Colegio NUEVA GRANADA 16 16.pdf · 2018-01-29 · colegio embarcarse en nuevos programas...

Colegio NUEVA GRANADA

16

June 2010

LEAVINGA LEGACY

CNG

SCHOOL PROFILE 2009-2010

STUDENT BODY: 178460% Colombian

10% U.S.19% Dual (U.S.-Colombian)11% from other countries

EMPLOYEES: 357253 Faculty

50 Administrative Support54 General Services

MISSION

Prepare tomorrow’s leaders byeducating the mind,nurturing the spirit,

and strengthening the body

VISION

We envision our students

fully bilingual and bicultural adults,with the academic preparation and

well-rounded developmentto enable them to competently provide leadership and service

in their country, in the international community,

and in their home.

BOARD OF DIRECTORS 2009- 2010

Larry Akerman

Bernardo Cárdenas

Francisco Díaz

Ana María Ibañez

Juan Saldarriaga

Guillermo Villaveces

Rafael Pardo

Barry McCombsDirector

María Isabel WiesnerGeneral Manager

20092010

CONTENTS

14

22

2

ADMINISTRATION

29 FACILITIESMASTER PLAN

ALUMNI

A LegacyDr. Barry L. McCombs

On Dr McCombs Eduardo Cárdenas

3 Ana María Ibañez4 María Isabel Wiesner6 Perla Douer

7 Keith Bookwalter8 Rebeca Donoso9 Daniel Mullen10 Luisa Pizano

12 Marleny Aparicio11 Annie de Acevedo

13 Daniel Orduz13 Thank you Dr. Adams

30

36

PRIMARY SCHOOL

ELEMENTARY SCHOOL

Standards ScoreAustin Levinson

Leaving a Legacy

Juanita Martínez

Social Innovators with aBusiness Case:Facing 21st CenturyChallenges one market at a timePamela Hartigan

Manuela Hoyos

30

32

Mesitas de Santa InésMariana Serna & students

33

CNG Community integrates

Professional DevelopmentStella Pacheco

Daniel Bocanegra

34

35

A legacy left, a legacy gainedNatalia Hernandez

36

Teachers as LearnersErin Ruegg

38

Leaving a LegacyRebeca Donoso

39

Elementary P.EFabian Pastrana y Mabel Moreno

40

A convict´s lifeSantiago Valenzuela

41

Farewell to Dr. McCombsElizabeth Dietrich

42

Our Legacy for our Children:Change is part of lifeTim Warren

44

My D.I. experience45

Golfo de MorrosquilloManuela Lizarralde Puerto

46

Swimming ChampionCamila Andrea Toro

47

A Life, A residue, A pastryBethany Wells

47

Middle School BinantionalsFreddie Badillo

48

Seussical the Musical Jr.Kaleroy Zervos

50

52

Clase de EspañolCristina Serrano

53

14

If you can dream it,you can become it

17

Ira Morales MickunasMy Personal Journey18

Patricia PlanaCotecmar 10 años21

María Alejandro OsorioPerserverance27

Adriana Perez

A State-of-the-ArtPerforming Arts Center

29

Tatiana Leon

Marta Sanders

Balanced and succesfulentrepreneur

24

Alumni Art Exhibit22

Alumni Awards25

Alumni Reunions25

Re�ections on going backto my Alma Mater

26

Diana Gaviria

Dr. McCombs:A lesson in leadership

19

MIDDLE SCHOOL44

CNG Visit to FestivalIberoamericano de Teatro

Dear readers:Throughout this edition you will find testimonials from a kaleido-scope of perspectives, regarding the impact our CNG Director has had on the lives of many, during

the past 13 years.

He is a person who has instilled in our community an awareness of , the need and responsibility we have as humans to respect,

understand, care, learn, and very importantly, give to each other.

I would like to specially thank all those people who contributed

to this magazine. In your writings I discovered yet another one of Dr. McCombs legacies: build a

community capable of innovating towards the social transformation of our country. The challenge he

leaves us behind: to accomplish it.

Thank you, Dr. McCombs, for inspiring us. Thank you for the life

lessons you taught us all.

I feel very honored to have worked by your side.

María Isabela GómezCommunications Director

NOTE FROMTHE EDITOR

PHOTOGRAPHY Zamira Páez, Angela Baquero María Isabela Gómez, Ana María Lázaro, Fernando Rocha & Leonor PinzónParent, student, and staff contributions

PRINTED BY Cima Impresores

Cra 2 Este Nº 70 - 20 Bogotá Colombia Tel 212 35 11 - www.cng.edu

InSights16

June 2009

In-Sights is the official all-school magazine published two times a year (December and June). Its purpose is to keep the CNG community informed about the overall life of the School and its members.

We encourage you to write articles or letters. Please contact or submit them to the editor.

© CNG Colegio Nueva Granada Communications Department

ADVISORY COMMITTEE Dr. Barry McCombs (Director) María Isabel Wiesner (General Manager) Dr. Michael W. Adams (Deputy Director)

EDITOR María Isabela Gómez [email protected]

EDITORIAL SUPPORT Rebeca Donoso

DESIGN & LAYOUT Angela Baquero García

CONTENTS

El Dr. McCombs se va para quedarseGloria Russi

Fluorización. Amigos de la AlianzaSandra Narvaez

The Hogar Nueva Granada Library: Growing One volunteer and one book at a timeGloria Russi

TALENTOSMaría Victoria Durán

SERVICIO SOCIAL 6363

64

65

67

Hasta siempreBarry McCombsMaría Constanza Castellanos

Coaching a nuestros hijosÁlvaro Triana

Legacy – What does it mean? Pablo Urrutia

68

70

71

68 PARENTS

54Living a LegacyShaysann Kaun CNG´S Gold MedalistAna Lucía Casasfranco

The French Program and the REFClaudia Cerón

High DiveJuan Carlos Salazar

Mandarin classes in the HSTatum Cochan

Shared ResponsibilityPedro José Santa María and Leonardo Guzmán

Making a DifferenceJill Cullis

A WOW Workshop at GaleriaLa CometaMaría Lucía Díaz

XX CONGRESO DE LiTERATuRARosalba Figueroa

HIGH SCHOOL

54

55

57

57

59

60

61

62

56

InSights/Colegio Nueva GraNada/June 20102

As people look back on my ten-ure as a CNG director I hope they will remember someone who has loved this school and the people in it, who came to work happy every day, who saw the potential of this insti-tution and the individuals who are associated with it and who did his best to help develop that potential. I hope they will take pride in what has been ac-complished and assume their role in a shared legacy that has involved the entire community. I am extremely grate-ful to have had a part to play in this effort and, more than anything, grateful for your friendship.

By: EDUARDO CÁRDENAS,CNG Alumnus,Former CNG President of the Board of Directors and Parent

By: DR. BARRy McCOMBS,CNG Director

had the honor and the pleasure of having my path cross with Barry’s. In the years I had the opportunity to be part of the CNG Board I had the distinct pleasure of working

side by side and I believe we made a good team.

In hindsight, CNG made the right choice when, among very good candidates for Director of the school, the decision landed on electing Barry.

Apart from being an integral person, with great human values, Barry does not simply lecture on them but applies them in all his life actions. As the school's Director, Barry has been faced with many difficult situations, challenges, and threats but he has had the right pulse and courage to make the right decisions and get the job well done.

Barry is someone who can always be trusted, who has no hidden agendas and, as a leader, does it through setting example, qualities to me of a true leader.

I

O

Dr. Barry McCombs

ADMINISTRATION

ur communications department has chosen “A Legacy” as the theme of this edition of our Insights magazine. As I am approaching my retirement, a

number of people have asked me what I thought my legacy would be as a director of CNG. The use of the term “my legacy” makes me somewhat uncomfortable. A leader of an institution never works alone. As I mentioned in my General Assembly presentation, everything that has been accomplished here during the last 13 years has been because of the joint efforts of many people in our community. Nearly all of the initiatives we have undertaken during this time have come about because of an expression of a desire, a hope or a concern from a parent or faculty member. It has been a privilege for me to have had the opportunity of working with so many fine administrators, teachers, parents, staff and students. Additionally, I have been blessed to work with wonderfully capable and dedicated board members who have given me all of their support and guidance.

If it had not been for Barry's great social consciousness, Juanita Villa’s idea of Hogar Nueva Granada would have never come to fruition. I remember that as a board member with other colleagues we were concerned with this project but Barry had the foresight of realizing that the CNG com-munity was an ideal candidate for this project. In time, this project has proven to be a major success, not only by the great social consciousness it has created in our community, but by having differentiated our school from others not only in Colombia but in other countries.

It is sad to see Barry leave the position which he has exer-cised so well but I know that in his heart and mind he will always be there and will remain available as a resource to help the school and its community whenever needed.

A grand and brotherly “abrazo” and “hasta pronto” to Barry!

InSights/Colegio Nueva GraNada/June 2010 3

Por: ANA MARÍA IBÁÑEZ, Miembro de la Junta Directiva CNG

scribir sobre Barry McCombs es difícil. Difícil por la nostalgia que produce su partida. Difícil, pues al escribir sobre un ser humano con tantas cualidades se

corre el riesgo de pasar por alto algo importante. Pero vale la pena asumir el riesgo y plasmar en unas cuantas líneas todas las cualidades de Barry McCombs como educador y, por sobre todo, como ser humano.

Tres años de trabajo al lado de Barry han sido para mí una enseñanza permanente y me han mostrado las característi-cas que diferencian un educador sobresaliente de un edu-cador más. No quiero concentrarme en las labores usuales de un rector. Barry las asumía con tal naturalidad que hacía parecer fácil un trabajo en extremo difícil. Quiero resaltar aquellas dimensiones cotidianas que lo hacen un educador sobresaliente. El Colegio Nueva Granada tiene 1.800 niños de familias diversas, con distintas nacionalidades, más de 30 religiones, necesidades divergentes y puntos de vista que muchas veces no coinciden. Barry, con una tolerancia y respeto profundo hacia las diferencias, logró durante 13 años oír cada preocupación, punto de vista, queja y suger-encia sin dar juicios de valor, alzar la voz o tomar partido. El balance que imprimía en las decisiones fue garantía para que la comunidad del CNG se mantuviera unida y tolerara las diferencias.

Barry entendía, además, que los alumnos del CNG son jóvenes

en formación y, como tales, cometen errores, en algu-

nas ocasiones errores muy graves. Y Barry dejó

un legado invaluable en la manera de

corregir estos errores. La

compresión de cada situación particular, el compromiso con cada niño hasta el final, y la adopción de las prácticas restaurativas, antes que el castigo, enseñaron y modifica-ron en la profundidad del alma los comportamientos de muchos niños. Estos procesos los llevó a reflexionar sobre su posición privilegiada en el país, su compromiso como seres sociales y la tolerancia hacia cada ser humano.

Pero Barry también contribuyó al fortalecimiento académico del colegio. Su capacidad para tomar riesgos y flexibilidad para acoger los nuevos desarrollos de la educación moderna, sin perder de vista las bases fundamentales, permitió al colegio embarcarse en nuevos programas académicos en matemáticas y lectura. Esto sin olvidar nunca los compro-misos con cada niño. Es admirable la capacidad del CNG para acoger a todos los niños, explotar sus habilidades y apoyar a los niños con dificultades de aprendizaje, a través del Learning Center, centro que es motivo de orgullo para el CNG y de reconocimiento a nivel internacional. Todas las anteriores complejidades logró combinarlas con éxito. Hoy el desempeño académico del colegio mejora año tras año y muestra que, a la postre, los cambios adoptados están rindiendo sus frutos.

No es posible despedir a Barry y destacar sus contribu-ciones sin mencionar el Hogar Nueva Granada. La labor del HNG es invaluable. Al proveer una educación de ex-celencia a niños de bajos recursos, la comunidad del CNG está contribuyendo a construir un país de oportunidades y esperanza. Y, por otro lado, la participación de nuestros hijos en el HNG les está recordando que, como ciudadanos, tienen mucho que aportar en la construcción de un país más igualitario y justo.

No quiero extenderme. El espacio es limitado. Quiero resaltar, por último, algunas cualidades de Barry que son maravillosas. Su calidez, sabiduría, aplomo en momentos difíciles, discreción, compasión frente a los problemas de los demás, tolerancia y respeto profundo hacia cada ser hu-mano, son cualidades invaluables en un rector y, por encima de todo, en un ser humano. Esperamos en el camino que nos

queda por delante honrar todas las enseñanzas y semillas que Barry sembró a lo largo de estos 13 años.

E

LEGACY TO CNGLegacy to CNG

ADMINISTRATION


Dr. Barry McCombsBy: MARÍA ISABEL WIESNER, CNG General Manager

T

ADMINISTRATION

During Dr. McCombs´ directorship, Colegio Nueva Granada progressed with the implementation of many programs, ideas, initiatives, some of which

where his own, and others which were brought forth by the people he led. Either way, he created the synergy re-quired to work as a team, as a community, and drove us all: students, staff, parents, and alumni towards positioning Colegio Nueva Granada as one the best schools of its kind in Latin America.

When we think of a school, we tend to think about its aca-demic and athletic programs. Very seldom do we take the time to think about the administrative side which is needed to support those programs. Twelve years ago, when I was hired to work as the General Manager, CNG was very differ-ent administratively speaking. The school was smaller overall: there were fewer students, faculty, and staff. The central office administration consisted of a group of people who managed the financial issues, personnel issues, and the gen-eral services, transportation and maintenance department. Everyone was very committed and worked long hours to make things happen, but it was very informal. Dr. McCombs set out to professionalize the central office so that it could sustain the initiatives of the academic side of the school.

We therefore undertook an organizational restructur-ing which began with the creation of a formal Personnel Department. It took several years, new software, training, and additional professional staff to finally develop it into the Human Resources Department. As CNG is in essence a service organization, this has been one of the most signifi-cant altering improvements. Not only were processes like selection, orientation, and evaluation formally redefined and implemented, but also new methodologies and soft-ware were integrated to professionalize service, and set up controls in payroll and social security management.

Additionally, with the invaluable contributions from dif-ferent Board members, the financial management of the school also underwent major reformation. Again, processes were simplified, set up, and supported with state-of-the-art software and systems of control, which allowed for more efficient and transparent information exchange. These modifications helped us better control budget execution and project the school's financial positions in short, me-dium, and long term models. Ultimately, the implementa-tion of the ISO 9001 has been essential in ensuring continual improvement and using best practices.



ADMINISTRATION

On the other hand, both the General Services and Trans-portation Departments were also reorganized to provide a more professional and personal service. The transportation service was completely revised, with the help of a special-ized firm, modified, and the new system implemented and controlled using the ISO management system. This allows for continuous feedback and upgrading. General Services includes maintenance and janitorial personnel. In this department, a system of checks and balances was implemented, again reinforced with ISO process definition and control. We feel these areas are vital to the smooth daily functioning of our school.

Other administrative sections which were created to complement and aid school wide progress efforts were the Communications Department and the Academic Sup-port Services Office. These two areas have benefitted both academic and administrative initiatives and ultimately the whole community. Both sections work as bridges between the academic side, the administrative side and the commu-nity. They have helped simplify, organize and ultimately, communicate procedures, changes, and new programs of all types. Furthermore, with the implementation of the Alumni Relations and Development Office, the school has reactivated the Alumni Association and is in the process of establishing a network of donors to contribute to the advancement of our school and it´s expansion projects.

OTHER TARGETS

One of Dr. McCombs’s initiatives which has also had a ma-jor impact on the development of CNG was the creation of the Facilities Master Plan in the year 2000. From then on, there have been major refurbishments and additions to our campus: new buildings, sports facilities, and overall renova-tions, including anti-seismic reinforcements, show for over USD$ 15.5 million in investments over the past 13 years. Moreover, the FMP lays out the expansion of our campus helping us prioritize and focus our efforts in conjunction with academic needs.

In 2006 and 2009, CNG hosted two very important confer-ences for the Tri Association and the Association of American Schools in South America, with the participation of more than

600 educators in each conference, from Latin America and the Caribbean. The major objective, which was the exchange of educational practices and knowledge, was firmly accom-plished; however, along the way, it allowed us to become very good event coordinators and prepared us for the organization of the celebration of our 70 Years Anniversary.

I could continue listing other areas of progress, but this arti-cle would become too long. Suffice it to say that this is part of his legacy, what Dr. McCombs set in motion. It is now up to those of us who remain; to make sure we move forward along its path and ensure that CNG continues to advance.

As an alumna of CNG, a parent, and an employee, I have been very fortunate to be a part of this institution in its latest phase of evolution. I am very grateful to have had the opportunity to work side by side with Dr. Barry Mc-Combs. Through his leadership our school has evolved, its employees have grown as human beings, and our children have a better chance of leaving their positive mark in this community and the world.

In the last four years, CNG has hosted on its campus two very important conferences for the Tri Association and the Association of American Schools in South America, with the participation of more than 600 educators in each confer-ence, from Latin America and the Caribbean. This allowed us to become very good event coordinators and prepared us for organization of the celebration of our 70 Years An-niversary with many events, activities and the participation of numerous community members, past and present.

This here is part of his legacy, what he has placed in mo-tion, it is now up to those of us who remain, to make sure we move forward along its path and ensure that CNG continues to improve.

As an alumni of CNG, a parent and an employee, I have been very fortunate to be a part of this institution in its latest phase of evolution. I am very grateful to have had the opportunity to work side by side with Dr. Barry Mc-Combs. Through his leadership our school has advanced, its employees have grown as human beings and our children have a better chance of leaving their positive mark in this community and the world.


ADMINISTRATION

E n el camino de la vida nos encontra-mos con muchas personas y cada una nos deja huella y representa

algo para cada uno de nosotros. Dr. Mc-Combs es una de esas personas que para mí y para muchos ha sido una llama de luz en nuestras vidas. Personalmente, me siento tan afortunada de haber conocido y trabajado con un ser humano como él. Ha sido una inspiración, una fuerza y un ejemplo en mi vida. He tenido el privilegio de trabajar con él en el proyecto del Hogar Nueva Granada desde su inicio y es gracias a su sensibilidad, su perseverancia, sus valores, su liderazgo y su trabajo que nuestra comunidad hoy es otra. Una comunidad socialmente responsable, justa ante nuestra realidad y solidaria con nuestro entorno. Sólo un hombre con un alma, un corazón y una inteligencia como la de él, es capaz de lograr estos cambios positivos en nuestras vidas.

Dr. McCombs ha sido mi apoyo y mi compañero en este gran sueño que hoy es una realidad, el Hogar Nueva Granada.

Por: PERLA DOUER, Ex alumna, Directora de la Fundación Hogar Nueva Granada

Como mamá del Colegio Nueva Granada me siento afortunada de haber compartido la educación de mis hijos con él. Nunca son caminos fáciles, pero cuando encontramos a un ser humano que nos enseña y nos hace sentir que lo mas importante en la vida es la integridad de nuestros hijos, que lo que prima es la persona más que los resultados, que es capaz de ver más allá y conocer a cada uno con sus fortalezas y debilidades,

y, a pesar de éstas apoyarlos y luchar por cada uno para que sean lo mejor que pueden ser. Ese es un hombre especial, una persona que no se olvida. Dr. McCombs ha tocado mi vida y la de muchos. Por eso le doy gracias a DS por ponérmelo en mi camino. Dr. McCombs será parte de cada uno de no-sotros. Sé que siempre será nuestro apoyo para todos en el Hogar. Le deseo a él y a Julie, a quien admiro profundamente, lo mejor que la vida les pueda traer.

De todo corazón GRACIAS!!!

Perlita

Dr. Barry McCombs


ADMINISTRATION

By: KEITH BOOKWALTER, Teacher Mentor Program

The Personal, “Invisible” Side ofDr. McCombs’ Legacy

ver a period of nearly ten years I had the pleasure of working closely with Dr. McCombs on a wide variety of initiatives and projects. In addition to the regular

meetings of the administrative, director’s, and academic councils, he generously gave me one-on-one time every other week to discuss the development of the middle school and, during the past year, the teacher mentoring and professional growth program. During these sessions we solved problems, monitored program implementation, and planned projects for the future. If I had worthwhile proposals I knew I could count on his support. And if he wanted to try something new with students or teachers, he knew that I would do all that I could to make it work. But what I most appreciated about our discussions was Dr. McCombs’ tutoring me in a wide variety of skills: how to approach delicate staffing situations; how to channel the energies of problematic students and parents; how to go about implementing new programs first on a small scale; and even how to handle problems in my personal life. During these conversations I noted how well he modeled the “Seven Habits of Highly Effective People” that he had taught (and re-taught) the administrators and new teachers over the years; especially the habit “Seek first to understand and then to be understood.” That is, Dr. McCombs was an exemplary listener. Rather than offer pre-formulated solutions, he would first try to understand and “feel” problems from the other person’s point of view and then take this into account in the formulation of a solution.

I also noted that he always put students’ learning first. For example, if I had a teacher who caused problems for adults but was successful with students, the adults simply had to learn to work with this teacher. And no matter how busy he was, I could always count on him finding time to celebrate the “victories” of middle school students whether they were in sports, Math Olympics, MAP scores, or the 8th graders’ graduation to high school.

No doubt the most visible legacy left by Dr. McCombs will be the educational programs and physical plant improve-ments so evident in the annual reports to the community. However, his “invisible” legacy will be what will forever live on in the hearts and minds of those who had the good fortune of working with him – his wise counsel, his sound advice, his high moral and ethical standards, his pleasant and often surprising sense of humor, and, above all, his sincere friendship.


O


ADMINISTRATION

Dr. Barry McCombsBy: Rebecca Donoso, CNG Teacher

he truth is that it is not only Professor Higgins who has grown accustomed to seeing

his pupil Eliza Doolittle’s face every day and now resents her absence. It happens to everyone. Higgins, a staunch bachelor, has also “suc-cumbed” to the cozy feeling of a loved one’s presence. Today I wonder what will happen when Dr. McCombs’ comforting presence will no longer be felt at this school.

I have been working at C.N.G. throughout Dr. Mc Combs’ entire period as director of the school and being afraid of his absence seems only natural, I suppose. But in my particular case, this feeling is compounded by the fact that he reminds me of my father when he was Dr. Mc Combs’ age. The kind, but piercing gaze of his blue eyes, that seem to see through your thoughts and feelings, his Harris tweed jackets, an unas-suming sense of humor, a comforting presence at all times.

