Theory Intelligence research (see Hunt 2000, p. 123) divides intelligence into two main levels: one including elementary information-processing actions and one including "more broadly defined capabilities, such as holding and accessing information in short- and long-term memory and, crystallized intelligence (Gc), fluid intelligence (Gf), and visual-spatial reasoning ability (Gv)".
It is expected that by the time students graduate, they will have developed defined capabilities which meet the expectations of the public for safe and effective clinical practice.
The concept of capability-centred justice is introduced by Sen [11], who defines capability as 'a person's freedom to pursue functionings that he/she has reason to value' ([12], p. 4 5), where functionings are what constitute a person's being with both a well-being and an agency aspect ([12], p. 59-62).
Further, Makadok (2001) connects resources to the term "capabilities," defining a capability as "a special type of resource specifically, an organizationally-embedded, non-transferable firm-specific resource whose purpose is to improve the productivity of the other resources possessed by the firm" (p. 389).
We defined a capability as anything an organization does well that drives meaningful business results.
Whereas some of these authors have eventually conceded that epistemic transmissivity cannot be defined as capability of resolving doubt (e.g., Wright 2011), others have attempted to articulate their views in full (see mostly Davies 2003a, 2004 and 2009).
The so-called 'capability approach' originated in the work of Amartya Sen (1999), who defined human capability as the ability of human beings to lead lives they have reason to value, and to enhance the substantive choices they have.
These attributes (defined as capability) [ 2] require more from the practitioner than a mere set of knowledge and technical skills.
According to mental ability, models emotional intelligence is defined as capabilities related to emotions and emotional information dispensation (Mayer et al. 2014).
According to Bar-On (2000), EI is defined as capabilities, competencies, and skills that influence one's ability to succeed in coping with daily demands and pressures.
