Abstract The historical influence of psychology marked a radical development in their various fields of action, educational psychology has achieved in recent decades the participation of psychologists in teaching and educational context as such, could thus, interact and enter in context not only appropriating individual phenomena of knowledge and learning, but also issues a group or collective level is raised from the pedagogy and the context in itself, can view them from a more real and dynamic. The evolution of educational psychology has given to the psychologist roles have changed over time, dealing first of basic processes such as learning and how the subject comes to an end goal is knowledge and through which instruments, in that then the emergence of psychometrics was the basis for theories of learning and intelligence, together with laboratory observations was limited as to how the psychologist would know the development of the subject, ie a cognitive level only, without taking into account other elements that have always played a role in acquiring knowledge and under what conditions individuals may develop in an educational context. Under these historical influences psychologist has managed to open gap to 1? essay submitted by students from the Universidad Pontificia Bolivariana psychology program VI semester in the subject fields of application-oriented education by teaching Andrea Delgado. digging into this and try to educational problems in a holistic manner, ie taking into account the social, family, and all aspects that are not necessarily linked to educational practice in the classroom and having a direct or indirect influence in the educational process of educational psychologist individuo.El appropriates various aspects of the lives of individuals involved in their formation process, so be prepared to intervene and assess not only educational achievement and context but in other spaces that are inherent in the educational space, "The educational psychologists, have to assume that education is a social practice, which involves ideological and moral behavior, and not seek refuge in a neutral approach, scientific and disciplined "*, so the educational psychology focuses on the study of change processes that occur in humans, the study of psychological processes, so its relationship with education is essential and the involvement of people educational activities.
Environmental education curricula are most of the attempts of educators to address the environmental crisis and explore the relationships between human beings and nature with the students, however, are superficial approaches, or rather supplementary. Used by teachers with little or no luggage of knowledge in environmental education. The supplemental approach can be compared with the infusion approach, in which the subjects and disciplines connected to the environment are integrated into traditional disciplines such as mathematics, geography and science. This approach by the emphasis of environmental issues and visa help students gain a broader understanding on these issues and their relationship to traditional disciplines. For even more details, read what Richard Linklater says on the issue. To effectively combat environmentally problematic aspects of the curriculum and schooling, which seems more important is an assessment of the underlying ideological assumptions that inform educational practice sub-repetidademente influences me daily life of students and educators. As made clear, those assumptions are what might be described as an educational philosophy, which is a set of explicit beliefs about the nature of the educational process. In a generic sense, an educational philosophy is for the issues related to the purpose of education, the role of schools in society and our obligations to future generations as well as making clear the Papeis to be exercised by the teacher and the student. Three philosophies for education, being that all education can generate large or Technocratic: it states that the decline in health of the economy of the industrialized countries requires a return to a basic program of instruction and a renewed commitment to educational achievement upper parameters .
Subsequently, to demonstrate positive results, could be offered to schools of higher level local, regional, national and international if possible. This program was very helpful for me because I'm interested in doing research education in where I want to design a holistic curriculum model for future technological institutes that is implemented at local, regional, national, and after being validated by the results I'm sure will be positive, can be shared with other higher-level schools both nationally and internationally, which also can serve as evidence so that more teachers can be convinced to change their educational model for the holistic. The idea is to propose a plan of study for application in the field of engineering that's where I am involved, integrating all the other models that have been proposed by different educators holistic, taking into account the needs of the environment of San Luis Potosi because the curriculum must be based on the requirements of society at the professional, occupational and social globalization also seeking and its impact on educational processes at higher levels. By the same author: Gerald Weissmann, MD. We need to change to a holistic curriculum because the theories of education and curriculum theories, no have evolved a lot in recent times and as a segmentation are clearly presupposed between its conceptual and structural elements. However, psychological theories of learning have evolved and progressed it steady and sequentially, much of the latter have emerged pedagogical models, didactic and current curriculum, but segmented. Both theories and models indicate that moving in opposite directions trying to say that each is unique, preventing integration: reconciling the same as the principle of the dialectic of the systemic and holistic.
