ACS Athens ETHOS - Winter 2013

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ETHOS WINTER 2013

ACS Athens American Community Schools

Empowering Individuals to Transform the World as Architects of their Own Learning Our Mission: 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.

Reception Desk: Ext. 206, 233 Office of the President: Ext. 201 Office of Enrollment Management, Communications & Technology: Ext. 263 Admissions Office: Ext. 263, 251 Finance: Ext.202, 207 Office of Alumni Affairs/ Procurement: Ext. 207 Human Resources Office: Ext. 204 Cashier: Ext. 208 Bookstore: Ext. 214 Transportation Office: Ext. 239 Health Office: Ext. 217 Cafeteria: Ext. 236 Academy Office: Academy Discipline: Middle School Office: Middle School Discipline: Elementary School Office: Office of Student Services: IB/AP Programs: Academy/MS Library: ES Library: Athletic Office: Institute for Innovation and Creativity: Stavros Niarchos Learning Ctr: Theater Office:

Ext. 222 Ext. 404 Ext. 261 Ext. 267 Ext. 229 Ext. 226 Ext. 247, 248 Ext. 219, 220 Ext. 293 Ext. 327, 401

Security: Night Entrance Security:

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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 Copy editing /Text Proofing: Amalia Melis Contributors: ACS Athens Faculty Staff, Students, Parents and Alumni Layout design: Leda Tsoukia Copyright©2013.

All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher

ACS Athens (American Community Schools) 129 Ag.Paraskevis Street, GR 15234 Halandri Athens, Greece Αγ.Παρασκευής 129, 15234 Χαλάνδρι, Αθήνα, Ελλάδα E: acs@acs.gr W: acsathens.gr T: +30 210 6393200-3, +30 210 6016152 F: +30 210 6390051

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from the editor

The new tool i2Flex: a new methodology, a new beginning

by Leda Tsoukia, Editor in Chief and Creative Director

O

ur vision has changed: “Empowering Individuals to Transform the World as Architects of their Own Learning.” Contemplating this vision, one keeps coming back to the key role played by the word “Architect”.

An Architect does much more than build. An Architect thinks, imagines, conceptualizes and finally creates something that is, first of all, beautiful (το Ωραίον).

An Architect is an artist because, beyond overseeing the execution of a plan, or finding solutions to technical issues, he/she breathes life into the vision behind a building and works towards a single version of Beauty where creativity, fulfillment and, eventually, true happiness lies.

The Architect is the captain of the entire team, the Leader of this journey. Creating something means giving a part of the self to it, while influencing the project towards one’s Ideals. This relationship is reciprocal, as the Architect is constantly influenced by his/her own work… i2Flex is a methodology, the tool for attaining the ultimate goal of flexibility and personalization of educa-

tion through the use of technology for each of its constituent parts: ◉ Independent learning ◉ Οnline learning (Internet) ◉ Face-to-face learning Put together, the above compose and reach the target which is a higher level of learning that does not exist elsewhere.

This issue of Ethos magazine will dazzle you by proving how our school can be so advanced regarding the goals we have set for our students. Ethos will celebrate our new Vision as it sustains the breath of optimism our school represents for our entire community.

May we all have a very exciting, constructive and Visionary New Year!

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table of contents From the editor: The new tool 2 Upon Reflection on the First Day of School...

by Evelyn Pittas, Margarita Gournaris 5 i2Flex: Dr. Gialamas introduces the new tool

by Dr. Stefanos Gialamas, Ph.D. 6 Digital Natives, Disruptive Schooling and other Brainteaser

by Dr. Maria Avgerinou 8 Walking in Wonder: Nurturing an Artful and Architectural Way in the World

by Ginger Carlson 12 Fifth Grade Architects

by Leda Tsoukia

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by Helen Sarantes

Stretching and i Flex-ing with the Digital Native 2

by Labrini Rontogiannis

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Empowering Individuals to Transform the World as Architects

of their Own Learning

by Dora Andrikopoulos

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What Makes Us Human?

by Kathleen Jasonides, Janet Karvouniaris and Amalia Zavacopoulou

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The 2013 Summer Leadership Discovery Institute ...an experiential journey of learning, empowerment and transformation

by Dean Bradshaw & Ellen Vriniotis

Meet the YOLO Club...Youth Optimizing Leadership Opportunities

by Dean Bradshaw & Ellen Vriniotis

Student Life and Wellness Center

by Dr. Alessandra Sax, Ms. Cynthia Ouaijan

An alternative motivating factor

by Christiana Perakis

The New Vision: Elementary School

by Cathy Makropoulos

The New Vision: Middle School

by Mary-Ann Augoustatos

The New Vision: Academy

by Brian F. Gerbracht

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by Georgina Vriniotis, Isabelle Bloomfield, Madeline Gerbracht, Anna Makris 43

The Statue with the Square Head

by Lydia Pinirou

29 31 33 35 37 39 41

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Analysis for Maximizing Energy Efficiency in ACS Athens

by Demetris Kakaris and Calden Topden

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Saving Stray Dogs

by Alexandra Malama, Kayla Heliou Le Heux, Lydia Pinirou

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IB Retreat

by Julia Tokatlidou, Maria Leou, Majdi Samad, Dione Cavadias 52

ACS Athens Hosts the Annual NESA Virtual Science Fair Meeting

by Christina Bakoyannis and Labrini Rontogiannis

MS UN Day: Creating a Human Rights Community

by Rannelle McCoy, Christina Bakoyannis

by Stavroula Salouros

56 59 61

Education and Psychological Measurements in Special Education

by Mandy Dragatakis, Anna Makris, Zaharo Hilentzaris

Writing in Action

by Stavi Dimas, Amalia Zavacopoulou

66 69

This Magic moment: a Reflection on Google CEO Eric Schmidt’s recent visit to Athens

by Dr. Raphael Raphael

Cognitive Jazz: Building Resilience

by Peggy Pelonis

ACS Athens Chosen to Pilot Innovative Accreditation Protocol

by Steve Medeiros

Starting GirlUp@ACS: A Global Vision

ES UN Show: Building Bridges

A Community Constructed Through the Vision of Third Graders

by Stuart Maloff, Tracy Theodoropoulos and Erin Mukri

ETHOS WINTER 2013

College Sports: A dream come true

by Annie Constantinides

72 75 78

It’s more than just a race...

by MS and HS Cross Country runners and coaches

ACS Athens Summer Youth Camp

by Annie Constantinides

Celebrations: 4th graders say OXI: NO!

by Irini Rovoli

81 85 88

Opportunities & Challenges in a Time of Crisis Promoting Positive Dialogue

by Valerie Alexopoulos

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Maintenance: Summer 2013 Capital Projects

by Stavros Tzanetakos

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ALUMNI: ACS Athens ’78 graduate Telly Halkias wins U.S. national journalism award

by Telly Halkias

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ETHOS WINTER 2013

collaboration

Collaboration

Collegiality

&

Upon Reflection on the First Day of School

by Evelyn Pittas, Margarita Gournaris, Academy Faculty

S

herlock Holmes and Dr. Watson went on a camping trip. After a good meal and a bottle of wine, they lay down for the night and went to sleep. Some hours later, Holmes awoke and nudged his faithful friend, “Watson look up at the sky and tell me what you see.” Watson replied, “I see millions and millions of stars.” “What does that tell you?” Watson pondered for a minute, “Astronomically, it tells me that there are millions of galaxies and potentially billions of planets. Astrologically, I observe that Saturn is in Leo. Horologically, I deduce that the time is approximately a quarter past three. Theologically, I can see that God is all powerful and that we are small and insignificant. Meteorologically, I suspect that we will have a beautiful day

tomorrow. What does it tell you?”

Holmes was silent for a minute, then he spoke, “Watson, you twit, some jerk has stolen our tent!”

The point is that sometimes we make education too complicated, so complicated that we cannot see the forest for the trees. In reality, however, it is very simple; education is about teaching and learning and about gaining the best outcomes for everyone we teach; and critical to making this happen are our committed teachers!

In celebration of commitment, community spirit and connectedness, the Teaching and Learning Committee proposed to kick-off the beginning of our 2013-2014 school year with an authentic Administrator-Teacher-Staff Orientation Day, aimed to foster collegi-

ality, collaboration, and care for our school community. The activities of the day were organized by the following groups: Flower Planting (Theme: Respect), Organic Gardening (Theme: Responsibility), Cooking (Theme: Nurturance), News Crew (Theme: Cohesion), Functional Design of all school buildings (Theme: Resilience), Interior Aesthetics of all school buildings (Theme: Reciprocity), and Open Ideas (Theme: Open-Mindedness).

This year, we kickedoff the new school year (2013-2014) by focusing on Wellness. Wellness is the search of continued growth and balance in the seven dimensions of wellness. Wellness, is much more than just physical health, it is a combination of physical, mental, and spiritual well-being; a complex interaction that leads to quality of life. Commonly viewed as having seven dimensions, each dimension contributes to our own sense of quality of life, and each affects and overlaps the others. On September 3, 2013, the entire school closed to allow all ACS employees to participate in this “ACS Athens KickOff Day.” The three themes of the day were: Emotional Intelligence - Professional DemeanorPhysical Engagement .

The highly respected researcher, Thomas Sergiovanni, describes the commitment of effective teachers as “competence plus virtue.” This is, he says: ◉ a commitment to practice in an exemplary way: staying abreast of the latest research in practice, researching one’s

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own practice, experimenting with new approaches, and sharing one’s insights. ◉ a commitment to practice towards valued social ends: …to place oneself in service to students and parents and to agreed-upon school values and purposes… ◉ a commitment not only to one’s own practice but to the practice itself…to teachers with special insights into teaching sharing with others… ◉ a commitment to the ethic of caring which shifts the emphasis from professional techniques to a concern for the whole person…

This commitment involves immense hard work, and it involves failing along the way. Do not be afraid to make mistakes. It is how we, ourselves, learn. But try and make the mistakes small ones.

We cannot teach you how to teach, or how to ensure that students learn; we can, however, urge you to embrace the journey and to be practitioners of lifelong learning. – and we can assure you, that the journey’s destination for our students and ourselves is worth the effort.

We cannot take the burden of time and energy that teaching will place on you. We can urge you to take some time for yourself and your families throughout the year so that you are refreshed along the way.

Welcome to the 2013-2014 school year!

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featuring: i2Flex best accommodated has the potential to radically transform the nature of what happens during real-time, face-to-face teaching and learning.

i Flex 2

Dr. Gialamas introduces the new tool

by Stefanos Gialamas, Ph.D., President of ACS Athens

A

t ACS Athens, we believe that we must embrace and adopt alternative avenues of learning to further enrich our students’ learning. At the same time, we believe that all of our practices must be rooted in fundamental educational philosophical principles of Morfosis (Μορφωση), a central tenet of Classical Greek experience. Let us define Morfosis (for the 21st Century) as a holistic, meaningful and harmonious educational experience guided by ethics.

Educating learners for their lives as 21st century leaders requires us to create a new paradigm that integrates different modalities of teaching and learning, while embodying the principles of Morfosis. We call this approach i2Flex.

The i2Flex approach con-

sists of both independent and face-to-face teaching and learning experiences.

The Independent learning component includes both on-line synchronous and asynchronous teaching and learning experiences structured for individual experiences initiated and completed by the student.

The face-to-face teaching component is defined by collaborative/interactive activity, guided by the teacher.

Students will be engaged in classroom learning, but they will also understand that learning opportunities exist in many forms, and that learning occurs anywhere and anytime – for everyone.

The choice of what kind of learning experience is

Thus, we would expect that face-to-face meetings between and among students and teachers (in the classroom and out of the classroom) would feature highly interactive learning experiences that are focused on the intellectual skills of analysis, evaluation and creation.

Much of the work of knowledge acquisition, associated with the intellectual processes of remembering and understanding, can be accomplished through on-line learning activities and independent investigation.

Central to successfully implementing the i2Flex approach to teaching and learning is the faculty’s commitment to creating high quality course shells. The process of assessing, improving, and enriching them with relevant resources, materials, strategies, platforms for peer to peer and student – teacher communication and collaboration, and user-friendly navigation is essential for attaining a higher level of education.

sense, they provide an evolving super-structure that holds the disparate parts of the course together, and ensure that the total learning experience is genuinely holistic, harmonious and meaningful: a model of Morfosis for the 21st century.

In conjunction with our implementation of i2Flex, we are also working on implementation of four additional programmatic initiatives, consistent with the principles of constructivist pedagogy and embedded in the i2Flex paradigm, all focused on developing and implementing strategies for effective teaching and learning that will enhance student performance.

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Design and evaluation of course shells is based on research-based standards, consistent with the standards that we would apply to good teaching practices in any setting, developed by Quality Matters.

Individual course shells are more than repositories of course materials or an archive of course activities, but in a real

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cce ssfu l in s stu elf-dir ected college life, den ts m ust be t he decision makers eve ry m omen t of their lives Research indicates that learning MUST be relevant to the student’s experience.

Flexibility for students to learn through face-to-face, class to class, semester to semester, and faculty to faculty experiences.

Face-to-Face

On-Line Guided

i²Flex is a vehicle created by analyzing and studying the diversities of the functional modalities:

Independent

ETHOS WINTER 2013

A Digital Natives, Disruptive Schooling and other Brainteasers

by Dr. Maria Avgerinou, Director of Educational Technology and e-Learning

s Bob Pearlman, one of the key leaders in U.S. educational reform points out (2010), a casual walk into any new brick-andmortar schools across the U.S., reveals that despite the elaborate architectural designs and the wiring for educational technology integration, classrooms remain designed for teachers to stand in front of the students, thus still reflecting schooling as invented in the 19th century. Since those bygone and distant past times however, the world has developed in such diverse directions and created new and particularly complex demands for citizenship, college and careers that it is no longer possible to be accommodated by old

learning environments associated with old learning paradigms. Indeed, “we are on the threshold of a tipping point in public education,” (Kay, 2010, xiii). The Partnership for the 21st Century Skills (2009) emphasizes that in addition to core subject knowledge, such skills as information and communication, inter-personal and self-directional, as well as being well versed with the technologies of this millennium, both from the consumer and the creator’s standpoints, are critical in order to prepare students as life-long learners to deal successfully with the demands of the ever changing world of the post-industrial era of information revolution.

These learning outcomes not only necessitate schools to capitalize on the affordances of new technologies, but also to utilize more learner-centric pedagogies which focus on the newly emerged, idiosyncratic profile of the digital learner (Prensky, 2001).

As a result, we have wit-

Current page Top: The skills of the 21st Century Learner Bottom: Faculty participating in an i2Flex instructional design consultation session at ACS Athens

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nessed the unprecedented growth and firm establishment of online and blended learning at all levels of education, including various forms of Virtual Schooling in the K-12 sector (Davis & Niederhauser, 2007; Rice, 2012; Watson, Murin, et al., 2010). Indeed, online (and blended) learning has been saluted as the disruptive force that can transform the factory-like structure of today’s educational institutions.

Clayton Christensen, Harvard Business School Professor, who coined the term of art Disrupting Innovation, argues that by 2019 50% of all high school courses will be delivered online.

This projection may seem less bizarre upon close inspection of current facts and figures pertaining to online and blended learning in the U.S.: ◉ the number of students taking at least one online course has now surpassed 6.7 million (sloanconsortium.org, 2013) ◉ by 2013 that number will increase to 18.65 million ◉ Half of the 4,500 b r i c k- a n d - m o r t a r

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colleges in the U.S. offer their degree programs online 96% of traditional universities offer at least one class in an online-only format Open Course Ware offers 4,200 complete courses online for free 1,689 of which are classes from MIT (source Classes And Careers.com, 2013) According to a 2009 study from the Department of Education: “Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”

Students who mix online learning with traditional coursework (i.e. blended learning) do even better (Internet Time Group Report, 2013).

i2Flex for Morfosis: A New Vehicle for a New Education Paradigm At ACS Athens, we have followed closely the aforementioned global effort for educational re-

form. We are cognizant of the fact that traditional schooling is not the only avenue for learning. How could it be, since the reality is that students learn in different ways, via different modalities and styles, at a different pace in environments immersed in new technologies? We are also strong supporters of the notion of complete alignment among school learning outcomes, university and market needs.

As a result, we have generated our own education paradigm named Morfosis and defined within the 21st century framework

Aiming at developing higher order cognitive skills within a flexible learning design framework as a holistic, meaningful, and harmonious educational experience, guided by ethos. The vehicle to implement Morfosis, is the i2Flex, a non-formal education model of instruction organically developed by the ACS Athens community of

learners, that integrates internet-based delivery of content and instruction with student independent learning, and some control over time, pace, place, or mode, in combination with guided, face-to-face classroom instruction aiming at developing higher order cognitive skills within a flexible learning design framework. Grounded on the concept of Morfosis, this type of learning that draws on practice and research on blended learning and the concept of “flipped classroom” in K-12 across the U.S. and beyond, is learner-centered and ultimately aims at developing students’ 21st century skills, while also helping them successfully prepare for their higher education studies (where a good deal of them are already offered online), and their future careers.

More specifically, this approach consists of a blend of face-to-face and web-based teaching and learning experiences. The web-based component may include both online synchronous and asynchronous teaching and learning experiences,

Linking high quality teaching with the collaborative, networked, information-rich environments structured for individual and collaborative interaction and guided by the teacher, as well as independent experiential and web-based learning, initiated and implemented by the student. From a theoretical perspective, i2Flex is a form of blend-

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ed learning which so far tends to gravitate toward six models, namely, face-to-face driver, rotation, flex, online lab, selfblend, and online driver (Hopper & Seaman, 2011).

Each of these models comes with its own set of characteristics, but they all fall under the following umbrella definition for Blended Learning in the K-12: “Blended learning is any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. (Clayton Christensen Institute, The Rise of K-12 Blended Learning: Profiles of Emerging Models, 2011, p. 5). Where i2Flex significantly diverts from the blended learning definition is at the component of independent inquiry.

According to the i2Flex independent inquiry, albeit scaffolded and guided by faculty, is a required component of the learning experience. Another major point of our approach, refers to the superb learning opportunities for the development of Bloom’s Taxonomy highest cognitive skills (analysis, evaluation, and creation), that can be created by the integration of web-based activities where the student in preparation for face-to-face class meetings can interact with the content, the technology, peers and the teacher toward advancing the less demanding cognitive skills of knowledge acquisition, comprehension, and application.

Beginning from this Fall, many i2Flex classes are being piloted at the ACS Middle School and Academy, representing a rich variety of course subjects, teaching styles, and age

groups, while at the same time reflecting different degrees of complexity regarding instructional design and technology integration. We are deeply aware that this form of learning that we are striving to implement requires substantial change in our school’s culture while at the same time generating shifts in teachers’, administrators’, and students’ roles. As a result, i2Flex pilot teachers participate in a series of individual consultations with the Director for Educational Technology and eLearning, in order to review their courses against the Quality Matters® research-based, national benchmarks for online course design, examine models and discuss issues of instructional design as they specifically apply to their class, and how the latter can be transformed into a successful technology enhanced and/or web-supported learning community. In turn, our faculty educates the students hands-on about the uses and benefits of technology for learningas opposed to using technology for information, communication or entertainment per the digital natives’ daily routine outside the classroom!

Our administrators also have the opportunity to participate in formal and informal professional development sessions regarding the design, and implementation of i2Flex, while receiving frequent reports on the progress of the pilot classes.

Moving from the pilot to the next phase of this initiative, the vision of ACS Athens is to have all of our Middle School and Academy classes i2Flex-ed. We thrive on the tremendous possibilities that this new educationparadigm can offer to

our learning community.

Davis et al. (2007) illustrate, among others, the development of new distribution methods to enable equity and access for all students; the provision of high quality content for all students; and, the fact that management structures can begin to shift to support performance-based approaches through data-driven decision-making. Therefore, if applied in a systematic, pedagogically sound way, i2Flex can serve as the vehicle for disruptive education in our school, can become the bridge between the four-walled, brick-and-mortar classroom and 21st century education. It can empower our students to transform the world as architects of their own learning by linking high quality teaching and high quality courses with the collaborative, networked, information-rich environments that are a hallmark of the information age (Davis, et al. 2007).

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ETHOS WINTER 2013 References Allen, J.E., & Seaman, J. (2013).

Changing course: Ten year of tracking online education in the United States. Sloan Consortium, Babson Survey Research Group, & Pearson Learning Solutions. Retrieved November 11, 2013 from http://sloanconsortium.org/ publications/survey/changing_course_2012 Christensen, Cl., Horn, M. B., & Johnson, C.W. (2011). Disrupting class: How disruptive innovation will change the way the world learns. New York, NY: McGraw-Hill.

Clayton Christensen Institute (2011). The rise of K-12 blended learning: Profiles of emerging models. Retrieved November 11, 2013, from http://www. christenseninstitute.org/?publications=the-rise-of-k-12blended-learning-profiles-ofemerging-models Davis, N.E. & Niederhauser, D.S. (2007, April). New roles and responsibilities for distance education in K-12 education. Learning and Leading.

Davis, N., Roblyer, M. D., Charania, A., Ferdig, R., Harms, C., Compton, L. K. L., et al. (2007).

Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers. Internet and Higher Education, 10(1), 27-39.

Hopper, J., & Seaman, J. (2011).

Transforming schools for the 21st century. Retrieved November 6, 203 from http:// www.designshare.com/index. php/ar ticles/transformingschools-for-the-21st-century/ Kay, K. (2010). Foreword: 21st Century skills: Why they matter, what they are, and how we get there. In J. Bellanca & R. Brandt (Eds.) 21st Century skills: Rethinking how students learn (pp. xiii-xxxi). Bloomington, IN: Solution Tree Press.

Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved November 7, 2013 from http:// w w w. p 2 1 . o r g / a b o u t - u s / p21-framework Pearlman, B. (2010). Designing new learning environments to support 21st century skills. In J.

Bellanca & R. Brandt (Eds.) 21st Century skills: Rethinking how students learn (pp. 117-147).

Bloomington, IN: Solution Tree Press.

Prensky, M. (2001). Digital natives; Digital immigrants.

Retrieved November 11, 2013, from http://www.marcprensky.com/writing/Prensky%20 -%20Digital%20Natives,%20 Digital%20Immigrants%20 -%20Part1.pdf Rice, J.K. (2012). Review of “The costs of online learning.”Boulder, CO: National Education Policy Center.Retrieved June 1, 2013, from http://nepc.colorado.edu/thinktank/reviewcost-of-online/ Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2010). Keeping pace with K-12 online learning: An annual review of state-level policy and practice. Vienna, VA: North American Council for Online Learning. Retrieved from http://www.kpk12.com/ wp-content/uploads/KeepingPaceK12_2010.pdf

ETHOS WINTER 2013

our higher self and express our uniqueness. It is the act that keeps us feeling fulfilled as people and gives our living purpose.

To nurture this way of being in the world is to nurture a deep interaction with our changing world, appreciate it it is, and be able to recognize how we can innovate upon it.

Asking Beautiful Questions

Walking in Wonder: Nurturing an Artful and Architectural Way in the World

by Ginger Carlson, Elementary School Assistant Principal

A

t the heart of our school vision lies the making of our own meaning in this world. This is a magnificent and honored journey, one that calls upon our deepest senses of patience and mindfulness.

It is an art in itself. As we approach the journey in a way that honors both the art in our lives as well as the way our children can profoundly and uniquely express themselves through it, we make the profound shift from simply doing, to living in an artful and architectural way.

Nurturing Creativity To nurture an architect of one’s own learning and way in the world is to nurture the creative mind. In order to be able to nurture this mindset and way of being in the world, it helps to understand the way creativity works.

What we know about creativity is this: creativity, the listening that produces the act of creating and engagement with knowledge in any form, is an individual journey that feeds the soul and its drive in the world. To create is to be at one with

At the heart of truly exploring the world and connecting with it in a truly creative way that nurtures building meaning, are the wonderings that build upon a child’s natural inclinations and inquisitiveness about how the world works.

Through our intentional and thoughtful use of questions we can help children tap into their creativity by allowing them to have a truly inquiry-based learning experience, driven by their own interests, observations and predictions. By altering the way we approach ideas for what a child will create, the materials they use, how they will choose to approach their projects, what unique idea they can bring to it, and if they will even end up with a final product, they are then given freedom and license to experiment, stretch themselves, and grow in their own unique ways.

sciences goes beyond the simple learning experience that is often associated with childhood. To really learn to look is to bring the world closer to the human experience, to connect with it on a deeper level. In turn, children bring a vocabulary for observing and critiquing the world around them to the very real learning they themselves create. From this place, they develop a deeper understanding of the potential and power of their own architectural experience, the building of their own learning.

Mimicking Nature

Making Artful Observations

When we look at the science of biomimicry, it is no surprise that the research shows that children who are given the opportunity to learn, play, and create in natural environments, do so more creatively. From the study of birds to enable human flight to the mimicking of a butterfly’s reflective wings to enhance display technology, we are not only surrounded by examples of natural creativity and art, but also very real solutions based on those natural phenomena. All our forms and functions, all our inventions and innovations are connected to something much wider than our conscious minds can even fathom. If nature is our model, measure, and mentor, then there is nothing we are not connected to and no problem we cannot solve.

Observation and critique are truly significant ways for children to explore ways of being, learning and examples of creativity around them. Learning to really look at the world and all that is in it, be it sculpture, a piece of literature, a math problem, or a recent finding in the

Being an artful and architectural parent and educator, impacting children who have the opportunity to build their own learning and experience, is as easy (and as hard) as it sounds. It is picking up a paintbrush more often.

It is allowing yourself and

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your child to sing in the rain. And it is laughing and exploring the natural world together on a regular basis. But it is also more than that. It is a way of looking at the world in all its wonder. It is making the conscious decision to ask questions, to not always know the answers, and to find delight in the puzzling. Perhaps most importantly, it is the simple act of changing the way we look at the world and doing our best to see it through the lenses of our children’s unique experiences. It is through this that we begin to walk in wonder on our artful and architectural journey. â–

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Fifth Grade Architects

by Helen Sarantes, Elementary Technology K-5

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hen the new vision for ACS was presented to the faculty: i2Flex; twenty five years of teaching technology was summarized in this vision and in a project that I assigned to my fifth grade students. This project encompassed the different facets of, i2Flex which included: ◉ Face to face learning ◉ Online learning ◉ Independent learning The fifth grade students were introduced to Google SketchUp. Google SketchUp is a 3D modeling program for architects and many other professions. The program was introduced in the computer lab with an initial explanation of the tools available in Google SketchUp and the modeling window or “canvas”

that they would be using. This explanation was the “face to face learning” that took place.

The next phase students were shown a YouTube video with step by step instructions on how to make a simple house.

The children were asked to open two tabs to work simultaneously with their “canvas” and with the online tutorial. This helped them to use the tools which were initially explained “face to face” to actually draw a simple house with the help of “online learning”.

The final phase of using Google SketchUp was to draw their own building and this is where imagination, conceptualization, and finally creation, occurred.

In order to accomplish this task a different type of learning took place, “independent learning”.

ETHOS WINTER 2013

Before embarking on this journey, students were given a little tip. They were asked to reflect on the initial online tutorial and to question if there were more online tutorials to help with other skills needed to use Google SketchUp. My students returned to class with such enthusiasm as they explained to me how they figured out “how to” draw the building that they had envisioned. Some students wanted to draw the interior of their building so they used an online tutorial to help them with that.

Other students labeled their buildings with letters that they constructed themselves.

Finally one student said with excitement and a sense of accomplishment, “Miss Helen, I downloaded the program and made the most beautiful house. I wanted to put furniture inside the rooms but I didn’t like the ones that were available so I drew them myself!!”

This is in my opinion, the definition and ultimate goal of at the, i2Flex elementary school level: ◉ Face to face learning ◉ Online learning ◉ Independent learning.

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Opposite page: Fifth grade students at work in elementary technology lab

Stretching and i2Flex-ing with the Digital Native

by Labrini Rontogiannis, Middle School Faculty

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bstract: The Digital Native is experiencing education during a very unique time. Learning with the help of technology and the Internet, becoming Independent and flexible learners, will only build on the skills they need to face a rapidly changing world and truly become architects of their own learning.

Facebook, Twitter, Ning, LinkedIn, Evernote and Google. No, these are not the latest boy bands in pop music, but a new language: the language of the digital native. The digital native, as coined by educational technology and gaming expert Marc Prensky, was born in a world of cell phones, iPods, the Internet and laptops as thin as paper.

Smartphones and tablets, social networking sites and other Web 2.0 (3.0) tools are the remote controls and videocas-

settes of the next generation. So what role does this play in education?

It is sometimes hard to understand why children need technology to learn “better”. After all, we, the Digital Immigrants, the BGs (Before Google) successfully completed our entire education without Internet, or Google or tablet apps. What is so different with today’s student? Digital natives were born in a digital world acquiring digital skills at a young age. According to a research report by Common Sense Media, 72% of children aged 0-8 have been exposed to some sort of mobile device. Think about the first time you held a mobile phone in your hand. Is it not therefore only natural that they will also learn more effectively using technology? Cognitively, digital natives require a

different form of stimulation than is provided by traditional teaching methods. Today’s students need to be stimulated using the very thing that makes them different from learners of previous generations: technology. This is what they have been exposed to and this is their language of communication. And, whether we like it or not, the world is transforming itself based on the abilities and needs of these digital learners. Do we, the digital immigrants, like it? Maybe not. Do we have to get used to it?

Definitely yes!

Having a Facebook account is not nearly enough to keep up with the ever-changing world of technology. Technology in the 21st century classroom is no longer an option, but a necessity, and it can take many

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forms. Every educator in their discipline can use a variety of different tools to cater to the students and the content needs, creating unique and rewarding experiences. Video lessons can be created and used to present material. Discussion boards

Digital natives require a different form of stimulation than is provided by traditional teaching methods and online asynchronous mediums can be used to open extensive discussions giving all students the opportunity to participate. Videos, virtual simulations and virtual labs can expose students to activities that may not have otherwise been possible. Digital Storytelling can enhance the presentation of information, but also be used by students to build their own knowledge visually. Virtual 3D platforms such as Quest Atlantis can motivate students into independently searching and building on the answers to real life problems. Cloud applications can be used to create collaborative environments between students in and out of school. The use of technology can also free up class time where teachers can then be moderators and tutors within the classroom, helping students master and use their new knowledge to analyze, evaluate and create.

As a parent and teacher, your instinct is to frown upon the very thing that often causes you frustration. Long hours spent in front of a screen can seem time consuming,

pointless and detrimental to children. We cannot eliminate the use of technology especially for this generation, but learn to use it positively in our lives. Technology provides endless opportunities and unique experiences, bridging gaps, removing time and space barriers that exist, bringing educators, students and institutions together from all around the world. Parents, teachers and administrators must embrace technology, cultivate it and use it to mold students into life long learners who will carry with them the skills needed for the 21st century; skills that will prepare them for an unknown future where the jobs they will acquire, do not yet exist! Learning with the help of technology and the Internet, becoming independent and flexible learners, will only build on the skills they need to face this uncertainty and truly become architects of their own learning.

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Empowering Individuals to Transform the World as Architects of their Own Learning

by Dora Andrikopoulos, Mathematics Coordinator

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ne of the most brilliant thinkers of modern times, Albert Einstein, once remarked that his first inkling of a new idea often came to him by intuition.

“The really valuable thing is intuition,” Einstein said.

“A thought comes and I may try to express it in words afterwards.”

Man’s highest achievements seem to stem from the successful integration of both left-brain intellect and right-brain intuition.

“An Architect does much more than build. An Architect thinks, imagines, conceptualizes and finally

creates something that is, first of all, beautiful.”

Without the right brain, there would be no idea.

Without the left brain, the idea could not be explained. Knowledge is retained longer, if children connect orally, physically and emotionally to the material presented to them.

With these thoughts in mind, my desire and commitment to my mission as a teacher, gave me the strength and confidence to create a series of math books titled, “Mathematics A Thematic Approach”

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to help students consolidate, use, apply and extend their thinking in mathematics.

Through many lessons, examples, exercises, problem-solving, activities, investigations, games, and extended projects, students are given the opportunity to breathe life into their own creations and designs and to go beyond the walls of the classroom, enriching their knowledge and feeling emotionally complete and satisfied.

permanent than theirs, it is because they are made with ideas.

The mathematician’s patterns, like the painter’s or the poet’s, must be beautiful; the ideas like the colors or the words must fit together in a harmonious way.

Beauty is the first test; there is no permanent place in the world for ugly mathematics.”

Mathematical ciency

Profi-

We need citizens who can

coming life-long learners and successful citizens in a global market place.

Therefore, students must develop a deep understanding of mathematical concepts and possess a strong foundation of number sense in order to become proficient in mathematics. Every teacher of mathematics has an individual goal to provide students with the knowledge and understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics. Instructionally, this goal translates into three components: conceptual understanding; procedural fluency; problem solving.

Conceptual understanding involves the understanding of mathematical ideas and procedures and includes the knowledge

definitions and compare and contrast related concepts.

Procedural fluency is the skill in carrying out procedures flexibly, accurately, efficiently and appropriately. It includes algorithms (the step-by step routines needed to perform arithmetic operations). The word procedural also refers to being fluent with procedures from other branches of mathematics, such as measuring the size of an angle using a protractor.

Accuracy and efficiency with procedures are important, but they should be developed through understanding. When students learn procedures through understanding, they are more likely to remember the procedures and less likely to make common computational errors.

Problem solving is the ability to formulate, represent, and solve mathematical problems.

Problems generally fall into three types: ◉ one-step problems ◉ multi-step problems ◉ process problems

G. H. Hardy (1877-1947) said, “A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more

problem solve and think critically to compete in an ever-changing technological and global society. We must produce students who are capable of be-

of basic arithmetic facts.

Students use conceptual understanding of mathematics when they identify and apply principles, know and apply facts and

Mathematics instruction must include the teaching of many strategies to empower all students to become successful problem solvers. A concept or procedure in itself is not useful in problem solving unless one recognizes when and where to use it as well as when and where it does not apply.

Students need to be able to have a general understanding of how to analyze a problem and how to choose the most useful information.

Educators at all levels should seek to develop “processes and proficien-

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cies” in their students.

“Mathematics A Thematic Approach” enables students to work independently as the lessons and instructions are explicitly outlined.

Through problem solving students are given the opportunity to ◉ Make sense of problems and persevere in solving them ◉ Reason abstractly and quantitatively ◉ Construct viable arguments and critique the reasoning of others ◉ Model with mathematics ◉ Use appropriate tools strategically ◉ Attend to precision ◉ Look for and make use of structure In a balanced curriculum Depth of Knowledge Levels (DOK) should be used in assessments.

Level 1: Recall- facts, definitions Level 2: Skill/Conceptual Understanding - applying skills Level 3: Strategic Reasoning Level 4: Extended Reasoning i Flex (Internet, Independent, Flexible) learning is a methodology in our school that is and will continue to be a tool for attaining the ultimate goal of flexibility and personalization of education through the use of technology.

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“Mathematics A Thematic Approach “ is designed with lessons that can be used by students online and with assessments that can be submitted electronically.

Assessments include all levels of depth (DOK), thus giving students the opportunity to apply themselves and use high-

er order skills.

Students can work independently, assess their work and research extensively.

Bertrand Russell (18721969) said, “Mathematics possesses not only truth but supreme beauty, a beauty cold and austere, like that of sculpture, without any appeal to our weaker nature…sublimely pure and capable of stern perfection such as only the greatest art can show.”

Examples from “Mathematics A Thematic Approach Books 1 and 2” Example: Write the fraction ⁹⁄₄₅ as a percent Simplify the fraction ⁹⁄₄₅ = ¹⁄₅ Convert to a percent = ¹⁄₅ = ⁄₁₀₀ Equivalent Fraction ²⁰⁄₁₀₀ ²⁰⁄₁₀₀ = 20% We can always change a fraction to a percent by multiplying by 100 Example: Find the missing length of the leg a. Express your answer in radical form.

a

12 9

Use the Pythagorean Theorem.

Substitute 9 for b and 12 for c.

Solution:

a2 + b2 = c2 a2 + 92 = 122 a2 + 81 – 81 = 144 – 81 a2 = 63 a = √63

Problem Solving Challenge Yourself The total cost of a model car and a model plane is $9.

The total cost of 3 model cars and 2 model planes is $22.

Find the cost of α) a model car β) a model plane

Extend Your Thinking ◉ David is 5 times older than his sister Maggy. In 2 years from now,he will be 3 times older. In 4 years from now, he will be only twice older.

When will they be the same age? ◉ The area of a rectangular garden is 48 square meters.

The length of each side is a whole number.

What is the least perimeter the garden could have? ◉ An electrician’s hourly wage is 5 times that of his helper’s.

They were paid a total of $135 for a job on which the electrician worked 8 hours and the helper worked 5 hours. Find the hourly wage of the helper.

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TANGRAM ANIMALS (puzzle) Use tangrams to make other animals. Be sure to use all the pieces for each design. Challenge other teams to solve the puzzles.

◉ There were 36 heads and 104 legs in a group of riders and horses.

How many riders and horses were in the group? ◉ A clock has marks indicating 5-minute intervals without numbers. It’s reflection in the mirror reads 5:20.

What is the real time?

Some of the games, projects, investigations, designs, and creations included in “Mathematics A Thematic Approach book 3 “are mentioned below: DESIGN A SPACE STATION Living in outer space may seem like science fiction to most of us, but it is just another day at work for the astronauts orbiting space station.

Design your own space station for a crew of 4 astronauts GAME: DOES IT ADD TO 3?

Players: 2 teams of 4 players each Materials: 2 beanbags, masking tape fraction cards:

½ ⅔ ¾ ⁴⁄₅ ⁵⁄₆ ⁷⁄₆ ⁄ ⁸⁄₉ ⁹⁄₁₀ Object The object of the game is to add team scores to get a total as close to 3 as possible SOLVE THE RIDDLE Can you solve this riddle? What do you get if you mix of chick, ⅔ of a cat, and ½ of a goat?

Answer: Chicago Can you make your own critter riddle?

Try to make 3 riddles!

GEOMETRY IN OUR WORLD - Investigating (Extended Research) When we become sensitive to nature ex. sea shells, spider-webs, honeycombs, stars, architecture, sculpture, art and interesting designs, we begin to see that geometric forms and structure permeate the universe and that man was immersed in a geometrical setting from the beginning. It remains for him to notice it to appreciate it, to abstract ideas from it and to use it.

Choose two examples from each aspect of Geometry to write about.

Refer to the following: ◉ Its relationship to Geometry ◉ The nature of its shape (what it looks like to the naked eye) ◉ Its structure (what it’s composed of) ◉ The arrangement of its patterns ◉ Known theorems of its construction ◉ Other related information. ◉ Illustrate your work using color. ◉ Summarize in your own words: “How can we develop an appreciation of geometry through the qualities of art , sculpture, architecture, nature, astronomy/astrology, designs and patterns?”

MAKE A QUILT (Designing-Creating) African Americans have been making quilts since the late eighteenth century. Many quilts like the one shown are based on African designs. Draw a pattern and enlarge it so that you could use it to make a quilt

³⁄₅

RAIN GAUGE (Creating) Rain gauges are used to measure the amount of rainfall in a given period. Make your own rain gauge.

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What Makes Us Human?

by Kathleen Jasonides, Janet Karvouniaris and Amalia Zavacopoulou, Academy Faculty

hat makes us human? Is it our creativity, our intelligence, our dreams? Or is it our ability to directly influence and shape our future? Focusing on this essential question, the Honors Humanities course encourages students to exercise their critical thinking skills as they tackle complex ideas through an interdisciplinary approach. Emphasis is placed on independent learning tasks, innovative assignments and creative use of 21st century technology. As this instructional model has much in common with the innovative web-facilitated i2Flex design, it comes as no surprise that Honors Humanities is one of the first i2Flex courses being offered at ACS Athens.

A “modern classic,� the Honors Humanities pro-

gram was created 40 years ago as an innovative, interdisciplinary, team-taught course that examines essential questions through literature, visual and performing arts, philosophy and history. From the beginning, Humanities field study trips in Greece and Europe have encouraged students to become independent learners, while also developing their critical thinking skills and cultural awareness. Visiting the museums and monuments, experiencing the artifacts up close and exploring the masterpieces studied in class, these experiences provide students with opportunities to think, imagine, conceptualize and create.

Humanities students are guided by their teachers to develop the tools to envisage the future through the study of human civili-

21 Current page Top: Crossing the threshold into the Byzantine world of Osios Loukas.

Bottom: i2Flex in action: independent, internetbased flexible time in the Computer Lab.

zation; the tools to build the future as “Architects of their own Learning.”

From its inception the ACS Athens Honors Humanities program has developed and adapted without sacrificing the four attributes which made the prototype unique. Above all, it offers a student-centered, authentic,

a studentcentered, authentic, interdisciplinary and flexible educational experience

interdisciplinary and flexible educational experience to ACS Athens students.

These attributes have contributed to a smooth transition in the journey from a traditional face-to-face course to the i2 Flex model. The diagram below shows how the integrity of the core attributes have been enhanced by the i2 Flex model.

Traditional Face to Face Humanities course

The i2Flex model

Student Centered – Students find their own way Independent investigation in flex-time gives students into the course. Assessment is diverse to address some control over time, place, pace and mode of learning. a variety of individual learning styles and each student brings a unique approach to the field study component.

Authentic –The Honors Humanities course is an i2Flex is another authentic ACS innovation geared towards original ACS Athens course, which was designed improving teaching and learning. specifically for our international student body.

Interdisciplinary –The team-taught and com- The i2Flex model opens up a wider range of multimedia pletely integrated interdisciplinary approach devel- resources across the disciplines and develops high-order ops high-order critical thinking skills. critical thinking in the online environment.

Flexible – The Humanities program has not only evolved to meet the needs of 21st century learners, but also offers opportunities for greater personalization of the learning experiences.

Opposite page: The Roman Agora, bathed in early morning golden light, is the first stop before entering the Precinct of Apollo at Delphi.

The i2 Flex model provides a framework for continuous improvement of teaching and learning which includes an ongoing process of reflection and revision of the web-based flextime modules.

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Significant benchmarks on the journey toward the i2Flex model were the development of two on-line courses with field study components in Europe: “Classical Humanism in the Italian Renaissance” and “Classicism and Romanticism in French Art and Thought.” Another milestone will be the inauguration in February of a new on-line course, “Reason and Faith: Classical Humanism and Byzantine Spirituality.” This course aims to bring students from Greece and abroad together, first digitally through online activities, discussion forums and independent research, then in person through an extensive field-study trip within Greece, where students will visit sites of cultural and historical importance.

At each stage of the journey, the goal has been to create and enhance courses that challenge students academically while utilizing the best existing resources and taking advantage of new technology. The i2Flex approach provides stu-

dents with the flexibility, skills and tools to tailor their future according to their needs, interests and skills. In the new i2Flex paradigm, Honors Humanities is becoming a “modern digital classic.”

So, what is it that makes us human? Perhaps it’s our ability to imagine the possibilities of a better future and gain knowledge and skills to adapt to the unknown. Models like i2Flex enable teachers and students at ACS Athens to do just that.

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Current page: Humanities students take a break after their first day of field study at the lower site of Delphi.

learning paths

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s a cumulative project for their unit on regions, the Third Grade team worked collaboratively on creating a model of a community. First, students learned several concepts that enhanced their understanding of what regions consist of, such as physical features and natural resources. They were immersed further, to discover why communities are built near water and what we can do to help preserve our natural resources for future generations.

A Community Constructed Through the Vision of Third Graders

by Stuart Maloff, Tracy Theodoropoulos and Erin Mukri, Third Grade Teachers

Mr. Maloff pioneered the project in his class where students worked in cooperative learning groups. Each team brainstormed various physical features a community may have. From these physical features, students listed natural resources that can be extracted from them. Next, they generated a list of essential structures in a community such as a police and fire station, homes, and a school. Students then planned what a community may need when it expands such as a hotel, pool and restaurants. The class worked in small groups to start the construction of a community through the vision of Third Graders. A solid foundation was started, but the community was still in its infancy.

From Mr. Maloff’s class, the community was brought over to Ms. Theodoropoulos’ class for phase two. Each team focused on building and adding more physical features to the community. They built a forest, a desert and embellished the existing beach. They also constructed a spectacular waterfall at the edge of the

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model which turned out to be a fabulous landmark and has caught the eye of those who walk by the project. The community ballooned from a small village to a growing city.

