Sentence examples for subsequent driving from inspiring English sources

But that discharges the battery, and it takes 20 to 30 miles of subsequent driving to recharge it.

I couldn't have said it better than Mr. Salzman: "Our subsequent driving of 2.9 trillion miles annually is a key factor in our trade deficit, military excursions, health and obesity crisis, air and water pollution, and greenhouse emissions".

To the Editor: Americans pay too little for gasoline and diesel, and our subsequent driving of 2.9 trillion miles annually is a key factor in our trade deficit, military excursions, health and obesity crisis, air and water pollution, and greenhouse emissions.

This ensures a version of the EDAS is examined at the subsequent driving simulator experiment which is characterized by a practicable design.

For instance, a car may suddenly change course to move to a parking spot, which a driver considering the intentions of other drivers is more likely to detect and account for in his subsequent driving maneuvers.

New Zealand went again at pace only for their subsequent driving maul to be held up short, Dane Coles lucky not to be sin-binned for grabbing Webb by the throat.

She has continued to put 2,500 miles a month on all of her subsequent Jags, driving to San Francisco from her home in Walnut Creek every night for dinner with her friends in the food community.

One, which was published in 1997 in the journal Psychophysiology, found that when adults ingested 200 mg of caffeine (about 2 cups of coffee) and then took a nap, they performed better overall on a subsequent simulated driving test than those who just took a regular nap without caffeine.

Gene duplication, and subsequent selection driving adaptive evolution, is thought to create gene families with differentiated family members.

Foley et al (2002) estimated that for US adults aged 70 74, on average, males and females would be dependent on alternative transport subsequent to driving cessation for seven years and ten years, respectively.

These theories of change attempt to explain the relationships between beliefs, practice, and student outcomes in a linear fashion, with changes to one aspect of instruction driving subsequent changes to the other in a defined temporal order.