Singapore American School Newsflash, March 2005

Jane GoodallVisits SAS

Jane Goodall exhorted every individual to “take action” when she addressed 1700 students and

staff at the school in December. “We are at the crossroads; we can’t have hope forever,” was the message she delivered as she spoke about the need for every individual to take part in the fi ght for conservation. In sharing stories about her personal life and what led her to her life’s work, Dr. Goodall encouraged her audience to “follow your dreams” and detailed the infl uence her mother had on providing the inspiration and

support for her to follow her own dreams as a child and a young adult. Dr. Goodall met with members of the middle school ECO and high school SAVE clubs, and helped plant a nutmeg tree in the campus butterfl y garden.

NEWSA Singapore American School community service publicationVolume 7, Issue 2-04/05 - March 2005

FLASH

NEWSFLASH is published bimonthly by the Communications Office of the Singapore American School. It is distributed free of charge to the parents, faculty members and organizations served by the school. Inquiries and comments should be addressed to:

COMMUNICATIONSOFFICE

Singapore American School40 Woodlands Street 41

Singapore 7385476360-6303

email: [email protected]

SAS Home Page:http://www.sas.edu.sg

Chairman of the Board

Mrs. Shelley DeFord

SuperintendentMr. Robert Gross

NEWSFLASH

Board member since 1999 Term ending 2005Chairman of the BoardChairman, Executive Chairman, Executive CompMember, FinanceMember, Trust

Board member since 2002 Term ending 2005Member, Facilities Member, Finance

Board member since 2001 Term ending 2007Member, Executive CompMember, Facilities Member, Trust

Board member since 2001 Term ending 2007Member, Executive CompMember, Curriculum Member, Finance

Singapore American School

Board of Governors

Shelley DeFord

Melanie Ng Chew

Robert Comstock

RichardBorsuk

Robert GrossSuperintendent of Schools

David HossPrincipal

Primary School

Paul ChmelikPrincipal

High School

Allan BredyPrincipal

Middle School

Marian DeGrootPrincipal

Intermediate School

The Singapore American School Board is a policy and governance Board. The Board has three primary responsibilities:

1. Ensure that the school’s policies support the achievement of the school’s purpose. The Board of Governors delegates the implementation of these policies to the Superintendent, who is responsible for the administrative operations of the school. 2. Conduct long range planning for the continued improvement and financial health of the school. This includes annual establishment of school wide goals and ongoing review of progress toward those goals. 3. Hire the school’s Superintendent, provide ongoing support and supervise his/her performance. The Singapore American School Board of Governors is made up of 12 elected volunteers who serve three year terms and serve on a minimum of two Board committees. All Board members must be parents of current SAS students and members of the Trust. The Board operates through the working committees.

About The Board

New Board Information is available on the SAS Website: www.sas.edu.sg

Board ResponsibilitiesBoard Member Bios

Agendas and Minutes

Have Something to Say? Click on the new ‘Contact the Board’ link.

Board member since 2003 Term ending 2006Chairman, Trust Member, Executive Member, Finance

Board member since 2003 Term ending 2006Chairman, FinanceMember, Executive Member, Executive CompMember, Facilities

Board member since 2000 Term ending 2006Chairman, CurriculumMember, Executive Member, Facilities

Board member since 1999 Term ending 2005Vice Chairman of the BoardChairman, FacilitiesMember, Executive Member, Curriculum

Board member since 2003 Term ending 2005Member, CurriculumMember, Trust

Garth Sheldon

Sally Greene

Carl Stocking

MaryWitkewicz

Maya Roll

MicheleGilmer

SheilaWang

Nigel Romano

Board member since 2004 Term ending 2007Member, CurriculumMember, Trust

Board member since 2004 Term ending 2007Member, FacilitiesMember, Finance

Board member since 2004 Term ending 2006Member, CurriculumMember, Finance

AboutTh e Board Committees

Curriculum Committee

The Curriculum Committee reviews, approves, informs, or

recommends as appropriate, curricular issues to the Board for approval and provides a channel for community input into curriculum development. Th e committee also reviews special programs such as Interim Semester and Classroom Without Walls.

Facilities Committee

The Facilities Committee is responsible, at

policy and planning levels, for the construction and maintenance of the school plant subject to fi nal approval of the Board. Th e Facilities Committee is also responsible at policy level for security.

Finance Committee

The Finance Committee is responsible for (1) fi nal review and

approval of the budget before it goes to the Board for adoption; (2) fi nal monitoring of all school expenditures on behalf of the Board; (3) working with the Superintendent on all joint responsibilities having to do with school fi nance and fi scal safeguards, and planning for the future.

Trust Committee

The Trust Committee is responsible for assessing the Board composition

and recruiting talented persons to serve on the Board. Th e Committee also assists the Board in the Superintendent’s performance assessment and the annual review of Board eff ectiveness

See the Board website at www.sas.edu.sg for more information, meeting agendas and minutes

From The Board Vice Chairman

The East Asia Regional Council of Overseas Schools (EARCOS) held their annual conference for

school administrators from the 30th of October through the 2nd of November in Ho Chi Minh City. As has been the case for many years, there is a pre-conference weekend session for Board members from member schools. Board members came from schools throughout the region and represented institutions of various size, grade coverage and cultural makeup. Sally Greene, Mary Witkewicz, Bob Comstock and I represented SAS at the board sessions. In fact, the SAS Board was the coordinator for the Board portion of the conference in Ho Chi Minh City and I served as the facilitator for the two days of discussions.

Th e fi rst day of the Board sessions was taken up with a series of presentations from specialists selected from those presenting to the main conference participants later in the week. As the coordinator for the Board portion, we had made the selections for this portion of the conference some weeks earlier. We were looking to select topics that would cover issues that would apply to most of the schools represented, regardless of size or resources. Th e speakers we selected were:

Ken Wesson – Ken spoke on the neuroscience of learning, or how the brain learns. He spoke about the physical structure of the brain and the diff erences in those of boys and girls, and how these characteristics can aff ect curriculum planning, class length, teaching methods

and “brain-considerate” learning environments.

David Th ornburg – David spoke on the topic of educational technology. He came out of the well-known Xerox Palo Alto Research Center, home to the invention of the PC, the Ethernet and laser printer, among other now common items, before founding the Th ornburg Center. David works on the leading edge of educational application of technology and talked about how current applications of technology allow us to “do things diff erently,” whereas what we should be aiming for is “doing diff erent things.”

Chris Roose – Chris spoke about security. His long career in the fi eld, including roles as police chief and force protection offi cer for NATO Headquarters in Europe, gave his talk the seriousness of purpose the topic requires. While all board members present had been dealing with the security issues in their host countries, Chris’s clear and concise presentation helped validate the posture and process SAS has been taking.

Th e second day of the Board sessions was conducted without a guest speaker. Each delegate was asked to indicate two topics they wanted to discuss and I took the top subjects for open discussion.

Board communication with the community was a top choice and led to a useful discussion on the various ways in which each school board gets information out to and input in from their communities. Clearly, an issue with nearly all the boards represented, including SAS, was fi nding the most eff ective way to both report to the community and get meaningful representative participation from the

community. While the SAS Board was already increasing the content of communication with the community, the EARCOS session contributed to the decision to post the subjects coming up in all SAS Board committee and full board meetings as well as posting minutes of the meetings on the SAS website. We also took the decision to have individual board members contribute reports such as this to Newsfl ash. In addition, we have added a “Contact the Board” button to the website that will allow community members to express concerns or make comments more directly.

Th e second topic choice was Policy Governance, a specifi c system by which school boards establish a set of high-level policies that refl ect the vision of the school, and steer clear of policies that attempt to manage the operation of the institution, which is the job of the superintendent. Jakarta International School (JIS) is in the process of active adoption of a Policy Governance system for their school and were very forthcoming in sharing their experiences in making that transition with the group. SAS had sponsored a visit to EARCOS 1999 by the Aspen Group, a consulting fi rm that specializes in assisting school boards in writing a Policy Governance framework for their schools. At that time, we also had these folks stop over in Singapore to give our Board a more detailed presentation and discussion on the subject, so we were able to share our experience and insight.

I then divided the group into 3 smaller

Garth SheldonEARCOS Annual

Conference

Staff Appreciation DayTuesday, April 19

This annual PTA event gives parents the opportunity to thank SAS teachers and staff for all that they do for our

children by providing breakfast and lunch on the day. The PTA has purchased gifts for all staff members so parents do

NOT need to buy anything.

However, we do need your help in donating food, volunteering your time to help prepare and serve or

donating money.

You will soon be receiving information from your Division Representatives. We encourage everyone to respond to the request and help make this special event possible. Should you have any questions, please contact your Division Rep

or one of us.Thanks in advance for your support!

Sandra Smith Karin Stolarski9129 1709 9185 8720

[email protected] [email protected]

discussion groups, each to take on one of the next 3 most voted-for subjects. These were –

Visioning – Establishing long-range goals on the kind of school you want to be and writing policy consistent with and in support of those goals. This was facilitated by Charles Huang of the Taipei American School and chair of their Futures Committee.

Superintendent Evaluation – How does a board measure and evaluate the performance of their head? This was facilitated by Jean Liu, chair of the Taipei American School Board, who has been going through a 360-degree evaluation process with their Head of School.

Faculty Compensation Models – Mechanisms for remaining competitive in recruiting the best teachers without charging excessive tuition fees. This was facilitated by Robert Brewitt from the International School Eastern Seaboard in Thailand.

The Visioning discussion drew the interest of all four SAS board representatives as our Board moves towards a similar exercise in developing further our vision of what SAS should be in the years ahead.

At the close of the weekend’s sessions we discussed ways in which we may be able to better contribute to our individual schools by increasing communication and cooperation between the schools in the EARCOS region. SAS has volunteered to establish and serve as the secretariat for EARCOS board communication and initiatives in the coming year. Davin MacKenzie from Western Academy Beijing has volunteered to serve as the facilitator for EARCOS 2005 in Manila, with the SAS board serving as the coordinating agency.

This was the 4th time I have attended the EARCOS conference and each time I do, I come away with a renewed awareness of the leading role SAS plays as an institution in the region. This leadership is built on the outstanding academic, athletic, cultural and artistic efforts of our teachers and students, and we are stepping up our role of regional leadership in board matters as well.

