Crossroads March 2013, volume 15

When the European organizers of the Global Issues Network (GIN) conference began laying the groundwork for the multi-school conventions a decade ago, they could not have imagined that years later the most successful, comprehensive, and triumphant conference would be hosted halfway across the world in Singapore with more teachers, students, volunteers, and activists than ever before. Since the name GINSING was chosen (a play on the Asian herb, ginseng), groups from SAS and UWCSEA East put in massive amounts of time, energy, and dedication toward creating a successful conference.

Middle School conference GINSING hosted the first independent middle school GIN conference. Middle school students attended GIN conferences in previous years, but this year there was a separate three-day event that specifically catered to them. The conference featured speakers who appealed to their age group while still delivering a message of service, including Scott Hammel, a social activist and escape artist, and Rob Dyer, the founder of Skate4Cancer. Activities encouraged group interaction and smaller actions on sustainability that they could easily

implement. They also took a day-long trip to the Wallace Environmental Learning Laboratory, where JUMP! hosted workshops and tutorials on sustainability. The tradition of hosting a separate middle school conference will be continued in the years to come.

nGo SynerGy One of the highlights of our conference—and one of our goals from the beginning—was to have NGOs play a larger role than in previous conferences. We wanted delegates to see real work being done by NGOs across the world. The delegates had the opportunity to

ask questions and volunteer to join the organizations. NGO workshops included household names such as WWF and the Biosphere Foundation, and Singaporean NGOs such as ecoSingapore and the Jane Goodall Institute (Singapore). Some offered the chance for increased interactivity and others were informational. Students heard from knowledgeable veterans of Biosphere 1 and kids who had started their own NGOs.

GueSt Speaker keynoteS A huge part of the GINSING conference is the educational benefit of listening to experts discuss their

Continued on page 4

Ghanian Music at sasPage 32

Festival oF storiesPage 29

sas has a rain Forest?0

a Gateway Forsustainable action SaMi fuller

Grade 12 Student

Volume 15, Issue 3-12/13mICA (P) 056/08/2012

March 2013a Focus on sustainability

A singapore American school community service publication

EDITOR’S NOTE/CONTENTSSINGAPORE AMERICAN SCHOOL2

I've always been obsessed with bags. Purses. Tote bags. Duffels. Even carry-on luggage. When I travel, a kitschy bag emblazoned with the name of the place I'm visiting is my souvenir of choice. So it's probably no surprise that one of my favorite activities when I was a classroom teacher involved bags.

Back at the beginning of my career when I taught first grade, my students and I would partner with a local grocery store each spring. In an effort to raise awareness around environmental issues, my students would decorate the store's brown paper bags with messages to inspire shoppers to be more earth-friendly. The store would then use the bags on Earth Day to pack the shoppers' groceries. We lived in a small town where everyone knew everyone, so it was always a treat when one of these bags would make its way back to us.

Fast forward a few years and the "paper or plastic" question transformed from a matter of choice into an ethical dilemma. To make the matter more complex, there seemed to be little agreement as to which was more earth-friendly. Whichever type I chose, I always felt guilty for not choosing the other.

Grocery stores upped the ante when they began selling reusable shopping bags. The more enterprising and marketing-minded stores created designer shopping bags with ever-changing themes. (They saw me coming.) Some places—beginning with San Francisco in 2007—took the issue even further. Rather than simply encouraging the use of reusable bags, they instituted bans on plastic bags.

Now researchers are telling us that reusable bags might not be the best solution. Apparently, if reusable grocery bags aren't washed regularly, they can become germ incubators

that contaminate the food that we place in them. Just a few weeks ago, the Wharton School Institute for Law and Economics went so far as to report on research suggesting that the San Francisco plastic bag ban and subsequent increase in the use of reusable grocery bags led to a 46 percent increase in food-borne-illness related deaths in that city.

One thing is for sure. There are no easy answers to the grocery bag issue. Finding viable solutions to environmental problems and becoming more earth-friendly isn't easy and probably never will be. The problems we'll face in the future will be even more complex than those we face today. Of course, just because something isn't easy doesn't mean that it can't be done. But we need people with skills and initiative who are committed to finding solutions.

With this issue of Crossroads, we highlight some of the ways that SAS is looking toward the future and addressing the issue of sustainability. We believe that it is our duty to develop the leaders of tomorrow who will be equipped with the skills and the drive to do the hard work that is required. The stories in this issue share how we inspire our students to become involved through activities such as the GINSING 2012 conference and clubs such as the Alternative Energy Club. You'll read about how we encourage them to find solutions by participating in real-life work that can make a difference such as biological field studies focused on our on-campus rain forest. And you'll discover how as a school we are modeling sustainability, including through the actions of members of our facilities and services team.

But back to the original issue: paper, plastic, or reusable. What do you think? Whichever you choose just remember that kitschy is always best.

taMara Black Associate Director of Communications

regular featuresFROM THE SUPERINTENDENT

PaGE 3

PTa PaGE 18

BOOSTER CLUB PaGE 26

highlightsRECYCLING ELECTRONICS & FOOD PaGE 8

ONE PIECE OF SUSTaINaBILITY PaGE 11

SaVE: THE GREEN ROOT OF SaS

PaGE 13

SENIOR CaPSTONE PROjECT

PaGE 24

400 aBORIGINaL WORkS FROM YOUNG aRTISTS

PaGE 27

PURSUING a BETTER FUTURE IN CaMBODIa

PaGE 30

IS SHOOT-OUT PaGE 34

Crossroads is published during the academic year by the communications office of Singapore American School. It is distributed free of charge to the parents, faculty members, and organizations served by the school. We welcome input from the community associated with Singapore American School.

eDitOrialEDITOR TaMaRa BLaCk

DESIGN LINa WEE

cOntactsGENERaL INqUIRIESaND COMMENTS [email protected]

CROSSROaDS SUBMISSIONSTamara Black, [email protected] for Crossroads submissions is the first of the month prior to the proposed month of publication.

SINGaPORE aMERICaN SCHOOL 40 Woodlands Street 41 Singapore 738547+65 6363 3403 • www.sas.edu.sg

Singapore American School CPE Registration Number: 196400340R Registration Period: 22 June 2011 to 21 June 2017 Accredited by the Western Association of Schools and Colleges (WASC)

paper or plastic?it’s not that easy

FROM THE SUPERINTENDENTCROSSROADS MARCH 2013 3

Our world is becoming more interconnected and interdependent, and the issues we face locally, regionally, and globally are complex and challenging. Today’s students will inherit a world filled with uncertainty, and the issues they will address as leaders will be of a magnitude far beyond our current experience and understanding.

At Singapore American School we believe that taking care of our earth, which includes our people and our resources, is a moral imperative. It serves as an ethical touchstone that compels us to act. As a school, we feel a responsibility to nurture this principle in our students. We do so through raising awareness, developing a culture of concern, encouraging problem-solving, and empowering our students to act.

Earlier this year, SAS was proud to host GINSING 2012 (Global Issues Network Singapore). This conference attracted approximately 700 middle and high school-aged student delegates from 62 schools and 15 countries who came together to discuss how to collectively solve some of the world’s most complex problems.

But the conference wasn’t all talk. Delegates participated in ecoCare excursions around our island to learn how economic development, social justice, and sustainable environmental practices can co-exist using Singapore as a model. By the end of GINSING 2012, students had developed action plans for addressing problems that they could execute in their respective home countries. Additionally, they left with friendships and connections with fellow “change-agents” that will allow them to keep the momentum going.

We also believe that modeling sustainability is an important part of the education of our students. Culminating two-and-a-half years of work, SAS was recently certified as Green Mark Gold by the Building and Construction Authority in Singapore, which is similar to LEED designation in the United States. We received this designation by instituting changes related to water efficiency, recycling, landscaping, and bigger initiatives such as replacing the air conditioning in the IS/MS cafeteria with a more natural solution for light and ventilation. The cafeteria redesign saves more than $200 every day now that we are using a ceiling fan rather than the air conditioning.

Beginning in August, the SAS campus will become home to more than 3,000 photovoltaic panels that will be installed on the roof space of our school. This installation will be one of the two largest single-site photovoltaic systems in Singapore. The best part of the system is that the solar energy it produces it will reduce our reliance on the power grid by around 10% each year.

Of course, big changes have a big impact, but we know that small changes can also have a big impact. For example, before SAS moved to our current home in the Woodlands, a group of seventh graders worked with their teachers, including high school biology teacher Steve Early, to conduct a biological field study. As a result of their work, an area was set aside that has now grown into a mature secondary rain forest and is used as an outdoor classroom.

Not surprisingly, even with this special preservation of part of our campus, many trees were lost when our current campus was constructed. For three years a group of fourth graders joined the Green Wave initiative of the National Parks Board of Singapore by participating in a biodiversity conservation project. In the spring of 2010, the students identified a spot on campus and planted a beautiful indigenous tree. The next year they planted another tree, and then last year they planted three trees!

When we talk about sustainability at SAS, we do so through our curriculum and through our actions. We take very seriously our responsibility to help our students develop into globally-aware citizen and leaders who will be able to change the world for the better.

sustainability at sasdr. chip kiMBall Superintendent of Schools

at Singapore american School we believe that

taking care of our earth, which includes our people

and our resources, is a moral imperative.

SUSTAINABILITYSINGAPORE AMERICAN SCHOOL4

Continued from cover

work and experiences. GINSING featured an excellent line-up of keynote speakers including Dorjee Sun, who made his fortune in the carbon credit business and now spends much of his time organizing youth campaigns, and Hannah Taylor, the teen prodigy who founded the Ladybug Foundation at the age of 6 and now helps homeless people in Canada. Dr. Shawn Lum, president of the Nature Society of Singapore and professor at NIE, gave his input on the state of the environment in Singapore and action that needed to be taken. Abigail Alling of the Biosphere Foundation gave a stunning presentation on her personal experiences as well as the deteriorating state of coral reefs. Emmanuel Laumonier, founder of Yayasan Emmanuel, talked about helping the hungry in Indonesia.

peace concert The Peace Concert, held the first night, featured student and teacher bands. Other entertainment included poetry recitals and a dramatic reading of the The Lorax. NGO booths, Global Concern groups from UWCSEA, and SAS service clubs were also present at the concert. Students were able to network, make donations, and purchase merchandise. The night concluded with a beautiful display of luminarias and an impromptu human formation of the peace sign.

GanGs & laps Global Action Network Groups (GANGs) and Local Action Plans were new creations for the conference. GANGs were groups of roughly 20 students who were divided among the 20 global issues that the organization seeks to tackle ranging from deforestation to global financial architecture. The GANGs were led by student facilitators who had attended several leadership training retreats that prepared them to guide the delegates. The GANGs met several times and presented their ideas at the end of the conference.

coMMunicationPrevious GIN conferences have been successful in establishing temporary collaboration, but few built sustaining networks. At GINSING we maximized

the potential power of social media, tweeting, facebooking, and emailing schools and delegates. All delegates used Trello accounts as the unique nature of the site provided the exact needs GANGs would require in terms of brainstorming, shuffling, and managing ideas.

Student eMpowerMent A hallmark of student empowerment at the conference was the Natural Disaster Emergency Response activity. Delegates participated in a simulation that challenged them to make tough decisions in an instant, something that real relief workers face. As schools, we learned that our goals should focus on recovery. Because sites of natural disasters are often neglected after the initial relief, long-term recovery that helps reclaim normalcy in lives is something on which schools could focus.

excurSionS (ecocare tripS) Many GIN conferences focus on performing service for local organizations, but because Singapore is a developed country, we took delegates on a tour of Singapore as a shining beacon of city management and sustainability. Among the trips were visits to Pulau Semakau (Singapore’s landfill island), a zero emissions building, a waste-to-energy incinerator, and Pulau Ubin, where delegates took the visually handicapped on guided nature walks.

teacher experienceTeachers had access to all aspects of the conference, including special sessions by Tessa Boudrie and Justin Bedard. The conference also had real time teacher feedback sessions to voice concerns and ask questions. This gave the organizers a chance to adjust as much as possible to genuine, current feedback during the course of the conference. Seminars were held to discuss GIN issues such as timetables, budget management, and CityGINs. Discussions also came full circle to the wider goals of GIN as a global community that seeks to promote unity and collaboration among the different regions.

The fact that SAS hosted the GINSING conference should be

touted as a success by both the participants and the entire school. It brought to the forefront sustainability education as a meaningful part of a 21st century curriculum, and put our school on the Asian map for sustainability. Bonds were fostered with UWC East that can now be the basis for a synergetic relationship. The middle school service community has received a revitalizing breath of life through the formation of a GIN community. GINSING was a shining example of why project-based learning has to come in part from outside the classroom, and how networking with others can create innovative, hybrid solutions. GINSING went far beyond what its leaders had ever hoped, and we hope that its legacy will last.

