Sentence examples for tangible understanding of from inspiring English sources

We provided the board with a tangible understanding of what some of the best talent in the industry looked like.

Our aim is to contribute to a more tangible understanding of responsiveness in RRI, and suggest directions for further analysis in upcoming RRI case studies.

To provide future doctors with more tangible understanding of living with certain afflictions, artists speak about their condition, their artworks, and the relationship between the two.

He added that she grasped the law's tangible impact, saying, "That understanding of law, not as an intellectual exercise or words on a page, but as it affects the lives of ordinary people, has animated every step of Elena's career".

To create incentives for greater anti-malaria efforts from a wider group of stakeholders at the national and international levels, we need a better understanding of the tangible economic benefits of investing in malaria control and elimination.

In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions.

The Flinders model of student resilience contests the notion that medical courses can ensure student wellbeing solely through the provision of additional stand-alone emotional and tangible supports without a clear understanding of how the course influences student resilience.

Gabel and Sherwood (1980) propose that manipulation of a tangible model can enhance students' chemistry achievement in the long term, and Dori and Barak (2001) have found that using a combination of virtual and tangible models can enhance student understanding of molecular structures in learning chemistry and develop students' spatial abilities.

For example, the following posttest response from a student in the tangible model condition conveys an understanding of the facet that is close to the definition in Table 1: And these larger pieces are going back and forth, crashing into each other.

It is well-known from previous research that both images and tangible models can be beneficial to students' understanding of structure (Copolo and Hounshell, 1995; Dori and Barak, 2001; Harris et al., 2009).

The project's co-director Max Wakefield says: "By helping people create tangible relationships with energy, we can enable an understanding of the need to reduce demand".