Board of Governors Budget Presentation

Tuesday April 57:00 p.m.

Room H301The Board and Administration will present the proposed budget and tuition levels for the 2005-2006 school year. All parents are invited to attend and to provide input to

the Board before the budget is finalized.

Urgently need Halal Committee Chair for Staff Appreciation on April 19th. Responsabilities will include :

1. Organizing several volunteers to staff halal room.2. Collecting donations of money to buy halal lunch items.

3. Organizing donations of breakfast foods, desserts and drinks.4. Organizing simple decorations.

Please e-mail Karin Stolarski [email protected] if you can help!

Eugene RogersGuest Conductor - Choral

Sean O'BoyleGuest Conductor - Band

Dr. Sandra DackowGuest Conductor - Strings

Eugene Rogers , a native of South Boston, Virginia, is currently a Visiting Professor of Choral Music Education at the University of Michigan. Mr. Rogers has taught at Grosse Pointe

North High School in Grosse Pointe, MI, and Waubonsie Valley High School in Naperville, IL. In addition, he has also been the Assistant Artistic Director of The Boys Choir of Harlem and the Associate Conductor of Glen Ellyn Childrenʼs Chorus in Glen Ellyn, IL. He earned a M.Mus in Choral Conducting from the University of Michigan, where he served as the assistant conductor to the Menʼs Glee Club and the University Choir, and a B.S. with high honors from the University of Illinois at Urbana-Champaign. Mr. Rogers ̓choirs have continually received top honors and superior rankings for their performances. In 2000 and 2001, Mr. Rogers received the “The Most Influential Educator” award, and in 1995 he was the winner of the American Choral Directors Association National Student Conducting competition.

Australian composer and conductor, Sean OʼBoyle, has conducted recordings

and concerts with many leading Australian orchestras, including the Adelaide Symphony, the Queensland Orchestra, West Australian Symphony Orchestra, Tasmanian Symphony and Orchestra Victoria. His compositions have been performed by all the major Australian orchestras and by North American orchestras including the Dallas, Fort Worth Symphony Orchestra and the Cincinnati Pops Orchestra.

In 2002, he was featured exclusively at the Commonwealth Heads of Government Meeting (CHOGM) where his compositions were performed live for Her Majesty Queen Elizabeth II. In 2000, Sean composed the Australian Broadcasting Corporationʼs

Dr. Sandra Katherine Dackow is currently the Music Director of the Hershey Symphony Orchestra in Hershey, Pennsylvania and for fifteen years, served as the Music Director of the Ridgewood Symphony Orchestra in Ridgewood, New Jersey. The

Ridgewood Symphony Orchestra debuted to rave reviews at Carnegie Hall in 1992 and also at Lincoln Centerʼs Avery Fisher Hall. Her guest conducting engagements have taken her all over the world from Kharkov Philharmonic, Ukraine, Victoria Symphony Orchestra (TX), Australian East Coast Wind Orchestra to Rapides Symphony and Varna State Philharmonic (Bulgaria), to name just a few.

Sandra Dackow holds Bachelor and Master of Music degrees, as well as a Doctor of Philosophy from the Eastman School of Music. She most recently served on the faculty of Brandeis University in Waltham, Massachusetts, as director of the University Symphony Orchestra and Wind Ensemble. She has served on the faculty of Slippery Rock University in PA and has been a visiting faculty member during the summer sessions of the Eastman School of Music, Temple University, Montclair State College, Wichita State University and the University of Alaska, Fairbanks. A native of East Paterson (Elmwood Park) New Jersey, she has served as a band and orchestra director in the schools of both Glen Rock and East Brunswick, New Jersey, as well as Supervisor of Music of the Ridgewood New Jersey public school district.

Olympic theme for use during the Sydney 2000 Olympic Games. The theme was also featured during the 2002 Commonwealth Games in Manchester.

He has written and produced music for more than 60 CDs recorded in collaboration with the Australian Broadcasting Corporation, including A Christmas Gift (Yvonne Kenny and the Adelaide Symphony Orchestra), Perfect Strangers (Judi Connelly, Suzanne Johnston and the Tasmanian Symphony Orchestra), Old Pig (Sydney Symphony Orchestra), Gershwin Country (Adelaide Symphony Orchestra), Dreams are Forever

(Riley Lee and the Queensland Symphony Orchestra) and an extensive range of childrenʼs CDs. He has twice received the coveted ABC Golden Manuscript Award for his work as a composer.

Thank YouPTA

Over 850 music students from grades

5 to 12 participated in workshops with renowned guest conductors from the U.S. and Australia. An annual event sponsored by the PTA since the first festival in 1997, this year’s was the largest yet, covering band, strings, and vocal students.

February 21-26Music Festival 2005

Another Hasty Production is coming your way in March, with Ms. Doyleʼs and Mr. Edʼs version of Homerʼs “Odyssey” called “A Not-so-Hasty Homecoming”. Their Grade Two and Kindergarten reading buddies have been rehearsing in the High School Drama Theater recently and in March will present three shows in the Drama Theater, a fi rst for them.

Their previous collaborative efforts include “A Hasty Hamlet”, “A Hasty Hobbit” and “A Hasty Honeymoon: Romeo and Juliet”. All were staged in the Elementary Theater. “Since this yearʼs play has a Greek setting,” explained Mr. Ed. “We thought the amphitheater effect in the Drama Theater was perfect, so we asked permission to use it.”

Each year the collaboration they strive for extends a bit further. “We couldnʼt possibly pull off productions of this scale without a lot of help from teachers and parents,” said Ms. Doyle.

Kirk Palmer returns in his role as drama coach. He has worked with students in two key scenes, the Circe scene and Odysseusʼs revenge scene. George Kaye has been a great source for Greek music and dance, as well as things technological. This yearʼs parents are stepping in again to help with costumes, and parents from previous productions will again provide invaluable backstage help.

In fact, Jane Flohn will be working backstage for the fourth year in a row. Her daughter Jessica, while a student in Mr. Edʼs Kindergarten class, appeared in “A Hasty Hamlet” as Queen Gertrude, and again in Ms. Doyleʼs Grade 2 class as Juliet in “A Hasty Honeymoon.”

“Janeʼs enthusiastic dedication is one of the things that make ventures like this possible,” said Mr. Ed.

He also commented on the continued support from Paul Koebnick and Paula Silverman of the High School Drama Department. “They are phenomenal as always,” he said. “When we broached the idea of building a Trojan horse for our production, they jumped right into problem solving how it could be done. Unfortunately, it just didnʼt fi t the timeline of the play.”

The Sheerins ̓daughter, McKinley, returns to help with set design. She and her high school art teacher, Barbara Harvey, have designed a black ship and Greek pediment, among other props.

Of course, none of this would be possible without the kids. “They have worked really hard to make this happen,” said Doyle. “Every year our kids step up and learn an incredible number of lines. These are complex stories and they love them. Itʼs such a positive experience for them. We hope some of our past students can come and watch the show.”

The show will be staged three times in the Drama Theater: 16, 17, and 18 March at 10 a.m. Doyle and Sheerin will send email invitations out to classes in early March. The performance for parents is 18 March.

A NOT-SO-HASTY HOMECOMING

Steering Committee

Lisa Kleintjes Kamemoto (Lisa KK)SAS Director Of DevelopmentChair [email protected]

Bob Gross SAS Superintendent of [email protected]

Gillian HanSAS Director Of [email protected]

All Committee Chairs

Committees

Lodging/Travel

Jacki Dixon, SAS [email protected]

Tony Lee, SAS [email protected]

Limi Chan, SAS [email protected]

Events

Susan Murray, SAS parentChairjmurray@pacifi c.net.sg Kathy Tan, SAS alum, [email protected]

Deanna Mcdonald, SAS [email protected]

Susan Fay, SAS [email protected]

Jacki Dixon, SAS [email protected]

Barbara Harvey, SAS [email protected]

Leanne Pepple, SAS [email protected]

Terry Ng, SAS alumterryng@pacifi c.net.sg

Wendy Dwyer, SAS [email protected]

Vicki Rameker, SAS alum, teacher [email protected]

Cathy Cunningham, SAS parentrichcath@pacifi c.net.sg

Tours Birgit Imkamp, SAS parentChairtheimkamps@pacifi c.net.sg

Suzanne deFoe, SAS alum [email protected]

Nancy Chng, SAS alum, SAS [email protected]

Corporate Sponsors

Jacquie Bettadapur, SAS [email protected]

Esther Kho, SAS alum [email protected]

Cecilia Hai Sze Lam, SAS alum [email protected]

Cliff Tan, SAS alumcliff .tan@pacifi c.net.sg

Publicity/Website

Greg Rutledge, SAS alum, SAS [email protected] Tracy Chan Goldberg, SAS [email protected]

Outreach Susan Studebaker-Rutledge, SAS alum, SAS [email protected]

Chelsea Orth Jennemyr, SAS alum [email protected]

Tracy Chan Goldberg, SAS alum [email protected]

Memorabilia

Cindy Jahner, SAS alum parentChairrjahner@pacifi c.net.sg

Terry Ng, SAS alumterryng@pacifi c.net.sg

Kelly Lee Yuen Kay, SAS [email protected] Archives/Exhibits

Ron Starker, SAS [email protected]

Barbara Harvey,SAS teacher [email protected]

Dave Hogan, SAS alum, SAS parentdhogan@pacifi c.net.sg

Searching for SAS Alumni

Many of our SAS parents have older children who no longer attend SAS

but are our alums. We, in the alumni offi ce, would like to keep in touch with them and ensure that they are receiving all the news about our reunions, future regional gatherings in the US and other locations, and of course, the 50th anniversary. And we need your help to include your older children’s contact information in our alumni database.

We would like to update our database with the email and mailing addresses and graduation year for these alums, and would appreciate your sending this information to us at [email protected]. Alternatively, you can visit the development/alumni relations offi ce in Central Administration.

Th anks so much for your help!Lisa KK

50th Anniversary Committee

From the Director of Development

We now have a logo ...

