Sentence examples for academic obstacles from inspiring English sources

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This paper will clarify academic obstacles that are impeding the development of sustainable architectural education.

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As new technologies and applications are introduced into schools, he also predicts the future of teaching shifting into three roles: Teachers who act as mentors and motivators; content experts; and case workers that help students deal with non-academic obstacles to learning.

Without the cultural skills and knowledge needed at school, rural students face greater obstacles to academic success (Andreas 2004).

The money, up to $1.6 million over 5 years, will give grantees a chance to test a variety of strategies designed to help students overcome obstacles to academic success, especially in the first year.

One relevant lesson of the preceding sections is that, despite endemic obstacles to academic careers, contrary to what the circumstances might have led one to expect, a number of thinkers, working from bases in the subcontinent, have managed to produce work of the highest international level in philosophy of science.

"It's very chaotic," said Ms. Kehm, adding that the up-or-out six-year tenure system, which forces most junior faculty members to move on after six years, and the requirement that university departments not promote from within, make the German academic career path an obstacle course.

However, as Saeed, Yun, and Sinnappan (2009) have stated, although the adoption of these technologies is on the rise in academic settings, a major obstacle remains to be "the limited understanding of learners' characteristics and perceptions about technology use" (p. 98).

Despite the major benefits mentioned above, fellows were faced with unprecedented challenges that were an obstacle to academic engagement.

The "nonindigenous" label ultimately blocked certain Indonesians from the highest government, military, and academic positions; it also posed obstacles to their obtaining passports and identity cards.

"If college admissions officers want to be fair — truly meritocratic — they need to consider not a student's raw academic credentials, but also what obstacles she had to overcome to achieve them," Kahlenberg notes.

"If college admissions officers want to be fair truly meritocratic they need to consider not only a student's raw academic credentials, but also what obstacles she had to overcome to achieve them," said the report.

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