Sentence examples for unhelpful features from inspiring English sources

Unfortunately, there are a few trees which combine these two unhelpful features and under which many plants struggle, and these include Norway maple (Acer platanoides), beech (Fagus sylvatica) and crab apples (Malus).

Descriptive codes were assigned to sections based closely on the inclusion criteria (unmet needs, helpful features, unhelpful features, resources, suggestions).

The authoritarian status of the surgeon elite contributed to these unhelpful features of team dynamics, which were exacerbated by wider societal hierarchies and lack of transparency in institutional processes.

Other older adult patient focused studies have found that unhelpful features, inconsistency in interface design, and concerns relating to the reliability and stability of the application are features which are seen in a particularly negative light by this cohort [ 32].

According to Young, this makes the distributive model unhelpful for understanding the structural features of domination.

In practice, however, these features are usually unhelpful, and nodal enlargement (>1 cm in short axis diameter) is the only currently useful diagnostic criterion (Fig. 9).

In practice, however, these features are usually unhelpful, and nodal enlargement (>1 cm in short axis diameter) is the only currently useful diagnostic criterion.

The story of a young dot-com salesman recruited by his girlfriend to kill her father, "Evolution" features men who say unhelpful things like: "The difference between assault and aggravated assault is mostly about the severity of the injuries".

As occurred in our case and in a number of cases in the literature, the clinical features were inconclusive or actually unhelpful [ 3- 6].

We note whether the specific characteristic was explicitly mentioned and also indicate how frequently the mentioned features were noted as being helpful, unhelpful, or non-essential (an item that did not hinder teaching but could be removed without affecting the use of the pedagogy).

This paper summarizes respondent's perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution.