Sentence examples for students the implications of from inspiring English sources

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For instance, tutors could use medical technology or pharmaceutical advertising material as basis to discuss with students the implications of a claim that a product is 'clinically proven' to be effective.

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We recently returned from a visit to India's main information technology center in Bangalore with a group of business and information systems students studying the implications of offshore outsourcing on the United States and global economy.

It is important at this moment in the lesson to tell students that the implications of R, V, and S are that the characteristics of the population will change over time and that when this change is substantial, it leads to speciation; the "appearance" of a "new" form of life, the phenomenon of "speciation".

A second prompt asks students to consider the implications of the work done on the total energy of the protein: Prompt B: Is the energy of the unfolded RNase H protein smaller or larger than the energy of the folded RNase H protein? By how much?

That same morning, a member of the Office for Consolidation of Unity, the leading anti-regime university student organisation, analysed the implications of the arrests.

Re "Where the Hall Monitor is a Webcam" (Feb. 27): As a high school student, I find the implications of this article quite disturbing.

They accomplished the course with the understanding that, through the use of process mapping and planning at the onset of the course, each student would understand the implications of BIM processes and the decisions that must be made to properly implement BIM on a project.

But after making the theoretical case, Obama pushed his students to think about the implications of actually cutting checks to the descendants of slaves.

Questions in this type of exercise are rarely formulated using the words of the original text, and they often require students to have understood the implications of what they have heard as well as its surface meaning.

She also considered "the aspect of inference and deduction" (p. 136), explaining it as follows: Questions in this type of exercise are rarely formulated using the words of the original text, and they often require students to have understood the implications of what they have heard as well as its surface meaning.

This paper reports on this specific aspect of our work through the eyes of students themselves, and explores the implications of these findings for course organizers.

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