Sentences with phrase «main analysis in our study»

The main analysis in our study involved more than 300 predictions and comparisons of those predictions with the observed September ice extent.

Not exact matches

We found little evidence that between - study heterogeneity in estimates was explained by age at measurement of blood pressure (p = 0.5), decade of birth (p = 0.2), stipulation of a minimum duration of breastfeeding (p = 0.5), proportion of the target population in the main analysis (p = 0.2), whether breastfeeding was exclusive for at least 2 months (p = 0.2), method of blood pressure measurement (p = 0.4), or whether effect estimates controlled for socioeconomic factors (p = 0.9), maternal factors in pregnancy (p = 0.9), or current weight (p = 0.9).

As the authors of the new research explain: «There are three main levels of analysis in the study of proteins: the first is the sequence of amino acids, the second is the three - dimensional structure that these filaments take on a very short time after they are synthesized, while the third regards their function.

In basic analyses reported in the paper, there were several other factors in the study that also predicted a greater likelihood of adopting PrEP: older age, higher perception of HIV risk, sex (either protected or not) with partners outside the main relationship, and having less than a bachelor's degree level of educatioIn basic analyses reported in the paper, there were several other factors in the study that also predicted a greater likelihood of adopting PrEP: older age, higher perception of HIV risk, sex (either protected or not) with partners outside the main relationship, and having less than a bachelor's degree level of educatioin the paper, there were several other factors in the study that also predicted a greater likelihood of adopting PrEP: older age, higher perception of HIV risk, sex (either protected or not) with partners outside the main relationship, and having less than a bachelor's degree level of educatioin the study that also predicted a greater likelihood of adopting PrEP: older age, higher perception of HIV risk, sex (either protected or not) with partners outside the main relationship, and having less than a bachelor's degree level of education.

The new study, a post-hoc analysis, follows the main WARCEF study published in 2012 in the New England Journal of Medicine, finding neither aspirin nor warfarin superior for preventing a combined risk of death, stroke, and cerebral hemorrhage in heart failure patients with normal heart rhythm.

The main benefit of the study, based on new analyses of the carbon content of the country's coal, is that «it provides a baseline for future emission policies,» says Dabo Guan, a co-author of the paper and a climate change economist at Tsinghua University in Beijing and the University of East Anglia, in Norwich, U.K.

«The main tool used in this study is correlation and regression analysis that, through least squares fitting, tends to emphasize the larger events.

The main focus of his PhD research was the development of computational methods and resources to perform integrative analysis and help the research community in studying the functional importance of super-enhancers.

In addition to the statistical analysis of the data, the detailed study of single objects through spatially resolving the disk and detailed modeling of the data is a main goal of the project.

The main benefit of a meta - analysis is that by lumping together the results of multiple studies, you can spot trends that might otherwise be obscured in smaller studies with fewer subjects.

Furthermore, the main findings of our study were still significant in sensitivity analyses under the most conservative assumption that diet was unrelated to inflammatory disease mortality in those excluded from analyses.

A meta - analysis study carried out in 2014, looked to summarise the main studies that have been conducted in adults.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

Included: vocabulary study from various chapters comprehension questions for a variety of chapters character analysis on all of the main characters in the book a wide range of independent activities which engage children with the content of the story.

These resources include: - Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Two comprehension exercises of extracts - A written analysis of many chapters - Different worksheet with main quotes from the chapters to analyse or questions that lead your students to analyse - Four quizzes to check students» understanding of the chapters - Answer booklets for chapters 21 to 26 (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 5 with a link to the Quizlet course (I will soon add the other chapters too)- A speaking game with cards and the rules to check students» understanding of the book.

These resources include: - Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Comprehension exercises of extracts - Written analysis of many chapters - Different worksheets with main quotes from the chapters to analyse or questions that lead your students to analyse - Quizzes to check students» understanding of the chapters - Answer booklets for the last ten chapters (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 20 with a link to the Quizlet course (I will soon add the other chapters too) *** Offered *** 1 - A speaking game with cards and the rules to check students» understanding of the book.

These resources include: Power - points with plenty of questions to guide your students through the book A booklet with all the main quotes from the first two chapters An article study on the social topic studied in the book to have a better understanding of the context Comprehension exercises of extracts Written analysis of many chapters Different worksheets with main quotes from the chapters to analyse or questions that lead your students to analyse Quizzes to check students» understanding of the chapters Answer booklets for the last ten chapters (I will add the others progressively but the analysis answer most questions) Vocabulary sheets for chapters 1 to 20 with a link to the Quizlet course (I will soon add the other chapters too) *** Offered *** A speaking game with cards and the rules to check students» understanding of the book.

- Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Two comprehension exercises of extracts - A written analysis of many chapters - Different worksheet with main quotes from the chapters to analyse or questions that lead your students to analyse - Four quizzes to check students» understanding of the chapters - Answer booklets for chapters 21 to 26 (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 5 with a link to the Quizlet course (I will soon add the other chapters too)- A speaking game with cards and the rules to check students» understanding of the book.

Contents of this guide run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress examiners.

