Sentence examples for makers make use of from inspiring English sources

Exact(1)

Additionally, local research capacity development has been identified as an important step in ensuring that research is relevant to local community health concerns and that local policy makers make use of this evidence (6).

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It's also broadening its appeal in terms of reference designs, with new support for minibuses, SUVs and trucks, so a wider range of vehicle makers can make use of its tech.

There are a wealth of existing dev tools for Pi makers to make use of, and ways to tap into — for example — the OpenCV computer vision library to build projects utilizing facial recognition.

It is expected that scientists, both epidemiologists and virologists, and even decision makers, will make use of it to map combined information and to perform (risk) analysis, especially using the mapping and export functions (27, 28).

Further, when the interrelations among attributes are identified, decision-makers can make use of this information in constructing a general framework that will address the current issue at hand and confront other possible issues in the future which also consider the same set of attributes and same decision problem in different conditions.

The addressed actor is clearly S&T policy (respectively S&T policy makers), which could make use of experts as facilitators, who are either internal or external to the S&T policy system.

Additionally, as pointed out by Nutbeam policy makers do not make use of scientific evidence regularly [ 54].

Film-makers love to make use of celebrated landmarks, and none is more iconic than the Statue of Liberty.

Decision-makers can also make use of the system to build up confidence in new product development in terms of idea generation and product improvement.

The results show that the proposed method could reflect the judgements of decision makers more precisely, and make use of evaluation information more comprehensively.

To be clear, according to the AERA report, this study does not claim to make causal inferences but rather to "conceptually model and statistically evaluate the potential causal effects of specific aspects of the curriculum on student learning" (p. 84 a subtle distinction that will likely be overlooked by policy makers who might want to make use of these claims.

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