GINSING 2012

62 SchoolS froM 15 different countrieS

approxiMately 45 different nationalitieS

818 deleGateS

40 SaS Student facilitatorS

Catherine Li, Sirine Benjaafar, Prayuj

Pushkarna, Ayesha Agarwal, Elaine

Chiu, Zane Mountcastle, Hamee Yong,

Tiffany Yen, Sarah Shaker, Christina

lee, Mimi Mayo-Smith, Joy Chan,

Shelby Ewigleben, Isabel Perucho,

Linda Sun, Jimmy Shin, Michal Tolk,

Naina Mullick, Tina Um, Michael

DiCicco, Ryka Sehgal, Elizabeth

Albanese, Rohan Desai, Andrea

Makalinao, Andrew Gong, Ayushman

Lahiri, Nihaarika Sharma, Andrew

Choo, Bianca Antonio, Christine Park,

Julia Walker,

Ramita Kondepudi, Manasvi

Dwaraknath, Sadhana Bala, Emily

Rassi, Holly Wood, Brett Moody,

Natasha Sivanandan, Yohyoh Wang,

Hyundo Cha

8 SaS Student leaderS Anna Kook, Sarah Anderson, Megan

Cosgrove, Sami Fuller, Stephanie

Lee, Timothy Young, Tyler Stuart,

Stephanie Hao

SUSTAINABILITYCROSSROADS MARCH 2013 5

Sustainable action is a wonderful concept. Action that can continue indefinitely is a necessary step in protecting our planet. But if we cannot sustain our progressive efforts, actions become futile.

Global Issues Network (GIN) advocates that individuals, in collaboration with like-minded youths, have the ability to address 20 global issues in 20 years at local, regional, and international levels. This idea was pioneered by Jean Francois Rischard. Student action is on the forefront of change; numerous initiatives by GIN delegates enhance the environment of their community.

I attended my first GIN conference in 2009 at the International School of Bangkok. There, my eighth-grade team presented our research on environmental issues. We attended Global Village groups to discuss ways we could reduce our carbon footprint and save water. I left that conference inspired and convinced that I could change the world. Over the years, GIN started to focus on sustainable action. Conferences required delegates to create action plans that they could implement upon their return home. Small and sincere steps were taken. Lessons

were learned. However, following through with plans is difficult. There has long been a struggle between ambitious ideals and their pragmatic implementation. Bridging the gap between the two parties is the best chance at progress. For GINSING, we sought a bridge in networking through social media.

Human connection seemed to be the missing link between the passion of delegates and their follow-up actions. Connection is such an important aspect of sustainable action because it holds people accountable, spreads care, and encourages collaboration.

Last November, Singapore American School co-hosted the GIN Singapore (GINSING) conference with United World College Southeast Asia (UWCSEA). For the first time, a social network was incorporated in the conference structure among leaders, teachers, and delegates. This network allowed members to use tools like Twitter, Trello, and Facebook to voice opinions, sharpen ideas, and create and implement action plans. Dialogue ensued around topics like poverty, infectious diseases, climate change, and deforestation. Over 800 international students from 50 different schools worked in Global Action Network Groups (GANGs)

through social media platforms. We created the online apparatus with the hope that, even after the conference ended, delegates would flood it with ideas and plans that were forged during their time in Singapore.

Did we accomplish this valued connection at GINSING? In many ways, we did. People collaborated to address pressing global issues. However, technology and social media in a workshop setting is difficult to master. Encouraging delegates to gain fluency with digital tools was challenging. The apparatus we created was like a powder keg; we danced around it for a weekend with matches, but we are still waiting for the explosion.

Our ideas can theoretically change the world. Only by consulting with others do the cracks and holes emerge. Although disappointing, facing a plan’s shortcomings can strengthen the concept. In some ways, networking for sustainable action is just another naïve plan to change the world. However, if we embrace social media and the power of human connection, our sustainable efforts will be realized. In fact, there is still an opportunity to grow the network through the new Global GIN website.

a social network For chanGetyler eliot StuartGrade 12 Student


SAS is on track to develop world mindedness and 21st century readiness in all of its students. What exactly does that mean? Education for global citizenship aims to help SAS students meet the challenges they will confront now and in the future.

The world’s natural resources are unequally distributed; the ownership causes conflicts and use of resources is unsustainable. The wealth-gap between rich and poor continues to widen. Basic rights are denied to millions of poverty stricken people. The United Nations Framework Convention on Climate Change (UNFCCC) reports carbon dioxide concentrations and ambient temperatures on Earth are rising even faster than predicted. Our oceans are being emptied of species after species. Our human population continues to grow exponentially. But there is reason for hope and it lies in young people. Education for global citizenship encourages our students to care about the state of the planet and develop active concern for those with whom they share it.

Looking around at SAS today you will find instances where interdisciplinary themes of global awareness, technological, economic, business and entrepreneurial literacy, civic literacy, health literacy and environmental literacy coalesce. These students are given the opportunity to develop critical thinking about complex global issues. It is exciting to watch this movement expand to include our student body as a whole and allow our young people to come face-to-face with issues of our time.

Whatever the buzzword of choice - sustainability education, environmental education, education for global citizenship, or 21st century learning - it is wider in scope than a single scheme of work. It is wider than our successful co-

curricular opportunities such as Global Issues Network (GIN), Jane Goodall’s Roots & Shoots, and our worthy student-led service clubs. It is wider than a single academic subject such as environmental science, human geography, alternative energy, modern Asian perspectives, the senior capstone course, interim semester, or even grade 8 social studies. It is relevant to all and may act as a frame of reference on the world shared within SAS. It is becoming the school’s ethos.

I have had the joy of watching the students I teach in AP Environmental Science (APES) and co-advise in Global Issues Network, SAVE club, and Service Council graduate with the knowledge and skills to contribute to the long-term maintenance of well-being of humanity and the environment in both economic and social dimensions. And now the momentum is growing to include students of all ages learning the science of ecosystem services, global climate change, and conservation biology as well as methods to manage human consumption of resources and economic alternatives. In addition to those high school students who have taken an environmental science course, education for global citizenship may be multiple scales and frames of reference and fully encompass environmental, technological, social, and economic activities or be any part of it.

Crucial elements for developing globally-oriented citizens include knowledge and understanding (social justice and equity, diversity, globalization and interdependence, sustainable development, peace and conflict), skills (critical thinking, ability to argue effectively, ability to challenge injustice and inequalities, respect for people and things, co-operation and conflict resolution); and values and attitudes (sense of identity and self-esteem, empathy, commitment to social justice and equity, value and respect for diversity, concern for the environment and commitment to sustainable development, belief that people can make a difference). (Oxfam GB, 2006).

Education for global citizenship does not promote one set of answers. Rather it encourages students to explore, develop, and express their own values and opinions, while listening to and respecting other people’s points of view. In conjunction with a global outlook, students will learn how decisions made in classrooms affect our lives, just as decisions made in Singapore, the United States and the 50 other countries from which our students originate affect the lives of others. We continue at SAS to tweak existing programs such as Interim Semester to now include service and global issues components, as well as developing new opportunities and activities to ensure more and more of our students practice how to respond to the challenges facing us in the 21st century. It may be the best preparation for life we offer.

educatinG For Global citizenshipMartha BeGanHS Biology Teacher


GinsinG: tiMe to act, tiMe to chanGenoveMBer 9-11, 2012


Long before Barack Obama hired him as his senior advisor on science and technology, John Holdren and his biologist contemporaries Paul Ehrlich and Barry Commoner postulated that human impact on the environment depends on population size, affluence, and technology.

At SAS, all three factors are particularly evident when one looks at the amount of electronic waste and food waste that is constantly being

generated. Fortunately, SAS can also put those factors to work in solving the problem. Thanks to the large, highly engaged, and environmentally aware school community, using its resources as well as the latest technologies, SAS now recycles those waste streams instead of sending them for incineration or landfilling. 16 tonnes of electronic wasteThe U.S. Environmental Protection Agency estimated that in 2005

alone, 46 million electronics went into storage or secondhand use. An additional 2.2 million tonnes of electronics became obsolete and were scrapped in the same year—out of this number, only 380,000 tonnes were recycled. What’s even more sobering is that EPA’s figures are based on the United States alone.

Due to popular demand, SAS began collecting electronic waste for recycling in December 2010.

recyclinG electronics and FoodjaMie alarcon SiMBulanSAS Energy Conservation Engineer

An emerging water shortage in many parts of the world, along with related problems of climate change and biodiversity loss, is considered by many experts the most serious global issue we face in this century. Therefore, the declaration of 2013 being the United Nations International Year of Water Cooperation could not have been more timely.

Hydrological poverty—a phenomenon feared by all nations—is the cause of multiple boundary tensions today. Egypt, Sudan, and Ethiopia all rely solely on the finite supply of the Nile River. The desire for development, however, places continual stress on the water source. Jordan, Syria, Palestine, and Israel face similar issues. Any wrong move during such fierce competition for water resources could easily escalate tense situations

among bordering nations.

The United Nations has assigned the United Nations Educational, Scientific and Cultural Organization (UNESCO) to lead in the 2013 International Year of Water Cooperation through a multidisciplinary approach—blending nature, social science, education, communications, and culture. The aim is to spread awareness on the potential of increased cooperation between nations and on the issues of water management as demands for water distribution and services continue to increase around the world.

Actions taken, however, must be beyond the international level. The cooperation of individuals, groups, businesses, NGOs, and governments is essential in developing water resources that are truly sustainable. While governments strive to come to consensus on water sharing agreements, students and administrators at Singapore American School are also striving to reduce water waste and increase awareness pertaining to reducing water waste in daily life.

SAS is a water efficient school and has received Water Efficient Building

certification from the Publics Utilities Board of Singapore. Nonetheless, the facilities office is still working to increase the efficiency of water waste management. Besides the self-closing, water-efficient taps ubiquitous around the school, SAS aspires to automate all water sub-meter monitoring. Automating sub-meter monitors around campus, faculties can gain a better understanding of the breakdown of consumption in addition to quicker detection of water leakage.

In congruence with World Water Day, on March 22, 2012, Students Against the Violations of the Environment (SAVE) club—an environmental-conservation service club—will be spreading awareness among the SAS student body. Through posters, short videos, and movie showings, SAVE club aspires to further inform and instill a sense of compassion within the school community.

U.N. International Year of Water Conservation acts not just on the global level; it urges all global citizens to rise up and do their part. We must take initiative and work together. Only through cooperation and communication can we build a water-sufficient and sustainable future.

2013: year oF water cooperationStephanie haoGrade 12 Student


The Facilities and Services Office partnered with Cimelia Resource Recovery, an ISO-certified e-waste recycling specialist recommended by Singapore’s National Environment Agency and whose commercial clients include Seagate, Sony Ericsson, Canon, and Dell.

Cimelia’s big, bright yellow e-waste bins stationed outside the PTA office are hard to miss. All types of used, broken, or obsolete electronics are accepted including computers, printers, scanners, mobile phones, game consoles, cameras, TVs, media players, and GPS units.

Over the past two years, SAS has recycled 16,004 kilograms of electronic waste, including 6,743 kg from July to December 2012 alone. While most items have come from the school, parents have also embraced the initiative. The most commonly recycled items are TVs and printers.

Cimelia collects e-waste from SAS for free and processes everything in its dedicated facility in Tuas. The company’s high-tech plant was the first in Singapore to safely recycle cathode ray tube (CRT) televisions; it can even extract minute amounts of gold and other precious metals from items as small as the chips on credit cards. Pollution controls are built in, and many processes are automated, protecting workers from the safety hazards that plague e-waste landfills and makeshift recovery operations in the developing world. Those interested in touring Cimelia’s facility can inquire through the Facilities and Services department.

200 kg of food waste every dayUnlike e-waste recycling, one does not have to venture farther than the school cafeterias to watch food waste recycling in action.

In February, SAS began recycling the estimated 200 kg of food waste that the school generates daily. Cafeteria staff and housekeepers take scraps from the kitchens and leftovers from

the dining areas and deposit them in food waste digesters located in the CA and HS loading bays.

The digesters, from the Singapore-based Eco-Wiz Group, use heat and microbes to convert food waste into water within 24 hours. The water can then be safely discharged into sewers or collected for non-potable use. The digesters can even process moderate amounts of meat, bone, and citrus fruit—traditionally the bane of compost heaps everywhere.

