Traduction de «organisation the school » (Anglais → Français) :

aid in the organisation of school events | assisting in the organisation of school events | assist in the organisation of school events | assists in the organisation of school events

Definition: The main feature is a specific and significant impairment in the development of reading skills that is not solely accounted for by mental age, visual acuity problems, or inadequate schooling. Reading comprehension skill, reading word recognition, oral reading skill, and performance of tasks requiring reading may all be affected. Spelling difficulties are frequently associated with specific reading disorder and often remain into adolescence even after some progress in reading has been made. Specific developmental disorders of reading are commonly preceded by a history of disorders in speech or language development. Associated ...[+++]emotional and behavioural disturbances are common during the school age period. | Backward reading Developmental dyslexia Specific reading retardation

Definition: States of subjective distress and emotional disturbance, usually interfering with social functioning and performance, arising in the period of adaptation to a significant life change or a stressful life event. The stressor may have affected the integrity of an individual's social network (bereavement, separation experiences) or the wider system of social supports and values (migration, refugee status), or represented a major developmental transition or crisis (going to school, becoming a parent, failure to attain a cherished personal goal, retirement). Individual ...[+++]predisposition or vulnerability plays an important role in the risk of occurrence and the shaping of the manifestations of adjustment disorders, but it is nevertheless assumed that the condition would not have arisen without the stressor. The manifestations vary and include depressed mood, anxiety or worry (or mixture of these), a feeling of inability to cope, plan ahead, or continue in the present situation, as well as some degree of disability in 9the performance of daily routine. Conduct disorders may be an associated feature, particularly in adolescents. The predominant feature may be a brief or prolonged depressive reaction, or a disturbance of other emotions and conduct. | Culture shock Grief reaction Hospitalism in children

Definition: The main feature is a specific and significant impairment in the development of spelling skills in the absence of a history of specific reading disorder, which is not solely accounted for by low mental age, visual acuity problems, or inadequate schooling. The ability to spell orally and to write out words correctly are both affected. | Specific spelling retardation (without reading disorder)

special education [ compensatory education | education for highly gifted children | school for handicapped children | school for the blind | school for the deaf | special-needs education | special teaching ]

President of the Schools Council | Chairman of the Schools Council | Chairwoman of the Schools Council | Chair of the Schools Council

planning of the school year [ allocation of school time ]

arrange operations within the fuel station | organise operations in the fuel station | organise operations within the fuel station | organising operations within the fuel station

facilities management in the organization | facility management in the organisation | facilities management in the organisation | FM in the organisation

Eurocontrol [ European Organisation for the Safety of Air Navigation | European Organization for the Safety of Air Navigation ]

In order to encourage the free distribution of withdrawn fruit and vegetables to certain organisations, such as charitable organisations and schools and any other equivalent destinations approved by the Member States, 100 % of the maximum amounts fixed in Annex XI to Implementing Regulation (EU) No 543/2011 or in Annex I to this Regulation should also be applicable to producers who are not members of a recognised producer organisation.

Consultation of relevant stakeholders included workshops organized by European Audiovisual Culture Education Agency (EACEA) with the Erasmus Mundus community on visa and on Erasmus Mundus Joint Doctorates, workshops and discussions with National Platforms of youth exchange organisations (including school pupil and volunteering organisations), and a workshop on the views of the research Community in a meeting of the EURAXESS bridgehead organizations[7].

18. Recommends extending governance to the mobilisation of citizens, and also to non-profit organisations and economic actors, with the emphasis, in the case of the latter, being on integrating biodiversity into company strategies; stresses the need to organise biodiversity awareness and information campaigns for all ages and social categories, on the understanding that awareness campaigns for children and adolescents should, as a priority, be organised at school; takes the view that education and professional training, particularly ...[+++] in farming, forestry and related sectors, should be concentrated more on the role of biodiversity; believes that farmers have a major role in the conservation of biodiversity, and that they should therefore be encouraged and motivated to participate actively in the relevant programmes;

25. Advocates better careers guidance and high-quality work-experience schemes, as well as cultural and educational visits and exchanges, organised by schools, including exposure to entrepreneurialism, in order to demystify the world of work, thereby ensuring that students are in a position to make informed career choices; stresses that careers guidance counsellors must receive appropriate and ongoing training so that they can proactively engage with potential early school leavers;