My parents gave me great freedom in my early childhood. They trusted me, and/or perhaps they overestimated my capacity and maturity to solve difficult problems. Yet, they were always there for me when I needed them. At this school I have always had freedom and I have always felt trusted and respected. This is not only comforting, but it has also spurred strong ties of loyalty and fidelity in me toward this school. At the same time, as in my childhood, it has also stimulated me to take risks: learn something new every year, try it out, not be afraid to fail, try again, and move forward. But we have had Dr. Mc Combs’ comforting presence in the background at all times. I have been grateful for that.

In many respects, what I am right now, and especially how I feel about Colombia, has a great deal to do with Dr. Mc-Combs’ “legacy” to this school and with all the wonderful people that I have met here. This legacy spans the entire scope of our mission statement: To educate the mind, nurture the spirit, and strengthen the body of tomorrow’s leaders. Except that his legacy has not only touched the students, it has also touched the teachers and the country.

C.N.G. is a founding member of the Alianza Educativa (a non-profit organization that manages five schools that offer quality education to low-income children); we have Hogar Nueva Granada, an all-inclu-sive school that provides education, psychological support, nutrition,

and the possibility for the students’ parents to learn certain skills. This is CNG’s contribution to the wellbeing of the families of neighboring low-income “barrios”; we have the recently founded Confucius Institute that allows students and staff to learn Mandarin Chinese language and culture; we are looking forward to having a state-of-the-art Performing Arts Center (P.A.C.) in the not too distant future; we have embraced cutting-edge technology throughout the school in unprecedented ways; we have adopted best practices in our teaching through a comprehensive school-wide in-service policy that encourages life-long learning and continuous individual growth; we have expanded our Classroom Without Walls program; we have gone to a standards-based curriculum and, last but not least, the name of our school, has become a respected educational referent in Colombia and Latin America.

I have experienced all these changes and I am grateful and proud to have been a witness of them. We educate tomor-row’s leaders with a distinct sense of purpose to serve the community where they will be called to live their adult lives. And what is most significant for me in this respect, is that I have been allowed to grow with the school and contribute with my effort toward this legacy.

By the time that my students go out into the world, C.N.G. will probably be a very different school, but I hope that it will never lose the qualities that have made it dear to me: an inclusive learning community of diverse origins that, under the wise, but always vigilant, visionary leadership of some future Dr. McCombs, will continue to provide world leaders with integrity, high expectations, and an unselfish willingness to serve the community for the sustainability of life on our planet.

T I was serenely independent andcontent before we met;

Surely I could always be that way againAnd yet

I've grown accustomed to her look; Accustomed to her voice; Accustomed to her face1

1 These are the lyrics of a passage from My Fair Lady, the musical that was inspired on G.B. Shaw’s play Pygmalion.


ADMINISTRATION


t is now thirteen years since we entered school, but we were not the only ones who entered back then.

We were just a group of little kids in Kinder 4 when Dr. McCombs came as the Director of CNG. So, a double set of new experiences began. It is funny how things end up. Thirteen years later, as the graduates of the Class of 2010, Dr. McCombs has also decided to leave.

Dr. Mc Combs: We want you to know that these thirteen years that we spent with you were amazing. Therefore, we want to thank you for them. Thank you, for being there for us and for helping us advance successfully during one of the most important stages of our lives.

Year after year each student at CNG has had some form of personal interac-tion with Dr. McCombs. We have all realized by now why he is the Direc-

tor of CNG. He might be the one in charge of running the school, but he also knows how to treat students. We, as students, feel honored to have had him as the Director. We saw how the installations grew and how this school became a wonderful school to be in, and all of it under his management. And although students will miss his pres-ence in school, we know that his soul and heart will remain forever within this campus.

Personally, I would like to thank you, Dr.McCombs, for giving me strength to overcome the problems that came up in my life. Going back to the time when I was in 8th grade, you supported me and made me learn from the problems that I had. The person that I am right now is the result of many things, but a very important one is the way in which you helped me to become stronger and more mature.

FAREWELL TO DR. McCOMBS

By: DANIEL MULLEN, Personero

Later, when I was elected Vice Person-ero, you treated me as a young adult. This made me feel comfortable around you and I began to understand the broader aspects of school life.

What you have given to me, you have given to all the students at this school in good and bad times. We especially ap-preciate the fact that in those “bad times”, you never gave up on any student.

When you depart, I hope that I will not be saying good-bye to you just as a student or as a senior, or even as Personero. I shall be saying good-bye to a real friend.

Now, there is nothing left to say but: Farewell, good luck, and above all, thank you from the bottom of my heart. At CNG we all hope to see you back on a visit really soon.

I


ADMINISTRATIONADMINISTRATION

Dr. Barry McCombsEL LEGADO DE BARRY MCCOMBS A LA EDUCACIóN COLOMBIANA

Por: LUISA PIZANO, Rectora Colegio Los Nogales

Me siento muy honrada de haber sido invitada a escribir sobre mi gran colega y amigo Barry McCombs a quien he tenido la oportunidad de conocer como rectora del Colegio Los Nogales durante los trece años de su permanencia en Colombia.

Desde mi primer encuentro con Barry, me maravillaron su energía y sus deseos de colaborar. Nuevo en Colombia, Barry llegó a la junta directiva de la Uncoli (Unión de Colegios In-ternacionales) muy decidido a contribuir desde el principio. Pertenecer a la junta de Uncoli, además de ser un honor, es bastante trabajo; hay que dedicar tiempo para construir soluciones a los diferentes problemas que se presentan y no siempre los rectores queremos hacer esto porque tenemos mucho trabajo en casa. No fue así con Barry, quien desde el principio nos comunicó su deseo de trabajar en este equipo con creatividad, entusiasmo y generosidad.

Un par de años después, tuve la oportunidad de continuar conociéndolo a través de un importante proyecto educa-tivo para la ciudad. En 1999, el Colegio Nueva Granada fue invitado a pertenecer a la Asociación Alianza Educativa y a participar en la licitación para administrar 5 colegios distritales dentro del Programa de Concesión creado por el entonces alcalde Enrique Peñalosa. Barry no dudó que ésta sería una oportunidad de contribuir a la ciudad a través de proporcionar una educación de calidad para los niños y jóvenes más pobres de la ciudad. Fue así como se consolidó la Asociación Alianza Educativa con la participación del Colegio Los Nogales, Colegio Nueva Granada, Colegio San Carlos y la Universidad de los Andes y se procedió con la licitación antes mencionada. A través de este proceso, en el que Barry inició su conocimiento de la burocracia y de los vericuetos procedimentales de nuestro gobierno distrital, nos adjudicaron el manejo y la administración de cinco grandes colegios: uno en el barrio las Cruces, uno en Usme, uno en Kennedy y dos en Bosa.

Para la Asociación Alianza Educativa fue muy significativo contar con la presencia del CNG como gestor. El trabajo dedicado de cada una de las instituciones gestoras lanzó un mensaje claro y contundente a los miembros

de las comunidades educativas de las 5 instituciones y a la sociedad en general; el fuerte compromiso que adquirieron los miembros gestores en la educación de los niños de sectores menos favorecidos, fue un mensaje de responsabilidad social muy importante. Especialmente impactante fue que el colegio americano de Bogotá diera ese mensaje. Y, naturalmente, de-trás de la decisión de acompañarnos en este proyecto estuvo siempre presente el rector Mc Combs desplegando sus ideas de servicio a los demás y su compromiso con nuestro país.

En el primer año de trabajo en la Alianza recibimos aproxi-madamente 4.200 estudiantes de las zonas más pobres de Bogotá, muchos de ellos de familias desplazadas por el con-flicto armado, que en ese entonces se constituía en el pan de cada día. Hoy en día prestamos el servicio educativo a alrededor de 6.400 estudiantes y hemos graduado alrededor de 2.000 jóvenes que han salido, muchos de ellos a la univer-sidad, a carreras técnicas y tecnológicas; además, nuestros cinco colegios se han posicionado muy bien en el examen de estado colocándose en nivel alto y nivel superior. Desde el comienzo, en el trabajo con la Alianza Educativa, Barry Mc Combs nos mostró cómo se entregan el tiempo, el interés, las buenas ideas, las soluciones prácticas, la comunicación efectiva y el entusiasmo para lograr el manejo eficiente y traducirlo en servicio a los más necesitados.

Al mismo tiempo en que constituíamos la AAE, Barry estaba inmerso en la creación del Hogar Nueva Granada junto con los padres de familia y ex alumnos del colegio. Barry, con su convicción de trabajar por los demás, nos indicaba una vez más que los


ADMINISTRATION

que tenemos el privilegio de tener una buena educación tenemos la obligación de devolver a la sociedad. Esta con-vicción se ha traducido en brindar una excelente formación integral a los niños y niñas que viven en la zona aledaña al colegio y que, de otra forma jamás hubieran podido acceder a un colegio del nivel del Hogar. Creo que ha sido un exce-lente ejemplo de trabajo y servicio para otras instituciones en el país.

El Colegio los Nogales también se benefició de este es-píritu generoso y abierto del rector Mc Combs. Desde su llegada, Barry se mostró dispuesto a ayudarnos en todos los aspectos. Fue así como se nos abrió la posibilidad de compartir cifras y datos de la administración del Colegio Nueva Granada que nos sirven hoy en día como estándares de nuestra propia institución. También nos asesoró en la acreditación con la New England Association of Schools and Colleges. Es necesario recordar que esta asociación cercana entre el Colegio Nueva Granada y el Colegio Los Nogales había comenzado por allá en 1982 cuando Elisa Vargas Sarmiento, vice rectora de muchos años del CNG,

ADMINISTRATION

LEGACY TO CNGLegacy to CNGse convirtió en nuestra primera rectora y nos trajo toda la experiencia que había adquirido durante treinta años de trabajo en esa institución. Está claro que Barry continuó esta tradición de abrirle la puerta al Colegio Los Nogales porque hemos tenido el apoyo y la colaboración de todos los sectores del colegio durante su rectoría.

Por todo lo anterior pienso que Barry Mc Combs era ciu-dadano colombiano desde antes de llegar a Colombia. Traía ya en su corazón el deseo de contribuir y servir en el país que lo acogería oficialmente como hijo unos años después. Todos los que hemos estado cerca de Barry en estos trece años hemos podido aprovechar su sabiduría, sus consejos, su entusiasmo y visión positiva y su capacidad para resolver los problemas que se presentan en la labor educativa. Barry no sería nada de lo anterior si no tuviera en el fondo de su corazón la espiritualidad que lo caracteriza y que es la fuente de su fuerza y la inspiración de sus acciones. ¡Gra-cias Barry, compatriota reconocido, por todo lo que hemos aprendido de usted!

By: ANNIE DE ACEVEDO, Student Services Director

ur director of the past 13 years, Dr. Barry McCombs, is leaving. In spite of this, his legacy is staying with us. Dr. McCombs had a powerful influence in CNG’s

history. He modeled for all of us, the virtues of patience, wisdom, spirituality, problem solving, generosity, empathy, and, above all, the caring and nurturing for all the commu-nity. It was a pleasure to work with him because he was a leader, whom we respected and who also allowed his team members to work on their own. He defines what delegating is all about. Dr. McCombs always had a kind and wise word for his staff. He also thanked us periodically, something that we all appreciated and needed.

His integration to the Colombian culture was impeccable. He was not only an excellent dancer of cumbia but had an outstanding sense of humor in Spanish, too. We all became at some time or another targets of his jokes. We didn’t mind since it was done with such finesse and charm.

Dr. McCombs’ legacy goes beyond CNG’s boundaries. He touched the hearts and minds of many Colombians. His social project, The Hogar Nueva Granada, is a model to be

O followed and has been applauded world-wide. The Alianza Educativa was also a reflection of Dr. McCombs’ philosophy and vision of education. Thanks to him, we continue to work with the Alianza and are contributing to have a positive impact on students with fewer resources. Dr. Mc-Combs is a visionary leader who was able to see quickly the need for more social responsibility at CNG. This made a tremendous difference for our school. We all became better people because of this endeavor.

Dr. McCombs will be remembered not only because of these projects, but also because CNG grew tremendously under his leadership. New cutting edge programs such as re-storative practices, The Confucius Institute, Fast ForWord, Read to Succeed, Balanced Literacy, Math Investigations, and The TTI Institute, among others, were all part of his contribution. Dr. McCombs was an excellent director who will be missed sorely by all. He is also a giant of a human being. He will stay in our heart forever!



Dr. Barry McCombs




LEGACY TO CNGLegacy to CNGEstimado Dr. McCombs, Quiero con antelación decirle lo honrado y complacido que me siento en el día de hoy por tener el beneplácito

de dirigirme a usted, en nombre de las profesoras, profesores y estudiantes de ésta institución con el fin de

agradecer su loable labor, desempeñada de forma impecable como director durante los pasados trece años.

A través de todos estos años, siempre se hizo evidente el ímpetu y compromiso de su parte, por enarbolar

el desarrollo de este colegio en el ámbito académico, en el trato y formación humana de sus estudiantes, do-

centes y trabajadores, y en la proyección social, lograda a través de la ayuda dada a personas desfavorecidas,

transmitiendo a sus estudiantes el deseo y responsabilidad de enseñar y cuidar a otros. Además, es meritorio

resaltar la fuerza dada por usted para implementar en sus estudiantes la ética y los valores humanos, producto

de esto es el Hogar Nueva Granada. Ha sido un honor haberlo conocido y haber estado bajo la dirección de

tan notable académico y ser humano. Definitivamente, su partida dejará un vacío en la comunidad del CNG, lo mismo que una profunda huella,

porque nos hará falta su positiva, emprendedora y perspicaz personalidad; siempre llevaremos en el corazón

cada anécdota y enseñanza que compartió con nosotros a lo largo del camino. Lo recordaremos siempre como

el hombre de la sonrisa, de la actitud positiva y de igual manera como una persona reflexiva que nos motivó

a mirarnos dentro de cada uno de nosotros para mejorar día a día. Vamos a extrañar su presencia y partici-

pación en la mayoría de grupos y celebraciones del colegio, pero hoy en especial, le queremos agradecer su

apoyo incondicional al Congreso de Literatura del Colegio Nueva Granada y al Departamento de Español, lo

que permitió su anual realización. Esperamos que ésta no sea una despedida y que desde donde se encuentre

nos siga acompañando con sus ideas y enseñanzas. Le deseamos que continúe siendo exitoso en la difícil labor de instruir y formar jóvenes para beneficio de

ésta o de otras naciones. En nombre del Colegio y de Colombia quiero darle las gracias por todo su trabajo

formativo y académico, el cual ha sido de gran significado para el progreso de los actuales estudiantes y de

los ya egresados de esta institución, así mismo por su notable proyección en la nación colombiana.

Reciba de todos los presente nuestros mayores afectosAtentamente, Daniel Orduz, Clase 2010

Dr. Adams,

En nombre de los estudiantes del Colegio Nueva Granada, quisiera agradecerle

por sus años de dedicación a la dirección y revisión del currículo, lo cual fue

muy significativo para nuestro desempeño académico. Su apoyo a las activi-

dades académicas, tales como el Congreso de Literatura, ha dejado marcas

de éxito en muchos de nosotros. Esperamos que continúe haciendo aportes

a la educación para así beneficiar a muchos otros. Valoramos el que nos

haya acompañado con su presencia en esta etapa de nuestro crecimiento

tanto personal como intelectual, por lo cual quedamos profundamente

agradecidos. Mucha suerte.

Juliana Saldarriaga, Grado 11



ALUMNICN

G

By: PAMELA HARTIGAN, Class of 1964

I f there is one thing about which public and corporate leaders around the world today can agree,

it is the ever-growing importance of innovation. The search for innovative solutions to the world’s myriad local, national and global challenges has become a clarion call rallying people across multiple borders defined by nation, industry, and academic disci-pline. Yet policy making reflects deep ambivalence about innovation. The cheerleading over innovation exists in contrast to the myriad institutional, legal, regulatory, and educational im-pediments to the work of innovators.

While not an innovation expert, I have been privileged to interact over a span of decades with the some of the world’s most recognized innovators – from those working at the grassroots to those at the helm of new industries. This has provided me with some per-spective on the nature of innovation and the hurdles innovators face daily as they search for ways to disseminate their approaches and products.

Education is a good place to start. A society’s capability to innovate arguably begins, or possibly ends, in school1. For the vast majority of primary schools,

1 We recognize that a vast number of children in poor communities must abandon their formal education after the primary school years. Yet patterns of learn-ing are developed at the primary level.

among the qualities of a “star” pupil are tidiness, adherence to rules and direc-tions, and good behavior. In the later grades, outstanding achievement is measured in grades, standardized test scores and sometimes, the number of extracurricular activities undertaken. These constitute the ticket to accept-ance to top schools producing the world’s elite. But it is not clear that this is how to develop the talents of tomorrow’s innovators.

The educational system is reinforced by employment policies in most gov-ernment institutions and corporations. When reviewing candidates, recruiters invariably look for evidence of aca-demic achievement and a steadiness that produces good exam pass rates and grades rather than for experi-ences that might suggest a candidate is innovative and inspired, perhaps even rebellious. This is because most organizations have a low tolerance for mistakes. Risk-averse societies and organizations keep people from fail-ing. They also keep them from trying. And the key to successful innovation is initial failure and persistence.2

It is hardly surprising, then, that among the commonly shared experi-ences of successful innovators is the 2 Thomas Edison is oft-quoted as saying. “I have not failed. I have found 10,000 ways it won’t work”.

Pamela Har-tigan is Direc-tor of the Skoll C e n t r e f o r Social Entre-preneurship at Oxford Uni-versity’s Said

Business School and Founding Partner of Volans launched in 2008 to support in-novative scalable solutions to global chal-lenges. From 2000-2008, she was the first Managing Director of the Schwab Founda-tion for Social Entrepreneurship. She has held leadership positions in multilateral organizations, educational institutions and entrepreneurial ventures, conceptu-alizing and creating new organizations, departments or programs. A graduate of Georgetown University’s School of Foreign Service, she also holds Masters' degrees in Economics and Public Health and a Ph.D. in Cognitive Psychology.

Dr. Hartigan is a frequent lecturer on social entrepreneurship and innovation at graduate schools of business around the world and is an Adjunct Professor at the Columbia Business School. Her latest book, co-authored with John Elkington and published by Harvard University Press, is entitled “The Power of Unreasonable Peo-ple: How Entrepreneurs Create Markets to Change the World. ”

Social Innovators with a Business Case: Facing 21st Century Challenges one Market at a Time


ALUMNI

ences of successful innovators is the recollection of having been described at some point as crazy, not just by acquaintances, but by family, friends and close colleagues. Almost by defini-tion, innovators are mavericks. Most organizational structures and their corresponding managers and civil servants deal with what is. Innovators do exactly the opposite. They focus on creating things the world has never seen. They systematically disregard boundaries—whether of nation, aca-demic discipline, or social status—to the predictable annoyance of those who consider it their responsibility to keep boundaries in place. An irony results: While the world clamors for innovation, it tends to deprive innova-tors of the resources and recognition that would maximize their potential to transform societies for the better The challenge of innovation in the 21st century is therefore also about reshap-ing societies to be not only tolerant, but actually welcoming, of innovators.

Innovation heroes have had a mas-sive impact on business. From the individual brilliance of Thomas Edison came the global powerhouse that is GE; from the unique inspiration of Kiichiro Toyoda came the car company of today that continues to be a global standard setter. In the coming century, however, the greatest opportunities for innova-tion exist in domains of public service heretofore left to governments.

Social innovators who have taken a business perspective today are pioneer-ing new approaches and helping to map out future markets where most would only see looming problems and risk. In doing so, they are the harbingers of the biggest market opportunities of the century. And history suggests that they have at least as much chance of shaping the twenty-first century as many of to-day’s great incumbent businesses. On current trends 75% of 2001’s Standard & Poor’s 500 will have disappeared

from the S&P index by 20203. In their stead, companies unheard of today, using new business models, will be delivering products and services to new and existing markets, dislodging incumbents who have not been able to innovate fast enough to keep up with 21st century needs.

Already today, there are hundreds of such innovators who are reaching new markets, serving unmet needs, and creating new supply chains. For example Martin Fisher and Nick Moon founded KickStart to design, produce and sell appropriate technologies to rural entrepreneurs in Africa, home to some of the world’s poorest, allowing them to start small-scale businesses. Since 1991, KickStart has helped start 93,200 businesses generating an ad-ditional $93 million in annual profits and wages for new businesses. Martin and Nick have ventured into territory no mainstream company would dream of entering – and in doing so, they have paved the way for a new group of pro-ducers and consumers to emerge.

Dr. Devi Prasad Shetty is meeting un-met needs of a different sort through an innovative business model in health. One of India’s most celebrated heart surgeons, his contribution to medicine is not his surgical skill but his determi-nation to make this huge industry more efficient by applying Henry Ford’s management principles. He believes that a combination of economies of scale and specialisation can radically

3 Richard Foster and Sarah Kaplan. Creative Destruction: Why Companies That Are Built to Last Underperform the Market--And How to Successfully Transform Them. New York, Random House, 2001.

reduce the cost of heart surgery. His flagship Narayana Hrudayalaya Hospi-tal has 1,000 beds (against an average of 160 beds in American heart hospitals), and Dr Shetty and his team of 40-odd cardiologists perform about 600 opera-tions a week.

Patient numbers allow surgeons to acquire world-class expertise in par-ticular operations, and the generous backup facilities let them focus on their speciality rather than wasting their time on administration. The hospital charges an average of $2,000 for open-heart surgery, compared with $20,000-100,000 in America, but its success rates are as good as in the best American hospitals.

Dr Shetty has established video and internet links with hospitals in India, Africa and Malaysia so that his surgeons can give expert advice to less experi-enced colleagues. He also sends “clinics on wheels” to nearby rural hospitals to test for heart disease. He has created a health-insurance scheme, working with various local self-help groups, that cov-ers 2.5m people for a premium of about 11 cents a month each. About a third of the hospital’s patients are now enrolled in the scheme. A sliding scale of fees is used for operations so that richer cus-tomers subsidise poorer ones. The entire enterprise is surprisingly profitable given how many poor people it treats. The hospital group reports a 7.7% profit after taxes, compared with an average of 6.9% in American private hospitals.


