Sentence examples for building of concepts from inspiring English sources

The rejected ideas may not get documented and may be lost forever, since the emphasis is on quickly moving forward through elimination, rather than building of concepts through user feedback  .

Our assumption is that as students engage in problem analysis, self-directed learning, group discussions, and/or peer teaching, they would be building networks of concepts related to the different learning issues as well as making relations between their prior knowledge and new ideas (Glaser and Bassok 1989).

The company plans on working with big clients, building proofs of concept for them and signing big contracts.

Given the nascent nature of blockchain technology, corporations and consortia around the globe are starting to invest in and partner with startups that are building proofs of concept in order to test solutions prior to commercialization.

Hence why, over the last 30 years, the top tier of architects have given us the building equivalents of concept double-albums about journeys to the center of the earth.

Malachite green aptamer (MGA) conjugated with a water-soluble stilbene on the MGA 3′ C38 terminus was chosen for building the proof-of-concept aptasensor.

To create a reference framework for studying epigenetics in cancer and other diseases, an international human epigenome project has been proposed by a working group of the American Association for Cancer Research AACRR) in 2005 [ 5], building upon proof-of-concept studies in Europe, in the US and elsewhere.

Experts talk of "building back better", of concepts like "resilience" and "sustainability", of crisis being opportunity in the way that it was for the devastated cities of Germany and Japan in 1945.

The main findings of this paper are reflected in the use of the fuzzy context that allows building the network of concepts where the matching constraints are mapped.

The assumption here is that as students engage in problem analysis, self-directed learning, group discussions, and/or peer teaching, they are in fact building semantic networks of concepts related to the problem as well as making relations between their prior knowledge and new ideas (Glaser and Bassok 1989).

This work discusses a large-scale, coded-aperture imager for fast neutrons, building off a proof-of concept instrument developed at the U.S. Naval Research Laboratory NRLL).