Sentence examples for Elicit understanding from inspiring English sources

It's a hostility that her husband, who uses a powered wheelchair because of lifelong mobility problems, tends not to encounter; crudely, wheelchairs elicit understanding from passersby while mobility scooters trigger irritation.

The K-function and Knox analyses are systematic methods for determining the presence of overall space-time clustering, but do not elicit understanding of individual clusters.

Research is needed to elicit understanding of ethnocultural food choices and practices and to improve culturally based competency of maternity care.

The aim of the evaluation at the corporate level was to elicit understanding of CC and organisational engagement, and given the methods were open-ended interviews, a standard CC definition was not deemed necessary as answers were to be qualified by respondents and so intended meaning could be checked at interview.

Despite these observations, little attention has been paid to the food consumption and choices of immigrant women in the perinatal period and research is needed to elicit understanding of ethnocultural food choices and practices and to improve culturally based competency of maternity care.

In this respect, what is called today stakeholder analysis is an eclectic mixture of qualitative and semi-quantitative techniques aiming at eliciting, understanding and de-codifying how individuals perceive risks and threats towards sustainability.

This definition was supplemented with definitions presented by Stewart and colleagues [ 6], which resulted in an operational definition of patient-centered communication as being characterized by the following five physician behaviors: 1) Eliciting, understanding, and validating the patient's perspective (e.g. concerns, feelings, expectations, values).

We felt it was necessary first to elicit understandings of self-care and expectations of self-care support.

Analyses were designed to (a) elicit understandings of the processes used by learners and physicians to interpret, accept and use (or not) data to inform their perceptions of their clinical performance, and (b) further understand the factors (internal and external) believed to influence interpretation of feedback.

All teachers noted that CAT-1 was good to elicit students' understanding.

Also, it is difficult to elicit learners' understanding of the dynamic nature of scientific phenomenon by means of administering conventional, text-based, or static visualization assessment.