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Part, Chapter, Paragraph
1 I, 2. 1 | of greater education and training; and (iv) increased savings
2 I, 2. 3 | care. This makes additional training necessary for healthcare
3 I, 2. 3 | their countries of birth and training~ ~
4 I, 2. 5 | prospects, reduced access to training and perform less skilled
5 I, 2. 5 | employees or those with low training levels; ICT experts have
6 I, 2. 5 | technological transformation, worker training (formal education, vocational
7 I, 2. 5 | formal education, vocational training and training in firm-specific
8 I, 2. 5 | vocational training and training in firm-specific activities)
9 I, 2. 6 | and welfare and teacher training and education programmes
10 I, 2. 10. 3| as well as work-related training and skills. Relevant projects
11 II, 5. 4. 6| of comprehensive diabetes training for healthcare professionals.~ ~
12 II, 5. 4. 7| there is a need for specific training and involvement of health
13 II, 5. 5.Int| More appropriate medical training, increased social awareness
14 II, 5. 5.Int| families; the development of training courses for health and social
15 II, 5. 5. 3| Local Authorities; extensive training of a range of health, social
16 II, 5. 5. 3| indicate that employment training programmes for people with
17 II, 5. 5. 3| neuropsychological assessment, vocational training, interview technique (including
18 II, 5. 5. 3| had different levels of training and clinical experience:
19 II, 5. 9. FB| systems and professional training in allergology. High quality
20 II, 5. 9. 5| systems and professional training in allergology. High quality
21 II, 5. 15. 1| policy, information and training, social benefits, hospitalisation
22 II, 5. 15. 5| share knowledge and provide training for health professionals;
23 II, 6. 4. 5| duration of the treatment and training on hygiene and infection
24 II, 7. 4. 2| individual risk factors (e.g. training of muscular strengths, revision
25 II, 7. 4. 4| improving equipment, rules, training methods and services (Working
26 II, 7. 4. 6| programmes based on skill training and social support appeared
27 II, 7. 5 | prevention knowledge into the training of health and other professionals;~·
28 II, 7. 5 | Standards, with knowledge, training and tools meeting the statistical
29 II, 8. 1. 3| Participation to education and training among those aged 16-19 was
30 II, 8. 1. 3| participation in education and training is more evident in women
31 II, 8. 2. 1| indicates that specific training on how to identify and meet
32 II, 8. 2. 1| on the current extent of training for doctors and other health
33 II, 8. 2. 2| particular for the elderly. Training of ophthalmologists in latest
34 II, 9. 2. 5| Nurses need specialist training, while there are other characters
35 II, 9. 4. 3| More appropriate medical training, increased social awareness
36 II, 9. 5. 3| Department of Education and Training, 2007).~ ~Girls are less
37 II, 9. 5. 6| Department of Education and Training, Personal Development, Health
38 III, 10. 1. 3| and the effect of exercise training on the dietary intake of
39 III, 10. 2. 1| evolved from prevention, training and research within the
40 III, 10. 2. 1| education, communication, training and public awareness;~·
41 III, 10. 2. 1| Nearly all evaluations in training bar staff in responsible
42 III, 10. 2. 1| studies have found that server training results in lower BAC levels
43 III, 10. 2. 1| 1992): Effects of weight training on the emotional well-being
44 III, 10. 2. 4| has implications on the training of professionals, the understanding
45 III, 10. 2. 5| In Finland, a nationwide training programme for staff in child
46 III, 10. 4. 2| and testing of samples. Training of the staff performing
47 III, 10. 5. 1| Aspects, Civic Involvement, Training and Education, Environment,
48 III, 10. 5. 3| employees or those with low training levels; ICT experts have
49 III, 10. 5. 3| prospects, reduced access to training and perform less skilled
50 III, 10. 5. 3| technological transformation, worker training (formal education, vocational
51 III, 10. 5. 3| formal education, vocational training and training in firm-specific
52 III, 10. 5. 3| vocational training and training in firm-specific activities)
