Sentence examples for the generation of knowledge from inspiring English sources

Goal interdependence seems therefore specifically directed at coordinating and discussing shared team goals, whereas task interdependence seems generally directed at the generation of knowledge for the improvement of individual teacher's classroom practices.

For example, our emphasis on the interdependence of system-level and clinical-level interventions and on outcomes that encompass medical, patient-centered, and system perspectives (the triple aim) broadens our work beyond individual therapies for individual diseases toward the generation of knowledge that will generalize across IEMs and to other rare diseases.

It's looking at the interface between the generation of knowledge that goes on in a university, and the generation of ideas and wealth that goes on in an innovative business.

The models place different degrees of emphasis on the development of research-related skills in practitioners, the generation of knowledge tailored to clinical practice, and knowledge sharing.

As production in the western world is less and less targeted at creating goods but rather at the generation of knowledge, social exchange and services, our work follows us wherever we go.

Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.

Commercial science and academic inquiry hold fundamentally different goals--the generation of profitable products versus the generation of knowledge--that are often at odds.

Innovation is essentially the combination of existing knowledge, the generation of new knowledge and the targeted use of existing and new knowledge to create a novel solution.

AI-based approaches have also highlighted the extent to which the generation of new knowledge draws on existing knowledge that constrains the development of new hypotheses.

Yet the common knowledge held by individuals may influence educational processes, where the generation of new knowledge often results from a relationship between common and scientific knowledge (57).

The NSAAQ was developed by Sampson and Clark (2006) to assess epistemological beliefs about nature of scientific knowledge, methods used to generate scientific knowledge, what counts as reliable and valid scientific knowledge and roles of scientists in the generation of scientific knowledge.