Part, Chapter, Paragraph
1 I, 2.Acr | Standard Classification of Education~NMS~New Member States~PHG~
2 I, 2. 1 | skills as a result of greater education and training; and (iv) increased
3 I, 2. 4 | indicated by low level of education, occupational class, income
4 I, 2. 4 | those with lower levels of education, occupational class, or
5 I, 2. 4 | in mortality by level of education in Finland, Norway, Italy,
6 I, 2. 4 | people with higher levels of education have been able to protect
7 I, 2. 4 | chronic conditions by level of education among people aged 25-79
8 I, 2. 5 | public administration; education; health and social work;
9 I, 2. 5 | worker training (formal education, vocational training and
10 I, 2. 6 | 2.6. Education~ ~Education is another important
11 I, 2. 6 | 2.6. Education~ ~Education is another important factor
12 I, 2. 6 | at least upper secondary education (Table 2.3) and of total
13 I, 2. 6 | at least upper secondary education in EU Member States, candidates
14 I, 2. 6 | completed upper secondary education. The indicator aims at measuring
15 I, 2. 6 | completion of upper secondary education can be achieved in European
16 I, 2. 6 | enrolled in tertiary level education (i.e. ISCED levels 5 or
17 I, 2. 6 | difference between the fields of education in which women and men successfully
18 I, 2. 6 | and teacher training and education programmes at ISCED level
19 I, 2. 6 | The number of enrolled in education in EU is expected to decline
20 I, 2. 6 | Commission, 2006).~While education is primarily publicly founded
21 I, 2. 6 | role. The share of public education expenditure varies across
22 I, 2. 6 | institutional setting for education and across ISCED levels
23 I, 2. 6 | and across ISCED levels of education. In most Member States,
24 I, 2. 6 | share of publicly funded education is close to 100 for basic
25 I, 2. 6 | basic and upper-secondary education. For tertiary education,
26 I, 2. 6 | education. For tertiary education, the shares of publicly
27 I, 2. 6 | shares of publicly funded education vary somewhat and are generally
28 I, 2. 6 | opportunity of life-long education to help all citizens to
29 I, 2. 10. 1| services, surveillance, the education of the professions and the
30 I, 3. 1 | force participation and education. However, closely related
31 I, 3. 1 | rising levels of female education were especially important:
32 I, 3. 1 | number of women with higher education explains about half of the
33 I, 3. 1 | children. Next to that, education is crucial (Bloom and Trussell,
34 II, 5. 1. 1| Whilst a low level of education and/or a manual occupation
35 II, 5. 1. 2| epidemiological data and medical education which are promoted by the
36 II, 5. 1. 2| nurses, therapeutic patient education and patient associations
37 II, 5. 1. 3| 1.3. Therapeutic patient education~ ~The WHO produced a document
38 II, 5. 1. 3| 1998 on therapeutic patient education (Report of a WHO Working
39 II, 5. 1. 3| Group on Therapeutic Patient Education. Continuing education programmes
40 II, 5. 1. 3| Patient Education. Continuing education programmes for healthcare
41 II, 5. 1. 3| adherence.~ ~Therapeutic patient education should enable patients to
42 II, 5. 1. 3| illness. Therapeutic patient education has been designed to help
43 II, 5. 1. 3| practice therapeutic patient education, hoping therefore to improve
44 II, 5. 1. 3| need. Therapeutic patient education is a systemic, patient-centered
45 II, 5. 1. 3| providers trained in the education of patients that takes into
46 II, 5. 1. 3| care.~Therapeutic patient education is about the patient’s daily
47 II, 5. 1. 3| condition. Therapeutic patient education is designed, therefore,
48 II, 5. 1. 3| society. Therapeutic patient education is essential for an efficient
49 II, 5. 1. 3| benefits. Therapeutic patient education is education managed by
50 II, 5. 1. 3| Therapeutic patient education is education managed by health care providers
51 II, 5. 1. 3| providers trained in the education of patients, and designed
