Sentence examples for how knowledge should be from inspiring English sources

We must also strive to understand how knowledge should be structured, translated, and communicated to get the message across and subtly induce positive behavioral change in the population.

This can serve as an example for the scientific community to understand how knowledge should be structured, translated, and communicated to get the message across and subtly induce positive behavioral change in the population.

A key question when using data-driven algorithms to develop these empirical models is how domain knowledge should be incorporated into the machine learning process.

Knowledge translation is attracting different professional, educational and institutional strategies mainly focused on how new knowledge should be tailored and transferred at bedside.

For Diane Smith, an English teacher involved in the new standards project, the meetings to develop them were the first time she had thought about what a high-school senior should know and how that knowledge should be assessed.

Then, we evaluate how that knowledge should be applied in the courtroom.

For example, evolutionary theory and research can tell us that using pesticides in particular ways is likely to lead to the evolution of resistant pests (e.g., McGaughey and Whalon 1992); however, there may be disagreements within the agricultural and broader communities about whether and how this knowledge should be translated into enforceable policy.

Two meetings will be held wherein the in-team and the representatives will discuss how the knowledge should be disseminated, when such knowledge is ready for dissemination, clear communication of study limitations, and future research directions to clarify and build upon the acquired knowledge.

These new tools will allow us to respect the diversity of cultures, since different parts of the world will have different ideas of how this new knowledge should be put to use.

Another explanation may be that the students are not provided an opportunity to understand how the presented knowledge should be processed and understood in relation to clinical situations.

These include internal factors, such as teachers' religious orientations; comprehension and acceptance of evolution; understanding of the process of knowledge construction in science; teachers' beliefs about how the content knowledge should be presented to students; and knowledge of prevalent misconceptions about evolution.