Sentence examples for section are useful from inspiring English sources

While the results of this section are useful to anyone who employs the probability calculus, they have a special relevance for subjectivist or "Bayesian" approaches to statistics, epistemology, and inductive inference.[5] Subjectivists lean heavily on conditional probabilities in their theory of evidential support and their account of empirical learning.

The connectivity matrices described in the previous section are useful indicators of potential connectivity between discrete fish populations.

For the pure laparoscopic extended sectionectomy combined with the major hepatic vein resection at its root, we think steps of the procedure listed in the "method" section are useful, taking advantages of laparoscopy-specific view from caudal direction with the good magnifies vision of hilar and dorsal areas [ 10, 23, 24].

The graphical method of solution illustrated by the example in the preceding section is useful only for systems of inequalities involving two variables.

Mid- and late-semester evaluations asked them: "Do you feel your ideas can be heard and respected?" and "Has section been useful given your style of learning?

"An adult family member or another individual who is an 'informal' provider of in-home and community care to an older individual". Second, although this book is primarily for caregivers who need Massachusetts-based resources, the information in this section, is useful for all caregivers.

In order to investigate the dominant loss processes for relativistic electrons, similar combination of the global models ("Comprehensive Inner Magnetosphere Ionosphere Model (CIMI) with global MHD simulation REPPU" section) and kinetic simulations ("Electron hybrid code" section) is useful for understanding the loss process through interaction with waves such as EMIC.

Access to the community section was useful to identify the differences in access to different services and participation in the community between people with and without disability.

The general approach for teaching for conceptual change outlined in the preceding section is useful for addressing student misconceptions regarding natural selection; however, instructors should be forewarned that teaching for conceptual change in an evolution classroom may not be as easy as for other courses.

The strategies for explaining ethical supervenience discussed in the preceding two sections are useful to reductionist and functionalist ethical realists.

Further microscopic analysis of the individual bearing sections was useful for the identification of the dominating, destructive mechanisms in these areas.