Por: Fanny Merchán Guerrero





El día del idioma es un homenaje a la memoria de los grandes escritores  MIGUEL DE CERVANTES SAAVEDRA Y WILLIAM SHAKESPEARE quienes fueron grandes exponentes en la literatura universal.

Esta es una de las celebraciones que más motiva a los estudiantes de nuestro Colegio de la Santísima Trinidad quienes orientados por los docentes prepararon actos con el fin de promover el gusto por nuestro idioma y la importancia de expresarlo bien. 

Durante la izada de bandera se tuvo la oportunidad de apreciar diferentes muestras artísticas por parte de los estudiantes de los diferentes grados quienes se caracterizan por sus excelentes representaciones,  buena muestra de nuestro rico y hermoso lenguaje.


¡ Felicitaciones para todos. ¡
Por: Jaime Enrique Cuevas



El pasado 21 de Abril se celebró en el colegio el día E de la familia, actividad programada por el Ministerio de Educación Nacional, con el fin de realizar actividades de sensibilización y reflexión sobre el Índice Sintético  de la Calidad Educativa. (ISCE) Con el fin de Construir un mejor ambiente escolar y lograr un compromiso por parte de los padres, para trazar una ruta hacia la excelencia educativa.

Los padres realizaron actividades en grupo, de talleres, actividades lúdicas, reflexiones y compromisos en pro del mejoramiento de la educación de sus hijos.
Rosa Isabel Chaparro Gómez


LA DANZA EXPRESA SENTIMIENTOS



La danza es un medio de comunicación  corporal, en donde cada bailarín con sus diferentes movimientos expresa sentimientos.El 29 de Abril se celebra El Día Internacional de la danza en memoria a Jean George Noverre.

            Para todos los bailarines de nuestro colegio reciban un felicitación en su día
                                            Hay atajos para la felicidad, y el baile es uno de ellos.-Vicki Baum.
Por: Licet Rocio Durán


El día de la tierra es un llamado mundial para que el mundo tome conciencia sobre el cuidado y preservación del medio ambiente.

La tierra es nuestra casa común, en ella se encuentra todo lo que amamos y conocemos, pero el hombre ha ensuciado y dañado nuestra casa común con basura, botellas, plástico y otros desechos.En la actualidad tenemos la cultura del descarte que ha permitido que el planeta esté sufriendo por la contaminación.




Las directivas y docentes del Colegio felicitan a las niñas “Excelencia”, por los éxitos alcanzados y extienden congratulaciones a sus Padres de Familia por el apoyo y acompañamiento constante.


Por: Olga Gómez Rey - Coordinadora Bachillerato

El miércoles 13, participamos del DÍA E. Fue  una jornada con  el  propósito de reflexionar sobre nuestro trabajo y establecer acciones sobre tres elementos claves que aborda el taller propuesto por el Ministerio de Educación:

1 Determinar metas y acciones desde el ISCE (Índice sintético de la calidad educativa) y el MMA (mejoramiento mínimo anual).

2 Consolidar estrategias pedagógicas propias de acuerdo a nuestras debilidades y fortalezas.

3 Identificar el ambiente del aula como un elemento clave del Ambiente escolar.

Determinamos un nuevo ACUERDO POR LA EXCELENCIA con compromisos conjuntos que evidencian nuestro interés por elevar los niveles de formación integral de nuestros estudiantes.

Continuamos esta semana trabajando con los talleres propuestos por el MEN, con nuestros estudiantes y padres de familia, pues consideramos fundamental el trabajo en equipo de estudiantes, padres de familia y docentes para lograr el éxito.

Imágenes  Merly Jhuliana Bonces Ortíz - Psicóloga Preescolar & Primaria













Por: Martha Judith Gallo Rey – Psicóloga Bachillerato

Como parte de las actividades que se programan para apoyar a las estudiantes de 10° y  11° en la elección de la carrera profesional, se llevaron a cabo durante la semana la aplicación de la prueba de competencias profesionales  Psigma,  la presentación de los programas de pregrado de la Universidad Externado de Colombia, programas de intercambio de Big Global y  la visita  a la Universidad Industrial de Santander.




Agradezco especialmente a las directivas, docentes, estudiantes y a todos los que con su aporte permitieron la realización de las actividades.

Dios los Bendiga.

