YOUNG VOICESUn lugar para expresarte

Issue 3 Volume 5

"WE ARE THE CHAMPIONS" ON THE ROAD

http://www.clermont.edu.co/

EDITOR IN CHIEFAIDA RIVERA FRANCO

EDITORSELIZABETH GONZÁLEZ DE FLÓREZ

DESIGNER IN CHIEFSHANAT ANDREA OLIVEROS AVENDAÑO

WEB DESIGNER

REINALDO DUQUE SERNAPHOTOGRAPHER

CRISTINA GAMBOA LOZANO

ACKNOWLEDGEMENTWRITERS (STUDENTS )

WORDPRESSBLOGWIKIPEDIA .EN

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Editor's Note 21

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Contents

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4,6

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ClermontEvents 12, 15, 17

Have

Fun!

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La empresa Renault, con el programa llamado ““Safety andMobility for All” – “Seguridad y Movilidad para todos”, ha trabajadocontinuamente en pro de la formación de jóvenes entre los 15 y 17

años, sobre temas de movilidad y desarrollo sostenible.

Para tal fin lanzó una convocatoria a través del proyectointernacional "YOUR ideas, YOUR initiatives",invitando a participar

a diferentes países del mundo.

Con orgullo y satisfacción queremos comunicarles que el ColegioClermont representado por los departamentos de Matemáticas yTecnología con su propuesta “Movilidad con Ingenio”, puesta enmarcha el pasado 22 de febrero del presente año obtuvo el primer

puesto junto conFundan International School de Shanghai, y Fatih Ataturk

Anatolian High school de Estambul de Turquía.

!Felicitaciones! a ellos, por aplicar el “Ingenio” en sus proyectos.

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Se me hace un poco complejo escribirte, principalmente porque no sé qué eres específicamente¿Solo un lugar? ¿Solo una institución? ¿Las personas que habitan allí? Específicamente ¿qué es mi

colegio? No lo tengo claro, sin embargo haré un esfuerzo.

Entre por las puertas del colegio Clermont cuando tenía apenas 4 años en el 2002, para ese entoncesme ponía un uniforme que me quedaba grande, una balaca que me quitaba todo el pelo de la cara yuna maleta azul que aún recuerdo por la singularidad de su forma. No recuerdo que día, solo que

estaba emocionada y aterrada al mismo tiempo, por fin conocería aquel lugar al que mi hermana Susiiba todos los días. Recuerdo que mis papás ese día me llevaron al colegio, ya lo conocía físicamente,

iba desde que estaba en la panza de mi mamá por las notas de mi hermana, para recogerla algún díaque estuviera enferma o para hacer vueltas. Entre a un tal pre-kínder, ¿Qué haría allí? ¿Tendría amigos?

¿Sería buena o desjuiciada? Fueron esas las preguntas que fueron construyendo aquella aventurahace 14 años y que ahora deben transformarse por unas nuevas.

El tren del colegio arrancó y yo no hesité para cogerlo, un año llevo al siguiente y el siguiente al que leseguía, fui conociendo gente maravillosa gracias a ti, hice amigos que me cambian la vida todos losdías y fuiste escenario de muchos llantos y risas, de momentos de estrés y de goce; ahora que lo

pienso fuiste escenario principal de esta primera parte de mi vida y eres a fin de cuentas la razón deque sea como soy.

Primaria me llego como un golpe de gracia, mi personalidad se formó introvertida y sedienta deconocimiento, tu no paraste de saciar esa sed, me apetecías con matemáticas, ciencias y sociales,ramas del conocimiento que hasta el día de hoy me enloquecen y apasionan, tanto que es difícil

elegir una que me guste más, pero de eso hablaré más adelante.

A ti colegio, te tomo como todo un conjunto y es por eso que siento que gran parte- y se queda corto-

de ti son los profesores, esas personas que se encargaron de quererme tanto para regañarme, paraparar clase si era necesario y formarme como persona antes que como intelectual, mil gracias a todos,

los llevo en mi mente y en mi corazón.