The logo selection committee had a very tough time deciding among the logo submissions for our 50th anniversary and alumni reunion to be held in April 2006. After reviewing all suggestions from students, faculty/staff , alums and current parents, Miriam Sim’s

design, above, was selected. Miriam is the secretary to the middle school deputy principal, Robert Godley, who says, “I think it is very fi tting that Miriam’s design was chosen. She is a proud and dedicated employee of SAS. While her eff orts on the design display these traits to the community, it is something that middle school students and staff see every day.” Miriam has been with SAS over four years and has been studying computer graphic design for the past two years to enhance her work in the middle school.

Congratulations Miriam!Miriam has also recently accepted an off er to move to the Development Offi ce, so we are also very pleased to welcome her beginning in April.

A big THANK YOU to all SAS community members who submitted logo designs for SAS’s special birthday. All designs were top notch and we appreciate the time and talent shared.

Lisa Kleintjes Kamemoto (Lisa KK)

and a theme ...

Catch a Rising Star Intermediate School Variety Show

January 29

Our pre-kindergarten class had a special treat in November. We went on a mini

fi eld trip to Mr. Devine’s robotics classroom to see the robots that the high school

students have built and programmed. Our little students had to march up to the fourth fl oor of the

high school, and they were just thrilled to be “on top of SAS” as one little guy put it. Th e students thoroughly enjoyed the experience of seeing

the robots. Th ey heard music being played through them and had their names on mini LCD screens programmed with diff erent messages, and

then they all enjoyed seeing the robots moving around the table or fl oor, and maneuvering past obstacles. Th ere was lots of laughter and excitement

generated by these amazing machines. It was great also for our students to see both boys and girls in the robotics class - good role modeling. Two girls wanted to stay they were having so much fun; and most agreed that the best bit was that the robots kept hitting things and turning around.

story and photos - Vivien Sewell, Pre-K teacher

A Pre-K

Field Trip to a

Robotics Class

Curriculum Development in Visual & Performing Arts and Computers,

Business, & Technology

“We have designed a curriculum that will be much easier to follow and more applicable to everyday

use. The expectations for students are more clearly and succinctly stated as they progress from one level to the next. We have based this curriculum

on U.S. National Standards, and adapted it to refl ect our own school’s needs and expectations.”

Pat Brown, Middle School Choral Music Teacher

Goal: We will provide exciting, meaningful, and challenging visual and performing arts experiences that off er all students at SAS a balanced approach of learning about the arts with performance/production/exhibition opportunities.

Philosophy: Singapore American School provides a liberal arts education for all students with opportunities for explorations and extensions in a variety of areas. In terms of arts education, SAS believes it is important to regularly provide support within three critical areas:

1. Learning about the arts through development of understanding and skills, 2. Experiencing the creation of the arts through student performances and exhibits; 3. Appreciating professional arts experiences as an audience member.

Visual and Performing Arts and

Computers, Business, and Technology are in their Development Year on the Curriculum Cycle (last year was the Study Year), and several enhancements are nearing completion!

Th e primary enhancements include:

1) Articulated goal and philosophy statements to help guide content, delivery, and decisions about programs;2) Revised curriculum in Preschool through 12th grade for all courses and grade levels – shaped through input by staff , parents, and students, as well as review of recognized standards and exem-plary programs;3) Enhanced facilities, equipment, and new resources;4) New courses added this school year, and several new and exciting courses to be added next school year for middle school and high school.

VISUAL AND PERFORMING ARTS GOAL AND PHILOSOPHY

In regard to “learning about the arts”, a quality arts education at SAS provides the following areas of support for all students:

1. Developing skills and techniques that are appropriately challenging within an arts discipline;2. Understanding the communicative and expressive values of an art form;3. Experiencing conceptualizations involved in the production of a work of art;4. Establishing critical and analytical skills related to the quality of an art work;5. Recognizing the context (e.g., cultural, historical, political) in which an art work is created by an artist or group of artists;6. Appreciating the connections and inter-relatedness of the arts in other disciplines and in the world in which we live.

In regard to “experiencing the creation of the arts”, a quality arts education at SAS provides the following areas of support for all students:

1. Recognizing the scope and the depth of what is required in the production of a work of art;2. Responding to the commitment and responsibilities that are required in the production of quality art work;3. Experiencing the interaction of a performed/produced work of art and an audience;4. Developing confi dence in one’s self as an expressive communicator.

In regard to “appreciating professional arts experiences”, a quality arts education provides the following areas of support for all students:

1. Experiencing high quality professional experiences within all of the arts disciplines;2. Interacting with professional artists (e.g. artists-in-residence, guest speakers) to understand the craft and discipline that is involved at a professional level;3. Refl ecting on one’s own experience and understanding of professional art work;4. Developing an appreciation for the arts within the context of quality of life.

From the Director of Staff Development and Curriculum

Staff Development Update

“I think it is noteworthy that the Curriculum Review process clarifi ed support for all divisions to pursue an integrated approach to computers and technology whenever possible, including

opportunities for “just in time” learning for students and staff . Opportunities for

specialization will continue to develop on the secondary level, but the philosophical support

for integration – that recognizes learning within a context and immediate need for learning

– involves the support and eff ort of all teachers. Th e recent development of divisional student exit outcomes and teacher profi ciencies will help to

contribute to these eff orts.” Jerry Szombathy, Middle School Computer Coordinator

A closing note regarding regarding developments within Visual and Performing Arts and Computers, Business, and Technology:

Th ank You to Staff : I have never before seen a more eager and brilliant group of teachers in a school. Th e staff who have been involved in these curriculum adoption processes have shown a willingness to stretch beyond what is familiar, and to commit to what they feel are the right things to do for kids. Th ere have been some signifi cant shifts that have occurred within curriculum for these areas, and it is our belief that this will provide for a much richer and exciting educational experience.

Th ank You to SAS Parents:Th e parent community has been amazingly generous in providing suggestions and support. We received several hundred parent responses to our curriculum survey related to these areas of study, and more input and ideas were off ered through the PTA Coff ees, Parent Ad Hoc Committees, and numerous other communications with parents. All of us want to make sure that we have the best possible programs and opportunities in place for students at SAS, and the partnership with parents has been highly productive and greatly appreciated.

Th ank You to SAS Students:We thank our students for their open and exciting ideas about their own learning. We learn from them every day, and it is our commitment to continue to look at ways to further enhance their learning, confi dence, and success.

Goal: We will provide exciting, meaningful, and challenging computer/technology experiences for all students at SAS that prepare them to eff ectively address educational and real world needs and issues.

Philosophy: Computer/Technology education is designed to help students understand and participate in the technological society of today and tomorrow. At SAS, computer/technology education is approached as a tool for learning and problem solving and also as its own subject area and fi eld of exploration, investigation, and development. In grades K-12, the knowledge and use of computers and technology are progressively developed through four standards, recognized by the International Society for Technology in Education (ISTE):

1. Basic Operations and Concepts2. Social, Ethical, Technological, and Human Issues3. Technology Productivity and Communication Tools4. Technology Research Tools

In grades K-12 there is a commitment to eff ectively and appropriately integrate computers and technology into all areas of learning, so that students are able to broaden their thinking and skills in real life applications.

In grades 6-12, opportunities are made available for students to specialize in areas of technology, and the standards for these courses are recognized by the International Technology Education Association (ITEA):

1. Nature of Technology2. Technology and Society3. Design4. Abilities for a Technological World5. Th e Designed World

In grades 9-12, opportunities are made available for students to also be able to specialize in various areas of computer applications.

COMPUTERS, BUSINESS AND TECHNOLOGY GOAL AND

PHILOSOPHY

As educators, we hold a strong belief in the value of lifelong learning. Th erefore opportunities for continuous learning are vital to our own professional

development and performance.

Atlas Curriculum Training Approximately 70 SAS staff from grades K-12 participated in Atlas Curriculum training in August. Atlas is a web-based system that allows teachers to develop their own classroom units on the system, which then provides increased opportunities for sharing of units within and across grade levels. Singapore American School is pursuing a fi ve-year phase-in of this system through the implementation processes of each curriculum adoption. Th e fi rst teachers to work with the system are the teachers involved in the implementation this year of the new English/Reading Language Arts Curriculum. Atlas also provides an extensive reference section of exemplary curriculum standards in all subject areas.

From the Director of Staff Development and Curriculum

support in October for the new Reading Language Arts Curriculum through workshops in areas requested by staff:

* K-2 Effective and Exciting Strategies for Supporting the Writing Process* 3-5 Effective and Exciting Strategies for Supporting the Writing Process* K-8 Comprehension Strategies for Expository and Informational Texts* K-8 Enhancing Speaking and Listening Standards through Connections with Brain Research* K-12 Regular Classroom Strategies to Support ESL Students

Melvyn RamsdenReal Spelling WorkshopFifty staff members from kindergarten through eighth grade participated in the Real Spelling two-day November workshop at SAS with Melvyn Ramsden. This workshop was requested by staff as an area of added support. Real Spelling

provides a variety of strategies to support diverse student learning needs through

the sound of words, visual cues, kinesthetics, and word origins, and offers structures for learning that develop deep cognitive processes and understanding. In addition to this workshop, a staff study group was formed at the beginning of the school year to provide collegial support for classroom use of Real Spelling. Melvyn Ramsden also provided a Parent Night that was open to the entire school community.

Dr. Susan AdlerSocial Studies CurriculumDuring an In-Service day in November, staff had the opportunity for curriculum, instruction, and assessment

planning within divisions, as well as several scheduled cross-division meetings of staff to check on articulation needs and issues. Dr. Susan Adler, Past President of the National Council on Social Studies, participated in the K-12 social studies discussions related to Study Year planning and development.

US National Conferences on Social Studies and Modern LanguagesFive staff members, covering all divisions, served as representatives to the US national conference on social studies, and six staff members, also covering all divisions, served as representatives to the US national conference on modern languages in November. These two curriculum areas entered the Study Year on the Curriculum Cycle, and staff were provided the opportunity to learn about best practices within these two areas from the premiere conferences on these topics.

