Sentence examples for a broad variance of from inspiring English sources
The phrase "a broad variance of" is correct and usable in written English
It can be used when discussing a wide range or diversity of items, options, or characteristics. Example: "The study revealed a broad variance of opinions among the participants regarding the new policy."
A broad variance of different complaints was found within both clinical groups, as reported by patients and caregivers in the Giessen Complaint List for Children and Adolescents (GBB-KJ[ 20]).
The analogous phenomenon was reported in B. rapa that the broad variance of cleavage sites of the target mRNAs were observed as the occasional positional heterogeneity for the cleavage site [ 18].
Mr. Goldman at Lehman Brothers said there was "a wide variance of estimates of what Visx is worth".
But within this "minimum acceptable talent level" you still have a wide variance of "employee types".
But there's such a wide variance of acceptable urination levels, chances are you fall well within the norm.
Furthermore, our sample showed a broad range and variance of disease parameters (see Table 1) and reported severity of impairment so that it is unlikely that the responders form a highly selective group within the population of treated patients with hypothyroidism.
However, it should be noted that the broad variance in glycogen content within treatments makes it difficult to draw a clear conclusion about the effects of p CO2.
Within the large majority of patients with a M6 score, we observed a broad range of clinical variance, expressing low discriminative ability of the GCS motor score.
We therefore show 1) that negative selection on BRCA1 alleles is likely to have operated during human history and 2) that negative selection is likely to apply for most alleles leading to late-onset diseases, as it occurs across a broad range of mean and variance of age of onset.
The second result of this study is that when examining (through factor analysis) the sources of variance of a broad range of linguistic skills across groups of control, dyslexic and SLI children, two main sources stand out (and explain ∼40% of the variance): non-phonological language skills on the one hand and phonological skills on the other.
This approach complemented other recent GWAS studies of reading/language performance (Eicher et al. 2013; Luciano et al. 2013) because it included continuous trait variance across a broad range of reading and language abilities, but also involved a pronounced enrichment for poor performance while not applying an arbitrary dichotomy between RD/SLI cases and controls.
