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Cover stories: Interactive Mathematical Investigations & Write On! Student Leaders: TEDxYouth@ACSAthens Student

Cover stories:

Interactive Mathematical Investigations & Write On!

Student Leaders:

TEDxYouth@ACSAthens Student Speakers - November 20th

Pedagogy in Action:

The IB Retreat Trip

Community

Connections:

Innovation, Collaboration and Bridging the Transition from High School to University

and Bridging the Transition from High School to University Fall 2010 ñ Volume 5 ñ Issue
and Bridging the Transition from High School to University Fall 2010 ñ Volume 5 ñ Issue
Fall 2010 ñ Volume 5 ñ Issue 1
Fall
2010
ñ
Volume
5
ñ
Issue
1

Engineering Engineering Critical Critical Thinking Thinking

for for the the 21st 21st Century Century

Alumni Affairs ñ Staff Development ñ Community Connections ñ Smiles around Campus

Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles

Our Mission

Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles

ACS Athens is a student-centered

Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles
Our Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles

international school, embracing American

a student-centered international school, embracing American educational philosophy, principles and values. Through
a student-centered international school, embracing American educational philosophy, principles and values. Through
a student-centered international school, embracing American educational philosophy, principles and values. Through
a student-centered international school, embracing American educational philosophy, principles and values. Through
a student-centered international school, embracing American educational philosophy, principles and values. Through
a student-centered international school, embracing American educational philosophy, principles and values. Through

educational philosophy, principles and values.

American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational
American educational philosophy, principles and values. Through excellence in teaching and diverse educational

Through excellence in teaching

principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges
principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges

and diverse educational experiences, ACS Athens

in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:
in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential:

challenges all students to realize their unique

ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and
ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and
ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and
ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and
ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and
ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and

potential: academically, intellectually,

their unique potential: academically, intellectually, socially and ethically – to thrive as responsible global
their unique potential: academically, intellectually, socially and ethically – to thrive as responsible global
their unique potential: academically, intellectually, socially and ethically – to thrive as responsible global
their unique potential: academically, intellectually, socially and ethically – to thrive as responsible global

socially and ethically – to thrive as responsible

socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:
socially and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief:

global citizens.

and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.
and ethically – to thrive as responsible global citizens. Publisher: ACS Athens. Editor-in-Chief: Desiree Michael.

Publisher: ACS Athens. Editor-in-Chief: Desiree Michael. Production team: John Papadakis, Marianna Savvas, Stacy Filippou. Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni. Art Direction, Design & Printing: Multimedia SA. Cover Design & Concept: Dot Repro SA. All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher.

About the Cover and our ACS Athens Alumnus: In accordance with our theme of ‘Engineering Critical Thinking,’ the image of an active mind was chosen for the cov- er of this Ethos _ The Arrangement of Guests by James M. Lane.

"Arrangement of Guests" is a combination of hand drawing, photography and digital processing. On one level it depicts the human central nervous system as a bewil- dering yet aesthetically pleasing entanglement with no end or beginning. Numerous dynamic meandrous lines perplex and puzzle in contrast to a few simple tonal vari- ations and transparencies that paradoxically manage to disambiguate the whole by suggesting the human form. Line and tonality compliment and inform each other reflecting other pairs of opposites such as the abstract/ figurative, artificial/organic, logic/emotion and even IQ/EQ. The mathematical perplexity that is suggested by a circuitous linear construct would remain flat, inert and meaningless, if it wasn't for a few mentally perceived lines that breathe life to the whole, placing it within the boundaries of the human sphere. In engineering the idea of design without the application of science would be implausible. In art the idea of design without the element of human conjecture would be unimaginable.

James M. Lane was born in Athens, but lived in the US during the late 80s’ and early 90’s. He studied photography at Parsons School of Design in New York and Ecole Parsons in Paris, France. He has presented his work in numerous solo and group exhibitions in Athens, New York, Paris, Madrid, Seoul and St. Petersburg. He taught art and literature at ACS Athens in the late 60’s. James works with multi-media such as video and audio installations, computer imaging, and photography. James lives and works in Athens, Greece and his wife and son are both members of the ACS Athens Community.

LETTERS

Letter and our ACS Athens community realize that, "Without the intelli- gence sue of Ethos
Letter
and
our
ACS
Athens
community
realize
that,
"Without the
intelli-
gence
sue of Ethos is
of our
engineers,
there
is no
performance." Therefore,
this
is-
dedicated to the
engineers--our
faculty--who
engineer
from
the
innovation, who
engineer critical
thinking,
who
engineer content
and
who,
most of all, engineer the future
opportunities
of
our
students.
Editor
Through
"clever execution"
ACS Athens
is putting
forth a
"bold
"Sexy!"…is usually not a word or phrase used to describe educa-
tion or anything related to it. However, it is used to describe cars.
And one day, while surfing the Net to find a website that embodied
the innovation, class and engineering design that I see in ACS Athens,
I stumbled upon porsche.gr and found their latest concept car--the
Porsche 918 Spyder…that is sexy.
For a ‘machine’ person like me--who got out of my parents’ car
at age 14 when they stopped at a gas station off of the Munich Au-
tobahn and who got down on my hands and knees and looked un-
der the body of a Mercedes Benz and declared, "That is a car!"--in-
telligent design in engineering is a must. As an American teen watch-
ing cars drive at top speeds of 120 miles per hour and glide over
bumps without a rattled…that experience sealed my allegiance to
excellence in engineering.
So, what do sexiness and engineering have to do with education
and ACS Athens? In my eyes, the sexy 918 Spyder concept car is the
epitome of intelligent design in engineering and what the faculty and
staff of ACS Athens are designing in educational concepts is the
equivalent in the world of education. The same terms Porsche uses
to describe its concept and those who built it are the same terms
that describe the current direction at ACS Athens.
Porsche understands that excellence in design is about the future.
It’s about performance. It’s about innovative intelligence. It’s about
making concepts real. It’s about improving on the past. Porsche could
not have said it better, "We don't have to win. We just have to get
moving--forward." Our president, Dr. Gialamas, clearly sees the
needed direction of education for which he has delineate the next
five-year road map (outlined in the last edition of Ethos www.
plan" for innovation in education. In this issue, you can read about
faculty who are designing educational opportunities through global
blogging (Penny Kynigou, 5th Grade) and mathematics (Tamyra
Walker, ES Mathematics Specialist); new faculty who come with fresh
new ideas; alumni who are returning to speak on stage with ACS stu-
dent speakers through programs offered by the ACS Athens Institute
for Innovation and Critical Thinking (TEDxYouthDay); off-campus
learning opportunities (Freshman Connection, IB Retreat & Journal-
ism in Palestine); university-level courses designed by Dr. Gialamas,
Steve Medeiros, Peggy Pelonis and others (Bridging the gap to Uni-
versity); and finally, the training of faculty members who travel
abroad (Nice, France) and who offer international training to local
and international educators (ACS Athens’ Annual Learning Differ-
ences Conference).
So, I’m sorry, but when I look under the bodies and hoods of
schools and see the innovative excellence that I see at ACS Athens,
I may not say, "That’s a car," but I can say, "That’s a school and it’s
sexy!" ACS Athens is truly Engineering Thought for the 21st Centu-
ry, as so intelligently depicted on the cover of this Ethos by very our
own ACS Athens alumnus, James M. Lane.
Enjoy the intellectual ride!
http://www.acs.gr/ethos-magazine/2010/7/2/volume-4-issue-2.html).
Besides sharing identical verbiage, the second correlation to ACS
Athens and the development of the 918 Spyder is that our president
4

Word from our President

Engineering Education at its best: ACS Athens President, Dr. Gialamas, currently teaches two mathematics courses
Engineering Education
at
its
best: ACS Athens
President, Dr.
Gialamas, currently
teaches
two
mathematics courses at ACS
Athens-
the Heart
of
Mathematics and
Knot
Theory.
The
courses
are
designed
for higher-level
learning.
They
are also
the
‘next-step’
cours-
es that
will
help define
the
ACS
Athens authentic diploma.
However,
following
his vision
to
engineer
innovative learning
opportunities
for all students, Dr. Gialamas
provided
us
with
a
copy
of one of his
most
recent
papers
in
which
he
and
others
outlined a
step-by-step
sample of how
teachers can
take
university-level
sci-
entific data
and
turn it
into effective
high-school
cross-curricular
content. The paper
can
be found
in its
entirety
online
under Dr.
Gi-
alamas’
publications
http://www.acs.gr/publications/.

A Martian Invasion of Teachable Moments for Environmental Science and Related Issues

Abour H. Cherif1, Gerald E. Adams2, David Morabito3, Robert Aron1, Jeremy Dunning4, and Stefanos Gialamas5 1DeVry University, Downers Grove, IL, USA acherif@devry.edu , raron@devry.edu 2Columbia College Chicago, Chicago, IL, USA gadams@colum.edu 3DeVry University, Pomona, CA, USA dmorabit@devry.edu 4Indiana University, Bloomington, IN, USA dunning@indiana.edu 5American Community Schools of Athens, Athens, Greece gialamas@acs.gr

Abstract The recent missions to Mars have produced a mass of data and information in all forms and have forced the minds of many people world-wide to rethink their own perspectives on life itself. This drama unfolding about 35 million miles from Earth, and digitally on our TV screens, is offering a growing reservoir for teachable moments. The cu- riosity and wonder of every image received prompts innumerable opportunities for inquiry. In this paper we share some of our ideas on how to bring into the classroom these exciting resources emanating from the Red Planet. Opportunities to reflect on myth and hypothesize about possibilities are obvious places to start when teaching about the potential of life on Mars.

The explosion of resources and information (previously unavailable) from recent explorations of Mars stimulates students to examine further the environment around them. We share some of the activities we have been using in our classrooms to motivate readers to develop their own ideas on how to take advantage of the Mars missions for their classrooms. We offer strategies to create au- thentic learning experiences to engage students. In addition, we intend the activity to inspire teachers to use other contemporary teachable moments that may capture the imagination of their students as they discover science. Whether you are teach- ing topics related to desertification or deforesta- tion, design and technology, or space travel or col- onization, to name a few, the planet Mars and the recent missions to its environment will become part of your continually expanding resources in teaching science. Helping teachers develop ways to utilize and capitalize on emerging scientific data as it material- izes is very useful. The learning activities we de- scribe and discuss in this paper integrate some of the recently available photographs from Mars (in- cluding some from the Mars Rover missions) to pose thought-provoking questions that are envi- ronmental and geological in nature. It is our partic-

envi- ronmental and geological in nature. It is our partic- ular goal to use this and

ular goal to use this and similar activities to dispel a couple of pervasive misconceptions that we have observed, and that some students (and the gener- al public) might still hold about science and the en- vironment. In one of these misconceptions, science is perceived as static and thus answers can be found in textbooks and memorized in order to learn science. Another misconception is that environmental change happens largely or solely as a result of peo- ple doing bad things, and that geological, and in turn environmental, change does not happen with- out human intervention (Berry, 2009; Cherif, Adams, & Loehr, 2001; Chew & Laubichler, 2003; Miller, 2005; Shuttleworth, 2009).

CONTENTS

Enhancing Education

9

CONTENTS Enhancing Education 9 Hail and Farewell 34 TEDxYouthDay 26 Pedagogy in Action 41 Cover Story

Hail and Farewell

34

CONTENTS Enhancing Education 9 Hail and Farewell 34 TEDxYouthDay 26 Pedagogy in Action 41 Cover Story

TEDxYouthDay

26

Enhancing Education 9 Hail and Farewell 34 TEDxYouthDay 26 Pedagogy in Action 41 Cover Story 12

Pedagogy in Action

41

9 Hail and Farewell 34 TEDxYouthDay 26 Pedagogy in Action 41 Cover Story 12 Alumni 55

Cover Story

12

34 TEDxYouthDay 26 Pedagogy in Action 41 Cover Story 12 Alumni 55 Staff Development 62 Student

Alumni

55

26 Pedagogy in Action 41 Cover Story 12 Alumni 55 Staff Development 62 Student Leaders 22

Staff Development

62

26 Pedagogy in Action 41 Cover Story 12 Alumni 55 Staff Development 62 Student Leaders 22

Student Leaders

22

26 Pedagogy in Action 41 Cover Story 12 Alumni 55 Staff Development 62 Student Leaders 22

Community Connections

48

26 Pedagogy in Action 41 Cover Story 12 Alumni 55 Staff Development 62 Student Leaders 22

Kotixi salt lake

Table of Contents

Our Mission

3

Editor

4

Word from our President…

5

Errata

7

ENHANCING EDUCATION

Steve Kakaris

9

COVER STORIES

12

Engineering Critical Thought in Education

12

Interactive Mathematical Investigations

Tamyra Walker

13

Tying it All Together

Sarah Kaldelli

15

Mathematics Fair

Ms. Falidas

15

Write On! Using Social Networks Tools

Penny Kynigou

16

Quantitative Poem

Jeff Bear

19

STUDENT LEADERS

22

Leadership & Journalism at ACS Athens

John Papadakis

22

What’s in a book?

Antonia Hapsis-Ladas

25

TEDxYouth@ACSAthens/Student Speakers

Carla Tanas and Desiree Michael

26

Critical Thinking Needed: FACEBOOK dos and don’ts

Ms. Spiliot and student authors

31

National Honor Society Inductees

Antonia Hapsis-Ladas

32

HAIL AND FAREWELL

34

Crisscrossing the World - Travels of our Diplomatic Family

34

New Teachers

36

PEDAGOGY IN ACTION

41

Freshman Connect Day at the Ranch

Dimitri Pelidis

41

ACS Athens IB Retreat

Natalia Kyriakopoulou

42

COMMUNITY CONNECTIONS

48

Innovation, Collaboration…from High School to University

Steve Medeiros and Peggy Pelonis

48

Arete Award Winnres 2009-2010

Ranelle McCoy

52

Making a Difference

Sue Protopsaltis

53

NESA Virtual Science Fair 2010 Results

Christina Bakoyannis

54

ALUMNI AFFAIRS

Marianna Savvas

55

Back to my Alma Mater

Marianna Savvas/Robert Hunt

56

Philadelphia Reunion

Ann Lappas-Stiles

58

Express Yourself with Speaking Roses

Ellie Doukoudakis

59

ACS Athens Alumni Among the Stars

Interview with Scott Parasyzki

60

A Book Plea for Ethos

John Bournazo

61

STAFF DEVELOPMENT

62

ACS Athens Summer Camp

Zaharo Hilentzaris

62

Nice La Belle

Vasiliki Klimou

63

Staff Development Photos

66

5th Annunal Conference on Learning Difference

Chris Perakis

68

SMILES AROUND CAMPUS

69

ERRATA
ERRATA

As magazines go, the editor often finds missing content after the fact. In an effort

to rectify the ‘after-the-fact’ findings, we have added this section of minor correc- tions and posted the omitted articles online at: http://www.acs.gr/ethos-errata/ Ethos 7-- See link for omissions:

1. OM students on the Meaning of Leadership.

2. Matina Argeitakou--Recycling Pioneers: "The Great Green Effort?"

3. Mary Sexson--NESA Teachers’ Workshop

P.49 Brian Kelly was omitted from co-authors list of the Journalism and Democ- racy Project P. 64--What’s New in IT? The ‘IT Department’ should read the ‘Technology De- partment’.

and Democ- racy Project P. 64--What’s New in IT? The ‘IT Department’ should read the ‘Technology
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance
ENHANCING EDUCATION
Summer
2010 Facility
Projects
Steve
Kakaris,
Director
of Finance
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance 9
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance 9
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance 9
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance 9
ENHANCING EDUCATION Summer 2010 Facility Projects Steve Kakaris, Director of Finance 9
ENHANCING EDUCATION
ENHANCING EDUCATION
ENHANCING EDUCATION Summer is the time when our school renovates classrooms and offices the most. It

Summer is the time when our school renovates classrooms and offices the most. It is also the time that we work to improve the campus appearance and overall infrastructure. I wish to convey the administration's thanks to my colleagues in maintenance, to

the support staff and to other administrative departments for their dedication and work through the summer months to complete the below projects. These addi- tional annual projects are completed on top of 200 maintenance requests for painting, repairing and cleaning.

