Sentence examples for knowledge is separated from inspiring English sources

Furthermore, content knowledge is separated in different technical areas that are related (c).

The negotiation knowledge is separated into shared negotiation ontology and private negotiation ontology to ensure both the agent communicative interoperability and the privacy of strategic knowledge.

The reasons are that the PCB industry experiences frequent technical advances, design knowledge is separated from process knowledge, and a great variation exists among companies in processes and capabilities.

This so-called context-learning seems to be more effective in many ways than sequential learning, in which learning and applying knowledge is separated [ 22, 25, 26].

In two-level modelling, the semantics of information and knowledge are separated into a small, comprehensible, non-volatile reference model (RM), which is used to build information systems and knowledge models; archetypes are used as formalisms and structures to express numerous and volatile domain concepts [ 5].

It conveys the view that the European heritage of cultural and scientific knowledge cannot be separated from the will to dominate and exploit non-European civilizations.

Foucault's point is rather that, at least for the study of human beings, the goals of power and the goals of knowledge cannot be separated: in knowing we control and in controlling we know.

This might be the key to sex in the dance world: for dancers, erotic knowledge, because it is physical knowledge, can never be separated from art.

Just as knowledge of language cannot be separated from our more general knowledge of the world, so Davidson argues that knowledge of oneself, knowledge of other persons and knowledge of a common, 'objective' world form an interdependent set of concepts no one of which is possible in the absence of the others.

These components of knowledge and skill can be separated into meaningful classifications in two ways: firstly, in terms of the type of content or context to which the knowledge or skills apply (e.g. definitions, applications of physiology definitions), and secondly in terms of the relative sophistication of the knowledge and skills with regard to their role in practice.

The article argues that knowledge produced within the CLRTAP process and the institutional setting in which this knowledge production takes place cannot be separated from each other.