"transition of knowledge" is a correct and usable phrase in written English.
You can use it to describe a shift or a change in knowledge from one party or one piece of information to another. For example, "The transition of knowledge from the teacher to the student was a seamless process."
Mathematics provides tools for phenomena quantifications; thus, unifications of the techniques of modeling seem to benefit the transition of knowledge between mathematics and science and consequently affect the learners' perception of mathematics as a subject with a high applicability range.
It is thus the aim of the study to show how prosodic features of turn design function as important tools to organize the step-by-step transition of knowledge in game explanations.
The STAR initiative facilitated the transition of knowledge and capabilities from basic research to technology development and has made key contributions to national-scale programs and Test and Evaluation capabilities.
It was a simple transition of knowledge from one plant type to another," Tim tells VICE.
This suggests that the means to disseminate knowledge regarding dengue among the general population has been more beneficial for those with a better income, and there has been a smooth transition of increasing knowledge with each ascending tier of income.
"Each of them brings to the transition a wealth of knowledge and a deep understanding of the challenges facing the State of New York," Mr. Cuomo, the New York attorney general, said in a statement.
This language facilitates the description of transitions between states of knowledge and it is well suited for planning under incomplete knowledge.
Critically, we believe the next step is to undertake longitudinal research using consumers in the community to explore how an individual consumer transitions from lack of knowledge regarding the guidelines to a state of awareness and subsequently to behavioural compliance.
This is an important step toward the transition of information into knowledge.
The combination of the concept of math-science coherence with the notion of capability-utilisation will help to further explore the facilitating processes involved in the transition of subject-specific knowledge and skills to the acquisition of problem solving competence.
In this paper we present a discussion of the conceptual limits of ecological network implementation in order to identify the issues which underlie the transition of models and knowledge from science to action.