1. The renovation of our Preschool playground area and replacement of all play-

ground equipment; this area is now one of the greenest and most beautiful areas on campus.

2. The triple increase in size of the school's front yard green grass area and in-

size of the school's front yard green grass area and in- stallment of an automated watering

stallment of an automated watering system.

3. The building and furnishing of a new First Grade classroom in the Elementary

building, in time for the record increase in this grade’s student body.

4. The complete renovation of all the Academy bathrooms per students’ requests.

5. The purchase and coding of about 25,000 Euros worth of new books for the

school libraries; this came from a generous donation from our own Parent

Teacher Organization, (PTO), who every year sponsors and assists the school to complete a great project.

6. The purchase and installment of thirty new computer and interactive board sys-

tems.

7. The purchase of new microscopes for our labs.

8. The replacement of many older furnishings and classroom curtains.

7. The purchase of new microscopes for our labs. 8. The replacement of many older furnishings
Finally, we extend our gratitude to the architect Mrs. Paulin Apostolides, an ACS Athens parent,
Finally, we extend our gratitude to the architect Mrs. Paulin Apostolides, an ACS Athens parent,
Finally, we extend our gratitude to the architect Mrs. Paulin Apostolides, an ACS Athens parent,
Finally, we extend our gratitude to the architect Mrs. Paulin Apostolides, an ACS Athens parent,

Finally, we extend our gratitude to the architect Mrs. Paulin Apostolides, an ACS Athens parent, who again volunteered her services to help us with the design and implementation for some of the above projects.

Steve Kakaris Director of Finance

services to help us with the design and implementation for some of the above projects. Steve
COVER story
COVER story
COVER story Engineering Critical Thinking for the 21st Century 12

Engineering Critical Thinking for the 21st Century

Interactive

in the

Mathematical

Math

Investigations

Elementary

Classroom

Tamyra Walker,

Elementary Math Specialist

According to the Partnership for 21st century skills, the four Cs of essen- tial 21st century skills include: critical thinking and problem solving; communi- cation and collaboration; creativity and innovation. Due to the changing nature of our world we must cultivate creative thinkers and problem solvers who are effectively able to relay thoughts and information. As a result, the methods we have traditionally used in our classrooms must be altered to meet the de- mands of our new world, approaches to mathematics teaching and learning being one of the most critical. In the past, mathematics instruction has been rooted in the process of rote memorization, and student ability assessed by their ability to recall and successfully apply an equation or a rule. As I think back on my math experiences, this cycle of memorization and application was usually pretty easy for me because I was naturally adept at mathematics. How- ever, when I talk to many adults, including parents, I find that many are intim- idated by math and struggled with math during their formative years. As a math instructor, it is my goal to alleviate these struggles by creating cognitive pathways that deepen student understanding. Deepened conceptual under- standing in turn facilitates a more intuitive and creative approach to mathe- matical problem solving.

and creative approach to mathe- matical problem solving. One of the most essential components of developing

One of the most essential components of developing this level of quanti- tative reasoning is through collaborative problem solving. Simply put, students work together to solve problems. Collaborative grouping is a widely used methodology, but the measure of its effectiveness lies in how a task is engi- neered and the learning goals that are accomplished by the task. In order to facilitate critical thinking and quantitative reasoning skills, the emphasis of group problem solving must be on the process rather than on the solution. This depth of exploration must be present in math classrooms as early as pos- sible. Students as young as kindergarten should be able to justify solutions to math problems through models and verbal descriptions. In my classroom, my students work collaboratively almost daily. We be- gin our lesson cycle with manipulative oriented investigations that build on student’s prior knowledge. I then use these explorations as a common expe- rience to draw from as I further explain concepts and processes. After the ex- planation of the concepts, students are asked to work in groups or in partners to further investigate a concept through problem based application. Once the student groups have completed their investigation, student groups switch work and use essential questions to critique another group’s representation of

investigation, student groups switch work and use essential questions to critique another group’s representation of 13
COVER story
COVER story

the problem solving process. To conclude the cycle, I facilitate a class discus- sion that results in a whole group representation of the problem solving process. An inquiry based approach to mathematics teaching and learning allows students to learn on the diagonal by developing computational skills and quan- titative reasoning skills simultaneously. When implemented appropriately, this process also effectively differentiates. The computational skills are embedded in the problem solving process for those students who still need skill rein- forcement. Having the students use models to represent quantities uses the power of visualization to create concrete relationship between numbers. By collaborating, students get to hear the thinking of others and evaluate their own thinking. Students also experience new perspectives, and discover multi- ple methods of arriving at the same solution which may serve as an opportu- nity for extension for higher functioning students. Collaboration also teaches students to compromise in order to construct one cohesive representation that reflects the group’s perspective. Student’s communication skills are also strengthened through the written and oral justifications shared during the re- flection phase of the process. This reflection phase is perhaps the most important component of the process. As a result, facilitation of math discussions must be goal oriented in approach. Math discussions have to make student thinking transparent. The purpose is not to solely prompt a correct solution, but to reveal misconcep-

tions and address them as a group. Other purposes of a math discussion are to explore a concept at the appropriate depth of knowledge, to assess what knowledge and information the students already know, and what instruction- al gaps must be addressed. All of the above mentioned goals can be accom- plished through the use of effective questioning techniques that probe student response beneath its surface. I also facilitate discourse amongst students by making them take a stance on a solution or a response and justify that stance (i.e. Do you agree? Why or why not?). It is also of central importance to cul- tivate a learning environment that not only encourages students to share what they know, but also encourages them to request further clarification on things they don’t know. At times, the inquiry based model of instruction is not always the easiest to employ, but the pay –off is student growth and development in their math- ematical reasoning skills. Slowly but surely students begin to approach prob- lems creatively, and express their solutions with sophisticated content related vocabulary and sound logic. As the year progresses, we will create video jour- nals of our processes so they can witness and celebrate their growth and mathematical innovations. I also look forward to witnessing their pride and the increase in confidence that knowledge affords. These successes are at the helm of our collective advancement as 21st century mathematical investiga- tors. They are what drive the practice of encouraging students to dig deeper into math concepts and processes.

Tying it all together… Sarah Kaldelli and Lia Sinouri, Elementary Optimal Match Program
Tying
it
all
together…
Sarah
Kaldelli and Lia Sinouri,
Elementary
Optimal Match
Program
and Lia Sinouri, Elementary Optimal Match Program Innovation in teaching not only incorporates current

Innovation in teaching not only incorporates current methods, and the latest tech- nology in our classrooms, it is also the knowledge and ability to guide students toward understanding how subjects taught in our classes connect to the world around us. At times we must teach skills in isolation; this is vitally important for children. Through these skills they will be able to succeed not only in school, but in their future workforce as well. Innovation begins when we empower our children to understand the links between concepts, how one event leads to so many others. The time-old ‘ripple effect’ can be used as a teaching innovation, because through understanding, students (and later adults) will be able to discern why their personal actions may affect global conditions, why an event from the past can have such profound implications in the present and fu- ture, and why one field or discipline has repercussions on others. Growing up, we were not all taught to see these relationships, minds were not consistently trained to do so. People have to make an effort to see global connections and to understand why certain minor factors influence and lead to major events. Do students understand the ramifica- tions of the mine collapse in Chile for other nations? Do they understand the effects of new energy sources, or the gargantuan repercussions of the oil spill in the Gulf of Mex- ico? The oil spill, for example, is not limited to disaster in the environmental arena but

demands attention from manufacturers, fishermen, laborers, oceanographers, social sci- entists, counselors, teachers, economists and leaders of nations to name a few. During instruction, we must allow time and opportunities for discussion and explo- ration of these links and chains. At our school, we have the luxury of technology and re- sources. These will permit us to construct ideas that explain and justify consequences and repercussions. We must facilitate these discussions so students can share their own personal experiences, cultural backgrounds and perceptions. In our international class- rooms we can begin to understand and connect ideas. We must never forget that our students, from a young age, already carry infinite experiences, abilities and perceptions; pooling these experiences and using them in our lessons will assist us in expanding hori- zons (our own included) and examining our similarities and differences. Innovation in teaching needs not be limited to "new" methods, "modern" tools, and "recent" research. Innovative teaching should rely on student thinking, so that these young community members use their minds to comprehend the vastness of our world, the severity of our actions and the seriousness of decisions. This understanding will guide us toward grasping a part of our personal purpose and place in the world.

Mathematics Fair: A summer celebration at ACS Athens Ms. Falidas, Academy Mathematics Teacher On June
Mathematics
Fair:
A
summer
celebration
at
ACS
Athens
Ms. Falidas,
Academy
Mathematics
Teacher
On June 25
and 26th of 2010, the
Mathematics
Literature
Club
the mathematical
concept
of dynamical
systems.
His
presentation was
dedicated
& ICCT
hosted
the Math Literature
Fair organized
by
Thales
and
of ACS Athens
Friends, a non-
to
the
memory
of French
novelist Denis
Guedj,
author
of the Parrots
Theorem,
profit organization that
aims
in
building the chasm between Mathematics and
oth-
who
died
last
April.
er
cultural
forms.
Apostolos Doxiadis,
author
of
Logicomix that
won
the 2010
Russell
Society
Fifteen schools from Greece
and Cyprus participated in the fair with the sole
pur-
award
and was
voted
in
the top
10 non-fiction
books
list of Time Magazine,
in
pose of
sharing their experiences as
members of a book club that
focused
on
his
talk titled "How
logic are comics;
A
stroll
through
the
Ninth art"
took
us back-
mathematical
fiction.
Elementary,
Middle
and High school students performed
stage in
the
making of
a
comic
book.
In
a
panel discussion Apostolos Doxiadis
on
the theater
stage
plays, songs,
short films and
documentaries relating to the
and
Monika, songwriter and
performer
shared
ideas, passions and
inspirations
in
mathematical
ideas
of their literature readings, the mathematicians they
met from
film and
music with mathematics as
their
center.
the books and their feelings
negative
and positive
towards
Mathematics.
Euclid,
Kostas
Pelonis from the
ACS
Athens
Mathematics Literature
club
has
created a
Pythagoras,
Thales,
Fermat,
Fibonacci,
Gauss,
Galois,
Gödel, Hilbert
and
many
poster on
architectural
design
using
famous
mathematical
ratios
and proportions.
more
mathematicians of all times
were awoken
in
student scripts,
PowerPoint
Anastasios Dedes and
Dimitrios
Dionysopoulos,
presented
a
short
documentary
presentations
and a gallery of
posters
and artwork in the
atrium.
inspired
and composed
by the
Math
Literature
Club
students
summarizing the
Tefcros
Michaelides,
the
author of the
book Pythagorean Crimes
that our
club
ACS
Athens Mathematics
Literature club’s
year long activities. The
documentary
read
last year
and founding member of
Thales and
Friends met
with the students
is available in
Greek on the ACS website.
of
the
Mathematics Literature club
and answered student
questions
about the
Special thanks to
all Club members
and
International Baccalaureate
students
that
book.
In
his
featured presentation
"Devouring Cats
and Single
girls" he introduced
volunteered
their services the
days
of
the event.
COVER story
COVER story

Write On! Using social networking tools to bring

writing

class!

a new excitement to

By Penny Kynigou, 5th grade teacher

Write On! Using social networking tools to bring writing class! a new excitement to By Penny
Imagine a bulletin board that stretches beyond the confines of the classroom! Imagine a bulletin

Imagine a bulletin board that stretches beyond the confines of the classroom! Imagine a bulletin board visited by parents, grandparents and friends from any corner of the globe! Imagine a bulletin board where children post stories even during vacations! Imagine a bulletin board where visitors leave comments for the authors!

Seems impossible? Not at all…… That figment of your imagination is actually a reality! It's the 5thgrade writing blog: Write On!

Young writers get excited about writing when they know it will be read by an audience, and their voice will be heard and responded to. In our class- room, students share their writing with their peers and post writing on bul- letin boards in the hallway. Our new blog offers the chance to share that writ- ing beyond the four walls of the school. Students can now choose to share the personal writing they have developed during writing workshop time in my classroom by submitting it for publication on the blog. Getting feedback from the comments of the students, parents, grandparents, other teachers and friends is a big motivator! What kinds of comments are appropriate? As the blog is designed as a learning tool, comments need to be ones which help students grow as writers:

specific comments that identify "what works" in a piece of writing. In reading class, 5th graders focus on identifying examples of author's craft in the class nov- els we read together. They learn to identify powerful descriptive language, vivid verbs, similes and metaphors, characterization, dialogue, etc. etc. Students then learn to constructively criticize both their own written work and their peers’, and are trained to write feedback on what works in a specific piece of writing.

write feedback on what works in a specific piece of writing. Students write a similar style

Students write a similar style of comment for the blog, and all comments are moderated by the teacher. Any reader of the blog can comment on any story at any time. Imagine the buzz when one day a student came in to class thrilled with excitement that the Elementary School Principal had commented on his story the previ- ous night!

" and later this morning we'll have writing workshop time!" Everyone cheers!

Writing workshop has been one of our most popular activities this year and became a regular feature of the 5thgrade classroom. Rather than writing exclusively to assigned topics, students have the opportunity to develop writ- ing on topics that they choose themselves. They learn to develop topic lists, and explore writing in many different forms. They have the chance to confer- ence individually with teachers or peers, and to revise and improve their writ- ing.

By 5th grade, many students are ready and eager to tackle longer writing pro-

jects, and many sustain long stories over multiple chapters. Several of these have been published to the blog episode by episode, each ending with a cliffhanger and

" Some stories have gained quite a fol-

the ominous words," to be continued

lowing of readers, all eager for the next part! For these writers, writing has be- come a self-sustaining activity; they write for the joy of communication and are well on the way to becoming lifelong writers. Write On! The 5th grade writing blog is accessible by invitation only, but if you would like an invitation to view the blog please send an e-mail to kynigoup@acs.gr. Our students love comments, so don't forget to add yours!

COVER story Quantitative Poem Jeff Bear, Middle School Art
COVER story
Quantitative
Poem
Jeff
Bear,
Middle School
Art
story Quantitative Poem Jeff Bear, Middle School Art Math gives us this neat verse form via
story Quantitative Poem Jeff Bear, Middle School Art Math gives us this neat verse form via

Math

gives

us this

neat verse form via Greg Pincus, ‘tis a Fibonacci sequence:

each

line

has as

many sibs as both lines before this line now needs eight syllables! One

by

Jeff Bear,

"Arcuda" (the preferred pen name) of this ACS art teacher.

STUDENTleaders Leadership & Journalism at ACS Athens: John Papadakis, Peace and Co-existence in the Middle
STUDENTleaders
Leadership
& Journalism
at
ACS
Athens:
John Papadakis,
Peace
and
Co-existence
in
the
Middle
East
through
the
eyes
of students
Director of
Communications and
Enrollment,
Technology
Director of Communications and Enrollment, Technology ACS Athens students traveled for 6 days to Israel and

ACS Athens students traveled for 6 days to Israel and Palestine on May 23rd – 27th, 2010 motivated by the overwhelming response of the community to a mini-documentary on the Israeli/Palestinian Struggle produced in cooperation with Newscoop - a media organization based in the U.S. - in 2009. Dr. Stefanos Gialamas (President of ACS Athens), John Papadakis (Director of Communi- cations, Technology & Enrollment and a student advisor for the project), and parents Sophia Hilentzaris and Eric Sharp, accompanied four students, two of which had participated in the production of the documentary. Eleventh

Graders, Zacharo Gialamas, Thornbern Alexander Klingert, Ilyana Kotinis and Anastasi Sharp visited schools and universities in the Israeli and Palestinian ter- ritories, talked to local students about their lives, their view of the conflict, their hopes and expectations for the future, and collected more than 15 hours of video material and 1500 photographs for the creation of a follow-up docu- mentary – journal. The new production will be ready during the new school year 2010-11, as part of the new Leadership & Journalism program of ACS Athens.

