Traduction de «esprit d'organisation » (Français → Anglais) :

youth enterprise spirit | spirit of enterprise among youth | youth enterprise | youth entrepreneurship spirit | youth entrepreneurship

Definition: The common themes that are shared by dissociative or conversion disorders are a partial or complete loss of the normal integration between memories of the past, awareness of identity and immediate sensations, and control of bodily movements. All types of dissociative disorders tend to remit after a few weeks or months, particularly if their onset is associated with a traumatic life event. More chronic disorders, particularly paralyses and anaesthesias, may develop if the onset is associated with insoluble problems or interpersonal difficulties. These disorders have previously been classified as various types of conversion hysteria . They are presumed to be psychogenic in origin, being associated closely in time with traumatic ev ...[+++]ents, insoluble and intolerable problems, or disturbed relationships. The symptoms often represent the patient's concept of how a physical illness would be manifest. Medical examination and investigation do not reveal the presence of any known physical or neurological disorder. In addition, there is evidence that the loss of function is an expression of emotional conflicts or needs. The symptoms may develop in close relationship to psychological stress, and often appear suddenly. Only disorders of physical functions normally under voluntary control and loss of sensations are included here. Disorders involving pain and other complex physical sensations mediated by the autonomic nervous system are classified under somatization disorder (F45.0). The possibility of the later appearance of serious physical or psychiatric disorders should always be kept in mind. | conversion:hysteria | reaction | hysteria hysterical psychosis

organizational skills | organisational skills

have organizational skills | have organisational skills

alcohol [ ethyl alcohol | ethanol | grain alcohol | methylcarbinol | ethyl hydroxide | fermentation alcohol ]

Fair play for kids [ Fair play for kids : a handbook of activities for teaching fair play ]

Congregation of the Holy Spirit [ Spiritans | Congregation of the Holy Ghost under the Protection of Immaculate Heart of Mary | Holy Ghost Fathers ]

angelica | angelique

Unavailability and inaccessibility of other helping agencies

20. Stresses the key role of enterprises, including SMEs, social and solidarity economy actors and micro-enterprises in training for working-life skills and job creation for young people; stresses the need to provide young people with education preparing them for entrepreneurship in the broadest possible way; encourages including in curricula the development in a safe environment of the vocational skills needed in starting and managing businesses as well as fostering transversal entrepreneurship competence, skills and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship m ...[+++]ay be taught across various subjects or as a separate subject and stresses the need for access to high-quality traineeships and professional training throughout and after the university stage of education; underlines that obtaining democratic and teamwork skills, learning to take responsibility, analysing situations is a part of life-long learning which supports active citizenship; draws attention to the opportunities and advantages of getting more people (e.g. successful young entrepreneurs, NGOs whose aim is to promote entrepreneurship) involved in providing education on entrepreneurship;

21. Stresses the key role of enterprises, including SMEs, social and solidarity economy actors and micro-enterprises in training for working-life skills and job creation for young people; stresses the need to provide young people with education preparing them for entrepreneurship in the broadest possible way; encourages including in curricula the development in a safe environment of the vocational skills needed in starting and managing businesses as well as fostering transversal entrepreneurship competence, skills and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship m ...[+++]ay be taught across various subjects or as a separate subject and stresses the need for access to high-quality traineeships and professional training throughout and after the university stage of education; underlines that obtaining democratic and teamwork skills, learning to take responsibility, analysing situations is a part of life-long learning which supports active citizenship; draws attention to the opportunities and advantages of getting more people (e.g. successful young entrepreneurs, NGOs whose aim is to promote entrepreneurship) involved in providing education on entrepreneurship;

34. Calls on the Commission to support a European Entrepreneurship Education Network, on lines such as those of the European Entrepreneurship Education NETwork (EE-HUB), established in May 2015 and supported by European organizations and other stakeholders at European, national and local levels, as well as by national education authorities, which will gather and exchange best practices to be shared by educational institutions, educational organisations, vocational training institutions, businesses, authorities and social partners;

AO. whereas considerable contributions are made by civil society organisations (non-governmental groups such as trade unions, employers’ associations and other social groups), among them the Junior Achievement – Young Enterprise Europe initiative, which provides informal and lifelong entrepreneurship education and training; whereas these contributions stand in need of further recognition, although they may not lead to a certified formal diploma; whereas such contributions are also made by enterprises providing training for themselves;