Sentence examples for research-based knowledge from inspiring English sources

We emphasise better understanding of the science society nexus and the conditions for translating research-based knowledge into action.

Because it's so important to get their idea about what they think before we start to impart our research-based knowledge.

Faculty members are involved in undergraduate and graduate teaching, research, and extension of research-based knowledge throughout New York State, the nation, and the world.

In short, translational research is concerned with the application of research-based knowledge or evidence to the development and dissemination of programs, practices, and policies.

Drawing on their own research as well as current trends in business thinking, they combine research-based knowledge with real-world experiences, covering a wide range of topics that reflect the most critical challenges facing global business leaders.

In designing the communication major, the faculty of the department has considered students' need to understand contemporary research-based knowledge about communication as well as their need to be competent communicators in the workplace and in society at large.

Through collaborative research, local knowledge and research-based ecological knowledge can be exchanged (Briske et al. 2008), with the aim of identifying and resolving the conflicting perceptions of ecological conditions often held by pastoralists and researchers (Fernandez-Gimenez 2000).

Different interviewees indicated that, as a result of the lack of interaction between knowledge users and knowledge producers, there appears to be an inadequate match between the supply of, and demand for, knowledge products (often research-based): passive knowledge transfer in the form of reports, databases, and websites is the most common form of implementation.

My outreach program involves creation, integration, and application of research-based technical knowledge for the benefit of the public, policy-makers, and land managers.

The Master Gardener Program has provided me with opportunities for continued professional development in areas that require research-based gardening knowledge and has afforded me the opportunity to continue collaborations with other gardeners and associations.

There is considerable variation in the extent to which academics reflect on their teaching, with most academics deliberating on personal experiences more than research-based or published knowledge of teaching and learning (Kreber, 2005).