Some of the places the ACS Athens group visited included: Al Quds Uni- versity in

Some of the places the ACS Athens group visited included: Al Quds Uni- versity in East Jerusalem, the Old City of Jerusalem, the Holocaust History Memorial – Yad VaShem, Qurtuba School in Hebron, the Evangelical Lutheran School in Beit Sahour, a Lutheran School in Talitha Kumi and a Jewish Ortho- dox School in West Jerusalem. The group also had the chance to tour many of the cultural and religious monuments in Jerusalem and experience the mul- ti-cultural and multi-religious mosaic of modern Israel, while they visited the city of Jericho, the so-called most ancient city of the world, and the Dead Sea,

a lake lying at the lowest point on earth (1300 meters below sea level). Students met with Dr. Gershon Baskin and Mr. Hanna Siniora (co-directors of the Israeli-Palestinian Center for Research and Information IPCRI) – dis- cussing the perspectives for negotiations and the peace process as it stands now and the importance of Jerusalem in the negotiations. IPCRI is a joint insti- tution of Israelis and Palestinians dedicated to the resolution of the Israeli- Palestinian conflict on the basis of "two-states for two peoples" solution. Dr. Baskin – who contributes weekly political op-eds to the Jerusalem Post – holds

STUDENTleaders
STUDENTleaders

an MA and a PhD. in International Affairs and has long been active in the Is- raeli-Arab peace process. Mr. Siniora, a distinguished writer and publisher, is Chairman of East Jerusalem Development Corporation and a Member of the Palestinian National Council (PNC). Students had a rare opportunity to meet with Mr. Yitzhak Frankenthal, an or- thodox Jewish businessman, who has focused his energies on public activities aiming to foster reconciliation, tolerance and peace, after his son was kid- napped and killed by Hamas in 1994. Mr. Frankenthal established the "Parents

Circle - Families Forum" - an organization of over 500 bereaved Israeli and Palestinian families sharing a common sentiment: "If we, who have lost our dear ones, do not seek revenge and hatred but reconciliation - so can anyone." Late- ly Mr. Frankenthal has created the Arik Institute for Reconciliation Tolerance & Peace, named after his son. During all meetings, ACS Athens students admitted gaining tremendous in- sight and perspective on one of the most contested, researched and debated issues of human history. Walking through the narrow corridors of the old city

of Jerusalem, visiting ancient proto-Christian and Byzantine churches, and local Jewish monuments like the Tomb

of Jerusalem, visiting ancient proto-Christian and Byzantine churches, and local Jewish monuments like the Tomb of King David, the group took advantage of this rare opportunity that their voluntary school program offered as creativity met critical thinking and the thirst for learning. At ACS Athens, students are tackling today’s contemporary problems and current events through the cre- ation of short documentaries and news pieces. Over the last year, Newscoop partnered with ACS Athens to establish and refine a strong model of news re- search and production. ACS Athens organized a Newscoop Club, and their

students chose the very challenging issue of the Israeli-Palestinian Struggle for their first news report. The intention of this partnership was to revolutionize the way students access and share news-related information. The documentary is created 100% from the ground up, with the students researching, writing scripts, filming and editing video. The documentary, which debuted for the first time at the NESA Leadership Conference in Athens in 2009, received positive acclaim from the public which included political figures and Ambassadors, among them the Ambassadors of

STUDENTleaders
STUDENTleaders

the U.S. and Lebanon in Greece. The documentary was designed to showcase the ACS Athens students’ work on a project that offered them a great oppor- tunity to explore and learn about a highly contested issue by researching, writ- ing and producing a video documentary piece aimed at portraying a fair and unbiased view of the Israeli-Palestinian Struggle (www.vimeo.com/9064384). ACS Athens students managed to collect valuable material for the creation of a follow-up documentary from their trip and stated that it was a life time ex- perience! Dr. Stefanos Gialamas, President of ACS Athens, in one of his inter-

views, commented: "When young people attempt to explore such controver- sial issues and we support them on that, the results are always positive. I be- lieve we should allow young minds to be creative and give them more oppor- tunities to build a safer world." Mr. John Papadakis, Director of Enrollment, Communications and Technology, commented: "What we wanted to do was to urge students to explore this topic via extensive research and I believe we succeeded."

What’s in a book?
What’s
in
a book?

Fund-Raiser: from November 1 until December 15, 2010. ACS ninth grader, Max Ginnis, read Three Cups of Tea by Greg Mortensen in the summer and de- cided to undertake this initiative as a service learning project. Pennies for Peace is a program of the Central Asia Institute (CAI), founded by Greg Mortenson. CAI is a registered nonprofit organization that pro- motes and provides community- based education and literacy pro- grams, especially for girls, in remote mountain regions of Central Asia. Founded in 1996, CAI has built near- ly 100 schools in Afghanistan and Pakistan, which serve more than 28,000 students, over 14,000 of whom are girls. How can a penny bring peace? It doesn’t buy much in Athens. Howev- er, in the villages of Pakistan and Afghanistan, a penny can buy a pencil, start an education, and transform a life…thank you Max for initiating change from a local starting point ACS Athens. Join us in supporting the global efforts of our students.

for initiating change from a local starting point ACS Athens. Join us in supporting the global
for initiating change from a local starting point ACS Athens. Join us in supporting the global
for initiating change from a local starting point ACS Athens. Join us in supporting the global
TEDx Youth Day TEDxYouth@ACSAthens: ‘Honoring the Idea’
TEDx Youth Day
TEDxYouth@ACSAthens:
‘Honoring
the
Idea’
Youth Day TEDxYouth@ACSAthens: ‘Honoring the Idea’ In the spirit of ideas worth spreading, TED (Technology
Youth Day TEDxYouth@ACSAthens: ‘Honoring the Idea’ In the spirit of ideas worth spreading, TED (Technology

In the spirit of ideas worth spreading, TED (Technology Entertainment and Design) has created a program called TEDx. TEDx programs are local, self-or- ganized events that bring people together to share a TED-like experience. The 'x'=independently organized TED event. At 11AM on Saturday, November 20th, ACS Athens will host their first TEDx event--TEDxYouth@ACSAthens--in acknowledgment of Universal Chil- dren’s Day. In effort to recognize the rights of children internationally, in 1954, the United Nations’ General Assembly declared November 20th as a day "of worldwide fraternity and understanding between children." The creators of TEDx have designed an interconnected web of over 54 organizations dedicat- ed to uniting children on a global scale through modern technology and the co-

on a global scale through modern technology and the co- ordinated effort of endless volunteers who
on a global scale through modern technology and the co- ordinated effort of endless volunteers who

ordinated effort of endless volunteers who believe in children. It is called TEDxYouthDay. The Director of the ACS Athens Institute of Innovation and Creative Thinking (the hosting entity of TEDxYouth@ACSAthens), Steve Medeiros once envisioned the ACS Athens theater serving as a place for the school com- munity to meet and speak about ideas that invoke critical thinking. Thus, in combining his idea and the TEDx philosophy, curators of the ACS Athens TEDxYouthDay event, Desiree Michael and Carla Tanas, decided to honor the ideas of students for the school’s first TEDx event: The theme of Saturday, November 20th is "Honoring the Idea." We have included a collection of what inspired the ideas of our student speakers. Enjoy!

Anastasi Sharp Grade 12
Anastasi
Sharp
Grade
12
Anastasi Sharp Grade 12 Where Byzantine Icons and Cartoons Meet The reason I chose to pursue
Where Byzantine Icons and Cartoons Meet
Where
Byzantine
Icons
and
Cartoons
Meet

The reason I chose to pursue this idea is because in Greece we are surround- ed by the Greek Orthodox religion and by iconolatry specifically. Whenever I en- ter a Greek Orthodox Church during a service I often see people wearing Disney brand-name clothing standing right beside the icons. My presentation questions whether Walt Disney wanted us to establish a deeper relationship with his ‘icons’ than the icons suggest. I am glad that I have the opportunity to present my thoughts to my peers and others, because it is one of the few speaking activities at our school where you can truly be alone with your idea…and one billion computer screens without as many restrictions. TED invites much more creativity to its presentations and I hope my presentation will invite people into my mind, and allow them to hear a story about how ideas are formed through my example. However, I do not want to impose my ideas on anyone by any means; I regard both Byzantine icons and cartoons equally for different reasons.

"Stairway to Heaven"
"Stairway
to
Heaven"

This is a concept for a Space Elevator. The reason that I have chosen to pur-

sue this idea is because the topic of building a space elevator has been in the spot- light a lot in the past couple of years and I wish to present my idea on how such

a

task could be accomplished more effectively. I have thought of an alternative way to build such a machine--a machine which

is

sure to have a very big and positive impact on our world. I am glad I have the

opportunity to present my thoughts to my peers and others because I want to share my ideas with other people and I hope that in some way my ideas can help advance this concept. I hope my presentation will contribute to the global think

tank that exists regarding this topic.

to the global think tank that exists regarding this topic. Dimitrios Kotinis Grade 10 The chain
Dimitrios Kotinis Grade 10
Dimitrios
Kotinis
Grade
10
The chain of smiling Isabel Aharonian
The
chain
of
smiling
Isabel
Aharonian
DR. YANNI ALEXANDER LOUKISSAS WILL PRESENT: NURTURING INNOVATION / CREATING INNOVATION Dr. Loukissas is an
DR.
YANNI
ALEXANDER LOUKISSAS WILL
PRESENT:
NURTURING
INNOVATION / CREATING
INNOVATION
Dr.
Loukissas
is
an
interdisciplinary researcher and
educator working across
multiple fields,
including architecture,
art, engineering,
and an-
thropology.
His
work
is driven by a
persistent interest
in
how new
technologies shape
our
social,
spatial and
intellectual
landscapes.
At
present, he
is developing visualization tools for
the
study
of
human-machine
relationships
in
complex environments,
such as multi-modal
traffic
systems,
undersea
archeology, and
space
exploration.
He
is also writing
a
book based
on his
doctoral
dissertation,
"Con
ceptions
of
Design
in a
Culture
of
Simulation."
TEDx Youth Day Alex Stelea, Grade 11
TEDx Youth Day
Alex
Stelea,
Grade
11
Revolutionizing Classroom Learning: Using Tablet and Social Media Technology
Revolutionizing
Classroom
Learning:
Using
Tablet
and
Social
Media
Technology

The reason I chose to pursue this idea is because I am fascinated with the ex- plosion and utility found in the interaction of mobile devices with our daily lives. I am hoping to translate this fascinating new medium of information to the class- room in order to facilitate the learner and teacher, and establish a stronger bond between the student and his/her learning. I hope my presentation will change the views educators and students have on the centuries-old method of teaching. I hope to ignite a new paradigm to the pen- paper methods of teaching. I am glad I have the opportunity to present my thoughts since I believe this is something truly useful and efficient in every sense. It allows interaction, efficiency, discovery, and most importantly, fun in the class- room without compromising the content taught.

The Village Project
The
Village
Project

Our presentation summarizes the concentrated efforts of the past three years by students of ACS Athens to aid the village of Lepreo, Greece, which was struck by the fires of 2008. The project was headed by Ms. Vriniotis and her idea was to innovate the traditional thinking of village redevelopment after unforeseen events. She envi- sioned how students could be used as helpful guides and role models for the res- idents of the village. The reason we chose to pursue this idea is because we truly felt proud to par- ticipate in her project as it exhibits how children can actually become resources and offer substantial help, sometimes more efficiently than adults. We are glad to have the opportunity to present our experiences to our peers and others, because we believe that by showing how simple it is to help and how much students can offer, more people will design projects like ours.

can offer, more people will design projects like ours. By Orestis Adam, Gi- anna Argeitakos and
can offer, more people will design projects like ours. By Orestis Adam, Gi- anna Argeitakos and
can offer, more people will design projects like ours. By Orestis Adam, Gi- anna Argeitakos and
can offer, more people will design projects like ours. By Orestis Adam, Gi- anna Argeitakos and

By Orestis

Adam, Gi-

anna

Argeitakos

and Natalia

Botonakis,

Academy

We also hope that this presentation will encourage people to think of how lucky we are to have what we have and how fulfilling it is to share our good- fortune with others.

DR. YANNI ALEXANDER LOUKISSAS WILL PRESENT: NURTURING INNOVATION / CREATING INNOVATION Dr. Loukissas is
DR.
YANNI
ALEXANDER LOUKISSAS WILL
PRESENT:
NURTURING
INNOVATION / CREATING
INNOVATION
Dr.
Loukissas
is
currently a
postdoctoral
associate
at
MIT, where
he
works
with
the
Laboratory for
Automation, Robotics, and Society
(LARS). He
has
taught
architectural
design,
visual art,
computer
programming,
and
social theory
at Cornell,
MIT,
and the
Museum
School.
He
also consults on
projects
that bring together
art and technology
in
innovative
ways.
Most
recently,
he worked with
Small
Design Firm
on
an
art information
system for
the
Metropolitan Museum
of Art
in
New
York
City. He
holds a
PhD and a
SMArchS
in
Design
and
Computation
from
MIT
and
a
Bachelor
of
Architecture
from
Cornell
University.
He
graduated
from
ACS Athens
in
1994.
Friendship in the Digital World
Friendship
in
the
Digital
World
Katalina Holland, The reason I chose to pursue this idea is because everyone can relate
Katalina
Holland,
The reason I chose to pursue this idea is because everyone can relate to it. I
take issue with the social pressure to keep up with constantly creating "friendships"
in a digital world on internet-based social platforms.
I am really glad I have the opportunity to present my thoughts to my peers, be-
cause I think it is really important that they give greater consideration to their ac-
tions before creating a Facebook or other social-networking accounts on the in-
ternet. I hope my presentation will address the implications of a friendship in the
digital world and possibly help others to consider the issues and solutions that I
Grade
11
have confronted in my own digital world 'friendship' experience.
Cultivating
Student
Ideas
in
an
International
Context
Coming from diverse backgrounds and different schools got us thinking: "What if there were a platform
for students where different ideas from all parts of the world could be cultivated and shared? What if
there was a place where students could both share ideas to better innovate within their community and
the world at large? What if this ‘interface’ could host several activities initiated by students on an interna-
tional scale?"
This idea started as we thought of an interface that can help schools collectively fundraise during relief
efforts to help areas affected by natural disasters (i.e. floods, fires, etc…). As we examined the giant scope
of this idea, we realized the many limitations, both structural and logistic, it retains. As a result, we decid-
ed to expand its scope to make it a place where not only humanitarian relief ideas could be hosted, but
diverse ideas in general. In presenting our idea, we hope to inspire a more effective way for students to
share ideas that empower them to improve their communities and share their ideas with the world.
Laith
and
Gaith Kalai,
Grades
11 &
12
DESIREE MICHAEL: MDG CHALLENGE (MILLENNIUM DEVELOPMENT GOALS) TO BILL AND MELINDA GATES & THE GLOBAL
DESIREE
MICHAEL:
MDG CHALLENGE (MILLENNIUM
DEVELOPMENT
GOALS)
TO
BILL
AND MELINDA
GATES
&
THE
GLOBAL COMMUNITY
Ms. Michael is
a graduate
of
Lehigh
University in
Bethlehem PA. She received
her
undergraduate
degree
in
International
Relations
and
a
minor in
Philosophy. She
later went on
to
pursue
her interest
in
the secular
institution of public
education its
living role
in
building and
sustaining
communities.
She received
an
MAT and Administrative
Certificate
from John F.
Kennedy
University in
Pleasant Hill
an
d
Cuper-
tino,
California respectively. Ms. Michael
has
spent eleven years
in the field
of
education. She
has taught JK-12
grade
students and
served
on
many county
and
city
commissions
to
observe the
impact of policies
and
community
development on
the
health
of the next
genera-
tion.
Currently,
she
is
serving ACS Athens
as
their
Web
Administrator
and
school
Editor
of Ethos
magazine.

