Sentence examples for to assimilate knowledge from inspiring English sources
"to assimilate knowledge" is correct and usable in written English
You can use it anytime you want to express the idea of someone learning and understanding something. For example, "To succeed in the class, the student needs to spend time studying and assimilating knowledge."
However, these writing assignments can pose a challenge to millennial medical students who are more likely to assimilate knowledge through the use of innovative technology and who prefer their data in a concise format.
On the other hand, student nurses would be better at retaining knowledge as they have the time and willingness to assimilate knowledge through reading the course material.
Before he left, the BBC considered him perhaps their most reliable expert guest because he could assimilate knowledge and ideas very quickly, literally turning himself into an expert on any given topic overnight.
India's first AI-based banking chatbot can assimilate knowledge from thousands of sources and provide answers in simple language in less than 0.4 seconds.
These researches argue that learning between firms develops absorptive capacity for SMEs, thus facilitating SMEs to recognize and value new eternal knowledge, to assimilate that knowledge, and to commercially utilize it.
It takes many years for Murano's master glass blowers to hone their skills and to assimilate the knowledge passed on from one artisan to another over the centuries.
Nursing students find it hard to assimilate theoretical knowledge in practice.
The research on the absorptive capacity of firms as a matter of fact underscores the importance of the internal capacity notably the R&D human resources of an individual firm to assimilate external knowledge.
Born globals that own unique domain knowledge and capabilities are not only able to develop differentiated offerings and target them at niche market overseas, they also have flexibility to assimilate new knowledge more easily (Cohen and Levinthal 1990; Grant 1996), especially under the uncertainty – in foreign markets.
Consequently, successful professional development needs to be of a sufficient duration, allowing for multiple cycles of presentation to provide participants with several opportunities to assimilate new knowledge and practices (Brown 2004) and to engage multiple cycles of feedback and reflection (Penuel et al. 2007).
The objective of this paper was to assimilate the knowledge gained in a series of studies investigating neck pain and injury in Griffon aircrew in order to establish a mechanism of injury so that potential means of mitigating injury can be evaluated.