Finally, Ms. Mukri’s class ventured downstairs to not only finish adding the final physical features, natural resources and structures to the community; they also expanded the already established community.

The school they developed was extremely impressive with elaborate details. Students from all the classes marveled at its appearance. When they finished, this growing city had turned into a mini metropolis.

Third Graders not only learned a lot more about the content of the unit, they practiced an important math skill, measurement, and expressed themselves artistically. Most importantly, the students had fun while learning!

Plans are already in the works to take this project to another level next school year. Students will give the community a name and create an advertising campaign including a travel brochure to convince others to move to their fictional town.

Quotes from each class for Tracy and Erin Alexia wrote, “ I learned that physical features are things that are not man made like rivers, lakes, and mountains. Natural resources are things that come from physical features like water.”

Amaryllis stated, “When the project was done, it looked so stupendous that words could not explain how nice it was!”

Yiannis wrote, “I live in a beautiful community. In order to keep it beautiful we have to work together.”

Katerina wrote, “I saw how a community is made.

Without teamwork, it couldn’t be a community.”

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Previous page The finished model of the community Opposite page Top: Yahli, Gaby and Liam working on the waterfall Bottom: Olivia and Kristine next to the desert

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students beginning with a crash course on the foundations of leadership psychology. We combed through on-line databases and journals, videos, textbooks, short stories, newspapers, and more in search of the best materials for our teen audience. With diligence and detective work, our course began to take shape.

From researching historical leaders to investigating their own leadership strengths, students identified those traits common to the world’s great leaders.

The 2013 Summer Leadership Discovery Institute ...an experiential journey of learning, empowerment and transformation

by Dean Bradshaw & Ellen Vriniotis, Academy Faculty

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his summer marked the third college-level summer leadership program offered to ACS students - this time through a partnership with St. Louis University. While most students prepared for final exams, a small group of dedicated students committed to a six-week online leadership course, 3-days of exploratory and simulated learning in Athens and a 2-week experiential journey to St. Louis to understand how servant leadership can transform communities through the collective efforts of conscientious citizens utilizing their vision, intellect and passion for social change. At the end of their 8-week leadership discovery journey, students in turn would share their own vision of leadership after connecting concepts to social concerns, interviewing community leaders, collaborating in aviation teams, and mastering the fine points of effective digital storytelling to create their own documentary of leadership stories.

With the calendar set, we began the process of creating an engaging and challenging program for these

Combining timeless, foundational concepts of followership and citizen leadership with contemporary role models of these concepts from the worlds of sports, government, and business, students learned theory and applied it. Whether reading a column about the need for more global female leaders or watching a TED Talk about how great leaders communicate, we challenged our students to listen to the different voices, synthesize these opinions, and form their own philosophy about leadership. Prior to our face-to-face work, these aspiring leaders needed to understand the scope and complexity of leadership juxtaposed against societal needs to begin the thoughtful process of affecting change through the eyes of a teenager.

The discussion boards of the on-line course clearly showed the amazing minds accepted into this program; however, the three days in the classroom, prior to our departure, allowed us to see these young adults in action. We knew that reflection was a key component to leadership development so each student was required to keep a journal of all their responses and thoughts during the program. Through role-play, we addressed the unease of change or the challenges of situational leadership. We looked at cultural differences in groups and how leadership must change to match the fluid dynamics. Our activities, however, were better integrated with real-world experience.

Our second day together brought students face-toface with real citizen leaders who used their talents, education, and passion to bridge community relations with social responsibility. Alexander Costopoulos, entrepreneur and communications strategist shared his mission: to “Repower Greece” by using research and accurate statistics to educate and dispel the negative stereotypes that exist about Greece. Focusing on the positive actions of people, he hopes to empower more citizens to become active and not passive bystand-

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ers pointing the finger of blame at the TV screen. Mr. Costopoulos left the students with a simple challenge: it is easy to criticize, but it is much harder to solve. As Georgina later wrote, “it’s not enough to just have good intentions or even good ideas – they must be put to action.”

We met our second citizen leader in Athens, in the offices that facilitate the non-profit organization Boroume,

inspired and founded by Xenia Papastavrou. Ms. Papastavrou is a clear example of Mr. Costopoulos’s idea of how seemingly simple acts of civic engagement can create great change. Ms. Papastavrou, an online journalist, felt she could not sit idly by and watch the increase of people challenged to meet their daily food intake while great amounts of food were going to waste at local restaurants, bakeries and grocery stores. She asked the very simple question, “I wonder why families, nursing homes, and shelters are always struggling to find food when others are throwing it away?” From this simple query, her new passion was born. Using her technological skills, Ms. Papastavrou was able to connect those with excess food to those who needed it, without having to leave her desk. In less than a year, Boroume grew to facilitate the exchange of over a 1,000 meals a day throughout Greece and the islands. Ms. Papastavrou is merely a humble woman with an We were insightful question and a desire to help. As we led through thanked her for her time, an amazing dedication, and the modprogram, each el for citizen leadership one impacted by she provided to our stua leader in the dents, Ms. Papastavrou making thanked us countless times in return. Ms. Papastavrou realizes her country’s fragile future is in the hands of our students’ generation. She was thankful for any chance to inspire them.

Our next visit was perhaps the most powerful example of the challenges of leading effectively. We visited the Athens Homeless Shelter during their meal distribution hour. We thought it valuable for the students to see the challenges for service providers to meet the needs of the growing homeless population. We want-

ed students also to identify the populations most plagued by homelessness: the elderly, the mentally ill, drug addicts, immigrants, and young families living under the poverty line. Who takes care of these members of our community? Too often we become desensitized and lack empathy toward the social problems of our day when our only connection is the television screen.

Confronted by the dire circumstances of the people at the shelter, the students began to see the depth of

need. Statistics and numbers are wonderful tools to help explain problems; however, there are few things more powerful than actually seeing the most desperate. The students were shocked and saddened by what they saw: homeless people in long lines waiting for food, shelter workers having too little food to give out, and the building’s decrepit state and lack of repair.

Use our own Stamatis, a student, later personal tools wrote in his journal “ Comand passion munity service and help for servant to the needy is not only an act of kindness but it leadership is also being grateful of to positively what we have and the opimpact the next portunities that are given generation to us.” During our debriefing every student was shocked but thankful for the eye-opening experience that left them with more empathy to affect change and less pessimism and dismay. Effective leadership comes when you can feel the heartbeat of those that you lead and are stirred with passion and purpose.

Opposite page Students at the SLU campus television station working on their digital storytelling projects.

Current page from left to right: Georgina & Achilleas interviewing Dr Anastasios Kaburakis, a lawyer and Asst. Professor, about the role of Leadership in Education.

Dr. Gialamas and ACS Athens Students at St. Louis University

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We carried this idea to our final destination, St. Louis University. In the following two weeks, we were led through an amazing program, each one impacted by a leader in the making. The School of Communication taught us the power of a story told through a camera lens. With professional quality cameras and soundgear, the students interviewed leaders from a variety of areas. St. Nicholas’s youth director, Father Michael Arbanas and Colonel Peter Nezamis provided great examples of servant leadership. Col. Nezamis stressed that he doesn’t “lead” the 1,000 men of his command; he “serves” them. St. Louis University law professor Dr. Joel Goldstein, a leading expert of U.S. vice presidents, gave students a historical perspective of leadership at the highest governmental levels, as well as the traits needed in effective followers and second-in-commands.

Courtney Sloger from FOCUS showed the students how bridging diverse constituents in the community creates the foundation for growth, connectedness and long-lasting community change. Dr. Anastasios Kaburakis, a lawyer and an assistant professor at the John Cook Business School, discussed the role of education in leadership and offered his vision for reviStudents talizing Greece.

realized that “everyone has a leader in them”

Dr. Diane Carlin, Associate Vice President for Graduate Education, granted Georgina Vriniotis an exclusive interview on Women in Leadership.

Dr. Carlin shared her recent experience of establishing a debate club for college women in Afghanistan and shared her latest book on the challenge of being an American woman in government. Professors Chris Lepp and Cindy Graville-Smith taught us how to frame shots, record interviews, create soundtracks, and edit the work into a cohesive documentary that tells a story and makes an impact. They also inspired our students as role models of servant leadership: Professor Lepp developed an athletic and mentorship program for youth in the community with the St. Louis Cardinals baseball team and Ms. Graville-Smith uses educational technology to inspire intercity youth to discover the magnificence of science. Dr. Steve Winton, Director of the Leadership & Organizational Development program, challenged students to actively try on new roles and move beyond their comfort levels. By engaging them in role-play scenarios students exercised their decision-making skills and examined group dynamics. Each academic we engaged with exemplified leadership in spirit but also in action.

The third component of our program was the unique opportunity to learn about aviation. Dr. Stephen Belt and his colleagues from the School of Aviation worked with the students on flying remote-controlled aircraft. It was a study in group dynamics as the students worked in groups creating obstacle courses for the other teams and deciding roles: pilot, co-pilot, safety coordinator, and score tabulator. In some cases, the students were forced to give up their own desires for team success. Martin, a student from Thessaloni-

ki, remarked that exercising his skills as both a leader (he was a pilot) as well as a follower (when his safety coordinator walked him through a pre-flight checklist) helped him to understand each role better and to perform better within the team. Later Dr. Belt allowed us all to work in flight simulators to get a real feel for flying, examine airplane engines in for service and tour an air-traffic tower to better understand the collaborative and reciprocal role of leading and following during

a successful flight.

During our downtime, Bridget De Clue, our amazing program coordinator and our student liaison, George, showed us the greatness of St. Louis. From the Arch to the museum campus, students were able to see what leaders have accomplished. Peter Bunce used as we see his passion for the arts to the students help revitalize downtown daily, we can St. Louis by establishsee the change, ing the Circus Flora and the dedication, bringing in to town the work of young artists to persistence, and attract families and gencommitment to erate more restaurants, service parks and businesses. A local artist, Bob Cassilly, turned an abandoned manufacturing plant that was an eyesore into an urban playground. With over 100,000 square feet of slides and mazes, Mr. Cassilly created a model of servant leadership in practice. Using only recycled materials, the City Museum is one more factor in St. Louis’s recent change into a vibrant city of culture and renewal with over 600,000 visitors each year.

Now it was time for our students to also serve the community. After Sunday’s visit to the Greek Orthodox Church in which members graciously prepared a homecooked meal for us, it was time for us to give back to this impressive community. We set off for the Campus Kitchen, an organization run by college students that collects donations of food and cooks meals for homeless shelters and soup kitchens. Students rolled up their sleeves, put their hair nets on without complaint and proceeded to cook - perhaps their first meal ever - to serve the homeless community. After two hours, we had prepared dozens of nutritious and needed meals and connected our experience with the work

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of the Athens homeless shelter and Boroume. After our rewarding task, Stamatis mentioned that he believed community service like this should be a requirement for high school graduation.

As our two weeks came to a close, student reflections became all the more pronounced. Achilleas realized that “everyone has a leader in them” while Martin stated his new motto of leadership: leaders are not served but act to serve others. Perhaps Georgina put it best when she said “it’s not enough to get the airplane up in the air – you have to keep it up there. In other words, it takes hard work, persistence, and real dedication to a cause in order to make it happen, and to make it happen successfully.” Now as we see the students daily, we can see the change, the dedication, persistence, and commitment to service. Georgina has gone on to develop an ACS chapter of the U.N. Foundation’s GirlUp Club to empower young women through education.

Achilleas has joined the debate team to strengthen his critical thinking and speaking skills and participated in a soccer tournament to raise awareness for Football Against Racism in Europe. Our youngest members, Ilia, Hannah and Stamatis and our Greek local students have submitted proposals to initiate their own service projects. Each one is finding his or her place in school to develop social responsibility.

The lessons did not end only with the personal growth of students. As both teachers and mentors, we questioned how we might continue to teach for transformation through our interdisciplinary, scholars’ diploma course, World Literature, Leadership & Ethics Honors.

How can we engage more students to develop their potential, to care about the world that “others” manage for them? How can we use our own personal tools and passion for servant leadership to positively impact the next generation? The answers came through the voice of our own students who often say, “YOLO! (you only live once)”, in response to more obligations. And thus, the YOLO! Student Leadership & Social Action Club and Website was born to facilitate a global forum for dialogue and allow the intellectual imagination of youth to flourish who want to optimize their leadership opportunities and become social change agents.

Our goal was to create 11 servant leaders over the course of eight weeks: teaching, guiding, challenging, nurturing. Who knew that we would create 13?

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Opposite page: Students examining airplanes for repair in SLU Aviation Program.

Meet the YOLO Club…

Y outh O ptimizing L eadership O pportunities

by Dean Bradshaw & Ellen Vriniotis, Academy Faculty

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ry telling teenagers nowadays to clean their rooms, finish their homework, or walk the dog and parents are likely to get the response, “YOLO!” “You only live once,” they say. “Chill out,” they remind us as they try to make room for more want-tos and less have-tos in their lives.

During a summer leadership course in partnership with St Louis University, our response to the usual “YOLO” for requests to get their reflections in to us was… “Since you only live once, you have a responsibility to optimize the leadership opportunities around you.” It is obvious that the demands of this generation are great.

The world is already moving at a frenetic pace and the pressure is on for our students to enter the world as young adults knowing how to manage “it” and themselves. Teaching for transformation in this millennium then requires that educators use every tool available and provide opportunities to prepare students for life beyond the classroom doors personally, professionally and civically.

YOLO (Youth Optimizing Leadership Opportunities) is

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a leadership & social action club that aims to inspire students to question the world around them and begin an investigative journey of social awareness and action. The members will model attitudes of servant leadership and inspire other fellow peers in the local and greater community to develop a voice and engage in meaningful dialogue about their world.

The goals of the YOLO Club are for students to: ◉ begin their own investigative journey exploring a contemporary issue they are passionate about locally or globally, with the question, “I wonder why...?” ◉ engage in meaningful service in their school and community to understand deeper social issues. ◉ refine leadership skills as they interview community leaders who can answer their research questions about the educational, social, entrepreneurial, environmental and political challenges facing their world. ◉ access information beyond their borders to explore positive, humanistic solutions and a course of action to their humanistic dilemma. ◉ resolve their research question with a personal vision: “I wonder what the world would look like if...” ◉ share their vision for shaping the world in any creative medium on our ACS YOLO website as a: video documentary, photo essay, multimedia presentation, school awareness campaign, newspaper/ magazine. ◉ develop a global youth forum that can potentially reach the farthest borders of the world connecting the voice and intellectual imagination of all youth to have a positive impact on their world as informed, passionate, global citizens.

There are more than 40 students signed up for the YOLO club - including students from the World Literature, Leadership and Ethics interdisciplinary course.

Our aim is to develop young global citizens and architects of their own learning who can transform their world with ethos and responsible citizenship.

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center Student Life and Wellness Center

by Dr. Alessandra Sax, PK-12 Counseling Psychologist Ms. Cynthia Ouaijan, PK-12 Counseling Assistant

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ho are we and what do we do:

Student Life and Wellness Center is led and supervised by Dr. Alessandra Sax, JK-12 Counseling Psychologist and assisted by Ms. Cynthia Ouaijan, JK-12 Counseling Assistant We offer guidance on student life activities, support students on any issues they are faced with at school, home and in life, in individual and group meetings. Additionally, we provide education on many social, emotional and developmental issues across the lifespan to students, faculty and parents. We are also a bridge to our community for external support services on a needs basis. Below are some of the activities and services that are launched via the Student Life and Wellness Center Services JK-12: Counseling: Individual and Group sessions (students, faculty & parents) Crisis Intervention: On a needs basis Social-Emotional and Developmental Issues: On a needs basis, presentations and classroom interventions are provided on a variety of child/adolescent developmental issues that encompass the social, emotional, physical and cognitive aspects of lifespan development.

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Psycho-educational Programs: The SLWC is involved in running a yearlong prevention of bullying campaign, as well as planning, designing, organizing, and supervising various activities, presentations, and events for Wellness Month.

Student Activities: Activity Clubs and Interests Groups: The SLWC is involved in planning, coordinating, and carrying out the activity kick off day, as well as coordinating and supervising the activities all year long.

Leadership Workshop: The SLWC is involved in planning, designing, and executing a leadership workshop which provides training to all Executive Student Council members and all Student Council members regarding the importance of leadership, and helping students cultivate good leadership skills and knowledge.

Honor Code: The SLWC encourages and guides our students to be exemplary citizens of their community by “doing the right thing when no one is watching.”

Academy Elections: The SLWC is involved in planning, managing, conducting, and supervising Academy Student Council elections.

Salutation & Buddy Programs 2-12 grades (Helping Students Transition into the New School Environment): The salutation program is designed to help new students adjust and transition smoothly into the new school environment. Four to six group sessions are conducted for each grade level, with two school counselors within the first few months of school. Additionally, students in the Elementary and Middle Schools have continuous sessions throughout the year to ensure a positive adjustment. New students are encouraged to discuss any difficulties they are experiencing with the transition, while support and guidance is provided for any concerns brought up. Furthermore, the student handbook is discussed in detail with the students to ensure a clear understanding of school policies and behavioral conduct expected at school.

Training & Research: Psychology Intern Program Master’s and Doctoral Research: The SLWC is involved in the training of interns that come from a variety of universities and backgrounds.

Dr. Sax heads the training program, whereby she places interns in compatible placements and each intern receives both individual supervision from their direct supervisor and group supervision once a month with her. The goal of this program is to provide a comprehensive, well-grounded experience to future providers of mental health services.

One of the main goals of the Student Life and Wellness Center is to provide a safe and positive environment to all of our students, faculty/staff and parents in order to acquire the appropriate care and guidance that is needed on any issue. It is also the place where practicing holistic, harmonious and meaningful experiences in our ACS Athens community can be shared and modeled by one another. Keeping in line with this principle, the maintenance of one’s health can also be viewed

through this lens, as it has been a primary concern throughout history across a wide variety of cultures and exchange of medical ideas between the East and West for centuries; even dating back to Hippocrates, the Greek founder of medicine (460-375BCE).

Today, health is best understood as one’s capacity to function in effective and productive ways influenced by complex personal, behavioral and environmental variables that can change quickly (Telljohann et al., 2007).

The most enriching definitions of health clarify independent strength, as well as the interaction among six influential elements: the physical, mental/intellectual, emotional, social, spiritual and vocational domains (Telljohann et al., 2007).

When one lives his/her life in a way that is orderly, successful, and true to what is in his/her best interests, the elements of health are balanced and contribute to the well-being of family, school/work and community.

All cultures value balance within their own set of beliefs and behaviors. The Hawaii culture for example, depicts the concepts of balance, unity and harmony as “lokahi”.

This concept is referred to in the Lokahi Wheel which expresses this ideal. The Lokahi Wheel illustrates the importance of maintaining balance within each dimension of health: physical/body, thinking/mind, feelings/emotions, friends/family, spiritual/soul and work/ school (Telljohann et al., 2007).

During the business of each and every day, sometimes we forget as individuals to stop for even a few minutes to remind ourselves of the positive aspects of our lives. Putting into practice each element of the “Lokahi Wheel” on a daily basis, we may be reminded that life is really worth celebrating!

References Telljohann, S.K., Symons, C.W. & Pateman, B. (2007). Health Education. New York: Mc Graw Hill.

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Opposite page: Previous page: Photos from “Activity Kick Off Day” Current page The Lokahi Wheel

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zone An alternative motivating factor

by Christiana Perakis, Director Learning Enhancement Programs & SNFLC

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ow more so than ever, educators are aware of how various teaching practices shape a student’s learning experience and these methods go beyond the mere exchange of information. The eagerness to continually improve and provide an education experience that advances motivation and achievement in students has taken a new form here at ACS Athens as the student-to-student program; the Innovation Zone. The Innovation Zone was created in order to determine if, in fact, there are alternative motivating factors in relation to learning and how these factors can be implemented by the students themselves. It is an area that has been designed for high performing students to provide them with the opportunity to creatively express themselves, foster learning, share and showcase individual ideas through different innovative means, within a non-structured environment. High performing Middle School/Academy students and high performing Elementary school students have been grouped together and given the freedom to engage with one another, learn about themselves and simultaneously experience collaborative partnerships based on common interests. They engage and participate in various activities involved with learning either through kinesthetic, visual, tactile or auditory methods. The Innovation Zone is a liberating environment where students can feel comfortable sharing their ideas with one another and indulging their appetite to learn by immersing themselves in a variety of activities in relation to their interests. One of the key messages of this endeavor and the underlying framework relies on the point that different aged students provide a combina-

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tion of ideas, support, and creative flow between each other and highlights an environmental climate that fuels cognitive activation. This self regulated learning is done with no emphasis on teacher directed teaching but rather on a one to one basis between students.

From feedback forms that were collected from the students at the end of the school year, we were pleased to see that they all had a sense of contentment. Each of the students was able to connect with someone whom they didn’t know too well through their common areas of interest and they were able to inspire one another to partake in activities that they would normally not participate in. This learning community enabled co-operative activities to take place purely based on interests rather than curriculum structure and goals. Thus this allowed these high performance students free reign in their learning on an academic, emotional and social level, which seemed appealing and relaxed.

It was great to notice their social improvements and the roles they took on during their interactions. We

are expanding this program to include six more pairs of students this year in a new area we have created in the center of our campus. i2Flex methodologies will be used to enhance this experience and document all the work that is taking place.

This is done under the premise that collaborative practices free from instructional modes from teachers are considered innovative and beneficial for student learning. Similarly, social and emotional growth materialized during these sessions and opened up a whole other window of opportunity for students. We are looking forward to another school year, hoping to see even more remarkable changes which will pave the way for a driving force to advance developing minds.

(Observers: Michael Eptaemeros, Angeliki Grigoratos, Natalie Kaplani, Natalie Maravegias.) â–

The new Vision The Elementary School

by Cathy Makropoulos, Elementary School Principal

H

presenting

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that evening by some of our faculty/administration.

Ginger Carlson presented Measures of Academic Progress and the use of Moodle in the ES. The

will certainly be expected to navigate throughout the course of their educational careers.

Christina Birbil presented The Life of Captain Chip.