Seguiré contándote sobre ti y sobre mí, que en verdad es lo mismo porque hasta el momento noexiste una Diana Catalina sin un Colegio Clermont. Llegue al punto de ser la más grande de primaria,

me apena que no haya tenido tantos amigos hasta el momento pero me alegra que la historia a partirde ahora sea diferente, dentro de tus corredores y salones empecé a dejar florecer mi verdadera

personalidad, una niña común y corriente que hace chistes y se ríe por cualquier bobada, quien iba adecir que era tan sencillo como ser uno mismo. Allí empezó mi pre adolescencia, una aventura que

ni para ti ni para mí fue sencilla.

No sé si te acuerdas, pero empecé con pie izquierdo mi bachillerato, no me importabas y me quería ir,mis notas académicas estaban por el piso, la situación en mi familia no era la más sencilla y mis

amistades eran un poco problemáticas, yo estaba consternada y confundida, no sabía quién era o adonde debía ir. Mi alrededor se tornó ruidoso y oscuro, la única manera que encontré para

resguardarme fue la música y hasta el momento aún es un lugar al que puedo recurrir en momentosasí, mejor no divagaré por ese lado.

Me peleaba mucho contigo y empecé a ir a disciplina, era revoltosa y rebelde, una gran combinación¿No crees? Afortunadamente me aguantaste y poco a poco fui superando esa etapa, tu, en vez dereprocharme y devaluarme me ayudaste a salir de esa etapa tan complicada para entrar en otra aún

peor, la adolescencia. ¡PUF! Dame un respiro para recuperarme de lo contado hasta ahora yprepararme para lo que viene. ¿Listo? Muy bien.. Continua pag 7

CARTA AL COLEGIO.BOGOTÁ, 22 DE MARZO DE 2016

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The discussion of our students began with the identification of current mobility problems in ourcity, based on the difficulties that arise in the course of travel between home and school. Thestrategy we used was cooperative learning structures in small groups, with a project approachPBL (Project Based Learning). The topics discussed were: congestion and accidents (delayedtravel time); access to school (nearby environment and infrastructure); transportation (frequentand alternative) and environmental pollution. This led us to think that the cornerstone to solving

these problems is road safety and the importance of caring for life.

Inquiry: The information search was conducted in three ways, with students handling thestrategies for the inquiry. They directly observed the reality of access to the school because everyday there is congestion and a high rate of traffic accidents. They looked at statistics on accidentsin Bogotá using the Internet. Finally, they sought the help of experts from the Secretaria deMovilidad (Mobility Secretary), who gave us the information needed to start the project and

define the activities that were performed later. The most important findings were that accidentrates are due to carelessness or irresponsibility of drivers and pedestrians, therefore our project

focused on safety training.

Our key question was: Why must we all know how to move around Bogotá? The answer wasbecause we cherish life and we need to reduce accidents caused by people being misinformed.

The main problem is the mobile security of pedestrians, passengers and drivers. Before doing ourproject, we assumed that everyone knew about safety and traffic rules, but it was not like that.Although Bogotá’s mobility is chaotic (permanent congestion, lack of avenues, inefficient publictransport, high accident rate…), the biggest problem detected was poor knowledge regardingsafety and the awareness of concern for the value of life. We integrated the findings from theinquiry using real statistics of accidents in our city, their causes and effects. We looked at our

local safety rules and traffic signals.The second phase was based on reflection. As an educational institution responsible for the

integral formation of our citizens, we asked ourselves, ‘What is our responsibility? What is our rolein this area in teaching the children and youth of our city?’ At this stage, we got in contact with

the government entity responsible for mobility.Next began the third phase of design and creation, where we worked on two fronts: The 15 to 17year old students would design and build activities for all the students of the school. The secondfront was the creation of each activity that would be part of our day ‘MOBILITY WITH INGENIO’

celebrated on February 12, 2016.

We chose twelve activities designed for two age groups. The working groups were led by the 29leaders of eleventh grade students, teachers and educators from Bogotá’s Secretariat of Mobility.The fourth phase was the sharing of our journey through activities designed for everyone. We set

a schedule to do this.The fifth phase is the implementation of the mobility program in the curriculum and training

student trainers on mobility and safety.