SPONSORS

Coca-Cola and Special Olympics

SPONSORS Coca-Cola and Special Olympics Coca-Cola is a global proud sponsor of Special Olympics for more
SPONSORS Coca-Cola and Special Olympics Coca-Cola is a global proud sponsor of Special Olympics for more

Coca-Cola is a global proud sponsor of Special Olympics for more than 40 years and is getting ready to welcome the next Special Olympics World Summer Games in Greece. This leading sporting occasion promotes the vision of a society which is not defined by those who are excluded, but by those who are part of it, flying the flag of perseverance and dignity. This was also the vision of Eunice Kennedy Shriver, who made possible the first Special Olympics Summer Games in 1968 in Chicago. It is a great honour that Greece will host the XIII Special Olympics World Summer Games in Athens, between June 25th – July 4th, with 7500 athletes from 185 countries taking part in 22 Olympic-type events and is especially symbolic because it will be held in the country that gave birth to the Olympic ideal. Special Olympics as a global movement gives people with intellectual disabilities the opportunity to take part in sport, to integrate so- cially and to prove themselves to society which they live, regardless of cultural, religious or other differences. This competition is a great school of humanity, while its athletes continuously provide a lesson in determination, ability and dignity, communicating the mes- sage that the lack of some physical skills cannot be a reason for exclusion. Coca-Cola by supporting the Special Olympics is sending the world a message of unity and respect for difference urging people to unite people inside and outside the stadium, inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of difference.

inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
inviting them to reject stereotypes and prejudice and adopt an attitude governed by the acceptance of
STUDENTtips Critical Thinking Needed before joining a social network!
STUDENTtips
Critical
Thinking
Needed
before
joining
a
social
network!
Thinking Needed before joining a social network! 10th Graders that Diligently & Seriously worked on this
Thinking Needed before joining a social network! 10th Graders that Diligently & Seriously worked on this

10th Graders that Diligently & Seriously worked on this Educational Effort:

Block 1 - Alafouzos Eleni, Amis Hannah, Anastopoulou Evanthia, Apostolidis Daphne, Apostolou George, Arafeh Suheil, Drimoussis Harry, Ginnis Max, Manticas Nicholas, Marshall Marysia, Panou Athina, Papaconstantinou Nicolas, Papaleonardos Dimosthenis, Petrakos Anna, Pulat Utkan, Rentumis Manolis, Schoinas Ioannis, Siomou Christine, Souroulides Eleni, Todd Brian, Tsitsilonis Konstantinos, Tsopelas Anastasia, Ventouris Antonis. Block 2 - Rentis Margi, Wolper Michael, Cindric Bruno, Kotinis Dimitrios, Vlastos Delphine, Karydas Kassi, Papanikolaou Sofia, Evloyias Ted, Sharaf Raseel, Aquarone Maryne, Kim Ji Woo, Skalkos Andriana, Morgane Copp, Nikolaidis Konstantinos, Kavalini Anastasia Block 3 - Theodosiou Giovan, Scheunert

Alexandra, Kourassis Dimitris, Peterson Susanna, Elezoglou Dimitris, Naill Matthew, Moffatt Jake, Verriopoulos Stephanie, Lauren Dominic, El Saleh Sobhi, Kalantzakis Nicolas, Mitropoulos Peter, Geragidis Ermis, Seguin Maxime, Zafar Aliasha, Potami- anos George, Politis Kostantinos, Block 6 - Xiradakis Sifis, Efstratudakis Nikos, Vla- chos Fotis, Aharonian Marta, Papachristodoulou Elvira, Liakakou- Perrou Elli, My- lonopoulou Veroniki, Koniali Anastasia, Barounas Sotiris, White Zach, Ismailos Mad- dy, Papadakis Kalomira, Kavalini Maraia, Ino Lignou Block 8 - Vassiliou Evangeline, Ghoneim Tarek, Camacho Amanda, Mertikas Panagiotis, Kyriakopoulos Peter, Anna Nikitaki, Papadopoulos Sotiris, Katie Kyriakidou, Coliviras Selena, Ming-Fan Chen, Pan- telis Vagionas, Alexander Menjivar, Chen Maria Wewe, Nomikou Anna

NHSinductees
NHSinductees
NHSinductees 32
NHSinductees 32
2010-2011 National Honor Society Inductees
2010-2011
National
Honor
Society
Inductees
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,
2010-2011 National Honor Society Inductees Our students’ achievements in the realms of Scholarship, Leadership,

Our students’ achievements in the realms of Scholarship, Leadership, Community Service, and Character were honored and celebrated on Thursday, October 21, 2010, by their induction into the National Honor Society. An honor such as this was a wonderful way for our school and community to recognize and celebrate the choices, and sometimes the sacrifices, our students make. A heart-felt congratulates goes out to each of our students and their families.

Antonia Hapsis-Ladas, Academy Principal (photo: top left corner)

Abuel Basal, Nassos Anas

Flari, Agapi

Kim, JooYeon

Papanastasiou, Thisvi

Vontetsianos, Angelos

Al-Ajlani, Haya

Georgakopoulos, Nikitas

Kormpou, Maria

Samad, Sara

Zachares, Peter

Angelidis, Angelos

Ghazal, Dina

Kotini, Charikleia

Spassof, Lydia

Zachares, Sophia

Apostolidis, Alexandros

Hu, Jason

Kyriakopoulou, Natalia

Tatsina, Nefeli

Cavadias, Daphne

Kakaris, Artemis

Liakakos-Perros, Angelos

Tzelalis, Irene

Fatah, Akhmad

Kazakeas, Alexander

Nikitakis, Georgios

Vangelatou, Maria

HAILand farewell Crisscrossing the World - Travels of our Diplomatic
HAILand farewell
Crisscrossing
the
World
-
Travels
of
our
Diplomatic

Family

parent

Michele Topden,

In the Spring Issue of Ethos (Ethos 7), we said farewell to some of our transitioning staff members. In this issue, we’d like to ex- tend a warm welcome to some of our new hires and families from abroad. In the following pages, we have recognized their ori- gin and what they bring to the ACS Athens community. Welcome!

My Grandmother, who lived

until the astonishing age of 107, so often asked me, "Where are you moving to again? How far is

it from here? Do they have good

meat there?" After answering her questions and showing her where we were going to on a map, she would ask the last question that always tugged at my heart, "And when will I see you again?" Growing up in a small town in the beautiful Finger Lakes region of upstate New York, I never imagined living all over the world. My fascination for other cultures

started when I was an exchange student in Cologne, Germany in 1986. From there, I moved to Washington, D.C. where I met my future husband, Tsewang Topden, who grew up in Sikkim,

a picturesque northeastern state

of India, located in the foothills of

the Himalayas. Tsewang was then a First Secretary at the Embassy of India in Washington. We often laugh and

say that it was fate that brought us both together at a dinner party in 1988, and since then life has been one adventure after another.

since 1992, we have lived in eight

countries, first in Kathmandu, Nepal with the breathtaking view of the snow capped Himalayan mountains and the our visits to the ancient city of Bhaktapur. Next we

moved to Prague in the Czech Republic with the beautiful Charles Bridge, Prague

the Czech Republic with the beautiful Charles Bridge, Prague Erindi Game Reserve, Omaruru, Namibia 2010 Castle
Erindi Game Reserve, Omaruru, Namibia 2010
Erindi Game Reserve, Omaruru, Namibia 2010

Castle and Old Town Square. Next we went back to Delhi, In- dia which is a bustling metropolis that offers a mind boggling array of energy – colors, sounds, foods, peoples and commerce. Memo- rable sights are Rashtrapati Bha- van with the North and South Blocks, the Red Fort, India Gate and the beautiful Taj Mahal a few hours away. Then we headed back to Europe to Frankfurt, Ger- many. We so enjoyed visiting the 'Wiehnachtsmarkt' (Christmas market), walking in the forests of the Taunus Mountains and the trips along the River Rhine. Next we headed east again to Vien- tiane, Laos where we took morn- ing walks to the golden stupa of That Luang and relaxed near the languid Mekong River. Then Africa beckoned us. We spent al- most four wonderful years in the beautiful country of Namibia.

Namibia has limitless sunshine, spectacular landscapes like the sand dunes of Walvis Bay, where desert meets the Atlantic Ocean and where there is an amazing variety of wildlife especially in the Etosha National Park with its Big Five (Lion, Elephant, Leopard, Buffalo and Rhino). Europe has called us again as we arrived in Greece in early August. Tsewang pre- sented his credentials as Ambassador of India to the President of Greece on Sep- tember 16th. Greece with its rich history and welcoming people offers so much and we are thrilled to be here!

The list of adventures is too long…

Briefly,

Very often I am asked, "Do you enjoy moving so much? Is it hard for

Very often I am asked, "Do you enjoy moving so much? Is it hard for you and your son to make new friends every few years? What has been your favorite country?" My diplomatic and truthful answers after many years of experience are:

Moving is not easy but after a few months of settling in, each country and house becomes home. It is hard to leave friends but quite easy to make new ones. We have learned that being friendly and warm ourselves opens many doors and Calden, our 14 year old son, a true 'third culture kid', thankfully, makes friends eas- ily and is comfortable everywhere. And my favorite country? I have enjoyed living in each and every place. Each country and culture has so much to offer and I feel privileged to have had so many enriching experiences. So here we are - very happy to be at ACS, a multi-cultural and international en- vironment where children are comfortable both with their own identity and with other nationalities. While keeping their roots, students learn to be broad minded, tolerant and to find common ground. And when there are differences, children in- stinctively learn to compromise and trust each other. In today’s globalized world, perhaps these are some of the necessary prerequisites for their happy and suc- cessful futures. And back to the questions… In the years to come, I sense that I will be the one asking Calden, "And when will I see you again?" I am hopeful that Calden's answer will be, "Soon Mom, soon."

"And when will I see you again?" I am hopeful that Calden's answer will be, "Soon
HAILand farewell
HAILand farewell
HAILand farewell Heike Arnold Ann Freeston, Alexandria Selemidis, Ioanna Lamprou MS German teacher MS
HAILand farewell Heike Arnold Ann Freeston, Alexandria Selemidis, Ioanna Lamprou MS German teacher MS

Heike Arnold

Ann Freeston,

Alexandria Selemidis,

Ioanna Lamprou

MS German teacher

MS Optimal Match Specialist

Junior Kindergarten

1st grade

I’m a passionate teacher because I ‘m convinced that one of the most meaningful contributions to society one can provide is educat- ing children.

I believe every child learns in a different way and every child has undiscovered gifts, talents, and potential. I provide small group

Throughout my early years, I started working with children in my community. My love of help- ing others resulted in me having studied elementary education.

As a teacher, I would like my students to learn appreciation of one another and respect to- wards all. Having lived in three different countries, I have come

My challenge as a German teacher at the ACS school is to develop and to strengthen the individual social competences of my students as well as to en- large their cultural horizon, while approaching and learning a new foreign language.

and one-on-one instruction while embracing the learning styles and strengths of each stu- dent to continuously build upon their knowledge and skills.

Specifically, I love watching stu- dents learn and grow and having the "aha" moment when the light bulb turns on and their faces light up.

across all ethnicities and diverse cultures. I found my personal ex- perience to be enlightening and life changing. We can learn so much from each other. Also, I would like my students to learn what a gift books are to our lives. It is such a joy to open up

a gift books are to our lives. It is such a joy to open up a

a

book and explore new worlds.

In

today's rapidly changing soci-

ety with its technological ad- vances the traditional approach to reading is necessary, so that we don't lose the joy of reading. We have a 'book hospital' in our classroom where we nur- ture, love and take care of torn or damaged books. This is a skill and a passion I would like my students to have for life.

Matina B. Argeitakou- Marla Coklas, Susan Ernst, Kimberly Jones, Stergiopoulos, Academy English 5th grade
Matina B. Argeitakou- Marla Coklas, Susan Ernst, Kimberly Jones, Stergiopoulos, Academy English 5th grade
Matina B. Argeitakou- Marla Coklas, Susan Ernst, Kimberly Jones, Stergiopoulos, Academy English 5th grade
Matina B. Argeitakou- Marla Coklas, Susan Ernst, Kimberly Jones, Stergiopoulos, Academy English 5th grade

Matina B. Argeitakou-

Marla Coklas,

Susan Ernst,

Kimberly Jones,

Stergiopoulos, Academy English

5th grade

3rd Grade Teacher

Elementary Art

My goal is to assist students in developing their roles as future leaders while fostering an enjoyable and safe learning environment, where all ideas can be freely shared and the true definition of the word, respect (both for self and others) is embraced. Through my challenging teach- ing experiences of working in low socioeconomic communities (Bronx, New York), I’ve gained a unique insight to the importance of promoting confidence, posi- tivity, and of course, a high level of academic expectations as

My passion for teaching comes from the outstanding teachers I have had throughout my life. I always remember feel- ing safe, loved and inspired. This is what I want my students to feel. Without love, without feel- ing secure enough to be who you are and express your thoughts in a "safe" setting, and without inspiration, learning can- not take place - period. My goal has always been to be a small, yet, important factor in my stu- dents becoming educated indi- viduals that inspire leadership and be a positive force in chang-

It is my desire to employ many forms of student engage- ment within the classroom in or- der to help students take own- ership of their education, whether it is through group learning or partner work, hands- on manipulatives or self-directed projects. I differentiate activities based on student needs, enabling all students to have meaningful learning experiences each day. The combination of a safe learn- ing environment and high expec- tations enables students to grow as learners.

One of my favorite aspects about teaching art is helping stu- dents understand that there are no right or wrong answers in art. In my classroom I am able to give an entire class a ‘prob- lem’. Every student solves the problem in a different way and they are all acceptable solutions. I believe it is important to teach students that problems can have more than one answer and that there are many ways to see and interpret the world.

pathways to success. I am confident that through sincere compassion and hope for each student’s academic and social success, the students will acquire the desire to put the necessary effort into their achievements. I am elated and profoundly proud of being en- trusted with the education of such wonderful individuals and for being a member of the ACS Athens Academy faculty.

ing the world to become a bet- ter place. If we all work togeth- er, this can happen one person at a time. "It takes a village to raise a child." (Ancient Nigerian proverb)

er, this can happen one person at a time. "It takes a village to raise a
HAILand farewell
HAILand farewell

Stacie La Grow, Academy Counselor

My goal is to provide a com- fortable place for students to address personal issues, receive academic planning in a holistic fashion, as well as seek out in- formation to help plan for their future beyond ACS Athens. I love that I have the opportunity to affect positive change in a student's life.

Carrie Brinkman, Academy/MS Mathematics

My goal in teaching is to give students opportunities to be successful. In mathematics, I want to assist in creating and maintaining positive attitudes to- wards both the subject and the students' abilities in math. To be able to see a student suc- ceed and gain confidence is the most rewarding part of teaching.

and gain confidence is the most rewarding part of teaching. Smaragda Smirnaki , MS/HS Music My

Smaragda Smirnaki , MS/HS Music

My goal is to teach my stu- dents to enjoy expressing their feelings through music. My pas- sion for teaching comes from in- spiring teachers of mine, and my dedication to our mission: make these children feel proud and happy with their musical achievements. After all, it is great to see stu- dents coming to your classroom and writing on the board ‘I love music’!

your classroom and writing on the board ‘I love music’! Jeff Kalas , MS Counselor My
your classroom and writing on the board ‘I love music’! Jeff Kalas , MS Counselor My

Jeff Kalas , MS Counselor

My goal is to assist students to develop a genuine apprecia- tion and respect for themselves, others, and their surroundings. This occurs through an open sharing of ideas and a sensible approach to social/emotional concerns. When each student's voice is heard, an environment is created where students can openly engage in meaningful dis- cussion. I believe that students have a greater respect for their teachers, their administrators, their peers, and their curriculum when they feel safe and confi- dent in the expectations placed upon them.

Tamyra Walker, Edward L. Woolbert, Sevasti Koniossis Leigh Anderson, Elem. Math Specialist MS Technology
Tamyra Walker, Edward L. Woolbert, Sevasti Koniossis Leigh Anderson, Elem. Math Specialist MS Technology
Tamyra Walker, Edward L. Woolbert, Sevasti Koniossis Leigh Anderson, Elem. Math Specialist MS Technology
Tamyra Walker, Edward L. Woolbert, Sevasti Koniossis Leigh Anderson, Elem. Math Specialist MS Technology

Tamyra Walker,

Edward L. Woolbert,

Sevasti Koniossis

Leigh Anderson,

Elem. Math Specialist

MS Technology

Academy Social Studies

Library Manager

My passion in teaching is to decode the mystical and magical symbology of mathematics. Together, my students and I roll up our sleeves and explore math concepts with our hands, eyes, ears and most importantly open minds.

In my classes I try to create a positive and productive learning environment. One of my main goals for Middle School Tech- nology students is to teach them how to properly and successfully navigate through multiple soft- ware applications. Multitasking and group collaboration are es- sential skills that students need for both school and their future work place.

