Episode Transcript
[00:00:10] Speaker A: Welcome to the owlcast, coming straight to you from the media studio of ACS Athens.
We are thrilled today to host author John Danakis, who recently dropped by the third and fourth grade classrooms and the theater to talk to our students.
This visit was extra special for John because he's an alumnus himself.
Being a student here in grades four and five in the 70s, you can feel the nostalgia as he talks about being back on campus, sharing his stories with the same age group he writes for.
Get ready to hear about his experience reconnecting with his alma mater and what truly inspires him.
John's books, which focus on young people, families and friends, and sports, hit that sweet spot for his young readers.
He shared some great insights into what makes a story resonate with kids today.
It turns out they love reading about characters slightly older than them, wrestling with challenges like identity, uniqueness, and finding their own voice. They want to be recognized and connect to stories that feel like their own lives. Or, as our co host and early childhood coordinator Sophia Moros puts it, realistic fiction.
The kids even had a huge laugh when they admitted that they like reading about adults, but only if something bad happens to the grownups. Gotta love that drama.
One of the fascinating parts of the chat was diving into John's writing process and the unique themes in his books. He shared that he first got inspired to write through reading and by crafting little sports stories because the conflict is already built right into the action.
In a cool twist on classic themes, he intentionally weaves in both boy and girl characters to appeal to a wider audience with books like Curveball, featuring a girl as the best player, and A Little Crush, and Lizzie's Soccer Showdown, where the girls shake things up by joining the boys team. He even reveals a clever nod to ancient Greek theater. Stay tuned.
So, John, thank you for coming to the media studio of ACS Athens and welcome to the owlcast. This is a great day for us because it's not every day we have an author talking to our kids. And at that particular age, of course, let's get into it because it's really recent. You just came from it.
What inspired you most during your visit to. You went to the third and fourth grade classrooms, correct?
[00:02:45] Speaker B: That's correct.
[00:02:46] Speaker A: Okay, so what inspired you? What did you see during your visit?
[00:02:52] Speaker B: Well, for me, it was particularly interesting and exciting because my audience, the books that I write are intended for exactly the age group that I met with.
So I always look forward to meeting my readers and to finding out what they like, what they didn't like, what are their reading Habits, finding out what their interests are. These kids were lovely. They had great questions. And in the theater, when we spoke to them during my presentation, I asked them, I wanted to know what their reading habits are.
Do the girls like reading books about boys? Do the boys like reading books about girls?
Do they like reading about grownups? And I love that they all had a huge laugh when we talked about grownups, and they said they like reading about grownups if something bad happens to the grownups.
So the drama of it, right? Yes. Yes. So it was a great visit for me. Of course, there's an added emotional component to all of this, because I was a student here, grade four and five, 1972 to 1974, a long time ago. But I loved my time here. It was very special.
So even driving here this morning on the route, it wasn't exactly the same route that the bus used to take my brother and I. We used to come from Houthi here to Yaparaski, Viha Landry. And a lot of emotions, a lot of nostalgia, a lot of memories came back to me this morning. It was. It was really something. So it was special.
[00:04:29] Speaker A: So you were here almost the same age as your audience today.
[00:04:33] Speaker B: Yes.
[00:04:33] Speaker A: If you put yourself in that day back then, and you met someone like you today, what would be your reaction? What would be your takeaway?
I'm trying to put you in two different positions at the same time.
[00:04:48] Speaker B: And I'm trying to think.
I have a good memory, so I actually remember something similar. And it's my books, of course, deal with young people and their families and their friends and sports.
And I remember that we had a guest. We played soccer here, by the way, football, all day long. When I was at acs, every break, lunch break before school, waiting for the bus after school, and they had someone from Panath Nikos, a player.
And that was.
[00:05:23] Speaker A: Remember the name?
[00:05:24] Speaker B: I think it was Demelo.
Demelo, who was one of the Latin American. First Latin American players to come.
[00:05:32] Speaker A: Argentinian?
[00:05:33] Speaker B: Yeah, I think so. And I remember being very anxious in a positive way, but very excited that this celebrity was coming.
So I got a very good feeling from the students today. They were excited to meet me. And it made me remember even things like meeting De Mello then, as a matter of fact. So it was special.
[00:05:57] Speaker A: Did you find someone or someone asked you a question that made you think, oh, that's another author coming to be?