Captain Chip has been

Measures of Academic Progress Assessment (MAP), is an adaptive, computerized, and individualized test with individualized results given twice yearly in the Elementary School. The results of the MAP As-

accompanying Ms. Birbil to school two times a week where he is fulfilling a great educational and therapeutic purpose in life. In class Captain helps children by paying attention to them, making them feel special and

sessments allow teachers to see their students as individuals - each with their own base of knowledge. It provides parents detailed information about where each child is individually and allows us to pinpoint the skills that

meaningful. He gives them joy and incentive to work hard - inspires them to write, read aloud to him, walk him - kids are happy knowing how to hold the lead, call him and get him to come to them or go with them

aving been an educator in the ES for over twenty years, I have watched this school grow and evolve. Changes have included a growth in student population as well as growth in educational paradigm. We, at

vastly changing world, it is our responsibility to keep up with the pace of the times. How does this look for elementary school students?

The i²Flex teaching model will allow educators to better utilize teacher/

are necessary for growth in a timely manner.

Additionally, Ms. Carlson presented information about our integration of Moodle into the Elementary School. Moodle will be a digital space for teachers to collaborate

out on a walk. They are learning about responsibility and flexibility. Above all, they are empathetic towards him which is an important springboard to driving home empathy towards others - which needs constant reinforce-

ACS Athens believe in educating the whole child and are always evaluating our methods of educating children in today’s world to better prepare them for their future. As technology is becoming a vehicle for communication and education in this

student contact time for students in the upper elementary school. Teachers will train children to use moodle to enhance their learning experiences in the classroom. Some assignments will be posted so that children will be re-

and communicate about curriculum and the planning of their lessons, and will serve as an additional communication for both students and parents.

Through our work this year, next year and for future years, our goal is

ment throughout life. He has a blog, children are invited to write.

Stavi Dimas and Sophia Moros portrayed the details of their project for the second grade, Objects Interpretation and Student Learning. This is an initia-

quired to explore subjects for homework which will in return allow for a higher level of depth of knowledge during classroom discussions. A preview of what is in place and where we are moving forward at the Elementary School was presented

to create an interactive learning environment that provides an extension of classroom learning in a digital space, a hub for a variety of digital tools, and gives a valuable introduction to the kind of learning environment that our students

tive which explores innovative teaching methods that build on pre-existing student knowledge, experiences, and curiosity towards learning. The project combines on-site visits to informal institutions with in-class object handling and peer teach-

Opposite page: Opposite page: Space for innovating learning

ETHOS WINTER 2013

ing. Ms. Dimas gave a conceptual overview of the project’s philosophy which drives students to a deeper capacity to develop critical thinking and observational skills. Ms. Moros provided the practical layout of the steps

ulty to reflect and learn from each other. Finally, Ms. Kynigou discussed how CLC Core group will continue this year to help us meet the needs of accreditation, to continue active research of CLC as a Professional Develop-

istrators.

This year we are expanding this program and again pairing up 5 or 6 children. It will be housed in the new building in front of the annex. This set up will differ from last year’s. We will now

Elementary School science program by creating a modern JK-5 science lab that would incorporate all the state of the art equipment necessary for our young students to participate in laboratory work.

Student learning would

taken with the students to reach curriculum objectives and goals.

Penny Kynigou provided an overview of Professional Development in the Elementary School- Teachers as Lifelong Learners. Ms. Kynigou highlighted how

ment model, to help the faculty participants of the group to implement their goals in the classroom, including developing i²Flex courses.

During the second semester of the last academic year, a pilot proj-

be attentive to what the children are saying and at the same time suggest possibilities. For example: If children are writing lyrics, we may provide musical instruments as a possibility for them to accompany the writing.

be enhanced and the foundation would be set for scientific literacy for children entering Middle School. It would ensure that all types of learners would be involved in the learning process, and that students graduat-

faculty shares best practices throughout the academic year as a complete elementary school faculty, within specific grade levels, as well as schoolwide. Ms. Kynigou also explained the CLC (Collaborative Learning Commu-

ect called the “Student to Student Program” began. This initiative was designed to provide students who demonstrated exceptional strengths, talents, creativity and/ or intellectual curiosity to explore their cognitive

Our belief is that, outside of the structures of classroom learning, the pairs of learning partners will be able to give full reign to their imaginations and creative intelligence and lead each other to learn “beyond the curriculum.”

ing from the Elementary School have met all the Standards for Scientific investigation.

Further, the auditory, visual and tactile learners would be actively engaged. Children would eagerly wait for their specific days to

nity) and how this model allows faculty to bring dilemmas to a group of diverse faculty members and through specifically guided discussions, identify best practices to answer their dilemma.

This process allows fac-

and creative passions in a unique collaborative environment, which we call “the Innovation Zone.”

We decided to begin with only six pairs of “learning partners” based on recommendations by faculty, counselors and admin-

At the same time, observation of their work will allow us to engage in meaningful research that will support our continuing efforts to enhance student learning.

Lastly, I shared a vision story about enriching our

visit the science lab, and Middle School science teachers would report children are better prepared for science class in the Middle School.

The ACS Athens Vision presentation with a focus on the Elementary

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School was on September 30th. That evening gave the community the opportunity to see how we are moving forward into phase II of programs already in place as well as learn about some our new initiatives. It was just a preview of opportunities we provide in the Elementary School to empower children to transform the world as architects of their own learning. â–

The Middle School Story

by Mary-Ann Augoustatos, Middle School Principal

O

ctober 14, 2013 7:00 pm, wow what a night! A night filled with shining starts, beginning with our 8th grade student council President Mikayla Dokos, informing our guests of a myriad of ac-

tivities that our students are involved in with the purpose of building their unique, holistic, meaningful and harmonious morfosis. While Mikayla spoke many Middle School pictures of art work and activities were

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displayed in the large screen of the theater as a background, showcasing the activities mentioned.

ies superstar. This student is highly adaptable and has advanced technology skills. This student knows where and how to seek information. Thus student travel and learn outside the classroom as life long learners.

the NESA school system.

Furthermore, ACS Athens students that have distinguished science fair projects have the unique opportunity to earn a scholarship to participate in the Space Camp Turkey summer program. The

itive attitudes towards mathematics. The Math Bowl is designed to give students of all grades and ability levels, the opportunity to apply skills in mathematics through fun activities, collaboration and the construc-

technology is and will be embraced in the language arts classrooms.

They continued to elaborate on the multitude of ways students can access and create the written word. Students can utilize technologies, such

Following the Social studies presentation, Anastasios Kyriakopoulos (Grade 6 student) played on the classical guitar Minuet in G Major by Johann Sebastien Bach The science department proceeded with Ms. Ba-

vision shared by the science faculty was that students build their science backgrounds as architects of their own learning by having exploration at the heart of science.

Through this vision, students would have access

tion of models. On Pi Day a variety of activities are used to enhance students’ understanding of this number and its history. Interdisciplinary projects provide connections of mathematics to other subject areas. These may

as: tablets, Kindles, smart phones and laptops, they can have virtual libraries in the classrooms, exposing them to more book titles than ever before. The more books students have access to, the more likely they are

koyiannis’ and Ms. Rontogiannis’ science vision presentation which focused on technology and the digital native and ways that technology can be incorporated into the teaching of science.

They mentioned video

to state of the art laboratories, field studies in our community, collaborative science experiments with the community, virtual collaborative data sharing and virtual field trips and exploration.

The Mathematics Depart-

include: Math Games, Activities, Puzzles, Riddles, Extended Research and Investigation projects. i2Flex provides nonface-to-face learning. It includes on-line independent learning guided by a faculty member teach-

to find literature they will love. As study after study has shown, the more exposure to books, the more reading a student does, the better their writing will be. Utilizing technology in the Language Arts classroom is

productions, simulations, interactive activities, online laboratory experiences and 3-D multi-user environments. ACS Athens’ participation in the NESA Virtual Science Fair project, an open-ended project whereby students

ment followed explaining that students are and will be given the opportunity to participate in contests and in technologically engaging events. Its aim is to involve students mentally, emotionally and physically, thus enhanc-

ing via the course shells.

Learning in the classroom focuses on activities that use higher order thinking skills. Teachers are able to differentiate instruction to meet the diverse needs of their students.

Students are engaged in

the vision for the future.

Immediately after, the social studies vision created by Ms McCoy and Ms. Akrivou was presented

by Ms. Vicky Akrivou. The social studies presentation focused on the ideal social studies thinker embodied as the social stud-

formulate their own questions and collaboratively perform experiments, is currently in its sixth consecutive year. This project has taken students beyond the classroom walls, as it connects students to e-mentors, scientists and judges from the whole of

ing their thinking process.

The goals of the Math Olympiad program and the American Mathematics Competition are to develop mathematical flexibility in solving problems, to stimulate enthusiasm and a love for mathematics and to develop pos-

learning inside and outside of the classroom in different ways.

Finally the Middle School Principal, Ms. Mary-Ann Augoustatos ended with congratulating the Middle School and acknowledging that it is an award winning school with

As an intermission, grade middle school dents Angelo Iseli Yiannis Fasoulas

8th stuand per-

formed Shakespearean monologues from the play Hamlet Following the monologues, the Language Arts vision was presented

by Ms. Hrisi Sandravelis and Ms. Keren O’ Connor. They focused on how

ETHOS WINTER 2013

distinctions and awards earned outside of ACS Athens every year for the past six year, having been consistently awarded for individual and group community service projects as well as Virtual Science Fair awards by

The Near East South Asia Council of Overseas Schools (NESA is a non-profit, voluntary association of more than 100 private, independent American/international schools in North Africa, the Middle East and South and Southeast Asia).

Middle School students have also been awarded for their artistic abilities earning first place last year in the SHANKAR ON-THE-SPOT DRAWING & PAINTING COMPETITION. And the most re-

Vision Night

by Brian F. Gerbracht, Academy Principal

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e left on our summer retreat with many high expectations. We returned with a new vision for our school. Dr. Gialamas collected the administrative leaders together and led us through

Academy - Architects of their Own Learning. We took this opportunity to outline our current formation and present our new instructional model – i2Flex.

Upon reflecting on the new vision, I came to

cent tribute to the Middle School was the donation of a state of the art 25 station computer lab donated by Dr. George Vasilopoulos in September of 2013 recognizing the outstanding work done and exceptional achievements of our students.

a series of guided reflections to determine what ACS Athens should encompass in the future.

Everyone gave feedback.

Everyone left believing in the powerful declaration that is now our vision.

On October 21, 2013 the

the conclusion that at its heart are 21st century skills. Students have to be able to weave between and/or entwine such skills as collaboration, problem solving, communication, digital literacy, creativity, applicability, and reflec-

His donation will enable our school to meet the needs of the 21st century and embark in our i2Flex educational paradigm.

It was a night to remember!

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Academy hosted a vision night. The evening was designed to clarify how the new vision connects to what we do in the high school and how it will define where we need to go to achieve our vision. One part of the vision was clearly attuned to the

tion to succeed in this ‘flat’ world. As our students develop 21st century skills in our K-12 classes they begin to uncover abilities, aptitudes, likes and interests. This provides a means for further exploration in courses we offer in the Academy

ETHOS WINTER 2013

or through our partnerships with the local community. Students start to refine their focus as they construct their learning one piece at a time always keeping an eye on their future.

ACS Athens provides ex-

premiere options connecting Literature, Psychology and History to guide students through the challenging content the course name elicits.

This very demanding senior level class pushes students to reflect on

extends learning opportunities. Students are offered options provided by various universities and professionals who teach classes that fall outside our normal scope. Additionally, the IIC creates experiential programs

ceptional classes where students learn through experiential, interdisciplinary, and real-world based practice up to and including the college level. Under our new paradigm, our courses will be focused through

their understandings and defend their positions.

It also provides an organization for students to showcase their learning in real-world applications through their inclusion in the Youth Optimizing Leadership Opportunities

where learning takes place in outside of Greece throughout Europe and America.

Lastly, Peggy Pelonis (with Mandy Dragatakis and Stelios Kalogridakis) articulated the elaborate process the Office of

the prism of i2Flex which takes full advantage of computer based educational opportunities to stimulate learning in and out of the classroom. Although many of our faculty already incorporate computer based learning,

club.

Julia Tokatlidou provided a clear overview of the various classes we offer and how they fit within the several diplomas students can earn. In particular, she highlighted our Scholars Diploma

Student Affairs provides for each student. The progression starts whenever they begin their careers in the Academy and doesn’t stop until well after graduation. They are a dedicated group that carefully navigates stu-

i2Flex asks them to rethink their instructional plans to make better use of our limited face-toface time. We have asked them to raise the bar on how they allocate this resource to explore higher level thinking and direct

which provides an opportunity for every student to showcase their strengths. By allowing students to collect honors credits from grades 9 to 12 they begin designing their diploma when they enter the Academy.

dents through the often troubled waters of high school towards their best fit university.

It was an informative evening filled with good spirit. The new vision is bold, yet grounded. We work to develop students who

lower level learning objectives towards independent explorations.

Several presenters described parts that we chain together to create our detailed framework to deliver a comprehensive 9 – 12 experience lead-

David Nelson elaborated on how teaching through the i2Flex paradigm develops Independent Multidimensional Thinkers.

As teachers analyze their practice to increase student engagement and develop 21st century skills,

ing to finding the best fit university for our graduates.

Dean Bradshaw (with Ellen Vriniotis) described our new, original, internally designed integrated interdisciplinary honors course – Leadership and Ethics. This is one of our

online learning becomes an integral tool. By fusing independent, guided and face-to-face learning, students are provided a robust educational experience.

Steve Medeiros detailed how the Institute for Innovation and Creativity

will have the skills and ethics to lead in this rapidly changing world. They will have the educational foundation to transform the world. I encourage those who would like to know more to visit our web site and watch the taped event online.

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accreditation

A Community of

Inquiry

ACS Athens Chosen to Pilot Innovative Accreditation Protocol

by Steve Medeiros, Dean of Institute for Innovation & Creativity

A

CS Athens has been accredited by the Middle States Association of Schools and Colleges Commission on Elementary and Secondary Schools (MSA-CESS), one of six such accreditation bodies in the United States, since 1964. Accreditation certifies that a school meets clearly articulated standards of quality and that it places a commitment to improving student learning at the center of all that it does.

The most current research on best practices in teaching and learning and effective schools informs MSA standards, protocols and procedures. MSA accreditation signifies to members of the school community, as well as to the world-at-large (college admissions officers, employers, government agencies, e.g.), that graduates of the school have attended an institution that meets recognized standards of quality and that has engaged in a rigorous process of self-evaluation validated by a panel of objective outside educators. Accreditation is conferred for fixed periods of time, and on a regular cycle, schools must apply to be re-accredited. ACS Athens was last re-accredited in 2007, and this academic year marks the beginning of a new re-accreditation cycle.

In recognition of ACS Athens record of success, MSA has selected the school (as one of eight schools worldwide) to pilot the organization’s latest accreditation protocol Sustaining Excellence. In its explanation of the new protocol, MSA describes it “as an accreditation option for schools that demonstrate their ability over time in producing the levels of student performance that are desired and expected by their

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community of stakeholders…and are recognized as leading schools.” Leading schools are “those schools that are achieving high levels of student performance, have an excellent understanding of the antecedents for those results, and are likely to continue achieving those results over time.”

Even though the school’s selection to participate in the Sustaining Excellence process, it is based on an implicit assumption that ACS Athens meets the MSA’s twelve standards of excellence, the protocol requires that the whole community (Board, faculty and administration, students and parents) participate in a thorough Standards Review – to examine what we are doing well to meet each standard and to discover what we can do better. Community input in the process will be solicited through an on-line survey that will be available for completion after December 1, 2013. Analysis of survey results will be conducted by a 40-member Planning Team comprised of members of all school constituencies, under the direction of Reaccreditation Coordinators Mary-Ann Augoustatos (Middle School Principal), Steve Medeiros (Dean, IIC) and Peggy Pelonis (Dean of Student Affairs).

The exciting innovation at the heart of the Sustaining Excellence protocol is the research component that is built into it. In a sense, MSA is proposing, through the process, that configuring a school community as a genuine community of inquiry -- in which all faculty and administrators are actively engaged as researchers of their own practice and of current research on best practice -- is the route to sustaining excellence and transforming teaching and learning in ways that will lead to improved student success. Dr. Stefanos Gialamas, ACS Athens President, has described the process as being akin “to writing a collaborative school-wide Ph.D.” By enshrining inquiry at the heart of professional practice, faculty and administration, model the process of inquiry that lies at the heart of ACS Athens’ vision of what learning is about.

What is involved? The research component of the process is a complex endeavor, engaging the entire school professional staff in individual and collaborative inquiry.

MSA defines the process as comprising five stages: 1. Identifying an aspect of the school’s educational program, services and/or learning environment in the school that its community of stakeholders desire to grow and/or improve in order to produce even higher levels of student performance or creative ways to measure student performance; 2. Discovering how current research informs efforts to grow and improve a school’s program, services and/or learning environment; 3. Developing a proposal for an action research project to apply that research in the living laboratory of the school; 4. Implementing the research project and documenting the results; 5. Sharing what was learned with the broader educational community in a colloquium at the end of the project.

In this way, the ACS Athens teaching and learning community participates in generating knowledge about best practices in teaching and learning as it investigates its own work, becoming part of an on-going global exploration and conversation about improving student learning – in the process enriching and enhancing opportunities for its own students’ discovery and learning.

out of the box

Students’

reflections Starting GirlUp@ACS: A Global Vision

by Georgina Vriniotis, Club President Isabelle Bloomfield, Executive Public Relations Agent Madeline Gerbracht, Executive Donation Supervisor and Distributor Anna Makris, Club Supervisor

lives. With a Theory of Knowledge presentation coming up and not a single topic on my mind, I decided to explore how the media relates to my life, and what role I play in this world according to the media. I saw too many young girls being consumed by media images that imply: in order to be accepted, you must be physically thin and beautiful, agreeable, nice, and downplay your intelligence in order to stress your sexuality. Website after website, picture after picture, I discovered just how much my gender is misrepresented by the media, and what a negative effect this has on the way that men all over the world view women – and more importantly – the way that women all over the world see themselves. These all too common images make young women susceptible to eating disorders, depression, and early promiscuous behavior. On the other hand, to be a woman with strength of character and intellect with a conviction to stand up for herself puts her at odds with males who suddenly become adversaries instead of allies. I then became clear about the topic of my presentation: “To what extent does sexism in the media affect women’s gender identity?”

In researching for my presentation, I became aware of the kind of sexism that was targeted towards me and people my age in economically-developed nations; but I knew that those in lesser economically-developed nations had it much worse. Knowing that girls my age and younger are being forced to marry and have children, or are being trafficked across borders for labor and prostitution, I felt compelled to take action. I started to search for an organization that can give girls the most important human right; the right to an education, which is the beginning of empowering girls

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group of passionate young leaders have decided to take our schools’ new vision to a global level.

Therefore, for the first time at ACS Athens, we will have a GirlUp club, a United Nations Foundation organization – where we believe in the empowerment of women all over the world to become architects of their own learning. The mission of the Foundation is to provide girls, regardless of location, with the opportunity to be educated, safe, and healthy and have the chance to become leaders (for more information, see www.girlup.org). We welcome all members who believe in our cause, regardless of gender. Official GirlUp approval is forthcoming. Here are some words from our very own club members: How it all began (Georgina Vriniotis, President): I have always been passionate about societal issues, but had only gone so far as to do community service as a volunteer. I never felt like a victim of injustice, until I started to question the role that the media plays in our

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All donations go to funding for girls and women in less economicallydeveloped nations

Current page: Georgina Vriniotis

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to make informed personal choices. And that’s how I came across UN Foundation’s GirlUp. Within a couple weeks, I prepared the first GirlUp club in Greece at ACS Athens, with just a small group of my friends that also were dedicated to the cause. Now, our club is fifty members strong, and has already hosted two events at ACS Athens.

What we have done so far (Isabelle Bloomfield, Executive Public Relations Agent): On the International Day of the Girl, October 11th, as well as on Middle School UN Day, the Girl Up@ ACS club screened the Nepal chapter of the internationally acclaimed film Girl Rising to ACS academy students. “Girl Rising” is a film about how education changed the lives of nine young

go to school in Greece, no matter who we are, and this film shows that not everyone has that privilege - but it doesn’t have to stay that way.

What we hope to accomplish (Madeline Gerbracht, Executive Donation Supervisor and Distributor): All donations to Girl Up@ACS Club go to funding equal educational opportunities for girls and women in less economically-developed nations. Our branch of this United Nations Foundation will be donating funds for a girl’s education in one of these nations. The money will go toward buying books, school uniforms, writing utensils, and other school supplies necessary for educational success. During the 5 Days of Giving at ACS Athens, we will donate clothing, canned goods, school

women in disadvantaged areas, and the clip that was shown highlighted the story of Suma, a girl in Nepal who was able to break free from bonded labor and get to school. Today she helps free other girls in similar positions.

After screening the movie for the Middle School, we also talked about slavery in the modern world, and what ACS Athens students can do to do their part in ending it. We had an overwhelmingly positive experience in the middle school – many students asked to join the club, and hopefully we can establish a collaborating club in the middle school for those students who don’t want to wait until high school to make a difference in their community.

As the group’s executive PR agent, I realized that showing this film was not only a great way to raise awareness for the types of issues GirlUp@ACS wants to help resolve, but also a powerful message to send to the ACS Athens community about the world around them. We sometimes forget how privileged we are to be able to

supplies, sheets, blankets, towels etc. to the Mother Teresa Shelter. Over the year we will be making periodic visits, bringing with us any of the above stated items dropped off before or after the 5 Days of Giving.

The Mother Teresa shelter is a group of shelters and facilities that assist young women, mothers, and victims of domestic violence, as well as immigrants and others in need. This vast shelter system promotes education and security for the women they protect. Most of all, we hope to change lives around the world!

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Current page Top: Madeline Gerbracht, Middle: Isabelle Bloomfield Bottom: The GirlUp Club

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school they are working for and use it to teach kids in better ways. At the conference many people gave talks.

This one lady called Sarah Kay was talking to us about her life and what she told us was that she LOVES poetry. Even though we know that poetry isn’t so popular like math is, she teaches poetry in fun ways and uses it to teach kids and get their attention. After some time all her kids fell in love with poetry so that means that even something so different that isn’t very “popular” can have a big effect because of the way someone teaches it. Then there was this other lady, named Susan Isaacs, who talked about ways to help kids behave better and learn more. She made me her helper and I passed around information and helped with her power point.