In order to be included in our analysis, several criteria must be met: we must have school characteristics and outcome data available from the school before and after the adoption, the textbook must be identifiable from the SARC, the adoption must be on - cycle (2008 or 2009), the school must be a uniform adopter in the elementary grades under study (1 - 3 for the main analysis, 1 - 5 for the analysis up through fifth grade), and the school must not be in a district that is so large that finding appropriate comparison schools is impossiblIn order to be included in our analysis, several criteria must be met: we must have school characteristics and outcome data available from the school before and after the adoption, the textbook must be identifiable from the SARC, the adoption must be on - cycle (2008 or 2009), the school must be a uniform adopter in the elementary grades under study (1 - 3 for the main analysis, 1 - 5 for the analysis up through fifth grade), and the school must not be in a district that is so large that finding appropriate comparison schools is impossiblin our analysis, several criteria must be met: we must have school characteristics and outcome data available from the school before and after the adoption, the textbook must be identifiable from the SARC, the adoption must be on - cycle (2008 or 2009), the school must be a uniform adopter in the elementary grades under study (1 - 3 for the main analysis, 1 - 5 for the analysis up through fifth grade), and the school must not be in a district that is so large that finding appropriate comparison schools is impossiblin the elementary grades under study (1 - 3 for the main analysis, 1 - 5 for the analysis up through fifth grade), and the school must not be in a district that is so large that finding appropriate comparison schools is impossiblin a district that is so large that finding appropriate comparison schools is impossible.

Contents run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Exploring the form and structure of the play * Context (students explore key contextual issues and make connections between events from history and events in the play) * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress examiners.

This oversight could be considered if Zarecki provided his analysis of Oakland Unified (which is likely based on two years of school - level data instead of at least four years student - level data) in an appendix to the main study.

Forex Charts fall under the category of technical analysis, as they are the main currency trading tool used in the technical studies of foreign exchange.

The main objective of this study is an event attribution analysis for extreme minimum events in Arctic SIE.

Its reputation and value since the first edition in 1933 rest on two main factors: the study presents unbiased data and facts from an independent and impartial organisation, and the second factor is the sheer amount of resource and other key energy data together with analysis of technological, economic and environmental aspects assessed on global, regional and country levels.

The wide range of studies conducted with the ISCCP datasets and the changing environment for accessing datasets over the Internet suggested the need for the Web site to provide: 1) a larger variety of information about the project and its data products for a much wider variety of users [e.g., people who may not use a particular ISCCP data product but could use some ancillary information (such as the map grid definition, topography, snow and ice cover)-RSB-; 2) more information about the main data products in several different forms (e.g., illustrations of the cloud analysis method) and more flexible access to the full documentation; 3) access to more data summaries and diagnostic statistics to illustrate research possibilities for students, for classroom use by educators, or for users with «simple» climatology questions (e.g., annual and seasonal means); and 4) direct access to the complete data products (e.g., the whole monthly mean cloud dataset is now available online).

Further, the pattern of main effects of HC use among wives not using HCs at relationship formation was inconsistent across studies 1 and 2 [in study 1, t (176) = − 3.11, P < 0.01; in study 2, t (79) = 3.01, P < 0.01] and nonsignificant in the analysis that combined the data from the two studies [t (261) = − 0.53, NS].

Analysis of effects of non-maternal care, a special focus of the NICHD study, confirmed the lack of main effects of children's age of entry, quality of care and length of time children spent in non-maternal care, but also revealed interaction effects.

Importantly, in these studies, the genetic factors had no main effects on the outcome and the genetic influence was detected only when the environmental measure of maltreatment was included in the analyses.

Other secondary measures were used in the main outcome study but were not relevant for the present health economic analysis.

Collection and analysis of DNA and serum levels evolved over several years and complete data were not available for all children; once all exclusions were in place, the sample sizes used for the main measures in the study were: serotonin system SNPs — Caucasian only (N = 157); serotonin serum levels — no ethnicity restrictions (N = 66); both genetic and serum serotonin level data — Caucasian only (N = 35).

To address the main hypotheses of the study, we examined the effects of the three parenting practices — support, structure, and behavioral control — with the above factors controlled in the third model of the regression analyses (see Tables III and IV).

Longitudinal analyses were conducted by using data from sexually active adolescents who participated in the first 2 years of the National Longitudinal Study of Adolescent Health (Add Health) to address two sets of main research questions: First, do differing levels of relationship quality (a) within the family — peer mesosystem and (b) among different facets of the parent — child relationship interact in their patterns of association with sexual risk behavior?

Surprisingly, in the present study, children did not report significant changes in mindful awareness, while mindfulness skills was one of the main themes evaluated as experienced change in the qualitative analysis.

In the current study, statistical analyses evaluated the main and moderating effects of variables measured repeatedly at the within - person level (stress, social support, and unsupportive interactions) and variables measured at the between - person level (disruptive child behaviors, and support services) on daily positive and negative mood.

However, although the Bakermans - Kranenburg et al. (2011) review did include some important studies of children within institutions, its main focus was the analysis of methodological issues regarding the assessment of attachment disorders, indiscriminate friendliness and attachment formation in these settings, as well as the development of attachment following adoption.

Nor did it reduce the range, extent, or cost of treatment as usual: indeed the addition of developmental group psychotherapy to routine care was associated with a trend to higher costs over 12 months» follow - up (largely owing to two individuals in developmental group psychotherapy who spent substantial time in hospital or in the care of social services over follow - up — their exclusion in sensitivity analysis did not alter the main findings of the study).

The measures used in each study, the type of data analysis, main results from each study and global quality rating score

Although the study's main hypotheses were addressed by examining results at the within - and between - person levels of the analyses, the addition of the third level (between - family level) was included to control for the non-independence of data from 48 participants from 24 families in which both parents provided data.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].