Sentence examples for substantial lack of knowledge from inspiring English sources

"To suggest that these performers would be able to continue to support themselves in the capital and fill unused months with other contracts is at best naïve, and at worst exposes a substantial lack of knowledge of the current climate.

While Member States should specifically define the most appropriate management practices and verify their application, there is a substantial lack of knowledge about the effects of this policy on erosion prevention and soil organic carbon (SOC) change.

However, even in this select population, we found a substantial lack of knowledge and a considerable amount of misinformation.

There is a substantial lack of knowledge in the biophysical modeling of MW-induced nonthermal biologic effects.

Although vaginal prolapse is relatively common [ 13], it was surprising that women in this study expressed substantial lack of knowledge about the condition.

Furthermore, there is a substantial lack of knowledge about the possible mechanisms for explaining the link between psychosocial factors and MSDs.

Since lobomycosis is only seen in certain geographical regions of the world, and usually in poorly developed areas, there is a substantial lack of scientific knowledge, and more research is needed on treatment of this disease.

Such lack of knowledge forms a substantial impediment for establishing baselines of biodiversity and for the efficient management of this group [9], which is of particular interest for the pharmaceutical industry [12].

In the in vivo study by Netti et al (2000), the interpretation was complicated by the substantial differences in cell morphology, collagen organisation, and the lack of knowledge about the origin of the matrix material from tumour versus stromal cells.

Despite the fact that the district members attending this planning session were educated at the diploma level and above, substantial weaknesses were revealed in terms of a lack of knowledge on how to properly plan employing the allocated ceilings.

The implications for metacognition in learning environments are substantial, but instructors often do not invest time in determining students' knowledge or lack of knowledge (Tanner and Allen, 2005).