Sentence examples for exist understanding from inspiring English sources

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While many symbols exist, understanding a few of the basics can be very helpful when reading engineering drawings.

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Whether the engineering problem at hand is to mitigate risk for a bridge at a fixed location, optimal placement of a new bridge to minimize scour risk within design constraints, or best placing an unavoidable encroachment when flexibility exists, understanding the sensitivity of scour to floodplain access at different locations both up and downstream of the bridge (existing or proposed) is key.

Though I got called into his office twice to find out that I was being sent to NFL Europe (when it existed), understanding the entire process and his candor made all the difference.

We can debate whether Broadway is deserving of its still-iconic status, but so long as it exists, understanding exactly where plays fit in the equation can only serve to help them hold their ground, in the best interest of shows which don't sing or dance, and the writers who are so committed to them. 1.

An array of vesicular internalization mechanisms exist, therefore understanding the key players specific to each pathway has allowed researchers to bioengineer macromolecular complexes for highly specialized delivery.

Multiple methods for sampling and identifying the skin's microbiome exist, and understanding the differences between the abilities of various methods to characterize the microbial landscape is warranted.

Although phytochemicals are recognized for their important roles in plant and human health, large gaps still exist in understanding how phytochemicals (in particular, secondary/specialized metabolites) are synthesized in plants.

One of the primary reasons that uncertainties exist in understanding the mechanistic response to asbestos is the lack of appropriate in vivo and in vitro test systems.

To begin to address the gaps that exist in understanding how environmental exposures and immune dysfunction are related, we investigated the association of two EDCs with markers of immune function.

Gaps also exist in understanding how health systems in conflict areas are recovering, and about the health of non-civilian populations, such as ex-combatants (both LTTE and the armed forces).

A significant gap exists in understanding when teaching aids might be most effective within a defined curriculum structure.

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