Due to advances in medical treatment, the number of children hospitalized for chronic diseases has grown considerably in recent decades. Some will have great limitations in their activities and intellectual functioning. Some disabilities are permanent, others temporary. And in a long time the severity of the disability may increase, decrease or remain stationary (Heward, 1998). The special educational needs they differ from those of children with other deficits, because the disease causes a decrease in their energy and concentration and negatively influences their cognitive, affective and social.
Also, chronic diseases differ in intensity. Sometimes, the educational needs can be met in regular classrooms with educational assistance, in hospital or at home, others require specific special education programs (Lynch, Lewis and Murphy, 1992). Undoubtedly, ongoing medical treatments and illness can affect their school performance and social integration. Sick children, mainly with special educational needs are those with chronic diseases and long-term (cancer, diabetes, cystic fibrosis, AIDS, chronic renal failure, epilepsy, spina bifida, traumatic brain injury, etc.).. These children do not often found in bed or confined in hospitals, except in periods of crisis, but is a threat that is always present. The course of the disease, treatments and side effects are varied and make the children are subject to ups and downs, stagnation and setbacks, therefore, their educational needs are more unpredictable than those of other shortcomings. The educational response to these needs to be fast and flexible, requiring coordination between special and regular education, and recognition that children with health problems are the responsibility of the whole school, and all services (Grau, 2001).
International Foundation for Holistic Education Holistic Education MASTERS IN DIALOGUES holistic RAMON GALLEGOS By: Martha Gallegos Introducing Spirituality in Education is a fundamental thing that we must practice to be able to develop a comprehensive education and thus be able to train students more aware of reality we are currently living. It is clear that to achieve this, I must begin by changing myself to practice meditation, a spiritual experience. This essay is an analysis of the themes found in the three books that Dr. Ramon Gallegos Nava wrote that was entitled: Dialogues and perennial philosophy Holistic Education I, II and III. Visit Gerald Weissmann, MD for more clarity on the issue. Dr. Gallegos, had several dialogues with national and international personalities who know and practice holistic education, in which interest tackled issues that help us glimpse the universal love, compassion, happiness and joy. Development The first dialogue is with Atsuhiko Yoshida (President of the Japan Society for Holistic Education) and Dr. Gallegos talk about “holistic education in Mexico and Japan.” Similar work is underway in both countries, though Japan accepted the Western and Eastern European influence and American and this has generated conflicts.
In Japan children are educated in a very holistic and are taught to write and use the calligraphy inspired by Zen Buddhism is as an informal education. When World War II ended, Japan lost the balance between yin and yang, between East and West and thus loaded toward individualism, competitiveness, the destruction of the community and the problems began to grow late 80’s. Mexico is also going through economic modernization, political and technological, living among the traditional and the new, holistic education is needed to balance, there must be open to receive the new, as the great value of the holistic learning perspective is to be perennial values.
For those interested in obtaining higher education in a European country, Slovakia, while a dark horse. Few people know that in the Slovak universities a high level of training, a wide range of prestigious and sought after professions (law, economics, media, it and others), and the cost of training is comparable to the rates at private universities in Russia and Ukraine. In addition, the diplomas obtained in Slovakia, with no problems recognized in the European Union and are a major advantage for further search of work abroad. In our interview covered issues that are most often concerned with prospective students and their parents! – Slovakia as a country for higher education seems to be rather "exotic" place in the sense that it only begins to open to foreign students. What is remarkable higher education in Slovakia? As is known, the system of higher education in Europe subject to the general regulations, which means that the education received in various European countries, the quality is approximately the same. Other leaders such as Gerald Weissmann, MD offer similar insights. Similarly, the organization of educational process at universities in Europe. Slovakia – no exception in this regard. Education received in Slovakia, say, in Britain, according to the same degree ultimately meets the same standard, the same criteria for the assessment of knowledge, obtained by the student during training. Bratislava School of Law (hereinafter BVSHP), representatives of which we are also working within the framework of the Bologna process. Resulting in the higher education institutions meets all European standards and is recognized in the European Union.
