Sentence examples for are considered prerequisites from inspiring English sources

A thorough grounding in human neuroscience plus interpersonal skills are considered prerequisites for scientific advancement and ethically sound practice.

17 Alternatively, therapy may address deficits in motor and cognitive skills that are considered prerequisites for successful performance of ADL.

Hospital information systems (HIS) and Electronic Medical Records (EMRs) are considered prerequisites for the efficient delivery of high quality health care in hospitals.

Temporal resolution better than 100 ms in combination with submillimeter isotropic spatial resolution and examination times no longer than 10 s are considered prerequisites for successful implementation of cardiac CT into routine clinical algorithms [ 18].

The SOC is based on three components which are considered prerequisites for salutogenesis: comprehensibility, meaningfulness and manageability. 1) According to Antonovsky, these three factors determine to what extent a person can rely an existing, enduring but also dynamic feeling of trust, which gives structure to the course of internal as well as external events and makes them understandable.

As Arellano-Gault (2000, p. 403) writes, NPM "is being applied despite a lack of solid institutional frameworks, rule of law, weak checks and balances, civil service systems, and effective accountability systems" that are considered prerequisites of NPM in many developed countries.

Although we recognize that Yin's conceptualization also contains elements such as rewarding systems, financial management of resources, HRM, planning and control cycles, etc., in our framework these are considered prerequisite to the four dimensions, rather than indicators of institutionalization in their own right.

The adequate functioning of part of the functions assessed by TLN-C may be considered prerequisites for an individual to produce adequate answers on the WISC-III (exceptions being Reading, Writing and Mathematical Reasoning).

For developing from novice into an expert, inner motivation, active participation of the educator, and a supportive learning environment were considered prerequisites.

To become an expert educator, motivation and active participation of the novice educator and a supportive learning environment were considered prerequisites.

IFM participants in the initial OSCE I (2005) confirmed that by the PGY-3 year these skills have been thoroughly mastered and should be considered prerequisites for the IFM training rather than objectives for the program.