'diverse competences' is a correct and usable phrase in written English.
It is usually used to refer to an individual's varied or wide range of knowledge and skills. For example, "The applicant possessed an impressive set of diverse competences, making him well-suited for the role."
Different types of explants may have diverse competence to A. rhizogenes infection.
Thus, despite public recognition that cultural diversity competences are important for doctors in a multi-ethnic society, this recognition alone has not been sufficient to ensure adequate attention to cultural diversity training in medical curricula of newly diverse countries.
The day-to-day work in each subject is fundamentally oriented to get such knowledge, but, simultaneously, diverse horizontal competences or skills are implicitly acquired on the way.
Our rapporteur has distinguished himself with the survey he has compiled and included in his working paper on the relationships between the central and local levels in the EU's Member States and in the candidate countries, which reveals that, below the level of a Member State's central government, the regions or federal states possess the most diverse legislative competences.
This inhomogeneous project team of highly diverse experts and competences as well as the influence of public authorities and societies has to be handled by the project manager.
This paper explores the effect of diverse firm resources and competences such as founders' human capital, workforce human capital and acquisition of knowledge from external sources on the innovation performance of young firms.
Our preliminary evaluation suggests that the intervention is well-received and produces improved self-perceptions of communication competence across diverse settings and participants.
In her framework, she distinguishes between 'academic models' which are primarily geared towards teaching academic subjects (e.g., Latin, Germanic, and East-Asian countries) and 'progressive models' which focus on teaching students' general competence in diverse contexts (e.g., Anglo-Saxon and Northern countries).
While medical schools' efforts to foster humanism and/or cultural competence are diverse and not much evaluated, three elements seem to be essential in training related to poverty: high involvement of a mentor as role model, experiential learning with supportive supervision, and time for critical reflection and discussion about the learning experience [ 13- 15].