[00:06:04] Speaker B: Well, yes, yes, they told me. One started telling me a story about a trip that they took this summer. His family and the level of detail and the descriptions, you could see that he had it in him to be a writer. Many of the questions.
Obviously, the kids enjoy stories. They enjoy stories. They appreciate reading them and hearing about interesting things. I hope that they'll be able to express themselves in writing as well.
[00:06:35] Speaker A: From your experience, and I would assume Sophia Morris also can chime in on this one. From your experience, what themes on stories do you think resonate more with students at this point of time?
[00:06:50] Speaker B: I think they want to read about characters who are a little older than them because they're interested in how they're going to grow up and how they're going to evolve. So what are some of the challenges that they face?
I think it has a lot to do with getting noticed.
Who am I and what do people think about me?
And what do I need to do? Or do I need to do anything?
Because even that's a question. To get noticed and to fit in, to be recognized. To be recognized. I think those are a lot of the issues that I write about and that resonate with my readers.
Every writer has a different niche, a different.
But those are the kinds of things that I notice.
Kids, they want to be known. And they were even telling me, oh, I'm from Virginia, I was from Toronto.
[00:07:53] Speaker C: Or my dad was also.
[00:07:53] Speaker B: My dad was also a hockey player. They want to have an identity. And so I think the issue.
The issues are around identity and uniqueness and voice.
[00:08:03] Speaker A: Sophia?
[00:08:03] Speaker C: Yeah, no, I'm going to chime in because I think that what I noticed in the students was realistic fiction. So anything that they can connect to, make it their own or say, like I just said, the girls that jumped in and said, my dad was also a hockey player, we're also from Canada. Making those connections, not only for the recognition, but also to say, that's like me and self recognition. So it's that external but also that internal piece that what am I in this. In this big piece in literature and.
[00:08:31] Speaker B: How can I connect to it? Yeah, yeah, yeah. Yes.
[00:08:34] Speaker A: Did you meet with the students in the classroom or both in the theater?
[00:08:38] Speaker C: Both. We started. So this is interesting. I'm going to give a little history here, because right when Mr. Dinakis and I were talking about this, you know, the visit and what it's going to look like, one of our students picked up his book off the library counter and the librarian said, go to Ms. Morris's office so you can see what a special book you picked. And this little boy runs in. He goes, I got this book. And I go, I can't believe you.
[00:09:00] Speaker B: Picked this book, you don't even know.
[00:09:01] Speaker C: What'S about to happen. I'm just finalizing some details. And he goes, who?
[00:09:04] Speaker A: What? What?
[00:09:05] Speaker C: And I go, let me whisper in your ear. I go, you're going to meet the author.
And he just. His eyes went big, his mouth drops open like a big O. And he ran, ran, sprinted back to the library just to tell everybody. Like, this is so cool. But he kept the secret.
[00:09:20] Speaker B: Oh, wow.
[00:09:21] Speaker A: He didn't say anything.
[00:09:21] Speaker C: He didn't say anything.
So that excitement alone got this buzz going. I knew from that moment how exciting this is going to be. So we decided that it'd be best to kind of do one large audience in the theater. So Mr. Dinakis started his day there with third and fourth grade, and then we did some breakout sessions. But Ms.
Dellianara, it was a big help in the elementary school library because she made a wonder wall of questions. So as they were experiencing the stories through the library or checking them out before your visit, I can see, you know, the interest stirring and the kids wanting to know more and then really exploring the. Besides the genres like the sports, because hockey, nobody plays hockey here. So it was one of the books in your mix that kind of stirred up a lot of the questions around the sport and whatnot.
[00:10:07] Speaker B: Yeah, it did. It was fascinating that they were interested in things that they don't know.
[00:10:10] Speaker A: I was gonna say this is what hooks them, you know, to hear something that they know. Okay, yeah, I know that. But to hear something completely unknown and completely strange to them, this is what hooks them. My question, why I asked about the theater, do you think the venue plays a role as an author?
If you are in a classroom and you have this one to one with the kids, or if you are on a st stage where they see you, says something huge in front of them, do you. Do you feel there's a difference in how they approach you?
[00:10:41] Speaker B: Oh, yes, absolutely. And in the theater, it's more of a performance in the best sense of that word. But you need to grab their interest. You need to have some element of a show.
