Part, Chapter, Paragraph
1 I, 2. 4 | efforts aimed at successful educational outcomes for each child,
2 I, 2. 4 | among those with a lower educational level, occupational class
3 I, 2. 4 | prevalence in the lower educational groups.~ ~Moreover, the
4 I, 2. 6 | according to different national educational systems.~ ~Figure 2.4. Early
5 I, 2. 7 | structure of populations, their educational level and their lifestyles,
6 I, 3. 1 | especially important: if the educational levels had not risen, the
7 II, 5. 1. 3| adults and children. The educational aspect should constitute
8 II, 5. 5.Int| structural adjustment; Educational policy addresses mental
9 II, 5. 5. 3| objectives;~· integrate educational approach in a wide set of
10 II, 5. 5. 3| intensive and highly structured educational program by the age of two
11 II, 5. 5. 3| population. Epilepsy is linked to educational difficulties, unemployment,
12 II, 5. 5. 3| experience some degree of educational difficulties (Anonymous,
13 II, 5. 5. 3| condition should be part of the educational programs for teachers. Teachers
14 II, 5. 5. 3| With reference to the educational issues, children with epilepsy
15 II, 5. 5. 3| workers is essential to the educational provision for children with
16 II, 5. 5. 3| exchange information for educational, practical, and research
17 II, 5. 9. 3| available medical tools (educational programs, environmental
18 II, 5. 11. 3| countries to highly proactive educational campaigns aimed at primary
19 II, 6. 4. 5| support, at Community level, educational campaigns directed at professionals (
20 II, 7. 4. 3| enforcement, traffic engineering, educational measures, research. Community
21 II, 8. 1. 3| reflected in the attainment of educational qualifications beyond compulsory
22 II, 8. 1. 3| earnings reflect differences in educational and occupational achievements.~ ~
23 II, 8. 2. 1| access basic health and educational services, and excluded from
24 II, 8. 2. 3| acquisition, economic and educational disadvantage, social isolation
25 II, 9 | population groups, defined by educational status or parental occupation
26 II, 9 | related special needs in the educational and other settings if disability
27 II, 9 | steadily with decreasing educational level. People with low levels
28 II, 9. 1. 2| cost of medical, social and educational services to improve the
29 II, 9. 1. 2| important medical, social or educational needs.~ ~Congenital heart
30 II, 9. 1. 2| population groups, defined by educational status or parental occupation
31 II, 9. 2. 2| challenge these patterns. Educational opportunity can be a prime
32 II, 9. 2. 3| the number with special educational needs of any type (through
33 II, 9. 2. 3| influenced by socio-economic or educational factors, where an individual
34 II, 9. 2. 4| related special needs in the educational and other settings if disability
35 II, 9. 2. 5| of paediatrics or of the educational curriculum required for
36 II, 9. 3. 1| However, for socioeconomic, educational and empowerment reasons
37 II, 9. 3. 1| function, social class, educational level, experience of physical
38 II, 9. 3. 1| steadily with decreasing educational level. People with low levels
39 II, 9. 3. 3| associated with reducing risk (educational level and source of information
40 II, 9. 3. 3| cultural, social, religious and educational differences across countries,
41 II, 9. 4. 5| community and to increase educational and social activity group
42 II, 9. 5. 1| gender inequality in social, educational, cultural and economic status.
43 II, 9. 5. 3| steadily with decreasing educational level (EP/EIWH, 2007).~ ~ ~
44 II, 9. 5. 3| socio-economic status and educational level as well as gender
45 III, 10. 2. 1| especially those with a higher educational level. Women reach their
46 III, 10. 2. 1| restaurants, health and educational facilities, and public transport.~·
47 III, 10. 2. 1| work places, health and educational facilities and public transport
48 III, 10. 2. 1| Crialesi R, Grötvedt L (2000): Educational differences in smoking:
49 III, 10. 2. 1| designated driver is available.~ ~Educational programmes and information
50 III, 10. 2. 1| groups approach. It is an educational principle that in kindergartens
51 III, 10. 2. 1| adolescent lifestyle predicts educational level. J Dent Res 2003;
52 III, 10. 2. 1| degree of urbanisation and educational level of household head.
53 III, 10. 2. 1| level, occupational level or educational attainment level has been
54 III, 10. 2. 4| Arrays~UNESCO~United Nations Educational, Scientific and Cultural~ ~
55 III, 10. 3. 4| and in groups with lower educational levels (+43% in Turin) .
56 III, 10. 5. 2| Finally, there is evidence on educational differences, with rural
57 III, 10. 6. 1| Gender, personality and educational level have been found to
58 III, 10. 6. 2| require financial prosperity. Educational assets are significantly
59 III, 10. 6. 2| mortality associated with educational class in men and women,
60 III, 10. 6. 2| decline.~ ~Figure 10.6.2.1. Educational inequalities in mortality
61 III, 10. 6. 2| among those with a lower educational level, occupational class
62 III, 10. 6. 2| prevalence in the lower educational groups (Table 10.6.2.1).~ ~
63 IV, 11. 1. 1| determinants such as social and educational policies, socio-economic
64 IV, 11. 1. 4| Gulliford et al 2002). Educational attainment, awareness of
65 IV, 11. 1. 5| disincentives) coupled with educational efforts may improve compliance.
66 IV, 11. 3. 1| urban areas. Greece applies educational initiatives where the medical
67 IV, 11. 3. 1| 500 nurses per 100,000).~ ~Educational paths for medicine differ
68 IV, 11. 5. 6| transplantation~ – Organisational and educational aspects of organ transplantation~ –
69 IV, 12. 2 | designated driver is available.~ ~Educational programmes and information
70 IV, 12. 3 | school cooperation and educational systems and a green paper
71 IV, 12. 10 | for Persons with Special Educational Needs Act 2004~· Sectoral
72 IV, 12. 10 | solidarity and develops educational programs for the members
73 IV, 12. 10 | including social, health and educational services) for all also in
74 IV, 13. 6. 1| These losses of social and educational development are hard to
75 IV, 13. 6. 2| facilities and relevant educational provision. However, apart