Having taught all levels of So- cial Studies, ranging from Hon- ors to Inclusion, it is my goal to create an educational experi- ence which is all-inclusive and in- corporates the talents of all stu- dents in the learning process. There is nothing greater than giving students the tools to un- derstand and be an active part of the world they live in by in- spiring them in the classroom!

the world they live in by in- spiring them in the classroom! The ACS Middle School/Academy

The ACS Middle School/Academy and Elemen- tary School Libraries are the heart of our school. It is a place for all the ACS Community to share. I hope over the next year to enhance the book collection and develop programs that cele- brate poetry, music, reading and writing: where older students will read to younger students, where blue grass or classical mu- sic could play at lunchtime, where plays could be read aloud and movies could be shown on a Friday afternoon. We might have an adult book club or adult informational sessions. I hope to see every member of our com- munity enjoying the book collec- tion and activities in the library over the next year.

PEDAGOGYin action Freshman Connection Day at the Ranch Dimitri Pelidis, College Planning
PEDAGOGYin action
Freshman
Connection
Day
at
the
Ranch
Dimitri
Pelidis,
College
Planning
Day at the Ranch Dimitri Pelidis, College Planning Ninth graders headed off for a Freshman Connec-
Day at the Ranch Dimitri Pelidis, College Planning Ninth graders headed off for a Freshman Connec-

Ninth graders headed off for a Freshman Connec- tion Day at "The Ranch", on October 14th, to cele- brate a day of friendship and bonding amongst the new members of the freshman class. The morning rain quickly subsided as students ar- rived at the western style ranch located in Sophico, Corinth. Students spent the day participating in team building and athletic activities that were spread across

a lush green valley of 330 stremmata in the middle of

a pine forest. While some students preferred the challenge of a friendly soccer, basketball or volleyball match, others enjoyed a brisk stroll through the walk-

ing trails, a game of ping pong, touring the facilities on

a train ride, or interacting with the horses at the sta- bles. After a lunch break at the "Saloon", the culmi- nating activity was perhaps the most challenging of

all--lifting an enormous parachute off the ground with precision, focus, and collaboration! The Freshman Connection Day was part of a greater initiative by the ACS Athens Wellness Cen- ter to facilitate students’ transition into high school and encourage a strong sense of connectedness to their teachers, counselors and peers, in a natural en- vironment away from daily academic pressures.

PEDAGOGYin action
PEDAGOGYin action
PEDAGOGYin action ACS Athens’ Annual IB Retreat Photos by Laith Kalai 42
PEDAGOGYin action ACS Athens’ Annual IB Retreat Photos by Laith Kalai 42
PEDAGOGYin action ACS Athens’ Annual IB Retreat Photos by Laith Kalai 42
ACS Athens’ Annual IB Retreat Photos by Laith Kalai
ACS Athens’ Annual IB Retreat
Photos by Laith Kalai
The IB Retreat Trip (through my – generally oblivious to the world around me –
The
IB
Retreat
Trip
(through
my
– generally oblivious to
the
world
around me –
eyes)
Natalie Kyriakopoulou,
Grade
11
IB
Diploma
– eyes) Natalie Kyriakopoulou, Grade 11 IB Diploma This fall, thirty-eight Year 1 IB Diploma students,
– eyes) Natalie Kyriakopoulou, Grade 11 IB Diploma This fall, thirty-eight Year 1 IB Diploma students,
– eyes) Natalie Kyriakopoulou, Grade 11 IB Diploma This fall, thirty-eight Year 1 IB Diploma students,
– eyes) Natalie Kyriakopoulou, Grade 11 IB Diploma This fall, thirty-eight Year 1 IB Diploma students,

This fall, thirty-eight Year 1 IB Diploma students, accompannied by Ms. Tokatlidou, Director of IB and AP programs, Ms.

Kassem, IB chemistry teacher, Ms. Lagrow, academy counselor and Mr. Pupovac, took part in the Annual Bonding/IB Overview conference retreat at Hotel Ilis in Ancient Olympia. The focus of this trip was to provide our students with out of classroom learning experiences as well as opportunities for community service. This year's trip focused on developing civic responsibility by having stu- dents collaborate with volunteer organizations and the local forestry de- partment plant trees in the fire-struck area of Olympia; also, students were given an opportunity to take part in a social awareness and appre- ciation via a visit to the Lehaina Children's Hospital; in addition to writing workshops on extended essays for students' Theory of Knowledge (TOK) and Creativity, Action and Service (CAS) papers, students experienced a scientific component in which they performed soil and water tests from the

salt-lake of Kotixi.

tests from the s a l t - l a k e o f K o
Julia Tokatlidou, Director IB&AP Programs
Julia Tokatlidou, Director IB&AP Programs
PEDAGOGYin action
PEDAGOGYin action

What’s the first thing you learn when you go on a school field trip? Nothing will go according to plan. If the hotel happens to be a good one, the program will be messed up or – in our case – it was the weather. Yes, I know it’s autumn; yes I know it is only normal to rain cats and dogs in mid-October, but did it really have to happen on our field trip? And we were all so enthusiastic…

On the road… No matter how many high school trips you’ll take, the atmosphere inside the bus is unique: it has a mix- ture of fun, and feelings of enthusiasm, happiness, im- patience; arguments for the back seats; arguments for the type of music to choose; and "Who ate souvlaki in- side the bus?" It is a mosaic of pictures and words as the bus hits the road and the teachers are desperate- ly (and rather fruitlessly) trying to have everyone seat- ed with seatbelts. The only clouds looming over our excitement are those in the sky, and we’ll definitely not let them ruin our good mood…three days away from school and our homes, in a totally new place, and with our friends. Our destination: Olympia, the place where the ancient Olympic Games took place. Or let’s be more contemporary--a place wounded deeply from the fires in the summer of 2007. How many of us have been there before? Not many.

Passion for Nature! I look around me at the breakfast tables in the ho- tel. Most of us are bleary-eyed, having forced our- selves out of bed – and fought for the right to show- er first – trying to make sense of the printed words on the itinerary. So… The first thing today will be tree planting… But what about the weather? Last night’s clouds are still making their presence known in the sky. Oh well… We walk the way to the Hill of Galanis. We’re get- ting lost on our way there; thankfully, before we get completely out of the village. The pre-decided meet- ing point is outside the local High School. There is van there and the most nimble – or lucky – hop on, hoping to avoid the rest of the walking. Grumbling under our breath, the rest of us follow them on foot. However, the moodiness soon disappears and the walk turns into the perfect excuse for bonding time and of course photos. Midway the van comes back and we get a small break before getting down to ac- tion.

One hundred and eighty trees waiting to be put back into the earth. We climb up and down the hill, wary of the holes on the ground_they were ready and waiting for us to place a new life inside them. But they can be great traps if you don’t watch where you’re going. As I run around carrying trees, I notice the patters. Small groups are formed where one car- ries the young plants and the rest place them inside the soil. Some students wear surgery gloves. I don’t see why. What’s the point of planting anything if you don’t feel the life inside the soft, rich soil? In no time we’re finished. I can’t help but smile as we’re looking for local journalists to talk about the experience. Usually, we’re reprimanded for speaking Greek within the school. Yet here, we are now look- ing for someone who can actually speak the lan- guage. Oh, the life’s small ironies… After lunch we return to the hotel for some "quiet time" before the first workshop. It takes some willpower not to fall asleep the moment I see my bed. Soon the corridors come alive. Students are running up and down, banging doors, grouping in different rooms, making the so-called quiet time a rather noisy one_but one in which our experiences are shared.

A mystery unraveled A far more appropriate title for the first work- shop, in my humble opinion. The extended essay is one of the most feared requirements for the IB Diploma, along with the CAS hours. It is a mystery indeed. The only thing we know for sure is the four thousand word limit. Thankfully, it is a rather infor- mative experience. We learn more about the process than I had actually expected. I let out a sigh of relief. It will probably be easier than I expected to write it.

Mirror Images The bus is quiet as we leave the Childrenãs Hos- pital. Of course, we had been prepared for a situa- tion much worse than the one we saw but, I don’t think the images will disappear anytime soon. My friends often accuse me of acting like a mother, mainly because I let them use me as an outlet for all their problems and I had always defined my role as such. I turn the music up on my mp3 and let the lyrics carry me away: "I am a rock. I am an island. And a rock feels no pain. And an island never cries." Then why did I have to turn and blink a few tears away be-

And a rock feels no pain. And an island never cries." Then why did I have
PEDAGOGYin action
PEDAGOGYin action

fore smiling to these children? No matter their age I can’t use another term to describe them. They are children, forever trapped into their own private world because of an accident or because they were

born this way. I know for a fact that I wouldn’t have the strength to carry on caring for these children for- ever. I didn’t even have the strength to go on the second and third level, where the most severe cases are. Yet, as we leave and I look back at the building,

I can’t help to think that I’ve never seen more real smiles than those I’ve on those children’s faces.

A lake by the sea After a quick visit to the folklore museum at Lehenon, where I really laughed reading some century old newspaper headlines, we headed to the sea-water lake at Kotixi. The people working there are producing

a delicacy much like caviar. The lake is a true marvel of

nature, with the water flowing from the sea for six hours and then back to the sea for the next three. Our role there isn’t to admire this phenomenon however. We are supposed to conduct a few experiments, like measuring the pH and conductivity of the water. Which brings me back to my first impressions if something is to go wrong, it will. First my team’s calcu- lator ran out of batteries. Then the measurements that appeared would not stop changing, making the calcu- lation of an average nearly impossible--not that we were very keen on the idea to begin with. Most of us simply wanted to rest someplace quiet. I couldn’t help but stare longingly at the bus.

An hour-long enlightenment Once we’re back at the hotel, everyone hurries to their rooms. It’s marvellous how those people who couldn’t fight yawn after yawn are now full of energy. And the door banging begins once again. But not for long… On our second workshop, it’s Mr. Pupovac’s turn to enlighten us on the secret arts of the IB Diploma. Yesterday, it was the Extended Essay. Today, it is the TOK one. Okay, this one seems a little harder. But then again, philosophy was never really my thing and reading the essay topics in front of me is an eerie re- minder of it. And, because philosophy always fell in the same era as the arts (Renaissance anyone?), Mr. Pupovac wouldn’t let us go without a song. Despite my tiredness, I inwardly smile. It’s moments like this I’ll miss from my high-school years.

A tribute to the past It’s our last day here and we still have a packed schedule. The original plan was for us to visit the ar- chaeological museum of Ancient Olympia the day we replanted Hill of Galanis, but the skies decided it would be more fun to drench us on the way back to the hotel, so the idea was promptly dropped. But to- day the weather seems decent and we will pay our re- spects to this hive of the ancient Greek civilization whether we like it or not. I have no complains. There is nothing to stress me, unlike some others who wait- ed for the last--cough--possible--cough--moment to complete their CAS forms. Besides – and I say this risking to be labeled a nerd – it is fun to study history. Hey! Why is everyone looking weirdly at me?!

Take me home, country roads…

Eli Pupovac: OK faculty
Eli Pupovac:
OK faculty
fun to study history. Hey! Why is everyone looking weirdly at me?! Take me home, country
COMMUNITYconnections
COMMUNITYconnections

Innovation,

Collaboration and

Bridging

the Transition from High School to

University

Steve Medeiros, Director Institute for Innovation and Creativity,

Peggy Pelonis, Director

of Student Services

We asked the Director of the Institute of Innovative and Critical Thinking, Mr. Steve Medeiros and the Director of Student Ser- vices, Ms. Peggy Pelonis, how are they ‘engi-

neering’ the process of helping students to think critically so that they are prepared for the future. They responded with their steps to creating small sustainable experiences for

ACS Athens Summer Leadership Institute Students ACS Athens Students Mr. Steve Medeiros, Director of the
ACS
Athens
Summer
Leadership
Institute
Students
ACS Athens
Students
Mr.
Steve Medeiros,
Director
of the Institute

high school students to interact with college- level professors and programs. The result? Students are exposed to a higher-level of learning and academic inquiry while still in high school. ACS Athens is committed to establishing partnerships with North American colleges and universities in an on-going effort to bridge the gap between the high school and college experiences for our students; thus, we are en- gineering a platform for higher learning. In the past four years ACS Athens – the Office of Student Services and the Institute for Innovation and Creativity have worked to establish a variety of partnerships and univer- sity collaborations. The first order of business has been sim- ply to reach out to university admissions offi- cers to introduce them to the ACS Athens program and our holistic, meaningful and har- monious approach to teaching and learning. To this end, Dr. Stefanos Gialamas, ACS Athens President; Ms. Peggy Pelonis, Director of Student Services; Mr. Steve Medeiros, Di- rector of the Institute; and Ms. Chris Perakis, Director of the Stavros Niarchos Foundation Learning Center – along with members of the counseling staff – have met personally with over 150 admissions officers. Together, we have established relation- ships to help us promote our students and create individual foundations for further col- laborative endeavors: From 2006-2008, we have brought universities to our campus for three summer learning institutes projects:

Professors from Tufts University, Williams College and York University, working with

members of the ACS Athens faculty led in- tensive, interdisciplinary and project-based classes over a two-week period. The courses were offered to talented ACS Athens students in International Rela- tions, Mathematics, and Creativity and The- ater. Taking advantage of the historical and cul- tural sites of Greece, the summer programs were exceptional learning and growth expe- riences for the student participants, who ex- celled in the university-level courses. These collaborations were also a growth experience for the ACS Athens and universi- ty faculty who taught the students. Reflecting on the results of our summer

learning institute, we next sought to expand it. We offered students the opportunity not on- ly to do university level work, but to experi- ence college life and US culture first-hand. Thus, was born our partnership with the Jepson School of Leadership Studies at the University of Richmond. Working with Jep- son Dean, Dr. Sandra Peart; Director of In- ternational Education, Dr. Iualana Gabara; and Professor Thomas Wren, we created the Summer Leadership Institute. The summer institute reversed the process of the universities coming to ACS Athens and instead, now takes the students to the university environment and culture in which they will study. The program includes:

1. One week of study in Athens

Led by Dr. Gialamas, Steve Medeiros and

Peggy Pelonis 2. One week of university classes and

field study in the surrounding area of the Uni- versity of Richmond Led by Dr. Wren, Mr. Medeiros, Mr. Kel- ly (former ACS Athens Academy Principal) and faculty member, Mr. Pupovac (see pho- to gallery of students online: http://jepson. smugmug.com/Other/jepson-athens/)

3. One week of field study in Washing-

ton, D.C. We have concluded two successful Sum- mer Leadership Institutes and look forward to the third in 2011. We are currently in ne- gotiations with Dodge School of Film Studies

Institutes and look forward to the third in 2011. We are currently in ne- gotiations with
COMMUNITYconnections
COMMUNITYconnections
COMMUNITYconnections at Chapman University in California to estab- lish a second summer program, modeled on the

at Chapman University in California to estab- lish a second summer program, modeled on the University of Richmond prototype, focus- ing on the theme of mass media, film and TV production. Building on our desire to provide stu- dents with as much information about the experiences of university life, we have also es- tablished a successful program of week-long college/university visits to the US (involving 13 Boston-area schools) and to the UK (in- volving 12 London areas schools). Led by ACS Athens faculty, these visits give student participants the opportunity to become ac- quainted with the institutions first hand by meeting with admissions officers, touring campuses, meeting with students (ACS Athens alumni whenever possible) and at- tending classes. As they debrief the visits with the tour leaders, students come to under- stand the myriad elements that make particu- lar schools a "good fit" for their abilities, tal- ents, interests and personalities. Pushing ahead with our commitment to leading innovation in education, ACS Athens has embarked this year on yet another av- enue of collaboration designed to bridge the gap. With firm belief in the quality of our ed- ucational program, we have reached out to selected US colleges and universities by ask- ing them to enter into agreements with us that specify exactly the university credit that students can earn for work completed at ACS Athens. While US institutions generally award credit for successful completion of AP and IB courses, we are asking them to take a look at four authentic, interdisciplinary ACS Athens-developed courses:

ñHumanities ñLeadership Studies ñThe Heart of Mathematics ñKnot Theory

These four courses are of equal academic caliber, with an eye towards awarding our students university credit for work done in these classes. This decision is in line with our firm commitment to providing choices and al- ternatives for our students, allowing them to

build the best program that meets their indi- vidual academic and intellectual needs. Our proposal challenges the institutions we approach to look at our program in a more holistic way and outside of the limits of tradi- tional categories. It is also a challenge to our- selves to understand that there are many routes to excellence: We have the capability and creativity to draw on our own traditions and new knowledge and experiences in an effort to develop programs that cross discipli- nary boundaries and lead our students to think in sophisticated, creative and analytical ways. To date, we have concluded our first agree- ment with the University of Mary Washing- ton and are in the final stages of negotiations with the University of Richmond. We are in the initial stages of discussions with 10 addi- tional colleges and universities, and our goal is to establish a portfolio of brochures outlining our agreements with 25-30 colleges and uni- versities, which will serve as an invaluable source of information for our Academy stu- dents as they plan for university study and navigate the application process. During negotiations with university offi- cials – admissions officers, members of regis- trars’ and provosts’ offices, deans and presi- dent’s office staff -- we have the opportunity to describe and explain the ACS Athens pro- gram in depth. This information provides them with a rich context and deep under- standing of our students’ educational experi- ences when they are reviewing our students’ applications for admissions. This advantage may be even more important than the credit that students may earn. These innovative agreements provide our students with added confidence in their knowledge and in our school programs: an in- valuable and empowering attitude that gives them the confidence to engineer their own choices and design their own abilities to suc- ceed in the next phase of their academic ca- reers.

engineer their own choices and design their own abilities to suc- ceed in the next phase
COMMUNITYconnections Arete Award Winners: 2009-2010 Ranelle McCoy, Middle School Social Studies
COMMUNITYconnections
Arete
Award
Winners: 2009-2010
Ranelle McCoy,
Middle School
Social Studies

The ACS Areté Award for Civic Responsibility, launched by the Social Stud- ies department in 2008-2009, pays tribute to members of the ACS community for embodying the spirit of areté and civic responsibility; demonstrating extraor- dinary initiative to serve others; striving socially and ethically as healthy, responsi- ble members of the community; modeling service at ACS and/or in the local com- munity; and inspiring others to become involved. In turn, it is hoped that this recognition will inspire others to rise up and become more involved in their com- munity. To receive the award, a person must be nominated by a student, teacher, or parent and a special committee reviews these nominations and decides on the finalists. This year, an elementary student was not nominated, but we hope to get nominations for the next school year. Let us celebrate the following 2009-2010 winners:

Middle School Student

At the middle school level, 7th grader Aliyah White (now 8th grade) was rec- ognized. Her love for animals motivates her to volunteer her time with an animal protection group, which provides different services such as medical treatment, neutering, food, and shelter for abandoned and stray animals. Aliyah lives her life according to her principles – she does not believe in harming animals and thus lives her life as a vegetarian. When she saw the many stray cats on the ACS Athens campus, she decided to do something about it. Aliyah spent her own money buying cat food and kitty litter and hauling both of these items to school regularly to make the lives of the cats better. Not only did she feed them, but she also spent most of her lunches taking care of them and giving them love. She cam- paigned endlessly to find homes for them by designing colorful, computer-gener- ated "Wanted" posters and posting them around the campus with the picture of each cat and the personalized name she gave each one. One teacher describes Aliyah as a self-less person, who is self-confident and recognizes the importance of having a big heart. When she was given the award last spring at a middle school assembly, she was given the microphone to address her peers. Thanking her friends graciously for assisting her these past two years with the cats on campus, she recognized the contributions of Austin Pardue and Micaela Moffatt and she showed humility in receiving the award.

High School Student

Gaith and Laith Kalai, 10th and 11th graders last year, were awarded for their hard work in realizing the creation of a guidebook for new students to ACS. Having joined ACS one and a half years ago, these dynamic brothers en- tered the school half way through the school year. Entering half way through the year made their transition quite difficult, as they did not know anyone and they felt "dropped" into many new classes without knowing anything about the ACS system. After this difficult transition, they managed to get comfortable and make new friends. In the 2009-2010 school year, they decided to use this experience

to help other students in their situation. They created a new group called "New Student Initiative" (NSI) and recruited 20 students to help them. The vision was to create a booklet written from a student’s perspective about ACS and what is offered. The language of the book needed to be easily accessible to students, rather than in the lingo used by teachers and administrators. Students who were already part of clubs or participated in past field trips, wrote about their indi- vidual activities in this booklet and what students could gain from these activi- ties. Currently, the book is online and in circulation. In addition, a video was made for the IB students.

ACS Athens Faculty

Mrs. Toni Fleeher, a Middle School Science teacher and Mrs. Jane Man- tarakis, a 2nd grade teacher, were honored for the formation and founding of an ACS Earth Club and Earth Day. Both teachers initiated, planned, organized and led the newly established Earth Club. Voluntarily and outside school hours, both worked tirelessly to establish the club and the culmination of their work was with April 2010 Earth Day activities on campus in both the elementary and middle school. ACS students and faculty directly participated in Earth Club and Earth Day activities, helping them raise their environmental awareness and in- terest in global stewardship for the rest of their lives. Both faculty members are committed to saving the Earth and live by example through their work with ACS students, their own families, and ultimately, the good of humanity. An ar- ticle was already written about this club in a previous Ethos edition entitled "Earth Club – Leading by Example."

Category: ACS Family Member

Ms. Despina Yannouli-Soukakos, mother of 2nd grader George Soukakos, re- ceived the award for her low key approach and self-less manner in helping ACS students in the elementary school. During swine flu season, she wanted to find a way to help the younger students become more aware of keeping their hands clean and not transfer germs from one person to another. With the help of Nurse Mary Papalanis and Art teacher Miah Confer, information was shared with stu- dents. Mrs. Soukakos created bookmarks for students in JK-8 and bracelets for stu- dents in JK-5, as well as posters and a banner. All expenses were covered by her. In addition to this project, she worked with the 2nd grade to create a service learning unit on saving the endangered Caretta Caretta turtles in the Mediter- ranean. She created a booklet for each classroom teacher which outlined ways to extend service learning and connecting with the ARCHELON society for rehabil- itation of seat turtles that have been harmed in some way. She worked with teachers and helped students create a booth at the Spring Fair to get communi- ty members to adopt hatchlings and help the 2nd grade meet its goal of provid- ing medical care and support for a sea turtle at the rehabilitation center located in Glyfada.

Making a Difference Sue Protopsaltis, Middle School Mathematics Eighth Grade Community & Service Project –
Making
a Difference
Sue
Protopsaltis,
Middle School Mathematics
Eighth
Grade Community & Service Project –
Hatzipaterion Center

Each year the NESA (Near East South Asia ) Council of Overseas Schools gives Community Service awards, including grants of $750, to mem- ber schools which bring faculty and students together in an ongoing effort to serve the less fortunate in their host communities. Last spring the eighth grade students for the school year 2009-2010 were happy to have their work with the Hatzipaterion Rehabilitation Center for Children with Cere- bral Palsy recognized. It was the first time that the Middle School has been

selected to receive a NESA grant, so we were very proud. Since 2001, our 8th graders have been doing various fundraising activi- ties throughout the years in order to support the wonderful work done at the Center. In May, we delivered the check to Hatzipaterion and spent some time with the children. The check will be used for the purchase of materials that are needed by the Speech Therapy and Psychology Depart- ments.

8th graders at Hatzipaterion Center (with the oversized check) Alexander Sharp, last year's Student Council
8th graders
at
Hatzipaterion Center
(with
the oversized
check)
Alexander
Sharp,
last year's
Student Council
President,
presenting
the
check
to
a staff
8th graders outside the Middle School
(before
we left for Hatzipaterion) with
an oversized check
member
at Hatzipaterion
COMMUNITYconnections NESA Virtual Science Fair 2010
COMMUNITYconnections
NESA
Virtual
Science
Fair
2010

Results

Christina Bakoyannis

ACS Athens NESA Virtual

Science Fair Coordinator

Middle School Science Teacher

ACS Athens participated for the second year in a row in the 2009-2010 NESA Virtual Science Fair Project. The NVSF is an exciting hands-on science project that involves schools from the Near East South Asia (NESA) region. In this project, students are asked to think like scientists and collaborate with other students in their teams as well as form a collaborative online community with their e-mentors. ACS Athens participated with a total of 87 teams, whereas there were over 350 teams that participated from 14 schools.

RESULTS FOR THE ACS ATHENS LOCAL SCIENCE FAIR

6th GRADE

Jason Panagiotou How does the shape of a parachute affect its landing?

1st PLACE:

TEAM 16 - Zeena Shawa, Layan El-Choufani and Maria Guli-

no What is the adhesion and cohesion of homemade glue on different types of materials comparing to the adhesion and cohesion of bought glue?

2nd PLACE:

Do different types of music affect math test scores?

TEAM 6 - Micaela Moffatt and Aubrey Keys

3rd PLACE:

How do magnets affect the growth (rate and direction) of plants?

TEAM 13 - Peter Gyorgy (Ranked 5th place overall)

3rd PLACE:

Are people more honest when someone is watching (in an observed environ- ment)?

TEAM 34 - Teo Ananiadis

8th GRADE

1st PLACE: TEAM 68 - Conner Arman, Nicole Spaulding and Daniel Zoumaya Is it possible to construct very low cost wind, solar, and hydro sources of elec- tricity using mostly recyclable and natural sources for rural areas?

7th GRADE

1st PLACE:

TEAM 41 - Constantine Kutson, Ryan and Cole Sitar

2nd PLACE:

TEAM 57- Alexis Balascas and George Gulino (Ranked 6th

How can we measure the amount of energy in foods using a calorimeter?

TEAM 86 - Angelina Valsami Does natural work with natural?

2nd PLACE:

TEAM 27 - Max Gavrilovits, Dionysis Sakellaropoulos and

NESA VIRTUAL SCIENCE FAIR 2010 – FINAL ROUND RESULTS

place overall) Which substance absorbs motor oil most effectively, saw dust, cat litter, wheat flour, corn starch, or potting soil?

3rd PLACE:

TEAM 63 - Salma Koudsi, Anran Lin and Courtney New- man

Two of our ACS Athens teams moved on to the final round of the competition that consisted of the top 10 teams overall from all schools in the NESA region. The final results were scored virtually by 1 physicist, 1 ecologist, 1 geneticist, 1 microbiologist, 1 chemist, 1 zoologist, 1 environmental engineer and 2 high school science teachers. The final round of the competition asked students to take their science fair project and see it in a new context through a challenge scenario that was presented to them. The team had to write a new hypothesis and their background information, specify their variables, plan their procedure and data collec- tion for their challenge scenario. ACS Athens Team 13 ranked 5th place overall, while ACS Athens Team 57 ranked 6th place.

Grapevine
Grapevine
Grapevine Dear Alumni, Welcome to the Alumni Section of the eighth issue of ACS Athens Ethos.
Dear Alumni, Welcome to the Alumni Section of the eighth issue of ACS Athens Ethos.
Dear Alumni,
Welcome
to
the
Alumni
Section
of
the
eighth
issue
of
ACS
Athens
Ethos.
To
submit
your
information
in
the
next
issue,
please
email
alumni@acs.gr.
To
join
the
ACS Athens
Alumni
Directory,
please
visit
our
website
at
www.acs.gr,
and
follow
these
steps:
Top
Navigation
Bar
1.
ACS
Profile
(scroll
down)
2.
Alumni
3.
Alumni
Verification
for
Alumni
Directory
Form
(complete
this
first)
4.
Await
USERNAME
and
PASSWORD
approval
and CONFIRMATION
email
with
registration
link.
Marianna
Savvas
(‘98)
Alumni
Affairs
ALUMNIaffairs
ALUMNIaffairs

Alumni

News

In this section of Alumni News, we would like to share with you infor- mation on two of our ACS Athens Alumni, Stan Kontogiannis class of 1985 and recent graduate George Angelidis, class of 2008.

of 1985 and recent graduate George Angelidis, class of 2008. Stan Kontogannis has been re- elected

Stan Kontogannis has been re- elected (July) as Vice President for the Connecticut Alumni Club of Syracuse serving over 7,000 alumni in the state and was recently appointed (May) as a Board of Director mem- ber for the Manchester (Connecti- cut) Chamber of Commerce. Stan was recently asked by the Mayor of New Haven, Connecticut to sit on the Democracy Fund as a Democrat and accepted and has re- signed from the Commission on Disabilities after serving 5 years

(2005-2010).

George Angelidis entered ACS Athens in 2005 after receiving a Scholarship from Mr. Alafouzos (SKAII)

George Angelidis entered ACS Athens in 2005 after receiving a Scholarship from Mr. Alafouzos (SKAII) that gave him the opportunity to continue his education at ACS Athens. This great opportunity given to George opened a wide horizon and made his dreams come true to study aeronautics in America. After graduating high school in 2008, George Angelidis went on to attend Embry- Riddle Aeronautical University in Florida. George is cur- rently a senior majoring in Aero- space Engineering with a concentration in Aeronautics and a minor in Mathematics, Aviation Safety and High Performance Vehicles. One of George’s University experiences and a very successful part of his life up to date is a project that he along with a few of his Uni- versity classmates had been working on called "Project Infinity"

ALUMNIaffairs

(www.thelimitisinfinity.com). Project infinity is a weather balloon that he and his classmates created launching at around 100,000ft to take pictures of the curva- ture of the Earth. After that, together with the amazing pictures, three world records were recorded: 1) The youngest team to launch such a balloon and take pictures of the earth without the presence or help of a professor, 2) The first team to photograph pictures of the stars Venus (the planet) and Sargas (tail of Scorpio constellation) at daylight with a non specialized camera and finally 3) The first team to travel the greatest ground distance of 220 miles (approximately 350 kilometers). According to George "Our goal was to test our science and skills ability to the limit. For the time being…if we fail we are going to try again. If we succeed we have to move on. Stagnatation is the vengeance to those who don’t imagine and attempt new things…DON’T expect to walk in the road of success without work…even if you are actually running on it, since you don’t stay for long there…sometimes you will not imagine how much work you have put into something for achieving such results." One of their project’s accomplishments as quoted by George was to "gain per- sonal satisfaction and proof that you don’t need to be a genius in order to make something "extra" ordinary. Thinking out of the box is for those who believe that initially there is a box. I believe that there is not a box or a kind of boundary. You are as free to think and act as you believe so." During his studies at ACS Athens, George feels that his teachers gave him cul- ture and the will to investigate and be creative in his life. "Dr. Tsokos inspired me in physics and mathematics, and helped a lot in my future in aeronautics, which was, and will become more and more one of my greatest loves. Mrs. Pittas, who

Back to my Alma Mater…

September 17, 2010 was a day of remembrance for alumnus Robert Hunt who visited the school campus after 32 years. Robert attended ACS Athens for three years from 7th-9th grade (1976-1978). Born in Columbus, Ohio, Robert had many traveling experiences as he attended 9 different schools from 1st to the 12th grade. As he quotes "His father was in the US Air Force and worked for Joint US Military Aid Group Greece (JUSMAGG) working to provide military assistance and equip- ment to the Greek Air Force." As Robert entered the school grounds he was surprised and amazed how much ACS Athens had changed, but at its core it still remained the school that he re- members so fondly. As he quotes "I fondly remember my Greek Language classes, field trips to Olympia and Marathon, riding by the Acropolis every day on the way to and from school, football intramurals, and making friends from every walk of life (mil- itary children, diplomatic children from many nations etc.)." For Robert, his most favorite memories and recollection of teachers are from his 3 years of attendance at ACS Athens. "I remember Mr. Macrides (Math), Mrs. Panopoulos (Language Arts), Mr. Wayne (Social Studies), Ms. Missiriotis (Greek), Ms.

as a "mother" embraced us all and provided me with the belief that when I would

be caught in a difficult and stressful time, such as the late nights of hard studying, there will always be a light at the end of the tunnel. Mrs. Tokatlidou who made us understand well that in life you will always have to sacrifice something to get or achieve something. Ms. Kassem in Chemistry who I was definitely thinking when filling the bal- loon with helium since everything is based in proven equations. Mr. Dim- itropoulos and Mr. Mikros who taught me to race and fight to the end. Mrs. Kormaris managed to calm me down, develop and "tame" my untamed philo- sophical issues that concern me. Mr. Nelson for making me love history and critical thinking again." Amongst the teachers were also many people behind the scenes who guided George. "Mrs. Pelonis, whose assistance was invaluable while finding Universities in America as she played a great role to the realization of my dreams, Dr. Giala- mas who encouraged me and other classmates and gave us strength to contin- ue the difficult struggle, and Mr. Medeiros for caring about our cultural-education in general." Last but not least, "I would like to thank the family of ACS Athens that helped me in any way. I wanted to finish with the words of Alexander the Great that I will always remember, "In my parents I owe my being, in my teach- ers the well-being." To read the article of their project in the Daytona Beach News Journal titled Another team snaps photos of Venus, please visit the below site:

http://www.news-journalonline.com/news/florida/space/2010/04/14/experiment-

off-the-ground-for-erau-students.html

Marianna Savvas,

Alumni Affairs

McCarthy (History)." After graduating from high school, Robert received an Air Force ROTC scholar- ship to the University of Texas from 1981-1985 and was requested to serve 4 years in the US Air Force after graduation. Robert enjoyed seeing the world and felt good about serving his country and before he knew it he had made a career as an Air Force officer. Robert has been stationed in England, South Korea, and several places in the US prior to his assignment to NATO in Brussels, Belgium where he will be there for the next two years. "The education and experiences that I received while at ACS Athens have been very valuable to my career. As an Air force officer, I’ve had the good fortune to be able to work various jobs around the world. I’ve worked with the Korean military to help keep the peace on the Korean peninsula and worked on various US-Korea is- sues. I’ve helped conduct peacekeeping operations in Bosnia and Kosovo. I have de- ployed to Iraq and tried to be a good representative of the American people. I’ve worked for the European Command intelligence agency in the UK and now work- ing on various NATO subcommittees. All these jobs have required diplomacy, tact,

Robert Hunt and Marianna Savvas
Robert Hunt and Marianna Savvas

and understanding of different cultures other than my own. These are the same skills

I started learning while at ACS Athens. After spending all my youth in the US, I had

to dive in and learn, understand and respect different cultures, attitudes and ideas.