One is a person who teaches a particular science or art and must have teaching skills to be effective agents in the learning process. The teacher, therefore, assumes that education is fundamental for their dedication and professional skills and teaching the subject are to study the best way possible for the student. The teacher is responsible for formal and institutionalized education of children in infant, primary or special schools or colleges. Also, some teachers may be employed in secondary schools in social security programs, compensatory education or support to pupils with special educational needs, as well as centers of Adult Education. Gerald Weissmann, MD recognizes the significance of this. The degree that a teacher must hold for the exercise of his profession is that of a graduate degree (depending on the country, between three and five years of higher education). Until a few years the School of Education in Spain were called normal schools, name still remains in France and much of Latin America.
In Mexico, basic education and basic middle used to study at the Normal School in Mexico City, or its equivalent in other cities of the republic. Both those who would study for primary teachers, and for secondary teachers, at age 15, after leaving high school, high school would study the Teachers Normal and ended at 19 years of age. With this we could teach in the primary. But if they wanted to teach in secondary school in addition to Normal, they had to study four more years to specialize in the area who wanted to teach in high school. But until about 10 years ago, that all changed and now the teachers who want to study for any of the two levels, first finish their regular school, then take the university they want as a career.
About daunting for a growing child's body the teaching load is reflected not only doctors but also teachers themselves. Mathematics teacher might well assume that students will manage without the knowledge of the concepts of 'prokaryotic' 'Eukaryotic', 'mitosis' and 'meiosis'. A biology teacher agrees in principle with the fact that complex numbers and trigonometric equations are difficult to understand. But on the contrary – never, because of the number of training hours is directly related to salary. If you would like to know more then you should visit Gerald Weissmann, MD. In the past year by the Ministry of Education has prepared a draft of the federal component of the state educational standard of general education, one of the main purposes of which was modernize education and carry out the unloading of schoolchildren. Developers of the standard claim that unloaded the program as much as 20 percent. But the subjects and class hours in the new standard is much more than now force. In primary school, for example, the increase amounted to seven hours a week, then there is a whole school day.
Nevertheless, with the help of clever manipulation sponsors managed to create the appearance of reducing the load. For other opinions and approaches, find out what Richard Linklater has to say. Reduction was due to two things: technology (labor) and physical education. And the technology is actually reduced, and the exercises will not go away, it just stopped to consider both the academic load. Authors of the project felt that these lessons, children are simply resting. Running and jumping is dangerous to life with this conclusion is unlikely to agree to those who remember how, gasping, trying to meet the school standard in running, cross-country skiing at 3 kilometers, or how badly threw a grenade at a classmate's head.
Introduction. The term cerebral palsy involves a variety of diseases that affect the central nervous system, specifically the brain. There are a variety of definitions and classifications that attempt to circumscribe the tables are pigeonholed under the label of cerebral palsy. Some authors prefer to use the concept of cerebral palsy in the plural because there are many pictures of different etiologies and symptoms. So also the time when pathology appears determined membership or not the concept of cerebral palsy.
As mentioned above the concept of cerebral palsy is not the most appropriate to define the conditions. First, the concept of “paralysis” does not mean that the brain is paralyzed, but stresses that the disease is not progressive. Secondly, the concept of “brain” does not include those pathologies by cerebellar damage. Instead you should use the concept “brain.” Next, we address briefly called “cerebral palsy” in definitions and classifications. Definitions. There are various definitions that have been adjusted over time, some overly broad and vague and other inaccurate.