Martha Judith Gallo Rey - Psicóloga- Bachillerato

Study examines how children in various countries react to inequity



Fairness may be a necessity of human civilization, allowing people to share valuable resources. But does it develop the same way, and at the same pace, across all human cultures?

A new Harvard study suggests that the answer may be no.
Using a simple game in which candy is distributed between two players, researchers found that children around the globe were quick to reject deals unfair to themselves, but in three countries — the United States, Canada, and Uganda — they also were willing to reject deals unfair to others.
The study, described in a paper released today in the journal Nature, was done by senior author Felix Warneken, the John L. Loeb Associate Professor of the Social Sciences at Harvard, and co-authored by two former Harvard doctoral students, Peter Blake, now an assistant professor of psychology at Boston University, and Katie McAuliffe, an assistant professor of psychology at Boston College. Other contributors include Richard Wrangham, the Ruth B. Moore Professor of Biological Anthropology at Harvard; Elizabeth Ross, co-master of Currier House; undergraduate students Aleah Bowie and Hurnan Vongsachang; Warneken lab manager Lauren Kleutsch; and Karen Kramer, a faculty member at the University of Utah.

“We had run studies exploring this idea — what we call inequity aversion — in the Boston area, but this type of study, looking at the cross-cultural specificity of it, had never been done before,” said Warneken.
In each test, two children — one designated as the actor and the other the recipient — were seated on opposite sides of a simple apparatus made up of two platforms and two handles. Researchers then placed rewards — candy — on the platforms in different distributions, some favoring the actor and some favoring the recipient.
“In some trials, the distribution was one piece of candy for the actor and four for the recipient, and in others it was the other way around,” Warneken explained. “If the actor decides to accept the distribution, they pull a green handle, the platforms tilt out, and they get the candy. If they reject it, they pull a red handle, the platforms tilt in, the candy falls into a bowl, and nobody gets any.”
In tests conducted in the Boston area, Blake and McAuliffe found that children’s ages influenced how they reacted to various forms of inequity.
In a reaction known as known as disadvantageous inequity aversion, young children were quick to reject distributions in which the other person received more candy. By about 8 years old, however, they also began to reject distributions that favored them, called advantageous inequity aversion.
“That was a somewhat surprising finding, that kids were willing to make that type of sacrifice,” Blake said. “When we asked them why they did it, they said it was not fair.”
Spurred by those results, Blake and McAuliffe set out to understand whether inequity aversion could be found in other cultures, eventually running tests in Canada, India, Mexico, Peru, Senegal, Uganda, and the elsewhere in the United States.
“Given that we see disadvantageous inequity aversion so young in the U.S., we thought it was more likely we would see it in all cultures, and indeed, that’s what we found,” McAuliffe said. “There was some variation in the age when it emerged, but we saw it everywhere.”
Rejections of allocations that favor the child, however, were observed in only three countries sampled: the United States, Canada and Uganda.
“Given our previous results, you might not be terribly surprised to see it in the U.S. and Canada, but Uganda seems like an unusual finding,” McAuliffe said.
The dual finding, Blake and McAuliffe said, suggests that while disadvantageous inequity aversion may be a human universal, the opposite appears to be influenced by cultural norms.
“This is a nice first step, and a large one, toward making the case that disadvantageous inequity aversion looks like a universal feature,” Blake said. “But it’s important to note that we were limited in the cultures we tested. We didn’t test hunter-gatherers, for example, so there’s always a possibility that we may not see this phenomenon in those cultures.”
Importantly, Warneken, Blake, and McAuliffe said, the study lays a foundation for future work by allowing researchers to target specific countries that may produce interesting results and to think deeply about how cultural differences may influence the development of fairness behaviors.
“We conducted this study on a shoestring budget, which meant we worked with collaborators who already had access to the sites,” Blake said. “Now that we have a picture of what this looks like, and recognize that there are two different processes at work here, we can be more targeted on which cultures we want to study in the future.”
One idea going forward, Warneken said, would be to start with cultures in which adults have shown large differences in inequity aversion, and investigate whether those differences are also seen among children.
“We are not claiming that this advantageous inequity aversion does not exist in these cultures, it’s only that we do not find it in childhood and early adolescence,” Warneken said. “It could just be that this is something kids in the U.S., Canada, and Uganda are pushed towards early on, and we can speculate that in other cultures this is something that emerges later, when they are adults and engage in more of these economic exchanges.”

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