed in the classroom, on the playing field/court – “minimum effort – minimum results”

MOTIVATION

Needed to take the “extra step”; doing that extra research or spending a few more minutes on working on a weakness; getting up early in the morning or staying up late (when everybody else is not) to finish the job…

PRIDE

Needed to continue striving forward; to be able to feel the sensation of reaching a goal, academic or athletic. It is important to have pride in order to accomplish something…

RESPECT

It is important to respect oneself, peers, teammates, opponents, teachers, parents; to respect and appreciate the opportunities available to us

SPORTSMANSHIP To be “gentlemen - gentlewomen” on the court and off the court; to win with humility and lose with grace. In the classroom and life, this can be translated into being courteous, considerate of others, caring.

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During the winter season (the longest season of the year), our boys and girls varsity teams had to deal with numerous competitions, many and lengthy practices and of course, keep up with their academics at the same time. Not an easy task when there are so many distractions around! It was up to the coaches to assist students in finding a way to balance their time, to focus on their academics and at the same time, despite the stress of “keeping up”, make them perform and bond as a team. Was it easy? Not really…

Boys studying in Frankfurt classroom – ISST Tournament.

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1 Boys studying in hotel dining room – Anatolia tournament.

Our teams participated in three major tournaments; students had to miss days from school for the travel and competition, and we did not want them to fall behind in their school work. In Thessaloniki, on two occasions the boys team had a study hall in the dining room of the hotel and although they were not happy about it originally, they ended up doing what was expected of them; they studied, worked on assignments, and some of them even took it a step further – some players were even helping teammates on various tasks!

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2 Girls Basketball team @ Metro Mall collecting toys For Children’s Charity Organization.

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wDuring that same tournament, the girls asked their coach if they could “skip” their sightseeing of the city to stay in and study as well … more intrinsically motivated, as one can see, since their work ethic was there. The end result was a pleasure to watch: the boys in the dining hall and the girls in the lobby focusing on their school work, while the coaches were available to provide help as needed!

However, the true advantage of this experience was that our athletes were made aware of the expectations in terms of academics and behavior; as a result, they had the opportunity to focus on specific tasks, they helped each other and bonded.

The tournament in Thessaloniki was not the only time when time had to be used wisely; time is precious and when time is limited, it is even more crucial to be able to use it properly! During the ISST Boys Basketball tournament in Frankfurt, our boys missed three days of school and a number of them had assignment deadlines, as well as upcoming tests. On the first day of competition we had one game early in the morning and the second game very late in the afternoon, with plenty of “dead” time in between. We requested from the Frankfurt Athletic Director to provide us with an empty classroom so the players could study…. I can assure you, it was the talk of the tournament! They had never seen anything like this; and once again, our players worked on their academics when the easiest thing to do was to sit and watch more basketball games.

Community service is very important within our school philosophy; we want to instill in our student athletes the idea that the element of “sportsmanship” needs to be taken OUT of the sports environment and put into the community they live in. Student – athletes can be role models and their behavior can show their fellow students that despite the limited time or even resources, they can SERVE their community as needed. In times when the world and the country we live in are challenged socially and ethically, the

young giving spirit can provide some light and some hope.

Both varsity basketball teams participated in two community / charity projects: during their Christmas break, the girls team collected toys for a children’s charity organization (Mazi gia to Paidi) in an Athens mall, while members of the boys team assisted in the packaging of these toys in the organization’s warehouse.

However, the community service done by our sports teams has been led by the Cross Country team, which for the last 12 years has been raising money in support of PNOE foundation, a non-profit organization that helps take care of sick children.

We hope that in the years to come, more student athletes will commit their time and effort to helping others. The satisfaction gained from just HELPING others is invaluable – more valuable than a game, a race or any kind of successful competition! As studentathletes, it’s all about becoming better human beings, while at the same time keeping the bar of their personal aspirations very high.

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Sports Bring Youth And Cultures Together

by Annie Constantinides Director of Athletics, Summer Camp and Recreational Programs

A ACS Athens hosted the 1st International Youth Basketball Tournament with teams from Great Britain, Italy, Denmank, Israel and Greece participating

CS Athens has organized international sports competitions for many years; as a matter of fact, these international competitions add a special flare to our sports programs and our athletes and community always look forward to them.

Our teams participate in the ISST and SCIS sports conferences, which consist of schools mostly in Europe as well as the Middle East. These tournaments mark the end of the season in each sport and it is a great way to end their seasons.

