Sentence examples for fully and explicitly from inspiring English sources

The jury here was charged fully and explicitly about the presumption of innocence and the State's duty to prove guilt beyond a reasonable doubt.

Based on a respective theoretical framework and comparing five cases of sustainability indicator development processes (three science-led and two led by intergovernmental processes), we find that the political norm creation dimension is not fully and explicitly recognized in science-led processes.

Today, however, many students of Mill's work believe that it is possible to unearth arguments that he is prepared to make but that were never fully and explicitly developed in print.

If we are fully and explicitly conscious of all the objects of our thoughts, and if the objects of our thoughts are as simple as empiricism takes them to be, there is simply no room for inadvertency.

In contrast, rational volcanic hazard forecasts fully and explicitly account for the uncertain nature of both volcanic processes and the evolution of a volcanic system, thus maximizing the exploitation of diverse knowledge and expertise for societal benefits.

Both these kinds of development in the way systems are used in the model are significant in terms of the different descriptions that can be generated and probably deserve to be argued through in the literature more fully and explicitly.

38 This renaming reflects intellectual and social movements that seek to recognize health as being a spectrum from fully functioning in the world to being fully impaired, and explicitly recognizes that functionings or capabilities are co-produced by the features of the individual and surrounding environment.

The signal would inform people that their intuition is not fully warranted but people would not always manage to verbalize the experience and explicitly label the logical principles that are being violated [16] (see also [20] for related suggestions).

However, this previous work for target tracking application almost exclusively focuses on separate components, and the issue of low latency is not fully solved nor is the trade-off between latency and energy efficiency sufficiently and explicitly addressed.

As many specialists (like Lynch, 2009) recommend to choose a certain number of strategies to be fully taught during the instruction, we decided to select a specific number of listening strategies to be directly and explicitly included in our instruction.

While we were primarily interested in the level of block disruption, and how it differs between groups, we explicitly model levels for fully and partially conserved blocks (conserved+disrupted), since the counts are higher for these sets of blocks, and yield better estimation properties.