Sentence examples for a more general reading from inspiring English sources

The specialist reader is likely to be drawn to sections on archival holdings and critical debates, whereas a more general reading public will be more apt to find fascination in the sections on Nabokov's butterflies, his metaphysics and the (surprising) point where the two converge.

For a more general reading on CDSS adoption in medical practice, see Fieschi et al [ 6] and for different approaches used to implement computers as diagnostic aids in medical decision making see for example Engle Jr. [ 7] and Miller [ 8].

The biggest shift in the exam itself came in 1989, when the two reading tests, in social sciences and natural sciences, were replaced with today's more general reading section and a science section; math got a little harder, partly in response to engineering schools that wanted to better discern among high-level applicants.

The merits of all adaptations will definitely be up for discussion this month, alongside a more general – and hopefully joyful – read through this exquisite book.

The resulting performance can be read as a more general meditation on life and death.

The most commonly used method to convert published experimental data on gene function into controlled vocabulary annotations relies on a professional curator, employed by a model organism database or a more general resource such as UniProt, to read published articles and compose annotation statements based on the articles' contents.

The most commonly used method to convert published experimental data on gene function into GO annotations makes use of a professional curator employed by a model organism database or a more general resource such as UniProt, who reads each published article and composes annotation statements based on the article's contents (15, 16).

The Nature of Demography is a firm addition to the current handbooks in demography, serving as an advanced textbook for scientists to obtain the necessary fresh and critical mindset, which, in my view, could best be read after a more general introduction to demography.

Our aim was to investigate whether a more general lack of coordination among processes underlies dyslexic reading performance than would be suggested if the reading impairment were caused by a single deficient component part of the system.

In conclusion, we believe that our results set important boundary conditions for the development of visuomotor models of saccade planning during reading and, at a more general level, for computational models of eye-movement control.

In a more general sense we learned that interactive, co-constructive tools in a technological format can serve as bridges between elementary schoolers' reading and writing.