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In the last few years, our basketball program has become very competitive mainly due to the Academic/Athletic Scholarship Program that was initiated by the generous donation of Mr. Suhail Sabbagh and Mr. Samir Sabbagh, to honor the memory of their parents. This year, the boys and girls basketball teams participated in their ISST tournaments without the participation of the athletes that have received these scholarships due to restrictions imposed by the organization; as a result, the athletic department needed to provide a worthwhile competitive tournament for our basketball teams that would include these scholarship athletes!

The fact was that in order to compete against good teams, we had to think “outside of the box” and look outside of the “norm”; what did that mean? We reached out to basketball organizations / club teams that matched the age level of our students all over Europe. We wanted to attract quality basketball talent and we created a unique tournament for the first time ever with the hope of establishing a top-notch international basketball tournament for years to come.

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The 1st International Youth Basketball Tournament, in memory of Diana W. Tamari & Hasib J. Sabbagh, became a reality and took place in the Rafina Municipal Gymnasium, in collaboration with the city of Rafina / Pikermi, on February 22-24, 2013. Four boys teams and four girls teams competed with great sportsmanship and effort; one of our goals, which was to bring young people of different cultural backgrounds, was met. The following teams participated: Boys: Stellazzurra Basketball Academy (Italy), ACS Cobham (England), Maccabi Hod Hasharon (Israel) and ACS Athens (Greece, host team)

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Girls: ACS Cobham (England), SISU Basketball Club (Denmark), Hellenic Selection Team (Greece), ACS Athens (Greece, host team).

There was great competition over a period of two and a half days; some games were closer in score than others, and the level of play was very good. The ACS Athens teams were challenged, to say the least, and thus our second goal, to provide a competitive tourna-

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ACS Athens Cheerleaders: Inspiring Enthusiasm and Positive Energy

by Christiana Perakis, Director Learning Enhancement Programs & SNFLC

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ne of our cheer leading goals is to actively support our athletic teams by showcasing our school spirit and inspiring enthusiastic involvement of and for the entire ACS Athens community!

Additionally, we acknowledge that those not on the cheerleading team are invaluable collaborators in achieving this goal. As such, they are to be viewed as honorary members of our team who are both ready and willing to follow our lead in igniting into song and cheer, at all our athletic events.

ment, was also met. The boys team faced Stellazzurra in the final and lost earning second place, and the girls team lost to the Hellenic Selection Team in the final and also earned second place. On the day of the final games, boys and girls three point contests were done, thus, adding a festive air to the event.

This tournament was not just a basketball competition; it was an event where young athletes and their coaches came together to celebrate many things: the game, cultural similarities, cultural differences, and friendship. There was great enjoyment on behalf of the guests as well as the hosts; all the teams stayed in Rafina and had sightseeing opportunities, while there was a welcome reception for all athletes and coaches on the first evening.

Throughout the competition, all the participants mingled despite the language barrier; sports, much like music and dance, have a universal language. Perhaps the most memorable time of the event was the closing ceremony when, following the folk dance show by the Municipal Folk Dance Group, all the athletes danced to the tune of Zorba. A memory that will stay in people’s minds for quite some time!

In a time of world turmoil, when values and ethics are being challenged, young people came together to compete and celebrate.

And what a CELEBRATION it was!

Cheerleading is essential and highly influential on the overall positive energy of our school. Our goals as cheerleaders are to build school spirit, promote a positive climate, and to create a sense of unity and enthusiasm throughout the school using our energy, passion, and dedication. Our responsibilities include participation in school activities and performances, the support of sports, pep rallies, and assemblies, building school spirit and pride, fundraising, and the planning of social activities and events for the school.

Voltaire once recognized that “with great power, comes great responsibility”. The validity of this statement lies in the fact that as the young, energetic, and educated women of the ACS Athens cheerleading squad, each and every one of you is an extraordinary source of inspiration and influence! As such, you are called upon to use your ‘powers’ for good as you stand as ambassadors for your school, athletic teams, and, perhaps most importantly, each other.

The road to excellence will not be without peril. Yet, in times of adversity, and as cheerleaders today and world leaders tomorrow, never lose your good cheer, for:

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1 Hellenic Selection team: Girls Champions.

2 ACS Athens girls earned second place in the tournament.

3 ACS Athens boys with the silver medal and second place trophy.

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1 Stella Azzurra Basketball Academy from Italy: Boys Champions.

2 Greek dancing by all players of the tournament during the awards ceremony.

"Cheerleading is a way of life, shared by a chosen few, It is working as a unit in everything you do Cheerleading is a rivalry, the competition makes you strong, It is sharing secrets and tears, learning to get along

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alum Dear ACS Athens Alumni, Welcome to the Alumni section of the thirteenth issue of the ACS Athens Ethos. To submit your articles for the next issue, please email us at alumni@acs.gr.

