Part, Chapter, Paragraph
1 I, 2. 1 | labour supply;(iii) improved skills as a result of greater education
2 I, 2. 5 | well as in low and medium skills in specific sectors, namely
3 I, 2. 5 | requires a constant renewal of skills by workers, employers and
4 I, 2. 5 | individuals in developing skills to find and retain formal
5 I, 2. 10. 3 | work-related training and skills. Relevant projects are found
6 II, 5. 1. 3 | knowledge, confidence and skills which could help the patient
7 II, 5. 1. 3 | to train patients in the skills of self-managing or adapting
8 II, 5. 1. 3 | in coping processes and skills. It should also contribute
9 II, 5. 1. 4 | courses is linked to learning skills. Modern ICT gives the opportunity
10 II, 5. 5.Int(9)| public/english/employment/skills/disability/download/execsums.
11 II, 5. 5. 3 | often have good language skills in early childhood but gradually
12 II, 5. 5. 3 | to develop and learn new skills. Prognosis is greatly improved
13 II, 5. 5. 3 | year retardation in reading skills (Rutter et al, 1970). A
14 II, 5. 14. 1 | sufficient staff with appropriate skills to meet the needs of a labour
15 II, 8. 2. 1 | characterized by impairment of skills manifested during the developmental
16 II, 8. 2. 1 | and practical adaptive skills. This disability originates
17 II, 9 | functioning and academic skills as well as deficits in verbal
18 II, 9 | other cognitive and motor skills. There is a typical constellation
19 II, 9. 1. 2 | functioning and academic skills as well as deficits in verbal
20 II, 9. 1. 2 | other cognitive and motor skills. There is a typical constellation
21 II, 9. 2. 5 | scientifically the packages of skills necessary for the healthcare
22 II, 9. 3. 1 | closely related to cognitive skills. Increasing age is often
23 III, 10. 1 | resources as well as coping skills, and the social, cultural,
24 III, 10. 2. 1 | that impairment in driving skills begins with any departure
25 III, 10. 2. 1 | functioning and academic skills as well as deficits in verbal
26 III, 10. 2. 1 | other cognitive and motor skills. Although these deficits
27 III, 10. 2. 1 | attention and visuospatial skills.~ ~It has been estimated
28 III, 10. 2. 1 | to develop their social skills, are another important part
29 III, 10. 2. 1 | it can help build social skills in children (Evans and Roberts,
30 III, 10. 5. 3 | consequent loss of knowledge, skills and experience from companies
31 III, 10. 5. 3 | requires a constant renewal of skills by some workers, employers
32 III, 10. 5. 3 | this demand for enhanced skills. In other words, current
33 III, 10. 5. 3 | individuals in developing skills to find and retain formal
34 IV, 12. 2 | knowledge, attitude and skills.~ ~The establishment of
35 IV, 12. 10 | rauchfrei2008.de), basic life skills training for children (“
36 IV, 12. 10 | exclusion, acquisition of skills which will be helpful in
37 IV, 12. 10 | Children's and young people's skills~Complete set of grades in
38 IV, 13. 4 | competences and acquired skills, training, counselling and