52 II, 5. 2. 5| schools, worksites, sports, education and agricultural to educate
53 II, 5. 2. 6| comprehensive information and education to consumers, integrating
54 II, 5. 2. 7| the National Cholesterol Education Program Adult Treatment
55 II, 5. 3. 2| teaching and continuing medical education, existing facilities, clinical
56 II, 5. 4. 2| of their own diabetes and education for it~-> Planning, provision
57 II, 5. 4. 6| stressful situations.~· Education and self-education are a
58 II, 5. 4. 6| care, social services and education services;~· Further development
59 II, 5. 5.Int| higher among women of lower education, but that education was
60 II, 5. 5.Int| lower education, but that education was not a significant risk
61 II, 5. 5. 1| status, employment status, education and rural/urban living and
62 II, 5. 5. 1| status, employment status, education, place of residence and
63 II, 5. 5. 2| Whilst a low level of education and/or a manual occupation
64 II, 5. 5. 3| Furthermore, a Lifestyle Education Programme will be developed
65 II, 5. 5. 3| For example, nutrition education programmes as much as school-based
66 II, 5. 5. 3| also fund and coordinate education prevention programmes.~Parents
67 II, 5. 5. 3| young ages, the time when education is ongoing or the person
68 II, 5. 5. 3| Identification, Management, and Education (PRIME) and Recognition
69 II, 5. 5. 3| University Press, McGraw-Hill Education.~Kohn R, Saxena S, Levav
70 II, 5. 5. 3| that early and intensive education can help children with ASD
71 II, 5. 5. 3| health, social care and education and commissioning practitioners;
72 II, 5. 5. 3| is no general policy for education and health services for
73 II, 5. 5. 3| of awareness and public education are necessary to diminish
74 II, 5. 5. 3| complete basic or required education (Sillanpaa, 1992). An international
75 II, 5. 5. 3| showed comparable levels of education in patients with epilepsy
76 II, 5. 5. 3| no evidence that epilepsy education of teachers has improved.~ ~
77 II, 5. 5. 3| Fisher, 2000), intelligence, education, personality, age, psychosocial
78 II, 5. 5. 3| control affect patients’ education, employment, driving and
79 II, 5. 5. 3| License Committee.~The Public Education Commission of the IBE produced
80 II, 5. 5. 3| fundamental role in promoting education on epilepsy towards patients,
81 II, 5. 5. 3| characteristics (age, gender, education, disability level) that
82 II, 5. 5. 3| fundamental role in promoting education on PD for patients, their
83 II, 5. 6. 3| and hypertension; formal education; socio-economic and marital
84 II, 5. 7. 4| reasons including access to education and health promotion initiatives
85 II, 5. 8. 6| effectiveness of current prevention, education, medication and rehabilitation
86 II, 5. 9. FB| guidelines requires more education of both patients and doctors
87 II, 5. 9. 5| preventive measures, patient education and self-management programmes.
88 II, 5. 9. 5| guidelines requires more education of both patients and doctors
89 II, 5. 11. 2| the highest standards of education and research into the causes
90 II, 5. 11. 5| environmental health information and education.~Also relevant in this context
91 II, 5. 11. 7| US Department of Health, Education and Welfare, National Center
92 II, 5. 12. 5| adequate information and education policies in order to increase
93 II, 5. 14. 3| poverty; people with poor education or low socioeconomic status;
94 II, 5. 14. 3| dental status, level of education and family income.~ ~The
95 II, 5. 14. 4| health management. Nutrition education by dental professionals
96 II, 5. 14. 5| providers, and supporting education and prevention activities.
97 II, 7. 1 | media and targeted safety education is almost impossible without
98 II, 7. 4. 4| pre-school children, physical education at school, organised activities
99 II, 7. 5 | legislation, supervision & education.~ ~There is no country in
100 II, 7. 5 | protection, welfare, research and education. Nevertheless, the health
