Traduction de «One-to-few learning » (Anglais → Français) :

group learning [ one-to-few learning ]

group tutoring [ one-to-few tutoring | one-to-many tutoring ]

one-to-few synchronous training

early foreign language acquisition | early foreign language learning | early language learning | early second language acquisition | early second language learning | early stages foreign language learning | early-stage foreign language acquisition | early-stage foreign language learning

Definition: A heterogeneous group of disorders characterized by the acute onset of psychotic symptoms such as delusions, hallucinations, and perceptual disturbances, and by the severe disruption of ordinary behaviour. Acute onset is defined as a crescendo development of a clearly abnormal clinical picture in about two weeks or less. For these disorders there is no evidence of organic causation. Perplexity and puzzlement are often present but disorientation for time, place and person is not persistent or severe enough to justify a diagnosis of organically caused delirium (F05.-). Complete recovery usually occurs within a few months, often within a few weeks or even days. If the disorder persists, a change in classification will be necessary. ...[+++] The disorder may or may not be associated with acute stress, defined as usually stressful events preceding the onset by one to two weeks.

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 ...

learning by discovery | learning from observation and discovery | learning without a teacher | unsupervised learning

implicit learning | nondeclarative learning | reflexive learning | unconscious learning

Montessori learning implements | Montessori learning tools | Montessori learning equipment | Montessori learning instruments

Definition: A disorder in which the child, having previously made normal progress in language development, loses both receptive and expressive language skills but retains general intelligence; the onset of the disorder is accompanied by paroxysmal abnormalities on the EEG, and in the majority of cases also by epileptic seizures. Usually the onset is between the ages of three and seven years, with skills being lost over days or weeks. The temporal association between the onset of seizures and loss of language is variable, with one preceding the other (either way round) by a few months to two years. An inflammatory encephalitic process ha ...[+++]s been suggested as a possible cause of this disorder. About two-thirds of patients are left with a more or less severe receptive language deficit.

In cybersecurity, HPC in combination with Artificial Intelligence and Machine Learning techniques is used to detect strange systems behaviour, insider threats and electronic fraud, very early cyber-attack patterns (in a matter of few hours, instead of a few days), or potential misuse of systems and take automated and immediate actions in order to act before hostile events occur.

The combination of HPC, Artificial Intelligence and deep learning technologies is important for fields like cybersecurity, where it helps to detect in an early stage strange system behaviour, insider threats and electronic fraud, and other cyber-attack patterns (in a matter of few hours, instead of a few days).

Initiatives linking working time with training (for example working time accounts, educational and training leave and job rotation schemes are continuing. Efforts to develop accreditation systems for non-formal learning are being taken forward. There are some signs of a movement towards a longer-term, more strategic approach to workforce development and the promotion of more integrated packages of measures promoting lifelong learning but generally little attention has been given to promoting a broader culture of learning in the workplace. Entitlement of workers to individual training plans is becoming more common (Belgium, Denmark, the N ...[+++]etherlands, Finland, Sweden and the United Kingdom), and, in a few cases, a broader entitlement to a minimum number of hours training per year is being introduced (Portugal, Finland). However, it is too early to see the results.

The effective implementation of lifelong learning in the EU requires more, better and more equitably distributed investment, especially given that few Member States match the overall expenditure rates of Canada, South Korea, Norway and the United States [4].