Eco-Wiz’s digesters and composters—machines that turn food waste into soil amendments for landscaping or organic farming—are used in hotels, restaurants, supermarkets, institutions, and even marine vessels all over the world. In Singapore, some of its clients include SembWaste, SATS Food, and Marina Bay Sands.

The digesters normally cost $40,000 each but are provided to SAS for free by waste management contractor Cleanway. By providing SAS with Eco-Wiz digesters, Cleanway is able to reduce its trips to waste incineration plants, thus saving on tonnage fees, fuel, and man-hours.

Service clubs such as the MS GIN Club and the HS SAVE Club are hard at work reminding students and staff to reduce or eliminate leftovers, as well as educating them on the proper disposal of food waste so that plastic containers and sharp objects are not accidentally thrown into the digesters. Students have designed signs for food waste bins in the cafeterias and developed videos to help the community get better acquainted with the Eco-Wiz project.

A study commissioned by the U.N. Food and Agriculture Organization showed that about a third of the food produced for human consumption—approximately 1.3 billion tonnes—is lost or wasted every year. While these problems do result from large, affluent populations who don’t think

twice about throwing away a half-eaten burger or a phone that is slightly outdated but still in perfect working condition, the food wasteand electronic waste recycling initiatives at SAS go to show that people with the right information and technology can make a positive impact on the environment.


SAS has a rain forest? When visitors come to SAS, it is natural for them to be surprised by the attractive array of facilities our students enjoy with our well-equipped classrooms, generous libraries, top notch sports facilities, and fine performing arts studios and theaters. But few know that perched high above the outdoor seating area of the Intermediate/Middle School cafeteria is a rare treasure for any school in any urban environment: a mature secondary rain forest. And surprisingly, this forest was first identified and proposed as an outdoor classroom site by students long before construction began on the Woodlands campus.

Since the 1980s, Grade 7 science students have studied local ecology as part of their science curriculum. When SAS acquired the Woodlands property, the grade 7 students came north to visit the site during the 1993-94 school year to explore and document its history and biodiversity. Under the leadership of Steve Early (1992-present HS Biology) and Dr. Richard Frazier (1988-99), a thorough biological field study was conducted in science classes. Within the social studies curriculum, students interviewed residents of the area to find out about the history of the site.

The data revealed many surprises. For instance, our campus was formerly a jackfruit plantation and people in the neighborhood recalled buying fresh jackfruit there. Students found evidence of some man-made structures, including an old toilet! Through their survey, students determined that the hilltop site would be a valuable ecological study area for future SAS students. They presented their findings and recommendations to the school board and happily, the hilltop was preserved.

What an educational resource for SAS students it is! For many, it is a first introduction to local plants and wildlife. The large female Golden Web Spider never fails to excite, not only for its impressive size (3-5 cm), but also for the fact that the females eat the smaller males after mating. Our durian, cocoa, starfruit, coffee, and of course, jackfruit are harvestable for tastings. Occasionally we collect a live specimen that we can study over a period of time such as the caterpillar found by Natalie Grimbergen’s Grade 7 students in January. They are monitoring its development, eagerly awaiting its emergence as a spectacular and huge Atlas Moth.

In addition to learning about the biodiversity of our forest, students gain a firsthand look at the effect of forest fragmentation on an ecosystem. True to biological predictions, our forest is drying out and sadly, several of our tallest trees have fallen down, including the iconic yellow-stemmed fig that was featured in the 1993-94 survey booklet.

Sustaining our forest is an ongoing concern, in part due to the separation from other native forests that would bring pollinators, seed dispersers, and biodiversity to the forest. Security concerns resulted in some clearing for the security fence along the southern edge of the forest (parallel to the SLE). As a result, more light loving creepers

are invading the forest and the impact is not fully understood. Continued tree planting in the forest, with donated trees from student fundraising efforts organized by SAVE Club, MS Peer Counsel, and the MS Roots & Shoots Club help enormously to support our forest patch. Annual participation in the National Parks Biodiversity project called Green Wave has yielded some remarkable species for the forest, too. With these projects and the field research we develop each year in the Grade 7 science program, students have a very real chance to see firsthand the responsibility of stewardship for our natural areas.

Our forest offers a rich opportunity for independent and meaningful inquiry literally in our own backyard. It is a resource for not only Grade 7 students but for AP Environmental Science and AP Biology students as well as younger students. With this Crossroads issue on sustainability we gratefully salute all those who preserved this resource that has sustained our interest and appreciation since 1993. We look forward to our continuing research and exploration of this one-of-a-kind site that sets us apart from all other schools in Singapore.

sas has a rain Forest?kate thoMe Middle School Science Teacher


This story starts 20 years ago with SAS Grade 7 teachers Mark Baildon, Steve Early, Steve Reed, Ross McClain, Richard Frazier, Diane Peterson, and Rose Phan, and their students from the Ulu Pandan campus, who must be 33 years old now. The purchase of the Woodlands location had been made and the relocation of SAS was imminent. This group put together an environmental impact statement before construction began on our current school facilities.

The document they created is a collection of data about the flora and fauna of the property, the stories of elderly living in the area, and the history of the land. Through this process and with the addition of teacher input, there was a small part of the campus dedicated to be left in its natural state. This area is still growing wild today as the SAS forest! Our current Grade 7 science teachers and high school teachers Steve Early, Martha Began, and Kim Melsom use it with their science classes every year.

Of course, in order to develop our campus, most of the property was deforested. Eighteen years ago we took down many trees and negatively affected animals to build this amazing campus, but we continue to repopulate it with plant life and keep it as environmentally healthy as possible. Environmentally-minded students and teachers have made contributions through the years.

Fast-forward to the present where fourth grade students get to positively impact the SAS campus. We were contacted by National Parks three years ago to be part of the Green Wave, an initiative where people all around the world take the time and energy to plant indigenous and endangered trees. My fourth graders were excited! With the help of Mr. Marc L’Heureux we found a spot on the elementary campus, developed a ceremony, chipped in, and planted a beautiful indigenous tree. You can still find it in the elementary playground outside the art rooms. The following year we went through the same process with Jamie Alarcon and found a place on the slope west of the baseball field. Last year we received three trees and with the help of Martha Began and Kate Thome found a needy spot in our own SAS forest.

“It is better to be part of a great whole than to be the whole of a small part,” said Frederick Douglas, abolitionist. I heard this quote at a recent teacher workshop with Cathryn Berger Kaye in February 2013. As I reflect on the yearly tree planting, I must admit that knowing some of the history and appreciating the growing campus and all the work others have done before makes our small service even grander. I like to imagine twenty years into the future when our small trees will be a part of this “great whole” and help to provide a gloriously green canopy at SAS.

one little piece oF sustainabilityalice earlyGrade 4 Teacher


Greek mythology tells us about Prometheus, the titan who lit a torch from the sun and recovered the precious fire that an enraged Zeus took away from humans. The theft of fire, and the name Prometheus itself, is now synonymous with progress and scientific discovery. But the myth of Prometheus is also the story of an energy crisis. Whoever controls the generation and distribution of energy literally has the power.

SAS took significant steps to take back some of that power—and usher in a new era of progress, learning, and sustainability—in February when it signed a landmark contract for solar energy that will reduce the school’s reliance on the power grid by at least 10 percent annually. Ten percent may not seem like a lot, but over 20 years it will offset an estimated 10,000 tonnes of carbon dioxide emissions, and that's equivalent to the carbon footprint of a small island nation.

Biggest in SingaporeCome August, SAS will be home to more than 3,000 photovoltaic panels, taking up approximately one-

third of available roof space at the Woodlands campus. With a combined peak capacity of one megawatt, the SAS installation will be one of the two largest single-site photovoltaic systems in Singapore.The only other 1-MWp system is a recently completed NEWater reclamation and treatment plant in Ulu Pandan. Resorts World Sentosa comes in a distant third, with 500 kWp or half the capacity of the SAS system.

Strategic partnershipsSAS is working with Sunseap, a local firm with its own manufacturing facility. No stranger to high-profile projects, Sunseap has been awarded two major government tenders in the same number of years. SAS also brought on board the Solar Energy Research Institute of Singapore (SERIS), a national laboratory based in the National University of Singapore (NUS). SERIS is sponsored by NUS and the National Research Foundation through the Economic Development Board.

In late 2012, SAS commissioned SERIS to conduct an independent verification of Sunseap’s proposal as well as internal studies conducted by the facilities and finance departments at SAS. SERIS will also provide owner’s engineer services and help project-manage construction this summer.

Most importantly, SAS is looking at a strategic partnership with SERIS to fully engage the school community in all things solar. In the future, collaboration with SERIS may include student opportunities for shadowing, mentoring, and even involvement in the laboratory’s many research projects and papers.

learning opportunitiesBack at SAS, staff members across all four divisions have begun brainstorming ways to create learning opportunities for students, other staff,

and the broader community. Teachers will be involved in the development of monitoring systems, dashboards, and displays that will maximize awareness as well as generate a wealth of weather and system performance data that students can analyze.

HS Chemistry and Alternative Energy teacher Simon Bright, who was an observer for two previous solar proposals, is already looking forward to the increased possibilities for hands-on learning and research. While the LED tubes in his laboratory are already powered by two 215 Wp panels, having another megawatt-peak for students to interact with and learn from would be transformational.

Being the changeHS Biology and AP Environmental Science teacher Martha Began is ecstatic about the development. “Students will be able to learn the language of solar, about industry standards,” she says. “They will see and manipulate data, real-time and historical, and analyze how the system is affected by the weather, haze, and dust.”

Began, co-sponsor of both the HS Executive Service Council and the GINSING organizing committee, also believes that the project will invigorate existing environmental initiatives at SAS—and inspire new ones. “Scientists are finding from the data that the threat of climate change is graver than we thought,” she says. “The solar energy project will fill every single member of the SAS community with a sense of pride, knowing that we have taken action and that the proof is physically in front of us… It will empower us to make even more changes for the better.“

And that, in every possible sense of the word, is power.

harnessinG solar power at sasjaMie alarcon SiMBulanSAS Energy Conservation Engineer


Do you know which service club was founded over two-and-a-half decades ago in the SAS High School, has connections to official Singaporean organizations, and is the only 100%-environment focused group in our service program? It is Students Against the Violation of the Environment (SAVE) Club. Every day, the students and teachers of SAVE work toward eco-friendly solutions in school and in Singapore. But SAVE also looks toward the future by planning for a sustainable balance between resource use and environmental integrity.

SAVE offers activities such as recycling, coastal cleanups, and sensory trails, providing opportunities for its members to make an impact and see immediate results. Plastic, aluminum, and paper recycling occur weekly. Rarely can one walk through the classrooms and hallways of SAS without spotting a giant paper recycling box or a brightly colored plastic or aluminum recycling bin.

SAVE is also a significant participant in the annual International Coastal Cleanup of Singapore. “We have participated in every beach cleanup since its inception here on the island,” recalls Steve Early, the current teacher sponsor of SAVE. Each year, over a hundred people of all ages from SAS head out to a local mangrove and obliterate the landscapes of Styrofoam and plastic. Sweat drips down the volunteers’ faces as they crouch and pluck debris out of the mud, but the yields are satisfying and increase each time. For example, in 2011 volunteers hauled in 1.5 tons of trash between 140 people, and in 2012, 150 people brought in 2.3 tons.

SAVE has also established strong bonds with local organizations such as the Singapore Association of the Visually Handicapped (SAVH). Each month, middle schoolers, high schoolers, teachers, parents, and kids take the visually handicapped

to Pulau Ubin to enjoy the sensory trails there, built jointly by the National Parks Board of Singapore and SAS. The students guide the visually handicapped while describing the natural phenomena. SAVE’s activities also include local schools such as the Raffles Girls’ Secondary School whose students join in by participating in sensory trails along with SAS.

The club also conducts petition drives, makes donations, and participates in relevant activities to raise more awareness and action in the student body. In 2010, students signed a successful petition to ban selling plastic bottles of water in the high school, as such products have undesired health and environmental effects. Another petition in 2011 in response to the possession of dolphins in Sentosa was signed by hundreds of high school students.

To further support the efforts of our global eco-community, SAVE donated $10,000 to the Jane Goodall Institute of Singapore (JGIS) in 2010. “Tie Dye for Turtles” fundraisers are also held periodically, the proceeds from tie-dying shirts given to the turtle hatchery of the Melina Beach Resort. Similarly, to fund sensory trails and make other donations, SAVE organizes a yearly operation called Rose Grams that yields thousands of dollars.

To lock in more participation, awareness, and outreach, SAVE opens up local opportunities to its members. For example, students were encouraged to attend movie showings, Day of Peace parades, symposiums, and building of the ACRES animal sanctuary.