And I think I connected with them because they loved hearing that I attended ACS 2 and I was here exactly, you know, almost the same age. Almost the same age as them. So that right away won their attention. And then though, you need to grab them in a big way in the theater. Whereas in the, in the class, in the library, seeing each class, we were able. It's more intimate. The questions, they opened up. They opened up quite a bit. They didn't. They Weren't shy about talking about their families, their own experiences, coming up, asking for an autograph. It was more cozy and, you know, familiar and warm.
[00:11:34] Speaker A: Yeah, you get a different kind of connection there.
[00:11:37] Speaker B: Ye. Yes.
[00:11:37] Speaker A: Let me take you to the reason why you started writing.
Can you trace it back and say, when did you decide? Or when did you see yourself become a writer?
[00:11:50] Speaker B: Honestly, it had a lot to do with reading and my reading.
I had started to read before I attended acs, but I attended ACS grade four and five.
And that's when I, you know, mined the library here, brought home books, remember discussing them with my parents and with my aunt and uncle who lived in the apartment downstairs.
And so reading is what inspired me to want to become a writer right away. I don't know why. I don't know why, but I would put a book down and I'd want to do the same thing.
And sports, which was a big part of my life always, I would write little sports stories. Stories.
After watching a game, I would act like I was the reporter and I would write a report. And then as I became older and I had an interest in movies and music, I would write reviews.
[00:12:53] Speaker A: What's it about sports that inspired you? I mean, we have a lot of athletes in the school, but I've rarely heard about someone who wants to write about it. They want to do it.
[00:13:05] Speaker B: Yeah, no, that's true. That's good.
It's that you have the conflict built into the story.
To have a good story, you need conflict. You need to have an obstacle, a problem, a challenge in sports, that's built in. I didn't have to go searching for that when I wrote.
[00:13:25] Speaker C: So every experience was kind of just journaled.
[00:13:28] Speaker B: Exactly. Yes. There you go. The action is right there because you're playing hockey, soccer, baseball, whatever the sport might be. But the action and the conflict is built right in to the theme, right into the content.
[00:13:42] Speaker A: So this is going to be a parallel. The concept of boy meets girl, boy loses girl. How do you parallel it in sports?
[00:13:52] Speaker B: Well, that's interesting, too, because I want. I always felt as an authority, I wanted to appeal to boys and girls.
I did not. Even though I was writing about sports, I did not want to appeal just to boys. And so in Curveball, for example, the best player on the team is a girl, and Tommy even has a little bit of a crush on her. So I have boy meets girl and girl meets boy in the books, too.
[00:14:23] Speaker A: That's a good point, because he was.
[00:14:24] Speaker C: Coming in, and Curveball was one of the most regrets Requested books.
[00:14:27] Speaker B: That's right.
[00:14:28] Speaker C: And so I think maybe that had something to do with it, but it doesn't discriminate from, you know, just because it's a sports book, it takes the girls out of it. And I think that's why the age appropriateness of this was so perfect.
[00:14:37] Speaker B: And that's why Lizzie's Soccer Showdown, another book, is all about the girls joining the boys soccer team, and it's about the conflict that erupts there because the boys aren't very welcoming, but they work their way through that. And we have some girl meets boy and boy meets girl there, too. Great.
[00:14:56] Speaker A: If you think back to the books that you've written and the effort that you made and the success that you had in those books, would you differentiate in any kind of way to say, this is my favorite book or this is my favorite story?
[00:15:14] Speaker B: I really can't. They all have a story behind them, and it's like asking a parent to differentiate, you know, between their children.
You can't. I love them all for different reasons. And there's a story, there's a backstory to each one and why and how it was written that I can go right back to. And it gives me a fond feeling and fond memory. So they're. They're all dear to my heart, but in a different way.
[00:15:43] Speaker C: Nice.
[00:15:44] Speaker A: So there is no priority list for us to start from, to go down.
[00:15:50] Speaker C: The kids did ask you which book you would recommend.
[00:15:52] Speaker B: That's right. Well, the two that have Greek protagonists are Curveball.
Tommy Pullo spends the summer working in his uncle's diner, Uncle Nick. And he wants to learn about baseball. Tommy loves baseball. Uncle Nick knows nothing about baseball. The only time he threw anything was when he threw rocks at the sheep to keep them, you know, from straying away from the rest of the copadi.
So.
But they make. They make a. They make a way to understand each other. And then Lizzy, Soccer Showdown, the lead character, that one has something behind it, too. The lead character is Lizzie, because that's a reference to Aristofani's play Lysistrata.
[00:16:38] Speaker C: Wow.