Taken from: http://safety-mobility-for-all.com/school-story/mobility-ingenio

SAFETY AND MOBILITY FOR ALLROAD SAFETY ACTIONS FORA BETTER ENVIRONMENT

MOBILITY with INGENIO

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YOUNG VOICES

Imaginando AndoEscribiendo Haciendo

3 señales que robanPor

Sara Sofía Ortegón Góngora

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From various materials (traffic signals, puzzles, posters), created by our senior students (15 to 17 year olds), a campaign wasconducted and broadcast to the entire educational community on road safety and mobility in our city. The goal was that allstudents could reflect on the problems and possible solutions to local mobility issues. Additionally, a campaign was carriedout on social networks presenting the project ‘Mobility with Ingenio’; while working on this, the students were gettingmaterials and creating activities, with really great creativity and wit. They created posters and pennants (included in thePowerPoint). The other goal that originated with our project was to plant the seed in our young children and generateawareness of road safety. We will have a better city! In each of the twelve activities that we constructed, the necessarymaterials and elements were attained using the jigsaw strategy: everyone brings something. The activities were:

Preschool sectionBike ride: a bike path was built containing signaling. Many children brought bicycles, tricycles and scooters along with theirprotective equipment. The idea was to promote the use of protective elements and standards for bike-users. A bicycle-ridetook place in one of the school areas, where a bike path with zebra crossings, traffic lights and stop signs were drawn.

Superheroes of Mobility: young superheroes played at saving lives on the road and arresting offenders.Zebras for Life: an interesting craft to teach colors of the road and their meaning. Preschool children each made a coloredzebra crossing on black construction paper. Each child was given a piece of black cardboard, four colored strips of white,

yellow, red, green stickers. Reflection - provide tools for children to keep safe.

Car Parade: The parents joined at home with their children in the construction of car costumes which were used to simulatedriving on the road and practice using traffic signals efficiently.

Reci-car: Construction of cars with recyclable materials: paper, bottles. Children used them on a track. Interactive games:Using Mobility resources. website: http://www.movilidadbogota.gov.co/contenido/portal-juegos-manejar.html))

Mobility painting: Creating and coloring images of pedestrians, drivers, traffic wardens and signals.In Primary and High School Perception Station: Challenging mobility activities using bowling, goose and mirror maze, (these

were difficult challenges to overcome)

Bike Station: Using four stationary bikes, four teams wearing safety attire participated in four simultaneous shootingchallenges. (While learning and driving many things happen on the road). Participants elected pedaling on the exercise bikes

without stopping while throwing darts at a target.Kinematic Station: We are as fragile as an egg, and so we must not let the egg break. In this activity, groups had to protect anegg from a fall. Materials for each group were an egg, a small plastic bag, half sheet of newspaper, a large pump and a meter-

long rope. Very good reflection activity, it raised awareness of the value of life and the causes of accidents. The egg wasdecorated to represent a person.

Disability Station: To learn the importance of the needs of people with disabilities, we used a role-play and empathy activityusing wheelchairs, canes, crutches and blindfolds. This activity simulated the experiences of people with disabilities in

Bogotá.

Theater: plays were performed, followed by a theater forum with students, to reflect on the topics.For the primary section: “Red Riding Hood and the Faster Wolf” (A history of respect for traffic rules and the correct use of

pedestrian spaces).For Secondary: “Take Care along the Way or I’ll Tell Your Aunt” (Using safety equipment and care to preserve our lives, we

avoid problems!)The main outcome of our activities was to raise awareness; as Clermont students, teachers and citizens of Bogotá, we need tocontinue to focus on security and the importance of working together to protect life. These actions impacted at least 500

families in our school community.We involved parents with the project; with their children, they participated in the awareness campaigns and constructionmaterials to teach about safety and mobility in our school. The parents themselves became more aware. It was an excellentday, full of many mobility and safety activities. The leadership of our high school students was promoted and strengthened asthey took on the role of captains and teachers of mobility, planting the seed in the younger children to continue their safety

training process, and developing citizens who make sound decisions in the future.

SAFETY AND MOBILITY FOR ALLROAD SAFETY ACTIONS FORA BETTER ENVIRONMENT

MOBILITY with INGENIO

HISTORY The auditorium Jorge EnriqueMolina corresponds to the old

Mexico theatre, which was built bythe producer of Pelmex on the late50s, in the so-called Golden Age ofMexican cinema. There were

shown successful Cinematographicworks That were Distributed toColombia by the company of theAztec country. For more than 40

years it was distinguished himself asone of the cinemas most visited bythe Bogota spectators. Its namecomes from the fact that Aztec ormexican companies presented anddistributed works from them in thetheater. Located in (calle 22 n.° 5-85)

WHAT USED TO BEAs I mentioned it before, this placewas used for presenting movies thatcame from Mexico by distribuciónhowever they weren’t mexican , thatwere distributed by the company ofthe Aztec country. The moviesshowed here were critically

acclaimed independent movies thathad either an impressive backstory,or it was very popular and exclusive

for that time.

