Alumni Affairs ñ Professional Development ñ Community Connections ñ Special Events ñ Snapshots of Student Life Special Events Enrich the Middle School Educational Experience Special Events Enrich the Middle School Educational Experience Community Connections: A New Section to Highlight Civic Responsibility Mathematics: from JK Touchmath to the Math Olympiads to AP Calculus Learning Through Play: Classroom Simulations, Pi Day Pizzazz, and more… Spring 2009 ñ Volume 3 ñ Issue 2
Transcript
Alumni Affairs ñ Professional Development ñ Community Connections ñ Special Events ñ Snapshots of Student Life
Special Events Enrich the Middle SchoolEducational ExperienceSpecial Events Enrich the Middle SchoolEducational Experience
Community Connections: A New Section to Highlight Civic Responsibility
Mathematics: from JK Touchmath to the Math Olympiads to AP Calculus
Learning Through Play: Classroom Simulations, Pi Day Pizzazz, and more…
Spring 2009 ñ Volume 3 ñ Issue 2
ACS_ETH_COVER 22-05-09 15:50 ™ÂÏ›‰· 1
Undergraduate ProgramsBachelor 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 ProgramsPhD in Applied LinguisticsThe 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 the Teaching of English to Speakers of other Languages (TESOL), English language testing or translation/interpretation (with English as the source or target language).
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 Information Technology 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 of ELT pedagogy and translation.
Master of Arts in Translation (MAT)The program addresses the intellectual, technical, managerial and personal challenges confronting translators. It is the only program in Europe that fully complies with the European Commission’s guidelines.
• Faculty Mentoring / Academic Advising
• Library & Information Resources
• Writing Center • Health Services• The Career Development
Program • Financial aid
STUDENTSERVICES
ALUMNISUPPORT &
ASSOCIATIONThe 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 and share experiences, to make
contacts that will help them professionally, and to
participate in special activities and events.
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.
Ethos: n.Greek: ethos: nature, disposition. The characteristic spirit of a culture, era, community, institution, etc., asmanifested in its attitudes, aspirations, customs, etc; the character of an individual as represented by his or her values andbeliefs; the prevalent tone of a literary work in this respect.
ACS Athens is an international school,
embracing American educational
philosophy, principles and values.
ACS Athens provides
a student-centered environment
where individuals excel academically and
develop intellectually, socially and ethically
to thrive as healthy, responsible members
of global society.
Publisher: ACS Athens. Editor-in-Chief: Marca A. Daley. 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.
ACS_03 22-05-09 14:47 ™ÂÏ›‰· 3
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L E T T E R S
Enrichment n. the act of enriching
I am almost finished with the final editing of this issue of the Ethos, and as
I review each section and page, it occurs to me that perhaps you, our read-
ers, would like to learn a little of the process involved in putting together
this final product.
Process is an educational concept that is second nature to many of us here
at ACS, especially those of us who were fortunate enough to have been
involved in the Athens Writing Project, an ‘offshoot’ of the National Writing
Project out of California, which flourished on our campus in the ‘80’s and
‘90’s. The writing process focuses on writing to learn and not, as one might
expect, on learning to write; and it most often includes the basic strategies
of brainstorming ideas, getting thoughts down on paper, forming the
thoughts into a coherent structure, and then revising and fine-tuning to
come up with a polished piece of writing. So it is with the Ethos.
The first challenge for a new issue is to come up with a theme, one that
is easily accessible and adaptable for teachers from elementary to high
school. I am always on the lookout for themes, and in my day-to-day in-
teractions with colleagues I ‘file away’ for future use any ideas that might
arise from our conversations. The theme of this issue, Educational Enrich-
ment, resulted from several conversations with colleagues on the Acade-
my 2nd floor: conversations about the Humanities, MUN, and Forensics
trips; about classroom simulations, the Blue and Gold newspaper and the
US elections. As we discussed the ways in which we attempt to engage
and motivate our students, both within the classroom and without, I real-
ized that all of our activities are an effort to enrich our students’ educa-
tional experiences. Yet in our endeavors to enrich their lives, we most of-
ten discover that they enrich our own; and this is when I realized that we
had our theme.
A Call for Articles went out at the end of January and by mid-February re-
sponses from colleagues JK-12 had already provided me with a sense of
the scope of this spring issue. It wasn’t quite what I had imagined or ex-
pected, but that is the joy of process learning – as in the writing process,
when we never know where the writing will take us; so it is with the Ethos;
I never know where the articles will take me, or how they will come to-
gether as a whole.
Many of the articles herein focus on enriching experiences for our stu-
dents, but it just so happens that they also reflect the school-wide com-
mitment to our accreditation goals: namely, improving quantitative rea-
soning, mathematical problem solving and computational skills; improving
student writing; and improving civic responsibility. This is not surprising
since our accreditation goals arose directly from our concerns as a com-
munity of educators, parents and students; and our concerns as educators
are what determine how we approach our teaching. Teachers write about
what is significant to their and their students’ learning. Once I had most of
the articles, it was quite easy to ‘arrange’ them within sections in a fairly
natural progression.
The second major challenge is finding photos to illustrate the ideas present-
ed through the articles. Photographs for print media must be of high quality
and must be ‘composed.’ By this I mean that the photos should be focused,
but should also have a clear context. Actually, dealing with photos is one of
the most time-consuming aspects of the process. Luckily, many of our facul-
ty and students take excellent pictures of the activities they engage in, but if
we need further photos, my trusty Olympus always comes in handy.
On my part, it takes a few weeks to finalize the preliminary texts and pho-
tos, and they are then passed on to the publishing company where they
are transformed into pages of the magazine. Next comes the painstaking
attention to detail as each article is scrutinized to insure that it is not only
accurately represented but aesthetically pleasing, too. Emails and phone
calls fly back and forth as the work of ‘web-proofing’ reaches its culmina-
tion with the final placement of regular features, ads, and sections. This
week I learned a new Greek word from one of the many emails from our
publisher: ÈÂÛÙ‹ÚÈÔ, which I believe translates to press as in, “we are go-
ing to press.” It struck me as a particularly appropriate word, since the pres-
sure of producing this magazine always seems to increase exponentially the
closer we get to that final approval when we ‘sign off’ on the draft and say,
“Yes, it’s now ready for publication.” The process is at an end and the fin-
ished product is about to be realized.
Here, then, is the product of our efforts this spring. I hope you enjoy read-
ing the articles, all of which focus on the incredibly rich educational expe-
riences your children enjoy here at ACS; and I am certain that in doing so,
your own appreciation of your children’s learning will be enriched as well.
Marca A. Daley, Editor
Letter from the Editor
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Q & A with the President
Enrich v. to make better, to add greater value or significance to, to enhance, to improve
Q: Dr. Gialamas, the theme of this spring issue of the Ethos is 'educational enrichment' and most of the articles in it fo-
cus on how we educators try to enrich our students' educational experience, in our classrooms and through our co-cur-
ricular activities. My question for you turns the tables, so to speak. In your career, ACS Athens is your first non-univer-
sity educational experience. Would you please discuss how the past three years here at ACS Athens, a JK-12 institution,
have enriched your educational experience? Thank you.
A: In college my educational focus was to the best of
my ability to become a mathematician in some specific
area of mathematics. Thus, my undergraduate degree
was in Mathematics, my first Master’s in Statistics, my
second in Applied Mathematics, and my PhD in Topol-
ogy and in Particular Knot Theory. I would call such a
specific educational experience targeted knowledge.
I began my career at a university in Kansas as a professor
of mathematics conducting research in Knot Theory who
also had to teach a few courses to draw a salary. In fact, I
called myself not a mathematician, but a knot theorist. My
view of education was well-defined and precise: to be-
come expert in one area regardless of how esoteric that
was. I believed that intelligent individuals should focus on a
specific discipline and a specific area or concept of this dis-
cipline. The ones who could not succeed in this educational
approach could become generalists.
When I became the chair, and later the dean, at a college
with a focus in Media Communication and Art, my edu-
cational philosophy slowly was changing. I started to be-
lieve in cross discipline learning, and in multidimensional
teaching and learning. I learned that expressing the un-
derstanding of difficult concepts could be in a creative
way; for example, the understanding of a difficult mathe-
matics concept could be expressed via poetry, a painting,
an exam, a song, etc. Being provost of a university further
changed my philosophy to embrace differences between
disciplines, as promoting diverse teaching and learning
methodologies based on student discipline.
In the past three years at ACS Athens, I have experienced
a 180-degree change from my first professional education-
al experience in 1983. I have witnessed the beauty of shap-
ing not only the minds of young people but also establish-
ing their principles and values which will guide them in life.
I believe that I am "like a small kid in a candy store." Every
day I discover the beauty of educating not only young peo-
ple but also myself. Every day brings a new learning op-
portunity, whether it is watching a JK student express her
love for writing or a high school student her love for dance
or mathematics.
ACS Athens has helped me to get in love with the concept
of a sustainable holistic, meaningful and harmonious educa-
tion which the ancient Greeks called ªfiÚʈÛË. Every day
I have the privilege to see young faces who are excited
about different ideas, committed to a variety of ideas and
projects, or who have different talents. I am learning to em-
brace their dreams and to enjoy their accomplishments in
whatever area they choose to devote themselves.
