Sentence examples for practitioners in developing from inspiring English sources

"Without proper funding commitments to health infrastructure – ie: building health centres, training and keeping medical practitioners in developing countries – any advancement in vaccine research will be redundant.

Louis-Dreyfus grew up in New York City, then in Washington DC after her parents divorced, and spent periods of her adolescence in Sri Lanka and elsewhere because of her stepfather's work with Project Hope, an organisation aiding medical practitioners in developing countries.

This paper presents a framework for guiding practitioners in developing and structuring criteria for decision making on public-sector research.

This phenomenon has implications for nursing informatics research related to e-patients and potential collaboration with practitioners in developing a collective wisdom.

Such a method would be valuable to geomorphologists in understanding form process linkages as well as to engineers and river rehabilitation practitioners in developing design surfaces that can be rapidly iterated.

A critical analysis of current research shows that several key challenges being faced in information systems (IS) projects include the lack of clearly defined objectives, mismatched stakeholders' expectations and lack of sufficient or formal methods to aid practitioners in developing relevant performance criteria.

The methodology developed in this paper and the results obtained are useful for researchers and practitioners interested in developing and applying a performance-based approach for the design of bridges against fire.

There were several reasons for the heightened interest these practitioners had in developing emergency medicine abroad.

SEHIC comprises a group of state-level environmental health practitioners interested in developing environmental public health indicators for use within environmental health surveillance and practice.

Many GPs accepted the need for standardised protocol-driven referrals, however, it appeared unclear how much involvement primary care practitioners had in developing the protocols or if these were essentially designed by secondary care professionals with minimal or no consultation with their primary care counterparts.

The results of this analysis can assist nurse practitioner educators in developing high-quality online learning experiences.