Sentence examples for proficiency and skill from inspiring English sources
And indeed the messenger (God's peace and blessings be upon him and his family) established his proficiency and skill in external movements through viewing at a distance and personifying the just of the just, and appropriate evaluation of matters as well as outstanding ability in the operation of recruiting to Islam.
For many, progression is best measured by the formal exam journey – from the treasured early prize of grade 1 through to the proficiency and skill of a grade 8. It's a time-honoured route: easy to understand and evaluate, and effective, but it only tells a small part of the story.
Our indicator does not require making direct comparisons between measured skill proficiency and skill use, but we do need to impose strong assumptions about the process of skill deployment.
When information on both proficiency and skill use is available, the two can also be compared directly, thus considering over-skilled those workers who do not make full use of their competencies on the job (Desjardins and Rubenson 2011; CEDEFOP 2010).
In the United States, the Senate bill would grant higher points for advanced education, English proficiency and skills in technology and other fields that are in demand.
Fineberg reports that early intervention increases the proficiency and skills needed to conduct family conferences and advances communication in palliative care [ 15].
Proficiency knowledge and skill in conducting translational research is needed to improve health outcomes and eliminate health disparities.
On this Task Force, people of good will and expertise are labouring to design ways of measuring things like reading proficiency and numeracy skills by the end of primary school in a way which can have global applicability, meaning, and ultimately help educators improve students' learning.
For $12 to $25 per student per year, Wireless Generation provides software that lets teachers regularly evaluate students for reading proficiency and math skills.
The IEP in this study is located at a southwestern US university and was established to prepare international students for academic success in mainstream university classes by improving their English proficiency and academic skills.
These findings imply that, if the occupational mismatch results from a combination of immigrants' poor (or nonequivalence of) foreign education quality, language proficiency, and literacy skills, without a substantial progress in these specific human capital characteristics, the isolated effects of relative improvements in occupational match will not be rewarding for immigrants.