Master’s Degree ProgramTwenty SAS teachers from all divisions are currently pursuing their Master’s Degree through on-site courses in conjunction with Buffalo State University in New York. The courses that are being offered at SAS over the next two years for this program include:

* Evaluation in Education: Best Practices in Assessment and Grading* Brain-Compatible Learning in the Classroom: How Students Learn* Issues of Quality Curriculum Design* Differentiated Instruction: Teaching for Diverse Learners in the Classroom* Seminar for the Reflective Teacher* Curriculum and Program Development for Gifted Individuals* Methods and Techniques of Educational Research* Technology in the Classroom* Supporting the Emotional and Social Needs of Students* Master’s Project

Other staff members at SAS are also able to participate in any of the above-listed courses throughout the two-year program, without being enrolled in the Master’s Degree Program.

Bambi Betts Workshop“Enhancing Student learning Through Assessment”Fifty staff members from preschool through high school participated in a weekend workshop with Bambi Betts in September on the topic of “Enhancing Student Learning Through Assessment”. The focus of this workshop was primarily focused on the types of assessments that provide for deeper levels of meaning and understanding for students. Various types of demonstrations of learning were also addressed.

Dr. Myriam MetModern Languages ConsultantAt the end of September, Dr. Myriam Met visited for three days with the Modern Languages faculty in preschool through high school. Dr. Met served as an external consultant for an on-site review of the Modern Language programs at SAS in support of the Study Year for this area of curriculum, and offered various opportunities to discuss topics of interest with staff. Dr. Met serves on the Executive Council for the American Council on the Teaching of Foreign Languages (ACTFL) and is considered to a leading international consultant and author in K-12 modern language education.

Diane MurphyReading Language Arts CurriculumDiane Murphy provided five full days of implementation

NESA and EARCOS Regional ConferencesAdministrators and Board Members participated in regional conferences at NESA and EARCOS in November. Th ese regional conferences provided exemplary keynotes, workshops, and networking opportunities specifi cally designed for Administrators and Board Members.

Martha Kaufeldt CourseBegin With The BrainMartha Kaufeldt, author of Begin With Th e Brain, provided a stimulating double weekend course in December on how students learn and the subsequent implications for quality teaching. Several classrooms at SAS were transformed as teachers used what they learned during the course to provide environments that maximize learning potential. Teachers have continued to utilize teaching strategies that address ways that kids learn. Martha Kaufeldt also provided a Parent Night that was open to the entire school community.

Dr. Bonnie HillBest Practices in Classroom-Based Reading and Writing AssessmentDr. Bonnie Hill provided a dynamic weekend workshop in February for 31 teachers on “Best Practices in Classroom-Based Reading and Writing Assessment”. Th e focus was to better understand how to accurately know

where children are in their reading and writing skills and to clearly identify what is needed next for progress to occur. Th e ideas from this workshop have continued to resonate across grade levels, and it appears to be leading to some new and exciting possibilities for teaching and learning.

Dr. Myriam MetModern Language Curriculum Development SupportDr. Myriam Met returned to SAS

in February to provide three full days of support to preschool through 12th grade modern

language teachers in the development of their new curriculum. In addition to conversations

about best practices, teachers had the opportunity to look deeply into the connections they want to create for student

learning across divisions to ensure that opportunities for appropriately challenging learning occurs for all students. Dr. Met also provided a Parent Night that was open to the entire school community.

Nanci SmithDifferentiated InstructionAt the end of February, Nanci Smith provided a double weekend of workshops on Diff erentiated Instruction: How to Support the Diverse Learning Needs of Students in the Classroom. Th is powerful workshop for 51 teachers provided a range of instructional strategies to support student learning. Ms. Smith also provided a Parent Night that was open to the entire school community.

Other OpportunitiesSAS also provided the opportunity for staff to attend several workshops and conferences within Singapore and internationally.

Finally, there are many SAS staff members who are engaged in their own self-directed learning through research and study programs of their own design. Staff study groups and team collaborations focus on various educational topics and issues, and the divisions also provide many workshops that are presented by SAS staff . Several staff members are also involved in other Master’s and Doctoral Degree programs.

Mark BoyerDirector of Staff Development and Curriculum

Lewis Carroll wrote in Alice in Wonderland, “Take care of the sense, and the sounds will take care of themselves” (a play on “Take care of the pence, and

the pounds will take care of themselves”). Cambridge linguist Melvyn Ramsden believes the Mad Duchess was onto something regarding reading and spelling.

As Melvyn continuously demonstrates, English spelling is organized and regular. Now I finally know the truth about spelling! It took this dyslexic linguist and a whole weekend, but I’m relearning the way to look at spelling and the best news is, it makes sense! For those who took the opportunity to come to his evening meeting for parents, you got a taste of brilliance at work. Melvyn may not appreciate such robust praise because as he says, “This is information that linguists have always known, and it’s nothing new.” It is new to me and I’m really thankful for this innovative look at spelling. It’s difficult to take information that you presume ‘got you where you are’ and throw it out the window but I am here to tell you from many perspectives this linguistic approach to spelling really works.

Melvyn’s spelling charter says it all! He’s listed the rights for children and the duties of schools and teachers. Children have a right to know how to spell as soon as they are able to do so. Teachers have a right to be properly trained to teach spelling. Children have a right to know that the system has a high degree of order and regularity. Children have a right to be given sound facts about the spelling system and not subjected to incomplete ‘rules’. Writers have the right not just to be told what a correct spelling is but also why it is so. Since no one makes a mistake on purpose, learners have a right not to be reprimanded or harassed for their misspellings.

Don’t bother reading on unless you are curious what a real spelling lesson might look like! I saw many and every one was different. Melvyn visited my fourth grade class and did a wonderful lesson on the word “revising”. He asked if it was spelled correctly. The children said, “Yes, because there it is below you and Mrs. Early wrote it!” Melvyn asked if Mrs. Early was always correct and they gleefully shouted, “NO!” Melvyn then told them they were going to have to prove the spelling was correct. Through their delightful dialogue they decided that re- was a prefix, -ing was a suffix so the base element must be /vis/. After learning that /vis/ meant “to see” as in vision, vista, visor... they decided they were probably correct, but were determined to test the base element /vise/. Of course, they found that vise means to hold something tightly. Finally it became clear that revising meant the act of looking over, and the original spelling was correct.

Melvyn wouldn’t give the students a test on the word, revising. He wouldn’t put “revising” on a spelling list to learn by heart. He would assume that the children internalized the word and he would carry on with other lessons that truly spiral back on everything learned before. The other lessons would continue to be about base elements, prefixes and suffixes. I did notice throughout the week that he would pleasantly ask the students he was tutoring to write a word they had learned in the last lesson and every time I was present, they spelled it correctly.

I had the opportunity to watch Melvyn work with three dyslexics throughout the week. I observed many things. Writing internalizes the spelling through kinesthetics much more accurately than “seeing” the word ever did. Syllables have their place but it’s not as important as many would have you believe. Homonyms need to be spelled differently so that their meaning is not confusing. Dyslexics need this information to be successful in the school environment. All individuals will become better spellers and readers with this information. All I can talk about lately is what I’ve learned. I’ve told my siblings, as well as my best friend in New York, that my students and I can’t wait to get to work in the morning to teach and learn some more!

Thank you Melvyn Ramsden and SAS for giving me this Real Learning experience!

Real Spelling: I’m a Real Believerby Alice Early, 4th grade teacher

The influence of Environment on the Brain and on Learning

Since taking Ms. Kaufeldt’s workshop, many SAS teachers have made changes in their classroom environments to make them more conducive to student learning. These photos are from John Kennedy’s 3rd grade classroom.

The brain is a “use it or lose it” thing. It must continue to learn and be stimulated. It is a pattern-seeking and pleasure-seeking device. These are some pieces of

information that Martha Kaufeldt shared with her SAS parent audience. I took a three-credit course from Mrs. Kaufeldt and spent two full weekends learning from her. I appreciate the knowledge and have already been implementing her suggestions. I’ve been interested in the brain for a long time and was already doing many of the things she suggested, but there is always room

for improvement and I listened carefully to learn all I could! I’ll summarize some of the information Mrs. Kaufeldt shared with parents at the evening presentation.

She told us that the brain (until the age of 18) can only stay focused for the number of minutes of your age. So my students can only focus for nine to ten minutes before they need a break to reflect or process information. She had parents in the palm of her hand when she asked if anyone had had the experience where they had just finished lecturing their child and it appeared as if the child wasn’t listening at all! Well the lecture probably took up more time than the brain could concentrate!

She explained to us how the brain receives new information and makes connections. I have been explaining this to my students. Recently my students were receiving new information at school about long division. I knew that they wouldn’t appear to “get it” until their brain found the pattern. I helped them by teaching them a hand jive: divide, multiply, subtract, bring it down with movements.

Martha pointed out that our children’s upbringing just isn’t the same as ours was because society has changed. I remember hours of outside play but today we’re more cautious and careful because of harmful

people and environments so, instead of locking our children out of the house like my mother did, we lock our children in the house. With this different bank of experiences we need to step back when we’re making assumptions about what they can and cannot do and find ways to grant them experiences that will help their development. Our trip to the nature reserve was a perfect

example of differences. I noticed some children didn’t want to step off the concrete if they had the opportunity; some children were afraid to take a step down from a root to a rock because they felt so unsteady; and various other things that made me realize we (including me) don’t give our children enough experiences that make them aware of their own bodies in different environments! The nature reserve was a great brain experience! We had sunlight, sights, smells, extremely humid air, and sounds to drink in! The information came in short 2-3 minutes of facts; then we chatted and walked some more!

Chatting with my children, Charles and Kathleen, after parent night, Charles said, “Mom, why is she teaching this to parents when it’s the kids who need to know it?” Good observation, Charles. I will be using her information and teaching it to the students in my class!

SAS Parent Night:Martha Kaufeldt Explains the Brain

by Alice Early, 4th grade teacher

“...educators can create a classroom and school environment that might

actually prevent stress and lessen threat. Paying attention to the physical details in the

learning environment (lighting, temperature, color, air quality,

seating, design, etc) can enhance students’ success.”

Martha Kaufeldt

Martha Kaufeldt

Th e Floating Marvelby 9th grade student Colin Shea

Upon arriving at the Batam Fabrication Facility, run by the J. Ray McDermott Corporation, one could feast one’s eyes upon a magnifi cent sight to the left. Th ere,

a few hundred meters away, stood the fi rst vessel of its kind, the Belanak FPSO. Visiting the facility on September 17, we were fi rst greeted by the very cooperative and nice people at J. Ray McDermott who helped organize this event.

