Sentence examples for identifying science from inspiring English sources

Rather than identifying "Science Kardashians"—those who are, as Hall put it, "famous for being famous"—the top 50 list reveals that a majority of the science Twitter stars spend much, if not all, of their time on science communication.

Indeed, this is the only way of efficiently identifying science operations planning issues and their solutions as well as of keeping track of them in order to apply them to new missions.

This will allow for the ratio of external to internal concentrations, i.e. C external)/C internal), by purpose of identifying science based 'safety-factors' with respect to long-tern low dose exposures and re-evaluation of environmental quality criteria protect human health from unacceptable aggregated exposures.

The scarcity of identification of tools appropriate for identifying science-gifted students has allowed for the proliferation of exams that identify giftedness based on only a single type of intelligence or based on a single score on a cognitive ability exam.

To test this notion, Sumida developed a checklist to help identify science giftedness among Japanese students.

What are some limitations for using a tool developed in a different cultural context to identify science giftedness in the context of the Philippines?   3.

What are some limitations for using a tool developed in a different cultural context to identify science giftedness in the context of the Philippines?

This study suggests that tools used to identify science giftedness must not only be domain specific, but should also be holistic and assess other facets of giftedness.

In particular, for scientists, it provides an opportunity to work alongside emergency managers to identify science information needs and impacts of that information on decision outcomes, thresholds and trigger points.

This finding is important because it raises some important questions about how gifted students are identified based solely on examinations for admittance in school programs, the absence of checklist to nominate or to identify science gifted, and the failure of educational service to nurture and promote the factors of science giftedness.

For the science content, we identified science ideas in the teachers' curriculum that we knew to be challenging for students and teachers, to be useful in explaining a variety of phenomena in teachers' and students' experiences, and to be linked to important crosscutting concepts (e.g., matter and energy).