Sentence examples for variation in competence from inspiring English sources

Finally, model fits show that 41%% of the within-person variation in competence is systematically associated with time.

The unconditional means model is not about analysing change, but partitions the total variation in competence development (random effects) in a meaningful way and gives the overall mean (fixed effect).

Prior to the simple and full conditional models, unconditional means and unconditional growth models were estimated in order to investigate the amount of variation in competence development at the three different levels.

The best approach may be to compare the variation in competence with that in other bacterial phenotypes whose functions are undisputed, such as nutrient acquisition and DNA repair.

Successfully predicting the capacity for natural transformation based on gene content alone is problematic due to species-to-species variation in competence systems [68].

In previous work we have characterized the variation in competence in H. influenzae by measuring the amount of DNA taken up and recombined by 35 genetically diverse strains [16].

He wants to eliminate the wild variations in competence between different hospitals, even between some in similar neighbourhoods.

Variations in competence both within and across professional groups in relation to cluster activities can inform the development of bespoke training programmes and offer opportunities to model team competency requirements that are not allied to specific disciplines, supporting the value of multidisciplinary team working.

Tick vectors that transmit this pathogen interact with strongly and weakly competent reservoir hosts, and this variation in reservoir competence within host communities should be considered when predicting risk for infection with B. microti based on animal community composition.

When looking at the measures of model fit (pseudo R2, AIC, and BIC), mathematics, school satisfaction and task analysis explain most of the variation in student competence development.

Further missing variables that could explain variation in student competence growth are student learning activities outside school, epistemological beliefs, social interactions in class and, most importantly, content-specific instructional approaches such as how accounting-specific concepts are taught, built and trained, on which further research should focus primarily.