People in Bogotá used to go thereas many times as they could, and

loved every movie that wasshowed in there. That’s why itbecame so popular in such a

short time.

WHAT IT HAS BECOME ANDWHAT IS NOW

The Central University bought this theater in 1994 which is nowused for the development of

academic and cultural activities ,Since then it is also used as a

place where different events takeplace including meetings. Themanagement and service of thetheater goes specially to thecommunity of (unicentralistas)

and (capitalinos).

Because of its large capacity, thisauditorium is ideal for performingevents of high public turnout andcarrie generous amounts ofpeople visiting it frequently. Ithelds journeys of national andinternational profile such asconferences, forums, seminars,

performing arts festivals,theatrical exhibitions, film

festivals, concerts, graduationceremonies, corporate events,

product launches, TV ads , schoolfairs, among others.

The modern equipment they hadadd on the last years, attributesthe theater, including the

excellent lighting,.

the qualities of the screen which allow an optimal sound materialprojections make the JorgeEnrique Molina a propitious

place.

IS IT AS POPULAR AS IT USED TOBE?

Before the introduction ofadvanced technology like 3Dimensión Movies, . and

Surround Systems, this theaterwas probably the most famoustheater in Bogotá. With over100,000 people visiting it eachmonth in 1991, it became one ofthe fastest growing theaters in

South América.

Now-a-Days, it was bought bythe Central University and it’simportant that we take in

account that it is not a publictheater anymore, and is used foreducational purposes only, but itshowed how important and

independent cinema it was andwill be forever an important partin the Bogotá Cinema´s History.

The History of the theaterJorge Enrique Molina (Teatro Mexico)

Ana Maria Archila, Emilio Gomez Calle

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Imaginando AndoEscribiendo Haciendo

3 ladrones roban los edificiospor

Mariana Sánchez López 1B

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YOUNG VOICES

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Monster by Walter Dean MyersNight by Elie Wiesel(Book Comparaison)

Nicolas Mendez Felipe Paez

Mateo MontesMay 23rd, 2016

Imaginando AndoEscribiendo Haciendo

Un tigre ha escapado de un zoológicoby

Carmen Sophia Camacho Nempeque

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YOUNG VOICES

Cities are the highest form of socialorganization. There is a process ofevolution that a place must

undergo in order to become into acity as we know it. This process iscalled urbanization. Urbanization isthe shift of population from ruralareas, which could be small townsand villages, to urban areas, whichcould be either cities or towns. Theworld is currently going under oneof the most shocking and largestwaves of urban growth in history.Urban growth is the expansion andincrease of population in urban

areas around the world. More thanhalf of the world’s population livesin towns and cities right now, andby 2030, it will increase to about 5billion. Cities represent a world ofopportunities for many people,

specifically in search for jobs, whichmeans an economic growth is

linked to the urban growth, but aswell as an increase in the economy,there’s also an increase in poverty,because people with low incomeand low economic resources arealso moving to urban areas insearch for jobs. The increase ofpopulation of people with less

economic resources, can affect thelives of every single city dweller, due

to the fact that this createssquatting areas, which are

commonly referred to as slums, andthese are areas of unoccupied landwhich are taken in by people with

less resources.

Nowadays, urbanization cannotbe referred without mentioningslums due to it being usual inthese processes, but slums mayvary depending on the place, theeconomic resources, and thepeople that live on them. Thereare many processes involvedwithin urbanization, which arecurrently the reproduction of

slums, gentrification,

suburbanization,

overurbanization, among others,which could and will affectcertain groups of people in a

society.

“In China - officially, 43 percenturban in 1993 - the number ofofficial "cities" has soared from

193 to 640 since1978”(bibliographic reference #3).China has been one of the citieswith more urban growth in thehistory of the world, and not

because of the fact that peopleare moving into the cities, butbecause the cities are full andthey are expanding these cities

to their surroundings,transforming small villages intotowns, and towns into cities.

These small and medium-sizedcities are the ones receiving in allthe people which can’t access

the big cities.

