Sentence examples for whose barrier from inspiring English sources

The Yushchenko team has established its own cordon between the crowds and the riot police guarding the presidential administration, whose barrier is festooned with flowers and orange memorabilia (the Yushchenko campaign's colour).

Experts whose barrier designs and studies from a 2009 conference were issued on Monday in book form argue that anything short of sea gates is a Band-Aid approach.

Ghami et al. [11] proposed IPM for an LO problem based on a kernel function whose barrier term is a trigonometric function.

Cho et al. [12] defined a new kernel function, whose barrier term is the exponential power of the exponential function for LO problems, and obtained the best known iteration bounds for large- and small-update methods.

Atomic detachment from islands is supposed to involve only atoms placed along the perimeter (as in Ross et al. [24]) through a thermally activated process whose barrier is assumed to be equal to the energy of an atom inside the island.

In this paper we propose new classes of kernel functions whose form is different from known kernel functions and define interior-point methods (IPMs) based on these functions whose barrier term is exponential power of exponential functions for P ∗ -horizontal linear complementarity problems (HLCPs).

LGBT people, whose barriers to access include a lack of adequately informed professionals, know this feeling all too well.

It would need "polishing" to include those disaffected by schooling, and for those whose barriers to learning are based in specific conditions, such as autism or dyslexia, but would be a step forward.

where V is an infinite barrier outside of the semi-cylindrical cross-section, and V z) is a double quantum well potential with infinite high outside walls, whose finite barrier is due to the offset between the band edges in the well and barrier materials; ℋ BP is the Bir Pikus Hamiltonian [21].

But we cannot continue to sweep the problem of "challenging behaviour" under the carpet; off-loading pupils whose main barrier to learning is social and emotional needs into special schools like mine is not the answer.

A department whose primary barrier is a lack of confidence in EBIPs will need discussions and support to explore the value of evidenced-based practices something that is less necessary in a department where this is not a significant barrier.