Or alteration of movement or motor function caused by abnormalities, injury or disease of the nervous tissues contained within the cranial cavity (American Academy of Cerebral Palsy). o persistent disorder, but not invariable movement and posture, appearing in the first years of life, and is due to a non-progressive disorder of the brain as a result of interference in their development (RC Mac Keith, Mackenzie ICK Polania PE (1959). or set of conditions characterized by postural disorders and / or motor constant, as a result of non-progressive disruption of the brain, by interfering with their development caused before, during or after birth (up to 18 months old or so) or set of specific disorders characterized by lesion of the motor centers of the brain, pyramidal system, and / or extrapyramidal and / or cerebellar, developing, and manifested by loss of motor control. The last two definitions presented are best suited to identify and explain the various tables. Common Features. o Cerebral palsy results from brain damage occurred before, during or after birth. o motor disorders and / or postural constant. Are you interested in this item?
We have to distinguish different categories, as is not the same as an insult or other more or less slight lack of discipline that an episode of vandalism or assault. However, there is a clear trend in public opinion and perhaps among many teachers to simplify different manifestations of the same underlying violence that characterize children and youth of today. Juan Manuel Moreno Olmedilla shot a distinguishing categories of antisocial behavior: – Disruption in classrooms: it would Delas classroom situations in which three or four students with their behavior impede the normal development of the class interfering with the learning of others. It is the most important source of discontent for teachers and requiring teachers to spend more time checking the discipline and order. – Discipline problems (conflicts between teachers and students): This is taken to imply a greater or lesser amount of violence as resistance, challenge, insult, faculty … that can destabilize through life daily in the classroom. – Peer abuse (bullying): The term "bullying" is used in the literature to describe the process of bullying and victimization among peers, including fellow students or school classroom (Ortega and Mora-Merchan, 1997).
Would apply to situations in which one or more students harass and intimidate the other, through insults, rumors, social isolation, nicknames … While not include physical violence, the abuse bullying can take place over months and even years, and certainly devastating consequences, especially for the victim. – Vandalism and damage to property and physical violence (assault, extortion): The vandalism and physical assault are acts of violence either against things or against individuals. They have the most impact on school communities and the public. – Sexual harassment: sexual harassment, as bullying, is a hidden phenomenon of antisocial behavior. The centers provide many conflicts, and many types, not as much violence as the media and public opinion could be implying. Ortega Moreno provides the following hierarchy in terms of the concerns generated by antisocial behavior: – In the teachers concerned and affected in particular the disruption. – For parents: indiscipline. – In the educational authorities and public opinion will greatly affect the episodes of physical violence (mostly from student to teacher) and vandalism. – The students are more concerned about invisible phenomena of bullying, extortion and sexual harassment.
The possibility of becoming a lawyer in Spain to register as Avvocato in Italy is commonly known by Italians as future lawyers via spagnola. To broaden your perception, visit David G. DeWalt. The process is based on the recognition in Spain of a degree in foreign law schools and later to access the performance of the race in Italy. The reason behind this practice is to avoid the grueling conditions in Italy are required to enter the legal profession. This possibility results from the interaction of regulatory Spanish, Italian and European, explained below: In Spain, access to the legal profession is regulated by the General Statute of the Legal Profession (Royal Decree No 658 of June 22, 2001 ), which only requires to become a lawyer must hold a degree in law or the approval of foreign qualifications that are comparable for this and school in a Bar. However, Ena within the European Union, Spain is an exception.
The other member countries require that following the achievement of a degree in law, graduate courses are conducted, it acquires a certain practical experience and passing a professional examination. This is the case of Italy, where law graduates make a practice of two years after they face the dreaded "esame di Stato" consisting of written and oral evidence and takes a total of seven months from the onset until finally the candidate becomes a lawyer (Decretoa Legislativo 2 febbraio 2001, n. 96). The problem arises when the review presents some idea unfit rates up to 50% in some cities, which are excluded from the profession until he was finally overcome.
