social exclusion not else-where classified

other bacterial foodborne intoxications, not elsewhere classified

other bacterial diseases, not elsewhere classified

other arthropod-borne viral fevers, not elsewhere classified

Endocarditis, valve unspecified, in diseases classified elsewhere

Definition: An episode of depression as described in F32.2, but with the presence of hallucinations, delusions, psychomotor retardation, or stupor so severe that ordinary social activities are impossible; there may be danger to life from suicide, dehydration, or starvation. The hallucinations and delusions may or may not be mood-congruent. | Single episodes of:major depression with psychotic symptoms | psychogenic depressive psychosis | psychotic depression | reactive depressive psychosis

Definition: A type of pervasive developmental disorder that is defined by: (a) the presence of abnormal or impaired development that is manifest before the age of three years, and (b) the characteristic type of abnormal functioning in all the three areas of psychopathology: reciprocal social interaction, communication, and restricted, stereotyped, repetitive behaviour. In addition to these specific diagnostic features, a range of other nonspecific problems are common, such as phobias, sleeping and eating disturbances, temper tantrums, and (self-directed) aggression. | Autistic disorder Infantile:autism | psychosis | Kanner's syndrome

54. Emphasises that the education of Roma girls helps to improve the lives of Roma people in many ways as it is, among other things, a crucial condition for increasing the employability of Roma women, facilitating their access to the labour market and providing some income security, as well as being essential to overcome poverty and social exclusion; observes, furthermore, that increasing teachers’ knowledge of Roma culture helps to reduce exclusion; calls, therefore, on the Member States to combat segregation, to ensure more inclusive and accessible education and culturally sensitive teaching ...[+++]methods involving school assistants with a Roma background and parents, while viewing the improvement of professional skills to match the demands of the labour market as a priority;

54. Emphasises that the education of Roma girls helps to improve the lives of Roma people in many ways as it is, among other things, a crucial condition for increasing the employability of Roma women, facilitating their access to the labour market and providing some income security, as well as being essential to overcome poverty and social exclusion; observes, furthermore, that increasing teachers’ knowledge of Roma culture helps to reduce exclusion; calls, therefore, on the Member States to combat segregation, to ensure more inclusive and accessible education and culturally sensitive teaching ...[+++]methods involving school assistants with a Roma background and parents, while viewing the improvement of professional skills to match the demands of the labour market as a priority;

54. Emphasises that the education of Roma girls helps to improve the lives of Roma people in many ways as it is, among other things, a crucial condition for increasing the employability of Roma women, facilitating their access to the labour market and providing some income security, as well as being essential to overcome poverty and social exclusion; observes, furthermore, that increasing teachers’ knowledge of Roma culture helps to reduce exclusion; calls, therefore, on the Member States to combat segregation, to ensure more inclusive and accessible education and culturally sensitive teaching ...[+++]methods involving school assistants with a Roma background and parents, while viewing the improvement of professional skills to match the demands of the labour market as a priority;

17. Emphasises that the education of Roma girls has a complex impact in improving the lives of Roma people, as it is, among other things, a crucial condition for increasing the employability of Roma women, facilitating their access to the labour market and providing some income security, and it is essential in overcoming poverty and social exclusion; observes, furthermore, that increasing teachers’ knowledge of Roma culture helps to reduce exclusion; calls, therefore, on the Member States to combat segregation, to ensure more inclusive and accessible education and culturally sensitive teaching ...[+++]methods, involving school assistants with a Roma background, as well as parents, while taking the improvement of jobs skills to match the demands of the labour as a priority;