Leading us to their offi ce, opposite the main construction area, they gave us a presentation about the ship, explaining its many parts. Th e ship consists of a very large hollow hull, three long pipe racks down the center, and living quarters in the back, along with two huge power generators. In the middle of the ship are several oil processing/exporting components, while in the front of the ship are a very large number of gas processing/exporting components. In front of those is a giant fl are boom; this device was designed to burn off gas very quickly in an emergency. In total there are around thirty components.

Th ey also explained how the vessel works, in a fairly easy to understand manner. It pulls out oil, gas, and water from the ground, via the wells in the surrounding oil fi elds. Th e oil is stored directly, while the LP gas is compressed. As these two things happen, water is taken out of the substances; then it is treated and put back into the ocean, purer than before. Th e LP gas is then treated with amine to remove H₂S. After this stage it goes through Mol Sieve Drying where mercury and the last of the H₂O are removed. Finally, you have LPG; however, this not pure LPG. To get pure LPG it is treated so that Mercaptans are added. Th e pure LPG is then sent as Propane and Butane to an FSO (fl oating, storage, off -loading vessel). Only some of the LPG is treated; some of the LPG is turned into condensate and held in the FPSO; while some LPG is sent through a stage called Injection Gas Compression, where it is then

re-injected into the oil and gas reservoir. Th e rest of the gas is exported via compression.

Th e presentation that the people at J. Ray McDermott gave, however, could not prepare you for the real FPSO. In fact nothing could. Th e vessel was immense. Quite a few large smoke stacks rose up along the vessel. Th e helipad atop the living quarters, which was the highest point man could reach on the ship, was frightening to look down from. It was probably more then ten stories tall and there were no balconies up there. Beneath the maze of pipes that made up the upper stories of the vessel, were huge empty compartments. Th ese were designed to hold anything from oil and gas, to supplies needed to run the vessel. To get the supplies into the part of the ship where they would actually be used there were several giant doors that swung upwards allowing for access of cargo to the lower levels. Th e vessel was immense with its towering smoke stacks, its large hull, and long pipes. However, it seemed even larger because of all the bland colors used to paint it.

All and all, this was an amazing adventure that explained the power of technology and the gigantic genius of the human mind.

Batam Trip: Big Eyes, Big Boat

by 9th grade student Chris Th eisen

Recently I was given a once in a lifetime opportunity. I was able to go to Batam, Indonesia with the high school’s electronics class to visit

the world’s fi rst oil drilling boat constructed by J. Ray McDermott. It was truly a great way to start out the school year, especially for my fi rst year at S.A.S. Th is will be an experience that I will most defi nitely never forget.

Th e organization of this trip was fantastic. We had specifi c times when we needed to arrive at the ferry terminal and where we were to meet. All of the tickets and boarding passes were already paid for, and an “items needed” list was already distributed to our class. Mr. Devine and Mr. Roll were great in organizing this trip; it was the best I’ve ever seen.

All the people that helped us out were extremely generous and kind. Any questions that we had were answered within seconds, and the presenters never went too fast. Th ey would always slow down and ask us if we had any questions on what they were covering. Also, it seemed that the people working for McDermott were not nervous or uneasy around us. It felt to me that they enjoyed our company. Whenever I would make eye contact with one of the workers they would always smile, and when I said hello, they answered back in an energizing tone. As for the people presenting, I was amazed by how much pride they had in building this masterpiece. Th e presentation was fi lled with useful facts about the boat and engineering in general.

Th e best part of the entire trip was the tour of the boat. When I fi rst saw the picture, I knew the boat was going to be pretty big. I’m not sure that there is a correct word to describe the size of the boat, but I would say the closest word is “enormous.” Its overall size (three football fi elds) amazed me as much as the height. Th e helipad, which is the highest point besides the lookout posts, was about as tall as my apartment, which is nine fl oors. Th ere were tons of things to see on this ship. We took a tour of the living quarters, which were surprisingly nice for a boat dorm. We were also able to see the computer center of the ship, where dozens of computers with plasma screens stood waiting for all the buttons to be pressed by the operators. We also took a look at the storage facilities and the fi ve Rolls Royce engines, which were the biggest I have ever seen. I have to say that the most surprising thing that I saw was how civilized the living quarters were. Th e dorms were shared by two

people and had a bathroom. As you walk out of the dorm hallway, you see a cafeteria and a living room. Th e living room has one of the largest plasma TV’s I have ever seen, and I have to assume that the workers are going to have some fun in their free time. My overall opinion of this trip is that it is the best fi eld trip I have ever been on. One of the reasons is because it allowed me to travel to a new country, and see how diff erent people around the world live. I was also glad to know that our class was one of the only groups able to go on this amazing ship. Th is made it extra special and more important for me to learn as much as I could so I could share that information with my family and friends.

Two high school students write about their unique experiences on a September class fi eld trip with 14 students from Mr. Devine’s Electronics class

Photos from EASA Th ird Quarter Activities

EASA News – February 2005by Vicki Crocker

Did you know that there are approximately 30 diff erent after school activities available for Elementary Students? Th ese activities are run by the new EASA offi ce at SAS.

EASA stands for Elementary After School Activities and a full-time coordinator has been appointed to create and manage a wide range of programs for SAS students from Kindergarten to Grade 5. EASA programs are run on a quarterly basis and registration is held at the beginning of each quarter. Students can choose from classes in Recreation, Performing Arts, Music, Art & Craft, Mindstretch, Computers & Technology and Modern Languages.

Elementary After School ActivitiesIntroducing Vicki Crocker - EASA Coordinator. Vicki has been on board as full-time coordinator of the Elementary After School

Activities Program since the second school quarter this year.

Here’s What’s New & Improved• EASA registrations are now done by lottery draw as opposed to fi rst come fi rst served – everyone gets an equal chance of entry

• Students are asked for 1st and 2nd choice options in the event their fi rst choice is full – we try our best to place each student in a class

• After school buses are now loading at Intermediate School and EASA teachers are there to monitor safe transportation home for students in Grades 3 - 5

• Full time attention to development & management of enriching and exciting programs for elementary students For more information please visit the SAS website, Current Parents page and look for the EASA link.

You can also contact

Vicki Crocker, EASA CoordinatorSingapore American SchoolRoom C207C – 6363-3406, ext [email protected]

Adult Art

Adult Art

First Aid For Kids

Enjoy these pho

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EASA Stats!• 450 – average number of students registered in our after school programs

• 4 different languages available in the Extended Day Modern Language Program – Mandarin, French, Spanish & Korean

• 477 spaces available 3rd quarter EASA classes with 30 activities to choose from

• 2 different Choirs & 3 other music classes from Chamber Strings to Flute Choir

• 6 new classes in our popular and growing Computers & Technology program including Robotics & Webpage Design

• Double classes in Kickball & Boys Rugby due to overwhelming registrations!

• 6 great Art & Craft classes for gr ades 1 – 5 students taught by our talented Elementary Art department

• 10 different Recreation classes focusing on team & individual sports in a non-competitive environment

Singing Geckos

After School Swim Team

Art and Physics

Art and Physics

Soft Tip Darts

Basic Silkscreening

Clay and Mâché

10-25-25

10-25-25

by Michele Brunhoeler

The first season varsity sports results were amazing! SAS received five gold medals, one silver medal and two sportsmanship awards. SAS varsity girls and boys teams were dominant in cross country,

volleyball and soccer. The girls and boys cross country teams also received

An Amazing SeasonCross Country Girls GoldCross Country Boys GoldSoccer Girls GoldSoccer Boys SilverVolleyball Girls GoldVolleyball Boys Gold

IASAS Cross CountryKuala LumpurOctober

IASAS VolleyballKuala Lumpur

October

SAS students who made the IASAS all tournament teams: Cross Country Girls - Mindy Nguyen, Renuka Agarwal and Kim McKinneyCross Country Boys - Ryan Smith and Luke PuglisiSoccer Girls - Sara Calvert, Katie Fusco, Kelsey Heiner & Danielle UidamSoccer Boys - Gonzalo Carral, Steven Procida and Matt UidamVolleyball Girls - Alexis Koch, Andrea Long and Ashley WhiteVolleyball Boys - Brad Brunoehler, Phil Haslett and Mark Westhuis

High SchoolFIRST

SEASONSPORTS

An emotional team huddle, after winning their fifth consecutive gold IASAS volleyball

tournament

All tournament IASAS Volleyball Boys: Brad Brunoehler, Mark

Westhuis and Phil Haslett

the sportsmanship award. This award is voted on by the IASAS team captains for their own sport. It’s rewarding to see that SAS students can be com-petitive as athletes and still remain good sportsmen among their IASAS peers.

Girls Volleyball team receiving their gold medals in Kuala Lumpur

Volleyball Girls cheer on the Boys team

freshman Renuka Aarwal finished

in 4th place in the Cross Country Girls

race

Cross Country Girls team captain

Mindy Nguyen

Senior, Sam Indyawan at the FRIM race in KL

Ryan Smith leads the SAS Boys Cross Country team to gold

SAS Eagles girls’ and boys’ varsity basketball teams

traveled to Hong Kong International School for the 35th Annual Holiday Basketball Tournament over the Thanksgiving weekend in November. Along with Taipei American School and teams from Hong Kong and Japan, SAS teams played six games over three days of play.

The girls’ team played some tough games, losing three of their matches with a deficit totaling just five points. The

young and determined team showed great heart and team spirit throughout the tournament under the tutelage of Coaches Brian Combes and Nanette Devens. Sophomore Kelsey Heiner was named to the all tournament team at the conclusion of the tournament.

The varsity boys’ team dominated the tournament heading into the finals with a 5-0 record. They faced a tough team from Kubasaki in the final match. Led by co-captains Brad Brunoehler and Mark Westhuis the team fought hard and was

able to make up a 21 point deficit, staging a major comeback by outscoring their opponent 24 to 6 in the final quarter with Westhuis scoring 13 of those points. The SAS Eagles brought home gold with a final score of 73-69.

