Sentence examples similar to The subsequent science from inspiring English sources

It showcases the story of how Manchester and north-west England led the world during the industrial revolution and subsequent science and technology innovations.

Science magazine Discover's blogger Stephen Cass, discussing the considerable impact of the film on subsequent science-fiction, writes that "the balletic spacecraft scenes set to sweeping classical music, the tarantula-soft tones of HAL 9000, and the ultimate alien artifact, the Monolith, have all become enduring cultural icons in their own right".

In general, the program was equally beneficial for all participants, but ancillary analyses indicated added benefits with respect to task value for students with relatively lower prior science achievement during the first year of college and with respect to subsequent science course taking for males.

For students who do go on in science, the introductory course has failed to provide them with the conceptual framework needed for them to succeed in subsequent science courses.

I thought nothing of it at the time, but I suspect that having had a female science teacher in junior high school gave me some resilience for gender-directed weirdness in subsequent science venues".

Its influence can be seen in many subsequent science fiction films, including Ridley Scott's Blade Runner (1982) and Terry Gilliam's Brazil (1985).

It also marked the first insertion of the middle initial M (for Menzies, which had been his intended middle name) into his name – a nomenclature he maintained for his subsequent science fiction output.

His initial bewilderment on reading the scientific work of Aristotle was a formative experience, followed as it was by a more or less sudden ability to understand Aristotle properly, undistorted by knowledge of subsequent science.

The film's dark style and futuristic designs have served as a benchmark and its influence can be seen in many subsequent science fiction films, anime, video games, and television programs.

The overwhelming majority (94%) perceived that they learned skills that will help them succeed in subsequent science classes (N = 104).

To foster undergraduates' intellectual development for using science process skills in subsequent science courses, we contextualized instruction by using scientific content to help emphasize the teaching of skills.