Now, SAVE is preparing for the future and looking toward more long-term solutions. Online communication is being used to increase member participation. On Facebook, officers share information on environmental issues and petitions with members, who can also access activity sign-up

sheets on Google Drive and receive email updates. SAVE is preparing to donate to organizations such as edenproject.com and 350.org, both of which are geared toward worldwide environmental sustainability.

To empower younger children to make better choices for the future, SAVE is planning for a return of Eco-Ed, a program that involves members creating and teaching environmental lessons replete with hands-on activities to kindergarteners, first graders, and second graders. According to teacher sponsor Steve Early and student officer Holly Wood, this yearly event started in 1998. Alumni SAVE officers who participated as second graders still remember Eco-Ed as fun and impactful. Unfortunately, Eco-Ed was stopped, but it will resume this year and members have already drawn up lesson plans.

Lastly, SAVE has taken part in GINSING, a global issues conference, and anticipates future collaboration with the SAS chapter of the Global Issues Network. As the SAS student body, the school's service program, and our environment change, SAVE is adding to its original commitments with more variation and distance in its activity. Combined, the functions and efforts of SAVE will be aimed toward making more efficient and far-reaching differences. Students, teachers, and parents will come to know the plights of nature; but more importantly, they will be empowered to solve them.

save: the Green root oF sascatherine liGrade 11 Student and SAVE Club Member


Extreme weather. Dying species. Rising water levels. Acidic oceans. Choking city air. Take a look at the headlines that have made news in 2012 and the first months of 2013. Why is it so important that we look at these short phrases that summarize the world’s ecological and environmental state right now and feel a sense of dread? The answer is simple. The world needs our help and we need to respond soon. There are so many places to start. You can take a stab at saving the endangered arctic fox or simply monitor the length of time you leave your lights on. No action is insignificant. Whether good or bad, every step you make in this world does leave an impact.

Students sometimes wonder how we can do our part and whether it will meaningfully and positively affect this small part of the world. But with organized networks that extend their hands to passionate people worldwide, like the Global Issues Network (GIN) and 350.org (http://350.org), we can find the support we need to share ideas and make a difference in this world. 350.org is still taking root in the sturdy groundwork that already exists as

GIN. We’re creating this group of environmental enthusiasts at SAS as the first chapter of 350.org in Singapore. Of the 181 countries that have pledged allegiance to reducing the world’s carbon footprint, Singapore is soon to be the newest member of the 350 community.

This global grassroots movement aims to solve the climate crisis. Current carbon dioxide levels are at 392 parts per million, but the safe minimum is 350 ppm, and the organization aims to bring the world to that level of carbon dioxide. 350’s approach to solving this global issue is quite holistic. They believe equally in the power of awareness and action, and they strive to influence leading lawmakers to make the right environmental choices.

350 currently has over 10 big projects running in the United States alone, along with the individual, state, county, and city level campaigns that are run by members. As fresh members of the 350 community, it’s our responsibility to implement programs that work toward reaching a goal of a worldwide carbon dioxide level. SAS’s first steps may include guest speakers who will

give us ways to easily reduce our carbon footprint at school, a blog that will compile SAVE and GIN’s actions at SAS to inspire our peers all over the world, and fundraising for specific organizations that 350 trusts to help the earth. The idea is to start small and expand as the 350.org community grows. Perhaps once 350 in the high school takes off, a middle school group can be introduced, followed by other schools in Singapore.

It’s important to remember that while we have nobody to blame but ourselves, we have the power to change the future. As advocates of a safer, cleaner, and greener future, we believe that 350.org is one of the ways to go.

introducinG sas 350raMita kondepudiGrade 11 Student

alternative enerGyThere is a laboratory at SAS that is unlike any other. It has all the trappings of a high school chemistry class but, upon closer inspection, reveals a not-so-secret second life as an alternative energy showcase and workspace. A wind turbine. Solar-powered LED tubes. Solar thermal collectors. Pedal-powered generators. And an important-looking assortment of large plastic containers, pipes, and tubes, surrounded by jars of oil.

“That’s a Freedom Fueler,” explains Simon Bright, HS chemistry teacher. “It can make forty gallons of biodiesel out of used cooking oil in five hours.”Welcome to AltEnergy class, where

students make biodiesel, design bikes that charge batteries, and learn about technologies that will become even more crucial in the carbon-constrained future.

Bright first came up with the idea almost four years ago. A biochemist who used to restore cars in college, he had installed solar panels and a rainwater tank on his vacation property in Canada and was inspired to do more.

The HS science department supported Bright’s proposal, and the Facilities and Services Office funded and installed the solar photovoltaic

system as part of ongoing efforts to enhance student learning. The class was launched in 2009 and quickly became popular with students who were interested in hands-on learning, sustainability, and getting out of their comfort zones.

“I signed up for Alternative Energy because I knew almost nothing about the topic, and I was interested in knowing more about it,” says 17-year-old Sana Vasi, a senior. “I know that we are going to have to find a way to use these alternative energy sources in the future. The class just seemed relevant to me.”

jaMie alarcon SiMBulanSAS Energy Conservation Engineer

http://350.org


in a class of its ownAltEnergy proved to be dramatically different from most classes that Vasi was used to. “Instead of being lectured at for an hour and a half, we had the opportunity to do many hands-on activities,” she relates. “I had never built anything before the class, nor had I ever handled any power tools… The hardest part of the class was that I couldn’t just Google the answers—I had to work my way through the activities, and figure out how to solve problems on my own.”

As their contribution to the GINSING conference, and with funds from the science department, Vasi and her classmates designed and built four power generators out of old bicycles. “We had to figure out materials we needed, how to construct it, and how to actually get the generator to work,” Vasi shares.

After over a month of working on the project, she and her classmates hauled their creations out to the football field to the delight of hundreds of GINSING participants who used them to power fans, lights, and mobile phone chargers.

for the love of making thingsAlex Fortmann and his friends weren’t taking AltEnergy, but they were also working on their own pedal-powered generator, which was co-funded by the GINSING organizing committee as well as Facilities and Services. They had recently founded the Electric Vehicle Club (EVC) with Bright as sponsor, and worked day and night on a different, more efficient design for the generator.

Instead of using bicycle frames, EVC members built their e-cycle generator from scratch based on David Butcher’s Pedal-powered Prime Mover design. The large, heavy wooden disk acts as a flywheel, smoothing out the torque curve and allowing the user to generate more power.

“At one point, the club was working until 11 p.m.,” Bright recounts. “They weren’t complaining. I wanted to go home, but they wanted to keep going.

I’ve never seen that much dedication. It was pure enjoyment, pride in ownership, and pride in doing things yourself. They weren’t even getting graded—it was just for the love of it.”

“It was one of those moments that, I think, really defines SAS,” says Fortmann, a junior. “I couldn’t see something like that happening anywhere else.”

curiosity and creativityFortmann, 17, and co-president Josh Dawe came up with the idea for EVC in chemistry class. They had been thinking of an electronics club but, inspired by Bright, decided to focus on electric vehicles.

“I’ve always been curious; I like being creative and building things,” says Fortmann, who enjoys making films and had recently modified an electric guitar using Parallax microcontrollers. The club divides their time between the AltEnergy lab and a recently renovated workshop, nicknamed the hangar and located beneath the auxiliary gyms, where they are restoring an electric golf cart. Fortmann describes a typical club meeting: “We bring tools down to the hangar and Mr. Bright blasts eighties music from the speakers while we work.”

way of the futureEVC members and AltEnergy students are engaging with the material in ways that will define 21st-century learning.

“Learning has changed,” Bright muses. Years ago, students were preoccupied with the business of obtaining information and retaining it. But now that most information is readily available, students must focus on synthesizing and using that information well. “If you can look up the answer on the Internet in three seconds, it probably wasn’t a good question.”

Vasi says that AltEnergy class has changed her view of sustainability. “I didn’t realize how much we depend on energy resources to keep our lives going—it was always something I just took for granted,” she says. “The fact that we don’t have an unlimited supply of these resources scares me, and makes me understand how important it is to find other ways to sustain ourselves without harming the environment.”

AltEnergy class also taught her something that everyone definitely can use. “I’ve learned how to problem-solve, and to not give up,” Vasi says. “Even when the situation seems impossible at times, there is always a solution.”

raMita kondepudiGrade 11 Student


SAS is now officially a green building. The 16-year-old Woodlands campus, with a gross floor area of 98,556 sq.m. and a site area of 144,000 sq.m., was certified Green Mark Gold by the Building and Construction Authority (BCA) in late 2012, after two-and-a-half years of fine-tuning, upgrades, and overhauls. Green Mark is a green building system, similar to Leadership in Energy and Environmental Design (LEED) in the United States, but tailored to Singapore’s tropical climate.

BCA had also certified SAS as a Friendly Building for its attention to universal design or accessibility to people of all ages and needs. SAS also has a Water Efficient Building certification from PUB, and bizSAFE3 certification from the Workplace Safety and Health Council.

road to Green MarkSAS set its sights on Green Mark certification in late 2009, buoyed by successes in energy conservation and decades of green initiatives spearheaded by students, teachers, and the administration. “It was a no-brainer,” says Anthony Wong, director of facilities and services. “We teach our students to become responsible citizens of the global community, and we want to practice what we preach.”

The school quickly accumulated points for features like water efficiency, recycling, extensive greenery and landscaping, architectural elements such as sun shades and light shelves, and the use of Green Label Singapore products. However, audits showed that the central air-conditioning plant, built in 1996, still failed to meet minimum

energy efficiencies required of a green building despite recent upgrades.

“Installing variable speed drives, improving our air-con scheduling practices, and encouraging people to set thermostats at 24 to 26 degrees Celsius where possible helped us save 1.3 million kWh in just one year,” Wong shares. But Green Mark doesn’t look at energy savings alone. “BCA sets a high standard for chiller plant efficiency,” Wong explains. “It’s easy to achieve those efficiencies from 8:00 a.m. to 3:00 p.m. on school days. But in the evenings and on weekends, we operate at part load and our aging chillers didn’t handle that very well.”

It wasn’t until last September, after three out of seven chillers were overhauled, condensers were thoroughly cleaned, and the rules governing chiller automation were fine-tuned several times, that BCA deemed the school’s air-conditioning to be worthy of a Green Mark building.

Big improvementsWhile most of the highest-impact improvements are under the hood, invisible to most students and teachers, one particular project is fairly impossible to miss. A completely redesigned cafeteria for the Intermediate and Middle Schools opened its doors in July 2011 with a highly efficient—and extremely large—ceiling fan as its pièce de résistance. Previously fully air-conditioned, the cafeteria now saves over $200 every single day that it uses the fan instead of chilled water. In addition, large windows and doors maximize natural light and ventilation, while stylish al fresco dining areas provide prime

views of the lush forest located right outside the cafeteria on SAS property.

“Students, teachers, and parents have been sharing a great deal of positive feedback about the cafeteria,” says Marc L’Heureux, deputy principal of the Intermediate School. “The fan system has provided everyone with a comfortable eating environment. We now have a first-rate cafeteria that is much greener than it ever has been and the design provides students with a relaxing setting to eat.”

the journey continuesIt doesn’t stop there. Last year, vertical gardens were created as part of the PS/IS World Languages construction project. Measuring a total of 120 sq.m., these green walls were funded partially by a grant from the National Parks Board.

Other initiatives are in the works this year to make the SAS campus even more environmentally friendly. Eco-Wiz digesters will liquefy kitchen scraps and cafeteria leftovers, reducing emissions from waste collection and incineration. A massive solar panel installation will reduce grid electricity use by at least 10 percent annually, offsetting an estimated 10,000 tonnes of carbon dioxide over 20 years.

All prospective contractors who wish to submit tenders for construction projects are also evaluated on the environmental and social merits of their designs and recommended materials or products. “Green Mark is only the beginning,” says Wong. “Being certified as a green building is one thing. Our goal is to become a green school.”

buildinG Green, buildinG the Future

jaMie alarcon SiMBulanSAS Energy Conservation Engineer

CROSSROADS MARCH 2013 17

Saturday, April 13, 20137:00 p.m.Goodwood Park Hotel, Windsor Ballroom

For more information or to purchase your tickets please contact the Singapore American School Advancement Office at +65 6360 6329 or [email protected].

Find out more about the exciting auction items by visiting

our Pinterest board. http://pinterest.com/starappeal/

STARA P P e A l 2 0 1 3

Please join us for Star Appeal 2013, an evening of celebration in support of the people and programs that make Singapore American School exceptional.

