Sentence examples for competence of subject from inspiring English sources

Herewith, a range of questions inevitably arising in the process of the biobank activity depending on decisions that go beyond technical competence of subject specialist (technologists, medical professionals, biologists, lawyers etc).

It is also desirable to have a knowledge competence model of subject matters, on which learning objects can fit in.

There is "belief-ignorance," which is just false belief, and "believer-ignorance," which is a deficiency in the competence of the subject to gather and assess evidence.

The system will present the right seating plan of the right class to the teacher dynamically according to the timetable; especially students were allocated to a class every year according to their competence of a subject.

This suggests that the addition of select growth factors to embryo culture media may prevent alterations in epigenetic profiles (Fig.  7) and potentially improve developmental competence of patient embryos subjected to prolonged culture.

We have not been able to support the report because it to an unduly large degree seeks to make national areas of competence subject to EU decision-making.

The assessment of competence is subject to two pitfalls: complex research decisions may be imposed on children who are unable to make them, while capable children who want to take part may be inadvertently excluded [ 9].

Finally, reform interventions at the school level, such as new curricula, consistently underestimate the levels of dysfunction in township schools (few schools have a predictable timetable) and the low levels of subject matter competence among teachers.

It includes standardized measures of subject's competence in arithmetic, fluency speaking Spanish, and Spanish literacy (Chronbach's alpha = 0.77).

The assessment of generic competences acquisition at university relies on the design and performance of useful activities rather than on specific outcomes in competence subjects of university programmes.

The assessment of generic skills acquisition at university level must rely on the design and performance of useful activities rather than on specific outcomes in competence subjects of university programmes.