Sentence examples for proficiency allows from inspiring English sources

First of all, their English language proficiency allows them to read documents and communicate freely with employees from other countries.

In addition, the use of numeracy and literacy proficiency allows us to explore a new dimension that has implications for the labor market and differs from other outcomes previously analyzed, like school dropout or obtaining a university degree.

Statistical and mathematical proficiency allow to design or adapt methods in a problem-directed manner so they interrogate data in a way to extract important and sensible biological information.

This is especially true in light of concerns that variations in defining proficiency allow states to manipulate standards to facilitate meeting AYP and to avoid sanctions (Kingsbury et al., 2003; Aspen Institute, 2006).

In practice the new requirement would involve proving that the immigrants' English proficiency would allow them realistic hope of gaining work.

The mean proficiency is allowed to vary across groups and classes, while the standard deviation is held equal across latent classes, that is, (uptheta sim N upmu_{ig}, upsigma_{g}^{2})).

Although the better scores on both the knowledge and practical tests do not imply the ability to perform the procedure independently, it provides a metric by which educators can ensure a minimum level of proficiency before allowing trainees to perform such procedures on patients under supervision [20].

Mixture PD models with multiple decline classes provide estimates of the switching point and its covariation with proficiency, and this allows for fine-grained analyses of PD.

New engineering professionals need to have not only a set of deep capabilities in a specific area, but also more comprehensive proficiencies that allow them to understand how to integrate their particular system into a wider functional system.

Schools teach English and it's well-understood that proficiency in the language allows progress in the IT industry.

This interweaving of different knowledge sources is an obvious strength of the mapping approach: It allows the proficiencies of all participants (researchers, clinicians and PLHIV) to converge in the development of interventions.