She didn’t care that I was small. She thought I could do it. So, little things or little people can sometimes make a difference. This is what I learned at the conference.

Another example of how little things can make a big difference is this country called Monaco very near Nice.

Monaco is a VERY VERY small country but we all know

The Statue with the Square Head How small things can make a big difference

by Lydia Pinirou, 7th Grade Student

S

omewhere in Nice which is located in France (part of the French Riviera or Cote D’Azur) there is a huge statue of a man’s neck and head. This huge statue is a library. It is important to know that the people made that statue with a square head. Why would anyone make a statue with a square head? Well they did that to show that the square head is a symbol of information that is organized in someone’s head and it’s not chaotic. What he has been taught (what he learned) is in some kind of order so that means he understands what he has been taught and has it in his head to use.

This statue is located right outside a conference center called the Acropolis. Every room in this center has a Greek name like Apollo, Hermes, Athena etc.

During last year’s Thanksgiving break when we had no school, I went to Nice with my mom and went to a conference for big people (specifically teachers) called ECIS, which stands for European Council of International Schools. It is an important conference for the teachers and counselors to go to so they can learn information and take it with them to share with the

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that it is very famous. How did that happen? Monaco was just a rock with a big castle on it that was used as a fort. One day many years ago two cousins named Grimaldi dressed as monks, went in with swords and took over the castle. So now the castle had a prince but still the country was very small and very poor. No one knew anything about it. Many years later Prince Carlos, who was very smart, decided to make Monaco a place that everyone would visit. So, he built a casino, a big Opera House, an Ocean Museum, and beautiful hotels. Then many rich and famous people came to Monaco. It was not poor or unknown any more. The place in Monaco where all these things were built was called Monte Carlo, which means ‘mountain of Carlos’ named after Prince Carlos. Many years later a descendant of Carlos, Renier lll, became prince. He married the very famous movie star from America Grace Kelly.

When that happened, Monaco became an even more famous country. Prince Renier knew that Grace Kelly would make Monaco known to the whole world and he understood the power of communication so when they married, he made sure that the wedding was shown on TV and announced on the radio all over the world many, many times. Now everyone knows Monaco even though it is a tiny country.

Back at ECIS, I can tell you that everyone knows ACS Athens. On one of the days after the conference, we all sat in a big room. I was the picture taker. They called Ms. Cathy Makropoulos, the Elementary School Principal up to the stage. Ms. Makropoulos went up because ACS Athens got an award. Everyone said that ACS did a great job organizing a conference called the Early Childhood. So, even though everyone talks about Greece because of the crisis with worried looks on their faces, ACS, a small school in Athens, made a difference and everyone listened, just like with Monaco. ACS has so many good teachers who have a lot of knowledge and information. They help us organize it in our heads like the statue with the square head. One day when we need to use it, it will be there waiting for us! So, even we little people can make a big difference if we have goals, study hard and stay focused. That’s what the big people, who know a lot, said at ECIS. ■

Previous page Lydia Pinirou, Nice, South France Opposite page View of a heating system, studied by the students as part of their energy efficiency research project

Analysis for Maximizing Energy Efficiency in ACS Athens

by Demetris Kakaris and Calden Topden, 12th Grade Students

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s we approach the end of our high school years, we contemplate what career paths we might potentially follow. We both have highly considered engineering or finance as fields of interest, therefore we were both interested in exploring these fields through an actual investigation. When the opportunity arose and we had the means of pursuing this investigation we decided to follow through with it, as it incorporated both our interests in engineering and finance.

Looking back, we are proud of the work we completed and the practical experience we gained. The following report is a synopsis of the original as we excluded most of the computational work and scientific depth for the sake of conveying the messages learnt.

ACS Athens has been running for over sixty years.

During this time period, the conditions with which the traditional heating system of our school operates have changed. Not only have new energy systems been created that have revolutionized the field of energy efficiency, but the ones that date back to the time our school was founded have also been improved. Nowa-

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the only way to heat a building. Now, due to depletion of the resource and tax hikes, more modern and efficient forms of energy sources have surfaced.

Boilers underneath swimming pool We examined the following alternative systems: geothermal, natural gas and heat pumps. The geothermal heating system, even though it is very efficient, it is not structurally apt for our school as it requires underground piping. However the other two alternatives, heating using natural gas or heat pumps, are suitable for the school.

In order to receive an approximate cost for installing the alternative energy systems we obtained the building layout of the Academy and gave it to a heating contractor for pricing. This is an important step because to calculate the heating requirements of the building, the contractor must know the enclosed space in the building and determine the quantity of equipment, such as the number of radiators necessary. Then using proportionality we projected that the acquisition and installa-

We both have highly considered engineering or finance as fields of interest, days, some of the heating equipment our school has been using is becoming practically obsolete and the fact that prices of gas and petroleum are sky-rocketing only makes the conditions worse. The traditional heating system we use now is starting to become less and less sustainable and looking for alternatives is of utmost importance. For this reason, the project we completed aimed at evaluating alternative energy systems and comparing these to the one currently in use, so as to determine which system would potentially be best for the school. In order to do this, we looked at which specific alternative energy systems are viable and could be installed successfully considering the infrastructure of our school. Then, we looked at the advantages and disadvantages of each system. Furthermore, we investigated the start-up and running costs, so that we can safely conclude which alternative heating system would be best in terms of efficiency and costs.

Currently, our school runs on an inefficient and expensive energy source; petroleum. This type of fossil fuel used to be viable as a heating system only when it was

tion costs for the alternative system in the whole school would be approximately € 530,000 for the heat pumps and € 400,000 for the natural gas systems. But we can also fairly assume that if we install the systems simultaneously, due to economies of scale, these projected costs would be decreased by a range of 20%-30%. The economies of scale imply that the installation costs are lowered when managed as a larger project because resources and management are conserved and utilized efficiently.

Next, we evaluated which alternative system is most efficient in the yearly running costs. Currently, we spend more than € 200,000 a year on petroleum for heating in the school. We found out the largest savings over the current heating system would be generated by switching to the heat pump system as the school would spend only € 73,300 per year (a benefit of almost €140,000 per year). Also, the natural gas heating system provides substantial savings, as we would only have to spend € 104,000 per year (saving € 96,000 per year).

Cash flow from investments (Academy Building) Based on our observations and research, if the school manages to raise the required capital funds, the best choice would be to install the heat pump system. This system could provide not only heating but also cooling in the summer, with the same equipment. However, we have to acknowledge that the installation costs are massive, about € 540,000 for the whole School and the school would have to give its energy transformation project the utmost priority in order to be successful. But if it did, it would reap great rewards as the savings of installing the system for the entire school would approximate € 140,000 a year. The graph above indicates, using the academy as an indicator that it

therefore we were both interested in exploring these fields through an actual investigation

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would take less than four years to break-even from the installation costs for both alternative systems. We also have to acknowledge the fact that the cost for fuel we consume now is increasing drastically every year and it significantly pollutes the environment with CO2. Thus, the sooner we install a contemporary heating system, the faster we will see a return on the investment. The transition to the heat pump system does not have to be instantaneous; can be taken step by step, building by building, starting with the pool, one of the areas with largest energy consumption in the school. What matters is that we acknowledge the issue that our current heating system is not cost efficient, then take initiative to raise the required capital funds and proceed with this significant upgrading of our school. ***We wish to express our special thanks for the cooperation and assistance from Mr. Tzanetakos, ACS Athens facilities manager and Mr. Lagogiannis, heating contractor from XL Gas. â–

Saving Stray Dogs

by Alexandra Malama, Kayla Heliou Le Heux, Lydia Pinirou, 7th Grade Students

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e are three friends in seventh grade who love dogs, and we all feel sad when we see them suffering because the dogs have no shelter and no one to take care of them, so we got together and tried to think of possible ways to help. There are a lot of stray dogs in Athens.

One of our old teachers Ms. Coklas, who loves dogs, and spends a lot of time in the dog shelters, inspired us.

She took us to the dog shelter for the waga-thon last year. She always talks about dogs and how much she loves them. When her dog Bree was sick, Ms. Coklas raised ten thousand dollars to give her an operation that would only allow her to live one more year; that is how much she loved her dog. We also love dogs so much. We think that people often treat them unfairly so we wanted to do something to show the people around us that dogs should be treated nicely with love and care because dogs are man’s best friend; when we need them they are there to protect us, keep us company and to play with us. We created a power point presentation with a lot of information about dogs.

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We thought about where to present this power point presentation and went to Ms. Makropoulos to ask if the Elementary School would be interested. Ms. Makropoulos encouraged us and asked all the Elementary School teachers to sign up so we could go to their classes and present some of our thoughts. When we did the presentation in the different grades we noticed that the little kids were very enthusiastic and the older kids asked a lot of questions, but everybody was very supportive. Ms. Augustatos and Dr. Gialamas gave us a lot of courage to continue. We then gave each class a jar to collect money which came to about one hundred Euros.

One sunny day we went to the dog shelter in Nea Philadelfia, the same place where we did the waga-thon with Ms. Coklas, to give the money and a certificate from ACS Athens. At the shelter there were many dogs, some with problems, others with different sicknesses, and many people were there who volunteered their time to help these dogs. These people help out just because they love dogs. We stayed some time at the shelter to walk some of the dogs and the people there told us that they would use the money to buy food, toys and other things. That sunny day in October 2013 we, three friends and students from ACS Athens, left the dog shelter with big smiles on our faces and happy hearts because we helped at least one dog’s life be a little better. We also knew that when we told Ms. Coklas she would feel happy too. When we were putting together the presentation we found a saying in Google that says: “we live our lives as if nothing is a miracle... Dogs live their lives as if everything is a miracle...” Maybe we have a lot to learn from dogs.

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“I

IB

Retreat Discovering Ancient Olympia and Lehaina: An example of Experiential Learning

by Julia Tokatlidou, IB Director, Maria Leou, Majdi Samad, Dione Cavadias, 11th Grade Students

hear and I forget, I see and I remember, I do and I understand.”

Confucius, 450 BC 68 Grade 11 students, jolly in anticipation of a class trip, loaded two buses on the afternoon of October 22nd en route to Ancient Olympia. They were accompanied by Ms. Dragatakis, Dr. Hristakos, Dr. Konstantoulaki, Ms. Leou, Ms. Makris, Dr. Romanos and myself. In addition to creating more bonding opportunities for the Grade 11 students, the aims of the trip were primarily to provide out of classroom educational opportunities for the students. The students participated in various activities in the following educational content areas: Experimental Science, Social Science, English Literature and Writing as well as Good Citizenship. The learning process included group work, hands -on participation, and application of information and data collected from observations and experimental work at Lake Kaiafa and the Botanical Garden of the Museum area.

The successes of the trip were many as our faculty and students write. Realizing their power as a group to positively affect their surroundings and the world was, I believe, the biggest success for the students. They all returned more reflective and more confident about their ability to transform the world and to shape their own future.

The trip was a new experience for Ms. Leou, our new English Literature faculty member and Dr. Hristakos, our Physics faculty member and for all of our Grade 11 students who attended. Their testimonies are valuable.

Ms. Maria Leou writes a short journal of the trip Discovering Ancient Olympia: “We started off just after lunchtime. It was a trip that would prove to be a landmark in our lives, both as teachers and as students. The bus was full of laughter and singing and the kids’ faces shone brightly. It was a long trip, but it was worth the wait. There were so many things to see and do in Ancient Olympia and only so much time to do them in. This was definitely going

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to be a valuable experience.

This excursion gave teachers the opportunity to bond with their students and other colleagues. For the kids, in turn, it was an opportunity to see their teachers in a different role and setting, hence making them come closer. They also got the chance to spend time with their friends and reinforce ties. Every single thing on this trip was educational - it would be difficult to describe it in a few words. Let’s start with the rooming arrangements.

The students had the chance to stay with their friends overnight and learn about sharing, being civil and respectful of each other. This also taught them how to be responsible and orderly within a hotel environment and within the wider society of Ancient Olympia. They also had to be punctual if they were to see everything and do all the tasks set out in the itinerary. Then there was the academic part. The students managed to “engineer” their own learning as independent learners as they were asked to do certain tasks that required group work, responsibility and intelligence. They managed to

carry out various experiments for Physics, Chemistry and Biology successfully and learn directly, efficiently and effectively. Students were each given tasks for which they were responsible and worked well together in teams. The same held true for our visit to the Botanical Gardens. Students were asked to take the spades and shovels and start digging! They dug and dug and finally managed to clean up an entire block of land. They learned the importance of team spirit and teamwork through this experience. They learned what it meant to be close to nature and respect nature and its inhabitants. What better proof of learning than being in a natural environment and learning from the physical world?

Then, there was the museum and the archeological sites. It was amazing for the students to learn about Greek heritage and delve deeper into the meaning and importance of archeological sites. They were inspired by the museum exhibits and the ancient stadium and even ran across the field, where thousands of ancient athletes had run before. But learning did not stop here.

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Upon our visit to the institution for mental and physical disabilities, both students and teachers were in for a surprise. It was emotionally very difficult to see these kids who had been rather unfortunate in their lives and to hear sad stories from their caretakers. Our students were very moved – some even shed a tear. It was painful to see these kids in their beds and wheelchairs, not being able to meet you at the door. However, it was a pleasant surprise to see them smiling, laughing and moving to the sounds of our students’ voices when they sang and danced for the kids! What an incredible feeling! It was worth every minute – just seeing their happy faces smile for a second was the most rewarding experience one could have.

Overall, this trip will always be dearly remembered as a wonderful journey into the unknown. It was a movement from darkness into the light. We got to see the silver lining in every dark sky and appreciate life much more than before. We were able to return to reality but this time we were all the wiser.” Here is how the trip

felt uncomfortable at first. During the visit however, they realized that these individuals may have disabilities, but their world was utterly unique and different from that of the students. The individuals needed not the students’ pity because they found themselves to be completely normal.

An example of such a perception was examined in the KEPEP Lechainon Institution. There was a girl in the institution who was blind, deaf and confined to a caged bed. Her visual world was dark but by feeling the shoes of the nurses and others she could distinguish each person from the shoe textures and imperfections. It was truly remarkable to view that individual’s abstract world.

In general, the trip was definitely a sandbox experience.

The exploration of the town of Olympia was great and the experience of life with friends was an unforgettable adventure. It was definitely a trip to remember with the life lessons it provided; the true meaning of the school’s Vision.”

empowered Majdi Samad, an IB Diploma student to “transform the world as architects of their own learning”: “It is essential that students be able to choose their path in life. They must be given opportunities to design their education and like architects, design their building. The IB trip has definitely assisted in being consistent with the school’s vision of transforming the world, designing academic life and empowering individuals.

Transforming the whole world may be challenging but once broken into simple tasks, is much easier. That was the philosophy of the school at the Botanical Garden of Ancient Olympia, where the students improved the garden by removing weeds and clearing the soil for the intended plants to grow. It may have been but a fraction of the Earth itself, but it was left better than it was before.

Not only were material values improved, but also intrinsic values. Perceptions, mindsets and understandings were expanded and improved at the KEPEP Lechainon center for disabled individuals. The students started

Dr. Hristakos reflects on “the experience of collective work throughout the trip” “For a solitary animal, egoism is a virtue that tends to preserve and improve the species: in any kind of community it becomes a destructive vice.

Erwin Schroedinger As Schroedinger pointed out, the ability to work in a group and thus be able to offer to a group is the sign that we are evolving from an instinctual animal to homo sapiens. This was the attempt in the ACS Athens Bonding trip to Olympia. The communal work at the Botanical Garden, the visit at Lechena, the running at the ancient stadium were but brief moments of a collective effort at unity.”

“May it be continued.”

Ms. Dione Cavadias shares her reflections: “A Changed Perspective” The 11th Grade Retreat was an impeccable experience that has impacted our lives as young developing citizens. We learned and experienced the concept of labor and we were exposed to an entirely different perspec-

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tive of the world. Two buses carried excited teenagers for six excruciating hours to Ancient Olympia. Six hours of laughter, music, movies, singing, sleeping and aches led us to the picturesque little town of Olympia. We were greeted by a cobblestone road surrounded by various cafes and tourist stores under the night sky with a cool breeze. After a satisfying dinner out we went to our separate hotels and welcomed the beds with open arms as our exhausted bodies sunk into the thin uncomfortable mattresses.The hotels troubled many of the students, as the two were greatly different in status and care. However, despite the complaints about the accommodations or service, I personally believe it was what made the experience. The broken lights, the windows that didn’t open and the cold beds only further compounded the true experience of travelling.

All the activities were split into two days, where the first focussed on the sciences whilst the second focussed on helping others and society. The wakeup call struck at eight, ringing phones echoed through the hallways

of the hotels as we hesitantly woke up. Wednesday started with a walk to a footpath near the Botanical Garden. There we were, split into science groups; I, belonging to the biology group, collected soil samples under various trees. Doing so, we were able to determine which soils inhabited a specific amount and type of species. Other biology groups did quadrates, where they measured the amount of visible organisms in a certain amount of land. Afterwards, we – along with the non IB students – worked in the Botanical Garden of the Archaeological Museum and the Archaeological Site. The students rolled up their sleeves, prepared their shoes for mud stains, grabbed a pickaxe and began to clean the garden. As we were tending to the Botanical Garden, piles of rotten plants, mushrooms and weeds surrounded our feet. Filth and sweat continued on in Lake Kaiafa, where further experiments were conducted. I was lucky and managed to be part of the group that gathered water samples along the beach. Soft and creamy sand of the wide beach unrolled itself seemingly infinitely to our left and right. We stumbled upon

a river, which derived from Lake Kaiafa, and its delta, where unfortunately rubbish and litter was scattered along the riverside. We climbed over mountains of sand as we collected samples from the sea, delta and upper river, reporting back to the rest of the science groups triumphantly and exhausted from the heat after the above activity. That day ended for most students then, but eleven of us had a cozy Literature lesson with Ms. Leou back in Ancient Olympia at a nearby cafe. We felt like young bohemian members of the literati whilst discussing the various empowering themes and concepts of life and suffering in Dostoyevsky’s Crime and Punishment.

Life lessons continued the next day as I lived through an experience that has imprinted itself to my life, it will never leave my memory. At 9:30 in the morning we arrived at the Therapeutirion Lehainon where we visited children with physical and mental disabilities. Most of the children had Down syndrome and bodily deformities, but they possessed the most beautiful hearts.

Previous page from left to right: “Smiling Faces”, The Botanical Garden “Ready to Work!” The Botanical Garden “Respect for Life” The Botanical Garden

Opposite page “A Time to Create... A Time to Reflect” Therapeutirion Lehainon Current page “Leaving Your Mark” Therapeutirion Lehainon

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The students again were split into two groups; one of which visited the rooms and children, whilst the others painted the walls of the third floor with joyful, exuberant and colourful images. I had the privilege to do both. I had joined the art group first and helped paint the walls using my limited knowledge of art. With the guiding help of the Visual Arts students we managed to paint multiple dynamic and vivacious images on the walls. Every stroke of a brush was an act of giving, an act of care and an act of love for the children from us.

Despite the imperfect colouring, the unrealistic depictions of cats and birds, every image glowed with an essence of love and generosity, transforming them into perfection. A stream of generosity flowed through the hallways as the other group of students laughed and sung with the children. Firstly they visited the small rooms; I only stole a glimpse of the plain walls and wooden bars cutting the space in half. A few students cried as they pitied the, as they believed, “imprisoned” children, but soon were too engulfed by laughter and singing to be distressed. We all gathered round in the waiting room and began to sing various songs; modern or old, in Greek or English, anthems and rhymes echoed between us. The most innocent and gleeful smiles grew on the children’s faces and quickly enveloped on to us.

These children with deformities and disabilities turned into the most beautiful people I have ever seen, and I will never forget the flutter in my heart when they began to sing and dance along. I was overwhelmed with happiness and for just a moment the world felt perfect.

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NESA Virtual

Science Fair ACS Athens Hosts the Annual NESA Virtual Science Fair Meeting

by Christina Bakoyannis and Labrini Rontogiannis, Middle School Science Teachers, NVSF Coordinators

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CS Athens is in its sixth year as an active member of the NESA Virtual Science Fair project.

Opposite page Group picture of NESA Virtual Science Fair Middle School and 5th grade project team

On October 31st and November 1st, 2013, ACS Athens hosted the Annual NESA Virtual Science Fair meetings involving both the Middle School as well as 5th grade Science Fair groups. There were a total of twenty-two participants including Dr. Stuart Fleischer, the NVSF Director; Dr. Randy Spaid, Middle Georgia State University and NVSF Director; Dr. Sharon Schleigh, Purdue University; Dr. Whitney Elmore from the National Association of Independent Schools; Paul Miller, Director of Global Initiatives - NAIS; Dr. Gabriela Jonas Ahrend, TechnischeUniversität Dortmund; Dr. Eric Brunsell, University of Wisconsin and Jimmy Leeper from AS Doha and NVSF5 Director. Brian Turner, NVSF Coordinator, also joined the meeting through Skype.

Teachers from participating schools involved in both the 5th grade and middle school project were also in attendance.

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Middle school teachers and professors discussed ways to improve student and e-mentor collaboration. Dr. Whitney Elmore presented opportunities for international collaborations between the NVSF schools and NAIS (National Association of Independent Schools).

Sharon Schleigh presented creative ways to spark student science fair projects. During the meeting, many ideas were shared and discussed in order to provide another meaningful and successful science fair experience to students.

NESA Virtual Science Fair: the 21st century paradigm shift in science learning The NESA Virtual Science Fair is an international virtual project that allows middle school students to learn experientially and using the Moodle learning management system as a platform. Its goal is to expand students’ knowledge of science and to transform their habits of mind by developing their skills to learn as a scientist. Students become committed to their project idea as it is their own research generated project and

and their e-mentors in a flexible environment. Students learn to use a variety of technological resources to present and complete their project within the Moodle Learning Management System.

ACS Athens Local Science Fair Results and NVSF Rankings 2012-2013 The Science Fair projects below were distinguished at the ACS Athens local Science Fair, while the 7th and 8th grade projects moved on to the second round of the NVSF and earned distinctions.

