Sentence examples for advanced competences from inspiring English sources

This process of prioritization presumably requires advanced competences to articulate priorities and deliberate about them with a large variety of stakeholders.

Others deliberately confined themselves to patient care within their general primary-care competences and questioned the benefits of acquiring advanced competences since PHCTs and medical specialists are easily accessible for advice.

While some simple language ability served to create links with her pre-service CFL teachers, and created a feeling of personal involvement in her research focus, she understands that that without advanced language competence, she cannot consider herself a scholar in the CFL community.

Analysis is usually not labor-extensive, and large quantities of chemicals are not required in comparison to existing sophisticated chromatographic techniques usually requiring advanced technical competence.

However, the chosen team approach is an asset in terms of sustainability of the training effects in transferring advanced managerial competence to several lead persons within a certain hospital.

The framework also delineates the core competencies for administrators and provides examples of beginning, intermediate, and advanced levels of competence (ACET 2007).

The questionnaire adopted Benner's From Novice to Expert scale [ 6]; participants rated their competence level on 1 - 5 likert scales ranging from (1) novice, (2) advanced beginner, (3) competent, (4) proficient and (5) expert.

Studies demonstrated that children whose childcare providers had higher levels of education and training exhibited better cognitive and social competence, used advanced language skills, engaged in more complex and creative learning activities, displayed task persistence and were more cooperative (Howes 1997; NICHD ECCRN 2001; Vandell and Wolf 2000).

Further investigation is needed on how certain strengths or limits of metarepresentational competence might advance or hinder conceptual competence, especially as students move from non-software to software-generated representations.

Nonetheless, hESC/hiPSC can reversibly gain competence for hPGCLC specification in 4i medium, which provides a model for advances in human germ cell biology.

Without a solid understanding of how to interpret and build phylogenetic trees, students cannot advance their representational competence enough to use trees to reconstruct ancestral states (Perry et al. 2008) and other application tasks.