To register for the ACS Athens Alumni Directory on www. acs.gr, please follow the steps below: 1. ‘Profile’ on the Navigation Bar

The Cheerleading squad this year was extremely successful! This is what the girls have said: • We were like a little family in which we could laugh and work at the same time.

• It was a really great experience seeing girls that you initially nothing to do with, and then became close friends!

• It was an honor to choreograph and manage these wonderful girls who tried to make a difference to ACS. • Even though we haven’t performed very often, the times we have, we were an amazing group that brought great spirit and atmosphere to the place.

Cheerleading is that ongoing drive to be the very best, It is patience, perseverance, and very little rest Cheerleading is having poise and charm with every word you say, It is total dedication twenty-four hours a day It is always being ready with encouragement and a smile Cheerleading is your chance to express your individual style

2. Scroll down to ‘Alumni’ - click 3. Scroll down to ‘Profile Management’ 4. Click on ‘Initial Registration’ 5. Complete the form and await approval link that will be sent by email.

6. Upon receipt, click link to direct you to the Alumni Directory Form.

7. Login with your ‘Username’ and ‘Password.’

8. Complete Alumni Directory Form.

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Cheerleading is reaching out to comfort a sister who is sad, It is defending each other in good times and the bad Cheerleaders are always there when someone asks, They treasure the present moment and let go of the past Cheerleading is a talent to be able to shine on cue It is hiding the pain and anguish that if only half the people knew

9. Be sure to note the request to ‘check’ or ‘not check’ the visibility of your social networks and personal information to other alumni.

10. Bookmark Alumni Directory Form page for future reference.

For further information, please contact alumni@acs.gr

Cheerleaders, after all, are real people that sometimes get down but when they’re in the spotlight, they must never put on a frown

Cheerleaders are actresses always ready to go That is why it’s important for all the world to know Not every girl can be a cheerleader, it takes a special kind Cheerleaders are full of life and a little bit out of their mind.*

Let’s all do what we know best; cheering for what ACS Athens stands for, every minute, every game, every day, always It was a privilege being able to be the advisor of this great TEAM and I thank them from the bottom of my heart for the moments shared with me.

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*Sue Ann Kawecki’s ‘Sharing the Spirit: for and by cheerleaders, dancers and coaches’).

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Seeing the future with the eyes of integrity

by Joe Russo, Class of '73

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fter reading the article defining the theme in the upcoming issue of the Ethos magazine, which mentioned that Elementary School students were worried and concerned about the Greek economy, there is no doubt in my mind that the problems Greece is facing dominate the topics of conversation at the dinner table. This issue also features prominently in the media, from newspapers and magazines to radio talk shows. At this time, I would like to respond and share my thoughts on the matter.

Another country that encountered similar issues is South Korea. In the 1970s, the country was about to go bankrupt and the government had no money to pay for anything. As a result, the government asked the South Koreans to give all of the gold jewelry they possessed. The people, all united, stood in long lines and waited to turn in their jewelry and precious family heirlooms. They were giving it to save their country. I tried to put myself in their shoes - give up all the gold I own to help my country. I wonder how many Americans would do that.

As a teacher who has worked with elementary school students for 25 years, I pride myself in being able to reach out to students and instill in them the desire to excel in the face of problems. I have found that sharing the truth with them, at all times, is the beginning of the healing process. This is what I would like to do right now, share my truth: There is no doubt in my mind that Greece is going through some serious problems, "growing-pains" as I call them. Indeed, the Greek people are going through some very rough times and we often hear about families who cannot afford to pay the heating bills, cannot put food on the table for their children, much less themselves, as both adults are out of work. At the same time, everyone is talking about it, the newspapers are printing stories about the problems, and even the talk radio shows and news on television are reporting on all these difficulties. It seems the moment you wake up until you go to sleep, the number one conversation in Greece is focused on the terrible state of the economy.

In the meantime, almost 10 years after many Americans lost their homes, and after the US government helped them out, the economy is slowly bouncing back. It looks like we may start another great cycle of economic growth. In addition, the South Korean economy also bounced back, mostly because of the sacrifice the people made to turn in their gold, and also because of the will of the young people.

By this I mean that South Korean students started to take their education more seriously. They studied hard to be the best they could be, and started to excel. Once the students graduated, it was their "brain-power" as I call it, that helped jump-start their economy.

South Koreans started making goods in technology, cars, and started inventing new products to sell to other countries. This technological boom alone helped their country, and now South Korea is one of the greatest economies in the world. Again, all because of the younger generation who started taking their education more seriously.

