Sentence examples for knowledge for different from inspiring English sources
The varying importance of particular dimensions of knowledge for different social groups may allow cohesion to be sustained amidst pluralism, and universality to coexist with cultural distinctiveness.
However, selection of type, concentration and size of nanomaterial additives that best fit the conditions for different purpose in drilling operations is still under investigation and needs deeper knowledge for different conditions.
The groundwork of this hypothesis was the investigation of the neural dissociation of semantic knowledge for different object types.
Our analysis had four stages: 1. Comparing confidence levels and knowledge for different age, gender and type of practitioner, and comparing confidence in management of CKD with that of hypertension and diabetes.
In Europe, aggregated uniform evidence-based factsheets on screening procedures would complement the existing comprehensive guidelines [ 3] and would offer a thorough base of knowledge for different players who provide information on cancer screening.
The rapid expansion in genomic knowledge for different bat species has facilitated comparative studies that rely on the identification of genes and gene families, and has established a framework for developing necessary reagents.
As part of our development, existing medical, engineering, and patent document ontologies were modified and interlinked to create a comprehensive medical device innovation and design tool with appropriate properties and semantic relations to facilitate knowledge capture, enrich existing knowledge, and enable effective knowledge reuse for different scenarios.
Scenario parts represent a deployment information knowledge base for different independent parts of the cluster containing e.g. machine size and image information, key pair names, and files.
The functional aggregation of the research axis of knowledge allows for different options of how research (R&D), S&T, and innovation could be related to each other (see Fig. 4).
Through the circulation of knowledge, the new output of newly created know-how of a subsystem changes into input of knowledge for a different subsystem of the Quintuple Helix.
However, as Guven (2012) and Roschelle et al. (2010) found, there is an achievement saturation level, which perhaps suggests that in order to further increase learning effects, ECEs need to mediate with other factors, not necessarily related to content knowledge, for instance different forms of analysis, synthesis, or evaluation as suggested by Anderson and Krathwohl (2001).