101 II, 7. 5 | Justice, Civil Protection and Education) in order to provide appropriate
102 II, 8. 1. 3| disability status.~ ~Access to education~ ~Participation to education
103 II, 8. 1. 3| education~ ~Participation to education and training among those
104 II, 8. 1. 3| reduced participation in education and training is more evident
105 II, 8. 1. 5| employment, accessibility, education, freedom from exploitation,
106 II, 8. 1. 5| market. Better access to education and life-long learning,
107 II, 8. 2. 1| communication, self care, education, work, leisure time and
108 II, 8. 2. 2| and of rehabilitation and education of the blind constitute
109 II, 8. 2. 2| need should be assessed for education and awareness campaigns
110 II, 9 | family income, and maternal education (see above). Data on the
111 II, 9 | 2005). Data on maternal education is more difficult to obtain
112 II, 9 | normal development and play, education, mental wellbeing, and ultimately
113 II, 9 | People with low levels of education are more likely to suffer
114 II, 9 | those with higher levels of education. For example, people with
115 II, 9 | people with low levels of education have an increased risk of
116 II, 9 | functional capacity. Poor education, poverty, and harmful living
117 II, 9. 1. 1| Distribution of mothers’ education~F: Distribution of mothers'
118 II, 9. 1. 2| with respect to level of education in the Netherlands. Community
119 II, 9. 2. 1| provision of services including education and health services and
120 II, 9. 2. 2| such as those dealing with Education and Culture, Energy and
121 II, 9. 2. 2| and children, and early education. More recently the European
122 II, 9. 2. 4| circumstances, parental education, housing and family income,
123 II, 9. 2. 4| family income, and maternal education (see above). Data on the
124 II, 9. 2. 4| 2005). Data on maternal education is more difficult to obtain
125 II, 9. 2. 4| normal development and play, education, mental wellbeing, and ultimately
126 II, 9. 2. 5| including play areas, and education for those of school age
127 II, 9. 2. 5| collection, health promotion and education.~ ~In order to strengthen
128 II, 9. 2. 5| access of Roma children to education.~ ~In 2000, the Commission
129 II, 9. 2. 6| alleviation, employment, and education are just some of the other
130 II, 9. 2. 6| hence parental nutrition, education, and health-related behaviour
131 II, 9. 2. 6| attractive environments, education and the prevention of disease.
132 II, 9. 3. 1| People with low levels of education are more likely to suffer
133 II, 9. 3. 1| those with higher levels of education. For example, people with
134 II, 9. 3. 1| people with low levels of education have an increased risk of
135 II, 9. 3. 2| parity, smoking and maternal education. The mother’s country of
136 II, 9. 3. 3| socioeconomic changes in poverty, education and employment. Demographic
137 II, 9. 3. 3| detailed information on sex education and advice, sexual experiences,
138 II, 9. 3. 3| in comparison to age or education (Del Amo et al, 2004; Herlitz
139 II, 9. 3. 3| the school in the sexual education of the young and the association
140 II, 9. 3. 3| association between school sex education and risk reduction and the
141 II, 9. 3. 3| having a higher level of education and age of first intercourse (
142 II, 9. 3. 3| that curriculum-based sex education does not increase risky
143 II, 9. 3. 3| have shown school-based sex education to lead to improved awareness
144 II, 9. 3. 3| Attitudes towards sexuality education differ among countries in
145 II, 9. 3. 3| risk and the role of health education campaigns. Eur J Public
146 II, 9. 3. 3| WHO) (2006b): Sexuality education in Europe: A reference guide
147 II, 9. 4. 3| higher among women of lower education, but that education was
148 II, 9. 4. 3| lower education, but that education was not a significant risk
149 II, 9. 4. 4| functional capacity. Poor education, poverty, and harmful living
150 II, 9. 4. 5| Longevity Centre, 2006).~ ~Education and health. In most countries,