Star Appeal is the signature annual gala of the SAS Foundation. Proceeds from the evening benefit the SAS Annual Fund, which provides support for:

• Academicenrichment• Extracurricularandexperientialactivities• Performingandvisualarts• Athleticuniforms,equipment,andprograms• Communityserviceandservicelearning• Studentfinancialaid• Visitingauthors,artists,andworldleaders• Technologyinitiatives• Travelforcultural,performingarts,andathleticevents• TheSASendowment

With gratitude for your generosity,

Bon Park Mae Anderson Asa TuckerChair Co-Chair Co-ChairSASFoundation StarAppealCommittee StarAppealCommittee

rb121660_sas_starappeal_poster_a3_final_v8.indd 4 2/21/13 3:59 PM

PTASINGAPORE AMERICAN SCHOOL18

Before moving to Singapore, I worked in banking. When our family relocated here, I had some time of my own, so I became involved in the typical escalation of parenting activities: scout den leader, volunteer with the PTA Sales Team, and then PTA Treasurer (2009-11 and again this current year).

As PTA Treasurer, I have the responsibility of managing the PTA funds and serving as a member of the PTA Executive Committee. It is a large undertaking—I think many people would be surprised to learn that the annual PTA budgeted income is over $820,000! It certainly is a large number. However, when you consider all of the PTA activities throughout the year, it quickly makes sense. I

have the pleasure of working with a terrific team of treasury volunteers whose tireless efforts handle the significant workload professionally and efficiently. The PTA Sales team—Kirsten Fitchett, Mei Holt, and Sachiko Sakai—and their team of dedicated parent volunteers can be found every school day in the PTA Sales Office from 9:00 a.m. to 2:30 p.m. selling uniforms to the SAS families. Our two event treasurers—Geetha Balachandran and Kelly Tan—work in conjunction with the event chairs in the planning and execution of the PTA events to ensure that the event cash needs are met. We appreciate all their contributions to the PTA throughout the school year.

You may be curious to know how all the funds raised by the PTA are distributed. Last year, the PTA donated $290,070 to SAS across all the divisions, detailed in the following box:

The PTA has two major events coming up. On March 9 our wonderful County Fair, the PTA’s major fund raiser, will take place. This year’s theme is “An Old Fashioned County Fair.” Please mark your calendars for a day of merriment that features games, entertainment, fabulous food, and terrific shopping at the Used Book Sale and Vendor Sale. It should be a fun day for all!

After all of the excitement at County Fair, the PTA’s next major event will be Staff Appreciation Day on April 30. Jodi Jonis and our Division Reps Jen Long, Carolyn Edds,

Patricia Sadayasu, Monique Hirsch, Gayle Hall, Heather Hoffman, and Kim Hamby are planning a special day when we will give a big “thank you” to all the SAS teachers and staff for all the hard work and effort they put forth each day for our children.

While this may seem like a mountain of work, but like any good mountain, it is built on the contributions of each and every volunteer parent, which makes the workload manageable and a fun and rewarding activity to engage in within our community.

The PTA Nominating Committee is seeking nominees for 2013-14 for the following PTA executive committee positions: president, vice president, treasurer, and secretary. A slate of candidates will be submitted at the PTA Annual General Meeting on May 14, 2013. Nominations will be accepted until April 30, two weeks prior to the election.

If you would like to submit your name or nominate someone, please contact one of the following nominating committee members: Shelby Pazos (Committee Chair),

[email protected]; Carolyn Edds, [email protected]; Gayle Hall, [email protected].

The PTA is also seeking for volunteers for the 2013-14 academic year to chair or work with various committees. Detailed descriptions of the committees are available on the PTA website at http://bit.ly/VymWSx. To express an interest in volunteering, please contact PTA president Arathi Nilakantan by email at [email protected].

K-12 Visiting Artists Program $ 15,000 PS Local Theater Participation $ 26,050

ECC-5 Visual Art Artists-in-Residence $ 15,000 PS Additional Support for Literacy $ 25,520

K-5 Author-in-Residence $ 35,000 IS Books, Books and More Books $ 22,500

MS/HS Theatre Artists-in-Residence $ 15,000 IS Field Trips to Theaters $ 18,000

MS/HS Dance Artists-in-Residence $ 15,000 MS Art Beautification (up to $25,000) $ 9,000

MS/HS Visual Art Artists-in-Residence $ 15,000 MS “Homeliving” Guest Chefs $ 3,000

MS Author-in-Residence $ 35,000 HS Sony Studio Camera $ 26,000

HS Writer's Perspective $ 15,000

the pta treasury

pta noMinations & volunteers For 2013-14

judy ByunPTA Treasurer

PTACROSSROADS MARCH 2013 19

This annual PTA event provides parents with the opportunity to thank SAS staff and faculty for all that they do, by having parents present a feast. Every Division will have a plentiful repast of homemade dishes, with a Halal buffet in the PTA Office. Each SAS staff member will enjoy a day that reflects the community’s deep appreciation for their efforts. Parents are invited to donate food, money and their time to help set-up and serve. Everyone is encouraged to participate to make this special day a huge success.

Look out for more information from PTA’s Hospitality Chair, Jodi Jonis, [email protected]

and from your PTA Division Representatives. Please contact them with any questions you might have.

TUESDAY, APRIL 30TH 2013

“Appreciation is a wonderful thing: “Appreciation is a wonderful thing: “Appreciation is a wonderful thing: It makes what is excellent in others belong to us as well.”It makes what is excellent in others belong to us as well.”It makes what is excellent in others belong to us as well.”

--- VoltaireVoltaireVoltaire

PTASINGAPORE AMERICAN SCHOOL20

INDOOR & OUTDOOR GAMES: New Games This Year!!! Lots of fun and excitement for kids of all ages and adults too, with activities like: Sumo Wrestler, Human Soccer, Surfboard Simulator,

Survivor Challenge, Penalty Shoot-Out, Ring Toss, H2O Walker, Bungee Trampoline, Face-Painting,

Dunking Tank, Bouncy Castle, etc...

USED BOOK SALE: Great Value!!! Bargain prices!!!

Over 15,000 used books, magazines and DVDs in the Auxiliary Gym!! Unbelievable prices!

Come early for the best selection!!

SILENT AUCTION: Come to the High School Library and bid for lovely

arts and craft projects created by our talented kids. You can also bid on the generous service items donated by

SAS Faculty, Staff and SAS parents.

COUNTY FAIR SHOPPING: Come to the Middle School Foyer and indulge in some

retail therapy. Look out for new vendors bringing variety to the Vendor Fair!

ENTERTAINMENT:

County Fair Entertainment begins at 10:45 am with the opening ceremony. Enjoy music at the beautiful Memory Garden. Come and be enthralled by the

dazzling talent of the students from all Divisions of SAS at the HS/MS Auditorium starting at 12:30pm.

LOTS TO EAT & DRINK:

The High School Gym will feature delicious food from High School Clubs. A lot of restaurants, old favor-ites and some new ones will offer mouth-watering, lip-

smacking good food! Quench your thirst with smoothies, juices, and ice-blended drinks. Fresh popcorn and cotton candy will also be available throughout the fairgrounds.

A totally awesome gastronomic treat!

COUPONS VS. CASH: County Fair coupons are sold in booklets of $10 each . With the exception of the Used Books Sale, Silent Auction and the Vendor Fair, only coupons are to be used at the fair. Only Cash and Checks can be used at those other places where coupons are not accepted. Sorry no credit cards or NETS please!! A DBS ATM machine is located at the High School Foyer for your convenience. PARKING IS VERY LIMITED!! Please consider parking off campus, at the HDB multi-story carpark. URA parking cou-pons are required to park in HDB parking lots. COUNTY FAIR T-SHIRTS: This year’s T-Shirts are sponsored by Harley Davidson! Purchase your T-Shirt for $15 from PTA Sales or at the MS Foyer on the 9th. Wear your T-shirt on the 9th (County Fair Free Dress Day - for CF T-shirts only!). BAKE SALE: Enjoy a wide variety of home baked goodies at the Fair. Bake a Giant Cupcake and participate in the Bake-Off (HS Gym). Prizes to be won!

WE’D WE’D WE’D LOVE LOVE LOVE TO SEE TO SEE TO SEE YOU YOU YOU ATATAT THETHETHE SAS PTA COUNTY FAIR 2013 !!! SAS PTA COUNTY FAIR 2013 !!! SAS PTA COUNTY FAIR 2013 !!!

SSSEEEEEE YYYOUOUOU ATATAT CCCOUNTYOUNTYOUNTY FFFAIRAIRAIR!!!

SATURDAY, 9 MARCH, 2013 , 10:45AM TILL 4:00PM Come with Family and Friends and enjoy a full day of fun, food, games and more.

This year’s County Fair offers a very exciting range of events:


SaS "Mock" coMMittee

Inspired by her experience on the Caldecott Committee, Dr. Johnson graciously offered to chair an SAS "Mock" Caldecott Committee with interested faculty from across the divisions. During the first semester, the team of 17 teachers and librarians met several times to share personal experiences of reading the texts on their own, to their children and students, and to evaluate artistic interpretation and technique according to the criteria of the actual committee.

Narrowing down the field to a short list of 28 books, the mock committee gathered recently to finish their task ahead of the actual committee's official announcement. Imagine the mock committee’s surprise when the actual committee awarded the medal to the exact same book they had selected a week before, This Is Not My Hat. The mock committee was also pleased when they learned they had picked two of the honor books selected by the actual committee, Extra Yarn and Green. Other Honor books selected by the mock committee included The Insomniacs, Oh No!, and Unspoken.

The Caldecott Award has served to honor artists for their illustrations in children’s literature since 1938. Singapore American School is honored to have our very own Dr. Nancy Johnson (Grade 8 Reading and Language Arts teacher) serveon the 2013 Caldecott Award Selection Committee.

In mid-2011, Dr. Johnson first received word that she was elected to the 15-member committee. Having served on the 2003 Newbery Award Selection Committee, Dr. Johnson knew she was in for a treat. Their collective work began in earnest in January 2012 when they began searching for the "most distinguished American picture book for children" of the year. In the ensuing months, they continued to showcase favorites both virtually and in person. Recently, she flew to Seattle, Washington, to attend the American Library Association’s 2013 Midwinter Meeting where she met with her committee to finalize their pick for the 2013 Caldecott Award and other honor books.

When asked about her experience, Dr. Johnson noted her greater appreciation of art as storytelling. “Good art takes a story and creates magic,” she stated. “And by reading the art, there’s a whole sub-story going on that illustrators offer as an interpretation of the story.” She was also reminded of how important the art of persuasion really is, as her nominations were limited to 250 words. “In the end,” she added, “a book doesn’t have to have a medal on it to love it.” In the same breath, however, Johnson noted how excited she was with the committee’s choices for this year.

In a press conference on January 28, the committee announced this year’s Caldecott Medal winner, This Is Not My Hat by Jon Klassen, along with five Caldecott Honor books: Creepy Carrots! illustrated by Peter Brown,

written by Aaron Reynolds; Extra Yarn illustrated by Jon Klassen, written by Mac Barnett; Green by Laura Vacarro Seeger; One Cool Friend illustrated by David Small, written by Toni Buzzeo; and Sleep Like a Tiger illustrated by Pamela Zagarenski and written by Mary Logue.

Throughout her career, Dr. Johnson has shared her contagious passion for children’s literature when consulting with schools, presenting at conferences, and teaching her students. Taking a leave of absence from her professorship at Western Washington University three years ago, Dr. Johnson joined the SAS faculty as we implemented the revised Reading and Language Arts program in the Middle School.

In her short time here, Dr. Johnson has continued to inspire students and colleagues alike. In addition, she has been instrumental in bringing a number of award-winning authors and illustrators to campus, providing invaluable learning opportunities for students and teachers across all four divisions. Some of those authors and artists-in-residence have even participated in the SAS Children’s Literature Conference.

We congratulate Dr. Johnson on the culmination of her work on the 2013 Caldecott Committee and thank her for the impact she continues to make as a lifelong learner and dedicated advocate for literacy.

sas teacher serves on caldecott coMMitteereBecca clark, BetSy hall, karen Mcdowell, devin pratt, and Scott riley Middle School Faculty

SINGAPORE AMERICAN SCHOOL22

This spring break, the Singapore American School Robotics Club will travel to Toronto, Canada for a FIRST Robotics competition (FRC). There, they will compete against 42 other high school teams. All the Canadian provinces as well as states as diverse as Massachusetts and South Carolina will be represented.

The FRC contests have been held for over 20 years and are the brainchild of Dean Kamen, holder of numerous patents (including the Segway scooter). In the 1990s, Kamen found himself increasingly disturbed by the number of people he encountered who had no sense of how things work or how they are created. He resolved to create an event that would celebrate excellence in science and engineering by "making rock stars out of young scientists and engineers." The result was the FRC contests. Each year, professors at MIT design a new challenge that involves using mechanical, electrical, programming, and strategic skills and planning.

