Sentence examples for understanding negatively from inspiring English sources

This generally came up in conversation after the interviewer asked "what aspects of the MOVE! program are most effective?" They felt that this lack of understanding negatively impacted their ability to describe the program to patients "I don't think any of us have a good enough sense of what actually happens in the MOVE!

This lack of understanding can negatively impact these students' performance in other areas of biology; students lacking a solid understanding of meiosis often have difficulties understanding genetics and inheritance (Longden, 1982; Brown, 1990; Smith and Kindfield, 1999), as well as the role of meiosis in life cycles.

37 However, as these decision-making investigations predominantly tried to understand how nurses maintain safety during medication administration, further work could focus on understanding which cognitive biases negatively affect medication safety for nurses, and how practitioners can recognise and minimise them in their own practice.

Conversely, prior educational exposure to evolution (positively) and intuitive teleological reasoning (negatively) predicted understanding of natural selection, but neither had a large effect on acceptance of evolution.

The results of the statistical analysis of the scores on the knowledge test suggest that belief in evolution or the big bang theory is not related, positively or negatively, to understanding of the science concepts.

(2) Although attitudes toward evolution correlate positively with understanding of science/evolution and negatively with religiosity (Bishop and Anderson 1990; Downie and Barron 2000; Trani 2004; Paz-y-Miño-C and Espinosa 2011a), these parameters have not been quantified in subpopulations of educators of prospective teachers (Paz-y-Miño-C and Espinosa 2011a).

However, 43% of the respondents considered the document to be lengthy and accordingly believed that this might negatively affect the understanding of the specialized team's work, as well as the global understanding of the patient's condition.

Poling and Evans (2004) showed that religiosity was negatively correlated with understanding many facets of evolution, including common ancestry.

Higher levels of religiosity, defined as the level of attendance at religious services, (r = -0.391; z = -22.280; P < 0.001) and identifying as a Christian (r = -0.316; z = -23.348; P < 0.001) negatively impacted students' understanding of evolution (Figure 1; Tables 2 and 3).

This study has provided a comprehensive understanding of the factors that negatively affect the primary care system in Iraqi Kurdistan from the perspective of primary care providers.

We set out to examine whether a more complex representation of a membrane-receptor binding event would impact positively or negatively upon students' understanding of molecular environments.