Sentence examples for education consequently from inspiring English sources

Thus, if education is recognised as an institution, the institutional analysis of education consequently becomes of utmost importance when attempting to understand the constraints on educational change.

Faculty, in partnered collaborative undergraduate nursing programs, are challenged by the ever-evolving transition in conceptualization, development, and delivery of nursing education; consequently, the design, dissemination, and evaluation of effective faculty development programs is of paramount importance (Steinert, 2000).

Poor children tend to come from less stable homes, necessitating more frequent moves that interrupt the continuity of their education, consequently requiring extra attention to keep pace with wealthier peers.

Nasser instructed al-Azhar to create changes in its syllabus that trickled to the lower levels of Egyptian education, consequently allowing the establishment of coeducational schools and the introduction of evolution into school curriculum.

Similarly, rates of sepsis, surgical wound infection, and CVL infection are related to hand hygiene and patient/family education; consequently, these outcomes could be grouped and reported for surgical patients.

Many black Americans who had received an inferior education and, consequently, had evaded the draft, discovered, like Muhammad Ali, that they were now eligible.

Dr. Issa Malick Coulibaly, who was the executive director of the Program of the National Fight Against AIDS at the time of the study and was one of its authors, described the effects of AIDS as a "catastrophe for education and consequently for the country".

We have invested in education and consequently improved the salary among workers hoping for an improved service.

The level of education and, consequently, also the monthly income seems to affect lifestyle in some way and therefore also probably affects headache prevalence (Table 3).

Some readers may question whether student acceptance of evolution is, or should be, a goal of science education, and, consequently, whether rampant public rejection of evolution does in fact constitute a failure of science education.

Although entrepreneurship education has consequently been integrated into the new engineering degrees, is this enough to boost entrepreneurship among engineers and on what does their level of entrepreneurship depend?