151 II, 9. 4. 5| most countries, the average education of older people is less
152 II, 9. 4. 5| by these differences in education level, and by subsequent
153 II, 9. 4. 5| of all ages with higher education levels tend to adopt and
154 II, 9. 5. 3| advantageous work conditions, lower education and other stresses that
155 II, 9. 5. 3| peers (WHO/HBSC, 2004).~ ~Education~ ~Numerous studies demonstrate
156 II, 9. 5. 3| those with higher levels of education.. The prevalence of ill-health
157 II, 9. 5. 3| gender with low levels of education are more likely to suffer
158 II, 9. 5. 3| European Commission, 2003). Education is also significantly associated
159 II, 9. 5. 3| of that country.~ ~Poor education, poverty, bad lifestyle
160 II, 9. 5. 3| lower average standard of education than that of younger people.
161 II, 9. 5. 3| younger people. This lack of education will influence the income,
162 II, 9. 5. 3| at least upper secondary education in 2005: 80% of women compared
163 II, 9. 5. 3| at least upper secondary education (2003)~ ~Poverty in old
164 II, 9. 5. 3| smoking, tend to have lower education and employment levels than
165 II, 9. 5. 3| South Wales Department of Education and Training, 2007).~ ~Girls
166 II, 9. 5. 3| had the highest rates. Education and retirement explain the
167 II, 9. 5. 4| A6-0200/2005 : 07/08/2006~· Education as the cornerstone of the
168 II, 9. 5. 4| of the most vulnerable to education and information is essential (
169 II, 9. 5. 4| recognises the central role of education as the foundation for all
170 II, 9. 5. 6| Experience of Physical Education. In Primary School Physical
171 II, 9. 5. 6| Primary School Physical Education. (Edited by: A. Williams).
172 II, 9. 5. 6| Stockholm Institute of Education~ ~Brown H (2003): Women'
173 II, 9. 5. 6| South Wales Department of Education and Training, Personal Development,
174 II, 9. 5. 6| Development, Health and Physical Education Unit (PDHPE) (2007): Gender
175 II, 9. 5. 6| different forms of physical education construct varying masculinities
176 II, 9. 5. 6| in secondary schools. Sex Education, 3(1), pp. 47-59.~ ~Probyn
177 III, 10. 1 | as poverty and level of education (EEA, 2005). Important elements
178 III, 10. 1. 3| nutrition and physical activity education programmes in children.
179 III, 10. 1. 3| Determinants of health and disease: Education, health promotion, and social
180 III, 10. 2. 1| difference. Those with less education and of younger age smoke
181 III, 10. 2. 1| lower educated, whereby the education is an indicator of the socio-economic
182 III, 10. 2. 1| low tar", and "mild";~· education, communication, training
183 III, 10. 2. 1| have evaluated school based education which aimed at reducing
184 III, 10. 2. 1| found that classroom based education is not an effective intervention
185 III, 10. 2. 1| complemented by outreach health education. Four EU countries also
186 III, 10. 2. 1| poor living conditions; low education; lack of traditions, beliefs
187 III, 10. 2. 1| programs for oral health education and services should be created
188 III, 10. 2. 1| Estabrooks et al, 2003; UK Health Education Authority, 1995). They are
189 III, 10. 2. 1| environmental conditions, physical education in schools is important
190 III, 10. 2. 1| that the amount of physical education at school and the way it
191 III, 10. 2. 1| such as those with the education and sports sectors, and
192 III, 10. 2. 1| sport, leisure, work or education sectors. It is a task to
193 III, 10. 2. 1| Sport Science and Physical Education.~ ~Brettschneider WD, Naul
194 III, 10. 2. 1| sport in the context of education and as a means of restoring
195 III, 10. 2. 1| SPORT. Directorate General Education and Culture, Brussels.~COM(
196 III, 10. 2. 1| SPORT. Directorate General Education and Culture, Brussels. SEC(
197 III, 10. 2. 1| Requested by Directorate General Education and Culture and coordinated
198 III, 10. 2. 1| 28 July 2006)~ ~UK Health Education Authority (1995): Health