In conclusion, I say that not only my educational experience
has been enhanced but my entire life, and now I am en-
joying every aspect of universal learning.
Stefanos Gialamas, Ph.D.
President
ACS_05_ALLAGH 25-05-09 11:58Úˆ› ™ÂÏ›‰· 5
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Table of ContentsFEATURE ARTICLES
12th Anti-Drug Awareness Week & Basketball Tournament Annie Constantinides 8Reflections on the Anti-Drug Week in the Elementary School Alessandra Sax-Lane 9Wellness Helen Liakos 10Classroom Simulations - Learning through ‘Play’ David Nelson 11Pi Day Pizzazz in the Middle School Sue Protopsaltis 14Enhancing the Curriculum through Technology Helen Sarantes 15
COVER STORY Special Events Enrich the Middle School Educational Experience Rannelle McCoy 16
OTHER ARTICLES ES Math Olympiads – Beyond the Curriculum Colin Levitt 19Touching the Future: Touchmath Irene Soteres 20AP Revealed Anastasios Nalmpantis 21Middle School Math Competitions: The AMC 8 & Math Olympiads Sue Protopsaltis 22Collaboration: ACS Athens and Lycee Charles de Gaulle, Paris Tonia Firigou 23Mistras: A Reflection Alexander Klingert 24Internship in the Stavros Niarchos Foundation Learning Center Christiana Perakis 25Help Your Child Learn To Find and Use His Singing Voice William Ghormley 26Principal’s Page: The Academy Brian M. Kelly 27The Parent Teacher Organization Marca Daley 29
COMMUNITY CONNECTIONSACS Athens Middle School supports the Village Project Rannelle McCoy 30RISCing across the United States Stefanos Gialamas & Peggy Pelonis 31Going for the Gold: Adopt an Animal Project at Attika Zoo Sue Protopsaltis 33Dr. Stefanos Gialamas, Commencement Speaker at 36
Mediterranean College: Athens, GreeceACS Athens’ 9th & 10th Graders Honor Special Olympics Athletes Ellen Vriniotis 37Tenth Graders Paint an Art Mural in Support of
Youth with Neuromuscular Disorders Ellen Vriniotis 37An Inaugural Celebration Marca Daley 38
SHORT SUBJECTS Unity Has No Color Miah Confer, Stavroula Salouros, William Ghormley 39ACS Athens Middle School Students Compete on the Courts Monica Madias 40The Middle School Math Bowl: A Unique Way to Enjoy Mathematics Sue Protopsaltis 40Library Trash Recycled: Middle School Book Box Sculpture Jeff Bear 41Middle School Radio Production Club Katerina Chotzoglou 41Notes from the Music Department Athina Mitsopoulou 42What’s New in IT? Mary Manos 42What’s New in AV? Admiring the Past... Moving Forward to the Future Jim Koulyras 44What’s New in PE? Early Childhood Swimming Program Annie Constantinides 44
PROFESSIONAL DEVELOPMENT 45
SPECIAL EVENTSNovember 2008: On-the-Spot Art Contest Miah Confer 47December 2008: Good Person of Szechwan Nefeli Tsipouridis 48January 2009: 13th Annual Golden Wreath Awards Marca Daley 49
Model United Nations: Georgetown, Qatar Angelique Coulouris 50Model United Nations: The Hague Olympia Filippeli 51The Obama Letter Project Rannelle McCoy 52ACS Athens Gala 2009: Celebrating a New Era Lilly Dimas 53
February 2009: World Debates Steve Medeiros 54March 2009: ISST Basketball Champions Annie Constantinides 55
Pan-Hellenic Forensics Tournament Marca Daley 56ES Greek Independence Day Celebration Irene Rovoli, Anastasia Papageorgiou, Venie Gaki 57
Snapshots of Student Life 58
Alumni Section Marianna Savvas 60
ACS_07_CONTENTS 22-05-09 14:50 ™ÂÏ›‰· 7
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F E A T U R E D
ACS Athens is a strong advocate of civic responsibility – that is a known fact. The
month of February is when it all happens for substance abuse education and aware-
ness – all the students, faculty and pretty much the entire ACS Athens communi-
ty are involved in an Anti–Drug Awareness week when a number of educational,
artistic and athletic events take place.
This year, the week of February 9th-15th began with a series of seminars, lectures
and visits from specialists and non-governmental organizations; their audiences in-
cluded students from the elementary, middle and high schools, faculty members
and parents. In particular, representatives from the organization NIFALIOI met with
middle school and high school students as well as parents and faculty/staff mem-
bers, while representatives from the DEA office joined us to speak to our elemen-
tary school children and parents as well (see related articles in this issue).
In addition, an art contest with the involvement of some elementary and middle
school students took place in an effort to express in an artistic way the message of
"Say NO to drugs – make healthy choices."
Finally, the "tip-off" game of the Annual Boys and Girls Anti-Drug Basketball
tournament took place on Friday afternoon when a team of young adolescents
from KETHEA (a state organization center devoted to help youngsters in reha-
bilitation) joined our teams in a friendly exhibition game.
The teams that participated in the basketball tournament included: Anatolia Col-
lege (boys and girls), the under-16 Youth Selection Team from the National Greek
Basketball Federation (girls), St. Catherine’s (girls), Tositsio School (boys), Arsakio
School (boys) and the ACS Athens boys and girls varsity teams. There was great
basketball played through the week-end and all teams showed a great deal of
sportsmanship. The final games were very exciting indeed – the girls lost by one
point to the Youth Selection Team and after an exciting game, the boys, as well,
lost by one point to Anatolia College.
The highlight of the weekend, once again, was the annual Celebrity Game that took
place between the boys and girls final games. In a gymnasium filled with specta-
tors, a number of celebrities joined us to support our message of saying no to
drugs! Politicians, ambassadors, TV personalities, professional athletes, journalists,
professional team mascots and others played a fun game with one goal – to join
the ACS Athens community in celebrating LIFE and making the right choices!
Many thanks to all the participants: the students, ACS Athens staff, Booster Par-
ents, PTO, the administration, our guest speakers, all the athletes and coaches, the
celebrities, the media and our sponsors for making this event possible every year.
The most beautiful thing we can experience is the mysterious.
It is the source of all true art and science.
Albert Einstein
Probably no symbol in mathematics has evoked as much mystery,
romanticism, misconception, and human interest as the number pi.
William Schaaf
How can I make mathematics more exciting and meaningful for my students? How
can I get them to love the subject and to experience the beauty and wonder in
mathematics as I do? These are questions that constantly motivate me to experi-
ment with new ideas in my teaching.
I have always felt that the Middle School years provide a rich opportunity for teach-
ers to influence the way students feel about their respective subjects. It is not
enough simply to cover the topics in the curriculum - we must reach beyond that
to provide enrichment and enhancement whenever possible.
The celebration of Pi Day in my Middle School classes is one occasion that gives
me the opportunity to make mathematics "come alive." Pi Day is traditionally cel-
ebrated by millions of mathematics enthusiasts around the world on March 14, be-
cause the digits in the date correspond with the first three approximated digits of
pi (3.14). The day is dedicated to that wonderful irrational number, pi, as well as
all things round!
Pi Day is filled with a variety of activities, containing both individual as well as group
components. Students work in groups on activities that include: dividing the cir-
cumference by the diameter of different circles to see how the results approach
the digits of pi, exploring some of the ratios that have been used throughout his-
tory for pi, and making lists of things that contain circles. Eighth graders work in
groups on pi trivia questions.
There are two contests for individuals: the Archimedes contest to see who can
draw the best free-hand circle (in honor of this outstanding mathematician) and the
Pi Digit contest to see who can recite the most digits of pi by heart. The record
so far in our Middle School was set in 2008 by Nasso Abuel Basal at 431 digits.
In preparation for Pi Day, eighth grade students prepare pi posters highlighting in-
formation about the discovery of pi digits throughout history, as well as interesting
facts about pi. These are hung up for decoration in our classroom.
I try to stimulate my students in as many ways as possible, entertaining them with
some pi rap music as well as other pi songs both before as well as during Pi Day.
A Pi Art contest is held for any students who wish to portray the power and mys-
tique of pi in a piece of artwork. The winners are displayed in the hallway of the
Middle School. Taste buds are not forgotten. Students are asked to bring in circu-
lar treats on that day to share during the activities.
Afterwards, students are asked to reflect about the day’s experiences. Judging from
their responses over the years, I have been encouraged to continue this tradition
because it is well worth the effort!
"Pi Day was fun and educational at the same time."
"Everything made me feel a part of pi."
"I had a lot of fun doing the activities, especially the ones that were with teamwork."
"Pi Day was one of the most fun math classes that I have ever had."
"The thing I enjoyed most about Pi Day was the spirit of the day and that everyone par-
ticipated and had fun."
Pi Day definitely promotes the collective enjoyment of mathematics and the time-
less, multicultural interest in pi. It provides experiences that foster positive attitudes
toward mathematics.