Overurbanization is when theurban growth rate, which is the

percentage at which people moveinto the cities, is higher than theeconomic and industrial growth,

While China is increasing itspopulation, it is also increasing

poverty. “Beijing police authoritiesestimate that 200,000 "floaters"

(unregistered rural migrants) arriveeach year, many of them crowdedinto illegal slums on the southernedge of the capital.” (Bibliographicreference #3). Everywhere, slumsare reproducing. A slum is an

informal settlement, where peopleclaim land as their own, and livethere without paying rent, taxes,nor public services. In South Asia,

around 90% of the householdgrowth is located in slums. So, it isestimated that out of 500,000people that move into Delhi,

400,000 people end up living inslums and squatter areas. In Africa,

the situation is even worse, in citiessuch as Kenya, which between1985 and 1999, 85% of the peoplemoving into the city, were packed

in the slums of Nairobi andMombasa. By 2015, Africa will have332 million slum-dwellers, and it’sestimated that the number will

double every 15 years.(Bibliographic reference #3). Since1970, slum growth has outpacedurbanization in the south, with SaoPaulo or Río de Janeiro as an

example, with favelas, which areslums in the hills of the city, wherepeople build from scratch or either

buy from other people.

Continue pag 11

What are the effects of urbanization onthe lives of city dwellers?by Felipe Páez Fernández

9thB

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Bitácora Pre-kinderHistorietas

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These favelas have public services,shops, and are considered a

neighbourhood within the city, butit’s completely illegal. (Bibliographicreference #4). In Brazil, favelas apartfrom being illegal slums within thecity, they also have drug trafficking

and gangs living there, withmultiple shootouts during the dayor week, endangering the lives ofthose living on the shanty towns.Also, the houses they build are ontop of other houses, which couldcollapse at any second, killingdozens of people. This is just the

best case scenarios because favelasare one of the only types of

squatting areas which have accessto public services, but everywhere inthe world, such as in Mumbai, India,

which is sometimes referred to as“Slumbai”, 400 people have to sharethe same toilet, because in just 6%

of the total land, there are 6 millioninhabitants of the 10 million

inhabitants Mumbai had at thetime. (Bibliographic reference #4.).

These slums are sometimes locatedin the suburbs of the cities, butsometimes the cities themselvesexpand and move people to the

suburbs, which is calledsuburbanization, but usually occursin developed countries such as theUnited States, in which people

move to the suburbs instead of theinner cities. Gentrification is anotherprocess involved in urbanization,

and it’s when people with highereconomic income invest in housesand buildings located in the centerof the city which are usually ownedby people with low economic

resources.

. This investment causes housesto valorize because the new

owners or renters rebuild themand refurbish them. When

people invest in this places, theneighbourhoods increase therents and they become

expensive neighbourhoods,which people who used to livethere can’t afford anymore.

Gentrification affects people withlow income because they’re

being displaced by people withhigh income rates, but this iscommon in Europe and the

United States in the center of thecities.

Colombia has had one of thehighest urban growth rates inLatin America. It has grown from31% of people living in urbanareas, to nearly 60% between

1938 to 1973. In 1951, Barranquilla,

Medellín, Bogotá, and Cali had atotal of 5% of the population inColombia, but by 1973, they had25% of the total population.

(Bibliographic reference #5.). Therates of Colombian urbanizationreached to be one of the fastestin Latin America, with populationof the cities increasing by 75% by2000. (Bibliographic reference

#6.). This is an issue because thepopulation is being concentratedin four main cities, amongstother ones, and this 4 cities arethe only ones which are stableenough to provide to the GDP,

which is the Gross DomesticProduct,

and it measures the final goodsleft for the country, and from 2000to 2011, Bogotá provided 25% ofthese. (Bibliographic reference

#6.), meaning that the economymight be dependant of certainplaces in the country. Due to thisintense growth, social divisions

between the rural and urban areaswere created, and in Medellín,

almost two thirds of thepopulation lived in slums. Most ofthe people who moved to thecities were due to forced

migration due to the violence withthe rebels. As a consequence, ruraleconomy decreased due to thelack of productivity, underutilizedland, and transportation issues. “An

agreement would let thedisplaced return to their originalhomes, fostering new urban

centers, as well as more efficientland use and extraction.”

