Sentence examples for conceptual weaknesses from inspiring English sources

"Faced with '50 Best,' " the authors advised, "France should communicate in a keen and concerted manner the ethical and conceptual weaknesses of this ranking".

KnowRe is the flashier of the two, a Web-based service that offers targeted instruction by zeroing in on students' conceptual weaknesses and helping to identify the gaps in their knowledge.

Given the critical planning information that these models aim to provide, we hypothesize that the latter finding probably stems from conceptual weaknesses, methodological omissions, and an evident lack of haste from modelers to adopt new ideas in their repertoire when addressing environmental management issues.

We believe that this article (Soffritti et al. 2007) has methodologic and conceptual weaknesses that require exposition.

The design of the Pacific Programme, as reflected in the Country Programme Recommendation (CPR) and Master Plan of Operations (MPO), shows some conceptual weaknesses, which are admittedly not uncommon in UNICEF's programming process and therefore not unique to the Pacific Programme.

Indeed, the new atheists simply duck the challenge made by atheistic anti-humanism, believing their expensive scientific toys can outflank the alleged conceptual weakness of their humanism.

If the film has a single conceptual weakness, it is Mr. Watkins's inability to distinguish between debate and hysterical assertion, the latter being the most frequent path of improvisational actors eager to call attention to themselves.

Others said Obama's failure to reap any dividends from his rapprochement with Russia was due to a more profound conceptual weakness: his failure to define America's role in the 21st century.

This finding underscores a conceptual weakness in the mismatch contention and affirms that affirmative action in college/university admissions can be an effective policy tool to redress/remedy historic discrimination against minority groups.

Besides, the description of the nature of this stressor as "something exceptionally threatening or catastrophic" evokes the conceptual weakness of this criterion rather than is an attempt to outline or characterize the type of event.

By supporting teaching through problem solving, MEAs offer an entry point for STEM integration in mathematics classrooms yet maintain an important grounding in the teaching realities of grade-level standards by revealing the conceptual strengths and weaknesses of student thinking (Lesh et al. 2000).