Pi Day Pizzaz in the Middle SchoolSue Protopsaltis
MS Mathematics Teacher
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PowerPoint is used as persuasive technology.
There is a multitude of challenging ideas and activities that teachers use to enhance
the curriculum. Curriculum enhancement is intended to be stimulating and inspir-
ing and one venue used to accomplish this is technology.
One example of how technology is used is through the use of WebQuests. A WebQuest
is an inquiry oriented lesson in which most of the information that students work
with comes from the web. The "task" of the WebQuest is the most important part
of the WebQuest. This tells the learner what the expectations or goals are in order
to complete the WebQuest.
Grade three students worked on a Solar System WebQuest. Their task was to
answer questions about the solar system, which would give them a better under-
standing of the wonders of space. Some questions included were: "How much of
the Earth is covered by water?" and "What is one reason a human might not sur-
vive on planet Venus?" This WebQuest sparked their interest and curiosity about
space, which finally led to an incredible "Space" exhibit.
Grade five students use a WebQuest about Colonial life. Students are trans-
formed back in time and their task is to decide whether or not they would like to
live in the 21st century or if they would prefer living during the Colonial time pe-
riod. While learning about families and everyday life in a colony they are exposed
to the hardships that people endured during this time period and most students
concluded that they prefer living in the 21st century.
Another application that students work with is Microsoft PowerPoint. PowerPoint is
used for students to report on and retell what they have learned. PowerPoint is
used as persuasive technology.
Grade four students created PowerPoint presentations on the animals of the
rainforest. The students collected information from various web sites and books
including information on habitat, diet, reproduction and predators. Each student
had to present his/her PowerPoint in front of an audience. Not only were they
exposed to many different types of rare animals but also learned the skills of speak-
ing in front of an audience, projecting and pronouncing words clearly and transfer-
ring bulleted information into complete sentences or paragraphs.
Grade five students produced PowerPoint presentations in connection with their
geology unit. Students used the inquiry based format to generate their own ques-
tions for a storyboard on topics such as weathering, earthquakes, caves, glaciers,
tsunamis, plate tectonics, and fossils. Some presentations even included small
quizzes. This was an excellent technique to keep the attention of and test their
audience’s ability to retain the information that was presented and simultaneously
the students learned from their peers.
Virtual Fieldtrips are another way to enhance the curriculum by providing opportu-
nities for new discoveries in the classroom. On a virtual fieldtrip, students can go
just about anywhere on Earth.
Grade three students went on a virtual fieldtrip to visit different types of caves.
They saw up close what Solution, Erosion and Sea caves looked like. They were
amazed to see the magnificent shapes found inside these caves. A week later, af-
ter visiting a real cave in Athens, their experiences and knowledge of rocks and
minerals and the formations of caves were more complete.
First graders went on a Virtual Dinosaur Dig from the National Museum of Nat-
ural History. First, the students found a "virtual fossil." They learned how paleon-
tologists excavate the specimen with special tools. Finally, they learned about the
anatomy of their findings and general information about where the dinosaur lived,
what it ate, and how large it was. This activity generated enthusiasm and curiosity
about prehistoric life forms and how we explore the past.
Activities such as these enhance the regular lesson and provide relevant and chal-
lenging experiences to encourage life-long learning.
Enhancing the Curriculum through TechnologyHelen Sarantes
ES Computers Teacher
4th grade students at work in the Computer Lab
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C O V E R STORY
IntroductionWhile students can be enriched academically through traditional classroom
tasks, it is often the unique activities outside of the restrictions required by cur-
riculum, the rigors of block scheduling, and constraints of classroom rules where
students grow and thrive. At the middle school level, four events were offered
this year as educational enrichment to students through the Social Studies and
Arts department: United Nations Day, Geography Bowl, the 6th Grade Walk
of Athens, and the 7th Grade Freedom Project. Special events such as these
contribute to a student’s intellectual, ethical and social development.
United Nations DayStudents are used to going to school and learning disciplines separately.
However, one exciting way to enhance the learning of students is to make
connections among the disciplines. In the Middle School, Social Studies and
Science joined forces once again to sponsor United Nations Day, an all-day
event for students. [Science’s Department Chair, Christina Bakoyannis, and
Rannelle McCoy, designed this year’s activities.]
Traditionally held on October 24th, it is a day aimed at commemorating
the establishment of the United Nations on October 24th 1945. Schools
across the world observe this day in various ways, including having serious de-
bates about issues addressed by the UN and making suggestions about how
to tackle the world’s problems as a global community. At ACS Athens, stu-
dents are also invited to relate these problems to their everyday lives. The
Middle School first started participating in UN Day in the 1970s through the
initiative of retired Social Studies teacher Mary Pazartzis.
This year, the theme was the environment. This activity is designed in a
Special Events Enrich the Middle School Educational Experience
Rannelle McCoy
MS Humanities Teacher
16
Student Presentations on UN Day
One exciting way to enhance the learning of students is to make connections among the disciplines.
ACS_16-18_ETH_COVER STORY 22-05-09 14:43 ™ÂÏ›‰· 16
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way that combines students grades 6 to 8 in groups that are mixed grade
level and of different cultural backgrounds, interests, strengths, and sexes.
The idea is that students put their minds together to work towards a com-
mon goal.
Each group was given special sub-topic highlighting the environment and
related to UN Millennium Development goal 7: Environmental Sustainability.
Sub-topics researched include reducing the loss of biodiversity; protecting land,
marine, and air endangered species; reduction of the carbon footprint; and im-
proving access to safe drinking water and safe sanitation.
To promote personal responsibility, students were invited to bring a
waste-free lunch to school on UN day. Waste-free lunches contain as many
items as possible that can be eaten, reused, recycled, or composted and as few
items as possible that must be thrown away. For instance, students can pack
food in a reusable container and eat their food with silverware. While making
a waste-free lunch adds a bit more effort to a student’s routine of getting ready
for school each day, it does offset one’s carbon footprint.
Students were asked to bring in recyclable items from home so that in
their groups, they could design a coat of arms from these materials that would
represent what environmental sustainability means to them. Half of the group
worked on this while the other half worked on creating an awareness message
about their specific sub-topic. This awareness message could be in the form of
a theatrical performance, infomercial, song, dance or drawing. The result of this
awareness campaign was presented at the end of UN day in the theater, be-
fore their peers, faculty, staff, and administrators.
Geography BowlThe Geography Bowl is an annual tradition in the middle school and this
year it took place on March 24th for a half day. About one-third of the mid-
dle school participated in this bowl, while the others were placed in either the
Math or Language Arts bowls.
Students were charged with designing an ideal town to live in that is friend-
ly to the environment and generally, a healthy and wonderful place to live. As
a group, they had to use atlases to choose a place on earth to place their city
while considering natural hazards, climate, vegetation, land forms and bodies of
water. Once a place was chosen, students had to plan a town and include:
homes; parks; government structures such as police, fire stations, schools and
hospitals; food, water and power sources; a transportation network; and en-
tertainment and shopping. Finally, a name of the town was chosen.
Groups competed against each other based on the following criteria: cre-
ativity, group work ethic, neatness, thought, and sensitivity to the environment.
Each group contained 4-6 students of mixed grade level, sex, and ability. Every
attempt was made to place a good artist in each group. Students brainstormed
what qualities they wanted in their town, what they wanted the town to look
like, and to divide the tasks amongst themselves. It was rewarding to see the
students, outside the confines of curriculum, block scheduling, and classroom
rules, thrive and take their task very seriously.
Walk of AthensWe’ve all been to a museum or archaeological site and experienced a tour
guide with encyclopedic knowledge delivered in a lifeless monotone. This is
Students design their 'ideal towns' during the annual Geography Bowl
ACS_16-18_ETH_COVER STORY 22-05-09 14:43 ™ÂÏ›‰· 17
the nightmare of any average 6th grade student, who cringes at the idea of go-
ing on a field trip to an historic site. The solution crafted by a creative and en-
ergetic group of my predecessors was the 6th Grade Walk of Athens.
Annually, the 6th graders experience the Walk of Athens with their brave
teachers, walking around the archaeological sites around the slopes of the
Acropolis. Students are placed into groups with classmates that they usually do
not work with and charged with acting as tour guides to their peers and teach-
ers. In preparation for the field trip, each group must research a particular
building or monument in the Greek and Roman agora and serve as the resi-
dent expert. This year, the monuments include: Hadrian’s Library near the
Monastiraki metro station; the Roman agora’s Gate of Athena and Tower of
the Winds; and the Greek agora’s Stoa of Attalos, Temple of Hephaestus, and
Sacred Way. The remaining two groups are charged with an overview of the
Roman agora and the Parthenon, which is viewed from the Thiseio exit of the
Greek agora while standing under the welcome shade of trees after a long day.
As one group presents, the other students open their field notebooks,
sketch pictures of the place described, and take notes on the information each
group provides. Field study is an important part of intellectual development
because it ensures that the field trip is not a passive learning activity, but an ac-
tive one. Students engage their senses and record their experiences in their
notebooks.