SAS boys have taken first place in the tournament five out of the past six years with this being the third victory in a row for Coaches Mike Norman and Craig Bruno. Senior Mark Westhuis picked up his second MVP award in Hong Kong.

35th Annual Thanksgiving Holiday Basketball Tournament - Hong Kong

3rd Successive Tournament Victory for SAS BoysBy Gayle Haslett

Sara Calvert heads a soccer ball to Sara Denoma

Meghan Dwyer passing to Aubrey Doyle

IASAS Champions!

Thanks to Michelle Brunoehler, Candace Dwyer, and ISKL for photos on these pages

IASAS SoccerJakartaOctober

Senior, Hyun-Joong Kim chasing ISKL player

Boys soccer players and coaches taking a break

from the hot Jakarta sun

Track coach Jim Baker, a star athlete in his own days as an SAS student, has been a teacher at SAS and a track team head coach since the fi rst IASAS tournament in the 1982-1983 school year. Like many of the students, though, Baker wears two hats this season. He also coaches the SAS IASAS debating

IASAS: Forum for Excellence in Athletics and the Arts

Girlds Touch Rugby

Girls Basketball

Track and Field started its season witrh more than 100 athletes

(a version of this article also appears in the March issue of Singapore American Newspaper)

Boys Rugby Team

Everyday, as classes fi nish, over 200 high school students at Singapore American School participate in daily conditioning

and practice sessions for varsity sports. At the same time, another 200 or more high school students work on dance and drama produc-tions, practice vocal and instrumental music,

draft and polish speeches, hold mock debates, and work on projects in the art and photog-raphy studios. Some students manage to do both. One thing that continues to motivate the top athletes, visual and performing artists, speakers, and debaters at SAS is the prospect of participating in an IASAS championship or convention. SAS high school athletics rotate through a cy-cle of three sports seasons, each culminating in a multi-school competition. IASAS (Interscho-lastic Association of Southeast Asia Schools) was formed in 1982 and consists of six inter-national schools: Singapore American School, International School of Bangkok, Jakarta International School, International School of Kuala Lumpur, International School of Manila and Taipei American School. Th roughout the association’s 22-year history each IASAS cham-pionship has been the ultimate event for which every SAS varsity athlete strives to excel. What many may not realize is that IASAS encompasses more than sports competitions. In November 2004, SAS hosted the IASAS-sponsored MUN (Model United Nations) Convention, which brought to Singapore 200 delegates from the IASAS schools as well as 12 other schools from as far away as India and Ja-pan to participate in 3 days of debate on issues of global signifi cance. March 10-12, 2005, were the dates of this year’s annual IASAS Cultural Convention, bringing together students from the IASAS schools in Forensics, Debate, Dance, Drama, Music and Art. While Forensics and Debate are competitive, the Dance, Drama, Music and

Art exchanges are showcases of the best student work, in which students share their talents, participate in workshops, and receive constructive feedback from adjudicators. As the high school grows, competition for the coveted spaces on an IASAS “team” gets keener, and the school’s record of wins gets stronger. IASAS athletic competitions encom-pass ten sports with both girls and boys teams. In its fi rst two seasons this

school year, in 14 IASAS sports tournaments, SAS has compiled an impressive record of eight 1st place fi nishes (Girls Volleyball, Cross Country, Soccer, and Swimming, and Boys Volleyball, Cross Country, Swimming and Basketball) and three 2nd place fi nishes (Girls Tennis and Boys Soccer and Tennis). Boys Rugby and Girls Touch Rugby teams fi nished 3rd while Girls Basketball, after a 4-way tie for 3rd ended up in a 5th place fi nish. SAS swimmers hold 23 of the 30 IASAS swim records including six new records set in January 2005. Th e third sports season is now underway with Track, Softball, and Badminton heading towards the fi nal IASAS sports championship April 21-23 in Manila, Taipei, and Bangkok. Th e SAS track team, with close to 100 students participating this year, will be hoping for its 30 IASAS delegates to bring home its eighth consecutive win for the girls and seventh consecutive win for the boys.

Girls Swim Team 8 gold medals at IASAS, fi ve new IASAS records

Boys Swim Team six gold medals at

IASAS

teams, which last year also brought home a gold medal for the school.

IASAS Rugby player Chris Yun, an SAS senior this year, says that IASAS athletic competition “is pretty friendly, even though athletics is a big deal at SAS. People join a team because they enjoy the sport and not just because we have a good record. Our coaches are really professional too. It’s also very cool the way boys and girls teams support each other – watch each other’s games and cheer for each other.”

SAS high school principal, Paul Chmelik, echoes the sentiment that sports are primarily for enjoy-ment and emphasized that in a recent presen-tation at a high school athletics award event where he asserted that the three things he hopes most are that the school’s athletes “have a lot of fun,… fi nd great camaraderie and satisfaction in being part of a team, … and learn from all the adversity they have to face.”

For most varsity athletes, sports is nearly all-consuming during the sports season, but many, like Yun, also fi nd time and interest to pursue other activities. Yun is an alternate delegate to Cultural Convention, and also an active member of the school’s extracurricular Jazz Band. It’s not easy though to juggle academics, sports and arts activities, and Yun admits that he “had to make some compromises, sometimes missing a practice or leaving a rehearsal early,” but he also found that “teachers are very understanding.”

Th is year the IASAS Cultural Convention for Art and Music was hosted by Jakarta Inter-national School while SAS hosted Forensics, Debate, Dance and Drama.

IASAS: Forum for Excellence in Athletics and the Arts

Girls Basketball photo courtesy Judy Fusco, other photos courtesy ISM website, ISB website, ISKL website, Jis website, SAS Rugby website

Boys BasketballAll-Tournament: Mark Westhuis, Adi Ranganath

Brad Brunoehler

Girls BasketballAll-Tournament:

Andrea long

Boys TennisAll-Tournament: Tommy Phillips

Shintaro MasunoWill Newman-Wise

Girls TennisAll-Tournament:

Sarah YangBrittany Beal

Boys RugbyAll-Tournament: Richard Elliott

Stephen ProcidaTadashi Soma

Girls Touch RugbyAll-Tournament:

Sara CalvertMeghan Dwyer

Swim- Girls TeamGold Medals (red -new IASAS record)

Whitney Taylor 200 Freestyle, 100 Backstroke, 100 Freestyle, 100 Butterfl y

Sara Tan 50 Butterfl y, 200 IMNitika Gupta, Mindy Nguyen, Sara Tan, Laura

Imkamp 400 Medley RelaySara Tan, Kate Parkinson, Courtney Taylor,

Whitney Taylor 400 Free Relay

Swim- Boys TeamGold Medals

Mark Fordney 100 Breaststroke, 200 Breaststroke, 100 Butterfl y

Brad Bordwell 50 FreestyleTh omas Brisson, Mark Fordney, Paul Ham, Brad Bordwell 400

Medley RelayBrad Bordwell, Richie Pavone,

Nigel Wylie, Dennis Jow 400 Free Relay

IASAS SECOND SEASON SPORTS

Boys Swim - GoldGirls Swim - Gold

Boys Tennis - SilverGirls tennis - Silver

Boys Basketball - GoldGirls Basketball - 5th

Boys Rugby - 3rdGirls Rugby - 3rd

In the week leading up to Halloween, Middle School Homebase classes competed to see who could come up with the best decorated door using only a given set of materials. Judging took place

throughout the week by Student Council reps. Th e winning Homebase at each grade level won a pizza party!

On Friday the 29th of October, the Student Council sponsored various activities in the cafeteria. Since it was the day before Halloween, excitement was buzzing in the air, and everybody was happy to participate. Th e enjoyable activities included Mystery Dips, Face-Paint-A-Teacher, Guess the Candy Corn in a Jar and Ghost Mouth! Th e most popular among the activities was the face painting, where students got the opportunity to smear as much paint as they could on selected teachers’ faces in 30 seconds. Mystery Dips was a challenge to guess what each mystery box contained. Th ere were four boxes in all, each containing a mystery dip. Participants were given a potato chip and asked to identify the dips for a prize. In the Ghost Mouth, students dipped their hands into large black bags fi lled with eyeballs, brains and guts...also known as peeled grapes, carrots and slimy pasta...

Th e PTA also joined in the fun, decorating the area and providing spooky music. Th ey gave each student a coupon which could be traded for a yummy dish of cake, ice cream and m&ms! Needless to say, this table was a big draw as well.

Overall, the lunch activities were a big success, particularly with the 6th and 7th graders, who crowded the tables during both lunch periods.

Article by Caitlin Sewell (grade 8,) Middle School Student Council member (Chair of Halloween Spirit Activities Committee)

Halloween in the Middle School at SAS

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TA

On December 10th, sixth grade middle school

students had a wild time at Fun Friday with dodge ball games, face painting, fl ag football, water-balloon tosses, and a lot of other games. We even had a cookie swap with cookies from the PTA. I thought the dodge ball was the best and so did a bunch of other kids – it was really fun trying to get the teachers out! One of the best parts about it – it was just for us 6th graders!!!

Middle School December FunBy Alex Couch – 6th grade

On the last day of school in December, the PTA sponsored a holiday party in the cafeteria for all of the middle school students. Th ey gave us cookies, candy canes, cocoa

and marshmallows during our lunch periods. I really liked the marshmallows...mmm.

photos on these pages by Robin Couch

One o’clock at night. The whole neighborhood is sleeping soundly in their comfortable beds. But a lone light flickers in the darkness. A boy, in his freshman year is working, trying to keep up with all the work that he has been given. The boy is attempting to finish his homework, work on a pending project, and study for an upcoming test. The boy feels as if he can no longer keep up with everything he has been assigned and falls asleep. Awakened the next morning by the alarm clock, he realizes he hasn’t studied, nor finished his homework. He rushes to school, and drops all his books on the way. Picking them up in a frenzy, he knocks over another student. After a hasty ‘sorry’, he runs to class, where he is scolded for not doing his homework. Later, he is worried because of the test, which he had no time to study for. Once he gets home, he falls into bed, not even starting his homework for that evening.

This very stressed out teen is me.

