Sentence examples for evolution or not from inspiring English sources

And he bit back his irritation at Teresa Yancey, a biology teacher down the hall who taught a unit she called "Evolution or NOT".

The LEF's Glen Robinson and Bill Murray cross-referenced this with real-life examples gathered from the technology leadership of organizations that are either mature in their evolution, in the midst of their own evolution, or not yet started.

She also mentions that not only do teachers hear complaints from parents but that in Mr. Campbell's school, a teacher down the hall teaches a unit called "Evolution or NOT".

More specifically, there are studies indicating that social concerns (e.g., the individuals' perception of their role within social groups and their recognition of sociocultural forces) can influence the decision to teach evolution or not (Balgopal [2014]; Goldston and Kyzer [2009]; Shanaham and Nieswandt [2011]).

Q25 Do you believe in evolution, or not?

Whether MHC molecules undergo concerted evolution or not has been the subject of a long-standing debate.

Worry concerning a causal connection between greater understanding of evolutionary science and change in student religious belief aside, many teachers are concerned about a potential backlash caused by merely teaching evolution – effectively or not.

Thus, by using this reporter assay, we can assess whether the high redox potential of a parental laccase is preserved in all the active mutants generated through the evolution pathway or not.

Many students at private Christian universities come in with numerous misconceptions about evolution or have not been taught the subject in high school.

For example, more than 40% of high school biology teachers in Indiana and Ohio only mentioned evolution or did not discuss it at all in thier classes(Bandoli 2008; Rutledge and Mitchell 2002), and many biology teachers in Louisiana do not recall hearing the word evolution in their college biology courses, presumably because many college biology professors do not teach evolution (Moore 1999, 2002a).

But they also present important differences, which touch upon central questions such as the evolution of morality, the role of human agency in social evolution, the existence (or not) of directionality in undesigned processes, and the presence (nor not) of a providential element in evolutionary accounts.