Freedom Project In celebration of the Inauguration of Barack Obama as the United States
President, all 7th grade Humanities students were asked participate in the Free-
dom Project which lasted only one 80 minute block. This project consisted of
two parts, a descriptive essay, which had to be completed in 40 minutes and
a drawing that had to be designed in the remaining 40 minutes. The descrip-
tive essay assignment was to write a short essay defining what they believe the
concept of freedom means, give three examples that epitomize freedom, re-
flect on whether they experience enough freedom in their lives, and finally, ex-
plain whether or not there should be limits on freedom and why. Once stu-
dents wrote their essays, they had to create visual representations of their
concept of freedom with few or no words.
After reading these essays, I chose several quotations from them to include
in the PowerPoint presentation for the Inauguration party in January 2009 (see
related article in this issue) and included students were photographed. As for
the visual aspect of this project, the best representations (22 out of 60 stu-
dents) of freedom were displayed at the Inauguration Party in the cafeteria
area, near the entrance of the theater atrium. The runners-up were displayed
in the upstairs hallway of the middle school.
Student reaction to this project was very positive and constructive. While
the last week of school before the Christmas break is usually one of low con-
centration and interest from students, I found that they enthusiastically worked
on this essay, demonstrating higher-level thinking, and producing high quality
conceptual art. During the project, some of the students commented that
they had never been asked before what the concept of freedom meant to
them nor how much freedom each person should have. It created lively de-
bate in the classroom, particularly since the project happened during the time
of riots and demonstrations in downtown Athens sparked by the police shoot-
ing of a 15-year old teenager. Students realized that freedom is not just an
abstract idea but a real issue that directly affects their lives.
18
C O V E R story
Teo Ananiadis takesnotes at the "Tower of the Winds”in the Roman Agoraduring the annual 6th Grade Walk of Athens Students work on their posters for The Freedom Project
Freedom is not just an abstract idea but a real issue that directly affects their lives.
ACS_16-18_ETH_COVER STORY 22-05-09 14:43 ™ÂÏ›‰· 18
19
The Math Olympiad programMath Olympiads for Elementary and Middle Schools (MOEMS) recognizes the importance of (and
teaches the art of) problem solving. Monthly competitions from November to March feature five prob-lems that typically increase in difficulty. In the elementary school, students in 4th and 5th grades com-pete at their particular level against others worldwide. Certificates of participation and trophies are giv-en to top students in the spring.
LogisticsBased on a student inventory test at the beginning of the year and on teacher observations, students
are placed into two groups. These groups are flexible and are based on achievement and interest. Stu-dents in the Math Masters group work on grade-level appropriate problem solving techniques and re-view concepts covered in their ‘regular’ math classes. Students in the Math Olympiad program practiceproblem solving techniques based on the MOEMS program and meet every Tuesday during math.
BenefitsNot only do students make remarkable progress in problem solving abilities, but they also experi-
ence new concepts they typically would not have encountered in the standard curriculum. Because ofthis exposure, Math Olympiad students will be able to use prior knowledge to help them learn manytopics in sixth and seventh grades. In addition to becoming better at math, students increase their con-fidence. Numerous students shed their fear of difficult math problems. This benefit is immeasurable.
Student ThoughtsStelio: I like Math Olympiads because it has challenges and prepares me for next year and makes me bet-
ter at word problems. Now I’m less nervous when I take tests. Soo Ho: It is more challenging than the regular math. I like challenging myself. Olivia: It is interesting because we learn different problem solving strategies. We can use them on math
tests. And it’s fun!Kosta: I feel like I’ve changed as a math student. I’m better at math now. Mr. Levitt did not want us to wor-
ry about getting the questions right or wrong. I really believe I’ve gotten better.
Teacher ThoughtsAt the beginning of the school year, I was very skeptical. There were days when students would not
know how to begin to solve a problem that was presented. I questioned whether fourth or fifth graderswere mathematically or emotionally prepared for the challenge. (This level of mathematics is consideredadvanced even for sixth grade.) During class, I consistently emphasized the importance of the process andstudents’ ideas. Answers were never a focus. Despite daily pep talks, morale was low. As time went onhowever, students began demonstrating their problem solving strategies with more precision and confi-dence. They were not only figuring out how to approach new problems, they were also finding the cor-rect answers. It was evident that students were progressing and Math Olympiads was helping them movebeyond the curriculum.
Special thanks to Ms. Pappas, Mr. Parakatis, Ms. Andrikopoulos and Ms. Protopsaltis for their support.
We learn different problem solving strategies.
Students explain problems using the Starboard
Teamwork is encouraged
Mr. Levitt helps a small group tackle a problem
ES Math Olympiads – Beyond the Curriculum Colin Levitt
ES Mathematics Teacher
ACS_19_ETH_OTH02_LEV 22-05-09 14:49 ™ÂÏ›‰· 19
OTHERarticles
Enhanced learning in the Junior Kindergarten means learning through play.
Learning at this level is translated into games, laughing and fun.
This year the Junior Kindergarten has been fortunate to pilot the Touchmath
program. It is a program that balances play with education in such a way that stu-
dents are adding and subtracting as easily and fluently as they are drawing in the
art center!
The program at this level is designed to correspond to the developmental and
motor abilities of children between ages 3 and 5. The bright and interesting col-
ors draw students to the numbers as they easily pick up the concept of touching
and counting.
In class, whether we work in a whole group, small groups or individually, stu-
dents learn to count with the aid of touchpoints. These touchpoints are strategi-
cally placed on the numbers so that students count from top to bottom there-
fore placing a value on them for example, 2 has two touchpoints: 1, 2. By doing
this, students are drawn to the proper movement once writing starts. Students
proudly count the points and eagerly move from one number to the next. For
these students, numbers represent a specific unit and have meaning to which they
can identify as opposed to students who see numbers as abstract concepts that
have no clear meaning.
One of the program’s strong points is the ability to integrate other media to
reinforce the Touchmath philosophy. The program achieves this by associating
numbers in other activities. This enhances and refines students’ number sense and
builds foundations for strong mathematical thinking. Students then get a holistic
understanding of the numbers by counting, placing cubes on the proper points,
reading stories or reciting poems.
For example, the Fairy Tale Unit was enhanced with the character of Goldi in the
Touchmath program. Students were able to connect the number 3 with the story of
Goldilocks and the Three Bears. The poem of 3 from the program reads:
Three bowls, three chairs, three beds, three bears.
Goldi goes to sleep upstairs.
Oh, me! Oh, my! The bears return!
When will Goldi ever learn!
The Touchmath program enables students to establish a positive attitude towards
counting and number recognition, and emphasizes objectives and concepts from the
ACS Athens scope and sequence. The program’s concrete materials give students
the understanding they need to last a lifetime. Students love using the Touchmath
numbers and activity sheets, and they remember and enjoy learning math as they de-
velop their number sense with endless potential for creativity.
20
Students easily pick up the concept of touching and counting.
Touching the Future: TouchmathIrene Soteres
ES JK Teacher
Touchmath encourages students to interact with the numbersPracticing with the Touchmath cards
ACS_20_ETH_OTH01_Soteres 22-05-09 14:52 ™ÂÏ›‰· 20
21
AP Revealed Anastasios Nalmpantis
Academy Mathematics Teacher
High School Academic life is replete with acronyms: IB, SAT, PSAT, HL, SL,
CPT, GPA. Well, here is another: AP.
The AP (Advanced Placement) is a program that offers college level cours-
es in high school. There are currently 37 AP courses and exams across 22 sub-
ject areas. College Board (http://www.collegeboard.com/), which is a non-prof-
it organization, has been running, developing and maintaining guidelines for the
AP for more than 50 years.
Although it is true that virtually all US colleges and universities accept the AP
program, there are presently universities from 60 other countries accepting it as
well.
The main purpose of AP is to help high school students earn credits for col-
lege courses. This is done by taking an exam in May in the desired subject area.
Students can take more than one AP exam to earn as many college credits as
they wish. The tests are mostly multiple-choice (with a free response section)
and are graded on a 1-5 scale. Most universities will give college credit if the
grade is equal or greater than 3, but parents and students should first check with
the university of their interest since policies may vary.
Typically, if a student has a satisfactory grade, the college will "exempt" the
student from taking the course. However, for several colleges and universities, a
grade of 5 may even earn the student an A, without ever actually having to take
the course. It is obvious that this has financial benefits since it is very likely that
a student can earn a Bachelor’s degree sooner than the anticipated length of
time. More important, however, are the academic advantages involved: when in
college, students will not have to attend classes the subject material of which is
already known to them from high school!
The AP and IB programs share some important similarities but they are very
different from one another. They are both highly respected by universities
around the globe and neither is "better" or more challenging than the other. The
AP Calculus course offered at ACS Athens is a rigorous mathematics course that
is up to par with the equivalent Higher IB Math courses in every respect.