This was, undoubtedly, one of my very bad days, one where I was trying to get all that was assigned done. It just wasn’t possible. Kids at SAS are stressed. Through extensive research I have found that stress is a strong point of emotional or mental intensity. Although stress can be a good thing, such as during excitement, or sports, parents should try to push their children towards a ‘stress balanced life’. People who don’t have any stress at all are just as vulnerable to diseases and imbalances in life as people with high stress problems. A stress balanced life includes both kinds of stress, (in my opinion) good stress, obviously so people feel excitement and enjoy themselves, and it is healthy to have some of the bad stress, so that the

good stress is that much more enjoyable. But just because stress can be a good thing, it does not mean it is always so. According to a survey I distributed to one homebase of each grade at the high school, students at SAS are stressed. For example, over 90% of sophomores say that school is the leading cause for their stress, arising mainly from homework. Similar findings were found in other grades, with freshman and senior grades leading the most stressed years, with over 70% of them getting 7 or less hours of sleep a night. For freshmen, the transition between middle school and high school often means a huge increase in work loads. For seniors, the major cause of stress is most likely the pressure of the college application process and the AP courses they take. Stress can take many forms, and in some rare cases can causes clinical conditions. If someone you know is acting differently, like not eating nearly as much as they used to or having little or no sense of humor, most likely they are stressed. People who look and feel increasingly hostile, moody, depressed, more prone to forgetting things, etc. often suffer from stress. People who are stressed may feel that the weight of the whole world is on their shoulders, thus they feel like everything is out of their hands, and therefore they are not responsible for anything that may happen while they are depressed. According to a recent high school administration report on the stress level of students, the students put more pressure on themselves than what was caused from school. Although a lot of students do have very high expectations for themselves, they all come from school. Doing well in school, getting good grades, living up to expectations, is part of the school climate.

To conclude, we need a balance in life. Good stress, to relax us, but a little bad stress to make the good stress so much more valuable. But with the current set up at SAS, this balance will remain unachieved for most students. One solution is just to simply waste time. Although this may seem pointless, not thinking for a little while helps to take pressure off yourself. Another way to deal with stress is to combat it with laughter. According to Dr. Lee Berk, laughter reduces stress hormones which “constrict blood vessels and suppress immune activity.” People who try to see the humor in every situation will be less stressed than other people who just try to work through it. Also take time to relax; that balance between work and play is essential for a healthy life. My recommendationAs it has been proven that students are stressed, what is the school going to do about it? My solution is a relaxation room, where students could go and just relax during their free period. About 75-80% of students say that a relaxation room, or place students can go to just relax and have a rest, read a book, or just hang out would be beneficial.There should also be more communication between students and teachers in terms of homework loads. The school has made an attempt to do this in establishing exam review days, where students cannot be given homework. Even so, there needs to be a more student-based homework system. This should be nothing more than using a student’s current schedule to decide how much homework the student should get, as overworked students do not get nearly as much work done as rested, relaxed, unstressed students.

Global Issues Project: Student Stressby Bryan Gamble, high school freshman

High School Global Issues Course

Two high school students share their research, conclusions, and recommendations from their

first semester Global Issues projects

Michael was a thirteen year old who loved playing sports, hanging out with his friends and family members just like any other teenager his age. However, half way into the school year, he started to develop strange habits of being less social, eating less, spending more than six hours on the internet daily for recreation, and losing his temper whenever forced to get off the internet. His school grades seemed to be declining gradually because of his excessive internet use. All of these symptoms started to worry me as an older brother because I had never seen him change like this. Even though you can say that he was in puberty, these kind of changes should not be found in any kind of normal teenager his age.

Modern society is hard to imagine without the internet. New technologies have become so integrated in our society that we almost take them for granted. The internet is playing a progressively vital role in a growing number of areas like financial transactions, social interactions and most importantly education. At home, the internet is also becoming more significant in our daily routine and there is no doubt that it has changed our lives. Over the last decade, the usage of the internet in schools has spread from a simple-word appearing on the occasional school computer club and libraries to a seemingly-viable replacement for the whole school itself. Even our school has embraced Blackboard, Net Classroom, and Atlas Online Curriculum, among others. In brief, the huge social impact of the internet cannot be ignored in modern society.

Internet addiction has become a severe problem. The public is engaged in

hot discussions regarding the impact of internet usage; parents and educators are frustrated due to teenage students’ increasing addiction over the internet. Students stay on the internet for hours while piles of school work are left undone. The issue of internet addiction remains unsolved unless students, parents as well as educators are made aware of the issue. Educators should not ignore the radical life-changing convenience the internet has brought while complaining about its predominant role in a student’s life. They should advise against too much reliance on the internet by balancing the time students stay on the internet, the time they allocate to their school work and the time they spend with their friends and family members.

The project I did in Global Issues about Internet Addiction / Usage was an attempt to address the problem by exploring internet usage among Singapore American Middle School and High School students by conducting research, surveys via questionnaires, interviews and case studies so that an in-depth depiction of the internet usage among the teenage students in such a special context became possible.

As I analyzed the surveys for 7th and 8th graders, I found that 8th graders stay longer on the internet chatting and playing on-line games. 8th graders seem more dependent on the internet than 7th graders. Overall, the length of time female students stay on the internet is roughly close to male students. Few of them play on-line games. In contrast, males normally play on-line games. Males feel more comfortable communicating on the internet but females feel more comfortable communicating in person. I

also learned that females found it harder to stay away from the internet. Both males and female claim that 4 – 5 hours is too long to stay on the internet daily for recreation.

For high school students (9th – 12th graders), I found that the number of hours they spent on the internet daily increased slightly. High school students use the internet mostly for school work and chatting. Unlike middle school students, high school students seldom play on-line games. Most high school students feel more comfortable communicating in person than on the internet unlike Middle School students.The12th graders felt that the internet did not affect their school grades and the impact of internet on their life was positive. For 9th, 10th, and 11th graders, around half of them replied that internet affected their school grades positively and the other half negatively.

From my internet addiction / usage research project, I learned that spending more than 4.5 hours on the internet daily for recreation is considered as internet addiction. My survey of SAS middle school and high school students indicates that middle school students use the internet for around 2 - 3 hours daily and high school students 2 – 4 hours. Therefore I can conclude that SAS middle school and high school students on average are not yet addicted to internet usage.

Global Issues Project: Internet Addiction by Park Jung Jae (John), high school junior

Global Issues, a self-directed, university-modeled course, is intended for students who like working on projects that could

include community work, publication, or classroom/community teaching. This course offers a project-based curriculum using

investigative research. Students will work on an area of interest under a mentor. With the assistance of the mentor, students will learn the skills of brainstorming, interviewing, data collecting,

proposal writing and project presentation.

from the high school program planning guide

PTA International

Food FestOctober 2004

photos by Ed Bryan

Isabelle Masbate1st grade student

in Mrs. Absolom-Coole’s class was the grand

prize winner in State Department contest

First Grade SAS Student Wins A-OK Art Competition

Run by the U.S. Department of State since 1986, the A-OK Program, Alert Overseas Kids, provides security and safety information to American children living overseas. An annual

competition is held to encourage children to form their own personal messages about safety and security issues.

In January, Isabelle Masbate and her family were delighted to learn that Isabelle’s artwork had won the grand prize in this year’s contest and was gracing the cover of the 2005 A-OK Calendar. Isabelle is a first grade student in Sarah Absolom-Coole’s class. Isabelle’s parents described the design process Isabelle went through in making her prize-winning poster about keeping kids safe overseas:

“She first started with the family, and the concept of the parents being the primary protector of their children, thus the Mom and Dad protecting the kids in the center with their arms enveloping their world. She remembered the saying in Lilo and Stitch, one which we also always remind her of - to stick together, stay together, and learn together as a family, or, in the Disney movie version, ‘Ohana means family. Nobody gets left behind.’ We always caution her to stick together, as a family, especially when traveling. Next, she thought of her friends. Isabelle, being a Brownie, thought of it in the context of Girl Scouting. She sees a group of friends empowered to solve problems of their own, together, as a group. Then, she thought about the school, and

how SAS is conducting fire drills now and then. She knows about the meaning and importance of these practices, even including the lock-in procedure. She thought about the School Nurse, and the First Aid book that she saw in her Office. She drew the knot which she thinks is indispensable to the Nurse when treating wounded kids.

Lastly, the Government. This concept is quite abstract for her, though she is very aware of the guards and Gurkhas in the school and soldiers fighting in Iraq against terrorism. She also knows the importance of the soldiers’ presence. She then thought of the nationality of the soldiers fighting in Iraq, thus, the American flag. Next, came the flag of Singapore, which, according to her, shows the friendship between soldiers fighting in Iraq and the Gurkhas guarding in SAS. She said, ‘They all protect us.’ To top off her drawing, she drew the hearts, as a symbol of the parents’ love for their children. Hearts are her most favorite fixture in almost all of her artwork and letters to her family and friends. She is very affectionate and loves to show that through the hearts.”

Congratulations Isabelle!

Mr. Schunk and Isabelle’s

classmates admiring her achievement

Congratulations also to 3rd grade student Ellard Portman, in Mrs.

Shaw’s class, who also had his artwork published in the calendar

“Th e arts must be at the heart of every child’s learning experience if...they are to have a chance to dream

and to create, to have beliefs, to carry a sense of cultural identity.”

James D Wolfensohnformer chairman of Th e Kennedy Center

the poetree

As classroom motivators for active third graders, it’s hard to beat the Arts. Th e Arts readily engage learners and provide a great opportunity for

exercising various multiple intelligences or “smarts”, as we call them in our classroom – picture smarts,

music smarts, word smarts....... Moreover, the Arts provide a vehicle for elaborative (as opposed to rote) rehearsal by encouraging learners to interact with concepts in a way that enhances understanding and retention in long term memory. Combine all this with my not so secret passion for the Arts, and it’s hardly surprising that I snatch every

opportunity I can to incorporate the Arts into my classroom teaching program.

One such opportunity came during our recently concluded poetry unit. Poetry recitals provided an ideal way for individuals to display their dramatic talents and fl air for prop improvisation as they performed favorite poems for their peers. During this unit students also wrote poems on a range of

topics, practicing poetry techniques such as alliteration and rhyming couplets. Th e artistic juices fl owed again at publishing time as students enhanced their poems with illustrations, carefully-designed frames, and computer-generated

drawings.

