Sentence examples for competence conception from inspiring English sources
In his early work, Paul Benson offered a normative competence conception of "free agency" that, he argued, was congenial to feminist interpretations of moral and political agency (Benson 1987 1990 199191987 1990 1991
Having values or goals is thus necessary for being able to weigh the risks and benefits of various alternatives, which is in line with Buchanan and Brock's notion that competence requires a conception of what is good [ 3].
In speech act theory, he finds the basis for a conception of communicative competence (on the model of Chomsky's linguistic competence).
First, and taking up a point mentioned in the previous section, it employs a different conception of linguistic competence, the end state of the learning process.
Second, the response rate for this study was close to 30% and while it is possible that non-responders may differ in how they perceive their own PS competence, it is unlikely their conception of the six dimensions of PS competence would be structurally different.
The results from our study seem to be inconsistent with previous research on WBA indicating that raters have a one- or two-dimensional conception of professional competence ('cognitive/clinical' and 'humanistic/(psycho)social') and are therefore unable to discriminate between different competencies or dimensions (Cook et al. 2010; Pulito et al. 2007; Archer et al. 2010).
One out of these questions was about the staff's conception of their own competence in fall-prevention, and had the response alternatives "yes" and "no".
These findings suggest that the measurement of amino acid turnover by individual human oocytes may provide functional insights into the biological mechanisms associated with the acquisition of oocyte developmental competence in vivo and following assisted conception.
An alternative conception is that cultural competence requires clinicians to take into account the individual values, beliefs and practices of the patient (which may or may not reflect their membership of a group).
The conceptions of autonomy that employ normative competence (§5), self-regarding attitudes (§6) and dialogical features (§7) should be distinguished from those in the strong substantive category.