Unlike the IB Diploma Program, the AP is not a collection of courses that
will eventually lead to a certificate or a diploma. It is more individualized ac-
cording to each subject area. Furthermore, in AP classes, students are not re-
quired to complete any other assessments other than prepare for the AP exam,
which is really the only determining factor of earning college credit. However,
IB and AP need not be separate entities. IB certificate students may also take
AP classes, while earning their IB certificate. This provides them with a window
through which they can view the best of both worlds.
For those who think that only American universities know about the AP
classes, here is a list of over 70 Colleges in England alone that acknowledge qual-
Library Trash Recycled: Middle School Book Box Sculpture
Jeff Bear, MS Art Teacher
Transformed library discards
demonstrate that Middle School stu-
dents can create art out of anything,
even trash. Student artists show that
they can make group sculpture out of
old wooden vertical file containers
destined for the refuse pile.
Instructions to Students:
Your box will become part of a
large sculpture made from contribu-
tions from many students. You will
create artwork to decorate your box
before it becomes part of the whole.
✓ Decorate one side of the box with a
carefully done, well-designed tex-
tural collage.
✓ Use the texture items you have
collected and other textured items
you might find (like cardboard or
wood) to do this.
✓ If you wish, you may make your
collage separate from the box on
an appropriate size card or paper
and then glue it to the box when fin-
ished. If you work directly on the
box and don’t like what you’ve done
it could be difficult to remove it
once the glue is dry.
✓ Strive for contrasts in textures, color or shades of black and white and work
neatly. Your design should use the design elements of unity and variety.
Use white glue only
Almost a hundred plywood containers were individually decorated by 6th
7th and 8th grade art students with collage, paint, and ink and then combined to
make two large sculptural assemblages which were placed on display in their for-
mer home, the library.
After the exhibition students will reclaim their boxes and presumably use
them at home, perhaps as vertical file boxes which will also display their own use
of the creative process.
Middle School Radio Production Club Katerina Chotzoglou
MS French Teacher & Radio Production Club Advisor
When I first proposed the Radio Production Club I never believed that
it would be accepted! But only a "fresh young" idea would find its fruition in
a very fresh environment such as ACS Athens Middle School. Our middle
school students signed up for this club, and even though in the beginning
they did not know what all was about, they made it happen with the pro-
duction of our first CD just before Christmas. Kids really enjoyed the whole
production process: song search, lyrics to link the songs, emotions expres-
sion, testing in front of the microphone, and recording!
Based on different subjects, Radio Production Club members prepare
their shows. We hope that these projects will lead us to our new goal: the
production of two more CDs by the end of the school year.
Since our school is "green" oriented, we plan to record a CD on this as-
pect. Of course we have a long way to go towards reaching our goal be-
cause apart from the music and song selection, we learn some rules, such as
what to say or to avoid in front of the microphone, how to link songs by
their style, title, artist or idea, what vowel combinations we should accept or
avoid, etc.
By late spring we hope that every two weeks we will have the opportu-
nity to upload pod-
casts on different
subjects prepared
and recorded by
our students on the
ACS Athens Inter-
net site.
School Radio isa great way to en-courage studentcollaboration andincrease studentengagement andparticipation. Wehope that our lis-teners enjoy thisexperience asmuch as we do andwe look forward tocontinuing ourwork next year. The Holiday CD produced by the Radio Production Club
Filippos Minaretzis
Nicolas Kalantzakis
Christina Kapatou
Dimitra Kalogirou
Christina Bariamai
Delphine Vlastos
Ileana Exaras
Melissa Vavaletskou
Danae Panagopoulou
Alexia Alexopoulos
Members
ACS_39-44_ETH_SHORT-SUB 22-05-09 15:29 ™ÂÏ›‰· 41
42
SHORTsubjects
What’s New in IT?Mary Manos, Administrative Computer Services Coordinator
Network News
We are in the final phases of upgrading the school’s network LAN (lo-
cal area network) connectivity. Specifically, we have installed all new net-
work equipment and single mode fiber backbone throughout the campus.
We have Juniper Switches installed in all of the main buildings aggregated
back to a new Cisco Switch in our computer center.
This new network is considered to be state of the art and the extraor-
dinary available bandwidth (10Gbps) is considered an emerging technology
and as of yet not frequently found in similar institutions in Greece or even
in the United States. This, in combination with our new internet connec-
tivity will provide a vastly improved user experience on our campus.
Through the implementation of the new network, many new technological
opportunities have presented themselves.
Video Streaming
In January, as part of the Inauguration celebration for President Barack
Obama, we were able to "live stream" the event to various locations
throughout the campus. The results were acceptable and we received
much positive feedback. However, due to the time constraint we used the
Notes from the Music DepartmentAthina Mitsopoulou. Fine Arts Coordinator
Since our last Ethos publication, recent Mu-
sic Department events have included Campus
Caroling, the Middle School Talent Show and a
performance at the Grande Bretagne.
The Middle School Choir class was busy dur-
ing the months of December and January with
performances that included spreading holiday
cheer by caroling in the classrooms, halls and of-
fices of our ACS Athens campus on the last day of
classes before Holiday Break. On January 10th
they also had the privilege of performing at the
Hotel Grande Bretagne for the International Pro-
peller Club of Athens Awards Luncheon.
On March 4th Middle School students showed off their talent at the Middle
School Talent Show that took place from 2:15-3:30 p.m. in the ACS Athens The-
ater Arts Center. The Middle School student body enjoyed performances from
singers, dancers, musicians and magicians!
The final Spring Music Night concert that features all Music Department class-
es and co-curricular ensembles took place on Thursday, May 14 at 7:30 p.m. in the
ACS Athens Theater Arts Center.
� � �
Jim Koulyras and Joe Potak behind the scenes at the Inaugural Celebration
Middle School Choir members perform at the Propeller Club of Athens Awards Luncheon
Holiday Caroling
ACS_39-44_ETH_SHORT-SUB 22-05-09 15:29 ™ÂÏ›‰· 42
43
new network equipment connecting over the original
ACS network backbone.
With the new ACS backbone in place, many
new educational opportunities will be made avail-
able. For example, a live event can be captured for
an unlimited number of re-broadcasts and can be
simultaneously streamed to multiple classrooms or
viewing areas such as, the library or conference
area.
Middle and High School Computer Labs Upgraded and Renovated
The PTO gave a gracious donation towards the purchase of computers for
the middle school computer lab. This was combined with a school purchase
bringing the total to 56 new computer stations distributed between the mid-
dle and high school labs located in the library. The labs include color laser
printers and because of the new network infrastructure we are able to have
1Gbps connectivity to the desktop. In addition, new drop ceilings, lighting and
paint gave these labs a pleasant facelift.
Network Laser Printer in Library
All of the second floor library computers have been redirected to a new net-
work laser printer at the main library front desk. This location optimizes the print-
ing experience and reduces waste.
Upgrade of Our Email System
As part of our ongoing efforts to improve communication between ACS stu-
dents, parents, staff and alumni, the Department of
Computer Services has recently upgraded our Email
/ Messaging system. This messaging platform has
been built in response to the needs of the ACS
Athens community at large and our focus is on ac-
cessibility for all, ease-of-use, availability and reliabil-
ity.
Skyward Family Access
After a brief trial period, the Skyward Family Access is now continuously avail-
able for parents and students. To access Skyward and Blackboard please visit our
ACS website (www.acs.gr) and follow the links on the left hand side of the screen.
NESA Virtual School – Blackboard
Like Skyward, this is a web based system which enhances teaching and learn-
ing. Teachers build their blackboard course using course materials such as docu-
ments, web links and more creating a powerful learning content using a variety of
Web-based tools for students to engage in an interactive way. Using these tools
has brought our institution to a new technological phase.
ACS_39-44_ETH_SHORT-SUB 22-05-09 15:29 ™ÂÏ›‰· 43
44
SHORTsubjects
What’s New in PE? EARLY CHILDHOOD SWIMMING PROGRAM – SPRING
Annie Constantinides, Athletic Director
The Early Childhood Swim-
ming Program is a new after
school activity that was in-
troduced during the present
academic year. Catering to
the very young students of
ACS Athens (4-5 years old),
this program’s purpose is to
familiarize the children with
the water and the pool. The
fall program consisted of 24
participants while the spring
program has a record num-
ber of 30 eager and young
students!
Our experienced Aquatics
staff members work diligently to make the little ones feel comfortable and
learn the basics of swimming. The spring program began in late March and
will finish at the end of the school year with a final celebration day when
medals and recognition will be awarded to all the participants.
What’s New in AV?Admiring the past….moving forward
to the futureJim Koulyras, Audio Visual Specialist
The first audiovisual museum is a reality. Equipment used at ACS Athens since
the 1960’s is displayed in a glass cabinet in the audiovisual department. The first Ko-
dak slide projector from 1963 is displayed. The reel-to-reel tape recorder, used in the
1970’s played tapes on large reels and was the means of recording through a micro-
phone. The Record player was popular in the 1970’s and played vinyl records. To-
day this would be equivalent to a CD player playing CD’s. The movie projector
played 16mm educational films which were projected on a white screen during the
1970’s and 80’s. It was the DVD player of its time. The video camera used in 1980
was huge and needed to be attached to a bulky video player to record.
