Sentence examples for likewise understanding from inspiring English sources

Likewise, understanding of explanations given to the families of intensive care patients is not always optimal and is often impaired by the high levels of anxiety and depression attendant upon these situations [15].

Likewise, understanding the emergence of the major features that characterize life and the universe may provide students with the necessary traction to successfully navigate our science curricula, which frequently demands a firm grasp of expert information.

Likewise, understanding the relationships between these physical elements and how these elements relate to one another is critical to determining how the degradation of one element will impact the degradation of another.

Likewise, understanding on-the-ground realities is essential for achieving the CCCs.

Likewise, understanding the anatomy of the lower eyelid, including the effect of aging, assists in blepharoplasty.

Likewise, understanding the mechanisms by which intestinal mirobiota contribute to the exacerbation of IBD should reflect significant progress.

Likewise, literacy itself has been redefined as the acquisition of not just knowledge, but also understanding including reasons and evidence for knowing.

Likewise, item 22 (understanding what English assessment tasks entail) and item 23 (understanding how to accomplish English assessment tasks successfully) loaded on student consultation instead of transparency.

Autistic persons have problems with make-believe, so by the fictionalist's hypothesis they should likewise have problems understanding the use of a discourse of which fictionalism is true.

Likewise, an understanding of how institutional capacities and partnerships can be strengthened to effectively deal with, and adapt to, these changes is lacking.

Likewise, the "understanding of evolution and nature of science" variate accounts for 3.2% of the variance in the "acceptance of evolution, perceptions of the necessity of addressing evolution in the classrooms, perceptions of the factors that impede addressing evolution in the classrooms, and self-efficacy beliefs about teaching evolution" variables (Table 7).