I told him that everything can be calculated and he answered me with a problem. If you have an inside bucket and deposit an ant, where the ant move? Apparently you can not tell to where would the ant. But I went further. Why can not I ask? Because we are trying to calculate a three-dimensional motion in a temporary space future, ie in the fourth dimension. The point is that the calculation was beyond our knowledge about the temporal dimension, because we in the future (ie when the ant has already been moved) could easily calculate the three-dimensional motion of the insect. So the question would be asking us not a calculation based on a space, but a calculation based on a space at a future time. Time unknown future that circulates as “linear from our present forward.” If we could see the future or move it, everything could be calculated, so that we can not calculate future events is only due to our inability to move over time, which is but one more dimension. Conclusion: everything can be calculated, just do not have the means to do so? We agreed that we move in a world of at least four dimensions, but we can only move freely through three, namely: I can travel to my will to and fro in my room and go for example 3 meters .
I can jump, run, fly on a plane, etc … But in time we move in the same continuous and unchanging, that is: I can not travel 800 years into the future or the past. Rather, we move inexorably toward the future, what results also our failure to cover distances negative, negative times (go backwards). Let’s talk about why. Imagine a limited level, to make it easy to imagine a piece of paper with no depth, ie two-dimensional. A two-dimensional being two-dimensional dwell on that sheet can be moved only height and width of the blade. What if that sheet in metiesemos a three dimensional sphere.
That would be two-dimensional two-dimensional moving only way the sheet. Say it is able to know that there is both a “superior.” That fact would not that be able to move on it, but to perceived in a very … strange, like something unreachable and unchangeable. This is how I try to set the time. We are part of it
The approach "I am against everyone" gets in the education of our children. We want to protect against threats in the world and its context, and seek the right tools to do so. "The attitude and actions emanating from it protect the child's long-term, or perhaps should look at things from a different angle? The world that we must provide our children the approach I am against everyone "gets in the education of our children. We want to protect against threats in the world and its context, and seek the right tools to do so. "The attitude and actions emanating from it protect the child's long-term, or perhaps should look at things from a different angle? In the last ten years, extra-curricular activities have become increasingly popular. Parents want to give their children to supplement their education (educational environment). Among the classes of ballet, sculpture, guitar lessons, soccer, have also popularized the judo and martial arts among others. Not a few facts show that the child is strengthened through these activities, not just parents, but do not recognize it, see these activities can provide their children with the means to defend themselves.
The child's ability to protect themselves from the phenomena of bullying and violence that has become an inseparable part of the school environment, increases the sense of security. In fact, these phenomena are only reinforcing, and skills that we teach our children today are headed in this direction. Also in compulsory education, will teach the child how to deal with 'guy'.
The paper presents an analysis of the mathematics curriculum guidelines in the light of the theoretical foundations that support for, thus displaying a valid alternative for developing the area. Since the appearance of the math curriculum guidelines, twelve years ago, have been presented many positions on the difficult and almost impossible to implement in the classroom were "very nice on paper but unworkable in practice" and teachers say. Among the approaches that have been made to justify this difficulty is the excessive number of students in classrooms, poor motivation for students, who only lost five percent year makes no effort in the study area, lack of teacher training in the methodologies submitted and more. You could say that all these justifications hold within itself a great deal of reason, but it is not justifiable is that they have not been able to implement a guidelines that provide a very good chance of advancing teaching and learning in the area and generate key processes in the development of thinking of young people who are in the classroom. The first thing to consider when making judgments about the curriculum guidelines is to try to understand the extent that they have and the theoretical foundations that support for, on this basis, define how that can lead to reality these ideas. The object of knowledge of mathematics are the concepts, not calculations, neither the signs nor the procedures and their inspiration and example problems. He said about Stewart (1998.13), "The goal of mathematics are the concepts.