Th e Arts support

SMART ART~ learning through the Arts in the mainstream

classroom ~

by Louise Perdana, 3rd grade teacherlearning in our classroom in other content areas too.

Singing, narration, and drama featured in a Social Studies

presentation of historic symbols of Singapore and the U.S.A we

performed for the parents at the end of January.

Meanwhile in math, creating positive-negative

letter designs within square grids, making models of

polyhedrons, designing patterns using coordinates, and symmetric

ink blots reinforced geometry concepts. Th roughout the year in science,

students have created posters and illustrated dictionaries, performed songs such as the “GeoRock”, and designed PowerPoint presentations to acquire and demonstrate scientifi c understandings.

To quote James D Wolfensohn, former chairman of Th e Kennedy Center, “Th e arts must be at the heart of every child’s learning experience

if...they are to have a chance to dream and to create, to have beliefs, to carry a sense of cultural identity.”

What better reasons could we need to advocate the Arts in the education of young learners!

“Th e Arts are fundamental resources through which the world is

viewed, meaning is created, and the mind developed.”

Elliot W Eisner, Professor of Education and Art, Stanford University

Once again Mr. Frank Mars visited the SAS Middle School to share his knowledge, and some secrets, about

the world of chocolate. He presented a slide show, and had several cocoa bean pods for the audience to pass around. And perhaps most memorably, (knowing middle schoolers’ love of candy!), Mr. Mars had two specially printed editions of M&Ms for the students to sample. There was a red and white packet which were stamped with a blue SAS logo, and there was a multi-colored packet with SAS UN Day printed on them.

Mr. Mars also shared a brief history of chocolate, from the drinking of cocoa in Montezuma’s time to the modern day

developments with Van Houten and his cocoa press, Fry’s first chocolate bar, Nestle’s invention of milk chocolate and the 1923 launch of the Milky Way by the Mars corporation. (The Mars bar came later!)

This followed an exciting social studies lesson earlier that week when the 7th Grade helped out Mr. Mars by reluctantly agreeing to taste and give opinions on three different samples of chocolate. The things we have to do for science! (There is a broccoli test for sixth

graders next semester.) One thing we discussed was what should actually be called ‘chocolate’. One sample is called ‘chocolate’ in Asia, but isn’t allowed to be called ‘chocolate’ in the States and Europe. The UK is also having a problem with Cadbury’s Milk

Mars Landing at SAS!by Mr. Coppell, 7th grade teacher and his homebase

How cool to have a cartoon character as your classmate!

Alexander Amstrup, a sixth grade student in Mrs. Bredy’s homebase class, is the voice of the cartoon character “Tao Shu” in the cartoon series Tao Shu the Warrior Boy,

The cartoon is set in Ancient China, and revolves around the exciting life of a small boy, Tao Shu, his sister Ling Ling and their pets Hama and Pan Pan.Each episode is a magical adventure about the simple things in life: honesty, selflessness and being content within oneself. Each story flows like an imaginative fairytale with a lot of fun and humor along the way.

The target audience is 4-7 year old children, and this is one of the first cartoons to be produced in Singapore.

With 52 episodes, you will have lots of opportunities to catch Alexander in the role of Tao Shu. The series is now showing on Nickelodeon TV every Sunday at 11:00 a.m. and 6:30 p.m.

Chocolate, which the European Union is trying to rid of the word ‘milk’.

Mr. Mars also focused on the geography of chocolate, and the various places that produce the ingredients. Seventh graders recently completed a project called World In A Candy Bar, so they knew the regions that were most likely to produce cocoa, sugar, peanuts, milk, etc. He also stressed the impact of globalization, and how important open trade is in order for all

economies to develop efficiently and effectively.

We can also report that Mr. Mars was rather secretive when asked about the lack of dark chocolate M&Ms on the market, but he did say, “I know something that you don’t know.” As always the Newsflash brings you the big news before anyone else!

The seventh graders didn’t know the enormous complexities that are involved in making a candy bar, from the differences in the taste of cocoa from different countries, the problems of transportation, and the issues involved in printing M&Ms! We do now!

On behalf of the entire seventh grade we would like to thank Mr. Frank Mars for sharing his time and products with us, and giving us a truly memorable finale to our candy bar project.

Tao Shu the Warrior BoyIs he your classmate?

photo and information courtesy Mr. Lars Amstrup

For the past few years one of the goals of the French Club and Honor Society has been to raise money for charity projects in South East Asia. This year members of the French Club

have chosen to raise money for the French based charity Les Enfants du Mékong. This organization was chosen because it focuses its efforts on helping underprivileged youths in South East Asia obtain access to education, something which all Club and members feel strongly about. Students are hoping that their fundraising efforts here in Singapore will help to fund the building of a school in Laos.

Early on in the school year French Club members set an ambitious goal to raise $1,000 by the end of the school year for this charity. The challenge however was how to go about the raising funds to fulfill this goal. Monthly bake sales came to mind but students wanted an alternative that would require more of a sacrifice on their part but challenge them as well. Thanks to Madame Patrick, one of the French Club sponsors, a walk-a-thon was suggested and then enthusiastically embraced by students. A date was set, sponsorship sought and then on Saturday October 2nd amidst all the soccer, football players and their fans at the SAS stadium, 15 ambitious and energetic members of the SAS French Club walked ,

French Club “Walks” for CharityBy Christina Popowski, high school French teacher

(some even ran), around the track for 2 hours. These students braved the sun and scorching heat to walk between 10 to 30 laps around the track. It was challenging but all participants agreed that it was a fun way to

raise money for a worthwhile cause. Thanks to the participants and their generous sponsors, over $800 was raised far surpassing the expectations of the students.

French Club members are very pleased with their fundraising efforts thus far this school year, but have now made it a goal to raise $1,000 per semester for Les Enfants du Mékong. In order to achieve this goal, French Club members are asking for the help of the SAS community. Les Enfants du Mékong has published a bilingual cookbook entitled The Best of French Cuisine in Singapore. Proceeds from the sale of this cookbook will be donated to Les Enfants du Mékong. The over 100 recipes were submitted by members of the French speaking community in Singapore and range from starters to main dishes to desserts. This unique cookbook would make an

excellent Christmas gift for anyone who likes to cook French and South East Asian cuisine. The cookbook costs $30.00 and is available for sale at the PTA booth located in the Intermediate School or directly from the French Club members and their sponsors, Miss Popowski and Mrs. Patrick.

SAS had the privilege, not to mention the huge responsibility of hosting the annual IASAS Model United Nations (MUN) Conference. The Conference saw all 6 IASAS schools, plus 12

guest schools from as far afield as India and Japan, making a total of 200 student delegates, join us for three days of intense debate on topics of world significance. The format of the Conference was for the student delegates to be divided into five committees (Environment, ECOSOC, Political, Human Rights and Security Council) for the first day and a half, and for all five committees to convene in a 200-strong General Assembly for the last day and a half. Issues debated ranged from ways to arrest Global Warming, to solutions to the question of human trafficking, to the reconstruction of Iraq, to the question of HIV-AIDS, to ways to solve the continuing civil war in Sri Lanka. So if you thought you had a challenging time on November 18, 19 and 20, your situation was in all likelihood tranquil in comparison with the stormy debate experienced by student delegates in their various

committees.

The Conference was graced by a thought-provoking opening speech from Janne Ritskes, representing Tabitha in Cambodia. Janne knocked us all back on our heels with her personal experiences of social and political problems in Cambodia, and she was quick to point out the shortcomings of the United Nations in dealing with Cambodia’s recent history. Although some feared that Janne may have alienated some student delegates who were eager to act out their role as national ambassadors to the United Nations, another possibility is that Janne’s speech forced us all

to seriously consider ways to make the UN more effective, and more responsive to human misery. Regardless, Janne got the Conference started with controversy, which is what MUN should be about.

The Conference concluded late on Saturday, November 20, with an Emergency Issue, sprung on the students by Bill Rives. Bill’s scenario was that a nuclear terrorist attack was centered on Manhattan, and delegates had to quickly determine the nature of the news, combine to draft written responses to the crisis, and then to debate those written responses. If MUN usually is stimulating, such an Emergency Issue leaves one breathless. It was with a combination of relief and sadness that the final gavel came down on proceedings at 6.30 p.m. that night. Needless to say Manhattan was saved, though Red Sox fans might argue that New York lost all hope in October.

IASAS Model United Nations ConferenceBy Michael Stagg, high school Social Studies teacher

Thank you APL for your

generous contributionof pumpkins

and transport!

Getting Ready

Unloading Pumpkins

The Big Sale for HS Charities

Thank you Centre Stage

for story-telling and Games!

Primary School

Pumpkin Patch

PTAPumpkinParade

You’re a Good Man, Charlie Brown

First-ever SAS student-produced musical a

sellout!Over 900 community members saw the production

over its extended five-performance scheduleYou’re a Good Man, Charlie Brown played at the end of January to a packed house for five performances, most ending with a standing ovation. High school Thespian Honor Society

co-presidents Erin Han (Director) and Erich Bussing (Producer and “tech dude”) were ecstatic and praised the collaborative relationship they and the cast and crew were able to achieve during five months of preparation for the production. Their greatest hope is that

future generations of SAS thespians and musicians will follow their lead and that the school will see more student productions.

Charlie Brown - Andrew PadgettSally Brown - Jane Hurh

Lucy Van Pelt - Christine ByrneLinus Van Pelt - Ted WhiteSchroeder - Barnabas Lin

Snoopy - Nick KrestonFranklin - Mike Coombs

Peppermint Patty - Erika Szombathy

Erin Han - DirectorErich Bussing - Tech Dude and Producer

Jason Tsai - Piano ManMcKinley Sheerin - The Art Lady

Will Reid - Stage ManagerKarthik, Kelly Fan, Nora Yin, Yun Ah Nam, Christopher Yun - Tech Crew

Daniel Cervantes, Aubrey Jackson, Abby Wong, Yun Ah Nam, Bryant Molloy, Jil Krusemann, Sarah Knowlton, Aki Vota - Set Crew

The Amazing

Cast