199 III, 10. 2. 1| such as those with the education and sports sectors, and
200 III, 10. 2. 1| across food services, health education, physical education, play
201 III, 10. 2. 1| health education, physical education, play and sport, and should
202 III, 10. 2. 1| deliver an intense dietary education programme using multimedia.
203 III, 10. 2. 1| principles of nutrition education mostly as~· foods intended
204 III, 10. 2. 1| comprehensive information and education to consumers (e.g. conduct
205 III, 10. 2. 1| a review. London, Health Education Authority.~ ~UNECE and WHO
206 III, 10. 3. 4| analysis and treatment, health education and information to the public,
207 III, 10. 4. 2| N.A.~ ~N.A.~Labelling, education~ ~Taylor & Lehrer, 1996;~
208 III, 10. 5. 1| Involvement, Training and Education, Environment, Travel and
209 III, 10. 5. 2| often without secondary education than urban dwellers (Eurofound,
210 III, 10. 5. 2| association with parental education and individual living conditions
211 III, 10. 5. 3| disorders. Employees in the education sector and those engaged
212 III, 10. 5. 3| next six months. Workers in education, health, hotels and restaurants
213 III, 10. 5. 3| public administration; education; health and social work;
214 III, 10. 5. 3| worker training (formal education, vocational training and
215 III, 10. 5. 3| Health Promotion, Information, Education and Training (part of the
216 III, 10. 6. 2| society depending on low education, low occupational standing
217 III, 10. 6. 2| those with lower levels of education, occupational class, or
218 III, 10. 6. 2| similar to those due to education (Figure 10.6.2.2). These
219 III, 10. 6. 2| in mortality per level of education in Finland, Norway, Italy,
220 III, 10. 6. 2| people with higher levels of education have been able to protect
221 III, 10. 6. 2| conditions per level of education among people aged 25-79,
222 III, 10. 6. 2| indicated by low level of education, occupational class, income
223 III, 10. 6. 2| shared work experience.~· Education: The Dutch project ‘Supervision
224 III, 10. 6. 2| Federal Centre for Health Education (BZgA) has developed a project
225 IV, 11. 1. 3| ranging social policies (e.g. education leading to cleaner water
226 IV, 11. 1. 5| encompass the level, mix, education and training of staff, and
227 IV, 11. 1. 5| through various efforts. Education is one way - through formal
228 IV, 11. 1. 5| Women, older age and lower education levels tend to be associated
229 IV, 11. 3. 1| life-long continuing medical education path.~ ~Regardless of the
230 IV, 11. 3. 1| World Federation for Medical Education. Regulating bodies may require
231 IV, 11. 3. 1| candidate. Health professions’ education in Europe is tightly regulated
232 IV, 11. 3. 1| reviewing the workforce supply, education and training, working conditions,
233 IV, 11. 5. 4| communication.~Continued education should form an essential
234 IV, 11. 6. 5| 2006): Patient safety: education, training and professional
235 IV, 12. 1 | collection, public information, education, cancer training for health-care
236 IV, 12. 1 | as health information and education.~The Community shall complement
237 IV, 12. 1 | Setting minimum standards for education & training. Promoting cross
238 IV, 12. 2 | schools, worksites, sports, education and agricultural to educate
239 IV, 12. 2 | and the organization of education for doctors and researchers.~ ~
240 IV, 12. 2 | low tar", and "mild";~education, communication, training
241 IV, 12. 2 | have evaluated school based education which aimed to reduce alcohol
242 IV, 12. 2 | found that classroom based education is not an effective intervention
243 IV, 12. 3 | adopted on 2 July 2008;~· education and youth including council’
244 IV, 12. 4 | programmes for all regions~EAC~Education on healthy lifestyles; Lifelong
245 IV, 12. 5 | on key settings such as education and the workplace, and across
246 IV, 12. 7 | policy on social Policy, Education, Vocational Training and
