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Part, Chapter, Paragraph
1 I, 2. 5 | information-intensive work and the learning process may be particularly
2 II, 5. 1. 3| information, self-care learning and psychosocial support
3 II, 5. 1. 3| systemic, patient-centered learning process, provided by health
4 II, 5. 1. 3| as an evaluation of the learning process and its effects.
5 II, 5. 1. 4| these courses is linked to learning skills. Modern ICT gives
6 II, 5. 5. 3| among people with severe learning disability (Sanchéz-Valle
7 II, 5. 5. 3| Foundation for People with Learning Disabilities, London.~Sánchez-Valle
8 II, 5. 5. 3| al, 1998).~ ~Epilepsy and learning ability~About 25-50% of
9 II, 5. 5. 3| cohort with epilepsy and learning difficulty. Epilepsia 36:
10 II, 8. 1. 5| education and life-long learning, to the potential of new
11 II, 8. 2. 1| contrast, in the United Kingdom learning disability is currently
12 II, 8. 2. 1| data of the Leicestershire Learning Disabilities Register and
13 II, 8. 2. 1| prevalence of severe and profound learning disabilities in the population
14 II, 8. 2. 1| that of mild to moderate learning disabilities is at least
15 II, 8. 2. 1| Prevalence of severe and profound learning disability is fairly uniformly
16 II, 8. 2. 1| groups. Mild to moderate learning disability, however, has
17 II, 9 | well as deficits in verbal learning, spatial memory and reasoning,
18 II, 9 | developmental delay and learning disability, and diagnosis
19 II, 9. 1. 1| including cerebral palsy, severe learning disabilities, chronic lung
20 II, 9. 1. 1| others to have motor and learning difficulties than term babies (
21 II, 9. 1. 2| well as deficits in verbal learning, spatial memory and reasoning,
22 II, 9. 1. 2| developmental delay and learning disability, and diagnosis
23 II, 9. 4. 5| decisions. A process of mutual learning and co-operative exchange
24 II, 9. 4. 5| policy exchanges and mutual learning was adopted in March 2000
25 II, 9. 5. 3| disorders~Males > > Females~Learning disability~Males > > Females~
26 II, 9. 5. 3| nutrition in females can reduce learning and employment potential (
27 II, 9. 5. 4| information, future planning and learning from others (EIWH 2006).~ ~ ~
28 II, 9. 5. 6| Environments – Gender. Culture and learning. Stockholm Institute of
29 III, 10. 2. 1| well as deficits in verbal learning, spatial memory and reasoning,
30 III, 10. 3. 2| attention problems, reduced learning ability, and slightly reduced
31 III, 10. 5. 1| infections and impaired learning ability (Daisey et al, 2003;
32 III, 10. 5. 1| been a focus on impaired learning in relation to classroom
33 III, 10. 5. 3| information-intensive work and the learning process may be particularly
34 III, 10. 5. 3| 2002): Supporting workplace learning for high performance working.
35 IV, 11. 1. 5| promotion of a culture of learning from adverse events. This
36 IV, 11. 1. 5| offers resources such as learning tools for NHS staff to help
37 IV, 11. 1. 5| training - and in experiential learning including continuing professional
38 IV, 12. 2 | Europe. In the process of learning to live with diabetes, the
39 IV, 12. 3 | involvement, exchanges and mutual learning will add to the benefits
40 IV, 12. 4 | healthy lifestyles; Lifelong learning; Young people and health,~
41 IV, 12. 4 | development fund~EAC~Lifelong Learning Programme (2007-2013)~Youth
42 IV, 12. 10 | Programme GLOBE (Global Learning and Observations to Benefit
43 IV, 12. 10 | by:~5. promoting lifelong learning and inclusive work practices~
44 IV, 13. 5 | stakeholders; foster cross-country learning and cooperation; ensure
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