Today, technology has taken us forward to the age of the Interactive white board
and LCD projector in conjunction with a computer where all audiovisual applications
can be performed.
The AV department in collaboration with the IT department has been working
on a new type of technology called "video streaming." Video streaming is a se-
quence of moving images that are sent in compressed form over the internet or net-
work and displayed by the viewer as they arrive. Simply speaking, streaming media is
streaming video with sound. Our first successful attempt at streaming was during US
President Obama’s inauguration on January 20. Live camera coverage of the ACS
program in the theater was streamed to 9 different locations throughout the school
campus. Later, the inauguration ceremony was streamed to these locations over the
school’s network. This technology opens up new horizons for our students: live
video, previous captured video or even DVD’s can be "pumped" into all classrooms
Since 2005 the Embassy of India has organized a children’s drawing and
painting competition on Children’s Day in honor of Jawaharlal Nehru, India’s first
prime minister. This year’s competition was held at the International School of
Athens (ISA), and schools from around Athens were invited to participate.
This On-The-Spot Art Competition gathered children from 5-16 years old
for several hours on a Saturday morning to create art together. Each child
was asked to bring his/her favorite art supplies simply to create. The school’s
hallways and classrooms were lined
with tables covered in paper, and soft
music played on the intercom.
Around the tables there was a frenzy
of activity as over 150 children paint-
ed, drew, colored, and glued. ACS
Athens Elementary was proudly rep-
resented by 16 students from kinder-
garten to fifth grade, and they all did
an incredible job of creating and hav-
ing fun watching everyone around
them get into making art.
After two hours of hard work, all
of the artwork was collected and pre-
sented to the judges, members of the
ISA art department. The artwork was
divided into four age categories, and
the three top pieces from each cate-
gory were chosen for prizes.
Two weeks later, at the annual Christmas Bazaar, the winners were an-nounced, and we were proud to find out that, of all of the schools representedand the number of students participating, one of our very own not only placed,but also won first prize in his age category. Congratulations to Alexi Alvertos forhis great job creating an abstract tree.
This contest was a wonderful opportunity for the students, the art teachersand parents who accompanied them, to see the power of the imagination andcreativity as table after table was full of students all working with different mediaand with very different objectives in mind and yet all creating their unique mas-terpieces. I hope that in the following years this is an opportunity that even morestudents will be able to participate in as it was such a wonderful way to enrichtheir educational experience in the arts.
November 2008
On-The-Spot Art Contest Miah Confer, ES Art Teacher
Watch the color appear with some of these finished products, including the sunset by Second Grader MyKenzie H.
Winner: Fifth Grader Alexi A. working on his Abstract Tree
ACS_47-57_ETH_EVENTS 22-05-09 15:45 ™ÂÏ›‰· 47
48
SPECIALevents
Nefeli Tsipouridi, 12th Grade Student
December 2009
The Good Person of Szechwan by Bertolt Brecht
Scenes from the Performance
This year the IB Theatre Arts (year 2) Production was
Bertolt Brecht’s The Good Person of Szechwan. The playwright
is known for wanting his audience to think rather than feel
and he used various techniques to alienate the audience’s
feelings. Based on this view, the play was directed by IB The-
ater Arts teacher Sophia Thanopoulou with the intention of
following Brecht’s style.
The class struggled through the process of preparation:
too many lines and a variety of challenging scenes. After nu-
merous rehearsals, the group managed to communicate and
cooperate. Tension and conflicts were always present but the
inner need to "pull this off" always assisted in defeating all ob-
stacles. Each and every member was eager for the perfor-
mance to succeed. A budget was not available so all students
provided the costumes and props that belonged to them.
Posters and program were handmade by group members.
The cooperative bond that was created among the actors
was broken after riots in Athens forced the postponement of
the performance. As Stanislavsky said: "To arouse a desire to
create is difficult; to kill that desire is extremely easy." To ex-
plain the emotional state that we experienced an example of
physics can be used: if someone is trying to push a gigantic
metallic ball on the top of a mountain it is going to be ex-
tremely hard to push it up and ridiculously easy to push it
down.
Similarly, the group was ready to be creative and perform
but the events of early December affected us negatively. In
general, the social environment prohibits the expression of
creativeness. We live in a world where everyday routine and
obligations suppress our creativity. For one person it is hard
to experience a moment of pure creativity. Given that, it is
even more difficult for a group of people to coordinate and
to feel the desire of creation simultaneously. Finally, when the
"big day came" the group had managed to overcome all set-
backs and with collective effort, the show was better than
ever expected–round of applause!
ACS_47-57_ETH_EVENTS 22-05-09 15:45 ™ÂÏ›‰· 48
49
On Friday, January 16th, an audience of more than two hundred
was privileged to watch the 13th annual ACS Academy talent
show, otherwise known as the Golden Wreath Awards.
Twenty-five Academy students worked on the production
which featured talented students singing, dancing, juggling, and
acting, as well as playing piano, guitar, and drums. "Behind the
scenes" students acted as stage crew, technical crew, and cam-
eramen, while others worked the "front of house" with programs
and refreshments. Holding the show together were the Mis-
tresses of Ceremonies, seniors Christina Mitropoulos and Ly-
dia Makariades.
The evening began with a Faculty Act of Pink Floyd's Another
Brick in the Wall and then moved on to the real talent of the
evening: the students. Rami Mehio and Artemis Kakaris
played original compositions on Piano, and Joo Yeon Kim per-
formed Chopin's Scherzo #2. Vocalists for the evening were
Agnes Toth singing Vermilion Pt. 2, Alaina Boukedes with Fever,
and Angelique Coulouris with Gravity. Dancers were Zacharo
Gialamas (No Air) and Katerina Chaida & Nefeli Tsiouti who
performed to a mix of 5 hip hop songs. Ioanna Kyrtatou and
Venetia Molin performed a Duet Act entitled Random and Luis
Maly wowed us with his juggling skill - even on a unicycle! Peter
Hovenier performed a drum solo, and seniors Stefan Co-
corelis, Johannes Husten and Rene Schemschat showed us
what their band, Flashback, is all about with vocal harmonies as
well as acrobatics!
The evening ended with presentations to the winners:
3rd Place – Flashback (Stefan, Johannes and Rene)
2nd Place - Angelique Coulouris
1st Place - Katerina and Nefeli with their amazing hip hop
Faculty and Staff who helped with the production: Marca Daley,
Athina Mitsopoulou, Sofia Thanopoulou, Margarita Gournaris, Bri-
an Kelly, Jim Koulyras, and of course, our faculty performers!
Thank you to all who helped to make it such an enjoyable evening!
January 2009
13th Annual Golden Wreath Awards Marca A. Daley
Academy Activities Coordinator
Johannes sings and plays for Flashback
Nefeli and Katerina with their winning hip hop dance
Duet Acting Team (Coaches: Ms. Thanapoulou and Mr. Medeiros)
Bailan, Christina & Rose, Sevi
Das, Sudipta & DiCrescentis, Gracy
Davison, Caio & Kampouridis, Christos
Filippeli, Olympia & Efstathiadi, Katerina
Mamalis, Alex & Tsipouridi, Nefeli
ACS_47-57_ETH_EVENTS 22-05-09 15:46 ™ÂÏ›‰· 56
57
March 2009
Greek Independence Day Celebration Irini Rovoli, Anastasia Papageorgiou,
Venie Gaki
ES Greek Language Teachers
On March 24, 2009, many had the chance to attend the ACS Athens Elemen-
tary School celebration of Greek Independence Day at the ACS Theater. It was
the 188th commemoration of the declaration of Greek Independence Day. It was
on the 25th of March, 1821 that Greeks swore that they would fight to the end to
win their freedom back after almost 400 years of slavery to the Ottoman Turks.
Eleftheria e thanatos is what they said, meaning "Freedom or Death."
The Greek ethnic celebration of March 25th is a unique way of celebrating
Greece as host country and homeland in an international setting with 100% student
participation. What does this celebration offer our students? Native speakers of the
Greek classes JK-5 do not just rehearse for the stage performance. The Greek Inde-
pendence Day is part of the Greek Language curriculum. Therefore, depending on
their level, a month prior to the celebration, students are given the opportunity to
connect with their past through various
texts, poems and songs. Through dif-
ferent activities and research projects,
they "travel in time" and meet their an-
cestors as they learn about the history
of that time-period. Students are also
invited to ask questions, reflect and ex-
press their opinions, and they learn to
appreciate the importance of today’s
freedom and peace.
Students who are not native Greek
speakers are fascinated by the idea that
such a small number of people set their minds to fight against the Ottoman Turks,
who in fact outnumbered the Greeks, let alone the fact that this small number won
the war and their country back! Their interest in Greek history of those times is im-
mense, their queries are for the most part well-aimed and their more objective per-
spective sets the background for further discussion. There were students who bom-
barded us with questions such as, "So, Miss, what took them so long to revolt?" or
"What inspired the Greeks to take the risk?"