247 IV, 12. 10 | Federal Centre for Health Education, see www. ). Socio-Economic
248 IV, 12. 10 | Federal Centre for Health Education (BZgA, www.bzga.de) is providing,
249 IV, 12. 10 | school-based health education programs with broad focus (
250 IV, 12. 10 | Federal Centre for Health Education (see www. .~ Alcohol prevention
251 IV, 12. 10 | Federal Centre for Health Education (BzGA, see www. e) and German
252 IV, 12. 10 | Federal Centre for Health Education (BZgA, see www. ), Nationaler
253 IV, 12. 10 | Women and Adolescents; Education and Research) initiated
254 IV, 12. 10 | Federal Centre for Health Education (BzGA, see www. e) and German
255 IV, 12. 10 | Federal Centre for Health Education (BZgA), (see www. e) aims
256 IV, 12. 10 | are AIDS prevention, sex education and family planning. It
257 IV, 12. 10 | provides information about sex education and family planning for
258 IV, 12. 10 | Federal Centre for Health Education (BZgA): ww de Website hosted
259 IV, 12. 10 | helpful in future times (esp. education, health, work field), strengthening
260 IV, 12. 10 | Federal Centre for Health Education (BzgA)~ ~Work-related health
261 IV, 12. 10 | Federal Centre for Health Education (BZgA) and the German Youth
262 IV, 12. 10 | opportunities on the basis of education, growing up without violence,
263 IV, 12. 10 | Federal Centre for Health Education (BZgA) publishes information
264 IV, 12. 10 | publishes information on health education and health promotion for
265 IV, 12. 10 | European Community Health Education (ECHI)~ ~European cooperation
266 IV, 12. 10 | Disability Act 2005 ~· **Education for Persons with Special
267 IV, 12. 10 | an emphasis to the health education of the public especially
268 IV, 12. 10 | it supports sexual health education programs in the schools,
269 IV, 12. 10 | Environment, the Ministry of Education and the University of Athens
270 IV, 12. 10 | Health promotion and education of hospitals employees~-
271 IV, 12. 10 | community~- Health promotion and education of hospitalised patients~ ~
272 IV, 12. 10 | municipality. Vocational basic education should have a minimum population
273 IV, 12. 10 | housing, consumer affairs, education, culture, social services,
274 IV, 12. 10 | housing, consumer issues, education culture, social services,
275 IV, 12. 10 | and medical care policy~Education policy~Agriculture policy~
276 IV, 12. 10 | policy Transport policy~Education policy~Consumer policy~Youth
277 IV, 12. 10 | and medical care policy~Education policy~Consumer policy~Youth
278 IV, 12. 10 | policy~Transport policy~Education policy~Child policy~Consumer
279 IV, 12. 10 | Justice policy~Youth policy~Education policy~Unprotected sex~ ~
280 IV, 12. 10 | Domain of objective 8~ ~Education policy~Public health policy~
281 IV, 12. 10 | objective 8~ ~Justice policy~Education policy~Health and medical
282 IV, 12. 10 | Preschool environment~Level of education among employees~ ~Domain
283 IV, 12. 10 | Domain of objective 3~ ~Education policy~Child policy~School
284 IV, 12. 10 | Domain of objective 3~ ~Education policy~Child policy~Children'
285 IV, 12. 10 | Domain of objective 3~ ~Education policy~Child policy~ ~Personal
286 IV, 12. 10 | Healthcare Measures – Health education~Programme – Increasing access
287 IV, 12. 10 | Healthcare Measures – Health education~Safety awareness~ Intermediate~
288 IV, 13. 3 | health care, long-term care, education and unemployment transfers (
289 IV, 13. 6. 1| school years, the loss of education also has a detrimental effect.
290 IV, 13. 6. 1| on occasions of special education and social care;~· In extreme
291 IV, 13. 6. 1| the child of loss of play, education, and socialisation, in terms
292 IV, 13. 7. 2| population with tertiary education to the number of new patents
293 IV, 13. 8 | activities ranging from research, education, or awareness raising campaigns
294 IV, 13. 9 | health and long-term care, education and unemployment benefits
295 Key, Ap5. 0. 0| eczema~eczemas~edentulous~education~e-health~elder~elderly~e-learning~
