Sentence examples for making knowledge of from inspiring English sources
Autism is a growing public health burden as its prevalence and medical costs continue to rise, making knowledge of, and familiarity with, autism among current and future healthcare professionals crucial.
It is the side chain that is principally used to interact with ligands, substrates and other residues [44], making knowledge of its position the crucial feature.
The prevalence of type 2 diabetes mellitus has been increasing rapidly worldwide [ 1], making knowledge of risk factors and protective factors associated with type 2 diabetes mellitus essential for the development of prevention strategies.
These findings will have a greater impact upon those interested in characterizing the anticoagulants isolated from the members of the two clades, making knowledge of the proper evolutionary history of the group essential to giving context to future results.
Ischemic placental diseases may also share common risk factors [ 9– 13], making knowledge of risk factors for one ischemic placental disease potentially informative for identifying novel risk factors for related disorders.
Thus, in evolution, the proteins follow the metabolites as much as vice versa, making knowledge of ligand binding and affinity to protein binding sites a matter of primary interest, especially if (as in the DE of biocatalysts) we wish to bind or evolve catalysts for novel (and xenobiotic) small molecule substrates.
"That's why it's so important to make knowledge of the collection accessible everywhere".
This makes knowledge of site-specific bone density important prior to planning anchorage strategies and placement of mini-implants.
The ubiquity of surface-volume reactions in biological and industrial processes makes knowledge of their kinetics critical.
One challenge facing the epistemic version is that of articulating a concept of structure that makes knowledge of it effectively distinct from that of the natures of entities.
We start with two sources of motivation for theories that make knowledge of sensorimotor contingencies necessary and/or sufficient for spatially contentful perceptual experience.
