European Development needs Communication Comenius subproject 1: Suggestions for the initialization of the cooperation process for the range of everyday life problems and their accomplishment   1 Establishment of a common project with a chat area and a video conference for the exchange of everyday problems and everyday life experiences as well as their accomplishment and processing 2 Establishment of a web site with the appropriate ftp entrances for the project participants on the homepages of the participating schools to the publication and actualization of the results, in order to ensure and guarantee their lastingness.     COMENIUS – PROJECT 2 : European Development needs Communication Analysing regional waters and comparing different methods of investigations and their results This project will be realized covering different subjects, including chemistry, biology and IT. The students are to be sensitized for regional waters and their conditions. Chemical and biological results of the analysis will be exchanged and discussed with the other participating schools. The results are to be documented in waters brochures to the individual waters and will be visualized on synoptic charts. In addition, the results are to be put at the disposal of the communities with the intention of rebuilding nature near conditions for problematic waters sections. Since 1984 the GSN has accomplished regular and periodical investigations of the chemical water quality of the following waters: Zwester-Ohm, Salzböde, Allna and Walgerbach. These are to be accomplished in the following years. Investigations of the biological water quality which so far have only been accomplished for the two waters Walgerbach and Zwester-Ohm, as well as for the inlet ranges of the two brooks into the river Lahn are to be extended. Every brook is examined periodically every four years. There is thus the possibility of comparing the results over a period of years. The chemical water quality is determined with the help of the following parameters: Temperature, pH value, electrical conductivity, nitrate, nitrite, ammonium, phosphate, oxygen saturation and BSB5-value. For this quicktest sets of company Windaus (Windaus Labortechnik, Clausthal-Zellerfeld, Umweltkoffer UW 400) and a measuring probe of company WTW (Wissenschaftlich-Technische Werkstätten, Weilheim) are used for the determination of the oxygen saturation. Additionally the oxygen saturation and the BSB5-value are determined in series of measurements in the school laboratory. The biological water quality is determined with the help of a simplified version of the "Saprobienindex", modified after Meyer (1983) and Baur (1987) with reference to Barndt and Bohn (1992) and DIN 38410, worked on by T. Widdig (1994), published in "Umweltprojekt HESSNET – Fließgewässer in Hessen, 2001". Alternatively the biological water quality can be determined according to instructions given in "Martina Graw, Dietrich Borchardt: Ein Bach ist mehr als Wasser, Wiesbaden 1999". Since 2002 we have used criteria of the waters structure quality given by Graw and Borchardt, at the indicated place, chapter 11. All described investigations are to take place in projects accomplished in the subjects of compulsory and choice instruction groups years 9 and 10. The different methods of investigation and the quality of the results should be discussed with other participating schools according to feasibility for groups of pupils, practicability, time requirement and financial requirement for execution and other arising problems. European Development needs Communication Subproject Maths 3: First of all the project should take place in lessons for the classes 8 to 10 only. Secondly the group should be made of pupils who are interested and involved in maths. The pupils work on real-life problems which they transform into a mathematical task by formulating questions and by trying to solve them in different ways. Afterward this mathematical task with its appropriate questions is sent to the European partner schools by e-mail. They are asked for finding different ways of solving the problem and for sending back their solutions. Finally their solutions are analysed by the German group. At the same time the German group gets mathematical tasks from their European partner schools which they have to solve and to send back to them. In addition to it the group has to present its own mathematical tasks and the tasks from their European partner schools (e.g. on a wall in the teacher’s room). In that way the maths teachers get the chance to become involved and to participate in working on different real-life problems in their own classes. Thanks to Herr Ch. Maitzen Frau S. Müller Herr D. Wolny