(Bibliographic reference #6.) Thegovernment and the rebels

engaged peace talks, which couldchange the economy of Colombia,

and changing all the effects ofliving in slums for the people whomoved into the city due to forcedmigration. Bogotá has used

multiple policies in order to stopurbanization from occurring, or at

least, to control it.

Continue pag 13

What are the effects of urbanization onthe lives of city dwellers?by Felipe Páez Fernández

9thB

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Clermont Events

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* I'm just me * An adventure around the city

* Colombia es divertida* Colombia es divertida

2015 -2016

Todo un espectáculo de lentejuelas y

canutillos preparados

Para bailarle a la Gata... Goloza

Un tributo a Colombia respresentadoen coloridos trajes típicos. ¡Muy bienpor ustedes chicas!

¡Sólo ellos! La esencia

de los chiquis

plasmada en sus obr

as de arteNo hay como una Bogotá presentada

por kindergarden

el hombre al tener la capacidadde comunicar sus ideas, permiteque otros construyan sobre ellas, yque a su vez, que él construya

sobre las de otros.

El término lenguaje no debeentenderse simplemente comohablar sino como una forma decomunicación. Existen diferentestipos de lenguaje que aunque nolo notemos contribuyen a laformación social del hombre.

Como sabemos la cultura es unreflejo importante de la sociedad,

y cuando pensamos en ella esimposible no pensar en cuadros,en música, es decir en el lenguajepictórico y en el lenguaje músical.Y si pensamos que esto no es una

forma de comunicaciónrecordemos cuando jugamos adibujar algo y hacer que la otra persona adivine. El lenguaje nosolo provee herramientas decomunicación también

proporciona herramientas paraestablecer identidades. A través delos lenguajes que promueven lacultura, cada comunidad crea suspropias características culturalesque la ayudan a establecerse

como sociedad.

Mark Pagel, un biólogo nos habladel lenguaje como la solución auna crisis que la especie humanaenfrentó en un principio y nos diceque: “Podíamos elegir desarrollar

una comunicación quenos permitiera compartir ideas y

cooperar con otros.

Cuando pensamos en qué es loque construye una sociedad, nosencontramos retornando aconceptos como economía o

política. ¿Pero por qué pensamosen estos bloques que constituyennuestras comunidades? Nuncanos damos la oportunidad devisitar el pasado, de considerarque en un principio no habíaeconomía y no había política.

Estas dos, son características denuestra sociedad hoy en día, perosi son solo características ¿De

dónde surgieron las sociedades?La comunicación es una

herramienta evidente y natural.Todos podemos comunicarnos deuna manera u otra, es un actoinconsciente que muchas vecesno merece nuestra reflexión. Ellenguaje nos permitió realizar elprimer trueque, y comunicar laprimera regla, es el motor socialque hace que se transforme la

sociedad. El poder del lenguaje sepuede evidenciar en las censuras,en palabras y frases que no se

pueden decir, en libros que estánprohibidos.

Es más, la historia de la torre deBabel en la Biblia es una

advertencia y una reflexión sobreel poder del lenguaje. En ésta, loshombres se dan cuenta que através del lenguaje pueden crearuna torre que les permita alcanzarel cielo; Dios, por la desobedienciadel hombre en no llenar la tierra,

destruye la torre y crea losdiferentes idiomas, dada laarrogancia del hombre al

construir la torre.,

Lenguajes que transforman sociedades

Por Felipe Andres Leguizamo SáenzJuliana Andrea Rojas Cárdenas

11B

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Elegir esta opción significa que unamayor cantidad de conocimiento ysabiduría estaría disponible paracualquier individuo más que la quepodría surgir dentro de una familia ouna persona. Bien, elegimos esta

opción, y el lenguaje es resultado deeso.”

Otro ejemplo de lenguaje es elverbal, en mi opinión, uno de los másimportantes. Es el lenguaje a travésdel cual se han creado los estatutosque rigen las naciones, el lenguajeresponsable de los discursos que hanmoldeado la historia, el lenguaje delos cuentos que alguna vez nos han

elevado a pensar

en algo más allá de lo que vemossimplemente en la tierra, pero másimportante, es el lenguaje que nospermite comunicarnos a diario.