ALUMNI

In Nigeria, Isaac Durojaiye has both created a n e w p r o d u c t and tapped into a new source of

labour. His company, Dignified Mobile Toilets (DMT) is the first manufac-turer of mobile toilets in West Africa. DMT makes, installs and maintains thousands of public toilets in Nigeria through a franchise system providing job opportunities to members of youth gangs that oversee the daily mainte-nance of the facilities and keep 60% of the profits. The toilets are placed in high traffic areas, such as bus stations and markets, where there is a high demand for sanitation facilities. Thus, DMT offers an alternative to current widespread and unhygienic practice of using the street as a toilet. It also aims to attack the unemployment situ-ation, particularly among youth. More than half of the population of Nigeria is under 35 years of age, and many are unskilled. While Nigerian employ-ment statistics are under debate, it is believed to be in the range of 17%, with an even higher rate among urban youth. Up to 55% of the unemployed are sec-ondary school graduates, underlining the fact that education and skills do not guarantee employment.

Emerging markets are not the only places where new solutions and approaches are needed. Sara Horowitz is spearheading a form of portable unionism to promote the interests of the growing number of independent workers in the United States. Unlike traditional trade unions which are limited by law to employees of workplace-based organizations, Working Today, founded by Horowitz, provides flexible and portable benefits applicable to an increasingly mobile and decentralized workforce in the US where 30% of independent workers make up the nation’s economy. Working Today has established the Freelancers’ Union with has a current membership of 120,000 nationwide. By representing independent workers as a group, Free-

lancers Union can negotiate insurance rates and provide a social safety net. It offers health insurance to freelancers in 31 states, and provides dental, life, and disability insurance nationwide. In 2009, it reached a major milestone in the crea-tion of a model safety net for independ-ent workers: it launched Freelancers Insurance Company and the Freelancers Retirement Plan.

The more acute the societal challenge, the greater need for an innovation-driven societal transformation. Global climate change is number one on the list in terms of the magnitude of the challenge and in terms of the scope of the required response. The climate chal-lenge in this century will not solved by changing power plants, designing new automobiles, or reformulating gasoline. It will be solved, and must be solved in this generation, by people changing their behaviors and their institutions. National policies, corporate programs, venture financing and consumer be-havior will all contribute. But if they are counted upon to be the drivers of change, that change simply will not occur. To catalyze the shift, the general population must be spurred to action, in turn pressuring governments.

One such catalyst is Yann Arthus-Bertrand, a French photographer who has demonstrated through creativity and perseverance that there is no real North-South divide when it comes to environmental threats. Bertrand pro-duced a series of extraordinary books, exhibitions and films introducing us to our planet from the air. Like most innovators, he is unrelenting. He has taken over 100,000 images just to put together “Earth from the Air.” As one of his colleagues put it, “With him, I learned that nothing is impossible. People will tell him ‘No’, and he hears ‘Maybe’. And herein lies the strength of such innovators – and their common bond. The word “no” doesn’t exist for them. As Barry Coleman, co-founder of

Riders for Health4, has quipped, “There is nothing as motivating as when some-one tells us ‘It can’t be done’. It is our call to action.”

What set of incentives will lead to the deep diffusion across society of the capability to innovate and the inclina-tion to respect and value innovators? The first place to start is to step beyond paying lip service to the importance of innovation in the public interest. Acknowledging the role innovation must play in addressing the challenges of inequity is a prerequisite. But to date, and except in a small number of wealthy countries, such as the US, UK, and the Scandinavian countries, governments have played a modest role in financially supporting innovation, particularly when directed towards social transformation.

The vacuum has been only very par-tially filled by venture capitalists, private investment, and philanthropy – individual and corporate. Thus, among the examples of social innovators highlighted previously, not one of them secured national public sector support – other than international aid – when launching their initiatives. While one might argue it is better not to be fi-nancially supported by a government in the early phases of the venture in particular – because it can compromise the ability to be truly innovative - the existing financing vacuum evident as these social ventures scale up cannot be filled by wealthy individuals or enlightened business alone. Increas-ing recognition of the importance of social innovation and the concomitant

4 Working with Ministries of Health and NGOs in African countries, Riders for Health builds local capacity to maintain and manage motorcycles and other vehicles, enabling health care workers to reli-ably service remote areas. As a result, RfH is able to operate fleets of vehicles in the harshest conditions with a zero breakdown rate for five years or longer. RfH has demonstrated that a properly managed vehicle under its system will save more than 50% of costs over a six-year period, compared to an unman-aged vehicle. RfH has been able to lower infant and maternal mortality in targeted communities. With each motorcycle it runs, 20,000 receive primary health care every year.


Last week I was nominated to re-ceive the Miami Dade College Ko-ble scholarship, due to my aca-demic and per-sonal excellence, and won it. This

scholarship is given to individuals who have maintained a high grade point av-erage (GPA) and who have given back to the community. This scholarship means a lot to me because it showed me that if I am determined to achieve something I can accomplish it.

When I received this award I remem-bered my old school, Colegio Nueva Granada (CNG). I learned there that everything is possible and that if you want to achieve something you can. I want to thank all the people that led me to receive this scholarship, and most of

growth of “philanthropreneurs” may spur more funding flows to support early stage innovative hybrids focusing on social transformation.

Many, if not most, of today’s social in-novators defy traditional legal pigeon-holing as “not-for-profit” or “for-profit” organizations. Rather, they “intersect” across both – they are social innova-tors with a business case, so to speak, hybrids that straddle between a char-ity and a profit maximizing company. Consequently, many find themselves maneuvering through a tangled web of legal regulations to identify what ben-efits and obligations exist in relation to their enterprise. The fact is that to date, no country has developed a specific legal model recognizing the hybrid nature of

such organizations and the social and economic functions they serve.

My fascination with these pragmatic visionaries and their organizations lies much less in the goods and services they provide than in the catalytic role they play in triggering innovations in the social sector. Like the business innovators who come up with major innovations for the marketplace, so-cial innovators are the mad scientists as it were – working away in their organizations that act like social in-novation laboratories. They test and perfect different approaches, and when they come up with the most effective and efficient ones with the greatest impact, it should be government and the corporate sectors’ respective roles

to celebrate the innovation, take it up, learn from it, and help scale it so that all can benefit. Ultimately, the innovation lies in the models devised for service and product delivery all along the supply chain – not in the provision of the good itself. It is those models that others need to take up and replicate.

Innovators in the public interest are the flame that ignites the fire of social trans-formation. That flame must be fanned and nurtured by governments, publicly traded and private companies, academia, media and individuals working together to achieve its promised impact.

This award has been one of the most gratifying achievements of my life, aca-demically and personally. I never had a high GPA or did well in my school years. Once I got to college I wanted to prove to myself, and to others, that I was capable of performing at my highest. I kept in contact with some of my CNG teachers and they inspired me from the very beginning to give it a try and to realize what I have already accomplished.

After I complete my Associate in arts (AA) at Miami Dade College, I want to transfer to Florida Gulf Coast Univer-sity to earn my Bachelor's Degree and finally a Master's Degree. With these diplomas in hand, hopefully I will be able to make a difference in other children’s lives, just as CNG made a difference in mine.

them were teachers and friends; they were always there when I needed them. It was during my years at CNG that I began to realize my dream of being in-dependent. In the last six months of 6th grade I started to go by myself to school; at first I was scared because I did not know if I was capable of doing this, but my friends and teachers were there to help me surpass every obstacle.

The Learning Center at CNG was a huge support mechanism and they helped me learn at my own pace. The teachers never made me feel like I was different from the kids in main-stream. They taught me that if I had a goal I just needed to work a little bit harder to get there and provided me with every opportunity they could to achieve it. Now I wish to do the same and help others to realize their dreams. Therefore, I hope to become a special education teacher.

By: MANUELA HOyOS, Class of 2007

IF YOU CAN DREAM IT, YOU CAN BECOME IT

ALUMNI


B

ALUMNI

eing a student at Colegio Nueva Granada is a privi-

lege and an honor. I was a CNG student for thir-teen years and although I lament not graduating with my class in 1990 because I had to leave Colombia, I am excited to attend our 20 year class reunion. The privilege of studying at CNG should never be understated or underestimated. A

school that reminds us how special we are will influence you for years to come. Our “family culture” at school is not too common a trait in other schools because ours is a circle and community of trust where our family values, moral standing, and goals are reinforced by our teachers, school staff, and friends.

My parents encouraged and supported the pursuit of my dreams because they believed in me. Dreams come true when you believe in yourself. Our days at CNG enhanced those aspirations and taught us that our attitude affects the outcome. Later in life you will understand that success and failure is about how we play the hand that life deals us, the attitude that we adopt to face every day, and the determination in everything that we do. I have lived through suc-cesses and failures and played the hand that many circumstances dealt me, learning that many times what we may consider a failure is simply the stepping stone to a successful moment.

Five years ago, my partner and I started our risk consulting

company in Miami. We were equipped with a positive atti-tude and a tough one I may add, embarking in a challenging yet fascinating and enlightening journey as consultants who specialize in preventing money laundering and financing of terrorism worldwide. Our work has no borders or schedule. We can be in the Cayman Islands today or Luxembourg and Switzerland tomorrow. Our profession involves working with financial institutions globally, guiding them to prevent them from being utilized as money laundering vehicles of organized criminal organizations and illicit crimes. I always pictured myself doing great things in the realm of Political Science which is what I studied, but never imagined that my personal interest, studying transnational organized crime, would turn into my profession and career as a Consultant and Certified Anti-Money Laundering Specialist. Believing in me, working as a team with my partner, persevering dur-ing challenging moments, being thankful for everything and everyone in my life, embracing the privileges that I was dealt since childhood and cherishing the CNG “you are special”

mantra will forever be golden keys to my wonderful and

ongoing journey.

My PERSONAL JOURNEy By: IRA MORALES MICKUNAS, Class of 1990

CAMS (Certified Anti-Money Laundering Specialist)


or almost 40 years, Colegio Nueva Granada has been my school. It has been my school in the most traditional sense, the institution where I was taught

to read, write, add, multiply, and then later in high school, where I would learn to analyze texts and write critically. CNG would be the place where I would make life-long friendships, and then many years later find new friends in old familiar faces; where thanks to their support, I would also discover the frailty of love and life, and first experi-ence the definite and senseless loss of two of my dearest childhood classmates. Then finally when it was my time to settle down and marry the love of my life, it would become the institution where I would choose to educate my three children, in the company of many old and new faces.

After finishing my formal education, I would also come to recognize CNG as the academic setting where I have learned more than in any of all the other top quality aca-demic institutions where I have either studied or worked. Our school would be the place where, through the years and in unexpected ways, I would understand more things about myself, my family and life than I would have ever imagined, and probably more than my parent’s would have ever dreamed of paying for.

My feelings of gratitude for Colegio Nueva Granada are probably those of most alumni and parents. But, as most of my friends can attest, I was not a very ordinary child nor did I fit into the traditional mold of a good student. I must also admit that my perceptions of my years at school are quite different from those of my classmates, as is the path I chose in life. In fact, had it not been for one man, Dr. McCombs, and his inspirational leadership, I might have even chosen a different school for my children, and probably would have never written this piece.

There are many testimonies of people who Dr. McCombs touched very di-rectly, and who during the past decade felt his daily guidance, as teachers, ad-ministrators and board members. Unlike those who have been asked to write a piece on Dr. McCombs, I met with him once briefly, and have crossed only a

By: DIANA GAVIRIA, Class of 1985

F

Dr. McCombs:A lesson in leadership

ALUMNI

few words with him. Yet, during the last eight years, as an observant parent, I have witnessed his quiet and respect-ful ways, and his gentle but powerful hand in guiding and transforming Colegio Nueva Granada into the wonderful institution it is today.

With this said, I would like to share with you my story in CNG and how, as a parent and alumni, I have come to recognize the transformational leadership of Dr. McCombs and his legacy. I remember my years at CNG to be happy but largely uneventful. I also recall liking my teachers, ap-preciating their dedication, and feeling proud of what they reported to my parents about my progress. I often wonder why I can’t remember many of the events that my friends now describe with such vivid details. To my credit, all I can really say is that my strongest impressions of both my childhood and adolescence took place outside of school. As an independent student, I found my travels, vacations, and conversations at home and in the company of my par-ent’s friends, more fascinating than anything I learned in classrooms.

And it was the news of my sister Marcela’s cancer, when I was only nine and she was seven, that would in the most obvious and subtle ways, forever change our family’s dy-namics, my understanding of life, and leave the deepest imprint on my memories of childhood.

For these reasons, my recollections of CNG would have largely been a blur of events, images and feelings had it not been for one very special professor, who in the most un-expected of classes, 11th grade Spanish, helped me discover what I wanted to be and do in life. Professor Carlos Bernal

and I shared a passion for literature, but it was his choice of Latin Ameri-can authors, which opened my eyes to the social and political realities of Colombia and the continent. And for the first time, under the guidance of one teacher, I finally found sense in everything I had learned up until then at school. Yet, it was clear to me at that time, that CNG was not the institution where I would find the answers to the many questions and

After finishing my formal education, I would also come to recognize CNG as the aca-demic setting where I have

learned more than in any of all the other top quality academic institutions where I have either

studied or worked.


ALUMNI

dilemmas of a sensitive and idealistic eighteen year old.

After almost a decade abroad, studying at Georgetown and Columbia universi-ties and living in Brazil and Argentina, I returned to Colombia to work in the public and nonprofit sectors. Those were wonderful years, where I got to know our country, its people and its problems. Thanks to my education and to the self-confidence that character-izes CNG alumni, I sought and was given many responsibilities; too many, in my opinion, for a person of such youth and lack of experience. I fulfilled all my professional aspirations, and for a few short years even lived up to my classmates predictions that I would be one of the Class of ‘85’s “most likely to succeed”.

After several years of marriage, I had my first child. Then, as often occurs in women’s lives, my priorities changed. I found a new and more profound sense of commitment and meaning in motherhood. Educating, nurturing and loving my son became my most important priority during the next five years. When the time came to choose a school for Mateo, to the amazement of my classmates and friends, I was unsure if CNG would be the right school for him. They couldn’t believe that I, of all my classmates, would even consider a different option.

After much thought and reflection on my part, my husband and I finally applied to Nueva Granada. For Eduardo, the choice was simple and obvious. He had studied in Gimna-sio Moderno and later pursued his graduate studies in the US. He felt that an American educational system was what our children needed. But more importantly, he had seen how CNG had given one of my sisters the confidence and insight to understand her true vocation, pursue her dreams, and then study in one of the most prestigious architecture universities in the US, despite being a very average student.

I, on the other hand, worried whether my children would find in CNG the neces-sary exposure to their cultural heritage, and to the social and political realities of their society. I questioned whether CNG could be the institution that would help me, as a parent, educate my children to become true citizens of the world: caring, empathetic, hard working and respectful, not only of their peers and friends, but of all types of individuals, independent of their race, or social and economic backgrounds.

The answer to those questions came easier than I would have imagined. I quickly learned that thanks to the leadership of the school’s Director, CNG was now a part of Alianza Educa-tiva, had recently created Hogar Nueva Granada, and had developed a unique service- learning educational model, admired in Colombia and even abroad. In the end, it was my husband’s reflec-tions of the virtues of CNG alumni, their self-confidence and strength, which won me over. I was, however, also glad

to find that CNG had a leader with a clear vision of a school committed to Colombian society and responsible with its neighboring communities.

As a parent, I now see many of the wonderful things that my classmates have always seen in CNG, as well as the qualities that only parents can observe in the education of their children. I observe happiness and strength in my children and their friends. I see my children struggle every day to become better individuals and friends, more respect-ful citizens. They are children of values, not only because of the example they have in their parents and family, but also because of the loving and respectful guidance they receive at school. Mine are little boys, who know more about them-selves than I did at their young age; who work every day to overcome and accept their weaknesses, and are taught every day to build upon their strengths. They are already citizens of the world: connected with their environment and their society; respectful of themselves, of authority and of other individuals; brimming with confidence, creativity and empathy.

I also now know that CNG is the only place where my children could have flourished and become the wonderful individuals and students they are today. My three boys, to

greater and lesser degrees, have been challenged by academic work. It has been through them, and the patience and caring hands of their teachers, tutors and the Learning Center, that I have discovered the power of “right brains”, the wonders of different learning styles and the complexities of education. These lessons have helped me become more aware and respectful of others. They have made me a better a better boss, a better manager, a better person. I have also come to understand, in all the won-derful teachers and administrators at CNG, the power of education as a

When the time came to choose a school for Mateo, to the amazement of my class-mates and friends, I was un-

sure if CNG would be the right school for him. They couldn’t believe that I, of all my class-

mates, would even consider a different option.

In the end, it was my hus-band’s reflections of the

virtues of CNG alumni, their self-confidence and strength,

which won me over. I was, however, also glad to find

that CNG had a leader with a clear vision of a school com-mitted to Colombian soci-

ety and responsible with its neighboring communities.



ALUMNI

driving force of change in individuals and society.

Through my children and their educa-tion, I have learned more lessons at CNG than I would have every dreamed of at 18, or as I said before, my parents would probably have ever envisioned paying for. I have been humbled by my children’s hard work and commitment to overcoming small and big challenges at school. Just a couple of months ago, my eldest son, who is now in 5th grade, told me that he would soon be applying to Pre-AP Math and English. The news surprised me. My memories are still too fresh of when, in 1st grade, we were told that he was a “late bloomer”. When I asked him why he thought he was ready for such a challenge, he answered very plainly, “I deserve to be in Pre-AP. Nobody has worked harder. When all my friends were playing and practicing sports, all I did was work; every day, all year long, for many years. I have come a long way.” When I called Paula, his tutor, to tell her, she was moved. Family and school had partnered for many years to get to this point. And only a school as wonderful as CNG could produce not one, but many, sto-ries such as this one.

History is full of stories of institutions that have perished or grown in the hands of their leaders. I can attest, after almost 40 years, that CNG is a better institution today than when my mother

I have also come to under-stand, in all the wonderful

teachers and administrators at CNG, the power of education as a driving force of change in

individuals and society.

I am certain, however, that one man, Dr. McCombs, has been fundamental in all the

changes and growth we now see in CNG, as parents and

alumni.

worked in it as an English teacher in the sixties, or when my sisters and I graduated. Many people have contrib-uted to making CNG what it is today: parents, teachers, administrators. I am certain, however, that one man, Dr. McCombs, has been fundamental in all the changes and growth we now see in CNG, as parents and alumni.

Dr. McComb’s leadership is evident in everything: in our children and their respect and admiration for his fatherly figure; in the many achievements of our students and alumni; in the values we uphold as a community; in the pursuit of academic rigor by its faculty; in the nurturing love and firmness of our children’s teachers; in the passion with which CNG’s community discusses the future of the institution.

I am grateful to Dr. McCombs not only for the education that my children are receiving, but for having provided us parents and students, with much inspiration as an educator, as a father, as a person, as a director: the type of inspira-

tion that one witnesses very rarely, the kind only found in a true leader. Rest assured Dr. McCombs. The legacies of true leaders always remain. They will remain in your works, in your image, in your words, in your actions, in your example. It is now our turn to take your legacy and continue building an even greater institution and a stronger community.

Patricia Plana, Class of 1986 Después de haber editado 7 libros; Patricia Plana nos presenta su libro numero 8 que publicará en Junio del 2010.

Sus libros anteriores son: La Guajira, El Cesar, Atlantico, Sociedad Portuaria de Barranquilla, Córdoba, Cerromatoso y Buque Gloria.

Este libro se trata de la historia de la Corporación de Ciencia y Tecnología para el Desarrollo de la Industria Naval, Marítima y Fluvial que es tan heroíca como impactante. En sus primeros diez años no solo ha logrado consolidarse como una de las compañías astilleras más importante sobre el mar Caribe, sino que también se ha convertido en un enclave táctico y estratégico para que la Armada Nacional siga defendiendo la soberanía de Colombia en los dos mares que la rodean y los cientos de ríos que la atraviesan. Para conmemorar su rico pasado, su exitoso presente y su promisorio futuro, Cotecmar decidió editar un libro de referencia obligada en el que el periodista barranquillero Alberto Salcedo narra los hechos más importantes que fueron definiendo su filosofía empresarial, y en el que la fotógrafa Patricia Plana rescata, a través de unas imágenes estéticas y muy reveladoras, la esencia del espíritu de una industria que se forjó a pulso.

Libro # 8 COTECMAR

10 AÑOS



ALUMNI

he week of April 26 to April 30, 2010 CNG celebrated Arts Week and Colombia’s Bicentennial.

One of the major events during this celebration was a spectacular Alumni Art Exhibit in the Elementary Library with artists ranging from Class of ’64 to Class of 2005.

The overall comments from the students, Staff and Parents that visited the Exhibit were extremely favorable in relation to the organization, variety, talent, techniques and spectrum of Class years!

Students truly enjoyed watching the exhibition and, through this exhibit, they were able to see firsthand that a career in Arts is a feasible alternative among their career choices.

The Alumni Office wants to thank all participating artists, the project coordinator Estefania Sokoloff, and the Elementary Librarians Lina Barrera, Marcela Mahecha and Beatriz Velez for making this exhibit a success!

Participating alumni artists:

Ofelia Rodriguez ‘6492Andrea Garcia ‘93

Antonio Tamayo ‘81Bibiana Martinez ‘89

Claudia Hakim Cynthia Lawson Jaramillo ‘91

Elisa Luque Jensen ‘00Esther Cuellar ‘84

Guillermo Cardenas Joseph Kaplan ‘85

Juan Carlos Pombo ‘99Lorenza Panero ‘77Manuela Reyes ‘01

Natalia Loboguerrero ‘01Nicolas Cardenas ‘90

Olga de AmaralPedro Gomez Egaña ‘94

Rafael Ortiz ‘79

ALUMNI ART ExHIBIT DURING CNG’S ARTS wEEk &BICENTENNIAL CELEBRATION

ALUMNICN

G

ARTS

T


ALUMNI


ALUMNI

BEATRIZ ESGUERRA:Class of 1981

Balanced and successful entrepreneur, owner of Galeria Arte Consultores

By: TATIANA LEON, Art History - University of Virginia

n her professional as well as personal life, Beatriz Es-guerra has achieved a balance and success that comes

from the simplest of convictions: do things with honesty and for the pure joy of it, and the results will speak for themselves. As director of the gallery Arte Consultores – Beatriz Esguerra has established herself as a trustworthy and knowledgeable person in the field, being one of few women to direct an art gallery in a city where the position of gallery director is dominated by men. With her gallery reaching its 10th anniversary, it’s worth recalling that Be-atriz graduated with honors in Art History at Middlebury College, has more than 25 years experience in the field and has achieved numerous private and corporate exhibits in-volving important companies and private collectors. Her accomplishments are most fulfilling because they have been reached through her adherence to an honor code, one that has created a positive and fruitful environment for all those who have had the opportunity to work with Beatriz.