6th Grade Teams 1st PLACE Team 70 – Fotini Koroniou, Maritina Naoum and Myra Pyrgioti Category: Physics Project: What is the speed of sound implied by the time and distance relationship?

2nd PLACE Team 69 - Alexander Bofilios, Alex Garcia Menen-

through collaboration with their team members, their teacher-facilitator and their e-mentors, work through the steps of the projects. Students are required to construct meaning for themselves through interaction and collaboration with others. The NVSF develops a hybrid science fair with the inclusion of virtual modes and e-learning tools such as wikis and e-diaries. i2Flex and Science Fair in the Middle School Science Fair is an embodiment of the i2Flex paradigm and philosophy. During the Science Fair process, students use the Internet to become Independent learners, in a flexible collaborative environment. With their teacher and e-mentors as their guides and coaches, students take part in learning that involves creation, evaluation and analysis: the top tiers of Bloom’s taxonomy. Through the Moodle platform, students receive information, but also independently build on their Science Fair project creating an archive of their science research while supporting collaboration and communication with their e-mentor. The platform is asynchronous allowing students to work with their partners

dez and Ionas Zissis Category: Physics Project: How does the design of the winglet affect the speed of the airplane?

3rd PLACE Team 81 – Petros Koumettis, Apostolis Malouhos and Konstantinos Tiritas Category: Physics Project: How does the nose cone design of a rocket affect the height?

7th Grade Teams 1st PLACE Team 14 – Mikayla Dokos, Venetia Hazidakis and Niki Sotiropoulou Category: Physics Project: Which size circumference of toy-kart wheels will go the fastest on which type of surface?

2nd PLACE-TIE Team 17 – Konstantinos Karydas & Nic. Economou Ranked 9th Place Overall in the NVSF project

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Category : Physics Project: The Gauss Rifle as a Magnetic Impact Device and Accelerator Team 18 - Zacharias Sitinas and Nicolas Yalouris Ranked 15th Place Overall in the NVSF project Category: Physics Project: Lift capability of different types of paper planes 3rd PLACE Team 10 - George Yatzoglou, Alex Marianos and Nick Sakellaropoulos Ranked 13th Place Overall in the NVSF project Category: Environmental Science Project: Air pollution caused by the use of fireplaces in Athens, Greece 1. Can one test the quality of air by measuring the number of aerosol particles also known as particulate matter at different locations?

2. How can we observe air quality by measuring visibility in the sky?

8th Grade Teams

Champion’s League Round and Fourth Place Overall 2012-2013 Fay Nikolopoulou and Sofia Pipa were awarded the honor last May of participating in the Champion’s Round of the NESA Virtual Science Fair and finished a very respectable fourth place; not bad for a pair of girls that had to change their project topic a couple of weeks before the Science Fair.

Knowing that they wanted to focus on Environmental Science, the girls had to abandon their original idea for lack of effective materials. Frustrated and anxious, Fay and Sofia were open to try anything. So, we handed them some light sensor probes from Vernier, and using that, the girls adapted an air pollution experiment to measure the particulate matter in a number of places in and around the Athens area. The girls took the project beyond simply measuring light transmittance, but also looked at the particles collected under the microscope; comparing them based on the area from which they were collected.

1st PLACE Team 54 - Fay Nikolopoulou and Sofia Pipas Ranked 4th Place Overall in the NVSF project Category: Environmental Science Project: How does the amount of particulate matter from different residential areas affect the light transmittance measured by a light sensor?

2nd PLACE Team 57 - He Liu and Sinan Uras Ranked 7th Place Overall in the NVSF project Category: Chemistry Project: How does the type and amount of ionic compounds dissolved in water affect the rate of hydrogen production in water electrolysis?

3rd PLACE Team 31 - Andreas Louskos, Angelos Makras and Georgie Panagopoulos Category: Physics Project: How does the amount of voltage affect the velocity of a metal in an electromagnetic field?

The champion’s round challenged them even further, by prodding them into researching the use of a high volume sampler to measure particulate matter. Fay and Sophia then went about researching the use and function of a high volume sampler, the different categories of particulate matter, the components of particulate matter and the pollution in and around the Athens area.

“Entering the Science Fair we did not know what to expect for another year. What we never could have predicted was not only succeeding in our school but also entering the Champion Round! Though it was an amazing experience; one that will stick with us forever, there were times when it was extremely stressful, especially when we had to catch a deadline. We can still recall the hours spent researching in order to achieve the results.

All in all, it was incredibly interesting to conduct this experiment and to research the topic so thoroughly. It was a real challenge, but one that was rewarding and one that only made us all better!”

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Collaborating with N.C.S.R Demokritos for our Science Fair Project concerning the problem of Air Pollution caused by the use of fireplaces in Athens, Greece

By George Yatzoglou For our Science fair project, my team and I visited Dr. Kostas Eleftheriadis from the Environmental Radioactivity Laboratory, at the Institute of Nuclear and Radiological Science & Technology, Energy & Safety, N.C.S.R. Demokritos. At “Demokritos”, we saw the high tech equipment used to measure particulate matter in the air of Athens. We got advice on how to use a simple approach of taking photographs of a distant landmark on different days to measure the degree of haziness caused by pollution, and how to best collect data to measure the amount of particulate matter at each of our homes.

We were lucky to be allowed to use their high powered stereomicroscope to count and photograph the particulate matter collected during our experiments. It was easy and fun to use their microscope, and we could see particulate matter smaller than 10 micrometers in size.

Our goal was to understand how the use of fireplaces pollute the environment. While our approach was not as sophisticated as the method used at Demokritos, we were able to see differences in our data based on the pollution levels at each location tested, and due to the use of fireplaces. We realized that when we use high tech equipment, it is possible to be more accurate in analysing our results. It was great to have their help and we thank them for all the advice and assistance on our Science Fair project.

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Middle Sch0ol

UN DAY 2013 Creating a Human Rights Community

by Rannelle McCoy, MS Social Studies Teacher and UN Day Advisor, Christina Bakoyannis, MS Science Teacher and UN Day Advisor

T

Current page Top: Advisory group creating their international flags and exploring human rights Opposite page The Middle School NESA Virtual Science Fair Meeting Break Out Session

Bottom: Every student in the advisory group was part of the presentation of the right

he ACS Athens Middle School celebrated United Nations Day on October 24th, 2013. The theme this year was “Creating a Human Rights Community”. On that day, students gained an understanding of the work done by the United Nations, appreciated cultural diversity and focused on exploring human rights.

GirlUp Cause @ UN Day The day began as an assembly in the theater where students were first introduced to human rights and the declaration of human rights.

Students’ attention was then drawn to the GirlUp Cause presented by Academy students Georgina Vriniotis, Isabelle Bloomfield and Madeleine Gerbracht. The GirlUp Cause unites girls in order to give all girls, no matter where they live, an education, health and safety. The Academy students presented how they came up with the idea and what motivated them to be part of this cause. Middle School students were urged to find a cause for themselves and become positive leaders in their community and world. Students left with a strong

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message and introduction to continue the day with their advisory groups.

Appreciating our ACS Cultural Diversity Advisory groups first appreciated the cultural diversity in our school and all the countries represented in our school. They created flags of their countries of origin which have since been put on display in the hallways of the Middle School. Later on, the groups bonded through an international lunch as students tasted the international dishes and shared the preparation of their dish. The mixed advisory groups of 6th, 7th and 8th graders were on their way to creating connections between them, an important aspect of advisory groups.

Exploring Human Rights Students further worked in their advisory groups to explore one specific Human Right from the Universal Declaration of Human Rights document of 1948. Students became leaders of the group through the direction of their teacher-facilitator. Through the brainstorming process, many questions were considered: What does the UN Declaration say about the Rights? What does it mean for children? What does that mean for us and our school?

Students went on to prepare a theatrical performance to exhibit their understanding of Human Rights to the school. Brainstorming, recording, and practicing was underway as students focused on the final product.

At the end of the day, the middle school gathered in the theater to watch the presentations of fifteen Human Rights articles from the UN Declaration.

Malala Yousafzai To culminate the day, students viewed the video of Malala Yousafzai speaking to the United Nations General Assembly and Youth Assembly on July 12, 2013 about the Right to Education.

“Let us pick up our books and our pens. They are our most powerful weapon. One child, one teacher, one book and one pen can change the world. Education is the only solution. Education first,” urged Malala.

As UN Day advisors, we would like to thank our Middle School colleagues for helping to make this day a success by guiding their advisory groups through the day and cooking a dish for their advisory group. A thank you to Ms. Sophia Soseilos for taking the time to create the beautiful display of the flags on the Middle School bulletin board. A very special thank you to the Academy students who presented the GirlUp Cause to the Middle School and served as positive role models. A thank you to the Middle School parents who helped make this day successful by either allowing their wonderful children to act as chefs in the kitchen, or by preparing the meal themselves for the advisory group. It made the day extra special and allowed each and every one of us to leave the campus with a full tummy and good stories to share with our loved ones. And finally, a special thank you to the ones who matter most, our vivacious students who came to UN Day with an open heart, an open mind, and an empty stomach.

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...students gained an understanding of the work done by the United Nations

...appreciated cultural diversity and focused on exploring human rights

One child, one teacher, one book and one pen can change the world.

Education is the only solution.

Current page: Top: Advisory group setting up their international lunch Bottom: Students present their human right “We All Should be Free and Equal”

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Elementary School

UN SHOW 2013 BUILDING BRIDGES

by Stavroula Salouros, Elementary Physical Education Teacher, Producer of the annual Show

generations, so do the virtues of mutual respect and acceptance develop over time. Education is a catalyst for this understanding. It was Mark Twain who said, ‘If you think knowledge is dangerous, try ignorance.’ It’s a message that underlines the critical role that schools play in our community.

As key influencers, educators raise awareness and advance knowledge and understanding about cultural and religious diversity; our schools can be harbingers of social harmony. By promoting knowledge of people’s cultures and inclusive attitudes, educators can help prepare students for their roles and responsibilities as global citizens with an appreciation of the inherent benefits of cultural, linguistic and religious diversity.

As an educator, I decided that a great way to showcase this behavior and attitude and simultaneously empower my students to transform their global thinking was to unite and build cultural bridges through folk dances and songs. Therefore, the United Nations Show was created, and students were taught that diversity is different individuals valuing each other regardless of skin, intellect, talents, or years. They gained knowledge and insight into various cultural ethnicities, and they all gained an appreciation of all the unique individuals that surround them on a daily basis.

In conclusion, my United Nations Show, “Building Bridges,” empowered the students with the knowledge needed to be honorable, global and respectful citizens of our diverse school community and of the world. It taught them that we are all unique in our own special way and that diversity should bloom in everyday life, and not be hindered by reality, but rather blossom by the greatness of love.

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t ACS Athens Elementary School, the educational system is built on equity and justice so that all youth will have the opportunity to become competent, active and honorable citizens. It is our goal to ensure that all learners will be involved in engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Therefore, our ACS Athens’ mission is to “empower individuals to transform the world as architects of their own learning.”

Being an international school, ACS Athens is enriched in diverse cultural heritage, ethics and traditions. To empower my students with global knowledge and make them more appropriately aware citizens, I decided to produce a United Nations Show. My main purpose for putting on the show was to showcase the unity, the diversity, and cultural appreciation we all demonstrate on a daily basis in our classrooms. Building a multicultural society takes time. Just as successive waves of migration helped shape our multicultural heritage over

...educators raise awareness and advance knowledge and understanding about cultural and religious diversity

It was Mark Twain who said, ‘If you think knowledge is dangerous, try ignorance.’

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the institute

Institute for Innovation and

Creativity

2013-14 Academic Year Programs

by Steve Medeiros, Dean of Institute for Innovation & Creativity

ARTS Advanced study in the Arts. For High School Students.

Earn high school credit while studying Visual Arts, Music and Humanities. In collaboration with Hellenic American University and AKTO (Art and Design

FALL

SEMESTER squidoo.com

i.f.alexander.users.btopenworld.com

Improve your performance on the SAT in a program of intensive small-group sessions focused on test- taking strategies, exam practice, and content review and reinforcement.

SAT

Expanding opportunities for learning. Connecting students to the university and the world through on-line, field-study and classroom experiences SAT PREP ACADEMY FOR SOPHOMORES, JUNIORS AND SENIORS

September 21 - November 23, 2013 10 Saturday Sessions/One Full Mock Exam/ Individual Instructor Conferences/On-line Practice

College courses offered in partnership with local educational and cultural institutions.

College-level enrichment courses offered

by Institute fellows.

College prep programs. squidoo.com

HUMANITIES

Improvisation

A music performance class for students in grades 7 - 12. Unleash your creativity by learning the basic skills of improvisation... and earn high school credits. For students who want to express themselves musically

JAZZ

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Reason and Faith: Classical Humanism and Byzantine Spirituality An Online Course and Field Study Experience February - July, 2014 Art, Architecture, design, history, philosophy.

750 euros (Non-ACS Athens students -- space permitting) Classicism & Romanticism In French Art & Thought An Online Course and Field Study The Institute for Innovation andExperience Creativity is an initiative of the American Community Schools of December 2013 - April 2014 For more information, contact Mr. Steve Medeiros, 210-6393-200, ext. 302 or at

Unleash your creativity by learning the basic skills of improvisation...and earn high school credit This is a 30-hour class/performance workshop for student musicians (vocal or instrumental) who want to unleash their creativity and express themselves musically as they develop

IIC Leadership Institute for Academy Students on-line and in the USA

Experiencing U.S. College Life Finding the Best Fit Boston/New Haven Providence April 10–19, 2014 An online course and field study experience in Athens, Greece and Washington, DC

Song & Dance

In the works Summer 2014 Flight and Aviation on-line and at St. Louis University

process of creating their own music and developing given themes or their own ideas. As they develop their musical knowledge, they can apply the basic skills of improvisation -- from just using a few notes, to playing on a song form like the basic blues, for example. Through improvisational techniques, participants can even create group compositions influenced by sound, gestures, rhythm, poetry/spoken word and visual arts.

Improvisation training develops musicians’ creative problem solving skills and can help students to improve their performance across all of the academic disciplines. It can also help students to develop confidence in their musicianship; teambuilding,collaboration and communication skills; as well as selfawareness, imagination, focus, concentration, sense of playfulness and a new and more exploratory relationship with one’s voice or instrument.

Greek saxophonist and composer Dimitri Vassilakis was born in Athens 21 October 1961 and studied Chemical Engineering at Athens University, obtaining a Bachelor's Degree (1986). In the 80‘s, he led, with his brother Pantelis Vassilakis, the avant guard newwave band Art Of Parties on bass/vocals. He studied saxophone, piano and composition at the London College of Music with the aid

Building community through the arts Student - Faculty Show coming in February

Spring and Summer 2015 Entrepreneurship and Ethics, on-line and at Chapman University, Los Angeles Spring and Summer 2015 Film Studies and Screenwriting, on-line and at Loyola Marymount University, Los Angeles

For more information on how to participate in the programs, contact: Mr. Steve Medeiros or Ms Marietta Garbis, T: 210-6393-200, ext. 302 E: medeiross@acs.gr garbism@acs.gr

CHALLENGES AND OPPORTUNITIES IN A TIME OF CRISIS Nov. 4: Women Leading Change Dec. 6: Young Entrepreneurs’ Forum Jan. 15: Educating for Change Mar. 5: Rethink Athens

and more...

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Education and Psychological Measurements in Special Education

by Mandy Dragatakis, Anna Makris, Zaharo Hilentzaris, Counselors

T

he Institute for Innovation and Creativity at ACS Athens has created a tradition of offering professional development tools necessary for the advancement of education. Following the 8th successful Learning Differences Conference in May 2013, Ms. Chris Perakis, planned and organized an intensive professional qualification program, “Education and Psychological Measurements in Special Education.” This program took place during June 19-28, 2013 at ACS Athens and it welcomed educators from around the world. The course was run by Dr. Imran Riaz, psychologist and adjunct professor of SPED at George Washington University, and Dr. Michael Castleberry, consulting diagnostician and professor at George Washington University.

Our school’s philosophy promotes that the student is at the center and therefore in order to abide by the holistic, harmonious and meaningful approach to education, we as educators of the architects of tomorrow need to praise the uniqueness of each and every student. As extensive research denotes, learning takes place in many different ways and as we are facing a world of constant and rapid change, new groundbreaking ways of education are becoming a necessity. But how does one approach the creation of a teaching paradigm that applies to all learning styles? One needs to know first and foremost how one learns best. Through psycho-educational assessment tests teachers, counselors and all types of educators have access to the students’ approach to learning and they are therefore able to create the best fitting educational environment and context for the students.

Through the training session for the psycho-educational assessment held at ACS Athens all participants were given the opportunity not only to learn about current theories but also practice administering tests, writing up reports and discussing ways of enhancing the assessment and how one can implement the results within the classroom setting.

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Current page: Top, from left to right: One of four groups presenting their goals for a psycho-educational testing center Dr. Castleberry giving a lecture Bottom: Participants working together to analyze the results

derived from the psychoeducational tests they administered.

Next page: Participants in the process of composing course reflections upon its completion.

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The experience of being part of a group of people eager to expand their knowledge to promote best practices in education was phenomenal. This, of course, could not have been possible if it wasn’t for Dr. Castleberry and Dr. Riaz; two leading professors and great supporters of differentiation within education and the classroom. All group members expressed their gratitude on being given this opportunity to expand their professional and academic horizons. Below are a few of the comments the participants shared: ◉ “I have only positive things to say about your school, the people who work there, and the students I observed during our testing. I’m happy to come back to DC and rave about the ACS community. It was truly a wonderful experience for me.” ◉ “First, I would like to thank you for this opportunity and experience. This course, the professionals I have met, the knowledge I have gained and most importantly, the inspiration I walked away with is immeasurable in quantity” ◉ “THANK YOU FOR HOSTING THIS TRAINING! I really feel much more confident now!!!” ◉ “I have learned so much in the past two weeks and you have really motivated me to continue this work!” ◉ “Thank you All for an amazing opportunity to expand our academic and professional horizons.”

At this point it is important to note that such innovative professional experiences which allow us to build the structure that our students will climb in order to embrace their tomorrow could not have been possible without the ICCT and the eagerness and zest for better education of Ms. Perakis. Additionally, all the student volunteers who gave up their time to help shows that at ACS Athens it is not just about sustaining excellence in educating, learning and teaching.

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– if writing is a craft, then we, as educators, students or “apprentices” must consistently and constantly strive to further develop our skills. In fact, Hemingway implies that good writing is not something that happens overnight. Quite the contrary, he indicates that good writing is the result of a process, one that begins with insightful ideas, thoughtful note-taking and drafting, and finally comes to an end with revising, editing and polishing. As such, it is our role as educators to guide students through this process, providing them with the tools of their craft so that they can work towards mastering it.

Writing in Action

by Stavi Dimas, Kindergarten Faculty, Amalia Zavacopoulou, Writing Program Specialist

“W

e are all apprentices in a craft where no one ever becomes a master” - Ernest Hemingway

At first glance, Ernest Hemingway’s words seem to be fairly negative – if no one ever becomes a master of the writing craft, then there’s really no point in trying to improve. Even learning how to write well in the first place may be futile. However, upon closer consideration, it seems that Hemingway is actually saying the opposite

This was the focus of the Writing in Action course that took place on June 19 – July 3 2013, after the end of the school year. One of the courses on offer at the Summer Scholars’ Academy organized by the Institute for Innovation and Creativity, Writing in Action was a twoweek writing workshop for Middle School students that combined exploring historical artifacts with the writing process. This workshop was developed after the completion and success of last year’s second writing an grade pilot project, Obessay involves jects, Interpretation and much more than Student Learning, which just writing: explored the potential of it involves museum artifacts as instruments of hands-on critical thinking, learning, meaning makorganization and ing and peer teaching. clarity During the Summer Scholars’ Academy workshop, students spent three days at the Hellenic Children’s Museum in Plaka, where they engaged with various social history artifacts directly in a hands-on setting with a museum education specialist. They actively observed, sketched and took notes on the artifact of their choice as preparation for writing a formal essay. At ACS Athens, they were guided through the steps of the writing process, which included brainstorming, drafting, and peer critiquing, revising, editing and proofreading, before producing a finished final draft. Writing in Action offered an opportunity for students to develop their writing skills and become familiar with the writing process, while also exploring the personal essay format.

the sessions acted as tools to stimulate the creative and insightful ideas necessary for successful essay writing

As Writing in Action was more than your average writing workshop, an inquiry-based approach to learning was utilized to challenge students to build upon their own subjective experiences of the social history artifacts. The objective of the first session at the museum was to promote a sense of ownership, independence and direction in the students’ writing by exposing them to a multitude of artifacts. After examining these objects, students were asked to choose the one that ‘spoke’ to them the most, which they would then explore autonomously through the writing process.

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The second session served to intensify the relationship between the students and their artifacts through the employment of interpretive devices such as role play, concrete object experience, and reflective evaluation.

The third, and last, session was an opportunity for the students to interact with a professional museum interpreter, who discussed various methods of engagement that can be used to facilitate a deeper understanding of historical artifacts as pieces of current and past history. All in all, the museum sessions acted as tools to stimulate the creative and insightful ideas necessary for successful personal essay writing. In retrospect, we can see that Writing in Action was an opportunity for students to understand that writing an essay involves much more than just writing: it involves critical thinking, organization and clarity. But more than anything, the course also allowed students to embark on an independent exploration of an artifact using an inquiry-based approach to learning and writing. In this sense, students really did become “Architects of their own Learning.”

■ Previous page: Students engage in inquiry-based learning with the museum interpreter at the Hellenic Children’s Museum.

Current page: Peer critiquing, studentto-student discussion and reflection are an integral part of the writing process.

Proud sponsors of the ACS Athens PTO events

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9th Conference on Learning Differences and INNOVATION SUMMIT

Teaching forTransformation:

Empowering all learners

Athens, Greece May 8-10, 2014 American Community Schools of Athens Image Credit: Shutterstock Thursday and Friday, May 8-9 Two-day Teaching and Learning Institutes Institute 1: Transformative approaches to teaching second language learners with learning differences

Institute 3: Empowering creative and confident thinkers and learners in Mathematics and Science.

Institute 2: Transformative approaches to working with learners with ADD/ADHD

Institute 4: Unleashing creativity and promoting deep thinking through design/studio-based learning.

