Sentence examples for mapping and assessing from inspiring English sources

The methods are explored in relation to mapping and assessing four of the ecosystem services: "Crop-based production"; "Wildlife products"; "Habitat diversity"; and "Recreation".

Mapping and assessing landforms and erosion in mountain environments is essential in order to understand landscape denudation and complex feedback mechanisms.

This paper advances a framework for mapping and assessing the relationships between ES capacity, flow and demand with a focus on the identification of unsatisfied demand.

Child Protection Toolkit, Bangladesh, Cambodia, Guatemala, Kenya, Tunisia: In collaboration with Child Protection, UNICEF, New York, designed and implemented a Global Toolkit for mapping and assessing national Child Protection Systems.

But some Connecticut communities are paying more attention to their trees, as was evident on a recent Sunday, when volunteers spent the day mapping and assessing trees in the initial outing of the New Haven Street Tree Inventory, which will be used to develop a tree care plan for the city.

Mapping and assessing spatial changes in agricultural activity over time can provide valuable insights for decision-makers and communities as they continue to define what agriculture should look like in the post-plantation era.

The new assembly was characterized by SEM-EDX and Mapping and assessed in single-chamber MFCs, allowing the power density to be increased from 51.5 mW m−3 with a Coulombic efficiency of 19.18% to 613.3 mW m−3 with a Coulombic efficiency of 64.96% for the ionic liquid investigated, which represents a significant improvement in terms of energy generation.

To determine current ice cover in the Rwenzoris, a team led by hydrologist Richard Taylor of University College London conducted field mapping and assessed the latest satellite images of the glaciers.

In order to enhance the comparative mapping and assess the conservation of synteny between the P. sativum and M. truncatula, L. japonicus, soybean, and poplar genomes, we searched for the best reciprocal homologs of all pea gene sequences available in predicted gene sequences of the genomes of the four species.

The fourth and fifth phase involved reviewing, refining and naming the different themes that were identified during initial (open) and axial coding, and then developing a 'thematic map' and assessing whether it reflected the meanings evident in the data set as a whole.

The first, second, and third checkpoint are gathering learner maps (LM) and assessing the learner maps (AS) by using Kit-Build concept map.