This year’s contest will be played on a 27 x 54 foot field, with two teams of three robots on the field for each round. Robots must pick up and throw Frisbees through slots that are placed at various heights around the field. Ten foot high pyramids made of pipe are placed on the field to make throwing the Frisbees accurately even more difficult.

In the final seconds of the round, robots can earn extra points by lifting themselves off the ground by pulling themselves up on the pyramid pipes. Unique to the competition is the idea that after each round, a computer algorithm assigns new partner robots for the next round. This means that your partner one round may be competing against you later that same day. This is one of several ideas incorporated into FRC to promote the tradition of gracious professionalism.

Gracious professionalism dictates that you assist other teams with parts or expertise, even if they are competing against you in the next round. The concept is meant to build a sense of teamwork larger than that with your own team. The aim is to send the best team from each regional event to the World Championships held in St. Louis in April each year.

FRC is recognized by schools worldwide as an exemplary science and math activity. More than $16 million in scholarships are awarded to participants each year. Team members include Bharath Srivatsan, Don Gi Min, Edward Ahn, Jack Lin, Maria Dougherty, Jacob Goldwax, Kartikye Mittal, Katie Wong, Matthew Petersen, Mitchell Gault, Jayendra Minakshisundar, Will Wright, (Winston) Seung Won Yoo, Shane Rozen-Levy, Ramita Kondepudi, Emily Hall, Jason Woo, TJ Kim, and Henry Zink.

The team is coached by Bart Millar and Meredith White, SAS instructors. Bart has six years’ previous experience coaching FRC teams at Lincoln High School in Portland, Oregon. Meredith has a long history of teaching STEM classes in Texas prior to her arrival in Singapore.

The team is fortunate to have three advisors coming in weekday afternoons. They are Daniel Asto of 3M (computer science) and Daniel Shanks and Shawn Ng of Halliburton.

rock stars in roboticsBarton Millar High School Robotics Teacher


In our quest to build the best learning environment for every student, teachers in Grade 2 are now team teaching during Writing Workshop. The workshop model provides the perfect stage for team teaching.

Twice a week, classroom teachers and resource teachers pair up to teach mini-lessons, model writing partnerships, and confer with small groups of students. During the mini-lesson, teachers work together to teach a strategy that all writers can use or to lead students in inquiry of the qualities of good writing. If you were to walk into the room during writing workshop, you might see the resource teacher sharing a teaching point with students while the classroom teacher leads the inquiry or vice versa.

Teachers also model writing partnerships that provide a real time example for students to understand how to work together to improve their writing. Students are then sent off to put their learning into action as they work on the pieces that they choose to write. Perhaps the biggest impact of team teaching is the amount of time teachers can now spend conferring with small groups and individuals about their writing.

With two teachers in the room, students have more time to talk to an adult about their individual writing strengths and goals, and they have more time to focus on targeted areas to improve their craft. Teachers check in with students more often, which can lead to even more growth in this area. Rachel Adams, a Grade 2 teacher, has noticed that “having two teachers in the room more than doubles the number of students served. With good team teaching, somehow the total is greater than the sum of the parts.”

Students have the opportunity to learn from both teachers. They

soon realize each one knows their skills and abilities as a writer. Every student knows we are there to help them grow. Because each teacher has a distinct teaching style and interpretation of the curriculum, students can connect with a style that best suits their learning, keeping them engaged in the process and moving toward their potential. Students are introduced to, or challenged to think about, a topic in a new and exciting way because of the perspective each teacher brings.

The best feedback about team teaching comes from the students themselves. In writing this article we asked second graders their thoughts about having two writing teachers. According to Caroline, “Team teaching helps kids get more interested in writing and they can teach other people about writing.” Kourtney shared, “If you hear it a different way, you can build upyour learning.”

The team teaching model is a popular one, both in our school and the world,

and for good reason. Classrooms throughout the Intermediate, Middle, and High Schools have implemented team teaching as have schools throughout the US, Canada, and Finland. Although it may look slightly different depending upon which division you are in, the purpose is to engage students in their learning and help them reach their potential.

Behind the scenes, teachers also value the team teaching relationship. As educators we are always looking at student writing and taking note of individual progress in order to refine our teaching points. In a team teaching model, teachers work together to identify trends in the class, share observations from small group sessions, and share ideas to support students. Buffy Peterson has noted that “together [with the resource teacher] we come up with a wider bank of strategies to use with all kids.” By adding to our toolkit, our writing instruction is more focused and our students are better writers at every level. Team teaching really is greater than the sum of the parts.

More than the suM oF the partsellen arnold and aManda wood, Grade 2 TeachersIn collaboration with MrS. arnold’S Second Grade claSS


Imagine having complete control of your learning, being able to indulge in your passion, working with committed mentors who support you. The Capstone Project is a course where students get to create and map out their own programs for one semester, doing things from architecture to organizing a campaign to writing a novel to making apps. It’s more than a mere extension of a research paper. It’s the chance to create a product a student could never create inside a regular classroom.

Students get to demonstrate what they have learned in school on their own terms. In normal classes, teachers guide the course; in Capstone Project, students guide it. As scary as that sounds, we actually learn from our mistakes and our successes as well as from our trials and our failures.

Capstone could be described as an exploration. Every student—every person—has a passion for something, and for this course it doesn’t matter what it’s for. Anybody could explore a passion with the intention of pursuing

it as a career. This semester, one girl shadowed a primary school counselor and asserted that she wanted to be one for the rest of her life. A group of three guys created a business plan to help the illiterate in Indonesia, and one designed the floor plan for a museum in Japan.

Every student in the course had to have an outside mentor. It couldn’t be someone in the high school—someone we were familiar with—because that would ruin the real-life element this course revolved around. These mentors were not our teachers. In some cases, they learned as much from us as we did from them.

This class doesn’t have someone telling us what to do every step of the way. We can ask questions and we can get help, but in the end it’s our project. The product we create doesn’t end up having somebody else’s name stamped on it.

At the end of it all, we delivered a presentation that described what we had worked toward during the semester. We finally let other people

outside the vicinity of our classroom take a look at our accomplishments. All that passion we had directed into making our products became redirected to an audience. It was completely different from giving a presentation about something we don’t care too much about. As someone in the class pointed out, because we were thrown into the deep end from the beginning, learning how to swim without a teacher became our pride.

So what is Capstone Project? No matter the project someone chooses to pursue, it’s a course, it’s an opportunity, it’s a passion, and it’s a glimpse into real life.

senior capstone projectthereSa ellSworthGrade 12 Student

The Intermediate and Primary divisions of SAS were very privileged to host Ms. Ruksana Khan as our visiting PTA-sponsored Author-In-

Residence from December 10 to December 21, 2012. Rukhsana Khan is an award-winning author and storyteller. She was born in Lahore, Pakistan and immigrated to Canada at the age of three. Her enthusiasm, expertise, and candid stories of her experiences left a lasting impression on students, teachers, and parents.

Author of eleven published books, Rukhsana Khan's visit entertained and educated. Ali Cuthbert, Primary Librarian, said, "Rukhsana has an unbelievable ability to captivate her audience as a storyteller, and her unique global perspective enriched our students' understanding of writing and storytelling."

As a professional author, Rukhsana helped our students to better understand the craft of writing. Jodi Bonnette, Intermediate Literacy Coach, commented, “It was wonderful to see Rukhsana Khan work with our students and share her expertise as a writer! She taught the students to really pay attention to the words in their writing as well as the syntax of their sentences, as the order of the words affect the focus of the sentence. She also taught them that the problem of a story is like the 'engine' of the story that keeps the story moving.”

Students were impressed with Ms. Khan's perseverance in having her

author-in-residenceruksana khan

roSa Shin-GayLibrary Media Specialist


books published despite numerous rejections. "Her stories gave me motivation to keep trying and to not give up," stated one student.

In addition to learning about the challenges of being an author, students took away deeper messages and lessons about life. Kate Brundage, Intermediate Librarian, remarked, “SAS needs authors like Rukhsana who represent global views and issues. She was invited because she represents a wider demographic and her visit was a special one because of this.” With the older students, Ms. Khan shared her

stories candidly yet with humor about the discrimination and bullying she experienced growing up. “My sister and I even decided to stop drinking chocolate milk because we hoped it would change our skin color," shared Rukhsana. A student observed, "Even though she didn't have the best childhood, she writes some funny books, and she's still happy."

By immersing herself in reading and writing and having good teacher mentors, Ms. Khan persevered through her difficult middle school years to become a stronger and more confident person who now does her

part to make a difference through her books and visits. Her story Roses in my Carpets is a true story based on the life of boy she sponsored in Afghanistan and the struggles of living in a refugee camp in his war-torn world. Students listened intently to Ms. Khan as she shared this story. At the end of her presentation, she left students with a challenge, "I kept my promise to help by writing this book. Now what are you going to do to help others?" Rukhsana Khan's visit was indeed a memorable one that left us with great stories andgreat questions.

Either physically or virtually, there is a plethora of new books arriving in the library. Too many! One doesn’t have time to read them all, but browsing the colorful covers and creative titles is a pleasure in itself. Please drop by the high school library and partake. I’ll mention a couple of my favorite new arrivals below.

During Chinese New Year, we displayed books about China, books in Chinese, Chinese cookery tomes, Chinese culture, Chinese history—all things Chinese. Winter break seems a distant (but pleasant!) memory now, but before it fades into the mists of yesterday, let me report on the

winners of this year’s “Book Tree” contest. For the last four Decembers the library assistants have constructed a tree from books. Students are invited to guess how many books are used. The correct answer this year was 720. Nearest guess? 721. Nearest guesser and winner of a $100 voucher from Kinokuniya Books? Eleventh grader, Michal Tolk. Elle Swanbeck guessed 722 to cop the second-place prize—a $75 voucher. Not far off at 715, Joy Angelica Chan and Matthew Shortell tied for third - $50 vouchers to both. All these students are avid readers and will enjoy their prizes without worrying about overdue dates.

a plethora oF books john johnSonHigh School LIbrarian

two hot pickS

Inflight Science: a guide to the world from your airplane window by Brian Clegg. Ever wondered about those strange markings on the runway? The odd-looking “tractors” that pull the airplanes around? What happens when a window blows out in-flight? This book provides answers to these and many more questions. A fascinating read, especially on a long flight.

Mission to Paris by Alan First. This is the latest of Furst’s “between the wars” spy/espionage novels. Set in the City of Light it involves an Austrian/American movie star, devious plot twists, licit and illicit romance, and an evocative map. Very difficult to resist. You’ll want to read Furst’s other books when you are done—the library has several.

SAS students, parents, faculty, staff, administrators, even librarians are all patrons of the SAS libraries. You are invited to come in, browse, and borrow.

BOOSTER CLUBSINGAPORE AMERICAN SCHOOL26

Dear Parents,The first few months of 2013 have been busy for the Booster Club. January 25 we had 50 students participate in the annual Fashion Show. They did an outstanding job modeling traditional Malay wedding ensembles, beautiful prom dresses from Pinkie’s Closet, and fun sportswear from Forever 21. A few SAS teachers strutted the catwalk, as well as our surprise super model, Azizah. Hanis Hussey and

Anne Rogers volunteered many hours to pull all of this together within a difficult time frame. A huge thank you goes to Karen LaBranche and crew for bringing out the SAS barbeques for the evening.

Please spread the word that the Booster Club will be hosting a Meet and Greet on April 10 for all incoming Grade 8 parents as well as any new High School parents who arrived mid-year to SAS. Please join us in H301 at 11:00 a.m.

Information is on the way for our Senior Awards. The Booster Club will award ten seniors with $1,000 each at Senior Awards Night. Please watch the SAS eNews for details and deadlines.

Our Social Events committee is in the process of finalizing plans for the Annual Home Tour that will be held May 10. Please let us know if you would like to be involved with this event. Tickets will go on sale the end of April. It is always a fun way to end the school year, visiting beautiful homes, catching up with friends and enjoying surprise teas and treats along the way.

We hope everyone enjoyed their Chinese New Year holiday and that all your children had fun on their Interim Semester course trips.

Go [email protected]

booster clubMaria creMaBooster President


Last December, ReDot Fine Art Gallery hosted an exhibition of more than 400 collaborative works of SAS students who ranged in age from five to ten years old. The student population comes from the Americas, Europe, and Asia. But for the weeks before the event, these students were painting Aboriginal.