It is truly amazing to see children from all over the world be a team and coop-
erate towards a common goal, the Greek Independence Day performance. This is
a celebration of color as our students are dressed in blue and white (the Greek flag
colors) or in colorful Greek ethnic costumes. It is also a celebration of multiple in-
telligences as students participate in various activities:
ñ Greek dancing
ñ Singing traditional songs
ñ Dramatization
ñ Reciting
ñ Narrating
ñ Projecting their own drawings on the stage screen
ñ Holding Greek flags and synchronizing steps and movement
ñ Working in teams and in pairs
Our students’ comments are indicative of the impact this celebration has on them:
"I liked that we learned everything by heart and we were not reading our lines on
stage."
"The songs and poems we learned showed us a lot about the difficult times the
Greeks had to go through."
"Would we be as brave as they were?"
"I felt nervous on stage but very proud I made it!"
"On stage I felt proud of my country."
"I was holding a Greek flag on stage and the next day I went with my parents to
see the big parade in Syntagma square for the first time."
And one among the many parent commented:
"My son is half-Greek and we’ve lived everywhere. This celebration gives him roots
and identity. A sense of belonging…"
ACS Elementary in Blue and White
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ALUMNIaffairs
How does one explain what science
means? There are many examples that
help us to understand what science
means, but each individual may have a
different perspective on what science is
all about and what it means to him.
For alumnus Dr. Paul LaViolette,
class of ’66, science came into his life at
an early age through the influence of his
mother, a chemist who had formerly
worked at DuPont and his father, a
physicist and electrical engineer, special-
izing in nuclear reactor engineering at
the General Electric Knolls Atomic Pow-
er Laboratory (KAPL). Both parents
showed great enthusiasm and passion
for their work, but his father’s mentorship was a great stimulus for Paul. As a
young child, Paul traveled with his father to Chicago in March 1958 to attend an
Atom Fair where both attended lectures that introduced the latest develop-
ments in nuclear power engineering. The fair helped Paul to learn about rare
earth elements that he had previously never heard of through displays and mod-
els. Paul’s early guidance from his parents provided him with a better under-
standing of chemical processes as well as nuclear processes. "During my early
years, I learned from my father the process of abstract thinking, and of thinking
clearly and conceptually about physical phenomena. We both shared the trait of
being curious about nature, of wanting to explore the unknown. My mother was
also an important influence. From her I learned to be an independent thinker,
not to be afraid to stick to my ideas even if they were challenging mainstream
thinking. My uncle also had an influence on me in my early years. He was an
aerospace engineer who, in his early career, was involved in designing rockets
and missiles. He also did pioneering research on ultrasound and developed the
first twisted ribbon FM accelerometer, a version of which was later used to ac-
curately measure the force of gravity on the Moon, an accomplishment duly not-
ed on a plaque in the Smithsonian Air and Space Museum in Washington, DC."
Dr. LaViolette earned his Bachelor’s degree in Physics from Johns Hopkins
University, his Master’s degree in Organizational Administration from the Uni-
versity of Chicago and his Doctoral degree in Systems Science from Portland
State University. His passion and the influences he had received throughout his
childhood years led him to be who he is today, shaping his professional accom-
plishments to date and any future discoveries.
Some of Dr. LaViolettes’s professional accomplishments include 5 books
which he has authored: Secrets of Antigravity Propulsion, which has been selling
very well, having gone through its second printing after just 4 months. He also
wrote Decoding the Message of the Pulsars, Earth Under Fire, Genesis of the Cos-
mos, and Subquantum Kinetics, and has served as the editor of a sixth book enti-
tled A Systems View of Man. His findings have been published in several acade-
mic journals such as Earth, Moon, Planets, Meteoritics and Eos, the Astrophysical
Journal, the International Journal of General Systems, and Physics Essays.
Paul LaViolette has been recognized as the first astronomer to disprove the
expanding universe theory by showing its inability to fit observational data in a
consistent manner. He is also the first to discover high concentrations of cosmic
dust and gold in ice age polar ice. In this particular discovery, he made predictions
about the entry of interstellar dust into the solar system ten years before its con-
firmation in 1993 by data from the Ulysses spacecraft and by radar observations
from New Zealand.
He was the first US scientist to receive polar ice samples from the former
Soviet Union, thereby initiating the current US-Russian ice core exchange pro-
gram. He has been the president of the Starburst Foundation since 1984, for
which he has conducted interdisciplinary research in physics, astronomy, geolo-
gy, climatology, systems theory, psychology and ancient mythology.
The translation of one of his books, Genesis of the Cosmos, from English to
Greek brought him to Greece three years ago and he is currently still living in
Greece as his second book, Earth Under Fire, is also being translated into Greek.
Both books cover topics such as cosmology, astronomy and ancient mythology.
While in Greece, Dr. LaViolette is writing a paper that will present convincing
evidence for the cause of the mass extinction at the end of the ice age, showing
that the legendary conflagration was actually due to a super-sized solar storm.
To receive more information on Dr. LaViolette’s career accomplishments,
theories and predictions please visit his website at www.etheric.com.
A word of advice that Dr. LaViolette would like to share with our ACS
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ALUMNI SPOTLIGHT: Dr. Paul LaViolette, Class of 1966
Marianna SavvasAlumni Affairs
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Athens students who are thinking of entering the field of Science: "If you’re go-
ing into science just as a way to make money and basically to be a data collec-
tor, play their game and accept their theories, "they" being the guardians of the
established science catechism, you will be one of the sheep, probably well fed.
If you’re going into science to make a real difference that will result in an in-
crease of our understanding of the world around us, don’t swallow everything
you are taught. Question authority. Realize that most theories that are cur-
rently accepted by academia and the media are wrong and have been dis-
proven. Be aware of what Thomas Kuhn talks about in his book The Structure
of Scientific Revolutions and realize that the conservative "science priesthood" will
oppose you and try to maintain the hold over its dominion like the eye in the
Lord of the Rings. You will have many battle scars. You will be branded as a
rebel. You may be shunned by those who may fear that association with you
could bring disfavor upon themselves. You may even lose your job, like Halton
Arp (discoverer of the quasar redshift anomaly), or Eugene Podkletnov (dis-
coverer of the gravity shield and gravity impulse beam), or Pons and Fleis-
chman (discoverers of cold fusion-which incidentally has now been shown to
be a real reproducible physical phenomenon). This is a difficult path which, if
you are prepared to follow, will bring immense inner satisfaction, and if you
persist, substantial recognition later in life."
One of the most difficult "farewells"
this community has had to say was to our
dear former Greek teacher and colleague
Mr. George Pisanias. On November 4th
2008, students, former and current facul-
ty and family gathered at the Aghia Tria-
da Church in Ekali to say their final good-
byes to a man who will be remembered
by all as a top notch educator, but most
of all, a man who loved and cared for his
students as if they were his own children.
"30 years later I still remember the fun
we had in Mr. Pisanias' class while at the
same time learning to appreciate the beau-
ty of Hellenic literature. He was a perfect ex-
ample of a cultured man who had manners,
an unbelievable sense of humor and who truly loved teaching. I consider myself lucky to
have known him." Lilika Tsoumba, ’82
"To me he was always teacher, father, mentor, and friend all in one.....and now a legend."
Jim Zikos, ’78
"A teacher of extreme tolerance and patience with his students who educated his
students by arranging many field trips all over Greece. He was also very forgiving with
my mischief. I can think of at least a couple dozen instances where he cut me slack....
and a hell of a tavli player. He was a legend!" Alex Stathis, ’79
"A very fun guy with a great sense of humor and a high tolerance for youths’ stupidity
which made him a great teacher and role model -- will fondly remember him always"
Artie Gyftopoulos, ’81
George Pisanias was born in Suez, Egypt in 1937 and his parents were from
Kalymnos and Kassos. During his childhood he lived in various places including
Jerusalem and Cyprus. He studied Modern and Classical Greek at the National
and Kapodistrian University of Athens and spoke five languages. Mr. Pisanias be-
gan his teaching career in Cyprus, and then moved to Cairo, Egypt where he
met his wife Christina. They moved to Athens in the 1960s and he began teach-
ing at ACS Athens in 1966 as a Greek Teacher, and eventually became IB Co-
ordinator.
He was man of culture and quality, with an incredible approach towards
teaching that created a strong bond between him and his students. Teaching
was his life. After his retirement from ACS Athens in 1995, he continued to
teach, and spend time on his beloved island of Leros, where he enjoyed fishing,
cycling, swimming and spending time with friends. However, his heart and pride
was with his family; it was evident from his eyes when he would talk about his
wife Christina, his children, Katerina and Nicolas, and his grandchildren.
George Pisanias' legacy lives on at ACS Athens through his daughter, Katerina
Pisanias, who has been teaching Greek since 1995. Students of Katerina (Ms. Pisa-
nias) will talk about her devotion to her students, her calm and gentleness and love
of teaching. For Katerina, her father was "not only a loving and caring father but al-
so my mentor."
Farewell dearest George Pisanias. Our comfort lies in the hope that mem-
bers of the former Foreign Language Department: Monsieur Angelonides,
Madame Manglivera, Ms. Lorandou, Mr. Voudouris, have welcomed you to join
them to a game of tavli as good ol' Madame is waving her cane at you with a
"Bien Venue!"