[00:16:38] Speaker B: And so we even have the girls deciding because the boys are so unwelcoming to them. They don't want them. The boys don't want the girls on the boys soccer team.
And. And then the girls go on a strike. They're not going to go out on any dates. They're not going to spend any time with. With the boys. They put their hands up and say that. So it's based on. Aristofani says Get a little.
[00:17:02] Speaker C: I didn't know that we get a.
[00:17:03] Speaker B: Little ancient, ancient ethics theater in there as well.
[00:17:09] Speaker A: If you think to, you know, again, going back to your childhood and your inspirations.
Do you have a favorite book that you have read that it's still relevant today and you would recommend to our parents for their kids or directly to the kids? You know, make sure you read this book.
[00:17:30] Speaker B: That is a tough question.
I have authors that I love who write for young people, and I would tell the parents or suggest to the parents that they seek these authors out. Gary Paulson, who writes about nature and about adventures that take place in the wild with animals and with the elements creating difficult conditions for the hero.
And Walter Dean Myers, an American writer, writes about inner city New York, has some beautiful poetic books for young readers and keeps them very engaged with current phrases and argot and so on. Walter Dean Myers and Gary Paulson are two. I really, really like Sophia.
[00:18:36] Speaker A: What's your favorite writer?
[00:18:37] Speaker C: I think for me it's Ro Dahl because of all the wonderful kids stories that he writes. And it's relatable, everything from second grade to fifth grade.
[00:18:45] Speaker A: So it's not only for children.
[00:18:46] Speaker C: No, no.
[00:18:47] Speaker A: It's so amazing every time.
[00:18:49] Speaker B: Absolutely.
[00:18:50] Speaker C: Okay.
[00:18:50] Speaker A: Absolutely.
[00:18:51] Speaker C: There's so much I don't know. The elements that you can connect to the literary parts that you know, are fun to read. The elements that he includes about both the realistic part, but also like the humor that's behind the stories. So I think it's got a little bit of everything. So for me, it's Roald Dahl.
[00:19:05] Speaker A: How about now, John, who's your favorite author or book?
[00:19:09] Speaker B: I am reading now widely. I'm living in Greece now, so that opens up Greek authors and then a lot of literature in translation that I'm reading.
I love reading poetry.
I love reading. Now that you know, Elitis, I love.
I've enjoyed Seferi's writing.
Ritsus.
There's a poet well known in Greece, of course, Vritakos, from an area near where my parents are from. I'm reading a lot of Greek poetry, catching up on a lot of those things. I want to tell you a little bit about Roald Dahl. Yes, it's funny I told this story to the kids, but Dahl is always shelved in libraries and bookstores next to me. D A H L. I'm D A, N. Wow.
[00:20:05] Speaker C: See, I didn't even do that on purpose. Don't look at me.
[00:20:07] Speaker B: So look. So here's what I told the kids, neighbor.
And I told the kids what way. Is a book going to get noticed with the face of the book, the COVID looking out, or the spine?
Well, it's the COVID yeah, of course. So I would go into bookstores when I was a young writer, and I wanted to give my books exposure. I'd look and I'd say, look at my book. They've got the spine out. They don't have the face.
So I would take my books and I would turn it around in the bookstore. So the face. Well, the writer that I was always next to, and I would have to cover his books where it was Roald Dahl.
[00:20:41] Speaker A: Oh, so you were the one who was restructuring the cells.
[00:20:44] Speaker B: Yes, that was me. But Dahl didn't need any help selling.
[00:20:48] Speaker A: Books, whereas I did going back to poetry. Because I had a discussion with a friend who was telling me that when his kids were really young, we're talking about four or five years old, he used to read poetry to them. And I'm like, how can you relate poetry? I tend to feel that you need to have some kind of a life experience to read poetry, because poetry is what. It's the ultimate literature for me.
How can you relate? And the question is, are there any poets or poems that you can think of that are very suitable, very relative to the kids today to understand what's going on?
Is it an advice of yours for parents to look into poetry for their kids?
[00:21:40] Speaker B: Well, poetry is, like you say, very different and harder to make appealing. And Sophia might have thoughts on this as well.
It's the musicality of the poetry.
It's the rhythm of the poetry. Sometimes it doesn't have to even be the content that is there, but they can come back to it after. But they just like the. Which is why kids love rhymes.
[00:22:07] Speaker C: Yeah.