The narratives found in the work of Aboriginal artist Paddy Japaljarri Stewart inspired the paintings. He is one of the artists who began the Aboriginal art movement in his desert community in Yuendumu, Australia. Ten-year-old student and participating artist Colten comments on Paddy Stewart, "His work was really cool. The artist was really good at making designs that look like they were popping out of the paper." Nine-year-old student and artist Suhani saw a bigger purpose to the art, "I think they make the Aboriginal people feel good because he represented them." Paintings by several professional Aboriginal artists covered the surrounding walls of the gallery.

Paddy Stewart’s work, also on display at the gallery, uses symbols and dots to tell Dreamtime stories about the wildlife, landscape, hunting practices, and the creation of the world around him. The bright colors and clean shapes were very appealing to the students. They easily "read" the paintings and incorporated the style into their own work. Nine-year-old student and participating artist Alya says, "Our story is about ants in an ant chamber. I added some fruit and foot tracks like they were eating. Others painted the pond where ducks go and ant chambers." Teaching Assistant Stella states, "The kids could really understand the concept and theme. They had a good knowledge of the story."

Central to this project was the need to work as a team. Each final painting

consists of four or five panels that a group of four or five students were in charge of completing. When asked about the collaborative nature of this work, students were quick to answer. Isabelle, 9, stated, "I feel really good about working with others because we get to share our ideas and we learn from other people." Gabrielle, 10, felt the pinch when it came to completing the work, "It was hard because one of my partners wasn’t here." It is apparent in the work that there was a lot of thought and effort put into each panel so they would work together as a final piece. Alya, 9, said, "It took us a long time and we had to do a lot of planning. Sometimes we had some arguments so we had to agree to disagree."

Paintings finished and off to the gallery, these young artists knew what was happening. When Kenneth, 10, was finished he said, "Oh, I’m finally finished! I worked very hard on it." The joy was mixed with fear for some students. Maggie, 9, said, "I felt nervous because if it was bad, then people would not like the art." Ten-year-old Quinn, on the other had,

can’t wait to see her work on display and said, "It is exciting that other people get to see your work. You worked really hard on it, and it makes you feel proud." Pride of work and the chance to do something important seems to be a common sentiment. Katherine, 9, who brought her mom, dad, sister, and brother to see her work, shared, "I’m proud of my work because I feel I did a good job drawing. Usually, I’m not very good at drawing."

Like other artists with deadlines, collaborators, fears, and excitement, these young ones have gotten a taste of what it is like to be real artists. They have delivered an exhibition of work that is well thought out and executed.

Author’s Note: This exhibition was a great success with several hundred people visiting over two weekends. The article was originally printed by a prestigious online art magazine ARTITUTE.COM. There has been a very positive response to the work of the students. Please visit http://bit.ly/UpW5gG to see the original publication.

400 aboriGinalworkserin caSkeyIS Art Teacher


“Are you working to the best of your ability, as defined by your teachers? Are you turning your work in on time? And, do you have a positive attitude regarding how you’re dealing with your schooling?” These were the key questions I posed to Keith* as we discussed his frustration with his parent’s continued efforts to see improvement in his math, English, and science grades. “Whatever I do, it’s not good enough for them! I do all three of the things you just asked, but my parents demand more, more, more. Now what?”

After gathering additional information from Keith’s teachers, I was in a much better position to offer guidance. True to Keith’s initial comments, he was working to the best of his ability as defined by his teachers, had a positive attitude in his classes, and was turning his work in on time. Yet his parents felt he could do more. Earning mostly Bs and two As was not his dad's idea of working to the best ofhis ability.

Knowing there would be several other issues that they would need to address in the coming years, I wondered why they felt they needed to continue to press this matter. Keith was demonstrating age appropriate ownership of his schooling and doing the sort of things we (educators) expect kids to be doing as they move towards adulthood.

Turning to address Keith’s parents, I said, "You folks clearly are concerned about your son’s ability to earn better grades, but given his course load (2 APs) and extra curricular commitments (varsity sport, a member of a few clubs) you have to ask yourselves if this a hill you want to die on?” His parents looked at me as if I had just betrayed their loyalties. I’m not interested in taking sides; I’m interested in seeing Keith leave home in a few years able to be independent, healthy, and responsible as he heads off to university. His parents felt the same. I asked them to help us understand how additional consequences or punishments are going to move him in this direction if he is working to the best of his ability.

"What we want is for Keith to own his schooling and it doesn’t seem like he’s taking it seriously," said his mom. "When we see him coming home from school angry at us, frustrated with his teachers, telling us he doesn’t have time to eat supper as a family because of his school work, staying up all hours of the night because, he says, he needs to be online doing 'school' work, and then we see him gaming and Skyping…I just want to pull my hair out!" I asked Keith, "Can you understand why your mom might feel frustrated when stuff like this is happening?"

We developed a plan to help Keith better structure his time at home, including a requirement that anything that

ran on batteries or plugged in (namely his cell phone and laptop) would be out of his room by 11:00 p.m. Monday through Thursday. In addition, we discussed ways for him to manage his emotional state. The parents allowed his teachers to help gauge if Keith was indeed working to the best of his ability, consistently, and with a positive attitude. If so, they agreed to let his grades be. Doing this didn’t mean they were taking a hands-off approach or neglecting their role as parents. Instead, they partnered with others (teachers) as they moved Keith toward adulthood.

Good Enough: Some parents operate under the assumption that their child should be able to perform with high academic marks across all subject areas if they only work harder. Parenting with this philosophy, without inquiring of teachers if their child is working to the best of their ability, often involves cajoling, bribing, and threatening, resulting in a lot of conflict. Kids feel like they are on a performance treadmill, and parents feel like they have to keep this sort of practice up if their child is going to continue to perform. To change the course after so many years seems unthinkable... until there is a significant breakdown in the home, hence Keith’s visit.

One of the most important and difficult tasks parents face is helping their children understand that the quality of what they produce, in this case academics and grades, is strongly related to effort, consistency, and attitude. If these pieces are in place, the grades will be an accurate reflection of their ability. To continue to fight over their performance is a recipe for frustration and futility. It is to this end that I implore parents to contact their child’s teachers when persistent questions arise regarding academic performance. advice for speaking with your child’s teachers1. Remember the key(s) questions to ask when speaking with your child’s teacher:

a. Is my child working to the best of his/her ability?b. Are they turning in their work on time? c. Does he/she have a positive attitude toward school?

2. After speaking with the teacher, if parents find their child is not living up to these expectations THEN implement a process of helping them own their schooling. This might include anything from arranging time to work with a teacher during breaks or after school to better monitoring activities at home and online.

3. If the answer is in the affirmative for all three questions in point 1, I strongly encourage parents to put the issue to rest. If parents continue to emphasis product (earning high marks) over process (work, effort, attitude) they can be assured they will have conflict. Again—I can't overemphasize this point—this does not mean parents are taking a hands-off approach or “letting their child fail.” Rather, they are partnering with their child’s teachers to better understand their child’s learning.

* Keith is not this student’s real name but the events described herein are real.

when Good enouGhis Good enouGhjeff devenS, ph.d. High School Psychologist


Our Primary School is Wild About Books! We kicked off our return to school after winter break with a celebration of reading called the Festival of Stories. Our youngest learners enjoyed many literature-based activities such as Favorite Book Day, Be Excited About Reading Time (BEAR time), Author Reading Rainbow, and everyone's favorite: PJ Day!

Beloved author and illustrator Rosemary Wells joined us during the Festival of Stories. She showed us the process of writing a book, shared a video of her studio and art supplies, and drew Max and Ruby for us. Mrs. Wells also visited each classroom in the Early Childhood Center and read to our youngest students.

To end this year's Festival of Stories, we all wore our PJs and enjoyed a visit from 2013 Caldecott Honor winner Laura Vaccaro Seeger. Her presentations were fun, informative, and encouraged us all to be readers and writers.

Many thanks to the festival committee members: Robyn Schwarz, Melissa Clark, Barbara Procida, and Shaun Kirkwood, and also to Miss Gerry and Miss Netty in the Primay School Library for processing so many book orders. We can't wait for next year's Festival of Stories!

Festival oF storiesaliSon cuthBertPS Librarian

SACAC Counselling offers psychological support and counselling for a broad range of issues including:

adjustment, stress, anger, anxiety, depression, grief, child/adolescent

issues, parenting, marital and relationship issues.

Singapore’s Comprehensive Mental Health Practice, est. 1973

Upcoming SACAC Workshop – March & April 2013 Positive Discipline for School-aged Children (7-12 years) Date: Tuesday, 19 March 2013 Time: 9:30 a.m. – 11:30 a.m Venue: The American Club – Atrium Room Cost: $85 SACAC or American Club member

$100 non-SACAC member Facilitator: Lissy Puno - SACAC Counsellor Positive Discipline for Young Children (2-6 years) SACAC Counselling Workshop Date: Thursday, 18 April 2013 Time: 9:30 a.m. – 11:30 a.m. Cost: $85 SACAC member / $100 non-SACAC member Venue: The American Club Atrium Room Facilitator: Cate Hey – Clinical Psychologist Effective Communication Date: Friday, 26 April 2013 Time: 10:00 a.m. – 12:00 p.m. Cost: $85 SACAC member / $100 non-SACAC member Venue: The American Club Atrium Room Facilitator: Marisa Vidaurre - SACAC Counsellor

For more information or to register for a workshop contact SACAC Counselling

10 Claymore Hill, Singapore 229573 Tel 65 6733 9249 Fax 65 6733 9321 Email [email protected] Web www.sacac.sg


natalie w.Grade 8 Student

pursuinG a better Future in caMbodia

It is impossible to attend Singapore American School without gaining some awareness of troubles in nearby Cambodia. From first grade onward, we hear frequently of its misfortunes in the past and present. Unless we choose to dig deeper, the information comes to us in snapshots. Almost always, the focus is economic or educational.

Four million people live on less than one dollar per day. Twenty-seven percent of Cambodians end their education in fifth grade, and just five percent attend beyond middle school. We go to a school where most people expect to go to college. Cambodians hope to finish 8th grade. Yet, digging deeper can lead to a broader, more nuanced understanding of the country. The “backwardness” of Cambodia is obvious when you visit. But there is also a sense of energy, optimism and, especially among the young, a readiness to pursue a better future. I felt this on a service trip I was fortunate to make. I didn’t come home with new statistics, but a strong urge to become more involved.

I visited Homeland, an organization that manages a children’s shelter in Batambang—a rural community three hours east of Siem Reap. Kids come to Homeland from poverty-stricken and heart-breaking backgrounds of abuse, abandonment, and sexual trafficking. The shelter divides into two parts, a drop-in center and a residential center. Children who go to the drop-in center are picked up at 6:30 a.m. by a van that roams some of the most destitute slums in the area. They play on a field until 4:00 p.m., when the van drives them home.

While at the center, they are fed lunch, an important motive. But there is no proper schooling, focus

on cleanliness, or enough funding for more than one meal a day. As a result, nutrition and hygiene is at surprisingly low levels.

Even more depressing stories come from permanent residents. These children have no contact with their parents, either because they are true orphans or they have been saved from situations into which they had been sold by their parents. Health-wise and hygienically, kids living at the center are slightly better off than the drop-ins because they have access to showers, three meals a day, and rudimentary first aid. They also attend a local public school to receive basic education. With an eye to the future, Homeland has set up some basic vocational training programs, including a beauty salon, restaurant, and a small sewing room.

Within the short time I was there, I fell in love with the Homeland community. The children, from three to eighteen years old, seemed so desperate for love and attention. The children attach themselves to you. It was impossible to walk anywhere without five small hands reaching for mine. It was the fondness I immediately had for them

that motivated me to embark on my new project of renovating the playground at Homeland.

The spirit and warmth of the place is in the children—and the precious little time they have for carefree fun. The dilapidated swings and slides are just a faint reminder of the hardship and danger that surrounds these kids’ lives on a daily basis. Anyone who visits will see a hundred worthy projects. Perhaps as a kid myself, I saw something that was both manageable and an easy way to bring some degree of pleasure to these children. Homeland drop-in center kids spend the entire day on the playing grounds, and the residents, only a couple hours less.

It is important to me that the kids are in a fun, hazard-free, and colorful environment for the majority of their day. Lets work together to put a smile on every Homeland child’s face. The new playground will be a brand new hope. If you are interested in donating time, clothes, toys, or money to the Homeland community, please contact Martha Chaudhry at [email protected].


While academics such as studying for science tests and writing book reviews for RLA are what consume most of our students’ time, we also encourage them to be well-rounded individuals. Many participate in sports, play musical instruments, and join in the host of other wonderful activities that SAS has to offer.