Saturday, May 10 INNOVATION SUMMIT and Best-Practice Workshops

Innovation Summit -- A series of 20-30 minute TEDstyle talks celebrating, promoting, championing, predicting meaningful innovations in our schools and lives. Small group breakout session discussions with the speakers: “What are the implications for teaching practice?�

Best Practices Workshops -- Teaching for Transformation: Outstanding educators share innovative practices that promote meaningful learning for all students in interactive, hands-on/ minds-on, 75-minute workshops.

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This

musings

Magic

moment Technology, Innovation and the Present; a Reflection on Google CEO Eric Schmidt’s recent visit to Athens

by Dr. Raphael Raphael, Technology Faculty

T

his is a unique time for Greece, one filled with promise. While it might not yet appear to be so, we are in the midst of a tremendous historic opportunity, a moment that won’t come again in our lifetime. This was the central optimistic message Google CEO Eric Schmidt brought to a crowd of several thousand technology and industry professionals and students when he spoke in Athens on October 10th.

As suggested by the talk’s title – “Technology as a Spark for Growth,” Schmidt sees technology as the key to this opportunity. The relatively simple roadmap he lays out has profound implications for our learning community, particularly the i2Flex paradigm.

If followed, he advises, Greece has a chance to redefine itself, to morph itself into a new form. The lever necessary for this change is innovation; innovation brought about by technology. The only present technological force great enough to allow such a change, to allow revolutionary ideas to circulate globally--almost instantly-- is the Internet.

With respect to labor, for many, it seems that tech-

nology is a destructive force, a cruel monster, ruthlessly devouring jobs in its path. With heartless precision, it automates jobs that once gave work to human hands.

This can easily give the perception that technology is reducing hiring. This misconception is not supported by the facts though, Schmidt says. For every one “high tech” (high skilled) job created in the city, five new jobs (both low- and high-skilled) are created. Make no mistake though, those low skilled jobs that for decades offered many people the promise of reliable, lucrative lifelong labor are gone, and gone for good. They are simply not coming back.

Advancing technology by itself is not solely to blame for these shifts; a fair amount of credit is also to be shouldered by trends in globalization, trends that show no signs of slowing. Governments (and people) able to respond to these shifts stand to benefit and those who can’t--or won’t--respond flexibly to these changes risk becoming irrelevant. Schmidt offered the nation of Japan as a cautionary tale: a once significant state whose internal structures could not keep up with the pace of market changes; their failures to respond to shifting market realities made it, he suggests, largely irrelevant on the world stage.

These trends in technological change and forces of globalization intersect with the fact that older retired members of society are living longer, placing even greater pressure on the labor force to be more efficient to also provide for their care.

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In this picture, the good news is that this mix of factors will be creating new jobs, new jobs that are better jobs, fun jobs. To be able to calculate large number sets and remember long streams of numbers and data, no human being can ever possibly compete with a computer. In those jobs where humans do try to do so, they lose, and lose decisively. Any job that can be done better by a computer, will be.

At the same time, there are many crucial things that computers cannot do -- and may never be able to do.

While we have been in the midst of what many have called the Knowledge Age, Schmidt suggests we are entering a new age: a Creative and Caring Age. In this new age, there will be increasing demand for humans to do what machines can as of yet not do, namely, providing meaningful care to other humans and creating emotionally engaging works of art.

In the increasingly important field of caring for the physical and psychological needs of humans, technology will remain a valuable tool. Our increasing knowledge of the body will provide increasingly better care, coupled with increasing access to information via the Internet.

Technology, he suggests, will also continue to be the friend of the artist as it allows for even greater ease in distribution of work, e.g., streaming media, as well as crowdsourcing funding, e.g., Kickstart.

On both the global and the local front, the key to creating jobs, Schmidt asserts, is investing in small scale entrepreneurs. Locally, the government must not place any obstacles to this key fountain of growth, he insist-

ed. When Schmidt asked the crowd how long it takes a business to be established in Greece, he was met with understanding laughter. This must change. The process of starting a new business must be whittled down to 1 day. This, he claimed, is essential.

If the country wishes to fulfill the promise the moment affords, he insists, it needs to take the route of a classic model of early stage venture capitalism. It has worked elsewhere and will work here. (Google will help, he hints.) The government needs to create incentives for risk-taking for entrepreneurs. The ties between entrepreneurs and universities must also be nurtured and strengthened.

Schmidt suggests that if this basic recipe is followed, Athens could become a global high tech mecca. We need to create an innovation hub in the city. Schmidt strongly hinted (and we can assume he said something relevant to Prime Minister Antonis Samaras when Schmidt met directly with him before the lecture) that there is strong interest in creating a Google technology and innovation hub in Athens.

So what are the implications for us as educators, particularly with the launch of our new i2Flex initiative? Gamification guru Jane McGonigal suggests that the central things young people (our most central clientele) are interested in when they envision their ideal future professional lives are: (1) inventing something that has never been made before, in other words, innovation; and (2) entrepreneurship, starting their own businesses.

Say for a moment that we accept all of Schmidt’s ar-

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guments at face value and forget any self-interest he and Google likely have in creating an industrially-friendly environment in which to spawn, which lessons may we divine for own work with the young?

I think that the idea of creating an innovation hub here in the city is a good one, and building on the amazing efforts thus far of the Institute for Innovation and Creativity, there is no reason we can’t be poised to benefit from these larger shifts. I believe we can envision ways to activate our nurtured university ties and envision ways to allow students to have “work” opportunities, to take risks, to create “businesses” and solutions for immediate issues they identify in our own community. As we saw in the tremendous efforts of UN Day, these opportunities could also be designed to provide young people with opportunities to demonstrate their learning skills to real audiences.

Together as a learning community, we create a production center where students are “contracted” to create content for their i2flex classes. There is an old adage that, for many students, school becomes all too often a place where students watch their teachers work. The teachers’ “work”--supported by the freedom provided by the i2flex paradigm--will be putting the students to “work,” in their face-to-face time allowing students meaningful engagement in creative work and problem solving.

As students are engaged in project-based work solving community1 issues they identify, will quickapps_ad20,5x15,5:Layout 14/11/2013 3:50 PM Pagethey 1

ly realize that Math, Technology, Science, Language Arts, Physical Education, Languages, Drama, are only separate at one time in a person’s life: “real life” rarely provides math moments. Instead, life of course, continually offers integrated experiences that draw upon all of our knowledge and experience to meet each new challenge.

With all of these shifts, Schmidt suggests that physical schools will still remain vital places for students, offering socialization and crucial in-person guidance by teachers. Providing students with meaningful authentic opportunities in their face-to-face time to create content and group problem-solving in class helps us create more for our learning spaces as places where, as Schmidt suggests, “education will be a more flexible experience, adapting itself to children’s learning and lifestyles instead of the other way around.”

The solutions that bubble up from this recipe from our students’ purposeful and engaged “work” in this time of pronounced change, while benefiting the New Greece, may exert force far beyond it, creating some good things we can as yet only imagine.

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Previous page: Photo by: Yanni Koutsomitis

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S

Building

tress is inevitable and cannot be eliminated or avoided in the course of one’s life, but it is important to consider that in addition to its inherently destructive effects, stress can have adaptive outcomes in the course of life span development. Challenging life stressors that are not devastating seem to promote the development of resilience. Likewise being exposed to stressors early in life and being asked to cope with such stressors contributes of adaptive functioning. (Lyons, Parker et.al. 2009). Numerous studies (Khoshaba & Maddi, 1999, Morimer & Staff 2004, Ellis et.al 2005 in Lyons, Parker et.al 2009) further indicate that adults cope better with major life stressors such as loss, illness and major trauma if they have previously been exposed to stress in childhood.

Through such exposure a process of coping is developed that promotes resilience.

According to Panter-Brick and Leckman (2013) “It is now well-known that ‘toxic stress sculpts the brain’ – through a process of biological embedding during critical windows of development…. Thus the concept of resilience has been situated in the context of brain activity and epigenetic processes, namely the architecture of neurobiological and physiological plasticity.” Neuroscientists have refuted the idea that the brain remains static and unchanged in adulthood, instead the brain structure changes constantly. This means that like the muscles in our body, the brain can be weakened or strengthened depending on the type of brain activity we engage in. Thus, we have the ability to influence our brain as to how efficiently it operates and the types of skills it acquires. The flip side of that as outlined by Ungar, Ghazinour and Richter (in Panter-Brick and Leckman 2013, puts much emphasis on the social environment and considers altering the social and physical obstacles preventing individuals from coping optimally rather than the person’s ability to cope. This later perspective considers the necessity to provide appropriate resources, at the precise time, to children in order to help them adapt and thrive.

In order to understand the concept of resilience let us go to the physical sciences. Materials and objects are considered resilient when they take on their original shape after being manipulated (bent or stretched). Thus, people’s ability to ‘bounce back’ or as Harvard psychologist George Vaillant ( in Southwick and Charney 2012) indicates, resilient individuals resemble ‘a twig with a fresh, green living core. When twisted out of shape, such a twig bends, but it does not break; instead, it springs back and continues growing’ (p.7). Similarly, resilient individuals, when faced with adversity and life challenges rise when they fall, continue the race even against the odds, do not give up despite setbacks. Daniel Goleman (2006) in his book Working with Emotional Intelligence puts it in a nutshell, ‘resilient people are optimistic, action-oriented people. If something goes wrong in their lives, they immediately start to think about how to make it better’.

Numerous interviews and studies involving civilians from all walks of life thought to be resilient including people having survived 9/11, special forces instructors, war veterans and people who experienced some kind of severe trauma (Southwick &Charney 2012) led these authors to conclude that although people had very different experiences they used similar coping strategies. As a result Southwick and Charney (2012) outline 10 resilience factors when confronted with stress: □ Confronted their fears □ Maintained an optimistic but realistic outlook □ Sought and accepted social support □ Imitated sturdy role models □ Relied on their moral inner compass □ Turned to religious or spiritual practices □ Found a way to accept that which they could not change

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Resilience

by Peggy Pelonis, Dean of Student Affairs □ Maintained physical activity, mental and emotional strength

□ Were active problem solvers who looked for meaning and opportunity in the midst of adversity and sometimes found humor in the darkness □ Accepted responsibility for their own emotional well-being.

The questions being asked by educators, parents, managers and leaders are twofold: What makes people resilient? And can resilience be taught? Research strongly supports that there is a ‘clear link between most of the problems currently manifested among our youth (e.g. substance abuse, violence, crime, depression, bullying, and school failure) to the absence of resilient factors. Recent studies also indicate that child’s long-term social and emotional adaptation, academic and cognitive development, and citizenship skills can indeed be significantly enhanced through exposure to opportunities for developing and strengthening social competence during childhood and the development of more supportive social environments in the home, school and community’ (Nicoll, 2013). Therefore, while family environment is very significant in fulfilling children’s basic emotional needs: to belong (feel safe) and to be loved (accepted), schools are the second most significant place where these two needs must be met. One of the most critical and steady findings in the resiliency research is the power that schools have and in particular teachers, to turn a child’s life around from risk to resilience (Garbarino, 1992; Higgins, 1994; Mastern&Coatsworth, 1998; Werner, 1996; Werner & Smith, 1992).

Therefore as incessant demands are being placed on youth to adopt to a continuously changing environment, to cope with life’s adverse circumstances and to filter and assimilate the abundance of information they are confronted with on a daily basis and as current reality stresses and applauds the individual’s ability to be independent and able to fend for one self, building resilience is a prerequisite to living a productive and happy life. Furthermore, living in a rapidly evolving society where change occurs continuously and on multiple levels, there is a need, more than ever before, for Education that reflects this new reality. The changes in demographics, the forming of multicultural families, the diversity on an economic, educational, social and ethical level, technology going global as well as the further rise of multinational corporations are all changes that are challenging traditional values and principles. (Gialamas & Pelonis, 2008) Thus, education is not only a continuous act of acquiring skills, knowledge, problem solving abilities, but also a way of applying the learning, coping with and making educated decisions in academic establishments, job situations and most importantly in life challenges generally. This journey which involves the transition from one environment to another (primary to secondary school, secondary to higher education, college to career and beyond) can be smooth, as painless as possible and meaningful in a holistic way. (Gialamas, Papadakis, 2009).

Consequently what should Education address today that is different from the past? In a word Education should be about molding human beings capable of responding to the fast and multiple changes in today’s society rather than being usurped by these changes and becoming devoid of emotions, incapable of forming community bonds, their only purpose that of becoming organizational drones trained for specific jobs. (Gialamas, 2008). Education should be about providing opportunities to not only learn academically but also how to apply the skills and knowledge attained and thus to build resilience. School can and must empower individuals to be ‘architects of their own learning’ so today’s youth can be prepared for the unpredictable and changing demands of society by developing the above ten characteristics. It is the schools that have a clear understanding of these objectives that will indeed lead students toward being resilient, able to thrive and become architects of a healthy society.

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raising the bar

Athletics ON YOUR MARKS ...GET SET...GO! College Sports A dream come true

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

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his command is known everywhere as the one that initiates action, excitement and a great deal of anticipation! Among sports people, this phrase encompasses readiness, preparation (physical, mental and emotional), fierce competition and even a new beginning that has a foreseeable end.

At ACS Athens we talk to our student athletes about balance; the balance between academics (school work) and athletics. Both of these, when pursued properly, have common elements, such as hard work, effort, determination, perseverance and discipline. All of them are important in raising the bar – in personal as well as collective aspirations; in academics as well as in sports.

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Participation in college sports for many of our student athletes is a dream; in their case, the visibility is minimal, the competition is fierce and the talent must be exceptional. Nevertheless, dreams do become a reality when there is HARD WORK. When one can dream, one can make it happen.

In my opinion, PREPARATION is the groundwork to success; not only for the physical challenges of the sport itself, but also for the mental and intellectual toughness that is required these days to survive in such an environment. Preparation will enable students to “deliver” in a rigorous and challenging academic program, but most importantly, they will be able to deal with new environments and to experience a new

beginning outside of their “comfort zone”; this comfort zone, manifested through their families and why not, ACS Athens.

Three student athletes from the 2012 graduating class went on to pursue their dreams, that is, to study in the United States and participate in competitive college sports (Division 1 & 2).

It is interesting to read their testimonials below; from all three of them, one can sense the excitement as well as the determination to “make it”. Nevertheless, sentiments such as fear of the expectations, need for a “family”, and being alone are quite strong as well. All of them, however, share the same STRONG DESIRE to work hard in order to succeed in academics and athletics! I will finish by re-stating what Daphne says below: “If your dreams don’t scare you, then they’re not big enough,” All of these student athletes had a dream… and they made it a reality!

Opposite page from left to right: Daphne Apostolides – Cross Country Team Daphne Apostolides – starting line Current page from left to right: Natassa Koniali: preseason running Melina Kolia – Bentley Varsity Weight

Daphne Apostolides – Northeastern University – Cross Country (Division 1) In my first few weeks of college, I was challenged to make one of the most difficult decisions I’d ever had to make in my life. I was torn between what seemed to be fantasy and reality- trying out for the Division I Cross Country/Track and Field Team, or joining club running instead. Running at a competitive level had always been a dream of mine, yet I feared that by signing official NCAA documents, I might be signing off my life to the team as well and miss out on what adults told me were the “best years of my life”. I consulted my ex-coach and inspiration, Rannelle McCoy, who knows me almost as well as my own parents do, asking for advice. Her ability to compete in National and International running championships, break records, earn medals and truly succeed in all aspects of the sport while also excelling in her career inspired me to do the same. Days before tryouts, I came across a quotation: “If your dreams don’t scare you, then they’re not big enough,” and I decided to pursue this life-long desire of mine.

Being a Division 1 athlete is like having a part-time job; approximately 21 hours a week are allocated to practice, conditioning, strengthening, personal training sessions, and student-athlete advisory. I’ve met many people who cringe at the thought of 6:00 am practice, 10 mile long-runs, weight sessions and question my dedication to the sport. Yet to me, all this seems like an opportunity of a life-time. My ultimate purpose here at Northeastern is to excel academically, however looking back at my life in high school I realize I have never been the kind of person to focus on one thing at once. I need to explore all academic, athletic and social realms in my life to be happy.

Melina Kolia – Bentley University – Women’s Basketball (Div. 2) Coming to Bentley University has been a life changing experience. I thought that I knew what I was getting when I came here but I was wrong. It is even better! I think that there is no greater place for a student-athlete to spend her college years. From the first moment that I stepped on campus, Bentley felt like home. The campus is

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beautiful and the people here are amazing and very interesting. Some of these great people that I have met include my teammates. My new family. The treatment that I receive each day in Bentley makes me forget how far from home I really am. My coaches have been amazing. I never could have imagined the kind of support they could give me. Also, it is an incredible honor to play for my coach, Barbara Stevens, and learn something new and really valuable from her every day. Moreover, in this team I learned that if you live for your teammates outside of the court, you are able to die for your teammates inside of the court. As a student, I have found my classes very challenging but at the same time very rewarding. The teachers are always available and friendly to each of their students, ready to help whenever we need it. All and all, my experiences at Bentley University so far have been extraordinary, and I have no doubt that there is more to come.

Natassa Koniali – Southern New Hampshire University – Women’s Basketball (Div. 2) I had been dreaming of my arrival to the States. I knew it was going to be different and I tried to prepare myself for this change but I did not realize what I was going for until I had to say goodbye to my family and get on the plane alone. I was ready to start my new life on another continent. Reaching my biggest goal so far makes me more than happy. I am thrilled to be here! The next step for me now is to keep fighting and working hard for this dream.

Now, I realize how lucky I am I had the privilege to attend ACS Athens. Our school best prepared me for the 3 Year Honors Program in Business Administration and Management, and it introduced me to the American mentality and culture to which I would not be able to adjust if not for the school.

Having people, such as my basketball team and the coaching staff, who were so helpful and welcoming made the adjustment process much easier. In addition to that I can always talk to Tripodaki and Mantalvano, the Greek familiar faces that have been helping me a lot since I moved in. Knowing that Annie Constantinides keeps in touch with my coach, to make sure I am fine, makes me feel even more comfortable and I thank her for that. My stay here so far has been more than incredible and the fact that I feel at home already is reassuring. In addition I had the chance to experience new places and meet new people, which was really exciting. For me this is a new world that I cannot wait to discover.

There might be days when you will be feeling homesick, but the secret to overcome this is to keep yourself busy (which you are going to be anyway). Just remember to never give up on your dreams and work hard to achieve them. As a quote in our basketball locker room states, “We didn’t come this far, to only come this far.”

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It’s more than just a race...

by Middle School and High School Cross Country runners and coaches

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he ACS Athens Cross Country team participated in the ISST Cross Country Championships in London on November 10th, 2013. All the runners ran their best and competed against a number of other schools under challenging weather conditions! Congratulations to the JV Boys Team for their overall 3rd Place Bronze Finish (out of nine teams). This has been our best finish since joining ISSTs in Cross Country only a few years ago.

The Cross Country Athletes were asked to respond to the following question while returning on the airplane from London, England from the ISST Division II Cross Country Championship: What did this weekend at the Cross Country Tournament mean to you?

Being in London for my

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last year of cross country really was the best way to end a long cross country career at pre-collegiate level. The race was tough and had many obstacles, but so does life and it’s the way you respond to these obstacles that define your character. I fell multiple times, but I got right back up. The city was beautiful as the fireworks of downtown London marked the end of a long and rewarding tenure as a member of the ACS Athens Cross Country Team. -David Johansson, Varsity Captain, Grade 12 Being in London for the first time has been a great experience. Despite the cold climate it has reminded me so much of home. For my first time running in London for ACS Cross Country Team it is a memorable time. This may be the last time I race for the ACS Cross Country Team, but it was the best time ever. -Eric Quinones, JV, Grade 9 This is the first time I have been on the cross country team and I enjoyed every second of it. As a short distance runner I felt that this team would be the best opportunity to discover my limitations and create new friendships. London was a great experience and I will always be grateful for the support of three amazing coaches and an entire cross country team. Good Luck next year ACS Cross Country Team! -Nick Kollias, Varsity, Grade 12 Cross country was the first team I was ever part of and not only did I get to know new great people, I experienced the true feeling of team spirit. Being given the opportunity to travel and compete was extremely nerve wrecking but totally worth it.

I am definitely trying out next year and I’m looking forward to it!! -Diane Yalouris, Varsity, Grade 11 This was my first time participating in a sports team and therefore the first time that I travelled. I thought it was a great experience because even though the race didn’t have the best conditions I really enjoyed it and managed to reach my goals. I also like that we had the opportunity to see England for a bit instead of just traveling only for the event, as it allowed us to get to know each other better and gain new experiences.

Rim Versteeg, Varsity, Grade 11

As part of the cross country team I see myself and my teammates as representatives of the school. When I got the chance to go to London I thought of it as a chance to show that ACS Athens was worthy of being in ISSTs and possibly a candidate for Division I. Being a part of a team is a lot more than just showing up, training and going for 1st place in competition, it is about being proud of your school and bonding with your teammates and helping each other become both better athletes and people.

