Sentence examples for understanding aspirations from inspiring English sources

Exact(1)

In my understanding, aspirations are emotionally thick representations of what one's future might and should look like, given the present circumstances and the experience of the past as re-codified from the "here-and-now".

Similar(59)

gavinscottw agreed: "A beautiful cast of Allenesque losers whose lives are conveyed with sensitivity and an understanding of aspirations dashed by hopeless self-belief".

A time-sensitive understanding of aspirations, I contend, is particularly fruitful in migration studies.

Following these insights, my framework points to the need to go beyond a linear and cardinal understanding of aspirations as high vs low, or as a principled reference to something better or more than what used to be there.

On the other hand, though it does not go into its subject as deeply as it could have, the exhibition represents an interesting and possibly instructive sociological episode in recent art history: the story of an unusual convergence of avant-garde high culture and grass-roots youth culture, with each side bringing its own sets of values, understandings and aspirations.

At their best, social housing providers are remarkably impressive organisations combining strong business acumen, a profound commitment to social good, a deep respect for and understanding of tenants' aspirations and a positive attitude to helping those aspirations become reality.

Developing countries do need assistance at various levels and in varying degrees, but equally they need deeper understanding of their aspirations and difficulties.

He noted that the C.P.A. demonstrated a "growing understanding" that the "aspirations and frustrations of Iraqis need to be dealt with by greater empathy and accommodation and that the U.N. has a useful role to play in this regard".

The only way to tell a real story from more puffery-as-usual is to try to match understanding with early aspirations once the whole circus has left town.

Yet, an understanding of migrant aspirations along these lines only, and only from the viewpoint of the receiving society, would be narrow and simplistic.

Similarly, the creative, reflective processes of a teacher are not irrelevant but should be seen less as establishing a course objective related to particular understandings and more as informing, together with students, the co-construction of understanding, objectives, and aspirations.

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