Traduction de «base biologique de l'apprentissage » (Français → Anglais) :

biological basis of learning

EMG biofeedback training [ electromyographic biofeedback training | EMG biofeedback | electromyographic biofeedback | muscle biofeedback ]

thermal biofeedback [ temperature biofeedback | thermal biofeedback training ]

resource-based learning

biological base lines

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

Basic learning problem

explanation-based learning | EBL

basic skills learning | foundation learning

explanation-based learning | EBL

17. Recalls that young people have great potential and a crucial role to play in achieving the Europe 2020 targets for education and employment; reminds the Member States of the close link between early school leaving, lack of employment-related skills and youth unemployment; also recalls that early childhood education and care and the significant role played by parents lay the foundation for future learning and the development of young people, but that such education should be provided exclusively in a playful manner and not using school methods or pressure in the form of attainment targets;

43. Maintains that one of the bioeconomy’s guiding principles is to enhance resource efficiency and reduce dependence on imported raw materials, energy and non-renewable natural resources; points to the importance of the forest sector and other bio-based industries, and maintains that carbon-neutral renewable natural resources and raw materials, such as wood and wood fibre, can replace non-renewable fossil raw materials; points out that the bioeconomy industry produces many high added-value products, such as chemicals, medicines, plastics and other innovative new materials and that it creates jobs; highlights the potential of biotechn ...[+++]ologies based on marine resources;

72. Highlights the fact that making use of new learning opportunities and making the most of knowledge, skills and competences acquired outside formal education can play an important role in enhancing employability; underlines the importance of non-formal and informal validation; welcomes the Commission proposal for a Council recommendation inviting the Member States to establish validation systems by 2015, linked to the European Qualification Framework, including the possibility of obtaining a full or partial qualification on the basis of non-formal or informal learning;

70. Highlights the fact that making use of new learning opportunities and making the most of knowledge, skills and competences acquired outside formal education can play an important role in enhancing employability; underlines the importance of non-formal and informal validation; welcomes the Commission proposal for a Council recommendation inviting the Member States to establish validation systems by 2015, linked to the European Qualification Framework, including the possibility of obtaining a full or partial qualification on the basis of non-formal or informal learning;