Traduction de «delayed-response e-learning » (Anglais → Français) :

asynchronous online learning [ asynchronous e-learning | delayed-time online learning | asynchronous virtual learning | delayed-interaction e-learning | delayed-response e-learning ]

asynchronous virtual training [ asynchronous online training | asynchronous e-training | delayed-response online training | delayed-interaction e-training | delayed-time e-training | delayed-time online training | non-real time online training ]

asynchronous online tutoring [ asynchronous tutoring | asynchronous virtual tutoring | delayed-response virtual tutoring | delayed-time e-tutoring ]

delayed-response test

learning complications | learning delays | learning difficulties | learning difficulty

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 symptom ...[+++]s, 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 ...

delayed-type hypersensitivity response | DHT response

healthcare nurse | learning disability nurse | district nurse | nurse responsible for general care

manage personal lifelong learning | undertake responsibility on continuous professional development | develop own practices continuously | manage personal professional development

flat group-delay frequency response

Long-term effects of a GMO are effects resulting either from a delayed response by organisms or their progeny to long-term or chronic exposure to a GMO or from an extensive use of a GMO in time and space.

Contractual arrangements would be made to meet the following requirements: (a) a preventative approach, with continuous investment in lifelong learning (see below), improved working time flexibility and arrangements to combine work and care responsibilities; (b) early intervention, meaning that the search for a new job is not delayed until the worker has been made redundant, but starts immediately when it becomes clear that this is likely, and (c) joint action by all concerned.

Bushnell, P.J (1988) Effects of delay, intertrial interval, delay behavior and trimethyltin on spatial delayed response in rats. Neurotoxicol.

The Communiqué of the Conference of European Ministers responsible for Higher Education held in Leuven and Louvain-la-Neuve on 28 and 29 April 2009 underlined that successful policies for lifelong learning should include basic principles and procedures for the recognition of prior learning on the basis of learning outcomes, while the Council conclusions of 28 November 2011 on the modernisation of higher education called upon Member States to develop clear routes into higher education from vocational and other types of education, as well as mechanisms for recognising prior learning and experience gained outside formal education and traini ...[+++]ng.