Sentence examples for capabilities of science from inspiring English sources

Exact(1)

According to this understanding, there are definite values and knowledge-bearing capabilities of science that cannot be attributed to indigenous knowledge of the environment.

Similar(59)

Through this in-house training, the future response capability of science advisory groups and agencies can be enhanced, while also developing their true understanding of the needs of the emergency managers and other key decision makers.

In light of this, we posit that education that is singularly focused upon either the sciences or the humanities will not be sufficiently deep or broad to prepare future practitioners and leaders to engage the challenges evoked by an ever-expanding capability of science and technology in medicine and/or society [ 4, 5].

But the success of the combination of methods used in the case led to increased public and professional trust in the capabilities of forensic science.

"Business travelers seem to have an understanding of the capabilities of the science and what we can do with it," Mr. Smith said.

40-45: The amount of years that, in light of the capabilities of medical science and the fact that she has 'never touched a fag in her life', your mum hopefully still has to live.

"Physics is a true canary in the mine, so to speak, of judging America's capabilities in terms of science," Mr. Handy said.

enhance and strengthen the capability of the science, technology, and academic communities in terms of disaster risk reduction; assist the region's governments achieve science-based decision making to implement the Sendai Framework; and.

The results of our analyses suggest that an under-utilisation of problem solving capabilities in the acquisition of science literacy is linked to lower levels of math-science coherence, which ultimately leads to lower scores in problem solving competence.

This suggests that the IPC has used its teaching and research capabilities in advanced fields of science and technology and is open to transferring its knowledge to the community.

In sum, low problem solving scores seem a result of an impeded transfer of subjectspecific knowledge and skills (i.e., under-utilisation of science capabilities in the acquisition of problem solving competence), which is characterised by low levels of math-science coherence.

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