Muchos pensaríamos que laspalabras que utilizamos en nuestrolenguaje verbal no tienen el poderde aquellas palabras de un SteveJobs o un Martin Luther King, sinembargo, no nos damos cuenta delpoder que tenemos de transformarla sociedad a partir de las palabras

que decimos cada día. Nodeberíamos esperar a ser un

presidente o alguien que aparezcaen las noticias para darnos cuenta delo que podemos hacer con nuestraspalabra desde nuestro entorno,

desde lo pequeño, porque les digoalgo y es que somos más los que nosalimos en televisión que los que lohacen y la sociedad necesita

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When I grow up?Transition Purple

ser transformada a partir de gentecomo nosotros, gente común ycorriente porque las personas que

pueden necesitar nuestraspalabras en este momento

pueden ser justo los que están anuestro lado.

Ahora quiero preguntarles, ¿quévamos a hacer con esta

responsabilidad tan grandequetenemos?, ¿qué estamos

haciendo con nuestras palabras y

para que las estamos utilizando?

¿Las estamos usando para criticar ypara juzgar o para construir y

edificar a los que nos rodean?. Y enrealidad, podemos decir muchascosas aquí, hablar de la utilidad dela palabra y de la responsabilidadque tenemos, pero el momento enque la palabra cobra poder es elmomento en el que hacemos lo

que decimos. Me gusta la respuestaque se registra en la Biblia delpueblo de Israel, después de 70

años de estar en cautiverio,

cuando deciden reconstruir lasmurallas de una ciudad

destruida, exclamaron —¡Manos ala obra! y dice que unieron la

acción a la palabra.

Todo lo que se queda enpalabras no sirve de nada si no lousamos en nuestra vida, si no lollevamos a cabo. Y ustedes, ¿quévan a hacer hoy con sus palabras?

Clermont Events

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¡Se abre el telón! La función comienzaya.

Grecia.Nuestro punto de partida

2015 -2016

Los constructores del conocimientoedifican cultura... ésto se evidencia en el

proyecto

Arquitectos que dan vida al deporte através del fútbol... estos famosos

estadios.Actores y actrices nos

hicieron revivir grandiosospersonajes que han sidoparte la historia mundial.

The courses of action forurbanization and its differenteffects on city dwellers are

simply in order to control it orslow it down, because it is aprocess which cannot bestopped. In areas with higheconomic resources and withaccess to different public

services, a solution might be theincrease of public transport androads in these areas, which couldlevel out the transportationproblems in some advancedcities, and could help out theconcentration of masses andpeople of certain areas such asthe center. People with high

economic resources don't usuallysee the consequences of

urbanization, that’s why lowincome people need moresolutions. In the case of

gentrification, in which lowincome people are displacedfrom their previous houses byricher people, low income

people are seriously affected bythese issues. The Fifth AvenueCommittee's Displacement FreeZone, which is an agreementmade in New York, is one of themany tools that the governmentsare using as a way of stoppingdisplacement, by relocating

these development projects intoareas with less people living inthere. (Bibliographic reference

#8.) This committee is just one ofmany committees that are beingcreated in order to combat

gentrification.

These committees also help tostabilize previous renters andpeople living there, by assessingthe rates at which people have topay taxes or rents, or by creatingrent policies with the owners ofthe place. Perhaps, the most

important thing to do in order toavoid gentrification, is to controlthe land. A controlled land won’tallow investors and buyers toappear as they please, and willallow the community itself toshape up their future instead ofinvestors with big developmentprojects. Gentrification is just oneof the mildest problems related tourbanization, the slums, are thebiggest issue right now, becauseyou can’t explain urbanizationwithout mentioning slums. Thepopulation of slum dwellers will

rise to 2 billion by 2020.

(Bibliographic reference #9.).

Governments can't move themfrom these places, because this iseverything they have, and the onlysolution they have is to providethem basic services. At least cleanwater. Because if they can’t get ridof them, what they can do is tosupport them, and over time

transform them into parts of thecity, into parts of the civilization.

“Slums disappear not throughbeing removed, but by being

transformed. Over time, the shackbecomes a house, the slum

becomes a suburb. This is howcitizenship and cities are built.”(Bibliographic reference #10.)

What are the effects of urbanization onthe lives of city dwellers?by Felipe Páez Fernández

9thB

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Continue from page 11

The use of Transmilenio andcycleways has helped to controland/or decrease of cars, which is asign of multiple people living in aspecific area. “In 1954, Bogotá’sSpecial District enlarged the city

boundary to 37 times its former size”

(Bibliographic reference #7.).