An important belief of hers is that if something is to be done, it must be done well, and those who know her can im-mediately recognize what they call the Beatriz trademark. Fueled by a passion for what she does, Beatriz Esguerra will take the time to look at the details in order to make

sure that the overall work meets her standards. This can be seen in the way she works with an artist, mounts an exposition, or sets up a booth at an art fair. Her latest venture at Arteaméricas in Miami included an installation of Pedro Ruiz’s Love is in the Air, which included the perfect alignment of more than 200 works of art, an uncommon feat not often seen at art fairs around the world. The seriousness with which she takes her job is equally matched with the good humor that ac-companies her in her day-to-day tasks. Beatriz adheres to the belief that the best and most creative work is achieved in a positive environment, and she strives to ensure that that is so. This love for free personality and creativity was nurtured during her years at CNG, and has been an instru-mental part of her approach to both life and work. When looked at in the simplest of terms, Beatriz’s success comes down to values, values that have guided her and her gallery to where she wants to be, and it is these values that will continue to do so in the future.


I


ALUMNI

ALUMNICN

G

UPDATE

SAnTiAGO BEjARAnO1. , Class of 2006 y STEPHAniE MullEn, Class of 2005

Consagrados como Colegiales de la Universidad Colegio Mayor de Nuestra Señora del Rosario.

La Colegiatura: una institución centenaria quereconoce la excelencia

La posibilidad de ser Colegial de la Universidad Colegio Mayor de Nuestra Señora del Rosario es, a nuestro juicio, más una responsabilidad que un simple reconocimiento, y pone de presente una importante diferencia que destaca a la Universidad del Rosario de otras instituciones universi-tarias nacionales y extranjeras.

Desde la fundación del Colegio Mayor de Nuestra Señora del Rosario en 1653, se estableció que deberían admitirse quince estudiantes, denominados Colegiales, quienes habitarían en el Colegio Mayor, estudiarían en él de forma gratuita, y gobernarían su funcionamiento, como tuvo a bien decidirlo un Tribunal Real que impidió la apropiación del Colegio Mayor por comunidades religiosas.

Mucho ha sucedido en 355 años de historia universitaria, y lo que fuere en tiempos de su fundación un Colegio Mayor reducido a quince Colegiales, hoy es una gran comunidad Universitaria. No obstante, ha subsistido en el tiempo la figura de la Colegiatura, compuesta por quince estudiantes de distintas carreras académicas, los Colegiales de Número, elegidos a través de un riguroso proceso de selección, que a juicio de la Consiliatura – la Junta Directiva de la Universidad – y del Rector, representan los más destacados estudiantes que tiene la Universidad, no solamente por sus estándares académicos sino por sus calidades humanas y éticas.

La Colegiatura es la mayor distinción que puede recibir un estudiante del Rosario. Es, a la vez, un llamado de servicio

a la Universidad; los Colegiales tienen como principal fun-ción la elección del Rector, convirtiéndolos en la máxima instancia de gobierno estudiantil y en un modelo atípico de participación, que vale la pena destacar como único en Colombia. La figura ha permitido a la Universidad del Rosario cumplir con la voluntad del fundador de encargar a los estudiantes el manejo del Colegio Mayor y de evitar su apropiación por comunidades religiosas, para man-tener la independencia y autonomía que le ha sido propia históricamente. Los Colegiales reciben beca completa en la Universidad, como lo ordenó el fundador, y se convierten en representantes de la institución. Portan la beca y la Cruz de Calatrava como señal de su calidad.

Ahora bien, el propósito de este artículo es destacar también la representación que hoy tiene el Colegio Nueva Granada en la Colegiatura y que pone de presente la calidad de los egresados del colegio y su éxito en la etapa universitaria. En efecto, mediante Acuerdo 910 de la Consiliatura de noviembre de 2009, donde se designó la nueva cohorte de Colegiales, fueron elegidos como Colegiales de Número dos ex alumnos del Colegio: Stephanie Mullen Raymond (promoción del 2005), estudiante de Terapia Ocupacional, y Santiago Bejarano Isaza (promoción del 2006), estudiante de Jurisprudencia.

La consagración de los Colegiales, que se llevó a cabo el 9 de abril, tuvo lugar en la Capilla de la Bordadita, con oficio religioso del Cardenal Rubiano, y posteriormente de manos del Presidente de la República, Álvaro Uribe Vélez, los Colegiales recibieron la Cruz de Calatrava – símbolo de la colegiatura – en el Aula Máxima del Colegio Mayor

2. MARCElA GAViRiA, Class of 1987

Every six months we hear our alumna Marci Gaviria has won another award! This time she won the prestigious 2010 Writer´s Guild Award for the Documentary “The Madoff Affair” To see her documentary, visit:http://www.pbs.org/wgbh/pages/frontline/madoff/To see the Writer´s Guild Winners for 2010, visit:http://www.wga.org/awards/awardssub.aspx?id=1517

3. juAn ORTiZ, Class of 2004

Juan Ortiz graduated as Magna Cum Laude in Architec-ture from Universidad de Los Andes.

ALUMNI AWARDS


Reflections on going back to my alma mateR, colegio nueva gRanada

by: maRta sandeRs, class of 1967

ALUMNI

ast July, I had the unique experience of singing for my classmates, and those from many other years, at the CNG Reunion, in Dallas, Texas where I met Dr. McCombs.

I will cherish the memory of looking out into the faces of my friends from so many years ago. I was reminded of the many laughs we shared, and where my path, as a professional singer, began. I remembered when I was asked to play the role of Rosie in "Bye Bye Birdie".

I remembered starting voice lessons with Claire Hodgins, one of the mothers at the school. I remember that she almost fell off the piano stool laughing when she asked me what I wanted to do after HS, and I said, "Nursing". "What about your singing?" I replied, "I'll do it on the side". Soon after that, I saw someone faint, and I realized that I had no stomach for medicine.

When Dr. McCombs invited me to return to Bogota, to do a concert to raise money for a new arts center, I jumped at the chance. I was also very interested in working with the students at the school.

And so my journey began. Not knowing how I would be af-fected by the altitude, I arrived 2 weeks early. I started the second evening working with Alberto's "Four Cats Choir". I

continued going to the school every day, working with the students rehearsing "Romeo And Julieta", and then " Seus-sical The Musical", and a music class at El Hogar. I had my rehearsals for the concert in the "band room".

I was invited to do a “Master Class" for the voice and music students, at the Universidad De Los Andes, where Maestro Acevedo teaches. (I was thrilled to teach at the university where my mother was the choral director of their choir when we lived there.)

I loved walking through CNG and remembering how much smaller it was when I went to school there. I was shocked by the size of the "Multi Purpose Room", where I had done "Bye Bye Birdie"! I remembered a much larger space!

I loved walking by the wall of pictures of alumni, where I was proud to be displayed. Like many of the students at CNG, my family moved almost every 2 years, so I didn't have one "Home". That said, I believe that where you spend your High School/College years is where the biggest impact on your spirit comes from. I've always been influenced artisti-cally and emotionally by my time spent in South America.

What a joy to work with Oscar Acevedo and the other mu-sicians on the music for the concert. What a gift to spend

L



ALUMNI

made the decision years before-hand. I had turned fourteen, I was in eighth grade, yet I knew

that after graduating from CNG I would pursue my education in the United States. I also knew the path I would take to fulfill my dream: I would work as hard as I could.

As I began the application process during my senior year, I realized how inconceivably competitive the admission process would be, especially since I would be asking for financial aid.

I applied to nine universities. Amongst these was Yale University, my dream school, everything I could ask from a university, and impossible to get into. Finally, six of these universities rejected me. Yale had placed me on their wait-ing list, and my two safety schools, Colgate and Wesleyan University, accepted me with scholarships. I was thank-ful, but I wasn’t ecstatic. I nevertheless accepted the offer at Wesleyan. A month later, when the university papers

arrived, I realized Wesleyan was not awarding me the amount I initially thought. I contacted Colgate to see if I could recuperate their offer of scholarship. It was not possible.

So I enrolled at la Universidad de Los Andes. I had never considered the possibility of studying here, yet I put my best foot forward because I was aware that I was part of a privileged and fortunate minority that could study at Los Andes. However, I still thought of how my life would have been at a university in the United States. I had made a promise to myself when I was fourteen, and despite the innumerable rejections I had received 1 year before, I had to try again.

This time, I applied as a transfer student, awaiting an admissions process that would be fiercer than the one I had faced the year before. All odds were against me. Yale had the most competitive transfer admissions acceptance rate of any other university. “Congratulations!!!!!!!” I had been accepted at Yale University. I had won a scholarship. I was part of the 24 students that Yale had accepted as transfer students. And I still cannot believe it.

by: maRia aleJandRa osoRio, alumni 2009

PERSEVERANCE

time with Isabella Delgado and Adriana in the office. I made some new friends and renewed some old friendships. Martha Spikes loaned me her apartment to stay in. I felt appreciated and I loved the entire visit.

The concert was the icing on the cake. The evening raised a lot of money and awareness for the Arts Center.

Why does CNG need a great Performing Arts Center? I believe that the arts have the ability to include all students. There's a job for everyone. Not just in front, but behind the scenes. Everyone gets to be part of a shared experience.

Everyone gets to feel valued and appreciated. Everyone learns how to work in a group and communicate and enjoy each other’s company, not in a class room, or a sports field. Not everyone excels in those arenas. Everyone can find a role in the arts that makes them feel special. Self esteem is what all students are trying to make peace with. What parents are trying to help with. But really, this comes when the person feels valued for his or her abilities. It begins with how one feels about him/herself. Then you send them out to make a life for them. The stronger they are when they leave High School, the stronger they are as they go into their lives. A great school has a great arts program, period!

The more "creative minds" you have working on the fac-ulty, the stronger your whole faculty is.

I returned to NYC filled with memories of a lifetime. I am honored that Dr. McCombs invited me to come down and that the Board agreed. I look forward to returning to do a concert for the Grand Opening of the New Performing Arts Center!

Un Beso y Abrazo Grande a Todos, Marta Sanders

I


ALUMNICN

G CLASSREUNIONS

CNG Class of 2000

10 year anniversary

May 21 - 22, 2010

CNG Class of 1980 30th Anniversary

on May 28 and 29, 2010

Friday May 28, 2010.

Morning: Meet at CNG, and spend a few hours visiting the CNG campus and Hogar Nueva Granada, followed

by a sloppy joe for lunch at the school cafeteria with teachers.

Evening: Spectacular get-together at Paul Fabre’s house

Saturday May 29

Spend the day at Guillermo Calderon’s finca

Organizing Committee: Cor-nelia Serna, Jose Cleves, Kather-ine Ancizar, Guillermo Calderón

and Anastasia Casas

CNG Class of 1990 20th Anniversary on June 4 and 5, 2010.

Friday June 4, 2010 they will meet at CNG and spend the day there, meeting with teachers and participating in games and activities in the afternoon, just like in middle school, with Hawks, Eagles and Falcons.

Evening - They will be getting together that same evening for drinks and appetizers at La Famiglia Restaurant.

Saturday June 5, 2010 - Andrés Carne de Res Chía, 3pm.

Between 50 and 60 alumni are expected to attend this event.

Attendees will receive a CD of music of the era and a digital album with photographs of past and present to keep.

The members of the organizing committee for the events are Juliana Robledo, Margarita Rivera, Catalina Saiz, Catalina Casas, Paula Sala-zar, Alejandra Fajardo, Carolina Cadavid, Jorge Garcia, Juan Camilo

Garcia, Carlos Zuleta and Ernesto Gonzalez.

ALUMNI


eventy two years ago, Colegio Nueva Granada was founded as a bilingual, bicultural, U.S. style college preparatory school, committed to a vision of develop-

ing well-rounded individuals, and a philosophy of helping each child reach his or her full potential. Ever since then, CNG has been in constant evolution, meeting the high expectations of the multi-cultural community it serves. Decade after decade, many investments have been made in our curricular programs, our staff, and our facilities.

Keeping up the pace with the challenges posed by an ever-changing and highly competitive world, this year CNG’s Director, Dr. Barry McCombs, and CNG’s Board members, decided to enhance the school’s performing arts, music and art programs, advancing its efforts to remain as a world class school, and one of the best of our type in Latin America.

To achieve this objective, CNG has embarked on one of its greatest enterprises: the construction of a new Performing Arts Center (PAC), followed by a new Student Cafeteria (Phase 2).

The approximate cost of this project is $ 12 million US dol-lars. To date, the school has destined $ 6 million US dollars to initiate construction. Our challenge as a community is to raise the additional $ 6 million US dollars.

To raise these funds, the Alumni Relations/Development office has launched a communications and fundraising campaign. The goal of the communications strategy is to inform the entire CNG community about this project, and build community around it.

The fundraising campaign was successfully launched on February 20, 2010, with a mega show by the award-winning Broadway and Cabaret singer, Marta Sanders, CNG Alumna 1967 (featured in Insights 15). More than 200 CNG parents, alumni and staff attended this exclusive event. The PAC project generated enthusiasm among all the attendees, and the funds raised exceeded all expectations.

CNG’s New eNterprIse

This event has been followed by other events:

Breakfast meetings with CNG community members 1. interested in learning about the project and interested in giving to the project.

School events:2.

Elementary Talent Show. Natalia Hernández, Alberto • Escobar and the Elementary students involved in the Elementary Talent Show donated $2,000,000 pesos from the proceeds of their show.

Kaleroy Zervos and her Drama students have been • avid supporters from the beginning of the PAC cam-paign. So far they have donated $ 2,450,000 from the Christmas show and the Seussical the Musical production.

Romeo and Julieta production. Sheldon Guenther, • Catalina Botero, Jesse Tangen- Mills, and the High School students in the musical donated $2, 000,000 pesos from their proceeds.

CNG thanks all donors. Thanks to your generosity, CNG gave a great initial stride towards making the CNG Performing Arts Center a reality. As important as their monetary contribution, is the example they are setting for the rest of the community. Their enthusiasm is contagious and we are very grateful for their support.

This semester we will continue to hold breakfast meet-ings. Next semester we will have events, concerts, and other exciting fund raising activities.

YOUR PARTICIPATION IS VITAL IN MAKING THIS DREAM COME TRUE FOR THE SCHOOL, YOUR CHILDREN AND GENERATIONS TO COME.

If you are interested in helping to coordinate events, at-tending meetings, or giving to this project, please contact the Development Office at [email protected].

by: adRiana PeReZ, alumni Relations and development director

Dreams can come true only throughthe people who make them happen.

S

FACILItIes MAster pLAN


PrimarySchool

t Colegio Nueva Granada, we are pioneers in many respects. The entire school forges philanthropic rela-tionships with Hogar Nueva Granada and our main-

tenance employees and their families during Thanksgiving. We are leaders in pedagogical innovation, incorporating the literacy program Daily 5 and CAFE and differentiation, providing individualized instruction based upon a student’s ability. Technology is used daily as an instructional tool, including document cameras, RAZ Kids, Brain Pop, and MAP assessments. Adding to this repertoire, Standard Score is now online providing formative, standards-based assessments.

Upon arrival to CNG in early August last year, we were informed by Dr. Adams and Mr. Gilman about this latest and greatest development, Standards Score. They spoke to us about it with mixed anticipation, expressing that this would be a year of great learning and challenge which would eventually lead to great rewards. There are many demands at CNG, due to its high performance expectations for teach-ers and ISO certification. We are required to develop and

submit detailed lesson plans while providing relevant and constant feedback to involved parents and students. We are also required to demonstrate fluid growth and profes-sional development with the aid of supportive literacy coaches and administrators. And we need to develop, proactively implement, and reflect upon our own Profes-sional Growth Plan.

That said, I wouldn’t change it for the world. Yes, I am work-ing longer hours. Yes, there is great pressure to meet high standards. And yes, I am part of a professional team that is a global leader. Technology, for better or for worse, is here to stay and impacts many areas of our lives and will impact even further on the lives and eventual careers of current students. Some manifestations simplify our lives, includ-ing easy access to information via the internet and Skype for global communications. Others seem to complicate things, especially at first - Standards Score comes to mind. The idea of living, breathing report cards, with dozens of grades per trimester for EACH child, in FIRST GRADE, initially concerned me as an educator. Is this what's best

by: austin levinson, 1st grade teacher at cng

A


By the third trimester, our opinions of assessment-guided instruction are be-coming aligned with Standards Score, an evolving but highly useful and pack-leading technological tool.

Like it or not, Standards Score and its close cousins have arrived. The key, in my humble opinion, to really seeing the glass as half-full, or why not three quarters full, is to find ways to meld our years (in some cases decades) of teach-ing experience with this helpful and (realistically in 2010) communications software. It involves overlapping the two paradigms into one cutting-edge design that paves the way for education in the next decade.

for students? When would I teach if I have to constantly assess, enter grades, and create digital assignments?

As a teacher who strives to develop new ideas and enjoys the challenge of adding to my repertoire of teaching tools, I felt tugged in several directions at the onset of the school year. How would I be able to implement CAFÉ and Daily 5, an innovative literacy program which provides for built-in meta-cognition, emotional intelli-gence, and feedback, which match my personal teaching philosophy? How could I keep up with the demands of specifically formatted lesson plans, which are ever-changing, now with GANAG (Goals for the lesson; Access prior knowledge; New information or concepts introduced; Analyze/Apply new information or concepts; restate Goals learned in the lesson) embed-ded in the plans? On top of that, how would I ever find time to properly and effectively assess and record the mul-titude of standards and benchmarks contained in Standards Score?!?!

Then I took a step back and recognized the long term benefits of being able to provide students and parents with on-going feedback. No more parent com-plaints like, "How could my daughter have a ONE if you sent me that note about how much she is progressing as a reader?" No more last minute searching for anecdotal information about a shy

child who doesn't openly participate. No more spending 17 hours the last weekend before conferences complet-ing report cards, be them digital or analog. There is time and viability in all of this. It is simply a question of aligning effective teaching witnessed at CNG, one of the best international schools in South America, with a new communications tool.

In the first trimester, we felt that many of the demands of Standards Score were outside of what we were natu-rally doing in the classroom. But there were some aspects that fit in, albeit with extra time in front of the screen.

In the second trimester, more pieces started falling into place as we recog-nized that many of our effective teach-ing strategies and Standards Score are not mutually exclusive.

prIMArY sCHOOL


eaving a legacy! So many thoughts come to my mind with these simple and signifi-cant words! I go back to my senior year at school, when we had the visit of a well known doctor, who was guiding us to choose our careers at the university. “All

of you have made excellent choices in your future studies; you will be the future leaders of our youth”. Those words kept sounding in my mind over and over and they

led me to believe that my future career as an educator was the best and perfect choice of my life.

Ever since I began my early childhood studies, I’ve been surrounded by kids in different childhood stages. My work as a CNG primary

school teacher for the past 25 years has been the most enriching and satisfying experience of my life. It is very rewarding to see high school students who stop you in a school hallway or sometimes professionals that see you on the

street or in a public place and call you “Hey, Juanita!!! You were my pre -school teacher!!” And when they talk about those happy days when they used to sing and listen to stories and

play games and how always through fun and dedicated work they experienced a wonderful and happy CNG school life, I feel so proud and I believe that, Yes! Being an educator was my best choice!

My students have been the best and most rewarding experience in everyday work. Their daily achievements, smiling faces, and their constant desire to express their feelings and personal experiences, are the motor that drives me to look for new and

fun activities that will guide them and motivate them to develop themselves in all areas. It is a pleasure to receive a group of kids every year, full of

expectations and wonder, and little by little, day by day, see them develop their abilities, personalities, and values in a unique and

marvelous way.

Thank you CNG for giving me the opportunity to develop myself as a committed and loving teacher and become a better human being every day. With your support and God’s

help, I will continue to develop myself as a better teacher, with the responsibility and de-sire to leave a legacy of happiness, respect, and love to all the little ones who come

to my classroom.

LEAVINGA LEGACY

by: Juanita maRtineZ, k5 teacher

L

prIMArY sCHOOL

32


by: maRiana seRna, 2nd grade teacher & students

A

prIMArY sCHOOL

s part of the outdoors experiential program, Second Graders went to Mesitas de Santa Inés, a fabulous farm in the town of Cachipay, Cundinamarca. This farm was, two centuries ago, the biggest coffee growing farm in the region. Now it has diversified and grows baby bananas and ornamental plants which are exported to the United

States and Europe, as well as coffee.

Our students had the wonderful opportunity to learn about coffee, baby bananas, different kinds of ornamental plants, fishing, and some culture and history of that region. They were also expected to work in groups in different activities, promoting cooperation and nurturing the spirit.

Back in school, students were expected to write about their experience. Here is what some of our children thought:

MESITAS DE SANTA INÉS



CNG COMMUNITY INTEGRATESby: stella PacHeco, k4 teacher

eginning at the Kinder Four level, and from there on, CNG´s community is a very special and unique one. All students are constantly regrouping which means they change classmates every year. However, this is an opportunity that both

students and parents should take to always “make new friends, but keep the old”. This is why all classes should find a time to get together and share a special moment with the entire group and their families.

This year, as every year, our class had the opportunity to go out of school to a farm with families and have an outing around wonderful activities hoping to know each other more and get acquainted with new families too. Most of the families were able to go and were blessed with a beautiful and sunny day.

It was a time to chat, play, eat and just hang around the student’s families. The main objective was accomplished for sure – everyone had the chance to enjoy the company of their son’s/daughter’s families! Let’s hope this tradition continues making sure bonds are stronger every time and our community really integrates.

B



PROFESSIONAL DEVELOPMENT:A CHANCE FOR BECOMING BETTER TEACHERS

by: daniel bocanegRa, P.e. teacher

ne of the main goals at CNG is that all staff members have opportunities for quality professional develop-ment. In order to accomplish that goal in Physical

Education Fabian Pastrana and myself had the opportunity to attend the 2010 AAHPERD (American Alliance for Health, Physical Education, Recreation and Dance) National Con-vention and Exposition held in Indianapolis, Indiana from March 16-20, 2010

It was a great opportunity for enhancing our knowledge regarding the latest tendencies and programs in physical education, health education, adapted physical education, coaching and fitness.