There is another extracurricular option that many of our children choose—SCOUTING! Scouting presents boys with opportunities for growth that require them to try, do, lead, and occasionally fail. Consistent with the Boy Scout policy, Troop 07 is a boy-run organization. Empowering boys to be leaders is the core of Scouting. Scouts learn by doing, and what they do is lead their patrols and their troop. The boys themselves develop a troop program and then take responsibility for figuring out how they will achieve the goals.

On February 26, 2013, Troop 07 hosted an orientation night for both parents and boys interested in scouting. Some of the key points that were explained included the three aims of Boy Scouting, which are character development, citizenship training, and mental and physical fitness. To accomplish these aims, Scouting employs eight methods: the ideals, the patrol method, the outdoors, advancement, association with adults, personal growth, leadership development, and the uniform.

Developing the characteristics of responsibility, self-reliance, self-confidence, and readiness, the Scouts eventually learn collaboration and leadership skills. Involving the boys in group activities such as camping, service projects, and working on merit badges provides a fun way for them to develop skills and connect with nature and the environment.

While these are the goals of a strong Scouting program from a parent’s standpoint, if you asked a boy why

he joined Scouts, the response would most likely not be because he wanted to develop his character or sense of responsibility. Actually, we asked a few of the boys in Boy Scout Troop 07 who have been in Scouts for at least a year to tell us: what iS the BeSt part aBout BeinG in Boy ScoutS?

Sumedh B.: Camping, sports, hiking, and earning merit badges. All in one thing—Scouting! Being a Boy Scout, I get to do many things. But camping is my favorite. When we go camping, we hike, swim, run around, and so much more. We also get to have bonfires, sing songs, and tell stories. That is why I joined Scouts!

john d., jack c., kirk p., and Stephen M.: The best part about being in Boy Scouts is definitely the campouts. They are full of activities like learning how to use an axe, building things, and cycling. The games we play at meetings like dodge ball and wall ball are fun ways to keep you fit. It’s also great to earn merit badges like first aid.

Zachary M. and alex f.: Boy Scouts has been so fun! The campouts have been the best, and we even got to go sailing and everything. Campouts take you around the world to places like

Nepal, Borneo, and Thailand. You get to work on merit badges, which is a lot of fun too! Being a Scout also lets you to be more independent.

london w.: The best part about being in Boy Scouts so far has been going on the Phuket campout. We went sailing and got to jump off the boat! We jumped off the side, the front, and the bow. We also kayaked around the area and into caves. We got to see lots of islands on the trip.

douglas r., life Scout: I’ve been in Scouts since I was a Tiger Cub. I am now almost Eagle. Boy Scouts is awesome! You are looked up to by Cub Scouts. You go on campouts. You earn merit badges. There are MANY other adventures you would miss out on if you don’t join Troop 07. I assure you, you will NOT regret it!

There is still time for your son to become a member of Troop 07 before the school year is out. The best way is to come to one of our meetings that are held most Tuesday evenings in Room H301 at Singapore American School. We meet from 6:15– 7:30 p.m. You can also visit our website for further information at www.bastroop07.com. We look forward to including you on our many adventures!

why scoutsBoy Scouts of Troop 07 at SAS


Last November, Dr. J. S. Kofi Gbolonyo visited SAS to give the elementary music teachers and students a taste of his amazing work combining the Orff-Shulwerk process with his native music, games, and dances from Ghana.

Kofi grew up in one of the remote villages along the Ghana-Togo border in West Africa, where he learned the traditional songs and dances of the Ewe and Fon people. He is now a Visiting Assistant Professor of Music (Ethnomusicology) and the Director of UBC African Ensemble at the University of British Columbia, Vancouver, Canada.

As music teachers, it was an amazing opportunity to learn from Kofi! His kid-friendly Orff approach to music

education made his beautiful folk songs, instrumental pieces (for xylophone and unpitched percussion instruments), games, and dances from Ghana accessible and fun for all! We were able to give two mini-performances for IS and PS students on a Friday morning as they arrived at school. What a wonderful way to start the day! Please ask any student from the following classes what "Mr. Kofi"

taught him or her in music that day. Not only will his amazing lessons be infiltrated into our classrooms for our students to experience and enjoy, but his warmth and joy of music will be felt at SAS for years to come.

We'd like to thank the Office of Learning and our Administration teams for supporting this wonderful professional development opportunity.

Ghanian Musicanna crienSIS Music Teacher

Did you hear the recent “buzz” in the SAS Middle School? The students initiated an outpouring of support for one of their own. Nils Berggren, an 8th grade SAS student, was diagnosed with a rare form of lymphoma in October. Up until his diagnosis, Nils was an avid athlete and dedicated student. Nils’ extensive chemotherapy treatment requires his isolation in and out of the hospital. His friends wanted him to know that he is not alone. They originated an idea to shave their heads as a demonstration of solidarity.

Then a group of students met with teachers and administrators to build upon that idea. “Buzz for Berggren” was launched and soon gained momentum into a fundraising event. Students, teachers, administrators,

and parents worked together to allow everyone from the ECC to the HS to show their support in a meaningful way. Amazingly, this student-initiated and led event generated over $75,000 to be used for Nils’ care.

Thank you to all of the students, staff, and parents who took part in Buzz for Berggren. It is an event that we can all feel proud of. Most of all, we hope it is an event that will remind Nils that he is not alone. We will continue to show Nils how much we miss him. We look forward to having him back with us…and CELEBRATING his full recovery.

nick cione, 8th grade studentThe following night, parents within our community illustrated tangible support for Nils and the Berggren family at an event called, “Love, Nils.” The event took place at the American Club and was designed to raise funds to offset the cost of his extensive treatment. It was about financial support, but more importantly, it was about emotional support. Have you ever wondered

a truecoMMunityeliZaBeth cioneSAS parent


who would be by your side during a truly challenging time? Lesli Berggren and Mark Berggren looked out into the Colonial Room that night, and they KNEW. More than 350 people showed up to say, “we are here for you.”

At this event, parents wrote letters of encouragement at the Notes to Nils table. Video messages were also captured to be sent to Nils. The SAS Band One Degree North added to the excitement as they played outstanding live tunes. Individuals and businesses generously donated items to be auctioned. Those who attended big-heartedly bid on the items.

Over $140,000 was raised for Nils’ care. Some of those who attended have known Nils from the day he was

born here in Singapore; others have never even met Nils. The ballroom was filled with parents, teachers, administrators, and friends, all of whom joined together to let Nils know that he is not alone in this fight. He has a very unique community at SAS and beyond in all of Singapore.

The word community is often articulated, but what does it really mean? I think all of those who took part in the “Buzz for Berggren” and “Love, Nils” events experienced true community. They can tell you about the students who missed lunch so they could plan the event. They can tell you about the students who raised huge funds in the name of their friend. They can tell you about the teachers who shaved their heads in front of the Middle School students! They can tell

you about the unique atmosphere at the American Club that night. They can tell you what it was like to hear a Mom and Dad open up their hearts and thank everyone for their support.

Those who attended can easily describe the unique community we have at SAS. Students, parents, and staff rallied behind Nils with a show of strength that inspired us all. We cannot take this battle away from Nils, but we can help him fight. He and his family need us. If you would like to find out how you can help, please contact Martha Chaudhry at [email protected].

Please continue to show your support and please continue to pray for Nils as he bravely battles lymphoma.

sacac sports overhauls basketballSACAC Sports has recently begun a reboot of its recreational basketball program. Coach Pathman Matialakan has been named Director of Basketball in a move to elevate the basketball program to an even greater height. At 6’7”, Pathman is not an average Singaporean. Along with that towering height he brings with him an expertise legendary in Singapore, and SACAC is happy to have him as leader of the team.

Pathman’s association with the game of basketball started when he played in secondary school. He was chosen to represent Singapore at the young age of 18 in international games. When talking with Pathman about his early competitive experience playing basketball for Singapore, he said, “To be wearing my country’s flag on your chest was an honor that will stay with me for the rest of my life.” He went on to represent his country for 14 more years, playing in numerous international and regional competitions. He also played in the NBL, Australia’s professional

basketball league. In 2006, he was drafted by the Singapore Slingers professional basketball team. He was recently recognised during a Slingers’ game at half-time for his efforts in being the first professional basketball player from Singapore to play professionally abroad.

Pathman began coaching basketball many years ago as a way to give back to his community. During this time he conducted many basketball clinics and camps all across the island from primary to high school, including international schools. He has been involved with more than 100 schools and institutions.

He accepted the role of Director of Basketball for SACAC Sports in late 2012 with the mission to develop the program to include kids of all ages, abilities, and levels. SACAC could not have found a more capable person to lead its basketball program to the next level.

For further information on SACAC Sports Programs, visit www.sacac.com or contact the SACAC Sports office at 6363 6454.

http://goo.gl/zVZPM


is shoot-out

The spectators of the 2012-13 Basketball Shoot-Out were treated to a spectacular event once again this year. Eighteen shooters (three girls and three boys in each of the Intermediate grade levels) demonstrated their shooting talents and wowed the crowd with their persistence to try and make as many points as possible in the 1-minute shooting competition. An awards ceremony followed the competition

where finalists were congratulated by Mrs. Marian Graham and Mr. Marc L’Heureux. The event was made even more special with the guest appearance of Eagle, the SAS mascot; the SAS varsity basketball captains; and SAS Superintendent Dr. Chip Kimball. The elementary PE teachers would like to congratulate all participants and finalists in the 2012-13 Basketball Shoot-out. We’re proud of all of you.

anne wenStroM & colin arnoldPE Teachers 3rd Grade GirlS:

chaMpion: vidya SundaraM

1ST RUNNER-UP: AINA TRIVEDI

2ND RUNNER-UP: ADITI AMBRAVAN

3rd Grade BoySchaMpion: carSon dayneS

1ST RUNNER-UP: DAVID WUNSCH

2ND RUNNER-UP: ALEXANDER FISCH

4th Grade GirlSchaMpion: navya Budapanahalli

1ST RUNNER -UP: ERIKA HENG

2ND RUNNER-UP: PAIGE VOGT

4th Grade BoySchaMpion: tiMothy Sun

1ST RUNNER-UP: COLE SALYARDS

2ND RUNNER-UP: DANIEL THOMAS

5th Grade GirlSchaMpion: catherine SMith

1ST RUNNER-UP: LUCY KEHOE

2ND RUNNER-UP: MAEVE NELLIGAN

5th Grade BoySchaMpion: reid terrile

1ST RUNNER-UP: THOMAS CERNOSIA

2ND RUNNER-UP: JOHN HARTUNE

What if there was a medical breakthrough that was a silver bullet cure-all for a healthier, happier life? A panacea that helped protect every part of the human body. What if it decreased the risk of diabetes by 58%, Alzheimer’s and dementia by 51%, high blood pressure by 29%, anxiety by 47%, osteoporosis by 41%, as well as depression, arthritis, stroke, cancer, heart disease, back pain, and obesity? Too good to be true, right? Wrong, it is true. It does exist.

So if you needed it every day to be healthy, how much would you pay for it? $10? $50? $100? Would you buy it for your children? How about for your aging parents? What if you had to walk 20 minutes to go to the drug store every day to buy it? Could you find 20 minutes in your day to go and get it? The amazing reality is that if you made that 20-minute walk to the pharmacy to buy it every day, you wouldn’t have to buy it. You would already have it, and remarkably it didn’t cost you a penny.

“The medicine is exercise,” says Dr. Mike Evans, a Canadian physician and expert in preventative medicine. His visual lecture, “23 ½ hours: What is the single best thing we can do for our health?” has had almost three million views on YouTube in less than a year. It is well worth the

9 minutes and if you watch it while on the treadmill—even better! http://goo.gl/zVZPM With the help of a talented sketch artist, Dr. Evans explains how the greatest risk to our health is our backside. “Sitting disease” as he calls it, or being sedentary, is literally killing us. His examples from data collected in Australia, Japan, and the U.S. are as scary as they are remarkable. The data indicate that walking as little as 20 minutes a day reaps the incredible health benefits listed above. Of course exercising for longer and performing exercise at a higher intensity will contribute to a greater improvement in your overall health. However the law of diminishing returns begins to set in after just 20 minutes of walking.

Like many things, our health improves immeasurably from small, daily investments. Getting off the MRT one stop early or taking the stairs instead of the elevator are simple ways to make exercise a part of your daily routine. Building family time around being active not only models a healthy lifestyle for our children, but it also removes many of the distractions that technology creates. It is not always easy finding time in your day to be active, but when compared with the costs of not doing so, it is the best investment you will ever make.

just 20 Minutespeter cuthBertMS PE Teacher

http://goo.gl/zVZPM

celebratinG the year oF the snake

Crossroads March 2013, volume 15

Documents

Transcript of Crossroads March 2013, volume 15