[00:22:08] Speaker B: You know, and a lot of kids books rhyme, so, you know, I read to my son the Iliad and the Odyssey before he really could understand everything, but I think he just liked hearing the names.
[00:22:26] Speaker A: As you said, it's the musicality, it's the rhythm.
[00:22:28] Speaker B: Yeah. So I wouldn't, as a parent, I wouldn't hesitate from reading something even if, you know, you don't think they're going to understand the content, but they might react.
[00:22:38] Speaker C: That's exactly what I was gonna say. The first thing that came to my mind when you said the ages was the rhyming bit, because it's the patterns and the sound, the melody that comes behind reading poetry to young learners. So it's that exposure to, oh, look at the warriors. They kind of start a pattern and whatnot. And which is why sometimes we try to bring in music in the early years, too, because we need to, like, define that. That acoustic part in their ear for language learning and whatnot. So I think poetry, the younger you are, the more it kind of builds on the ear for language exposure itself because of the. And I think that's why nursery rhymes are so popular, because it's one of those things that starts the whole. The whole rhythm around language and language learning.
[00:23:18] Speaker A: Sophia 2.
Poetry, music.
[00:23:21] Speaker C: Yeah.
[00:23:21] Speaker A: Keep that.
[00:23:22] Speaker B: Okay.
[00:23:22] Speaker A: Have ideas on it.
[00:23:24] Speaker C: Noted.
[00:23:26] Speaker B: I noted that, too. That's a great connection. That is a great connection. I didn't realize that. One of the reasons to learn music. Yeah.
[00:23:34] Speaker A: And the other way around.
[00:23:35] Speaker B: And the other way around. The other way around. That's a good point.
[00:23:38] Speaker C: But if you look at.
You said it yourself, the first thing that stood out for poetry is that melody part. Right. So I think if you put it together with music, which it sometimes does, as I said with nursery rhymes, it does have an influence on students.
[00:23:51] Speaker B: Fascinating.
[00:23:52] Speaker A: So let me take you to your writing space.
You are getting up in the morning and you say, I have a great idea for a story, for maybe a book later on. You don't know. You just have an idea in your mind.
Describe your writing space for us.
[00:24:11] Speaker B: I want to be able to write almost anywhere.
So I write at home, not at a desk ever.
I just try to get somewhere comfortable.
It might be a couch.
It could be outside on the balcony. I'd like to write outdoors at a cafe. I might go next to the sea, now that I'm in Greece, and write on a park bench and just take out my notebook.
And I like to do my first draft longhand. And then I start inputting it with my computer and using formatting and so on on the computer. But my first draft would likely be longhand. So I'm trying to write anywhere and in places that I feel very comfortable.
[00:25:04] Speaker C: Does that inspire you?
Do you get ideas from the environment?
[00:25:07] Speaker B: I mean, I think it's more about just being in a place where your mind can play and your imagination can flow freely.
So I just want to be comfortable and get into a zone.
And so wherever I can do that is the place that I'll choose to write. But you know what happens for me, and I think it happens for everybody. In fact, we had some children putting up their hands for a question, and then I would say, what's your. And they would say, oh, I forgot.
But that's a great example of we have great ideas, and the next second we lose them. If we don't write them down, I get great ideas when I'm driving and I, you know, you can't write.
[00:25:56] Speaker C: What do you do?
[00:25:56] Speaker A: What do you do? Do you stop over and you note?
[00:26:00] Speaker B: No, I try to tell my brain to remember this. This is a really good idea. I lose a lot, John, and trust me, I lose a lot of great ideas.
In fact, I was writing in my journal the other day.
Where are all the great ideas that I woke up with or I went to going to sleep? That's where a lot of my great ideas. Because you want to be in a zone when you're writing that is almost dreamlike.
And unfortunately, that zone is also a tough one to stay awake in and write. But you want to get the best of both worlds. That's what you're trying to.
To get when you're writing.
[00:26:33] Speaker A: When was the last time you were in the zone?
[00:26:37] Speaker B: If you want to write a longer, like a novel and, you know, the books that I read today are longer. They're not short stories. You need to write every day almost in order to stay in the flow.
In the flow and keep the momentum going. But the zone is.
And I was talking to a friend the other day who was a poet, and she said she felt like she was just recording the language that was coming to her. That's the zone where the characters are coming alive. They're telling you that this is what they want to say.
You're not telling. As an author, you're not telling the character. The character is telling you. This is what I'm going to say next. That's the zone.
