Sentence examples for assuming competence from inspiring English sources

"In our experience, we are more likely to see errors made in the direction of assuming competence on the part of people who may be fairly impaired than incorrectly assuming incompetence in people who are not impaired," Dr. Appelbaum said.

This is why he rather relies on different forms of knowledge (content knowledge, CK; pedagogical content knowledge, PCK; pedagogical knowledge; PK, developmental knowledge, DK) making clear that he assumes competences of teachers as a result of those elements.

We assume that competence, as a cognitive disposition, influences the solution of domain-specific situations and tasks, so it is therefore reasonable to deduce back from the solving of authentic situations to cognitive structures through adequate item design and psychometric procedures (e.g., Wilson [2008]; Shavelson [2008]).

Even GPs with an assumed high competence and engagement in this patient group lack evidence-based knowledge and base their actions on experience-based practice.

In the Nordic APN model it is assumed that competence domains remain the same on the generalist, specialist, and advanced levels.

This challenges the assumption that all young people are 'digital natives' and as Coulby et al. [ 18] suggest, we should not assume digital competence when using technology in the support of learning.

Further, clinicians will need to show competence in the following areas to participate in the study: 1) insertion techniques and cardiovascular anatomy; 2) oxygen dynamics;... and 7) common PAC complications.[reference]... we will assume basic competence in these areas after satisfactory completion of the PACEP [PAC educational programme] module".

It is also assumed that competences change more slowly than products and markets, and hence, the identity of an organisation should not depend on products and markets but on something more lasting, something that lies at the very core of the organisation's activities and success (Tuomi 1999, 82 83).

Risk increases to 0.09 and 3.0%, assuming a maximum vector competence of 1.0.

Such a process highlights the importance of not simply assuming the level of competence based on years of training, but advocates for a learner-centred approach based on the actual level of competence a student has gained.

The conventional approach of assuming temperature-independent vector competence (whereby b = 0.24, the mean empirical value across temperature, and c = 0.91) predicted vectorial capacity to be highest at 26°C (figure 2).