ACS Athens was a perfect and welcoming environment for that. The rich cultural ex-

periences at ACS Athens have made me a better Air Force Officer, a better US cit- izen, and a better citizen of the world." Roberts’s advice to our students: "although you might not realize it today, you will always remember the education and experiences you have received at ACS Athens.

I hope you are lucky as I was and are able to return to ACS Athens many years from

now. You may see physical changes on campus, but the fundamental things will not change…a great education, fantastic teachers…. dedicated and talented teachers."

Teacher News from the 70’s

Bill Price recently retired from South Burlington (VT) High school after 25 years there. Ron Davenport basketball coach and physical education teacher at the Ele- mentary and High school in the 1960’s and 1970’s died in May 2010 in Dover, North Carolina.

ALUMNIaffairs Philadelphia Reunion September 16-19, 2010 Loews
ALUMNIaffairs
Philadelphia
Reunion
September
16-19,
2010
Loews

Hotel

Our ACS Athens 2010 Reunion in Philadelphia was "wonderful", "terrific", "had a great time." "I can’t wait until the next one"…that’s what they said. It began Thursday in the Hospitality Suite with meeting and greeting old and new friends, picking up packets and noshing on snacks--you should have seen the cooler! Thank you to Gene Papalardo (class of ’67) and his employer Fresh Delmonte for the additional fruit and vegetable treats. The afternoon turned into an evening welcome buffet reception with Philly Cheese steaks fixin’s and Philly cheesecake and Tasty Cakes for dessert. It turned out that the bartender, George, is Greek and attended ACS in 1997. He is now on the Alumni list so he’ll be receiving updates and says he’ll attend future gatherings. Friday night on the 33rd floor of the Loews Hotel with its spectacular view of the city was turned into a Taverna of sorts with plenty of Greek foods (which the hotel chefs did a great job of creating) and Greek music from local DJ Steve Doulis I’m told the hotel chefs practiced several times with recipes and were hoping they did it right. It certainly looked like everyone’s taste buds and tummies were very happy. Moussaka, Lemon Chicken, Gyros and more…. and for dessert, Baklava and Honey Walnut Cake rounded out the buffet. Sketcher Rob created sketches for us (really did a good job of making us look like we were teens again). Valeina, the Belly Dancer, joined us later to enter- tain us and who also gave some ladies a few quick lessons and the girls did a short number to our delight. Our DJ (also Greek-found at the Greek church nearby) was sponsored by Dr. Tom Tavantzis (attended ACS Athens in 1967- 1968) and wife Martha of Innovative Management Development . Thank you Tom and Martha for your sponsorship which was in remembrance of his best friend Basil Vlahopolis.

was in remembrance of his best friend Basil Vlahopolis. Alumni Stateside Ann Lappas-Stiles Representative/Reunion

Alumni Stateside

Ann Lappas-Stiles Representative/Reunion Coordinator

Saturday night rounded out the weekend with a plated dinner and a slide presentation by Mr. Steve Medeiros, Director, Institute for Innovation and Cre- ativity at ACS Athens, informing us on what’s happening at ACS and the future plans of our school. How impressed we all are with where our school is and how much it has grown since we were there. Thank you Steve!!! We all en- joyed meeting you and sharing stories with you too. The evening continued with more reminiscing, music and dancing ‘till midnight. Everyone loved the City. There is an abundance of history in Philadelphia from the Liberty Bell, Independence Hall, Betsy Ross’s House, Franklin Mint and the famous Museum of Art where Rocky ran up the steps, just to name a few. Many made their way around the sites by either walking or taking the bus tours found across the street. Thanks to Joyce Schwartz McMillan for the design of our T-shirt. Many thanks to Kit (attended 1959-1960) and Jessica Cottrel, Buck Johnson (attend- ed 1958-1963), Anne Cassidy (attended 1977-1978), Henry Van Ryan, and Charla (Godenschwager) (attended 1962-1965) and Warren Brinker for help- ing in the Hospitality Suite. Thank you to Tony Lappas for being our photog- rapher. Pictures are currently available on Facebook and soon on one of the other photo sites. Many thanks to Mariana Savvas and ACS for its help in spreading the word and its continued support. Where to next--looking into Albuquerque, New Mexico for 2012. Hopeful- ly, more from Athens and beyond will be able to join us next time. Keep in touch. Why you ask there…well why not!

ly, more from Athens and beyond will be able to join us next time. Keep in
Express yourself with Speaking Roses!
Express
yourself
with
Speaking
Roses!
Express yourself with Speaking Roses! An international phenomenon, Speaking Roses, has finally made its way to

An international phenomenon, Speaking Roses, has finally made its way to Greece through one of our own ACS ALUMNI, Ellie Doukoudaki Class of ’99. In a day when personalization is in high demand, Ellie’s Speaking Roses has become the new way of expression! The ability to emboss a custom text, personalized message, beautiful photo, or classy logo directly onto the petals of live flowers creates a floral arrangement that is a unique gift for anyone and will be sure to melt their heart or a one-of-a-kind advertisement that "speaks" to everyone who sees it. The printed flowers themselves create a striking visual effect, al- lowing the sender to convey meaningful messages that aren’t always conveyed when one simply sends flowers. Making a personalized statement in this

sends flowers. Making a personalized statement in this Ellie’s Speaking Roses Leoforos Anapafseos 30 Vrilissia,
sends flowers. Making a personalized statement in this Ellie’s Speaking Roses Leoforos Anapafseos 30 Vrilissia,

Ellie’s Speaking Roses

Leoforos Anapafseos 30

Vrilissia, Athens 15235

2106136193

www.elliespeakingroses.gr

one-of-a-kind way gives an extremely refined touch to the gift of flowers. Clearly printed flowers are the perfect gift for any holiday or special occa- sion such as name days and birthdays, a great ad- dition to romantic occasions like weddings, an- niversaries and proms, and a promotional item that has a much different look and feel than your usual cap or pen. A patented process prints any message directly onto the petals of roses or other flowers, without harming or shortening the life of the flower, person- alized flowers are not just part of the floral industry, but they can be part of the gift industry, the greeting card industry, the promotional industry, and more because they can say anything, and can be embossed with heartfelt messages, handwriting, autographs, photos, and logos or brand names. This makes them the perfect way to evoke emotion, advertise a brand, or celebrate a special day. And that’s not all! At Ellie’s Speaking Roses, you can find many gifts that are ready to be personalized with your own message! From picture frames to wine carafes to company gifts, you are sure to find an exclusive gift for every occasion.

From picture frames to wine carafes to company gifts, you are sure to find an exclusive
From picture frames to wine carafes to company gifts, you are sure to find an exclusive
From picture frames to wine carafes to company gifts, you are sure to find an exclusive
From picture frames to wine carafes to company gifts, you are sure to find an exclusive
ALUMNIaffairs ACS Athens Alumni among the stars Marianna Savvas, Alumni Affairs
ALUMNIaffairs
ACS
Athens
Alumni
among
the
stars
Marianna
Savvas,
Alumni Affairs

Almost everyone has a question or two about "living" in space, but for our young readers who may be reading this article would like to know…

Q: "What Do Astronauts Do In Space?"

A: "We build space stations; we conduct im- portant science, like developing materials for next generation computer systems; we repair and main- tain satellites. Exercising in space is also an important part of the job. Most of all, we look out at the heav- ens to try to establish our place in the Universe. Liv- ing in Space is different…you have to think about what you are leaving behind."

have to think about what you are leaving behind." with over 2,500 flight hours. Scott has

with over 2,500 flight hours. Scott has climbed in the Alaska Range, the Cascades, the Rockies, the Alps, the Andes and the Himalayas. On his second attempt to scale Mount Everest, he became the first Astronaut to stand on top of the world on May 20, 2009. His first attempt to scale Mount Everest failed in 2008 after a severe back injury. Scott retired from NASA in March of 2009 to start a new career with Wyle Labs in Houston, and to pursue other entrepreneurial interests. Scott is a member of many organizations: Fel- low of the Aerospace Medical Association and the Explorers Club, a member of the American Soci- ety for Gravitational and Space Biology, the Wilderness Medical Society, the American Alpine Club, the Association of Space Explorers, the Experimental Aircraft Association, and the Aircraft Owners and Pilots Association. He is Chairman of the Board of the Chal- lenger Center for Space Science Education Trustee of the Houston Museum of Nat- ural Science. He is the recipient of many special honors: National Institutes of Health Predoc- toral Training Award in Cancer Biology (1983); Rhodes Scholarship finalist (1984); NASA Graduate Student Researcher’s Award (1988); Stanford Medical Scholars Pro- gram (1988); Research Honors Award from Stanford Medical School (1989); NASA- Ames Certificate of Recognition (1990); Wilderness Medical Society Research Award (1991); Space Station Team Excellence Award (1996); Vladimir Komarov Diploma from the Fédération Aéronautique Internationale (1995, 1999); NASA Exceptional Service Medals (1998, 1999); NASA Space Flight Medals (1994, 1997, 1998, 2001, 2007); NASA Distinguished Service Medals (2002, 2009); Ellis Island Family Heritage Award (2005); Flight Achievement Award from the American Astronomical Associa- tion (1998, 2008); Aviation Week Laureate Award (2008); Lowell Thomas Award from the Explorers Club (2008); Randolph C. Lovelace Award from the Society of NASA Flight Surgeons (2008); Arkansas Aviation Hall of Fame (2008). As Scott reminisces on his teenage years as a student at ACS Athens, he realizes how much positive impact teachers have had on his life to follow his dream of being an Astronaut. Scott quotes "I was very fortunate to have had wonderful teachers at ACS Athens who gave me the inspiration to pursue challenging subjects and who en- couraged my curiosity. Teachers such as Mr. Fontinelli, Mr. Tzelepis, Madame Man- glivera, Mr. Demos and Ms. Valoris all had wonderful teaching styles. I enjoyed cours- es such as Physics, Earth Science, Math and the great sports programs there. I was al- so grateful for the opportunity to travel and meet people from different cultures. A lot of life’s greatest lessons come outside of the classroom setting. I remember our track and basketball meets, and other educational school trips around Europe and the Middle East."

On September 21, 2010 I was delighted for the opportunity to interview by phone, ACS Athens Alumnus and former NASA Astronaut, Dr. Scott E. Parazynski.

Dr. Parazynski has made countless visits to different schools around the world, in- cluding ACS Athens in 1999 when he spoke to Elementary, Middle and High school students about his experiences in space.

For the few of you who may not

know of him, he was born in Little Rock, Arkansas in 1961. He attended junior high school in Dakar, Senegal, and Beirut, Lebanon. Later on he attended high school at the Tehran American School in Iran, and lastly the American Community Schools of Athens graduating in 1979. Scott received a Bachelor of Science degree in biology from Stanford University in 1983. He continued on to graduate with honors from Stanford Medical School in 1989. While an undergraduate at Stanford University, he studied the basis of African Sleeping Sickness, using sophisticated molecular biologi- cal techniques. He then went on to serve his medical internship at the Brigham and Women’s Hospital of Harvard Medical School in 1990. He had completed 22 months of a residency program in emergency medicine in Denver, Colorado when selected to the Astronaut Corps. While in medical school, Scott was awarded a NASA Graduate Student Fellowship and conducted research at the NASA-Ames Research Center on fluid shifts that occur during human space flight. Additionally, he has been involved in the design of several exercise devices that are being developed for long-duration space flight and has conducted research on high-altitude acclimati- zation. In 1992 Scott was selected to join NASA’s Astronaut Corps. He reported to the Johnson Space Center where he completed one year of training and evaluation and was qualified as a mission specialist. Eventually Scott flew 5 Space Shuttle Missions and conducted 7 spacewalks. In all, he has spent over 8 weeks in space and more than 47 hours outside on spacewalks. Scott has been a life-long scuba diver and mountaineer. He is a commercial, instrument, multiengine and seaplane-rated pilot

Who is Dr. Scott E. Parazynski? A Brief Insight

For our students interested in considering the possibility of becoming an As- tronaut one day or finding work related to space, Scott recommends, "if you want to achieve something substantial in life, be patient, but work hard. I en- courage you to have big dreams, but then have the courage to work to make them come true. Some will work out and some will not. Try to pursue Math, Science, and Engineering, as these are the languages of our increasingly techno- logical world. Work globally and participate in athletics. I recommend the study of foreign languages as now-a-days many Astronauts originate from different countries. Scott leaves us with this message: "ACS Athens is an amazing school that opens doors for its students towards a brighter future. ACS certainly helped me launch my career!" (SCOTTS PHOTO WITH ACS ATHENS ELEMENTARY SCHOOL STUDENTS)

A plea for Book ethos John Bournazo - ACS alumnus ‘56
A plea for Book ethos
John Bournazo - ACS alumnus ‘56

When all is said and done, there is only one article of faith which counts:

that a book which can be held, read and smelled has such living qualities which far surpass any technological gizmo. That is, no one can be tempted to read,

shrouded in electronic wizardry. So, the human be-

ing who has warm flowing blood cannot settle for anything less than "the real McCoy." Would it suffice then to maintain only books in a library while keeping computers at arm’s length? No, not at all. Computers have their purposes, but pushing books in the background isn’t one of them. Books and computers can cohabit in the same space, but none should impose its presence on the other. In other words, live and let live should be the norm. When the persons who patronize a library do so for other reasons than what books evoke and provide, there is a definite cloture in the proceedings as those who misuse their presence there wrangle their obnoxiousness and misfit obstreperousness so that the ones who are immersed in their reading are put off and put out by the barbarian-like behavior of those who choose not to re- spect the library’s value. What does a book mean to a student who relishes its potential? A book should not be thrown to the dogs. Why, then, do students largely abstain from indulging in the book cornucopia displayed in a library? Because, for some, the institution of a library has ceased to function as a library and has been trans- formed into a more or less bastion of nonacademic standards. This cannot but make a sham of the hundreds of books whose authors strained and toiled to impart their innermost thoughts and feelings and experiences to others–all awaiting on the bookshelves but with no takers. How, then, can this be resolved? By simply knocking out the deadwood and replacing it with sturdy supports which will carry the load of true knowledge and life found in books and in students’ minds and hearts when given the chance.

touch and smell a

corpse

true knowledge and life found in books and in students’ minds and hearts when given the
true knowledge and life found in books and in students’ minds and hearts when given the
true knowledge and life found in books and in students’ minds and hearts when given the
true knowledge and life found in books and in students’ minds and hearts when given the
SUMMER 2010in review
SUMMER 2010in review

ACS Athens Summer Camp

Zaharo Hilentzaris Summer Camp Administrative Assistant

n t z a r i s Summer Camp Administrative Assistant The 2010 ACS Summer Youth
n t z a r i s Summer Camp Administrative Assistant The 2010 ACS Summer Youth
n t z a r i s Summer Camp Administrative Assistant The 2010 ACS Summer Youth
n t z a r i s Summer Camp Administrative Assistant The 2010 ACS Summer Youth

The 2010 ACS Summer Youth Camp proved to be as fun-filled and exciting as the previous years; however, this year the total number of camp participants reached a record number of 500 individuals. The participants ranged from four to fourteen years of age and were divided into the groups: Early Childhood (ages 4-6), Kids (ages 6-8), Juniors (ages 9-11) and Teens (ages 12-14). For the first time, the Kids group was subdivided into smaller "teams" that were led and monitored by student volunteers. This addition to the summer camp proved to enhance daily activity organization and the smoothness of activity transitions. This year’s camp offered an array of activities, some of which included: Archery, Basketball, Mini Golf, Karate, Soccer, Dance, and Volleyball. In addition to physical ac- tivities, the participants could also choose to take part in English, Art, Music, Chinese

and Computers. Based on the kids’ responses, the most popular activities for the 2010 ACS Youth Camp were Tennis, Wall Climbing and Swimming. Highlights of the 2010 Summer Camp included a dance performance during the second week, a musical per- formance and slide show during the third week, and an open house where family members joined their children for their favorite camp activities. In conclusion, the 2010 ACS Summer Youth Camp was a successful adventure in which children were able to experience a variety of activities while making new con- nections and friendships with children their age. The camp came together thanks to the hard work of administrators, coaches, teachers and volunteers. All would agree that the work was well worth it just to see the joy, excitement and smiles on each camp participant’s face.