[00:27:21] Speaker C: How do you keep up with your ideas? Do you know shorthand? Because sometimes don't ideas come so fast? And you're trying to keep up with in that flow and write the ideas. Because ideas are faster than your hand, aren't they?
[00:27:33] Speaker B: They are. Sophia. I don't know if I could tell you how many times I've written something down. It was a great idea, and then I couldn't decipher it the next month. So you do your best. You do your best. Some things are gonna get lost, but, you know, it's all a big stew that you're mixing up.
And the good. The good stuff will settle in there and will brew and then breathe if you give it a chance. But you have to be there then to put in the work.
One writer famously said, you know, the only way to be a successful writer is to get your seat, to get your pants, you know, sitting in a chair, you know, otherwise you're not. You have to do the work.
[00:28:21] Speaker A: Well, you mentioned this too. So you take me to the next question. You have dinner with three of your favorite writers, authors, poets. Who are these people?
Who are your favorite three favorite poets or writers you would like to have dinner with?
[00:28:39] Speaker B: You're asking me the tough questions. John.
[00:28:42] Speaker A: You mentioned Stu.
[00:28:44] Speaker B: Yes, I am going to. To mention some writers that people perhaps don't know in order to get them, perhaps to seek them out. One is a Greek American who passed away recently reached the age of almost 100. Harry Mark Petrakis.
[00:29:07] Speaker A: Oh my goodness.
[00:29:08] Speaker C: Do you know him?
[00:29:08] Speaker A: Of course. He was in Chicago.
[00:29:10] Speaker B: Yes, yes. Beautiful, beautiful short stories.
[00:29:13] Speaker A: He wrote the short stories of the Omohyenia.
[00:29:16] Speaker B: Yes, yes.
Wonderful. I was able to meet him. I'd love to meet him again for dinner. Have him at the table.
And then we need a Greek author there.
I think I'm gonna have to go. This is like picking your all star basketball team. I'm gonna have to go with Nikos Kazadzakis.
I had a copy of, in English, the Peter Behn translation of Report to Greco Greco in my back pocket in university throughout the first two or three years.
And then a Canadian. A Canadian, I'm going to say I would bring Margaret Atwood, who a lot of people will know, internationally acclaimed authority.
[00:30:10] Speaker A: Last question. Unless. Sophia, you have another question?
[00:30:13] Speaker C: No, no, go ahead.
[00:30:14] Speaker A: Okay. For John, my, my last question is if you had a short message to our aspiring authors, the young, the not so young, you know, the adolescents, what would that advice be?
[00:30:28] Speaker B: It would be simply to write. The more you write, the better you're going to get at it, but also the more comfortable you're going to become at writing and you're going to want to write because it's just something that you do just like anything else.
So daily, and not even practice, just daily, almost ritual, daily attention to writing. And it could be a journal, a diary, a lot. That's great. And that's a great way to start. And if you do that, you're going to become comfortable enough with your writing that you'll be able to express yourself and tell the story that you want to tell. As I told the students today, nobody else can tell their story as well as they can. Nobody, nobody knows you as well as you know yourself.
So that's something that you have that you can share, that people, that's what they're going to respond to. They're not going to respond to something generic. They're going to respond to something different.
And you're different.
[00:31:33] Speaker C: The authenticity everybody brings, right?
[00:31:35] Speaker B: Yes. Yes. The authenticity. That's what people lean in to hear when it's authentic.
[00:31:40] Speaker A: The authentic and the original.
[00:31:41] Speaker B: Yes.
[00:31:42] Speaker A: John Danakis, thank you so much for stopping by. It was an exciting discussion.
[00:31:47] Speaker C: I think I do, too.
[00:31:48] Speaker A: Thank you for stopping by to your alma mater.
[00:31:51] Speaker B: Yes. I love being back.
[00:31:52] Speaker A: Visit often.
[00:31:53] Speaker B: I will.
[00:31:54] Speaker A: And we'll be in touch again in one way or another.
[00:31:58] Speaker B: Okay.
[00:31:58] Speaker A: Thank you so much. Thank you, Sophia.
[00:31:59] Speaker C: Thank you, Mr. Danakis. It was an absolute pleasure.
[00:32:01] Speaker B: Thank you.
[00:32:04] Speaker C: You are listening to the Owlcast, the official podcast of ACS Athens. Make sure you subscribe to the Owlcast on Google Podcasts, Spotify and Apple Podcasts. This has been a production of the ACS Athens Media Studio.