-Theodore Ananiadis, Varsity, Grade 11 This was my first year in Cross Country. Cross Country gave me the opportunity to compete with other schools and meet new people. This weekend made me reflect

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on how lucky and fortunate I am because I never believed that I could run a Cross Country race, much less an ISST race in London, my favorite city. The race made me understand why I love this sport so much and also brought me together with new people whom I would never meet in any other way. Being part of the London team helped me understand that if you have goals, no matter how big, small, or crazy they are, they can be achieved once you set your mind on them. This trip was one of the most memorable trips in my life that I will never forget.-Lydia Lampiri, JV, Grade 9 This was my first time participating in a Cross Country team! I had never run before so I could never imagine that I could achieve running long distances. Cross Country gave me the ability to believe more in myself and not to give up no matter what the obstacles are. I created new goals and I gave my best to achieve them. This trip in London was one of my best experiences ever. It made me understand that I really love running!!! At first I was so stressed for the race but then I just ran with my heart and I just wanted to enjoy it. I might run alone, but was never alone, as it was awesome that I could take energy from the others when I was about to give up. I met new people and I had the chance to run in one AMAZING park...I was also very lucky to have my brother with me. He was part of this team 6 years ago, so he gave me good advice, power and encouragement. I would like also to thank Mr.Nelson, Mr. Kooienga and Ms. Carly because they were next to me during the season, they encouraged me and they helped me to improve my skills in running. I can’t wait for next year to attend again the Cross Country team!!!! -Lida Kritikou, Varsity, Grade 10 It was my second year attending the ISST Cross Country tournament in London. This year was different from last year because I had more experience. For the race, I had two goals in my mind: to break my personal record and to have fun. Unfortunately, I didn’t break my record but I gave everything and had fun. And I learned a lot of things from the coaches in XC and the tournament such as not giving up, NEVER look back, and how awesome it is to be POSITIVE. I wish I could be on the Cross Country team next year in ACS but since I have to leave, I will do Cross Country in Japan (even though we don’t have an “official” team). I will never forget what I learned from the coaches

and how awesome it was to be on the cross country team at ACS.- Mizuki Kaku, JV, Grade 8

Opposite page ACS Girls Cross Country Runners Current page ACS Boys Cross Country Runners

This was the first year I have ever tried out for Cross Country. In the past I had decided never to try out. Since I was a toddler I always dreamed of being on a football team, but never a Cross Country team. Because of Cross Country being the same athletic season as football, I never thought to try out. Personally, I used to think Cross Country was a sport for people who were not real athletes. I always thought it was just a like a jog in the park (get it, IT’S A PUN). Boy was I wrong. Cross country has been a memorable experience for me. I will always remember being part of this team.

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Whether it was the fun we had in practice or the encouragement from my teammates. I will always remember London ISST as a memorable moment ( though the weather was horrible, compared to the paradise-like weather in the country we live in). -Dino Karydas, JV, Grade 7 This has been my second year traveling to London for the ISST races in cross country. Apart from the fact that the place and environment were different from Athens, Greece we were able to take advantage of it and have a great time with our team mates and coaches. This year we where able to stay aboard one night longer and therefore we were able to enjoy the city more than any other time. Furthermore, the racing experience was new because it has been the first time that I have competed in a course when it was pouring. Finally, I would like to thank the coaches because they did an outstanding job taking care of us and fulfilling all of our particular needs.

-Angelos Makras, JV Captain, Grade 9 This being my final year not only in cross country, but also in school, it all means a lot to me. This was an amazing final race; so intense. I’ve ran in snow before, but never in rain. Even though it was my 2nd year in the London ISSTs, and the “same” routine, it really didn’t feel like it was. Also as captain this year, my mentality about the race was completely different. There was obviously more pressure and a sense of responsibility, which ended up being to my benefit. I had this whole ‘final race’ idea, that made me enjoy every single bit of it. The park, the colors, the rain and cold, just made it that more awesome for me. We also had an extra day to simply enjoy ourselves and shop, that was pretty sweet. :) To conclude, I laughed a lot, had a fantastic race, and I felt like I got closer with everyone. I’m proud of our team, and although I’m sad it’s all over, I am content.-Anais Georgiadis, Varsity Captain, Grade 12 My third season running, this was my first season of high school and my first time with ACS. London was an amazing experience for me because it was the first competition where I felt like I really contributed to the success of the team. The race was under the worst conditions I’ve ever ran in, but I still pulled out a personal best time and passed the twenty three minute milestone I’ve been struggling to break. Also, I finally won my first cross country medal of my career as the JV boys won third, an achievement that had eluded me in my first two championships. It’s amazing to think about; a few years ago I never imagined myself as a runner and it wasn’t even a consideration of mine. I really have to credit all my coaches, past and present, for helping me establish running as a permanent part of my life and I don’t think I would be anything like the person I’ve turned out to be without this sport’s effects on my life. -Tom Kipp, JV, Grade 9 I really enjoyed being able to watch the kids run. Even though the conditions weren’t ideal, they made the most of it and even had some fun!! We were very fortunate to be able to stay a little longer and experience part of the English culture. -Coach Carly I was so proud of our runners, most of whom are so very new to Cross Country. They dealt with the challenging conditions like seasoned runners and truly brought their best performances to the championship. The Captains, David and Anais, showed amazing leadership and motivation to keep everyone in a positive mindset, regardless of how rainy it got or how muddy the course became. Awesome job ACS! All of you came together as a team and showed what it means to be distance runners!

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To volunteer or not to volunteer?

ACS ATHENS SUMMER YOUTH CAMP

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

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tudents getting involved...

At ACS Athens, civic responsibility in an integral part of the holistic education provided to our students; it is a firm belief that by “serving” others and the community, one develops values and beliefs that are far beyond the self-centered world of today.

Our students have many opportunities to get involved in community service projects; from the Elementary school, to the Middle School and through the High school years, students can reach out and “give a helping hand”.

If one searches dictionaries for definitions of “volunteer”, a few words clearly stand out: “gives”, “own time”, “for free”, “to help”. It is these concepts that we, at ACS Athens, try to instill in our students so that they become a part of their lives.

Over the past years, the ACS Athens Summer Youth Camp is an endeavor that has grown to be a significant and large operation. For four weeks, after the academ-

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ic year is over, our school grounds are full of life once again. Young children aged 4-14 join us to experience fun and a variety of learning activities. The majority of these youngsters come to us from the greater Athens community area and are new to the ACS Athens culture. We believe that this forum is an excellent opportunity for our High School students to get involved in a meaningful way.

The ACS Athens Summer Youth Camp is quick in duration; this is one of the main reasons why the volunteers are very important! The needs of the camp are many and our High School students have the maturity, “know-how” and the “culture” to cater to the needs of the young children attending!

The duties of the volunteers vary and some are even “tailor-made” to the desires of the volunteers themselves; this is why the volunteer positions are available by application and the applicants are given choices in regards to where they want to “serve”.

For almost every activity offered to the young participants in the daily summer camp program, a volunteer position exists; and more. Volunteers are chosen not only by their preference, but based on their strengths as well; for example, students may be placed in our sports activities (varsity soccer players, swimmers , tennis, basketball players), or our computer classes (students who are computer literate and want to help in technology projects), or our art classes (students involved in our school art programs), or our English classes (students wanting to help young kids learn the language) or even as administrative assistants in the office since they want to be involved in different facets of the daily operations!

One of the “unique” and most difficult volunteer jobs of the camp is that of a “group leader”; a group leader is in charge of 15 youngsters (6-8 years of age) and they are responsible in directing those kids through the day. They escort them to their activities, they assist the teachers as needed, they have lunch with their group members and in simple terms, they are their “big brother” or “big sister”. They are the first ones that the children turn to for any reason! These volunteers, after a short training session, have the opportunity to interact with these youngsters and have an active role in their daily activities.

For some of our volunteers, this experience is demanding, exhausting and, simply, an “eye opener”. The fact, however, is that for most of the group leaders, this experience was REWARDING. Here’s what some of the leaders have said, after reflecting on their experiences.

Irene Ignatiadi (Grade 12th ) As a full IB student, I chose to volunteer in the Summer Camp of ACS Athens in order to collect my CAS hours. In the beginning, I thought I would soon be tired, but then it became a wonderful experience which helped me realize my abilities and explore myself even more. I had to take care of fourteen beautiful six-year-old girls, who sometimes drove me crazy, but after a while I loved them and they gave me beautiful memories to remember. They showed me how patient and how responsible I can be since I had to escort them in each activity, to help them get dressed after swimming, and be with them while they were eating their lunch.

The way they were enjoying each moment and the enthusiasm that they had made me feel really lucky to be with them. They were so spontaneous and full of energy that they made me feel the same way! I felt like I was a part

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of their team since after a while we became very close to each other.

The most interesting part was when all of us felt comfortable to communicate with each other. Then, it was the time that they started asking questions about everything, even for things that I would have taken for granted. One of the girls asked me if I am married and if I have kids! They used to call me “Miss” but they would talk to me as if I was one of them. Some of them did not speak English and I had to do the translation for them. They were looking at the teacher who was talking and they were wondering what his words meant. It was so funny! They were full of life and energy and that is what I loved the most. I was with them for two weeks and that time was enough for all of us to learn from each other. At the end, I gave them some bracelets that I made with the name of our team on them. I just wanted to make sure that they would remember these days as I will! It was a wonderful experience that I will never forget!

Dionisis Arvanitis (Grade 12) This year’s summer youth camp at ACS was a new experience for me. The reason I decided to volunteer in this camp was not for CAS hours like some of the IB students did; I decided to volunteer because it was a great opportunity for me to work and cooperate with my classmates on a non-academic level through leading the younger kids and trying to add a step to their education. Moreover, it was an opportunity to give something back to my school community.

From the first day of the summer camp I had a really great time with many lifetime experiences. The connection between my team and me was astonishing. My 5-6 year old little girls were joyful, ready to spend each day as best as they could. We spent four weeks together playing and laughing all together during the activities or during the snack and lunch time. However, we had some small disagreements as well, especially when I was trying to convince my lovely girls to swim. Beyond these facts, I could say that there was great effort from both my team and myself.

After some reflection over the last few months, I would like to say that this experience for me was more than a few pleasant moments. I explored my limits; I explored my strengths and my weaknesses on leading and controlling a team. Throughout these four weeks I explored my leadership skills and I also learned a lot. I had the responsibility to show those little girls the good traits and characteristics that will make them good human beings in the future. I had to get their attention and earn their respect in order to have good results at the end. It was not easy for anyone!

To sum up, volunteering in the summer camp gave me the opportunity to make new friendships, collaborate with people in a different setting, and develop my leadership skills. I consider this experience as one of the best in my life. I enjoyed the girls’ small happy faces and I really miss them. I think the girls enjoyed those four weeks as much as I did and I hope to see them again next year!

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Opposite page Irene Ignatiadi with summer campers Current page Dionisis Arvanitis,, a group leader

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Celebrations 4th graders say OXI: NO!

by Irini Rovoli, Elementary School Greek Teacher

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t has become a tradition for ACS Elementary that 4th grade Greek language students present the historical account of October 28th, 1940, known as OXI Day. This year, students of the beginning/intermediate/advanced language arts classes took part in a dramatization presenting what made Greece unanimously say “no” to Fascist Italy’s demands. Through this dramatization, students are exposed to the poetry of renowned Greek poets, Odysseas Elytis and Nikephoros Vrettakos. Both poets fought in the Greek-Italian war and their experience is transferred to our children through their powerful verse.

The audience, Kindergarten, 1st, 2nd, 3rd and 5th grade students watched their 4th grade peers perform, observe the captivating photographs from the war and share in a celebration of Greece as host country and homeland.

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BIZnetworking Opportunities & Challenges in a Time of Crisis Promoting Positive Dialogue

by Valerie Alexopoulos, Coordinator, Special Projects & Public Affairs

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ollowing the great success of the panel presentation and discussion with industry experts on the topic: “Opportunities & Challenges for Young Professionals in Greece and the Region,” which took place last Spring, The Institute for Innovation and Creativity at ACS Athens has organized a series of similar presentations for this academic year.

The series “Opportunities & Challenges in a Time of Crisis - Promoting Positive Dialogue” consists of the following events taking place at the Theater at ACS Athens: ◉ November 4, 2013 - Women Leading Change ◉ December 4, 2013 - Young Entrepreneurs Forum ◉ January 15, 2014 - Educating for Change ◉ March 5, 2014 - Re-think Athens

Steve Medeiros, Founding Dean of The Institute for Innovation and Creativity, explains the reasoning behind organizing such events: “The goal is to have the panelists share their stories/wisdom/experiences/advice with an audience of students, community members and interested Athenians. We see these events as an act of responsible citizenship, promoting positive public dialogue around the themes of leadership and change.”

A reception follows the presentations, providing panelists and attendees the opportunity to meet and network – continuing the conversation. The events are free and

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open to the public.

The first event of the series, “Women Leading Change”, held on November 4, 2013, was very well received. The panel members, representing the worlds of business, the arts and academia, spoke from the perspective of their own experience, knowledge and expertise as individuals who hold positions of leadership and who have devoted much time and thought to the study of leadership. The conversation was wide-ranging, touching on themes of gender differences in the exercise of leadership; values and leadership; leadership and service; and strategies for breaking through the glass ceiling. Panelists shared their personal stories, drew on current research in the fields of gender and leadership studies and reflected on how their experience might be useful to others in a time of change and crisis. The distinguished members of the panel were: ◉ ◉ ◉ ◉ ◉

Vanessa Adam, Founder and Artistic Director, Badminton Theater Dr. Joan Gallos, Vice President, Academic Affairs, Wheelock College, USA Elizabeth Glaros, Founder and Managing Partner & Director, The Workshop Dr. Jackie Jenkins-Scott, President, Wheelock College, USA Maria Maragoudakis, Vice President, Business Operations, Velti

The evening’s moderator was Dr. Sophia Hilentzaris.

A brief signing ceremony, signifying the official collaboration between Wheelock College (Boston, Massachusetts) and ACS Athens, followed the panel discussion. Dr. Jackie Jenkins-Scott, President of Wheelock College, spoke to the value of establishing school and university partnerships. Mr. Constantine Stergides, President of the ACS Athens Board of Trustees, noted how such partnerships as this one established with Wheelock, are vital for strengthening the school’s ties to the best of American principles and practices of education. As a result of the agreement signed, Wheelock College will send senior year Masters Degree students who are certified teachers to complete a practicum at ACS Athens, under the supervision of ACS Athens faculty.

At the same time, these students will be taking a course entitled “Innovative Teaching in an International Institution” designed and delivered collaboratively by ACS Athens faculty and their Wheelock faculty partners. The agreement also provides for ACS Athens faculty to spend time on the Wheelock campus as Visiting Scholars, taking advantage of the opportunities for learning and professional growth that the college, widely recognized as one of the premier institutions of teacher education in the U.S., offers. At the same time, they will have the opportunity to share their experience and expertise with an audience of college educators and students, contributing, in a dynamic way, to the professional and academic dialogue about best practices in teaching and learning.

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Current page: “Women Leading Change” took place on November 4, 2013 and was the first event of the series

ETHOS WINTER 2013

Maintenance Summer 2013 Capital Projects

by Stavros Tzanetakos, Facilities Manager

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very year ACS Athens improves its facilities and raises the bar higher to keep up with the requirements of an international environment. ACS aims at better and safer surroundings for its students and staff and so invests significantly on its capital improvements. During summer 2013, the following projects listed here were undertaken to help make ACS a safer and upgraded campus.

A new modern and stylish math computer lab was created in the Middle School. It is fully equipped to support 28 working stations.

We have invested a lot in the technical infrastructure of the lab, targeting high standards and performance. A new fiber optic driven network system was installed achieving maximum reliability and internet speed. For the comfort of our students, we have also installed a new modern heating and air-condition system. This environmentally friendly system fully complies with latest European standards for lower energy consumption and evenly distributed heating and cooling effect. At this point we would like to thank Dr. Vassilopoulos, ACS Athens parent, for his generous donation on the construction of the Math Lab. A new advanced fire detection system was installed, covering all class rooms, common areas and offices on the campus. The system can detect and give a warning signal for any potential risk of smoke or fire while specifying the location of the hazard.

The system is comprised of over 500 smoke and heat detectors, plus sirens and push

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buttons, evenly spread throughout ACS. Our system meets the highest standards of fire safety.

To respond to a potential fire hazard, in addition to 150 fire extinguishers that we keep mounted on various locations in our campus, we installed about 120 fire hose cabinets evenly around our campus, according to the guidelines of the Greek Fire Service Department. Fire hose cabinets are supplied with water by the main piping system, offering an additional alternative to deal with a fire.

Two new automatic fire detection and extinguishing systems have been installed in our two electricity power supply stations and the five oil burning rooms. These systems can provide immediate detection and automatic fire-fighting response in case of an emergency. Such systems are recommended by specialists as well as by the Greek Fire Service Department offering high levels of safety to members of the ACS Athens Community while on campus.

According to our maintenance plan, this year we undertook the partial renovation of the exterior face of the Annex, targeting weather damage and the aesthetic upgrading of the building. The whole northern side of the building as well as all the columns on the ground floor have been fully renovated and treated from the “inside’’, according to the highest engineering standards. This “treatment’’ is not a quick fix to

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do just what is evident, but involves thorough treatment of the metal framing on the inside of the columns or beams.

The wooden basketball floor of the closed gymnasium was reconstructed. It has been designed according to FIBA’s specifications and materials used are of high quality and approved for this purpose. This work represents a significant athletic injury prevention upgrade in our gymnasium facilities. We would like to thank the PTO parents for their generous donation towards this project.

A new paperless, electronic maintenance work order processing system was implemented, replacing the old manual procedures. The new system is internet based and accessible by all employees. It offers prompt and accurate creation of electronic work orders, employee access to the maintenance schedule, better organization and efficient management of the maintenance department workload.

The ACS sign was reconstructed by the main entrance of the school .We applied new modern design based on aluminum and stainless steel materials. We enhanced the aesthetics of the structure with flowering plants and indirect lighting and reinforced it for safety with cement bollards.

The roofs and skylights of various buildings were water proofed (library, art rooms, gymnasium). In some cases and where applicable, we combined water proofing with thermal insulation achieving double the benefit.

New Smart boards were added and 9 projectors in various classrooms. Moreover, we fully furnished the new E/S wing and the third 5th grade classroom. Also, in many classrooms we replaced the curtains with new ones made by special type of textile, the so called ‘dim-out’ fabric to prevent glare on the starboards.

Many additional maintenance work orders have been carried out during the season, either satisfying teachers’ requests or based on the regular maintenance schedule.

We would like to express our thanks and appreciation to all the parents who so far have donated toward the future construction of the Elementary School Science Lab. The request for donations to complete this project is still continuing. We want to thank Mr. Suheil Sabbagh, ACS Athens parent, for the purchase of a new defibrillator machine for heart resuscitation that was placed in the Health office. We thank Mr. Athanasios Papanikolaou, ACS Athens parent, for donating the plants and flowers that we planted at the entrance of the school, the cafeteria entrance and other areas. Finally , we wish to convey our thanks to our colleagues in the maintenance, support staff and administration departments, who with dedication, worked right through the summer months, to bring the above projects to successful completion.

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ETHOS WINTER 2013

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

Alumni Affairs

ACS Athens ’78 graduate Telly Halkias wins U.S. national journalism award

by Telly Halkias, class of ‘78

To register for the ACS Athens Alumni Directory on www.acs.gr, please follow the steps below: 1. ‘Profile’ on the Navigation Bar 2. Scroll down to ‘Alumni’ Click 3. Scroll down to the ‘Profile Management’ 4. Click on the ‘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 the Alumni Directory Form 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 The ACS Athens Alumni Association Board Demetrios Kiritsis (’84) President 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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he National Society of Newspaper Columnists announced the winners of its 2013-14 writing awards at its annual four-day conference, held this year in Hartford, Connecticut.

Independent journalist and ACS ’78 graduate Telly Halkias brought home the Portland (Maine) Daily Sun’s first national-level award for entries from his weekly offering, “From The Stacks,” which appears in the weekend edition. His honor placed him among winning columnists from California to Connecticut.

“Earning any recognition is an honor, but being singled out by your peers – in this case other columnists who write nationally, and have done so for a long time – is humbling,” Halkias said.

Since 2005, Halkias, who splits his time between homes in Vermont and Maine, has been a regular contributor at several New England newspapers, magazines and journals. He began writing the column for the Bennington (Vermont) Banner at the urging of its then-arts and features editor Hinda Mandell, now an assistant professor of communications at Rochester Institute of Technology.

“I wince when looking back at those early pieces,” Halkias said. “All my editors, past and present, have been great mentors and very supportive. It’s difficult to break into

ETHOS WINTER 2013

the news business as a freelance writer, let alone a self-syndicated columnist. So I greatly appreciate the chance to connect with readers.”

Halkias’ columns, which previously had earned three New England journalism association honors, were cited in the award category of general interest commentary in newspapers under 50,000 circulation. Awards judge John Carlson, a veteran journalist recently retired from The Des Moines Register, contributed feedback on Halkias’ work. “His columns tell important stories about the community and the world,” Carlson wrote in the award announcement. “His elegant writing style is evident …

His columns are powerful and sensitive.”

Huffington Post contributor and two-time Emmy winner Rick Horowitz, who also founded the nationally-acclaimed communications consulting firm Prime Prose, presented a session at the conference and opened his talk with lines from one of Halkias’ columns – a story about playing a game of sandlot baseball in the spring of 1975 on ACS’ old soccer field.

“I was struck by the combination of tools Telly Halkias brought to this story: a refined tone, and a sharp eye for the telling detail,” Horowitz wrote in an e-mail from his Wisconsin office. “He brought me to that time and that place.”

Among the columnists honored were the late film critic Roger Ebert of the Chicago Sun-Times, Richard Parker of the New York Times, Rick Telander of the Chicago SunTimes and formerly of Sports Illustrated, and John Avlon of Newsweek and The Daily Beast.

Humor columnist, Pulitzer-prize winner and best-selling author Dave Barry, who sparked the conference with a rousing speech at the awards banquet, received the Ernie Pyle Lifetime Achievement Award.

Halkias, who also teaches college writing and literature, was further recognized in 2013 by the state of Vermont as an “Educator of Excellence.” He credited ACS as building the foundation for first-rate writing and critical thinking abilities.

“When I returned to the States for college, I was light years ahead of my peers in interdisciplinary skills across the curriculum,” Halkias said. “At the core of this was scholarly writing. ACS Athens taught me to write effectively in all subjects, including math and science. With that foundation, it’s seamless making the transition to other genres.”

Halkias was the sole journalist named with ties to Greece, and one of only three from New England to earn a top-three spot. He said his schoolboy years continue to influence his work to this day.

“Athens was a mystical place to grow up, and Greek history is the cornerstone of Western civilization,” Halkias said. “I try to incorporate these elements into my writing whenever I can. When I tell American colleagues that as a boy I could see the Parthenon from my bedroom window, they marvel. Such experiences, along with so many excellent teachers at ACS, inspired me to a life-long love affair with knowledge and the written word.”

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Current page: 2013-14 National Society of Newspaper Columnist Awards: Among the honorees were, from left to right: ACS Athens ‘78 graduate and The Portland Daily Sun’s Telly Halkias, Pultizer-prize winning humorist Dave Barry, Ginger Truitt of The Lebanon Reporter, and Samantha Bennett from The Pittsburgh Post-Gazette.