Sentence examples for competency if from inspiring English sources

As such Bellamy risked another $10,000 fine by questioning the competency, if not the impartiality, of referee Ashley Klein who, Bellamy pointed out, has a habit of caning the Storm in penalty counts.

The studios have always made filler and junk, but the quality of run-of-the-mill movies at least had a base competency; if nothing else they were well lighted, shot and recorded, which isn't always the case now.

Snap would have heavy competition outside its core competency if it moved into drones.

This cross-sectional study examined perceived level of importance, perceived level of competency in extension core competencies, and whether and how perceptions of competency vary by respondents' demographics; ascertained gaps in competency, if any; and identified ways for agricultural development professionals in Cambodia to acquire core competencies.

Levin joined HuffPost Live on Wednesday to address the issue and told host Nancy Redd that the company will offer supplemental material to schools on cultural competency, if they request it.

This might disturb their self-renewal and/or pluripotency competency if the level of these genes matters in pluripotent cells.

Decision making is performed in two stages: a fuzzy Analytic Hierarchy Process (AHP) for evaluating the competency criteria, and an Adaptive Neuro-Fuzzy Inference System (ANFIS) for establishing competency IF-THEN rules of the fuzzy inference system.

Policy-makers are likely to increase their utilization of research findings if their competency in research methods is improved and the importance they place on research findings in the policy-making process is increased.

A final limitation is that it is possible that our subjects would have demonstrated competency in probability revision if we had provided them with a Bayes nomogram or computer spreadsheet.

We wished to see if learners could achieve competency in simulated ultrasound following focused training in a PoCUS protocol.

From our perspective, disregarding non-cognitive facets does not do justice to Weinert's approach, since he claimed that '… it would not be useful to restrict attention to cognitive and metacognitive competencies if one is concerned with success in broad fields of action across a variety of tasks (e.g., in school, in social institutions, or in a profession)' (Weinert 2001, p. 61).