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The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge.
The three dimensions of the TAS-20 are the following: (1) difficulty identifying feelings, (2) difficulty describing feelings, and (3) externally oriented thinking.
Two of the difficulties in online robot behavior learning, namely, (1) exponential memory increases with time, (2) difficulty for operators to specify learning tasks accuracy and control learning attention before learning.
This technique has limited application in the assessment of the peripheral nerve for two reasons: (1) the inability to pinpoint the exact activation site; and (2) difficulty to stimulate selectively a specific nerve under consideration.
However, they have the following drawbacks: (1) involvement of toxic gas (NH3) and high temperature, (2) difficulty to control the oxygen amount and (3) usage of binder and conductive additives.
For example, Prompt 2 had a CI of 0.97 to 2.07, meaning that when we make 100 trials, at 95 times, a range of 0.97 to 2.07 includes the actual Prompt 2 difficulty.
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Response categories were used to measure severity included (1) No difficulties, (2) Difficulties do not affect functioning, (3) Difficulties affect functioning somewhat, (4) Difficulties affect functioning a lot, (5) Difficulties affect functioning very much.
2) Difficulties with Blackboard VISTA were expressed by some students.
Participants described (1) challenging behaviours exhibited by themselves towards clinicians and services, (2) difficulties in contact with individual psychiatric clinicians, and (3) difficulties with mental health care services.
The response categories were 1) No difficulty (0 points), 2) Sometimes, some difficulty (1 point), and 3) Yes, major difficulty (2 points).
§1: mild difficulty, 2: moderate difficulty, 3: severe difficulty, 4: complete difficulty.
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