Traduction de «règle d'apprentissage » (Français → Anglais) :

learning rule

weight change rule [ weight-changing rule | weight update rule | updating rule | learning rule | learning law ]

delta rule [ Widrow-Hoff rule | least mean squares ]

positive Hebbian learning

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

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.

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

learning complications | learning delays | learning difficulties | learning difficulty

classroom learning [ c-learning | traditional classroom learning | conventional learning | traditional learning | instructor-led learning | bricks-and-mortar learning | onground learning ]

16. Stresses the importance of high-level teacher training and the need to prepare teachers to focus on skills and competences, provide tailor-made and innovative teaching methods to learners of vulnerable social groups and pupils with special educational needs, get acquainted with different cultures and adapt lessons to the different communication and learning styles familiar to the students, and place the emphasis on learning outcomes rather than educational formalities, with the aim of ensuring young people’s successful integration into society and the labour market; moreover, urges the Member States to invest in lifelong learning fo ...[+++]r teachers, so as to aid their professional and personal development, and also to promote teachers’ financial status and improve their working conditions;

26. Calls on the Commission to ascertain from the public authorities and operators whether the ‘Guide to the application of the European Union rules on state aid, public procurement and the internal market to services of general economic interest, and in particular to social services of general interest’ of 7 December 2010 effectively fulfils its purpose; asks the Commission, should it prove necessary, to provide the public authorities and operators with a learning tool to guide them towards the proper application of these rules;

41. Encourages Member States to promote workplace-based training, including a dual system of education/training, in order to introduce young people to the labour market from the earliest stage, and to promote a quality framework for internships and apprenticeships leading as much as possible to stable employment; furthermore, calls on relevant stakeholders to ensure that traineeships and apprenticeships are carried out under the supervision of professional tutors, that they lead to the acquisition of real skills and experience corresponding to labour market needs and to the provision of new jobs; invites the Member States to lay down m ...[+++]inimum standards for traineeships as regards pay and social rights, and calls for the introduction of a European quality framework for traineeships, setting up decent working conditions and rules to prevent trainees from being used to replace regular employment;

‘Competent institution’ means an institution which is responsible for designing and awarding qualifications or recognising units or other functions linked to ECVET, such as allocation of ECVET points to qualifications and units, assessment, validation and recognition of learning outcomes, under the rules and practices of participating countries;