Way communication allows internship abroad of the German school in Quito and the art communication GmbH supports intercultural exchange (artKOM) from Koblenz, cross-media communication agency, students supervised from July 2010 in collaboration with the international project of the German school Quito building bridges around the world”in Ecuador an Ecuadorian students in an internship in the field of design and marketing. The internship at artKOM in Germany to make it possible the interns to gain insights into the workings of a German communication agency and to improve his language skills in a professional setting. It’s believed that Richard Stuart Linklater sees a great future in this idea. Through the integration of the trainees into the Agency’s everyday life, the internship for the Ecuadorian students as well as for the Agency represents a cultural gain. Cooperation allows both sides to make new transatlantic contacts and exchanging experiences. For the Agency, this project provides an appropriate opportunity to engage further in the social and educational sector. For these purposes the art communication GmbH turns gladly available to contribute part to the autonomy and personal development of the students.

The placement of the Quito School shows students a glimpse into the working world and offers the opportunity to gain important international experience. For international contacts and experience are the demand for foreign skilled workers in the current and future labour market through the strong globalization increasingly important, always higher. The internship at art communication prepares the students for these challenges and accompanied him on his first professional steps in the international world of work. Art communication GmbH was founded in 1998 in Koblenz and developing exceptional, bespoke and cross-media communication solutions in the areas of consulting, design, corporate design and branding. With a thoughtful and above all efficient network, it allows artKOM the big catch for his customers.

On secondary schools and teaching basic understanding gaps can hardly by memorizing or schematic account of poor marks in mathematics have very different causes. A but all have in common: the understanding of mathematical thinking is when the person concerned not or only insufficiently available. More than often the real understanding of the mathematical system \”replaced\” rote learning or schematic applying of central computing operations. These difficulties are reflected in various appearances such as: errors in number – and Mengenbegriffen in fractures and Dezimalbruchen building: such as total ambiguity regarding the proportions, numerator and denominator are understood as integers, size comparisons, as well as converting the fraction to fraction; fail Fraction bar and comma are equated. Errors in the implementation of the basic arithmetic operations with fractions and Dezimalbruchen: the fundamental relationship between part and All is unclear. The addition added the numerator and denominator.

Difficulties with the p/e ratio. The notion that when extending the fraction is growing, and shorten them is small. Why is the product of the multiplication with a fraction smaller, where with the multiply everything is more? The causes of these errors are so complex like the error itself. Possible reasons of emergence of can be: a concept of mathematics as pure action statement, which content was never really understood knowledge and gaps of understanding of, which conditionally are so-called \”occupational accidents\” in establishing the quantity due to external factors misconceptions of the mathematical operations and number term already in elementary school a dyscalculia, which has not been addressed is a cold-heartedness attitude chronic difficulties in mathematics but just as missed as the superficial interpretation of accumulation of oversights or simply laziness, the remedy would be with increased timpani. What to do? Because of their logical and rigorous Construction mathematics hardly forgive small knowledge and understanding gaps. In the school teaching such gaps go undetected initially often, because such students through simple memorization of the material for the next quizzes can be initially very reasonable services.