Vertaling van "Self-organised learning " (Engels → Nederlands) :

continuing education [ learning organisation | learning organization | lifelong education | lifelong learning ]

planning self-organisation | prioritise tasks methodically | manage work deadlines | plan self-organisation

organisational learning

Definition: This block contains a wide variety of disorders that differ in severity and clinical form but that are all attributable to the use of one or more psychoactive substances, which may or may not have been medically prescribed. The third character of the code identifies the substance involved, and the fourth character specifies the clinical state. The codes should be used, as required, for each substance specified, but it should be noted that not all fourth character codes are applicable to all substances. Identification of the psychoactive substance should be based on as many sources of information as possible. These include self-report data, analysis of blood and other body fluids, characteristic physical and psychological symptom ...[+++]s, clinical signs and behaviour, and other evidence such as a drug being in the patient's possession or reports from informed third parties. Many drug users take more than one type of psychoactive substance. The main diagnosis should be classified, whenever possible, according to the substance or class of substances that has caused or contributed most to the presenting clinical syndrome. Other diagnoses should be coded when other psychoactive substances have been taken in intoxicating amounts (common fourth character .0) or to the extent of causing harm (common fourth character .1), dependence (common fourth character .2) or other disorders (common fourth character .3-.9). Only in cases in which patterns of psychoactive substance-taking are chaotic and indiscriminate, or in which the contributions of different psychoactive substances are inextricably mixed, should the diagnosis of disorders resulting from multiple drug use (F19.-) be used. | Modifiers The following fourth-character subdivisions are for use with categories F10-F19: Code Title .0 Acute intoxication A condition that follows the administration of a psychoactive substance resulting in disturbances in level of consciousness, cognition, perception, affect or behaviour, o ...

Definition: Approximate IQ range of 35 to 49 (in adults, mental age from 6 to under 9 years). Likely to result in marked developmental delays in childhood but most can learn to develop some degree of independence in self-care and acquire adequate communication and academic skills. Adults will need varying degrees of support to live and work in the community. | moderate mental subnormality

self-regulating organisation | self-regulatory organisation | SRO [Abbr.]

learn roles from scripts | self teach roles from scripts | study roles from script | study roles from scripts

The advantage of non-formal learning lies mainly in its voluntary and often self-organised nature, its flexibility, the possibilities of participation, the "right to make mistakes", the closer link to young people's interests and aspirations.

19. Is convinced that the successful deployment of entrepreneurship competence is more and more dependent on accompanying media and digital competence, and that this interrelationship should receive a greater focus in education and training; emphasises the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world in order to help them create new forms of developing, imparting and promoting entrepreneurship, thus becoming more able to compete for jobs, become self-employed ...[+++], learn to better understand their prospective employers’ behaviour and needs, and contribute to the innovative and competitive capability of employer organisation;

19. Is convinced that the successful deployment of entrepreneurship competence is more and more dependent on accompanying media and digital competence, and that this interrelationship should receive a greater focus in education and training; emphasises the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world in order to help them create new forms of developing, imparting and promoting entrepreneurship, thus becoming more able to compete for jobs, become self-employed ...[+++], learn to better understand their prospective employers’ behaviour and needs, and contribute to the innovative and competitive capability of employer organisation;

19. Is convinced that the successful deployment of entrepreneurship competence is more and more dependent on accompanying media and digital competence, and that this interrelationship should receive a greater focus in education and training; emphasises the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world in order to help them create new forms of developing, imparting and promoting entrepreneurship, thus becoming more able to compete for jobs, become self-employed ...[+++], learn to better understand their prospective employers’ behaviour and needs, and contribute to the innovative and competitive capability of employer organisation;