The convention is an event where the main associations in the area of fitness present to professionals of all levels their most recent projects, research, best practices and products.

Fabian and I had the opportunity to attend many different conferences, lectures and workshops on topics such as classroom practices, yoga, zumba, tai-chi, curriculum devel-opment, standards-based grading, sport psychology, martial arts, dance, cognition development, adventure programs, management, research methodologies, and leadership.

Our days started at 6:30AM and lasted until 7:30PM but what we felt was an encouragement for learning and at-taining useful information for improving the quality of our P.E. program and the sports activities at CNG.

Presenters were experts selected for their excellent aca-demic background and their experiences as researchers. They were teachers from elementary to Post Graduate programs from the USA as well as countries like China, Australia, Mexico, Brazil, and India.

The conference demonstrated once more how important movement is during one´s lifespan and the necessity of hav-ing quality programs in society. We expect to implement and apply new programs from what we have learned and share our findings with our colleagues and administrators at CNG. Initially we will implement P.E. Metrics in primary and elementary; a new standards-based assessment tool used in standards-based P.E. programs, which will help us measure a student´s performance at particular grade levels. We will also apply changes in the curriculum that will allow our students to be more successful, have more fun and perform ap-propriate movement practices.

As CNG staff members we be-lieve this experience has helped us to improve our teaching practices as well as enhancing our possibilities of becoming bet-ter teachers.

Finally, we would like t o t h a n k t h e C N G A d m i n i s t r a -tion for giving us the opportunity to attend this wonderful conference.

prIMArY sCHOOL

O


A LEGACY LEFT, A LEGACY GAINEDby: natalia HeRnandeZ, elementary school Principal

Elementary

School

t is a humbling exercise to document, if even from a per-sonal perspective, those things that we have changed, improved, and accomplished in the elementary school over

the last five years. In fact, it makes me wonder if it is truly pos-sible to leave a legacy in five years. It is a much simpler task to bring to light and show appreciation for the many legacies my experiences at CNG have left in me. I believe learning is a voluntary, reciprocal, and complex experience. While it is my greatest hope that parents, teachers, and students have learned a great deal over the last five years, I know for certain that I have learned and gained much more from you. I believe I am leaving the parents, teachers, and students at CNG elementary as a community of learners who embrace the reciprocities and complexities of learning voluntarily.

My beliefs about elementary age children

At the elementary level, teachers and administrators often comment that the fruits of our labors will not be reaped for years. This is due to the fact that our children are on a bridge that takes them from the confines of primary school to the freedoms of middle school. The mistakes they make are in-herent to their learning process. As the adults who surround them, we have the responsibility of supporting their mistakes with love, respect, tolerance and above all, teaching.

I hope that I have left the CNG elementary school com-munity a pervasive belief that our elementary students are constantly in the process of becoming the successful, well adjusted, socially aware adults they will one day be. You might have heard me say, “los niños no son, ellos están en proceso de ser”. I have made it a point to make this statement as often as is pertinent because on occasion I have heard parents in our community make generalizations about specific students

that harm a child’s reputation. This community is a close-knit, caring community with a strong sense of investment in its children. Unfortunately, it can also be unforgiving and mistakes that children make at a young age often follow them in their social circles throughout their middle and high school years. It is my greatest hope that parents are willing to stand up to each other and say, “Our children are in the process of becoming and we will help each other shape them along the way”.

I will remain forever indebted to CNG parents for the legacy of partnership that they have instilled in me. Never before had I experienced a school community so willing to listen to the families with whom it works. Collaboration is not a way of thinking at CNG; it is a way of functioning. I have heard many argue that we listen too much, that our listening opens the door to overzealous complaining. However, I have come to believe that I would rather be accused of listening too much than not listening at all. Our students are the winners when parents and school come together. With the information parents give the teachers with whom I work, we are better equipped to teach their children. No one knows a child bet-ter than their parents.

Teaching and Learning

It is said that when an adult is asked to conjure a memory of school, their first reaction is to picture their 9th grade litera-ture class. If that is true, my mind reverts to a classroom with desks in rows, a copy of The Crucible in my hand and my eyes following along as the recording on the record player (yes, I am referring to a vinyl record) plays along. My teacher did no more than put the needle on the record. Fortunately, we have come quite a long way in education and I don’t mean that

I


eLeMeNtArY sCHOOL

teachers now presses play on a DVD or MP3. I hope that at the elementary level I have left a legacy of continued learning in our ever changing career of teaching and learning.

Learning is a voluntary act whether you are 5, 15, 55, or any age. It is also difficult. I hope that part of what I have left at the elementary school is that teachers work together as they learn together. As an aside I would like to specifi-cally thank from the bottom of my heart Alexa Obregon and Erin Ruegg who did the hard work for which I am today reaping the benefits. These two teachers went from teaching children who love us despite our tremendous flaws to teaching teachers who can be extremely adept at finding and pointing out our flaws even when we don’t see them ourselves. Add to these two talented Literacy Coaches a core group of teachers willing to open their classroom doors and their practice and the result is a wave, no, a tsunami, of learning that carries everything in its path.

I will remain forever indebted to the teachers at CNG elemen-tary. Not only those who have come and gone, but most of all, those who have remained. I have learned more from you than I can write in an article that has already exceeded the allotted amount of words. I believe we have created a partnership that encourages you to come in and be frank with me about when to encourage, when to push, and most importantly, when to

pull back. Thank you for your strength, stick-to-itiveness, and most of all for your trust.

Who was your elementary principal?

If you are like me, you are proud that you have no recollection of your elementary principal’s name because knowing them meant that you had reason to go to his or her office, which was not a good thing. I hope I have left an indelible mark on the growing minds of the students that have passed through the elementary school in the last five years that inspires feel-ings of trust and understanding from adults in positions of authority.

Unfortunately, when students enter my office there seems to be a common feeling of, dare I say it, fear. That’s why I always start my conversations with children by calling my office the ‘problem solving place’. I always tell students, “students, par-ents, and teachers sometimes get themselves into problems and my office is where we solve them”. Hopefully this gives them a sense of ownership of the issues that surround them as well as the solutions they have available to them.

I will remain forever indebted to the elementary students at CNG for their unconditional love. Whenever things got complicated, hard, and at times unbearable, I could count on our children to refill my soul with hope and remind me why I chose this profession to begin with. My students’ curiosities, observations, questions, and learning were always at the root of my decision making for our school.


ecently, the question, What makes a great teacher? has resurfaced in mainstream media as the United States looks to reform its educational system by prioritiz-

ing good teaching. This goal is admirable. We all know from personal experience that a good teacher can change a student’s life. A good teacher inspires, engages learners, stays organized, positive and creative in meeting his/her goals etc. The list of intangible qualities we remember from our teachers and see in our children’s teachers is long and meaningful.

The current debate asks, are these qualities measurable? Are there objective ways to truly discern the quality of one teacher over another?

Maybe they are born with it? Some recent studies, such as the one cited in the January, 2010 issue of The Atlantic Monthly, sug-gest that good teachers have some innate qualities that allow them to be successful. This study examined teachers with high test scores in action as well as looking at their personal history before becoming teachers. They found that good teachers have a personal history of perseverance, dedication, creative problem solving and the ability to communicate to a wide audience. These teachers set high goals for their students and frequently reflect on their practice to improve their instruction, learning environment and assessment tools. Factors that were not statistically significant to efficacy were college GPA, economic background, or undergraduate teacher preparation.

“Teaching is not a halo, it’s hard work,” D. Lemov

Two studies reviewed in the NY Times magazine article, “Building a Better Teacher” by Elizabeth Green claim that good teaching can be learned. The article highlights the work of Doug Lemov and Deborah Ball who have created teacher de-velopment programs based on the strategies of outstanding educators. They are trying to look beyond the intangible list that describes a broad, big picture and concentrate on specific behaviors teachers use to be efficacious in the classroom. For example, how do teachers motivate, inspire, and keep students engaged? Through hundreds of observations, they have come up with sets of skills or tools they believe put into practice, makes every classroom stronger and instruction more effective. Their lists however, are not exactly the same.

Lemov’s focus is getting students attention and keeping them engaged in on-task behaviors. He sights many special tricks

like giving students specific instructions such as: “I want only a pencil and a piece of paper on your desk.” Rather than, “get ready right now.” Ball however argues that improving teaching is possible but the focus should be on expertise of the subject area rather than only behavior modification. She argues that a teacher who has a firm grasp on content will be much more successful in their delivery and be able to keep her students engaged for a longer period of time. For example, a third grade math teacher needs to know all the ways students may begin to understand multiplication so she can support their developmental process. She argues that, no matter how charismatic and engaging the teacher, if she only knows one logarithm, she cannot successfully teach all her students to their highest potential.

Literacy Coaching

For me, teaching is a profession that requires some innate qualities as well as learned and refined specialized skill. As a Literacy Coach, I try to help teachers realize their natural potential, learn new techniques, deeply understand their content and refine the great pedagogy they use now.

When I go into classrooms, I always look for specific learn-ing behaviors in students: focus, confidence, enthusiasm, and understanding of learning goals to name a few. Fre-quently I see similar instructional techniques being used to help students in this learning process but each teacher takes ownership and uses these techniques in very unique ways. By collaborating with teachers, I learn what areas of instruction they want to improve in and support their goals. I share my observations with teachers, model new in-structional methods and let my assessments inform weekly professional development meetings. Teacher learning and growth is reaffirmed through their self-reflection, student progress and peer collaboration.

CNG teachers model excellence through natural talent and drive as well as the study and application of best practices. As a literacy coach, I support teachers in this quest every day so that our students receive the best education possible.

This program is unique to Colombia but supports all cur-rent research in education. It is an important part of our CNG legacy and one I am honored to be a part of.

teACHers As LeArNersby: eRin Ruegg, elementary literacy coach

R

eLeMeNtArY sCHOOL


by: Rebeca donoso, 4th grade teacher

E

eLeMeNtArY sCHOOL

Congratulations to these students: The following students from a 4th Grade class (Room 9-E) have excelled in different sports (physical and mental) outside school and C.N.G. is proud of them for this. They are:

Gregorio Sanz de Santamaría: First place winner in a bicycle • competition at Colegio Los Alcaparros.Isaac Manopla: Gold medal winner at the Carmel Club in • various swimming competitions.Pablo Hernández de Alba (and his horse “Salpicon”): Polo.• Markus Almendral: Gymnastics.• Beatriz Pardo: Gymnastics.• Gabriela Franco: Gymnastics.• Mariana Luna: Squash.• Pablo Villalón: Hockey.• Tomás Cortés: Chess.•

ven though a legacy is usually understood as some-thing that is handed down from an older generation, or from an ancestor to a younger member of the fam-

ily, in a school, such as Colegio Nueva Granada, it may go in both directions.

In almost twenty years in Colombia, nineteen of which I have been a teacher at C.N.G., I have tried to leave some-thing of value for my students, something to be remem-bered by, perhaps, but, at the same time, I have received an invaluable legacy of love and memories, that has made my life, and all the willful effort that I have put into my work, meaningful beyond words.

When I was a child, my grandfather used to tell me repeatedly, that it was important to work. He said that this gave you a purpose in life, a purpose without which your existence would not be as significant to you. I did not understand it then, but I do so now. What he meant, I think, was that, no matter how rich you are, it is still important to work, to have an occupation, especially if you are passionate about what you do.

I have honored what my grandfather told me and have worked in this profession for over four decades now. Today I can say that he was right and that I am grateful for his advice.

In June 2010 two groups of students, both of whom have been very significant for me, will leave me. One group will graduate from C.N.G. and go out into life in pursuit of its own dreams, and the other one, my present 4th Grade class (22 lively, cheerful, mischievous, but altogether charming group of children), will go on to 5th Grade. Little do they

know of their “legacy” to me: a daily outburst of enthusiasm for my work and for being alive that makes waking up at 5:00 a.m. to come to work, something to look forward to, every single day.

The seniors who are graduating in June 2010, were just as charming, lively, and mischievous as the group that I have this year, but with them and from their parents, I received a special legacy of love, patience, and support that made it possible for me to “survive” the untimely death of my young-est son, and to redirect my life along the path of leaving a teaching legacy as well.

Legacies should always be appreciated. Our school is also a valuable legacy that we are leaving to future generations. The happy mixture of educating the mind, nurturing the spirit, and strengthening the body, within the broader con-text of the ideals of integrity, responsibility, accountability, high expectations, and community welfare, makes our school unique. This is a learning community where everyone can have a space, regardless of intellectual, emotional, or physical ability (or disability), to fulfill his or her dreams. Not many educational institutions dare to do what we do at C.N.G. and we should not forget this.

On a day like today, when the sun is shining, and the green of the trees (a legacy of our privileged tropical location) glistens against the background of a deep blue, clear sky, I celebrate the courage and vision of the founders of our school who, sixty-two years ago, decided that C.N.G. would be their legacy to the future generations of Colombian children.

LEAVING A LEGACY



ELEMENTARY P.E. AVENTURA, DIVERSIóN, APRENDIzAjE

Por: fabian PastRana & mabel moReno, es Pe teachers

ste año buscando la reestructuración, innovación y actualización de nuestro programa de educación física y teniendo en cuenta las necesidades motoras

de nuestros estudiantes, se ofreció la disciplina deportiva de escalada dentro de las clases normales de educación física para los estudiantes de tercero a quinto grado.

Debido a que este deporte consiste en realizar ascensos sobre paredes valiéndose de la fuerza física y mental propia y que estos asensos se realizan tanto con las extremidades inferiores (pies y piernas) como con las superiores (brazos y manos) se diseñó una planeación especial durante seis semanas de manera que le proporcionara a los niños las bases necesarias para lograr un resultado óptimo, placentero y accesible a todos.

Se diseñaron actividades referentes al control corporal, mejo-ramiento del equilibrio y postura, balanceos, técnicas de agarre, realización de nudos básicos, manejo de altura y decensos.

Entre las actividades hechas se incluyó:

Circuito de habilidades•

Escalada del Búlder•

Escalada en Pared alta. (cuarto y quinto grado)•

Rapel (cuarto y quinto grado)•

El resultado de esta innovación en clase nos dejo bastante satisfechos ya que se evidenciaron mejoras en las habili-dades y condiciones físicas básicas de los niños tales como fuerza, equilibrio, confianza en sí mismos, etc. De igual manera logramos percibir un goce hacia las actividades ya que recibimos una respuesta excelente en la participación, entusiasmo y cumplimiento de objetivos.

Agradecemos la confianza y el apoyo ofrecido por parte de directivas, padres de familia y personas responsables durante todo el desarrollo de esta actividad.

E

eLeMeNtArY sCHOOL



excerpt of story written by santiago valenZuela, 4th grade student

I remember when I lived in the farmland, away from ugly stinking London. My name is Thomas Lanbur. Last month, February 1768 my father and I were thrown out of our job in the Cadbury farm. It was a difficult time for us. Searching for a job,

I heard that there were good jobs open at the giant factories of London. I also heard London’s streets were paved in pure gold. My father, John, and I got a stick. We tied up a piece of cloth inside of which we put our clothes and we set off for London. Bad idea! We didn’t find exactly what we expected. Unemployed people, thieves at every corner, rats lurking the city, and no gold paved avenues. My dad and I didn’t give up all hope. We searched for those wonderful factories we had heard about, and that would give us a new life. No factory had an open job. We soon noticed we’d have to look for lower class jobs, poor jobs, horrible jobs. Dad and I instantly knew what that job would be…filthy rat catchers.

I had never lived through such a depression. I sat next to the nearest standing barrel and watched all the people who sat next to me, all having the same anxiety father and I felt, sitting now with the same lost dreams we had. That night I couldn’t sleep.

The next day I told father we had to get our cages for we had to start our job as early as possible. Rats weren’t hard to find…but…they were impossible to catch. Every corner I turned, I saw at least fourteen rats running around. I didn’t really mind chasing rats. The very disturbing thing was that the city smelled terribly bad and peoples’ sewers ran down the streets. Nor the first, nor the second day did we catch any rats. That meant no food, no money.

By our third day I couldn’t stand on my feet anymore, I was weak and hungry. I looked around and saw a baker’s store, nothing mattered, just the maddening hunger I had. I took a chance, I ran to the store, grabbed a loaf of bread then ran back to the dark alley in which dad laid. I was being followed by the bad words the baker shouted, “You little wretch! GET BACK HERE

To see full story please follow this link:www.cng.edu/down/publications/insights/cons_life.pdf

eLeMeNtArY sCHOOL



by: eliZabetH dietRicH´s class

Dr. McCombs is not only the best director CNG has, but also a brave man, and a great Math teacher. In third grade, he was my Math teacher. He was full of joy, hap-piness, and knowledge. When measuring him, he laughed and when he laughed, everyone did.

Paula González Castro

I can see he is generous because he wanted Mrs. Hernandez’s birthday to be the best when he sang to her.

Josefina Rodríguez

He told me what the word “SCHOOL” means.

Miranda Uribe

He is very calm and never loses his patience, not even when he has naughty kids. I believe everyone should be thankful to have him as a director. He is a great man.

Martin ConchaI think he has a wonderful

family. I liked meeting Savanna, Kila, Isabella and Miley when

we were on vacation.

Lumay Gomez

I love being in this school and it’s all because of you. My dad was a student at CNG too and this will be the best year ever. I wish you could stay, but remember you will always be in our hearts and in our CNG spirit.

Isabella Camacho

He is one of the most generous and kind persons I have ever met. Through his dedication and support of Hogar Nueva Granada and Alian-za Educativa he has given education to many children of lower income families, bringing these families a lot of happiness and joy.

Sebastian Lizarralde

He is always open for feedback from his students to improve. At the beginning of the year in the whole school assembly, he gave a speech about how he wanted this year to be the “best year”.

Gabriella Camargo

You taught me how to love this school and be a better student.

Mariana Badillo

FAREwELL TODr. McCOMBS


eLeMeNtArY sCHOOL


Dr. McCombs inspires me with his speeches. He keeps us looking to the future and beyond.

Annabella Machnizh

He is a good person: intelligent, helpful, dedicated, and a leader. During the days of him teaching me math, I learned he is also a good person. So I would like to congratulate Dr. McCombs.

Bernardo Cardenas

I like the way he expresses him-self. I’m so proud of him because he made the Hogar. He is making our school special. He went until China, you know that is in Asia, very far from here and brought Ms T. to teach Chinese. I hope Dr. Habegger follows his footsteps.

Nicolás Chaves

The first time I saw him I thought he was important and he is. The way he talks with confidence when he speaks, a warm feeling goes through the air.

Ivy Renner

I may have never met you in per-son, but I know you are a very good director. I have heard you speak in public and you are talented. You speak in a clear, loud voice. Also, you sing well. You greatly inspire me to be a director.

María Camila Artunduaga

That man came straight down from God to help the earth. He always does everything calmly and step by step. He is brilliant.

Joshua Solesbury

I remember when my family and I ate lunch with him. I really

enjoyed it. It was the best day of my life. You inspire me to want

me to learn more, be a better stu-dent, responsible with my work.

Santiago Kling

In all the years, I have learned at least 10 things about Dr. Mc-Combs. But the thing I like most about him is his generosity.

Camilo Romero

eLeMeNtArY sCHOOL

Dr. McCombs was the first face I saw of CNG at the AASSA interviews in Atlanta in 2007. He has been a strong leader, wise teacher and admirable role model. I feel that Dr. McCombs embodies these verses in the Bible

from the book of Corinthians, “Love is patient and kind. Love is not jeal-ous or boastful or proud or rude. Love does not demand its own way. Love

is not irritable, and it keeps no record of when it has been wronged. It is never glad about injustice, but rejoices whenever the truth wins out. Love

never gives up, never loses faith and is always hopeful, and endures through every circumstance.”

Thank you Dr. MccoMbs for showing Me anD Teaching Me Love.



MiddleSchool

our legacy for our children:CHANGe Is pArt OF LIFe

by: tim WaRRen, middle school Principal

hen I think about leaving a legacy, I am reminded of the constant presence of change in our lives. We can’t escape change, and while it is often

hard to accept, how we view and manage change, and how we teach our children to view and manage change, makes a huge difference in how it impacts our lives.

Change is hard. My life has been all about change this year. Uprooting and bringing my family to Colombia, beginning a new job, settling into a new community, and trying to learn a new language have been enormous changes for us. And while I don’t regret for one minute the decision to make these changes, I can’t say that it hasn’t been challenging for us. Despite the incredible friendliness of the people and the patience we have been shown, it certainly would have been much easier to maintain the status quo and keep our comfortable lives back home.

Change is particularly hard when we can’t control it. When things around us change, especially when it directly impacts our lives, or the lives of our children, often we are driven to resist and fight to maintain the status quo. Sometimes we feel threatened by new ideas and strive to hold on to what we know. This is particularly difficult when it concerns our children’s education. We parents remember what school

was like for us and expect that, “if it worked for us, it will work for them.” It is difficult to understand why new and different ways of teaching might be an improvement over our own experiences.

Positive things come from change. Change produces growth. Our children are experiencing incredible change right before our eyes. They are growing physically, socially, emotionally, and intellectually faster than we can imagine. On their way to becoming young adults, our children are struggling with changing expectations, changing bodies, changing friendships, and changing interests. And while with those changes sometimes come struggles, we have the obligation to support our children through it all, knowing that the end result will be great!

One of the most important lessons we can teach our chil-dren about change is that it often takes time to see positive results. Our realistic expectations have everything to do with how we perceive the outcome of change. When we believe that change is good, and when we seek to under-stand rather than fight to maintain the comfortable and familiar, we teach our children the essential life skills of adaptability, patience, and optimism. What better legacy can we pass to our children?

w


MIDDLe sCHOOL

s. O…Ms.O, would you be our DI Coach?” the girls asked, running up to me after the Student Organizations Assembly we have

here in the Middle School early every September. To be honest, I was busy managing student behavior and hadn’t really been listening when Justin McLennan, Math teacher and DI Coach extraordinaire, was explaining Destination Imagination as another possible activity that Middle School students could participate in. I had heard of it vaguely in the US, but as something Elementary students did, not Middle School. “Well..” I responded, “What is it? And what do I have to do?” “Not much, Ms.O! We’re supposed to do it all! You just organize Instant Challenges and help us prepare for the competition…We do ALL the work!” Cristina says excitedly. “Okay, I’m in! Now what?” Now what indeed…Destination Imagination has had quite an amazing year here at CNG and I know Mr. Gilman is very excited about the new opportunities and directions that it is heading.