Editor’s note: The family of George Pisanias would like to thank everyone for
their heartfelt thoughts and condolences.
In Memoriam: Farewell to George Pisanias Belina Korovessis ’78
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ALUMNIaffairs
Dear Alumni,
Welcome to the Alumni section of the fifth issue of the ACS Athens Ethos. To submit
your information in the next issue, please email [email protected]. Please visit our website
at www.acs.gr, under Alumni, so that you, too, can be updated on news and events.
Marianna Savvas (98)
Alumni Affairs
What are we doing NOW?Jim Lynch (79) writes: I have had the unique opportunity to be part of build-
ing a new university while serving as a Dean of Enrollment Management at Florida
Gulf Coast University.
Louis Selzer (77) attended ACS between 1971-72 (7th grade-middle
school), and from 1974-1977 (10th-12th grades-Academy). I attended the Uni-
versity of Maryland, College Park, where I received a BA in Government and
Politics (Political Science) in 1981. While at UM, my roommate and close friend
was another graduate of ACS (class of 77) Mike Innella. I also kept in contact
with my closest childhood friend, Nick Prentzas, who passed away last year.
Following graduation, I applied for a position with the US Naval Criminal
Investigative Service-NCIS (then known as NIS), and after two years was ac-
cepted and received training as a Special Agent in 1983. I had four assignments
in Italy, one in Greece, and several in the Washington, DC area. My last post-
ing was at the US embassy in Rome, as the senior representative agent. I con-
cluded my career with the NCIS in December 2005 after almost 23 years of
service. During my career with NCIS, I came into contact with other ACS
alumni, many of whom were either USMC or USN officers.
I moved to Athens in January 2006. I am now working with my partner,
Christine Lentzos at her menswear company as VP and senior board member.
Christine was my high school sweetheart and first true love–she is my date in
the above prom and graduation photos. Christine and I got back together af-
ter 27 years.
I have three sons from my first marriage: David, Andrea and Luca, who re-
side with their mother in Rome, Italy.
Ariel Topsikiotis White (2000) while actually based in London as a
lawyer, is currently on secondment in New York, and has found it really fan-
tastic to be able to re-connect with
her American heritage. She plans to
visit ACS this summer, when she re-
turns to Greece for summer vacation.
Ariel keeps in touch through Ms. Per-
akis.
David and Richard Lemon (84)
visited campus in early April, their first
visit back since they graduated.
Grapevine
Tom Gibson (left) and Bob Pasco (right), former Academy Counselors in the early80's visited campus last May. They are seen here with Ms. Daley and Mr. Pelidis.
ACS_60-65_ETH_ALUMNI 22-05-09 16:06 ™ÂÏ›‰· 62
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The Gala event at the Grande Bretagne was a great event for all who at-
tended. I had the pleasure to attend both as a parent and as an alumna.
Throughout the evening, as I listened to the speakers talk about the school, the
faculty, their goals and achievements, I could not help but feel like a youngster
who becomes enthusiastic about upcoming events and wish I could turn back
time and enjoy the many benefits the school has to offer.
But that is when I thought . . . when I attended ACS, the school did offer
the best at that moment in time. Back then it was still considered the most ad-
vanced school; and this is why I also felt content and proud to have made the
right decision with my husband to send our child to a school that has proven it
can grow and blossom constructively over the years.
I also saw a few of my teachers who still teach! Their loyalty, their positive
attitude, their great spirit and enthusiasm to work as a team reminded me that
loyalty, persistence and patience eventually pay off in the fulfillment of aspira-
tions. Last, if I can add a few words about the organization of the event: I
thought it was very well presented, the meal served was quite delicious and the
dessert was more that I could taste in regards to the chocolate!
GALA EVENT...through the eyes of a parent and alumna
Eleni Bitouni, Class of 91
Eleni Bitouni and husband Panos Simonetos
The ACS Athens PTO’s annual Holiday Bazaar, held on Friday, December
5, 2008 in the school gymnasium, was yet another successful event. ACS Athens
parents, friends, students, colleagues, alumni and the outside community had the
opportunity to browse the various vendor tables present that day, including
ACS Athens school clubs and the ACS Athens Alumni Association.
The Alumni table was visited by many shoppers who bought items such as
coasters, frames, crystal glasses, vases, ornaments, paintings, magnets and key
chains provided by the Alumni Association of ACS Athens.
Once again, we would like to thank all those who have shown their contin-
uous support to the Alumni Alumni Association of ACS Athens.
ACS Athens Annual HolidayBazaar: Alumni Table
Evan Sharp, Class of 85
ACS_60-65_ETH_ALUMNI 22-05-09 16:06 ™ÂÏ›‰· 63
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ALUMNIaffairs
Dear Ms. Savvas,
I was touched by the note
about Harold Lynn in a recent
alumni magazine. I had known that
he taught for ACS, but I knew him
when he was in Colorado after
the Iranian revolution of 1979,
which had closed the school in
Tehran where he was teaching, or
at least driven out the Americans
living there.
His mother lived in Colorado
Springs, and I think he had grown
up here. He was a man of wide
culture, and when I met him he
was singing in the chorus of a local
summer opera festival–perhaps Boris Godunov. He
was a joy to be around–witty, informed, upbeat, and
I can see the teacher described by my fellow alumni
in your story.
I graduated from the American Academy in Kifis-
sia in 1958, ending a one-year stay
in Greece made possible by my
father’s Fulbright professorship at
the University of Athens. I got a
lot out of the teachings and the
friendships of Amin Banani, Helen
Tucker, Harry Hionides, John
Dorbis, George Pimenides and
the Headmaster David King. My
classmates–people like Margaret
Hopwood, Rigas Hacisavas, Ly-
courgos Papayanopoulos, Saliha
Parer, John Alexander and
George Scarpalezos–were won-
derfully accepting.
I went on to build an academ-
ic career on the Greek I learned. I’ve been a profes-
sor of Classics in the states now for 43 years, and I
continue to be grateful for my years at ACS Athens.
Owen Cramer, Class of 1958
Professor of Classics, Colorado College
Today in the mail I received ACS Athens Ethos, and
had some conflicting thoughts:
My first thought was: "I hope that today's ACS
ethos is to wrap their magazine in a sheet composed of
a biodegradable corn product rather than a petroleum-
based plastic that will remain in the town landfill for 400
thousand years!"
My next two thoughts followed my views of two
pages: On page 47 I saw the cutest-looking young man
named AJ that looks just like my old-time ACS friend
Jeannie! And on page 54, I saw a picture of my old
teacher, Mr. Harold Lynn, above a tribute to him writ-
ten by my old-time ACS friend Patty!
My final thought was, "Man, I'm going back to Greece
next September so I can see Jeannie and Patty and ACS!"
Love, Cindy
ALUMNI LETTERSMany of our ACS Athens alumni enjoy sharing memories of former ACS teachers and friends they met
and had along the way. Owen Cramer (58) and Cindy Econopouly (73) both responded to the tribute
to Mr. Harold Lynn, former ACS Athens teacher, written by teacher and alumna Ms Patty Green-Wen-
Who is Dusty Stardusty? Meet the author and illustrator, Margaret Matsumoto Artinos
Marianna SavvasAlumni Affairs
ACS_60-65_ETH_ALUMNI 22-05-09 16:07 ™ÂÏ›‰· 65
Office of the President ext. 201Office of Enrollment Management & Community Relations ext. 263Admissions Office ext. 263, 251Reception ext. 206, 233Office of Alumni Affairs ext. 207Human Resources Office ext. 204Business Office ext. 202, 207Office of Academic Affairs & Innovative Programs ext. 402, 409Office of Student Services ext. 226Cashier ext. 208Bookstore ext. 214Transportation Office ext. 239Health Office ext. 217Cafeteria ext. 236Academy Office ext. 222Middle School Office ext. 261Elementary School Office ext. 229IB / Academy Discipline Office ext. 247, 244Stavros Niarchos Learning Center ext. 237, 265HS/MS Media Center / Library ext. 219, 220ES Library ext. 293Publications Office ext. 271Athletic Office ext. 327, 401Theater Office ext. 331, 302 Security ext. 240Night Entrance Security 210-6393555
66
American Community Schools of Athens129 Aghias Paraskevis ∞Á›·˜ ¶·Ú·Û΢‹˜ 129 Tel.: 210-639-3200-3GR 152 34 Halandri 152 34 ÷ϿӉÚÈ 210-601-6152Athens, Greece ∞ı‹Ó·, ∂ÏÏ¿‰· Fax: 210-639-0051E-mail: [email protected] http://www.acs.gr
C O N T A C T S
How to Contact Us
Ethos: n.Greek: ethos: nature, disposition. The characteristic spirit of a culture, era, community, institution, etc., asmanifested in its attitudes, aspirations, customs, etc; the character of an individual as represented by his or her values andbeliefs; the prevalent tone of a literary work in this respect.
ACS_66_CONTACT_ALLAGH 25-05-09 12:01Úˆ› ™ÂÏ›‰· 66
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