Sentence examples for knowledge at the same from inspiring English sources

Hitchcock's seditious hints conjure up what Wood calls "a wonderfully realised world of uncertain knowledge"; at the same time, they impugn us because we secretly wish for the worst.

It is based on the proposition that children of nearly equal abilities should be grouped together for learning because they absorb knowledge at the same pace, making for instructional efficiency.

In the first episode of "The Casino," the camera follows a known card counter around the casino floor and up to his room with a female companion (who turns out not to be female), with his full knowledge; at the same time that he's being filmed playing blackjack, employees are being filmed watching him on surveillance cameras.

Rather than ask students to evaluate their knowledge before and after the online course, we elected to conduct a retrospective self-evaluation of knowledge and an evaluation of currently knowledge at the same time towards the end of the semester.

Nevertheless, it is clearly not possible to question both the theory and the background knowledge at the same time (e.g., in conducting an experiment the scientist of necessity assumes that the apparatus used is in working order).

Regardless of which framework describes spatial knowledge acquisition better, one would not expect all individuals to acquire knowledge at the same speed, with the same accuracy, and so on, even if they had similar levels of experience in the environment.

Gaining knowledge and at the same time applying this knowledge in practice is essential for learning in general and, presumably, also for the development of treatment scripts by medical students.

This means that those accounts of scientific method function as guides for acquiring new knowledge and at the same time as validations of the knowledge thus obtained (Laudan 1980; Schaffner 1993: chapter 2).

Commonly, groups rank what is knowledge and at the same time determine what is not considered knowledge at all.

When knowledge about HIV/AIDS was assessed on the basis of a composite variable, more females were distributed at either extreme, i.e. more females had a 'poor knowledge' but, at the same time, more females had a 'good knowledge' compared with the males.

This taxonomy of kinds of knowledge, Russell believes, can account both for the possibility of non-propositional and propositional knowledge and at the same time retain the claim as to the primacy of the acquaintance-relation for knowledge.