Destination Imagination is a creative problem-solving program in which students work in teams to complete a very difficult challenge. This year there were five teams from CNG who participated at the National Finals in Bu-caramanga in March. One CNG team will continue to the Global Finals in Tennessee in May. CNG was also able to assist several Alianza teams in attending the National Finals. One of them qualified to attend the Global Finals in May also. The following two accounts describe the experi-ence of some of those students, 7th graders Team “Sweet Defeat” (Cristina Lobo-Guerrero, Beatriz Zurek, Tatiana Grun, Gabriela Pearson, Elena de Urena and Maria Fernanda Mendez) and fourth grader Gabriela Franco.

Team “Sweet Defeat”: In Destination Imagination, we learned not only how to work as a team, but also that there

My D.I. Experience

is more than one solution for every problem. We enjoyed every second of it because we knew that it was a once-in-a-lifetime opportunity. Throughout the year we chose a problem, and worked on solving it. The problem we chose was “You’re Gonna Flip”. In it, you have to show a charac-ter who has one point of view and throughout the story, comes to realize something and changes his/her mind, or “flips” his/her point of view. We wrote a play and had to create the script, costumes, props, and a puppet for it. As we went to National Finals in Bucaramanga, we interacted with other teams and came to realize that winning isn’t the important thing in D.I. Making friends, having fun, showing your creativity and learning how to think are what it is all about! We would recommend this wonderful activity to anyone and we assure you, you won’t regret it!

Gabriela Franco: My Destination Imagination experience has always been awesome. When I’m at DI I feel so good, like I’m in my family. I adore my team and I feel like they are the perfect group of friends. In Bucaramanga at the DI National Tournament, even though we had troubles, we were always together. The other thing that I love about DI is that there is always something to do. There is always a different activity and another thing to make better for our solution. Also, as I have seen in the two years that I have been in DI, all of the teams are friendly and have the same spirit of imagination inside them. But DI is not only about laughing. It is also a challenge and you have to think together. You have to make sacrifices like coming to practice on weekends, or spending hours thinking. DI is a challenge that we all do in a family so it has been awesome to travel with my friends and meet different teams that can be friends with me too. At the end you have a whole bunch of friends from all around the world and learn to create solutions for one big problem.

by: cRistina lobo-gueRReRo, beatRiZ ZuRek, gabRiela fRanco,Justin mclennan, and kimbeRly oldakeR

"M


MIDDLe sCHOOL

fter our 8th-grade Classroom Without Walls trip to the Golfo of Morrosquillo, our science class was asked to complete an assignment on a topic that concerned us most about the trip. It consisted of writing a letter to the Colombian Minister of the Environment discussing environmental problems we noticed during our visit to the Golfo. We also

had to come up with reasonable solutions to these problems through research and investigation. Much discussion resulted and a multitude of ideas emerged, showing how much 8th Grade cares about Colombia and its people.

Bogotá, February 25, 2010Mr. CARLOS COSTA POSADAMinistro de Ambiente, Vivienda y Desarrolló TerritorialBogota, Colombia

Honorable Minister of the Environment Mr. Carlos Costa Posada,

My name in Manuela Lizarralde, I am an 8th grade student at Colegio Nueva Granada. On a recent class trip, I had the opportunity to visit Golfo de Morros-quillo where I was able to see and get to know their vibrant and joyful culture. I got to experience firsthand, their most intimate traditions including the inner secrets of weaving the world’s famous “sombreros vueltiaos”. On the other hand, while we visited the exquisite mangroves, I noticed a lot of non-biodegradable materials scattered all over the area. According to research, these types of materials can impact the environment in a severe and irreversible manner. For example, acid rain, formed in the air because of pollution, can kill fish in lakes and oceans. Furthermore, excessive ultraviolet radiation coming from the sun when air pollutants erode the ozone layer may cause skin cancer in wildlife and may also damage lung tissues of animals.

As my class and I were canoeing through the mangroves, I admired our guide´s knowledge. He knew absolutely every detail of the environment he lived in. At first all this knowledge did not seem strange to me, since this person had lived there all his life. However, after a few minutes I realized there was something wrong with this picture. Our guide knew everything he had to know about maintaining his environment clean and yet it wasn’t that way at all. There was trash and non-biodegradable debris all over. Suddenly, it dawned on me that the reason for all this pollution was due to the lack of education within the majority of its inhabitants and the lack of necessary equipment to clean the area such as garbage bags, plastic gloves, garbage grabbers, and facemasks.

After our canoeing trip I felt depressed and sad. In my room that evening, I came up with a reasonable solution to remedy this problem. My plan consisted of two parts. The first part was to educate the people of the society about the boundless benefits of recycling. For example, they would learn that by recycling one plastic bottle that takes between 100 to 1000 years to decompose, they are also decreasing the amount of new plastic bottles being produced. Through education they would begin to comprehend the importance of taking care of their environment. The second part of the plan contemplates raising money through events such as fairs, raffles, donations, and selling used clothes and toys. The money collected can be utilized to purchase the necessary equipment and tools to clean the mangroves and their surroundings.

I want to take this opportunity to thank you for sharing your valuable time in analyzing this subject. As Minister of the Environment you understand the im-portance of protecting our mother earth and helping save the planet from careless destruction. As Colombians, we all must be educated on this subject and take active participation in this immense and essential task. Only working together can we accomplish this mission.

Best regards, Manuela Lizarralde Puerto

GOLFO DE MORROSQUILLOA


MIDDLe sCHOOL

GOLFO DE MORROSQUILLO

A feast,Laid on the table,Of the grand hall.The nobles enter,At the bellow of the royal trumpet.King at head,They sit.Forks, knives, and spoons,Begin to clatter, As the meal is dissected.Soon,It is gone,Minstrels sing a merry tune,The ladies chattering on,Telling of Cinderella stories,And royal balls.Slowly,The minstrel dies of,Nobles yawn,And after that wonderful meal,They trudge to their carriages.The maids come out of the kitchen,Looking at the mess,Tastes a left over pastry,And imagine what it would be like,Whose residues of life,Would be honored,

As a legacy.

A Life,A Residue,

A Pastryby: bethany Wells

amila participated in the National Interclub Swim Meets that took place in Cali, between December 3 - 6, 2009, rep-resenting the Bogotá Country Club. Camila won 2nd place

in 50 meter breast stroke, 3rd place in 50 meter back stroke, and 7th place in 200 meter individual medley (50 m. butterfly style, 50 m. backstroke, 50 m. breastroke, and 50 m. freestyle). There were 76 clubs nationwide participating in these meets.

Camila is in 6th grade and she has been in swimming classes since she was a little girl. She became part of the Bogotá´s Country Club swim team when she was seven years old. She loves to swim and to train. She trains 1.5 hours per day, on average four to five days a week. The discipline and love that she has for swimming has allowed her to become a serious national competitor.

Currently, Camila is getting ready to participate in this year´s national meets which will take place this June in Ibagué and this December in Medellín.

Camila´s dream is to be able to represent Colombia in interna-tional swim meets when she gets older.

SwIMMING CHAMPION

Camila AndreaToro

C

In picture: Camila with Coach Jesse Vassallo (2 time Olympian, World Cham-pion and former world record holder at Swim Camp FLA)


MIDDLe sCHOOL

by: fReddie badillo, athletics director

MIDDLE SCHOOLBINATIONAL CHAMPIONS

ongratulations to our CNG middle school athletic teams for capturing the overall championship in this year’s Middle School Binational Games which took place in Cartagena from March 16th – 21st. With a total of 12 schools participating in this event, CNG gained more points than any other delegation. Points are awarded on the basis

of how teams place in the tournament. A team who finishes first is awarded the highest value. Our students not only played well but showed outstanding sportsmanship, spirit and camaraderie throughout the tournament.

A special thanks to the coaches for their hard work and dedication to the athletic program.

Volleyball - María Alicia Orozco, Juan Baldión

Basketball - Carlos Cifuentes, Andrés Silva

Soccer - Guillermo (Prof) Hernández, Yesid Mosquera

Baseball - Zulema Benavides

Below you will see how our teams fared during this year´s tournament, individual awards won and the past three (3) year’s tournament standings.

2009-2010 Binationals

Girls Soccer -1st Place (67 Points)

Boys Soccer -1st Place (67 Points)

Girls Volleyball -1st Place (67 Points)

Boys Volleyball -2nd Place (56 Points)

Boys Baseball -3rd Place (46 Points)

Girls Basketball -4th Place (37 Points)

Boys Basketball -4th Place (37 Points)

Girls Volleyball

LINA MERIZALDE - Most Outstanding Spiker &

Most Valuable Player of the Tournament

Boys Volleyball

MICHAEL MORON - All Tournament Team

Girls Basketball SOFIA CUELLAR - All Tournament Team

LORENZA GALVIS - All Tournament Team

LAURA SERNA - Most Outstanding (3) Point Shooter

Girls Soccer

ANDREA COPELLO -Most Valuable Player of the Tour-nament

GABRIELA MALDONADO -Most Goals Scored

CAMILA PALACIOS -Most Outstanding Goalie

MARIANA ROMERO -All Tournament Team

Boys Soccer

SEBASTIÁN RAMÍREZ-Most Valuable Player

of the Tournament

LORENZO DÍAZ -All Tournament Team

Boys Baseball

SEBASTIÁN CASTRO -All Tournament Team

ENRIqUE UMAñA -All Tournament Team

C



PARTICIPATING SCHooLS

Colegio Albania La Guajira 1.

Colegio Altamira Barranquilla2.

Colegio Karl Parrish Barranquilla3.

Colegio Jorge Washington Cartagena4.

Colegio Panamericano Bucaramanga5.

Columbus School Medellín6.

Colegio Granadino Manizales7.

Gimnasio Inglés Armenia8.

Liceo Inglés Pereira9.

Colegio Bolívar Cali10.

Colegio Menor quito – Ecuador11.

Colegio Nueva Granada Bogotá 12.

MS BINATIONALS OVERALL RESULTS 2007-2010

Hosted by Liceo Inglés

2007-2008 Points

1 Colegio Albania 211

2 Colegio Bolívar 196

3 Colegio Granadino 140

4 CNG 125

5 Columbus School 108

6 Gimnasio Inglés 81

7 Liceo Inglés 59

8 Colegio Parrish 56

9 Colegio Washington 52

Hosted by Colegio Albania

2008-2009 Points



3 CNG 165





8 Liceo Inglés 44

9 Colegio Washington 31

10 Col. Panamericano 9

Hosted by Jorge Washington

2008-2009 Points

1 CNG 377





6 Colegio Jorge Washington 158

7 Liceo Inglés 96


9 Colegio Menor - quito 45

10 Colegio Altamira 45


12 Colegio Panamericano 7



Jr.Jr.

What the kids Really learned by: kaleRoy ZeRvos, drama department Head

CNG’s all-school musical this year, Seussical the Musical, Jr. provided students with the opportunity to sing and dance to the applause of family and friends. They had fun rehearsing and performing, and the audience had fun watching the show.

But it also provided them with an incredible cognitive, physical, emotional, and social development oppor-tunity. Drama education and participation in the arts benefits students in so many ways, that it’s important to take a moment and look at what our kids who par-ticipated in the musical really did learn.

On the surface, students memorized their songs, both the singers and the band. Any practice in memorization only strengthens one’s ability to memorize more. Each student had to memorize on their own, developing their self-discipline and concentration in the process. Rehearsals are a delicate balance between taking risks in creativity and maintaining high levels of discipline so that everyone’s efforts work together. Actors quickly learned to read their music scores to understand stage directions and to follow the various non-verbal cues of their directors. And although it may not seem obvious, rehearsals gave students constant practice in listening…to each other, to their directors and to themselves as they mastered their songs. We require students to listen all the time in

school and life, but rarely give them structured op-portunities to learn how to do so. Drama education provides this opportunity in such a fun way, that even students might not notice they’re learning to listen.

Dance and movement in drama improve students’ coordi-nation, flexibility, and balance. Students need to sustain their focus both mentally and physically for significant periods of time, a skill that can easily apply to other areas of their lives. Students enhance their voice projection and control, their fluency with language and pronuncia-tion, and their nonverbal expression of ideas. It’s quite fascinating to watch them in the midst of a complicated musical number quickly and easily cue each other for the next scene without missing a beat.

Drama provides an outlet for students to express a wide range of emotions. They develop empathy for others while exploring their characters’ needs, finding the best way in which to express them. Most importantly, they bring humor and laughter into their learning as they experiment with different means of expression. They automatically internalize the motivation to learn how to manage complicated feelings.

The musical also offers a rare opportunity for students at CNG to work together across grade levels on a common goal. High school and middle school students independ-ently assume leadership roles in teaching the primary and elementary kids the dance steps. Everyone fluctuates easily between following each others’ instructions in a large group to tackling tasks individually to sharing the responsibility for keeping the theatre and drama room organized. Friendships develop that extend outside the theatre and last long after the show.

That’s the legacy of drama education. Whether a student performs in one or ten shows, the skills he/she develop are carried with him/her for a lifetime.

MIDDLe sCHOOL


WORK, WORK, WORK! ThaT’s a lOT Of WhaT We dO in The SeuSSical.

But some of the things we do in the Seussical rehearsals are very exciting and interesting. Since De-cember, Mr. Ruben Sanchez and the cast have been working on the 30-35 songs for the show which are very special and energetic. They have to learn not only the words, but the timing, harmonizing and enunciation which can be tricky. We even had Marta Sanders come to some rehearsals to give us real New York advice!

The band has also been working hard with Mr. Leo Hernandez to master all of the songs too. There are 11 students in the band and they’ll be playing live during the show. Mr. Jose Luis Hernandez has been choreographing dances, Ms. Kaleroy Zervos has been designing costumes and sets, and we have been helping with the sound tech-nology and all the other stuff that comes up in rehearsal. All simultaneously! There are 30 cast members between the ages of 4 and 16 so it’s a lot of work.

We have all been giving Ms. Zervos our costume ideas and many cast members like this a lot, so much so that many like to design other cast members’ costumes as well. Trust me, we have very different and out of the box designs which makes it very exciting to see how the costumes will end up.

The show dates are April 28th at 5pm and April 29th and 30th at 6:30pm.

So on behalf of the crew, we strongly encourage you come and see what it’s all about!

By Seussical Crew Members (with a little editing by Ms. Zervos)Josh Bergman, Megan Clower, Nicolas Cruz, Daniella Vallejo, Chloe Warren, Sean Wilkinson

MIDDLE SCHOOL



MIDDLE SCHOOL

n March, our middle school drama students attended the XII Festival Iberoamericano de Teatro de Bogotá, the largest theatre festival in the world. This event takes

place every two years and brings some of the best interna-tional theatre from around the world to Bogotá.

Part of the festival includes Ciudad Teatro at which our students were able to spend a day enjoying a variety of

theatrical performances including music, acro-bats, dance, storytellers, puppets, and street per-formers. The field trip included a performance of Cuttlas, Anatomia de un Pistolero performed by the troupe Pro-ducciones Essencials y Acetato Teatro from Cataluña, which was the country of honor this year. Students

CnG Visit toFestival Iberoamericano de Teatro

By: Kaleroy ZerVoS, Drama Department Head

also attended a performance by Circo Ciudad, Fundación Escuela de Artes y Nuevo Circo, which is a Colombian social action group providing education and skills to youths from Ciudad Bolívar. Both were very entertaining and provided a glimpse of the wide range of theatre genres in perform-ance at the festival.

This was wonderful opportunity for our students to en-hance their dramatic learning while participating in a very exciting theatre festival.

i

2nd PLaCE UNCOLI



Por: CrISTINa SerraNo, estudiante de 8o grado

MIDDLE SCHOOL

“No sólo hay que dar el pescado, sino enseñar a pescar” son las palabras perfectas para describir la clase de Español de octavo grado, que más que quedarse en la simple instrucción de las reglas de ortografía, de la aburrida -pero necesaria- memorización gra-matical, o del monótono aprendizaje

de la conjugación de verbos y sus derivados, incorpora y fo-menta la libertad creativa y la opinión de los estudiantes.

Los objetivos de la clase son claros: enseñar todos los “benchmarks” académicos, al tiempo que se forman personas educadas, responsables, y al tanto de todo lo que sucede a su alrededor. Pero lo que hace a esta clase tan maravillosa, es cómo se ha logrado incorporar la voz del estudiante en la clase y acomodarla dentro del currículo. En la clase de español toda sugerencia es bienvenida, al punto que son los mismos estudiantes que, con la guía del profesor, diseñan sus propios proyectos añadiendo sus intereses personales para que sea aun más divertido. El más reciente proyecto de la clase fue hacer un informe investigativo. Nos dieron la libertad de investigar sobre lo que más nos interese, temas que rondaron desde el narcotráfico, los orígenes del rock, la psicología humana, y por supuesto, la violencia en Colombia. Lo interesante de este proyecto es que se nos dio la libertad de investigar sobre lo que nos diera la voluntad, pero a cam-bio debemos entregar un informe concreto, interesante, y perfectamente escrito. Esta clase se basa en dar y recibir.

Clase de esPaÑOl

De igual manera, esta libertad nos da mucha responsabi-lidad, lo que también es uno de los mayores objetivos de la clase. No es tan solo la responsabilidad en el colegio, de hacer las tareas, o traer todos los materiales a clase, sino la responsa-bilidad que abarca todos los aspectos de nuestras vidas, y una de ellas extremadamente importante es la responsabilidad social. Otra de las cosas que hacen esta clase tan especial y diferente, es que ha logrado inculcar una conciencia social en todos nosotros que nos obliga a tomar acción, cosa que nos desarrolla como personas a un nivel extraordinario. En mi opinión, creo que entre más uno conoce sus alrededores, más capaz es de formarse un criterio, y por lo tanto puede influenciar de una forma positiva a los demás. Así es que, en esta clase donde se forman líderes, tratamos que por medio de la escritura se pueda influenciar a las personas de manera positiva. La clase nos da la oportunidad de expresar nuestras ideas y opiniones libremente por medio de un periódico mensual. La clase de español es maravillosa pues fomenta la libertad de expresión y libertad creativa que todos los estudiantes se enloquecen por ejercer.

Además de todo es un lugar donde el ambiente lo hace a uno sentirse bienvenido, donde cada estudiante es entusiasta, y reina una sensación de seguridad donde nada es incorrecto y uno aprende de sus errores. En fin, es un placer poder entrar a una clase así, donde el estudiante puede estar relajado, pues sabe que no está en prueba y no teme equivocarse, sino mas bien viene preparado para aprender de otros y exponer sus propias ideas.

1st PLaCE UNCOLI



By: SHaySaNN KaUN, High School Principal

LIvINg a LEgaCy

HighSchool

n the first day of school in August, I welcomed the High School students at an assembly. I shared with them key points that I had been able to glean

through my visits to the school, that were an integral part of the school’s mission, and that I saw as our focus for the high school. I shared that I saw the High School as a com-munity of learners and leaders – a place where collabora-tion, teamwork, and thinking are valued; where learning goes beyond books and classes and into life; and where we strive to build, extend, and restore relationships. After speaking to these concepts, I asked each student to think about and consider these points as they began to determine the legacy they would like to leave as they graduated from CNG. The years of high school, especially for students who have been at CNG since K4 are a time to determine, define, and then live an experience that leads to a legacy for the individual, the school, and the community at large. When I think about the legacy of the CNG High School on its students and the community at large, I think these three points illustrate the legacy we are living.

A place where collaboration, teamwork, and thinking are valued. These attitudes can be seen in classrooms, on the sports fields, within the student organizations, and during faculty meetings – it permeates the High School. The AP Academy allows students who would like an academic challenge to find it. Both Pre- AP and AP classes are offered for students in areas where they might be interested and excel. The integrated math program, which was brought to the high school five years ago, is a key place where we see students using teamwork to build learning and ensure concepts are understood in a deep and meaningful way. Student organizations flourish in the High School and

students participate in programs like Leadership, Student Council (STUCO), National Honor Society (NHS), Model United Nations (MUN), and Ambassadors. In addition, the sports program is outstanding with students being offered the opportunity to participate in and learn from a variety of sports.

Learning goes beyond books and classes and into life. This can be seen in the many ways that students are asked to reflect on their learning and how it applies to the outside world. Applying themes from literature, concepts from math and science, thinking that extends student learning to the bigger world. The Classroom Without Walls program is one concrete way that students are able to gain incred-ible learning well beyond that which can be learned in a classroom. The Senior Independent Study project is another way that students are encouraged to look at their interests and passion and focus on a specific area to study as well as participate in, with the end goal of developing a unique and wonderful product that takes that learning beyond. Our social service program, which all students must complete, offers students the opportunity to interact with different members of the community, help in meaningful ways, and learn through reflection from these experiences. Service isn’t just something we do, it is something we are!

We strive to build, extend, and restore relationships. Stu-dents are encouraged to work through difficulties with peers and faculty members in a manner that ensures that relationships are respected and built upon. The Restorative Practices program in which all teachers have been trained is a key to establishing and developing an environment and atmosphere where this is valued and upheld. Our talented counselors help assist students in ensuring relationship

O


that are harmed are restored and through this, that the community is strengthened.

When I reflect on these key ideas which shape and define the High School, I know that these are a result from the leaders who came before me. Undoubtedly, the centerpieces of these ideas are due to the leadership and vision of Dr. McCombs and are a result of his legacy to CNG. Through Dr. McCombs’s focus of his heart, mind, and body he has established a wonderful legacy for us all.

And it is central to that concept which I encourage our High School student to contemplate – what is it that they want to be remembered for when they leave CNG. In ac-tuality, none of us can determine our legacy – that is only determined by those who come after – but we can provide a general area of focus and once we establish that, we will be headed in the right direction by putting all our heart, mind, and body into our work and giving our all.

HIgH SCHOOL

Catalina Peláez Casasfranco currently a Senior at CNG represents Co-lombia in various tournaments at a national and international levels in squash. She has been playing for the past nine years obtaining excellent results and most recently participated in the IX Juegos Suramericanos in Medellìn capturing two gold medals for Colombia.

Thanks to the school´s support, and her commitment to carry on with her academic responsibilities, she has been able to participate at a professional level.

