Sentence examples for the knowledge needs for from inspiring English sources

Keuken et al 31 reported the knowledge needs for the various ways of reporting guidelines.

It does provide the knowledge needed for the innovation that ultimately drives sustainable economic growth.

"It is no longer possible," he wrote, "to believe in the original dogma of democracy: that the knowledge needed for the management of human affairs comes up spontaneously from the human heart".

Because more people are able to move onto other teams more often, since (a) they are more likely to have the knowledge needed for the new team, and (b) they are less tied to their existing team since they will have shared that knowledge.

Universities complain that too many applicants and undergraduates lack the knowledge needed for demanding courses while some of our most talented students narrowly miss the grades they need to access the courses of their choice due to lack of subject knowledge.

The knowledge needed for even the simplest belief-updating task required an enormous memory space if encoded by standard Bayesian analysis.

Subsequently, supervisors should assist students in every practicable way to ensure that they are developing their research skills and acquiring the knowledge needed for a career in research.

This paper will present a framework for the electronic-enabling of the requirements founded on ontology-based constructs to provide a shared conceptualisation of the knowledge needed for the specification of a product.

This analysis also suggests that the state may work through a top-down process to integrate a social movement and its organizations because the state lacks the knowledge needed for public policy development and problem solving.

Measurement-Based Probabilistic Timing Analysis (MBPTA) techniques offer the opportunity to simultaneously reduce the cost of acquiring the knowledge needed for computing reliable WCET bounds and gain increased confidence in the representativeness of measurement observations.

The analysis of the data will allow, first, to describe the strengths and weaknesses of the various categories of teacher knowledge involved in the teaching of probability, and secondly, relevant information to guide the initial and constant training of teachers in relation to the knowledge needed for the teaching of probability.