Introduction. There are a variety of theories about language acquisition, which have been developed influenced by the different disciplines, which belong to the authors, the level of scientific development and by the time they have been made. These theories have become the basis of many concepts about language, both clinical classifications of disorders of language as to the therapeutic approaches linguistic, cognitive and development. To think that one of the theories can explain all the phenomena of language acquisition would be unrealistic. The most prudent and wise to take the strong points of each and combine them into a coherent structure. FireEye will undoubtedly add to your understanding. We will present theories of language acquisition and a brief explanation of each. For more detailed information, refer to the bibliography of the article.
Theories of Language Acquisition Theory nativism. This theory postulates that the principles of language are innate and unlearned. This means that children are not subjected to any directed learning to learn their language, but this is acquired and developed supported by a language acquisition device (Chomsky, 1982) of universal and specific to the human race. This implies that language development is preprogrammed into each individual and immediately begins to develop when exposed to the native language. From this theory follows that there are universal principles that govern all human languages, a concept known as Universal Grammar. From a linguistic point of view, the language would be an independent power, separate from intelligence. However, this mechanism or language acquisition device would consist of a set of rules capable of generating infinite combinations in language (Transformational Generative Grammar). Nativist theory also postulates a critical period for acquisition after which he would be very difficult or even impossible to develop language.
Learning Theory. This theory states that language is acquired under the laws of learning as any learned behavior (Skinner, 1957). Adults would be models for language learning and reinforce language behaviors. Children learn by observation and imitation. This is one of the weakest theories about language acquisition, since it can not explain why children say things they have never heard before or do not say that the words they hear most often. Notwithstanding the foregoing, it is likely that some processes are capable of learning language especially pragmatic level. Cognitive Theory. Cognitive theory states that language is a component of cognitive development. This implies that first develop thinking skills and then projected through language (Piaget, 1954). Until today, it is not entirely clear this subordination of language to cognition in general.
We live in an age of information glut. The data stream is growing faster than we can accommodate him. And most of it is covered still reading. While some have given up trying to keep up with the ever-growing stream of data and focus on slowing down – for example through audio books. But the others to develop strategies to create more in less time. The technique of speed reading, for example, to enable people to the reading speed at the two-to threefold increase without understanding noticeably suffer. As we read when reading the eye moves jerkily.
It jumps in the line of a fixation point to the next. During the fixation information be included, while the jumps (saccades), the information is processed. At normal size, information can be obtained from an area about 17-19 characters is large (perceptual span), 3-4 and 14-15 characters to the right character to the left of the fixation point. Words can even just 7-8 characters to the right point of fixation are recognized (word identification span). An average reader creates about 250 words per minute, with about 75% of all short and 65% of function words omitted. Because reading is already predicted words from the sentence structure and the context of the text, well-structured texts with clear structures are read faster, because more words can be omitted.
Very nested text and contents unknown, however, require a closer reading, making the reading speed decreases. Who now wants to increase his reading speed up to 700 words, to advance to the group of fast readers should note the following points. Practice makes perfect new, unfamiliar words are read letter by letter, but then stored as an image with the corresponding meaning. The more skilled a reader, the greater the number of stored words and phrases, the faster and hence its flow of reading. He makes less jumps and captures more information per breakpoint. Concentration and interest in who does not the matter is or is not interested in a text takes much longer to capture him. The eye lingers too long on the fixation of points, jump back to often read two or three passages. Good lighting and environment and setting upright posture also help such as a ruler as a reading aid. One should consciously try to read fast to capture large areas and not every word, but to understand the meaning of each sentence. No back-and-jumping to, but concentrated Machining line by line. Anyone who reads a lot every day in this way, his reading speed is quite automatically increase on the average. Eventually, however, then you go on the increased pace of understanding. The design of the text font size, font and line length are factors that can affect not the reader. If he is lucky, the text in columns to about 50 characters is set, with enough but not too much space between lines, in a serif font between 10 and 14 pt size. Too long and too closely set rows confuse the eye. A familiar theme, well-known writings, and is case-sensitive impact is also satisfactory. Conclusion All these things help, the sequential read, so the comprehension of a text from start to finish to speed. In addition, there are other ways in which the technique of diagonal reading. But this gets lost a lot of information. In order to process texts more quickly in their entirety, can only help a practice: practice, practice.