Catalina has been offered a scholarship to play on the Trinity University squash team next fall, and she will be pursuing a career in Graphic Design.

CNg´S gOLD MEDaLISTBy: aNa lUCÍa CaSaSFraNCo, K4 Teacher and Mother of Catalina Peláez


The French Program and the reF: OPENINg NEw DOOrS INTO THE FrENCH wOrLD.

ver two years ago, around February 2008, Dr. Barry McCombs requested that I attend – in his absence – an informational meeting for bilingual schools

in Bogota organized by the French Alliance. At the time, I didn’t have the slightest idea of the marvels to which that late afternoon invitation would lead. The goal was to find out about the current status of the French program in each one of the schools and to propose the creation and implementation of the REF (Réseau d’Excellence Éducative du Français). This strategy, committed to ex-cellence in the development and teaching of the French programs in the adopting schools, offers an extensive array of benefits for the French students and teachers, as well as for the CNG community at large.

As members of our community, CNG students, teachers, and administrative personnel are offered a discounted price for courses at the French Alliance. In addition, we are all invited to participate in the cultural events organized by the Alliance, have ac-cess to their information centers, and we can register and enjoy all the benefits of the “Club Concorde” (see http://www.clubconcorde.org.co/etudi-ants_francais.htm).

The REF program has provided me with count-less valuable opportunities to offer to interested students. We have had guest speakers as well as information sessions on topics ranging from university options in France to details about the official French language ex-ams (DELF and DALF, among others). Students participated in a preparatory

comic strip workshop, and later entered a competition in which the work of CNG students Manuela Sánchez, Clara

Bonilla, Manuela Restrepo, and Luisa González ranked second. Annamaria Ward took the challenge and won first place in the local French-speaking world short story competition, and her work was sent to France

for the International competition. The 2010 school win-ners of the French Olympics were Christopher Daniell for 1st place, and Daniel Orduz and Ilan Pinski, who tied for second place; they will represent CNG in the local competition. Students in the French classes also registered for and received a library card to be used at any of the three French Alliances in Bogotá. Likewise, students who seek individual help can choose to ben-efit from tutoring sessions at the Alliance. Finally, two scholarships for French courses are awarded yearly to outstanding students.

For me as a teacher, I benefit from REF’s educational support and monitoring designed by the training department of the French Alliance. Furthermore,

I participate each year in numerous events with French speakers, as well as experts in pedagogy and methodology.

As you can see, REF is an incredibly valuable tool for the continued quality of our French program;

I am short of words to accurately describe the multiple doors this has opened for the CNG community. Clearly, Dr. McCombs’ forward

thinking and continued support of this initiative has contributed to a valued and enduring legacy of excellence for our school.

By: ClaUDIa CerÓN, HS French Teacher

HIgH SCHOOL

O


HIgH SCHOOL

MP 11’s one of most important unit is “High Dive,” which consists in the solution of a problem in which there is a situation involving a Ferris wheel with a

denominated speed, height, radius and different charac-teristics. A man is to be riding the Ferris wheel and has a mission to jump at a determined point falling at a certain speed, displaced in a certain amount to the left or the right from the released point, and his task is to land in a cart full of water, which will be moving at a denominated speed in the ground, from left to right.

One begins with a simplified version of the actual problem, defining the facts concerning the Ferris wheel that one counts with. Following a slow and accurate process, the first steps involve finding the radius of the Ferris wheel, the height of the center above the ground, the different speeds involved, the height of the cart, and the different initial and final positions at the moment of releasing the acrobat and his falling in the cart. Eventually, the problem begins to get more complicated where the vertical and horizontal components of the releasing of the man play an important role having in mind that in the moment of release, the Ferris wheel counts with a speed that according to the position, will displace the diver to the left or right and will affect his speed in falling.

A variety of factors have to do with the success of the diver’s mission, and the importance of the problem is much due to

hiGh diVe

i the fact that its solution will determine the death or life of the diver. Its toughness to solve is basically given by the enormous amount of things having to do and affecting directly or indirectly, the diver’s accomplishment of the mission. Variables applied to functions, at first identified by themselves and eventually all being combined are the solution to the diver’s problem and his task according to the moving Ferris wheel and the cart of water.

The solution of the presented problem in “High Dive” wasn’t easy at all and required a following of steps that done accurately and in the appropriate manner would lead to the success of our processes and finding the cor-rect solution. Through a variety of work, supported by lots of effort, we were able to finally solve the problem presenting an equation that in the end would show us all the combinations of the different factors and/or variables involve knowing the time that the “dive” would take, having in mind the time that the Ferris wheel would take until releasing the diver, the speed that it would carry, and how long it would take for the diver to fall, having the speed that he would carry, and identifying the car’s final position, the time that it would take for it to get there. We would then be able to know if the diver would fall in the cart and succeed in his mission, or if the final positions of them both would be different.

By: JUaN CarloS SalaZar, 11th Grade Math Student

50cos9t+(-7.85sin9t)[7.85cos9t+√(7.85cos9t)^2+64957+50sin9t)] 32

=-240+15[t+7.85cos9t+√(7.85cos9t)^2+64(57+50sin9t)]]

32


By: CaleB HarrIS, HS english Teacher

By: TaTUM CoCHraN, High School Student

Narcos, News and Nessie:Something Different in English Class

high school journalism class has provided CNG students with a unique experience blending op-ed writing, interviewing, rainforest destruction, and

the land of the Loch Ness monster.

Caleb Harris’s grade 11 and 12 “Literature and Journalism” course includes a unit focused on interviewing skills and another on editorial writing. Caleb was approached by CNG Service Learning Coordinator Norberto Díaz, who asked him to include an element of Service Learning in or-der to encourage student participation. The two teachers hatched the idea of having students work on the concept of “Shared Responsibility”. This is a program created by the Colombian Vice-president’s office, which is centered on another kind of “monster”: the global problem of illegal drug production. “Shared Responsibility” argues that drug abuse is the fault and problem not only of nations which produce illegal drugs, such as Colombia, but also of the na-tions which consume them, such as the USA and Scotland. To this end, the program tries to dissuade consumers by highlighting the environmental destruction associated with illegal drug production.

Norberto helped Caleb to get in touch with two teachers from a high school in Ayrshire on the south-west coast of Scotland: Girvan Academy’s Gareth Rae and Lyn Wilson. The teachers then set up an exchange between Caleb’s students and a class from Girvan.

The CNG students researched and wrote editorials on the issues involved, and then researched the other side: prob-lems surrounding drug consumption. They prepared ques-

tions for their Scottish peers, for a “Question and Answer” article – a journalistic tool that can canvas in an engaging and straightforward way one person’s view of a complex problem. Below is a sample of the outstanding work pro-duced. Andrea, Leonardo, and Pedro are all members of the Service Learning Program.

Later, we shared these articles and editorials with our Scot-tish counterparts, who produced their own written work. Soon after, the Colombian Ambassador to the UK visited Girvan Academy because of their work on the program. Consequently, the Girvan Head-teacher and three pupils were invited to London to meet Colombian vice-president Francisco Santos. Girvan teacher Lyn Wilson commented: “The work between our pupils was referred to in the presen-tation […] and it also formed part of a Shared Responsibility display. Everyone was very impressed with the work of Colegio Nueva Granada and Girvan Academy.” These events were also featured in Scottish media. On top of all this, a group of Girvan students will be visiting Colombia in June to continue their investigation of the complex relationships between countries such as Colombia and Scotland when it comes to the sad and difficult problems of drug abuse.

All the CNG students involved are to be congratulated for the responsible and mature way they approached this challenging task, and for the high standard of work they produced.

For further information on Shared Responsibility visit www.sharedresponsibility.gov.co

a

HIgH SCHOOL

In my experience taking Chinese class, I have found that it is informative, but also fun. I have learned how to do some basic communication so far, and I feel that I am going to learn a lot more as the class progresses. We have also learned some information about Chinese culture. Our class is a great mix of learning vocabulary words, grammatical structure, character writing, games, movies, and more. The movies we watch and the games we play connect into the

curriculum flawlessly. These fun activities are a great way to learn more about Chinese culture, an important com-ponent of our learning. I feel that learning Chinese is an important skill in today’s global community because China is such a huge factor in the global economy. I also want to learn Chinese in the hopes that I can travel to China at some point in the next few years. It is important to learn Chinese in the hopes of communicating with a huge por-



hroughout years the world has been overwhelmed by a tide of drugs. But although there has been much effort toward blocking and denying these

illegal products, they have kept increasing in both the countries who produce them and the ones who consume. In this article an interview was created from both sides of the story. On one side, student reporters Pedro JoséSanta María and Leonardo Guzmán from Colegio Nueva Gra-nada in Bogotá, Colombia (a “producer” country) came in contact with Zoe Davidson from Girvan Academy in Ayrshire, Scotland (a “consumer” country). These students discussed via e-mail the problems with drugs going on in their country.

Do you know about cases around your home or city in which drugs affect the life of many? If so, then what type of drugs are they, and what effects do they cause?

There are many cases around my home and city in which drugs affect the lives of many. It is not uncommon for an individual to hear about or see drugs in daily life. These drugs normally tend to be marijuana or cocaine. These particular drugs, the same as most, tend to cause a person’s state of health to worsen, their body becomes reliant on the drug and they may find it hard to stop using it. It affects a person’s income as they are constantly finding themselves trying to feed their drug addiction. Friends and family may choose not to socialize with them anymore as they feel that what they do is extremely inappropriate, and illegal.

T By: PeDro JoSé SaNTa MarÍa aND leoNarDo GUZMÁN, 11th Grade Students

Shared ResponsibilityQuestion and Answer Article

Do you believe or support that drugs affect the economic lifestyle of a person? If so then how do they deal with these problems?

I strongly believe that drugs affect a person’s economic lifestyle. As previously mentioned, a person’s income tends to be wasted on their addiction in order to satisfy their bodie' s need. They may find themselves struggling to pay necessities such as rent or heating bills. This may therefore result in the individual losing their residence. A person who appears to have a drug addiction may not even have any income at all as they are unfit to work due to their state of health or because the organization which they work for has fired them because they feel it is inappropriate to employ someone who is using drugs.

Are you aware of any drug awareness programs financed by the gov-ernment or private institutions in order to help teens be informed of the potential harm of drugs?

I am not currently aware of any particular programs in place to promote drug awareness, but there are many workshops that visit schools to promote drug awareness etc, making pupils in secondary schools aware of the problems that occur when using drugs. These programs I assume would be government financed as it is something that is going to help teenagers later in life.

We drew a simple conclusion from this conversation: that drug use and abuse is everyone’s problem, in both produc-ing and consuming countries.

HIgH SCHOOL

tion of the world’s population, whose economic power is growing without a sign of stopping anytime soon. My career plans at the moment are to become an international event planner, and if I want to plan events in China or for Chinese speakers, it is necessary for me to know the lan-guage and culture, both of which I am learning in class. I am very interested in Chinese culture, because I was born in Taiwan, and I hope to return someday soon. My origins

in Asia are important to me, and I think that learning Chi-nese will help me connect to my roots even more. Overall, learning Chinese is not just to learn another language; I feel that the skills I am learning now will help me in many areas of my life. From my future job plans to connecting to my childhood, learning Chinese is helping me become a more well-rounded person.



“The great aim of education is not knowledge but action.” Herbert Spence 1820-1903

By: JIll CUllIS, HS Social Studies Teacher

making a difference

have always wanted to be a teacher that made a difference in students’ lives. I believe my instruction should be a call to action, whether it is registering to vote, or volunteering

in their community. Education is more than just what takes place between the four walls of a classroom. Therefore, when I arrived at CNG I implemented this same philosophy in my Current Issues classes. One student, Jana No, commented, “Many times we are too busy with our own personal lives and forget that there is a world outside our bubble and we don’t take time to pay attention to it. By taking this class I was able to learn more about the different issues in Colombia”

My classes studied topics such as Plan Colombia, human rights, the constitutional change for the presidential elec-tion, and several others. Each of these topics impacts the students at CNG whether they realize it or not. With each of these topics students heard presentations by individu-als who are experts in these areas. These persons included Former Minister of Foreign Affairs Fernando Araujo; United States military and embassy personnel; Former President of the Colombian Constitutional Court Dr. Cepeda; and the High Commissioner of Peace, Frank Pearl.

The final topic that had the greatest impact upon the students was the human rights, specifically displaced persons. My goal with this topic was to make it “up close and personal.” I did not want it to be a topic simply on paper by writing an essay. I wanted students to get out of their comfort zone and see what life is like for these individuals.

One requirement for this topic was to conduct interviews. Some students went so far as to interview actual displaced persons. Student David Adams said, "I believe this developed a greater awareness and conscientiousness in students. Per-sonally, it was very satisfactory and self-fulfilling."

Lastly, we visited a foundation outside Bogotá that sup-ports displaced persons. Student Ramón Correa said, “It was a very cool experience. I learned a lot from it and it made me be thankful for all I have and it also made me want to help the ones who aren’t as lucky as the CNG students.” What more could a teacher want. Mission accomplished.

HIgH SCHOOL

60

i


Some of the HS students at CNG had the privilege of visiting one of the most prestigious art galleries in town, La Cometa. Not only did they get a chance to see the art show F*R*I*E*N*D*S, whose curator was Franklin Aguirre, but they participated in an origami workshop with one of the most famous origami artists, Diana Gamboa. The students learned how to do a 30 piece star by folding papers and putting them together. This was an amazing activity exploring a technique with a fabulous artist!

A "WOW" Workshop At GAlerÍA lA CometA

CONCURSO DE ARTE FUNDACIÓN CLARA CASAS 2010

Los estudiantes del CNG sobresalieron por su partici-pación y creatividad!

Todos los años los estudiantes de Pre AP Art de grado 11 participan en este concurso. Este año la exposición se llamaba: PENSARTE y se desarrollo el tema del cerebro. Cada participante recibió una plantilla hecha en “papier maché” con la forma de un cerebro.

La técnica que desarrollaron para el proyecto fue decisión de cada uno. Trabajaron técnicas mixtas que han aprendido

¡Felicitaciones! Me siento muy orgullosa de mis estudiantes por su participación y compromiso.¡Un buen crédito para incluir en la hoja de vida de nuestros futuros artistas!

¡SIGAMOS TRABAJANDO PARA VIVIR INSPIRADOS!

a lo largo del año en clase, como escultura, pintura, col-lage, etc. y con los materiales de su agrado. A pesar de las limitaciones de tiempo (15 días para entregar proyecto) y el requisito de incluir la plantilla como parte clave de la obra, los estudiantes de Pre AP se lucieron este año.

Cada categoría recibe tres premios, 1er, 2do y 3er puesto, y tres menciones de honor. CNG se llevo dos premios y dos menciones!

2o pUESTO 3er pUESTO Mención de Honor Mención de Honor

Por: MARíA LUCíA DíAZ, Profesora de Arte de High School

hIGh sChool



Por: ROSALBA DE FIGUEROA, Profesora de Español de High School

XX CONGRESO DE LITERATURAHéCTOR AbAD FACIOLINCE

l pasado 15 de abril se llevó a cabo el Congreso de Literatura el cual es organizado por el Colegio Nueva Granada con la participación de otros colegios bo-

gotanos como: Alianza Educativa, Campo Alegre, Ciedi, El Pedagógico, Ramón B Jimeno, el Centro Educativo y Cultural Reyes Católicos.

Durante la apertura el Doctor Barry McCombs y la Principal de secundaria Mrs. Shaysann Kaun dieron la bienvenida a todos los colegios al evento.

Doctor McCombs destacó la importancia del estudio de la literatura para los jóvenes y comentó algunas notas sobre, el escritor antioqueño Héctor Abad Faciolince cuya obra fue estudiada para este congreso.

Seguidamente dos estudiantes dirigieron un mensaje de despedida al Doctor McCombs y al Doctor Michael Adams quien también nos estaba acompañando.

Luego hubo la exposición de ponencias escritas por lo estu-diantes. Felicitamos a los siguientes alumnos ganadores:

Es una Parodia Religiosa. Por: Andrea Móseres, Luis Miguel Mejía, Daniel Toro. Español 10.

De La Esencia al Título. Por: Mariana Sanz de Santamaría, Sergio Mazzini. Español 10

Una y Otra Sociedad Mezquina. Por: Diego Chaparro. Español 10

Sobrevivir al Olvido. Por: Antonio Giraldo, Liborio Cuéllar, Felipe Palacios. Español 10.

La Decepción de El Cario. Por: David Da´chiardi, José María Linares, Víctor Vainberg, Thomas Wiesner. AP Español Grado 10

El Refugio de los Insensatos. Por María Andrea Jaramillo, Daniel Orduz. Español 12

De la Colombia del Olvido a la Colombia de Hoy. Por: Mariana Pardo, Cristina Cruz y Camilo Cardona. Español 12.

El Encanto de la “Basura”. Por: Nicolás Zuleta Iván Darío Jiménez. AP Español 10.

Traicionar o Esperar a Ser Traicionado. Por : Laura Duarte, María Gabriela Sandino. AP Español 10.

Concurso de afiche: Sebastián Buenaventura. Español 12

Cerramos la mañana con la conferencia “El Silencio Fructífero de la Lectura” dictada por el escritor Gonzalo Mallarino F. quien además de encantarnos con su poesía nos dejó dos claras enseñanzas: “leer hace a la gente autónoma, con criterio”, “los jóvenes tienen la mente de caucho, deben hacer las cosas con pasión y con hondura”.

El programa se clausuró con una presentación del grupo de danza de secundaria, y con la entrega de diplomas.

Esta fue una oportunidad de aprendizaje en la que alumnos y profesores compartimos experiencias de lectura, disfruta-mos de la compañía de todos y celebramos la Literatura.

HIGH SCHOOL

E


Por: GLORIA RUSSI, Servicio Social

El Dr. McCombsse va para quedarse

onvencido que trabajar en favor de los demás, no sólo da sentido a la vida, sino que hace posible la felici-dad y el progreso de otros, El Dr. Barry McCombs

trabajó incondicionalmente con actitud generosa, coherente y comprometida en todos los proyectos de Servicio Social a lo largo de 13 años de su permanencia como Director del Colegio Nueva Granada.

Por esto Dr. McCombs se queda en el corazón de cada uno de quienes le conocimos como persona, como Director, o como amigo.

Se queda en los espacios del Hogar Nueva Granada en donde sembró la semilla de un mejor futuro para muchas familias y el país.

Se queda en la memoria de las personas adultas del programa de Educación Continuada que vieron cumplido el sueño de obtener un certificado en primaria, o continuar su bachil-lerato , renaciendo en ellos nuevas esperanzas.

Se queda en el recuerdo de los niños de Bosque Calderón, Juan XXIII, Los Olivos , que lo vieron de “Pirata,” héroe “ o” Cantante “para compartir con ellos momentos maravillosos.

Se queda en el espíritu de la comunidad del CNG que toma conciencia que la integración y el acercamiento con otros enriquece y fortalece la institución haciéndola más sensible a los problemas sociales.

Se queda en las lecciones de vida. Con su ejemplo al enseñar que la prudencia, la bondad, la comprensión, el amor, la tolerancia y la constancia son herramientas con las cuales debemos enfrentar los avatares de la vida.

Se queda en la historia del Colegio Nueva Granada

En donde queda consignada su obra social, su espíritu de servicio con los más necesitados .

El sentimiento que manifestamos de respeto, gratitud y afecto son expresiones que tenemos los seres humanos para quienes merecen este reconocimiento.

En nombre del Programa de Educación Continuada, de los niños de Bosque Calderon y Juan XXIII, gracias por el crecimiento personal y la oportunidad brindada.

Personalmente gracias por las lecciones recibidas y a Dios por haber coincidido con usted un instante en el camino de la labor social.

ervicioocialS

C


SERVICIO SOCIAL

odríamos decir que este programa surgió a raíz de la formación de la Alianza Educativa con los colegios distritales. Nosotras como madres pertenecientes a

la comunidad CNG nos forjamos la meta de mejorar la salud oral, los hábitos alimenticios, el cuidado y limpieza de la cavidad oral de estos niños enseñándoles técnicas de cepil-lado y mostrándoles la importancia de tener unos dientes sanos no sólo por salud sino por su imagen mejorando así su autoestima. Para lograrlo hemos involucrando activa-mente a nuestros hijos que en realidad son los que realizan los procedimientos de entrega de cepillos crema dental y fluorización bajo la supervisión de nosotras obviamente.

Comenzamos nuestra labor hace ya tres años educando y fluorizando 20 niños. Hoy es muy gratificante saber que gracias a nuestro compromiso y el de nuestros hijos y contando con el apoyo inigualable de Charlotte Samper hemos logrado llegar a un cubrimiento de 100 niños reali-zando este programa dos veces en el año.

Haber logrado que nuestros hijos compartan activamente con estos niños es maravilloso; que los ayuden y los hagan sentir como en casa de una forma desinteresada y gentil los hace valorar cada día mas su vida su colegio y su educación donde el CNG tiene un compromiso de crear líderes con

responsabilidad y honestidad no sólo académicamente sino socialmente formando hombres y mujeres seguros y fuertes para luchar y abrirse al mundo.

Quiero agradecer especialmente a Luz Marina Peña y su hijo Mateo Jaramillo y a mis hijos Pedro Felipe Virguez y David Virguez a su amigo Tahi Hakim por su compromiso y responsabilidad con este maravilloso programa que espero continúe y sea heredado por otros padres cuando nuestros hijos se gradúen.

FLUORIZACIóNAMIGOS DE LA ALIANZA

Por: SANDRA NARVAEZ, Madre de Familia CNG

P


SERVICIO SOCIAL

By: ADAIRE POOLE, CNG Mom

ThE hOGAR NUEVA GRANADA LIBRARy Growing One Volunteer and One Book at a Time

he Hogar Library was founded in 2006 by a small group of dedicated volunteers. These volunteers had a vision. They knew the importance of putting

books into the hands of the Hogar Nueva Granada students. Through many generous donations, and many more hours of hard work they created a library. Over the past few years the library has continued to grow and expand, not only with books, but more importantly, with the love of books and reading that the volunteers’ enthusiasm brings to the library each week. This group of dedicated volunteers has become the heart of the library. Over the years, a few of the faces and names have changed, but each week they still come and read to the Hogar students and help in the selection of that perfect book to check out and take home. It is amazing to see these children walk out of the library with big smiles on their faces, hugging their library book, or often times even reading them as they leave.

