Traduction de «schools are marked » (Anglais → Français) :

Definition: Disorders characterized by a repetitive and persistent pattern of dissocial, aggressive, or defiant conduct. Such behaviour should amount to major violations of age-appropriate social expectations; it should therefore be more severe than ordinary childish mischief or adolescent rebelliousness and should imply an enduring pattern of behaviour (six months or longer). Features of conduct disorder can also be symptomatic of other psychiatric conditions, in which case the underlying diagnosis should be preferred. Examples of the behaviours on which the diagnosis is based include excessive levels of fighting or bullying, cruelty t ...[+++]o other people or animals, severe destructiveness to property, fire-setting, stealing, repeated lying, truancy from school and running away from home, unusually frequent and severe temper tantrums, and disobedience. Any one of these behaviours, if marked, is sufficient for the diagnosis, but isolated dissocial acts are not.

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 symptoms, 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: 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 developme ...[+++]ntal 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

educational institution [ school | teaching institution ]

school attendance [ absence from school | attendance at school | class attendance | school absence | truancy ]

Community trade mark regulation | Council Regulation (EC) No 207/2009 on the Community trade mark | EU trade mark Regulation | European Union trade mark Regulation | Regulation (EU) 2015/2424 amending Council Regulation (EC) No 207/2009 on the Community trade mark and Commission Regulation (EC) No 2868/95 implementing Council Regulation (EC) No 40/94 on the Community trade mark, and repealing Commission Regulation (EC) No 2869/95 on the fees payable to the Office for Harmonization in the Internal Mark ...[+++]et (Trade Marks and Designs) | Regulation on the Community trade mark | CTMR [Abbr.]

demonstration school | experimental school | laboratory school | observation school | practice school

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 ]

agricultural day release school | agricultural school | agricultural technical school | country farm institute | farm school

promote culture in schools | promote schools as a cultural venue | promote cultural collections in schools | promote cultural venue in schools

Finally, inside the school itself, violence can be endemic, particularly towards girls, where good marks can be given in exchange for sexual favours[26].

Yellow and blue dots show the location of Pentecostal schools. In addition, joint service schools are marked by a connection of dots and are specifically marked " joint service" .

45. Welcomes the important steps taken to implement inclusive education, leading to a marked increase in the proportion of Roma children enrolled in primary school, with two out of three Roma children now completing primary school compared to just over one in four some years ago; remains concerned at the continuing low proportion of Roma children attending secondary school and the fact that 70 % of Roma children are not attending school at all; calls on the Serbian Government to ensure that all Roma children and ...[+++] young people are given an equal chance or second chance to return to school; emphasises that equal access to quality early childhood education is of particular importance for children from deprived backgrounds and is paramount to breaking the intergenerational cycle of poverty and social exclusion; notes with concern that young children are being disproportionally affected by the economic crisis, as reflected in the dramatic increase in the proportion of children living in absolute poverty between 2008 and 2010; recalls that poverty in childhood is closely and consistently associated with poorer physical health, impaired cognitive development, underachievement in school and social risks, entailing higher costs to the legal and social protection systems; calls on the Serbian Government to act to address child poverty and social exclusion;

President of the EIB, Werner Hoyer, said, “The landmark agreement to support construction of eight new schools marks the reopening of the PPP sector in Ireland.