STAFFdevelopment Nice, France
STAFFdevelopment
Nice, France
STAFFdevelopment Nice La Belle Vasiliki Klimou, Middle School French
STAFFdevelopment
Nice
La
Belle
Vasiliki
Klimou,
Middle
School
French
Nice La Belle Vasiliki Klimou, Middle School French In July of this year, I travelled to
Nice La Belle Vasiliki Klimou, Middle School French In July of this year, I travelled to

In July of this year, I travelled to the beautiful and charming "Cote-d’Azur" (French Riviera) to learn more about the culture, the people and study French with a group of teachers in a professional development course in Nice, France. Having grown up speaking 3 languages fluently by the age of 5 years old, I decided to take this course to further my studies and open my eyes to new cultures. As a French teacher in an international setting, going to Nice seemed like the perfect decision because it attracts people from all over the world. The course, "Training for Teachers of FLE" (Français Langue Etrangère- French as a Foreign Language) took place in the heart of Nice, at the most renowned language school in the city, Azurlingua. The rich and diversified

program focused on methodology, grammar and class activities, linguistic perfection, and new technologies. Beyond the technical aspect of the course, which itself was rigorous yet engaging, the school organized differ- ent theme nights and excursions, enabling us to discover one of the most beautiful areas in the south of France from a local perspective. Being able to explore this city with French teachers from all over the world was truly a unique experience. We came from China, Montenegro, Canada, Italy, Romania and Scandinavia and shared our ideas, philosophies, and ideologies with one another. As we exchanged our experiences, it became clear that we were united by our passion for the French language, the culture, the "joie de vivre," and teaching.

While my lessons in the course varied, I started each day with a typical French flair – "un petit café" and a warm "croissant au beurre" or a "pain au amandes." I then contin- ued with the course, engaging myself in the various modules of the program. As part of the course, we travelled also to Cannes, Eze village, VilleFranche-sur-mer, Monaco and Montecarlo and St. Marguerite Island. Some of the highlights of my course included a trip to the famous perfumery factory, "Fragonard," where we learned how French perfumes and soaps are made. Being in the South of France was also a culinary experience as we were ex- posed to a plethora of local dishes such as, socca (a type of pancake made from chickpea flour), pissalladière (a local tart made from onions and anchovies), farcis noiçois (a dish made from vegetables stuffed with bread- crumbs), to name a few. Taking this course meant a lot to me, be- cause it gave me the opportunity to fully im-

lot to me, be- cause it gave me the opportunity to fully im- merse myself in

merse myself in something that I will give back to my students each day in class. I value experi- encing the power of both learning and teaching. As a life-long learner with many interests, I want to share my love of knowledge with my stu- dents. As teachers, I think it is very important that we continually venture into new teaching strategies; the educative process can be exciting and inspiring for teachers and students, alike. The course experience was also my way of venturing into something new in order to keep things fresh and evolving in the classroom. I am passionate about teaching French and since taking this course, I can already see the difference it has made in my approach. I certainly intend on tak- ing more courses like the course in beautiful Nice. For decades now, the picturesque Nicean sur- roundings have attracted not only those in search of relaxation, but also those seeking inspiration. I found this inspiration in Nice and am truly joyed to bring this inspiration back into my classroom. A bientôt!

I found this inspiration in Nice and am truly joyed to bring this inspiration back into
STAFFdevelopment
STAFFdevelopment

Association

for

the

Advancement

of

In-

ternational

Educa-

tion

Annual

Confer-

ence:

Challenging

Your

Most

Able

Stu-

dents,

June

27-30,

2010

at

Johns

Hop-

kins

University

and

the

Center

of

Tal-

ented

Youth.

 

University

of

Crete

graduates

of

Early

Childhood

Education

with

Mrs.

Christiana

Perakis

Evloyias,

Director

of Stavros

Niarchos

Foundation

Learning

Center.

Mrs.

Perakis

was

an

invited guest

at

the

University

by

Professor

Anastasios

Mat-

sopoulos,

to

talk

about

ACS

Athens’

Optimal

Match

pro-

gram

and

the

Annual

Confer-

ence

on Learning

Differences.

May

26-27,

2010

Match pro- gram and the Annual Confer- ence on Learning Differences. May 26-27, 2010 66

International International

Renowned Renowned Faculty Faculty

Training Training

Conference Conference for for

Learning Learning Differences Differences

is is coming coming up up

May May 13-14th, 13-14th,

2011. 2011.

Visit Visit the the ACS ACS Athens Athens

website website for for more more

information: information:

http://www.acs.gr/6th- http://www.acs.gr/6th-

annual-conference/ annual-conference/

more information: information: http://www.acs.gr/6th- http://www.acs.gr/6th- annual-conference/ annual-conference/
STAFFdevelopment
STAFFdevelopment

5th Annual Conference on Learning Differences

"Leading by Example: Holistic, Meaningful and Harmonious Approaches to Teaching All Children"

Chris Perakis, Director of the NSLCF

All Children" Chris Perakis, Director of the NSLCF ACS Athens hosted its 5th Annual Conference on

ACS Athens hosted its 5th Annual Conference on Learning Differences titled "Leading by Example: Holistic, Meaningful and Harmonious Approaches to Teaching All Children", on May 14-15, 2010, under the auspices of the Greek Min- istry of Education, Lifelong Learning & Religion. This year's theme was dedicated to strategies, approaches, and methods of meet- ing the needs of students with a wide variety of learning challenges. Emphasis was given to math, science, and technology, as well as to the development of leadership skills and to the special needs of high-performing students. The conference consisted of six units, in which 34 inspiring lectures and in- teractive, hands-on workshops took place, presented by 31 top educators who came from the United States, India, Lebanon, Qatar, and Greece. Among the 20 distinguished presenters were, Dr. Cheryl Temple, Program Manager and Sandra Morrissette, Assistive Technology Resource Teacher of Assistive Technology Services in Fairfax County Public Schools (FCPS), Virginia; Dr. Michele Mazzocco, Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University, Director of the Math Skills Development Project at the Kennedy Krieger Institute, Dr. Stefanos Gialamas, President, ACS Athens, Athens Greece, Anna Sugarman, Professional Devel- opment Trainer/Coordinator (K-12) for Shenendehowa Central Schools in Clifton Park, New York, Dora Andrikopoulos and Sue Protopsaltis, Math Teachers, ACS Athens, Athens Greece, and Michael Soria, Executive Director of Education, TouchMath, Innovative Learning Concepts Inc., CO, USA. The keynote presen- tation was delivered by Dr. Sandra J. Peart, Dean at the Jepson School of Lead- ership Studies, at the University of Richmond.

Math and technology titles included:

ñ Why is Math So Hard for Some Students? Identifying sources of children’s math- ematical learning difficulties

ñ Math and Technology: Bringing Research to Practice

ñ TouchMath Presentation

ñ Gaining Insight in Teaching Mathematics in a Creative & Meaningful Way

ñ Are You Looking for a Relationship?

ñ Quantitate This! (grades 9-12)

ñ Technology to Build Vocabulary (K-12)

ñ Marvelous Math Technology Resources in the Elementary Classroom (K-6)

ñ I Didn’t Know it Did That! - Microsoft 2007 Word Strategies for Students and Teachers (4-12)

ñ EZ Does It!" Using Technology to Support Diverse Learners (K-12)

ñ Using MS Office to Create Classroom Books to Support Literacy (K-6)

The presenters shared best practice and offered their expertise and invaluable insight on latest research and developments, acknowledging that differences can be a source of richness in the classroom, and that instruction must address these differences so that all students can succeed. There was a strong international presence, with parents, teachers, and professionals attending the conference from several countries, including, England, Switzerland, France, India, Egypt, Lebanon, the United States and Greece. ACS Athens is committed to implementing an inclusive, holistic American philos- ophy of education within an international setting. The annual learning differences con- ferences are testament to the school’s commitment to promoting life-long learning and to the professional development of the community of educators.

commitment to promoting life-long learning and to the professional development of the community of educators. 68

SmilesaroundCampus

Smiles around Campus 69
Smiles around Campus 69
Smiles around Campus 69

CONTACTS

CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &

How to Contact Us

CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &
CONTACTS How to Contact Us Office of the President ext. 201 Office of Enrollment Management &

Office of the President

ext. 201

Office of Enrollment Management & Community Relations

ext. 263

Admissions Office

ext. 263, 251

Reception

ext. 206, 233

Office of Alumni Affairs

ext. 207

Human Resources Office

ext. 204

Business Office

ext. 202, 207

Office of Academic Affairs & Innovative Programs

ext. 402, 409

Office of Student Services

ext. 226

Cashier

ext. 208

Bookstore

ext. 214

Transportation Office

ext. 239

Health Office

ext. 217

Cafeteria

ext. 236

Academy Office

ext. 222

Academy Discipline

ext. 404

Middle School Office

ext. 261

Middle School Discipline

ext. 267

Elementary School Office

ext. 229

IB Office

ext. 247, 244

Stavros Niarchos Learning Center

ext. 237, 265

HS/MS Media Center / Library

ext. 219, 220

ES Library

ext. 293

Publications Office

ext. 271

Athletic Office

ext. 327, 401

Theater Office

ext. 331, 302

Security

ext. 240

Night Entrance Security

210-6393555

American Community Schools of Athens

129 Aghias Paraskevis

∞Á›·˜ ¶·Ú·Û΢‹˜ 129

Tel.: 210-639-3200-3

GR 152 34 Halandri

152 34 ÷ϿӉÚÈ

210-601-6152

Athens, Greece E-mail: acs@acs.gr

∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr

Fax: 210-639-0051

Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Athens, Greece E-mail: acs@acs.gr ∞ı‹Ó·, ∂ÏÏ¿‰· http://www.acs.gr Fax: 210-639-0051 70
Undergraduate Programs Bachelor of Arts in English Language and Literature (BAELL) Students in English Language
Undergraduate Programs Bachelor of Arts in English Language and Literature (BAELL) Students in English Language
Undergraduate Programs Bachelor of Arts in English Language and Literature (BAELL) Students in English Language

Undergraduate Programs

Bachelor of Arts in English Language and Literature (BAELL)

Students in English Language and Literature will acquire in-depth

knowledge of the English language, including its grammar and syntax,

as well as the social and cognitive aspects of language usage.

Bachelor of Music (BM)

A professional music degree, it balances the academic study of

music through courses in music theory and music history with rigorous technical training in music performance.

Bachelor of Science in Business Administration (BSBA)

Students in Business Administration will acquire a general understanding of a wide range of information about business and competencies in business practices as well as specialized knowledge about their area of concentration (optional).

Bachelor of Science in Information Technology (BSIT)

A

competency-based program, which provides students with

all

the necessary credentials to deal with traditional business

technologies and evolving multimedia-related technologies and

services.

Bachelor of Science in Psychology (BSPsy)

The undergraduate program in Psychology combines perspectives from the social and the natural sciences to gain an understanding of human behavior and provides the option to students to focus on their particular area of interest.

Associate of Science in Enterprise Network Administration (ASENA)

Students in Enterprise Network Administration will acquire the

technical skills necessary to install, configure, operate and maintain

a network.

Graduate Programs

PhD in Applied Linguistics

The Program is intended for a broad range of working professionals in a variety of occupational fields, but is specifically designed for practitioners who work in theTeaching of English to Speakers of other Languages (TESOL), English language testing or translation/interpretation.

Professional Master of Business Administration (PMBA)

The Professional MBA is designed to address the educational and career needs of individuals with five or more years of business experience. It aims to promote career mobility, flexibility and multi-functionality.

The MBA program is designed to address the student’s desire for practical knowledge, a promising career path and personal development.

Master of Science in Information Technology (MSIT)

The Master of Science in InformationTechnology is a graduate education program designed to develop exceptional IT specialists who are recognized for their high level technological expertise,creative and inventive thinking and professional competencies.

Master of Arts in Applied Linguistics (MAAL)

The program provides participants who have a professional interest in language with a valuable opportunity to familiarize themselves with the latest developments in the field of Applied Linguistics. It offers them rigorous training in the application of linguistic principles in the areas ofTeaching English as Second/ Foreign Language andTesting.

Master of Arts in Translation (MAT)

The program emphasizes the integration of academic and real- world preparation for translators. It complies with the European Commission’s Directorate General forTranslation guidelines for Master’s degree programs in translation and can be completed in one year of full-time study.

Master of Arts in Conference Interpretation (MACI)

The program equips students with the theoretical foundation and practical skills needed for consecutive and simultaneous interpretation in their specific language pairs. It complies with the European Commission’s Directorate General for Interpretation guidelines for Master’s degree programs in interpretation and can be completed in one year of full-time study.

STUDENT

SERVICES

completed in one year of full-time study. STUDENT SERVICES Faculty Mentoring / Academic Advising Library &

Faculty Mentoring / Academic Advising Library & Information Resources Writing Center Health Services The Career Development Program Financial aid

ALUMNI

SUPPORT&

ASSOCIATION

Program Financial aid ALUMNI SUPPORT& ASSOCIATION The University supports the Alumni Association efforts.

The University supports the Alumni Association efforts. Membership in the Alumni Association provides graduates with

a lifelong connection to the Hellenic

American University.The Association is governed by a volunteer Board of Directors and maintains an office on the Hellenic American University premises. Soon, alumni will have their own link, with exclusive access, on the Hellenic American University website. Membership in the Alumni Association gives graduates the opportunity to exchange

ideas andshareexperiences, to make

contacts that will help them professionally, and to participate in special activities and events.

www.hau.edu.gr

HEADQUARTERS:

Salmon 36, Manchester, NH 03104, USA, Tel.: 603 645 1800 ATHENS CAMPUS:

Kaplanon 12, 106 80 Athens, (Metro station: Panepistimio), Tel.: +30 210 368 0950 Fax: +30 210 363 3174, e-mail: university@hau.gr

Hellenic American University admits students of any race, color, national and ethnic origin, gender, sexual orientation, age, religion, physical disability, or veteran status to all the rights, privileges, programs, and activities generally accorded or made available to students at the University. It does not discriminate on the basis of race, color, national and ethnic origin, gender, sexual orientation, age, religion, physical disability, or veteran status in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs.