Sentence examples for knowledge or acceptance from inspiring English sources

Though it hasn't been fully studied, reluctance on the part of providers and pharmacists probably stems from a lack of knowledge or acceptance about risk factors.

Simply put, we do not know if evolution-focused teacher education classes or PD will typically produce significant changes in knowledge or acceptance, by how much, or why.

Belief a proposition or conception held by an individual to be true, regardless of whether that individual has particular empirical causes for doing so; beliefs have less rigid criteria than knowledge or acceptance and can be "extrarational" and "have little correspondence with the outside world" (Southerland et al. 2001).

More importantly, we have no robust empirical evidence that any of the studies we reviewed had a lasting impact (>1 year) on teacher knowledge or acceptance levels (notably, however, Scharmann and Harris did report sustained change in a small subset of 9 teachers from their original sample).

According to the responses, the use of the SED may also be dependent on patient characteristics, situational circumstances and knowledge or acceptance of the SED by other HCWs.

Negative attitudes and limited awareness, knowledge or acceptance of geriatrics as a legitimate discipline contribute to inaccessible and poor quality care for India's old.

In the analysis of intervention effect, each question was categorized as correct/incorrect (for knowledge) or acceptance/non-acceptance (for attitude).

The results of empirical research on the effect of knowledge on belief or acceptance have been mixed but largely negative (Nehm and Schonfeld 2007).

Consistent with previous studies, none of the other demographic measures (sex, age, tenure level) showed any relationship to either knowledge of evolution or acceptance of evolution.

Answers of "not sure" were considered not correct (knowledge) or negative for acceptance.

Here, too, we appear to be failing, both at the level of individual science classes and programmatically in the science core, given the ineffectiveness of these courses to either improve students' scientific knowledge or mitigate their acceptance of pseudoscientific claims (Walker et al., 2002; Johnson and Pigliucci, 2004; Impey et al., 2011; Carmel and Yezierski, 2013).