This vision and the dedication by so many volunteers have guided the Library to where it is today. In January 2010, the Library moved into a larger space. The purpose of this move is to have the Hogar Library functioning similarly to the CNG Libraries. The Hogar Library currently reaches ap-proximately 280 students from 1st through 7th grade with a weekly library day each Wednesday. There are presently over 4,500 books in its collection, which is over halfway to the ideal goal of the 18 books/student ratio needed. Organ-

ized like most libraries, the volunteers have separated the books into categories; fiction and nonfiction, picture books and chapter books. We have started a monthly rotating classroom library through the Book Bucket Program for each class. This additional exposure to books and needed education material inside each classroom will benefit teach-ers and students alike. Additional projects include, develop-ing a reference collection section and a teaching materials section. Ultimately, the Library would like to open its door to the Hogar students and staff five days a week and, add additional story times for the younger children who are currently not being reached.

As a result of the continued support from volunteers and donations, the library, like the school itself, is growing. Supplying books to these students, who typically have lit-tle access to reading material outside of school, is vital to the Hogar’s mission of developing well-rounded readers. Instilling the love of books and reading is crucial for the educational success and life-long learning of these children. Become a part of this worthwhile and rewarding project by volunteering your time or donating your gently used books to the Hogar Nueva Granada Library.

For more information, please go to the CNG website, click on ‘Libraries’ and open the HNG link. You may also contact Adair Poole, the Hogar Volunteer Librarian, at [email protected]

T


ace algún tiempo cuando llegó la tecnología, los computadores, la internet, muchos de nosotros vimos muy lejana la idea de un día estar frente a un computador y mucho menos aprender a manejarlo.

¡Quién iba a creer ¡hoy es una realidad gracias a personas y a las directivas del Colegio como el Dr McCombs, que supo entender nuestra necesidad e hizo posible que este sueño sea una realidad. Con la dedicación del Profesor Guzmán y la colaboración de los estudiantes hoy nos sentimos más preparados, seguros de nosotros mismos y más competitivos para conseguir un trabajo digno.

Dr. McCombs: sabemos que se va, pero deja huella de la oportunidad que usted y el Colegio Nueva Granada nos brindó. Muchas gracias y le deseamos lo mejor que el sentimiento de servicio a los demás permanezca en usted por siempre.

GraCIaS dr McCOMBS

deL CNG aL HOGar:Para dejar un legado

Por: SANDRA MONTES, Participante del Programa Educación Avanzada

SERVICIO SOCIAL

OSALBA IBAÑEZ AREVALO, trabaja en Servi-cios Generales de 1988 y actualmente trabaja en la Cafeteria.

Su hijo, LEONARDO ANDRES CAMARGO IBAÑEZ, gracias al apoyo educativo que le ha dado el CNG a Rosalba, logró completar sus estudios de bachillerato y obtuvo una Licenciatura en Ciencias Sociales lo cual le permitió presentarse para un trabajo como profesor en el Hogar Nueva Granada, consiguiendo este logro exitosamente.

Rosalba quiere agradecer a toda la comunidad del colegio, padres de familia, niños y personal administrativo por darle esta grandiosa oportunidad a su familia.

Cuando a Leonardo lo entrevistaron en el Hogar y le preguntaron su razón por la cual quería trabajar allí, su respuesta fue que él se sentía muy agradecido por todo lo que el CNG había hecho por él y por su familia, y que trabajar en el Hogar era, de una manera poderle a devolver al CNG todo lo que le habían dado a él.

H

R


Por: MARÍA VICTORIA DURÁN, Profesora de Arte

TALENTOS

E s indiscutible, que lo mejor que sabemos hacer en el Colegio Nueva Granada, es dar. Sin embargo, hay que ser justos; muchas veces recibimos más de lo

que damos. Un gran ejemplo es el programa talentos de la Alianza Educativa.

Todos los Sábados de cada semestre, mas de 60 jóvenes de los Colegios Atalayas y Argelia, llegan al colegio a las 8;00 ávidos a aprender. Ver su compromiso y entrega al programa es realmente conmovedor.

Siempre que salimos a apropiarnos de nuestro patrimonio cultural, ya sea en un museo o simplemente, conociendo el centro de Bogota, o al trabajar en ejercicios de música, yoga, arte, danza o movimiento en el colegio, los chicos irradian una gran convicción de si mismos. Se ven plenos y empoderados para desafiar los obstáculos y situaciones cotidianas que muchas veces., injustamente, viven en su entorno. La oportunidad de explorar sus mas simples o complejas inquietudes a través de la expresión artística, les da el espacio para conocerse un poco mas, de validarse como personas un poco mas, y quererse un poco mas. Pero

SERVICIO SOCIAL

sobretodo, les da el respiro para crear su mundo. Un mundo en que todo si es posible.

Aprender esto de mis alumnos es el mejor regalo que he recibido. Por eso cada Sábado es sagrado y emocionante para mi. Es despertar todos los sentidos y conjugarlos en una sola frase, que todos repetimos;” Yo soy creativamente inagotable en mi afán de ser feliz”.

Quiero agradecer a Charlotte Samper por la oportunidad de trabajar en este magnifico programa. A mis colegas, Carolina Saavedra Terapista de Arte y Danza, a Karina Tiblee Sicóloga y profesora de Yoga. A Leonor Bejarano, profesora de Música y a Esperanza Agüero, profesora de Español, y Sociales, por su generosidad y gran aporte pro-fesional al programa de los Sábados. Les estaré eternamente agradecida.

Finalmente, Quiero agradecer a los muchachos y muchachas de la Alianza por creer en que ellos si pueden hacer la gran diferencia en el futuro de Colombia.

TODO ES POSIBLE ¡!!!


hasta siempre Barry McCombs UNA ÉPOCA QUE QUEDARÁ SELLADA EN NUESTRA hISTORIA

ParentsPor: MARÍA CONSTANZA CASTELLANOS, Madre de Familia CNG

ace varios años me vinculé con el Colegio Nueva Granada, como me imagino le pasa a algunos, con expectativas diferentes, quizás en muchos casos

contaminadas por los innumerables rumores que siempre se han creado sobre nuestra comunidad. Después de dar el primer paso, todos esos rumores fueron cambiando y, de repente, empecé a sentirme en mi propia casa; la libertad de pensamiento y el respeto por los demás fueron factores que se identificaron completamente con mi forma de per-cibir la vida.

Los días fueron pasando y el destino, que siempre nos juega pasadas sorprendentes, fue apropiándose de mi espacio y me fui vinculando de manera casi que total y permanente al Colegio Nueva Granada. Llegué a quererlo tanto como a uno más de mis hijos. Era como muchos dirían, mi primer hogar, porque pasaba más tiempo en el colegio que en mi propia casa. Durante todo este tiempo nunca tuve la capacidad de percibir y mucho menos entender todo lo que estaba con-struyendo. En aquella época fue para mí una obsesión, un reto el hecho de construir una comunidad sólida, unificada, donde los rumores se esclarecieran y todos los miembros se respetaran y apoyaran los unos a los otros.

Luchamos y buscamos velar por los intereses de la mayoría. En ese ir y venir de ideas y discusiones, aparecieron rencil-las, aparecieron momentos agobiantes donde todo parecía oscuro y donde, obviamente, como es común en nuestra sociedad, los rumores no pudieron faltar. Seremos hoy y siempre, por naturaleza, la cultura de las interpretaciones, pero eso es parte de nuestra esencia. Luego, como miem-bros del CNG, no podemos desconocer esa naturaleza. La constancia y la perseverancia, que son en definitiva dos defectos o cualidades que siempre he cargado, cada uno con su interpretación, me hicieron nunca bajar la guardia y sin importar caminamos y caminamos, saltando piedras, sobrepasando momentos, situaciones y alegrías desde la asociación de padres hasta la junta directiva. Hoy, al final de ese gran recorrido, con el enriquecimiento espiritual que los

momentos difíciles de mi vida me han permitido encontrar dentro de mí misma, miro hacia atrás y me siento orgullosa, muy orgullosa de lo logrado. El colegio no puede estar en mejores manos y el cambio ha sido fundamental para el crecimiento de nuestra comunidad.

Lo más admirable que me pasó en todos estos años, algo que realmente sólo pude ver en el momento en que me encon-traba en esas paredes agobiantes de cuidados intensivos, cuando la vida de mi marido se debatía en minutos, fue sólo en ese momento devastador, cuando pude darme cuenta de los más valioso que me había dejado el Nueva Granada: una comunidad prodigiosa que no ha dejado de acompañarme y que siempre estuvo ahí, al lado mío, con sus abrazos, sus momentos de apoyo y su compañerismo. Nunca siquiera se me ocurrió, cuando entre tantas caminatas por los corre-dores del Nueva Granda, entre proyectos, eventos y mucho tiempo compartido, que los miembros de esa comunidad, mis inquebrantables compañeros y amigos, me hicieran sentir esa amistad tan fraternal de nuestra comunidad, estuvieran pegados a mí para con su compañía y apoyo mostrarme que no estaba sola en el mundo y que por difícil que fuera la situación, mis hijos y yo contábamos con sus permanentes sonrisas.

H


No me alcanzan las palabras, ni los momentos en esta vida, para agradecerles a todos ustedes cada instante que nos dieron, en especial a mis hijos, (la razón de ser de mi existencia como todos ustedes lo saben), que cuando su hogar se les destruyó en mil pedazos ellos encontraron en el profesorado y amigos del colegio las brazos abiertos para recibirlos como su primer hogar; eso que tanto yo sentí, per-cibí y quise algunos años atrás. Sin sus enseñanzas y ejemplo mis hijos no serían los seres objetivos y capacitados para asumir la adversidad con tanta fortaleza, pero en especial con esa visión clara de que la realidad se presenta tal cual es y debemos mirarla con el positivismo que ella requiere, porque en definitiva es el único camino posible.

El corazón de cada uno tiene su propia manera de recibir y no se alcanzan a imaginar lo transformador que fue para no-sotros acoger cada una de sus cartas, de sus palabras, de su apoyo, de sus detalles, de sus miradas consoladoras. Tengo clavadas en mi memoria cada una de ellas, así el tiempo y la angustia no me permitiesen demostrárselos.

Aún divago por el mundo tratando de buscar repuestas a millones de interrogantes, pero con cada paso que doy siempre llevo presente esos momentos maravillosos que donaron sin condiciones para que mis hijos pudieran llorar, para que mis hijos pudieran reír, para que pudieran encon-trar el camino adecuado que sólo una buena guía puede proporcionar cuando el mundo nos atropella. Y así, en vez de desenfocarse, ellos pudieron descubrir que el positivismo y la practicidad que se les inculcó, los ayudó a mirar para adelante sin tantas tristezas sino con la certeza que nuestra vida y destino nos pertenecen sólo a nosotros mismos y sólo nosotros construimos una mejor forma de vivir el momento con alegría y siempre sacando los paras de cada situación.

Con todo, sólo cabe dentro de mí un gran cuestionamiento: ¿Es ésta una comunidad sólida, unificada, no es la mejor comunidad de la que todos desearíamos ser miembros? ¿En dónde quedan los puntajes del ICFES y tantos momentos de angustias por alcanzar la excelencia, sí al final lo único verdadero es alcanzar esa felicidad en una vida que ninguno tenemos comprada y se esfuma en el momento menos es-perado? Gracias, Colegio Nuevo Granada por mostrarme dónde están los verdaderos valores de la vida.

Ninguno de todos esos momentos los hubiera podido perci-bir y vivir con tanto éxito sí no hubiese sido por esa amistad inquebrantable que se fue creando entre discusiones y dis-cordias y que tuvimos la habilidad y humildad de cultivar poco a poco, porque sólo los seres grandes como Barry Mc-Combs tienen la capacidad de ver, en quienes los desafían y cuestionan, a un verdadero amigo. Nunca, en el transcurso de este proceso de crecimiento de nuestra aprecio, dije algo que no pensara. Fui fuerte y contundente con lo que consideraba

adecuado, fui drástica con los cambios que tenían que reali-zarse. Aquí no veníamos a negociar nada, aquí no veníamos a hacer política, éramos nada más ni nada menos que los voceros de los intereses de una comunidad y con eso en la mira dije palabras fuertes y desafié momentos difíciles.

Como con todo cambio, grietas se generaron y muchas, pero, a pesar de todo eso, de las fuertes posiciones, Barry, a quien admiro profundamente, con su capacidad para entender, escuchar y ver en las personas el fondo de ellas mismas, me abrió sus puertas y me dejo demostrarle cómo podríamos construir esa amistad. Nunca dejo de recibirme, de hablarme y entenderme. Amistad que en los momentos más difíciles de mi vida fue la primera que atravesó esa puerta compleja de la muerte para mostrarme que sólo las personas que se permiten a sí mismas caminar con valentía, salen adelante. Fue su sombra la que siempre me acompañó y en el colegio promulgó humanidad, comprensión y cariño hacia nosotros. Nunca la buscamos. Siempre hizo que nos llegara sin siq-uiera escudriñarla.

Quiero hoy ante todos ustedes hacerle un homenaje a Barry McCombs: a ese ser humano lleno de momentos gratificantes y enseñanzas, las que de seguro ustedes hoy no descubrirán, pero que mi Dios me dio la oportunidad de descubrir gracias a la adversidad. Quiero darle las gracias por el increíble servicio que no has prestado por más de diez años; por su dedicación, por su paciencia, porque durante todos estos años nadie puede decir que se salió de casillas y le dijo una palabra humillante a nadie, porque nos enseñó que con cordura podemos desafiar todos los momentos de la vida. Porque es quien es, con esa humanidad infinita que siempre lo ha caracterizado, quien le mostró a todos los miembros del Colegio Nueva Granada que lo primero que se debe construir es el bienestar del prójimo.

Mi familia por su parte, ahí incluyo a mi madre y a mi padre que con todas las enfermedades y retos que se nos presen-taron en este año, no han dejado un solo minuto de esperar en Pozo Chico a Barry McCombs para que con sus palabras ilumine nuestros corazones, como ya lo ha hecho en miles de oportunidades. Yo, por mi parte, quiero decir gracias mil gracias por enseñarme a mí y a mis hijos a ser mejores seres humanos; gracias por su sabiduría que le lleva a su boca las palabras que en mis oídos tanto han calado; por todos los momentos de apoyo; pero en especial gracias por esa amistad tan grande que hoy me da las energías para entender que sólo su conocimiento en los momentos adecuados me abrió las puertas para ver el camino apropiado.

Sé que muchos han sentido, vivido y disfrutado a ese ser paternal que fue y ha sido más que un papá para la mayoría de nosotros, un papá amoroso que siempre tiene su puerta abierta para escucharnos, un papá que guía dentro del

PARENTS


diálogo y la humildad, nunca mostrando su poder sino sólo dando lo mejor de sí para hacer que el cambio que se gestó en el colegio Nueva Granada en los últimos cinco años y que fue fundamental para el desarrollo de la institución. Pero principalmente gracias por escuchar a quienes de alguna forma quisimos mostrar el inconformismo de algunos miem-bros de la comunidad y en especial por entender el cambio, por acomodarse y por ser esa persona que siempre acepto el perdón de las malas acciones sin quejas ni reclamos, gracias por las palabras enriquecedoras y por abrirme los ojos de lo que es el verdadero camino de la vida.

Hoy estoy absolutamente convencida que un amigo fiel noble y sensible como el Doctor Mc Combs es el bien más preciado que me queda por todo el resto de mi caminar. Todos los momentos que vivimos con Julie en los difer-entes viajes me demostraron que la sencillez de esa familia

y el compartir como principio los hacen seres que sólo transmiten felicidad. Asimismo creo que ese primer hogar que sentí en mis primeros años de voluntaria en el Colegio Nueva Granada, se volcó sobre mí y fue mi bastón en el momento más difícil de mi vida y fue sólo en ese momento cuando percibí que la lucha de tantos años se había hecho realidad. Esta es más que una comunidad. Somos una gran familia que siempre vela por el bienestar de sus miembros y esa es la mejor herencia que podemos dejarle a nuestros hijos, porque si esa comunidad es con sus miembros a futuro como fue conmigo, creo que todos seremos unos grandes triunfadores porque nos tenemos los unos a los otros para desafiar el futuro de este país. Tenemos la esencia, tenemos la enseñanza, tenemos el ejemplo y de seguros alcanzaremos la felicidad. Gracias Barry McCombs por llegar hasta aquí con tanto cariño y dedicación, gracias por hacer de esta comunidad una gran familia.

COACHING A NUESTROS HIJOS CUANDO COMIENZAN LA PRE-ADOLESCENCIA

menudo pensamos con desespero que el único curso que no hemos tomado, ni hemos recibido certificaciones o avales de entidades externas, es el de ser padres.

Ahora que dos de mis hijos están en el período llamado de pre-adolescencia, quisiera reflexionar sobre cuál debería ser nuestro papel como padres.

Consejos prácticos

Creo que ya la figura apoteósica de héroe en esta etapa 1. ha aterrizado a veces con fuertes golpes en la realidad terrena, por lo que nuestros consejos se deben basar en nuestra propia experiencia y en cómo – sin mentir- pu-dimos sortear las situaciones que estamos asesorando y predicando.

La formación de criterio, dado que la raíz y el tronco 2. ya casi se han formado en nuestros hijos, se torna fun-damental. El criterio se forma con la experiencia de afrontar las situaciones específicas con la plataforma de principios y valores que hemos ayudado a construir. Sin embargo, algunas situaciones no queremos que ocurran para la formación de este criterio, y debemos resaltar que no merecen la pena experimentarlas, aún si nosotros tampoco las vivimos (ej. Droga, promiscuidad, alcohol descontrolado, etc.)

Por: ÁLVARO TRIANA, Padre de Familia CNG

Estrechar los lazos de amistad con los padres de los 3. amigos de nuestros hijos para reforzar los principios y valores inculcados es una prioridad, así como conocer bien a los amigos de nuestros hijos – sus aficiones, caracteres, personalidad y plataforma ética. Debemos sentirnos seguros cuando existe una comunión entre los padres en cuanto a las expectativas de comportami-ento en todas las dimensiones de nuestros hijos.

En este difícil período de transición hacia la adoles-4. cencia, la formación ética es una prioridad. En este sentido, todas las anécdotas, noticias de actualidad y ejemplos, se convierten en armas poderosas para que la plataforma de principios y valores de nuestros hijos se solidifique. La ética NO ES NEGOCIABLE. La integri-dad moral es UNA. No pueden existir zonas grises. O se es o no se es. Un error de esta naturaleza a veces no es perdonable. Casos concretos de ausencia de ética los leemos todos los días.

Espero con estas reflexiones iniciar un proceso de retro-alimentación continuo con toda la comunidad que, por su sabiduría colectiva, debería ayudarnos a todos a ser mejores padres en todas las etapas de vida de nuestros hijos.

PARENTS

A


hen we speak of someone’s legacy, usually we are referring to a tangible footprint that a person made in our lives. And there are any number of

examples throughout history that fit the description, from the teachings of philosophers like Socrates and Plato, to Sid-dhárta Gautama (a.k.a. Buddha) reaching Nirvana, to Jesus Christ, to modern day icons like Martin Luther King, Jr. and his dream of equality and civil rights, as well as Nelson Mandela and the end of apartheid in South Africa.

Then there is legacy as it relates to the arts, and the list can be endless, from the first artists building such things as temples in ancient Egypt, the Parthenon in Athens, or the Roman Coliseum, to Renaissance painters and sculptors in Florence, to Pablo Picasso in Spain more recently, and Fernando Botero in Colombia today.

Legacy can also be found plentifully in music, from the clas-sics like Beethoven and Mozart, to the rocking sounds of The Beatles and John Lennon imagining a world in peace, to Led Zeppelin’s “Stairway to Heaven”, to the recently deceased Michael Jackson and his incredible contribution to the world with songs like “We are the World”, “Man in the Mirror” and the “Earth Song”.

Even hard rock bands speak about legacy. Here are two excerpts from Iron Maiden’s “The Legacy”:

Take the world to a better place Giving them all just a little hope

Just think what a legacy You now... will leave

Why can't we treat our fellow men With more respect and a shake of their hands

But anger and loathing is rife The death on all sides is becoming a way of life

This last line speaks of the world we face today. Humanity has forged a world that has seen wars and conflict come and go, for reasons as justified as fighting oppression and tyranny, to questionable reasons such as jealousy or trying to impose someone’s beliefs over others.

During the 20th Century alone we saw two world wars, the Russian Revolution, the Cold War, the Korean War, the Vietnam War, the Six Day War, the Somalian Civil War, the war in the Balkans, and countless other armed conflicts, including the one we’ve lived through in Colombia. The common denominator is war.

In parallel, since the Industrial Revolution began in the 18th century, the world saw itself being literally transformed in a little over two centuries from a horse and carriage set of isolated communities to steam engine-powered ships and locomotives, to a global village joined today by air travel in minutes and hours, telecommunications, and a world wide web making communications instant and truly global.

But despite all the progress, despite “magical” accom-plishments like the development of personal computers and touch screens, conflicts still arise, and human nature reminds us that we should not forget, must not forget, the most important legacy we should be leaving behind for our children – a better world, one with less conflict, more awareness about the need to protect the environment, and a set values that measure a person’s worth for who he or she is, and not for what he/she possesses.

These values and sense of character bring me to Dr. Barry McCombs. He is a person who has strived to promote values and principles, doing his best to make sure that our children grow up to be better people, while at the same time being prepared to face the hardships this world will literally throw at them.

His critics have even helped him along the way, because we all make mistakes, and we all learn from one another. Nobody has all the answers. I am sure that he will agree when I say that you can’t please everyone, and certainly not all of the time.

To quote the Rolling Stones, “You can't always get what you want, but if you try sometimes, you might find you get what you need”. At the particular juncture when Dr. Barry McCombs joined the CNG, he had the qualifications, values, beliefs, and convictions with which he helped set the CNG on its path. And he is now ready to move on.

So to Barry I say thank you, thanks for the memories, and thanks for all the hard work. Farewell and Godspeed.

By: PABLO URRUTIA, CNG Parent

LEGACy – wHAT DOES IT MEAN?

PARENTS

w

Colegio NUEVA GRANADA 16 16.pdf · 2018-01-29 · colegio embarcarse en nuevos programas...

Documents

Transcript of Colegio NUEVA GRANADA 16 16.pdf · 2018-01-29 · colegio embarcarse en nuevos programas...