Sentence examples for understanding and construction from inspiring English sources

Object oriented and pattern based metaphors for software present a solid engineering base for software understanding and construction, but sometimes impose a high performance overhead.

Depending on the conceptualisation of understanding and construction (or: science and engineering), related practices such as in silico modelling for enhancing understanding or enabling engineering can either be seen as incommensurable or 'two sides of one coin'.

The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment.

This notion is based on the implicit assumption that understanding and construction (or science and engineering) are, in themselves, 'two sides of the same coin.' Moreover, synthetic biology has been framed as an approach that encompasses understanding as well as control, construction, and creation.

The works invite failure, of both understanding and construction, because they are made without a camera.

The combination of GIS and qualitative interviews allows analyzing the underlying drivers for the different attribution in detail with respect to different perceptions, understandings, and constructions of vulnerability.

These stages of Text Charting (comprehending) rhetorical analysis (understanding) and map construction (conceptualising) are explained and discussed; a framework of functional predicates is proposed, and the process of conceptual mapping is illustrated.

However, focusing on the cognitive dimension of the framework, a persistent issue is the difficulty of participants in online conversations to proceed to common understanding and joint construction of meaning.

The creation of a multi-disciplinary program, built on a digital information ecology and student-focussed praxis, has created both a curriculum and learning approach that has facilitated understanding and knowledge construction in more dynamic ways, connecting experiences, reflective practices and online participatory experiences that epitomize a 'new culture of learning'.

Insights regarding openness, students' understanding, and co-construction – that occurred while reflecting with the model of contingent teaching – appeared to foster teachers' scaffolding development.

Johan: I started out studying industrial design at Lund Institute of Technology in Sweden, but later found out I wanted deeper understanding of engineering and construction for designing, so I enrolled at Malmo University, where I pursued a modern engineering degree that blended product design with traditional mechanical engineering.