53 III, 10. 5. 3| Information, Education and Training (part of the Framework for
54 III, 10. 5. 3| information, instruction and training of workers~- noise reduction
55 III, 10. 5. 3| providing information and training, consulting employees, co-ordination
56 III, 10. 5. 3| institutions e.g. develop common training, strategies, research programmes
57 IV, 11. 1. 1| supply of resources and training of personnel are then discussed,
58 IV, 11. 1. 5| level, mix, education and training of staff, and the characteristics
59 IV, 11. 1. 5| Quality Management provides training and guidance for numerous
60 IV, 11. 1. 5| formal pre-and postgraduate training - and in experiential learning
61 IV, 11. 1. 5| CPD). Modern professional training courses in patient safety
62 IV, 11. 1. 6| additional payments for training and distance from hospital.~
63 IV, 11. 3. 1| Switzerland declined. If training efforts do not increase
64 IV, 11. 3. 1| the UK, the GP vocational training scheme involves training
65 IV, 11. 3. 1| training scheme involves training specific to rural practice.
66 IV, 11. 3. 1| Financial incentives related to training, such as offering scholarships
67 IV, 11. 3. 1| differences range from the type of training institution to the number
68 IV, 11. 3. 1| next level. Differences in training are gradually being overcome,
69 IV, 11. 3. 1| harmonization process. The typical training medical school in Europe
70 IV, 11. 3. 1| Regardless of the profession or training level, in order to offer
71 IV, 11. 3. 1| require a certain number of training hours, specific types of
72 IV, 11. 3. 1| workforce supply, education and training, working conditions, performance
73 IV, 11. 5. 4| some Member States, the training and employment of healthcare
74 IV, 11. 5. 5| transplant,~3. innovative training programmes for doctor, surgeons,
75 IV, 11. 5. 5| a professional European Training Program on Organ Donation (
76 IV, 11. 5. 5| a professional European Training Program On Organ Donation (
77 IV, 11. 5. 5| tissues establishments, training courses for 40 inspectors,
78 IV, 11. 5. 6| projects to develop a European Training Program on Organ Donation
79 IV, 11. 5. 6| on the role and training of professionals responsible
80 IV, 11. 6. 5| Patient safety: education, training and professional development.
81 IV, 12. 1 | information, education, cancer training for health-care workers,
82 IV, 12. 1 | Vocational and teacher training, including health field
83 IV, 12. 1 | standards for education & training. Promoting cross border
84 IV, 12. 2 | evolved from prevention, training and research within the
85 IV, 12. 2 | education, communication, training and public awareness;~tobacco
86 IV, 12. 2 | Nearly all evaluations in training bar staff in responsible
87 IV, 12. 2 | studies have found that server training results in lower BAC levels
88 IV, 12. 7 | Policy, Education, Vocational Training and Youth; and established
89 IV, 12. 10 | rauchfrei2008.de), basic life skills training for children (“Kinder stark
90 IV, 12. 10 | structured hypertension training~Bloodpressure is monitored
91 IV, 12. 10 | via~a National Addiction Training Programme~which is concentrating
92 IV, 12. 10 | employment, to vocational training and elevation and to the
93 IV, 12. 10 | For Health Prevention and Training)~ ~Alcohol consumption~
94 IV, 12. 10 | For Health Prevention and Training)~Food choices and nutrition~
95 IV, 12. 10 | obligation and awareness training for drugs users~ Permanent
96 IV, 12. 10 | For Health Prevention and Training~Special campaign about cannabis~
97 IV, 12. 10 | For Health Prevention and Training~( home and leisure accidents
98 IV, 12. 10 | For Health Prevention and Training~ ~Work-related health issues~
99 IV, 12. 10 | prevention of passive smoking;~Training courses for health professionals
100 IV, 13. 4 | competences and acquired skills, training, counselling and so forth.
101 IV, 13. 4 | shortages, adequate recruitment, training and retraining remain a
102 IV, 13. 6. 2| paediatric experience and further training is recognised but not reflected
103 IV, 13. 6. 2| nurses should have specialist training in caring for children.
104 IV, 13. 7. 3| research through support to training, mobility of researchers (
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