Sentence examples for practical acquisition from inspiring English sources

It may provide a practical acquisition strategy for high resolution and simultaneous 3D mapping of magnetic susceptibility and T2*.

Even though pairwise and multi-view coarse alignment approaches may seem equally effective to accomplish their role, this is not true anymore in a practical acquisition settings.

But the absence of formulae (theorems, axioms, rules of inference) from Bradley's book is intrinsic to it, expressing an opposition (shared by Mill) to the formalization of reasoning in principle, as detaching inference from the practical acquisition of scientific knowledge.

Since noise is always present in practical acquisition systems, a range of different algorithms and methods have been proposed in the literature that enable accurate reconstruction of sparse signals from noisy compressive measurements using the ℓ 2 norm as the metric for the residual error (see [10] for a review of CS recovery algorithms).

With this level of precision, which is nearly the best available from clinical scanners within a practical acquisition time, the PDD represents an averaged direction of a large number of individual fibers.

The aim is to explain techniques and assist participants in their practical acquisition, so that the participants can learn to know and maintain their back.

Although there was one study that showed that there was no statistically significant difference in an objective test about diabetes when nursing students had been taught the topic either via lecture course or via problem based learning curriculum [ 21], we think that when it comes to practical skill acquisition, a problem based learning strategy is more promising and has a lasting effect.

A full factorial experimental design was used to study the effect of these factors on theoretical knowledge and practical skill acquisition in a sample of first year undergraduate student nurses from one institution of higher education (n=19).

Statements 1 to 6 assessed face validity, 7 to 12 evaluated the simulator's learning content and 13 and 14 were general statements on the value of the simulator as training tool (for practical skill acquisition purpose) and testing tool (for assessment purpose).

Practical skill acquisition was also a major concern to final year students and graduates with the students especially recognising the real variability that exists dependant on extramural studies experiences.

Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill.