Sentence examples for generate new knowledge from inspiring English sources

The phrase "generate new knowledge" is grammatically correct and can be used in written English.
Example: "The research team's findings are expected to generate new knowledge in the field of neuroscience."

Exact(60)

By using generic measures and allowing comparisons between diagnostic groups, we can generate new knowledge that can be used across diagnoses to generate a deeper understanding of a target phenomenon such as "fatigue", as well as evaluate potential therapeutics.

If, however, you decide to randomise and so generate new knowledge to improve treatments, then a world of administrative obstruction opens up.

Data should be available for free for researchers across the world to use, build on and combine with other data sets, to generate new knowledge.

The work of the academic who is toiling at the coalface, in the archives, to generate new knowledge is fantastically important - but so is the work of the historian who shares that knowledge with the public".

Governments, donors, philanthropists and the private sector must start shifting funds towards research to generate new knowledge on biodiversity-rich ecological farming and services to disseminate diversified practices that are locally relevant.

Molecular gastronomy seeks to generate new knowledge on the basis of the chemistry and physics behind culinary processes for example, why mayonnaise becomes firm or why a soufflé swells and to develop new ways of cooking rooted in science.

First, they generate new knowledge.

Occasionally, even a well conducted RCT may not necessarily generate new knowledge superior to the knowledge gained from a case series study.

The ways to generate new knowledge included the analysis of the sources that contained research of the nature of sustainability criteria and special features of their use.

Free from barriers, and supported by structural resources, teachers will be motivated and become empowered to engage in learning activities that can generate new knowledge.

In this way, the students are 'denied access to a relational understanding and the capacity to generate new knowledge' (Simmons [2009], 148).

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