Traduction de «self-care skill » (Anglais → Français) :

self-care skill [ self-care ability ]

self-management skills [ soft skills | generic skills | people-oriented skills | people skills | personal skills | generic competencies ]

Regulation respecting the participation of self-employed skilled tradesmen in complementary social benefit plans in the construction industry

encourage health care users' self monitoring | promote health care user's self-monitoring | encourage health care users' self-monitoring | encourage healthcare user's self-monitoring

Definition: Approximate IQ range of 35 to 49 (in adults, mental age from 6 to under 9 years). Likely to result in marked developmental delays in childhood but most can learn to develop some degree of independence in self-care and acquire adequate communication and academic skills. Adults will need varying degrees of support to live and work in the community. | moderate mental subnormality

self care

self care

Definition: IQ under 20 (in adults, mental age below 3 years). Results in severe limitation in self-care, continence, communication and mobility. | profound mental subnormality

Definition: A chronic stage in the development of a schizophrenic illness in which there has been a clear progression from an early stage to a later stage characterized by long- term, though not necessarily irreversible, negative symptoms, e.g. psychomotor slowing; underactivity; blunting of affect; passivity and lack of initiative; poverty of quantity or content of speech; poor nonverbal communication by facial expression, eye contact, voice modulation and posture; poor self-care and social performance. | Chronic undifferentiated schizophrenia Restzustand (schizophrenic) Schizophrenic residual state

This platform, the world's biggest teachers' network, offers staff (teachers, head teachers, librarians, etc.) and pupils opportunities to communicate, collaborate and work on projects together. Develop a self-assessment tool on digital capacity (SELFIE) so that schools in the EU can, on a voluntary basis and using a set of common criteria, evaluate their digital capacity and develop and improve the way they use technologies for digital age learning. Further support Member States in providing high quality early childhood education and care and step up efforts to help them learn from each other and identify what works best. Offer policy guidance on the careers and professional development of teachers and school leaders by reinforcing peer le ...[+++]arning under Education and Training 2020 through a series of expert seminars and linking it to the European sectoral social dialogue in education; Develop online communities and resources for school professionals, including new eTwinning opportunities for student teachers, online networks for early career teachers and their mentors, online courses (including Massive Open Online Courses), exchange of best practice among providers of Initial Teacher Education and a Digital Competence Framework to support teachers' self-assessment and development; Building on existing cooperation, including on skills strategies and school resources, set up a demand driven technical support arrangement in cooperation with the OECD to help Member States who voluntarily seek assistance, to design and implement major school education reforms.

competence to empower individuals, families and groups towards healthy lifestyles and self-care on the basis of the knowledge and skills acquired in accordance with points (a) and (b) of paragraph 6.

11. Calls on the Member States to adopt measures favourable to job creation such as labour tax reforms that encourage employment, promote and support genuine and voluntary self-employment and business start-ups, improve the framework for doing business and facilitate the access to financing for SMEs, transform informal and undeclared work into regular employment, reform labour markets, if necessary, to make them more adaptive, dynamic, competitive and inclusive while ensuring adequate security for employees, provide employers and employees with skills and instruments that enable them to adapt to changing labour markets needs, modernise w ...[+++]age-setting systems - within the framework of social dialogue with the active participation of the social partners, while respecting the diversity of national models of industrial relations - to align wages with productivity trends within the boundaries of decent living wages, and exploit the high employment potential of sectors such as the green economy, health and social care, and the ICT sector to create sustainable and quality jobs;

competence to empower individuals, families and groups towards healthy lifestyles and self-care on the basis of the knowledge and skills acquired in accordance with points (a) and (b) of paragraph 6;