Sentence examples for ability to construct a from inspiring English sources

His use of the No. 11 blade depended on his ability to construct a gestalt of the surgical field first.

Clarke's ability to construct a fully imagined world — much of it explained in long, witty footnotes — is impressive, and there are some suspenseful moments.

While even the best fantasy novels don't sound particularly convincing in precis ("and then the hobbit had to escape from a giant spider"), Morgenstern's strength evidently doesn't lie in her ability to construct a narrative.

When you first last year talked about the threat of a "dirty bomb," when you announced Padilla's capture, what is the current state of your knowledge about Al Qaeda's ability to construct a so-called dirty bomb and to detonate it?

"A lot of the moves we make, as we manage our rosters," Schuerholz, Atlanta's general manager, said, "has to do with the team we're putting together for this year but with the ability to construct a team for years to come.

By the middle of the century, or a little later, the American workforce had been launched into middle-class status and had discretionary income and the ability to construct a future that allowed the next generation to maintain that upward mobility and even advance further on it.

"Never Mind the Pollacks" is a blown opportunity, a smart premise that its author sabotages with an avalanche of potty humor and a seeming lack of faith in his ability to construct an actual novel.

Several methods based on Bayesian clustering have been developed [ 62- 64], however, STRUCTURE is the most widely used, and various studies show its efficiency in assigning individuals to their population of origin [ 65- 68] and its ability to construct an appropriate clustering hypothesis [ 61].

If Newton's laws are true, then we can construct an inertial frame; their truth doesn't depend on our ability to construct such a frame in advance.

The ability to construct arrays has a natural application in linking transgenes that must cosegregate, such as pairs of reporter transgenes for colabeling experiments.

Their principal arguments are that closed-ended questions do not stimulate or test complex constructive cognitive processes, and that if the ability to construct rather than choose a correct answer is not actively assessed, there is a potential that it will be neither taught nor learnt [ 37- 41].