Sentence examples for generally with regard from inspiring English sources
"I would say that we have courted disaster, in Iraq, in North Korea, in Iran, generally with regard to domestic crises like Katrina, Rita -- and I could go on back," he said.
Refers to George magazine, brainchild of the late JFK, Jr., and Republican Presidential candidate Texas governor Bush, who was recently subjected to a pop quiz on foreign leaders by a Boston journalist, as well as his creative nomenclature generally with regard to citizens of other nations.
Generally, with regard to the results obtained in various cases, it is shown that the application of the ESD EOS in predicting hydrate formation conditions leads to accurate and acceptable results.
As hinted at in the last discussion, the fundamental disagreement between advocates of the respective models with regard to perception and more generally with regard to the definition of reliable cognition has consequences for their understanding of non-reliable cognitions.
Our material suggests that actors representing the mobility perspective constitute an informal alliance that has significantly more power than actors representing the road safety perspective with regard to defining regional priorities and goals, both generally with regard to road transport design and development and specifically in relation to policies for speed control.
More generally, with regard to whether state to state international dispute systems mean stronger government, the issue is more complex that it appears at first glance.
Banks are generally weak with regard to financial crimes compliance, including AML/KYC controls and related operations such as information security and fraud prevention.
Triptans are generally alike with regard to effect and side effects [13], but the response of each patient to the various triptans may vary considerably [10].
"Need" is generally defined with regard to potential for benefit (there is no need for something that will not be helpful in some way).
There was also a need for teachers to deepen their knowledge about teaching, learning and assessment, more generally, particularly with regard to the alignment between what is taught or practised, what is learned and what is assessed.
Nevertheless, considering what is generally believed with regard to the rate-limiting step in enzymatic reactions, we believe that either of these conditions can be satisfied for a wide range of systems.
