Sentence examples for amount of knowledge for from inspiring English sources

Suggestions(1)

The phrase "amount of knowledge for" is correct and usable in written English.
It can be used when discussing the quantity or extent of knowledge related to a specific subject or purpose.
Example: "The amount of knowledge for understanding complex theories in physics is substantial."
Alternatives: "level of knowledge for" or "extent of knowledge for".

Exact(1)

This type of case or context differentiation could be readily integrated with a range of knowledge acquisition frameworks, and experience with Ripple-Down Rules suggests that it provides a very simple way for domain experts and others to easily provide a large amount of knowledge for a system.

Similar(59)

Several studies have shown that relatives have a varying amount of knowledge of the patient's values for end-of-life care [ 22, 25– 27].

Online forums and social networks, like Facebook, hold a vast amount of knowledge from consumers.

The large amount of knowledge gained for research on these model insect will likely benefit studies in Nasonia.

By focussing on showing the amount of knowledge students have for example, students are prompted to reflect on and become more aware of the gaps in their knowledge.

Performance: despite issues of synchronization, heterogeneity and management, individual component and collective system performance are increasing Knowledge: the amount of information available for storage, processing and transmission is huge, but what's more important, the amount of knowledge also available for access, processing and transmission is growing fast, leading to a new era for AI.

But don't discount the value of the community and the vast amount of knowledge available there for free, because you'll get left behind.

The writers of The Simpsons had a vast amount of knowledge and appreciation for mixed martial arts and included multiple references and themes of the sport throughout the episode.

Over time it was split into more and more subjects as the amount of knowledge became far too much for any one brain to handle, and people became more and more specialized.

Further, would a point difference between two very high scores (e.g., between 45 and 50) mean the same amount of knowledge difference as it would for the same difference between two midrange scores (e.g., 22 and a 27)?

Paradoxically, participants' perceptions of the amount of knowledge they gained were rated lowest for this condition.

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