Sentences with phrase «weak work samples»

You might begin with one of the anonymous, weak work samples that your students have evaluated (see Strategy 2).

Not exact matches

Following a battery of testing that included extensive blood work, urine and stool samples; Dr. Bohams» diagnosis was that Dad had a «gluten» intolerance and was suffering from a gut and yeast infection with severe imbalance of several health markers that were causing him to feel weak and ill.

We're not in the NES era where the weak soundchip limited us to chiptunes, nor the SNES / Mega Drive one where MIDI songs with samples were the only thing that could work on the console hardware.

The article should have failed peer review and never been published: the scientist conducting the work titrated the samples in open air, effectively measuring not only the weak acids in the samples but also the carbon dioxide from the room.

Usual work activities mentioned on a Private Tutor resume sample are researching learning methods, preparing learning resources, assessing student needs, answering to inquiries, identifying weak areas, and monitoring student performance.

Based on our collection of resume samples, typical work activities of a Business Development Analyst are recommending marketing strategies, performing market research, identifying weak areas and suggesting improvements, and analyzing work processes.

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).