Having shared this with you, Greece is not the first country to face financial problems. Let me tell you what has happened in the United States. The years that led up to the year 2000 people who wanted to purchase a home would go to the bank, and say: “I'd like to borrow some money to buy a house. I have a job, and can return the money every month.” In short, the bank gave them the loans. As a result of this increase in demand, the prices of homes were increasing every week. A $100,000 house one week would be worth $120,000 the next. People were so happy that the value of their home was increasing and future homeowners were happy they could finally get a mortgage. However, the bubble was bound to break and in 2002, guess what happened? People started losing their jobs because the economy was not doing so well. When you lose your job, the next thing that happens is you can no longer pay the bank your monthly loan installment. As a result, the banks start repossessing these homes and many people found themselves with no place to live, no job, and no income. While this was happening, the government helped only a little bit. Yet by helping, the government was borrowing money from other countries and was getting more and more in debt itself.

Taking these two stories into consideration, I would like the students to think about the following question: what can you do to help your economy and by extension, your country? By now, you probably know the answer is to take your schooling and education very seriously. In addition to completing your school assignments, it is important you expand your general knowledge by reading widely and extensively in your own time. You see students, the more you learn, the more you will be in a position to help your economy by getting a good job and being in a position to lead your future business or company to areas that have not even been invented yet. Or you can do the opposite, and not take advantage of the opportunities that have been given to you. Either way the future is in your hands, so live it with integrity; things are bound to get better and you can play an active part in this.

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Teacher get together

1 Lia Sterghos-Kassanis (Left), Eleni Aravanis (Middle), Jimmy Kiritsis (Right).

2 Faye Andrews (Left), Jimmy Kiritsis (Middle), Chris Perakis (Right).

3 April 7, 2013 Teacher’s golden class gathering.

Carnival party

4 March 2, 2013, ACS Athens Alumni Association Carnival party.

5 Steve Kourkoulis (Left), Sapfo Paleologou Vavaletskou (Middle), Jimmy Kiritsis (Right).

Mr. Joe Russo is an ACS Athens graduate. He attended ACS Athens in the 11th and 12th grade graduating in 1973. He currently resides in the U.S.

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Message from the Alumni Association President

by Dr Demetrios Kiritsis, Class of ’84

spend a work day with ‘hand-picked’ Alumni at their businesses.

The purpose is to get a feel of how it really is ‘out in the business world’ and receive a hands-on approach on practical business case studies that an Alumni encounters day to day. With the experience that Alumni have, it would be great for an ACS Athens student to receive advice and support from a professional.

Before Easter, a group of Alumni and Board Members will be visiting a children’s institute to donate food, clothes and toys to children at need. We will be painting a wall for them as well.

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A classic Beach Party-Reunion has been planned for the beginning of July to see and meet with each other again before we go off for the summer.

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Dear ACS Athens Alumni, It was a privilege to be re-elected again! With the addition of two new members, the team continues to thrive and bring more and more Alumni together. This is our mission after all. ACS Athens…a timely connection!

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Fellow ACS Athens Alumni, we appreciate your support in the election campaign. We will continue to represent you as best as we can and we are there for you. We take our positions very seriously and try our best to represent the ACS Athens Alumni Association.

For the two years that we will remain in office, new ideas have been sketched out and planned for our Alumni. Our strategy will remain focused (as always from the beginning) on bringing more Alumni together through various and frequent events to keep the fire burning between us. This will not change, as it was successful and our (you) Alumni approve. The scholarship fund is our cornerstone. However, we have new ideas we are excited about that we will launch very soon and I would like to share a few with you.

It is our responsibility as Alumni to assist our Senior and Junior class students through various internship programs that we have linedup beginning in May (pilot) and continuing formally in November with more Seniors and Juniors. The object is for these students to

Also, on April 7, Belina Korovessis (’78), along with Chris Perakis, Helen Maravegias, and Paola Bruno (’78), organized a (informal) fantastic evening with many of our old ACS Athens teachers. This was only the beginning as we (the ACS Athens Alumni Association) agreed to continue this gathering with ACS Athens teachers and make it annual since our teachers really loved and supported the idea.

Last but not least, our annual Carnival Party at Nargile on March 2 was yet another success! Many Alumni turned up wearing a variety of costumes that made the party even more colorful. The atmosphere was perfect and we partied as only ACSer’s know how to.

Don’t miss out on the action. Keep in touch and join us in one of the upcoming events; we would love to see you and bring more and more Alumni closer. For those who have been supporting us from day one, we thank you! We are striving to make the Association as strong as it can be. You will be hearing from us electronically.

Enjoy your summer!

The ACS Athens Alumni Association Board Raymond Srouji (’83) Vice –President Maria Kardamenis (’87) Secretary Thelxi Trochalis (’86) Treasurer Eleni Aravanis (’84) Board Member John Exarchos (’86)Board Member Christina Mefalopoulos (’85) Board Member Chris Moukas (’72) Board Member

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