Urbanization affects every citydweller one way or another, but theeffects depend of the economic

conditions of the citizens. In my case,

I live in a residential neighbourhood,

and it has grown since the early2000s in a terrific way. At first it wasjust a couple of houses from aprivate residential place, withoutmuch roads, just a couple of streetswhich landed in a main street after a

few blocks. Nowadays, theneighbourhood is surrounded bytwo principal roads, hundreds ofhouses, and apartment buildingswhich are almost 20 stories tall.

Urbanization has led to thousands ofpeople moving into the city, whichincreases the population, and it hasincreased the number of vehiclesused too, because more peopleneed to have their own privatetransport in this everlasting

expansion, creating traffic whichmakes it impossible to arrive to aplace quickly, damages the streets

and roads, and causes morepollution. The neighbourhood willeventually come to a moment inwhich the houses are being

refurbished, and transformed intobigger houses or even apartment

buildings.

Clermont Events

| 19

High School Projects2015 -2016

Descubriendo el mundo...

y ¿Por qué no?

las sonrisas

Mrs Aida... ¡Cuidado se estrella!

Experiencias científicas ingeniosas.

Cada proyecto trae satisfacciones y así lodemuestran las estudiantes.

Ø Dejaste que mi imaginación volará de página apágina en todos los libros como este, dejaste

quemiedo escribir nada, al contrario me tranquiliza yme da paz.

Ø Contigo aprendí que correr y escapar no es unaopción, dejar las cosas empezadas no le sirve a nadie,

hay que pelear por lo que uno quiere y nunca desistirporque tarde o temprano los frutos llegaran y lo mássabroso de eso es que en el camino iré aprendiendo

a amar más el esfuerzo que la cosecha.

En fin, son tantas las cosas que tendría que convertirel agua de mar en tinta para poder saciar mi menteinquieta y creo que esa no es la idea. Principalmentequiero decir que me considero lo que tú llamas unaestudiante Clermont, como tu himno bien dice: túsiempre estarás en mi corazón y desde allí me darásenergía para empezar mi nueva vida, me enseñastecosas para la vida y para el futuro; las amistades quehice mientras estaba contigo, nunca las olvidaré.

Me voy contenta de que logre dejar en ti una huellaque aunque pequeña, significativa; y espero quesigas creciendo como lo has venido haciendo,

superándote y ayudando a niños como yo enconvertirse en personas de bien. Nos veremos pronto.

Orgullosa de haber sido parte de ti,

Para este punto ya no era la niña de pelo negro queviste entrar por los pasillos de tu antigua sede,

tampoco era la niña reservada a la que le aterrabaentablar una conversación, mucho menos esa niñadesjuiciada que tenías que enderezar. Ahora era solouna combinación de lo que alguna vez fui con lo queme estabas inculcando y lo que me inculcaban encasa, solo tarde 10 años en llegar a este punto, casinada. Me detendré para enumerar algunas cosas querecuerdo mucho de ti espero que nunca las olvides.Ø Pusiste en mi camino profesores que me fueronmostrando las maravillas del mundo y que mepermitieron expresar mis ideas, cosa que hasta elmomento no había hecho pero que resulte siendo

sorprendentemente buena, las múltiples“discusiones” con los profesores te quedan como

prueba de eso.

Ø Mi primer intento por llegar a la ONU, tú fuistequien posibilito eso, quien me dio la oportunidad deretarme y de ser retada, esto me cambio la vida.

Ø Me diste días que trascendían a lo académico,

pude desarrollar ese amor por las artes, la música y lafotografía, me enseñaste a ver la belleza de la vidadesde tantos ángulos que ahora soy yo la que puede

decidir a cual mirar por el resto de mi vida.

Carta al Colegio

by Diana Catalina Contreras

| 20

Have

Fun!

KinnAnnafilms

Solve the next annagrames, keeping in mind the hints proposed in parenthesis

A ROSE IN THE CYL(2 words)

_ _ _ _ _ _ _ _ _ _ _ _ _ _

THE F.O.D GATHER(2 words)

_ _ _ _ _ _ _ _ _ _ _ _

OHH! ANGER VET(2 words)

_ _ _ _ _ _ _ _ _ _ _

Acertifrutas