Sentence examples for knowledge invites from inspiring English sources

Exact(2)

Scudéry's philosophy of virtue, religion, art, and knowledge invites further exploration.

To take these as the paradigmatic instances of knowledge invites a model of the knower as emotionally detached, impersonally oriented to things rather than persons, and oriented in an "objective" posture toward the object of knowledge.

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During the 1904 World's Fair in St . Louis the German psychologist and Harvard professor Hugo Munsterberg organized a congress under the title "Unity of Knowledge"; invited speakers were Ostwald, Ludwig Boltzmann, Ernest Rutherford, Edward Leamington Nichols, Paul Langevin and Henri Poincaré.

Last month another elite Melbourne school, Brighton Grammar, expelled two students over an Instagram account that featured photos of girls as young as 11, some taken without their knowledge, and invited followers to vote for "slut of the year".

Police are investigating after students at an elite Melbourne boys' school were accused of creating an Instagram account that shared photos of local girls, reportedly as young as 11 and without their knowledge, and invited people to vote for "slut of the year".

An intellectual might see building such a track list as an ideal opportunity to show off his or her music knowledge, and invite a similarly eclectic mix from their soon-to-be significant other.

This approach, however, will not necessarily work for the TCGA because of its ontological fluidity, which invites a knowledge reengineering approach.

She is renewed as young eyes open wide, invite knowledge to sweep away fear and mistrust.

Metaphors in language appear to instantiate frame-consistent knowledge structures and invite structurally consistent inferences.

Prior to survey implementation, 6 individuals with experience in knowledge synthesis were invited to review the survey instrument for flow and understanding.

Although at first sight contradictory, this reciprocal relationship between knowledge growth and didactic teaching invites a unifying explanation: namely, that the switch of educational philosophy to non-didactic methods represents a strategy for teachers and students to cope with the expansile information environment [ 18, 19].

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