Sentences with phrase «following weak conditions»

Not exact matches

Qualitative focus group follow - up studies showed that acceptance is heavily conditioned by authority figures (teachers, TV personalities, religious figures) and the correlation between the students» understanding of evolution and their acceptance of it is weak.

In work funded by the Great Lakes Bioenergy Research Center at UW — Madison, Stahl and his colleagues show that high yields of the aromatics may be obtained by exposure of lignin to oxygen followed by treatment with a weak acid under mild conditions.

Similar problems (e.g., declining test scores, weak follow - through with a district professional learning communities initiative) might result from different contributing conditions in different schools.

Ray, what do you think happens to the system if there are a succession of big El Ninos followed by weak La Ninas or long neutral conditions.

Our analyses suggest, rather, that volcanic forcing drives the coupled ocean - atmosphere system more subtly towards a state in which multi-year El Niño - like conditions are favoured, followed by a weaker rebound into a La Niña - like state.»

Our analyses suggest, rather, that volcanic forcing drives the coupled ocean - atmosphere system more subtly towards a state in which multi-year El Nin˜o - like conditions are favoured, followed by a weaker rebound into a La Nin˜a - like state.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).