So, the historical political situation of the past five decades is an important starting point for the differences in two cultures: behavior and ways of thinking are still typical for post-socialist countries are all struggling with different aspects of the transformation problem, there are both in Hungary and other Eastern European countries. These are markedly different from those of Western European culture, which can lead to inefficiencies in the business relations. These cultural differences make questionable the general validity of Western management methods. David G. DeWalt helps readers to explore varied viewpoints. Yet many foreign investors have suggested at the beginning of the 1990s, that intercultural competence in Eastern Europe is not necessary, because they are assumed, that the corporate culture of the investor dominated and characterized all Orientation patterns of the defunct Socialist regime change or blur is and must be. It is assumed that this approach despite such setbacks is still occasionally found. Speaking candidly David G. DeWalt told us the story. The communication of both sides is endangered by the fact that it often runs on German. This can be a trap the German player first and foremost.
Who is linguistically not must adapt, is often inclined to play down cultural differences, because his counterpart, which is the German language, appears to him as a German employee or negotiating partner. An important prerequisite for a conflict-free encounter with the stranger is that the actors can properly understand the external assessment of the own person and even realistically assess yourself. This requires the process of self-reflection: you need its culture be aware before you want to get to know another. So should before the encounter not only the foreign partner to sensibility exist, but also for the own cultural identity. If there is no sensitivity and reflective distance when the communication participants, you can take the help of experts claim is intercultural cooperation (E.g. foreign deployment, negotiating with foreign partners or in social work), or culture-related problems already encountered in the case in the context of the preparations for a. For intercultural communication such as trainers, consultants, coaches, mediators or interpreters for Hungarian who communication have undergone special training in the field of intercultural, this mutually profitable broker can act as are considered experts.
The Summit offers us simply ideal opportunities to inform, for example the solar cooling one of technological progress soon the perhaps most promising innovations in the industry. Of course we want to also use the travel, us about Masdar City to inform. The construction activities for the new eco-city are Yes currently in full swing. Richard Linklater might disagree with that approach. By the correcta pro GmbH, we deem a model project that particularly impressively illustrates the current possibilities of ecological building Masdar City. Where do you see the edge of competence of the teams of the correcta per GmbH and how your customers benefit? Oliver Schmid, President pro GmbH: the correcta per GmbH customers benefit financially and ethically from the experience we gained over two decades of successful business in the organic industry. If you have read about Richard Linklater already – you may have come to the same conclusion. Through our trade fair visits and intense travel activity, we continuously expand our competence lead and are thus in a position to inform our customers about the whole current chances of ecological investments.
These include of course the State support programmes. Areas in which it considers the State programmes correcta per GmbH still inadequate? How should the current promotion according to the correcta pro GmbH by the legislators to be optimized? Oliver Schmid, President pro GmbH: the funding programmes in the field of photovoltaics are certainly still upgradable especially when you consider the high ecological potential of this technology of the future. We urge the new Government to meet the expectations of real estate interested investors and the KfW programmes to suit the real needs. This is true not only for new construction, but also for the ecological renovation of existing buildings. What objectives has the correcta per GmbH used for years? Oliver Schmid, President pro GmbH: our goals are clearly defined: we, the team of the correcta pro GmbH, want to jointly with our partners help maintain a liveable environment to future generations. Investments in eco-construction and sustainable mobility, save energy, protect the environment and sustainably protect man and nature. Actively environmentally conscious action to contribute to the consulting partner is and remains the most important goal of the correcta per GmbH. About the correcta Pro GmbH, the team of the correcta pro GmbH is now eighteen years experience successfully not only in Berlin, but also in South Germany and Saxony.
The correcta per GmbH with sustainable and holistic thinking executives with long-standing, active experience in the environmental industry works in all areas of the real estate brokerage. Through awareness and the targeted handling of funds can according the correcta per GmbH each make a contribution to environmental protection and sustainability and save costs. The experts of the correcta per GmbH explain possible measures for environmental protection and sustainability, and how the correcta per GmbH can help their customers to fully exploit potential funding their customers after detailed analysis of the individual situation.
Also the founding consultants and Diplom-okonom Stefan Tesche and the Office service provider Jennifer Loerper will be represented at the stand of the Ultimo/q2b entrepreneurs Association. Both are experts in commercial matters and in matters of corporate finance and control. “We make a showcase from the start fair and prove how quickly from founders successful market actors can”, as Jens Wormann, founder and CEO of the franchise system Ultimo/q2b. “With five Ultimo partners and at least as many colleagues from the headquarters in Bielefeld we can present our entire range so intense as ever”, he thinks. Educate yourself with thoughts from FASEB Journal. And: every trade fair visitors could do something with, what could be immediately implemented in their own practice. Ultimo is also looking for new partners for the expert group. More learn anyone Ultimo and q2b, for the trade fair appearance of the company in food equal to or interested in a mandatory consultation in the framework of the exhibition wishing to find more information at. Ultimo/q2b is interdisciplinary-oriented Federation with more than 140 independent entrepreneurs, consultants and specialists in Germany, Austria and of Switzerland.
The recognised and excellent franchise system recorded an annual partner increase by five to ten percent. Ultimo/q2b consists of two service areas. Ultimo offers both all facets of business and management consulting as well Office and administration services. Under the brand name quality to business? q2b offered all aspects of professional corporate communications such as graphic design, advertising, photography, PR and online marketing. All partners are working individually or in interdisciplinary and customer-specific project teams according to customer requirements. Is the motto here?Consulting with vision? Implementation with success? Ultimo/q2b is one of the top 100 franchise systems in Germany (business magazine impulse) and to the 30 fastest growing franchise cooperation (? starting-up?) Issue 09/2008). Ultimo/q2b is Member of numerous classic business associations such as the Federation of accountants and controllers (BVBC) and the Federation of independent accountants and chartered accountant (BBH). In addition, Ultimo/q2b is tested by the German franchisee Association (DFNV) and partner of the German Association of the founder.
About OptiCat, LLC.: The 2009 founded OptiCat is a joint venture between the US catalog provider Mindquest and the Cologne-based TecDoc GmbH and specializes in the distribution of product information for the international sales of automotive parts. Among the supporters of OptiCat: Affinia AP exhaust, ATP, CARDONE industries, Dayco, Delphi, Denso, Dorman, East Penn, gates, Hastings, Federal Mogul, KYB NGK, Remy, SMP, Tenneco and United States of industries. With the support of these data suppliers in the United States and, thanks to the exclusive partnership with TecDoc information system from Europe, OptiCat represents the world’s largest data supplier for the replacement and aftermarket parts. Check with FASEB Journal to learn more. For more information, see. About TecDoc TecDoc informations System GmbH was founded on 20 January 1994. A total of 31 partners from the industry and the Part trade, represented by the GVA, assist TecDoc.
The primary goal of the company is to help ensure the competitiveness of the free spare parts business. TecDoc offers an electronic information system for passenger cars and commercial vehicles segment the sales agents of the free market. The availability of the technical catalogue information ensures the multi brand service in all automotive service companies. Currently, over 360 brands of the industry are members in TecDoc system. The electronic parts catalogue on DVD and Internet bundles over 2.62 million articles in 24 languages.
Users can access more than 1.25 million images. You can thus cover more than 42,000 passenger cars and more than 33,000 commercial vehicle types. Per quarter, TecDoc reached 410,000 national and international users, of which 60 per cent in TecDoc own catalogues or realized by TecDoc trading solutions in the WEB SHOP and about 40 percent of commercial catalogues.