The phrase "a sample of low" is not correct and does not convey a clear meaning in written English.
It may be intended to refer to a sample that is low in some context, but it lacks clarity and specificity.
Example: "The study included a sample of low-quality materials, which affected the results."
Alternatives: "a sample of low quality" or "a sample of low value".
Fig. 1a shows a stress-strain curve for a sample of low density PU foam that was tested to failure.
In another study, Loney et al. [ 17] examined the impact of both CU traits and impulsivity upon the processing of emotionally-laden words in a sample of low to moderate at-risk youth.
Zeng et al. [ 4] investigate the determinants of technical efficiency in facility based HIV/AIDS services (voluntary counselling and testing, prevention of mother to child transmission and antiretroviral treatment) in a sample of low and middle income countries.
The primary objective of the current study was to examine the effect of a 16 week TC program on musculoskeletal health-related fitness and self-reported physical health changes in a sample of low SES, ethnically diverse mid to older community dwelling Canadian adults.
A sample of low-income, Spanish-speaking women completed cognitive interviews (n=20).
I: The importance and difficulty of activity goals for a sample of low-vision patients.
To examine herbal use by a sample of low-income, nutritionally vulnerable children.
The objective of this study was to prospectively assess the relationship of low perceived parental monitoring with incidence of biologically confirmed pregnancy among a sample of low-income African-American adolescent females.
The purposes of this study were to: 1) Describe the incidence of disordered eating, weight bias, body dissatisfaction, and psychological distress, 2) Examine the relationship between sociodemographic variables (gender, ethnicity, and income) and disordered eating, weight bias, body dissatisfaction, and psychological distress in a sample of low-income adolescents.
We studied contributions of domain-specific daily hassles to anxiety and delinquency prior to and during the transition into middle (N = 186) or high school (N = 167) in a sample of low-income, urban adolescents (93% African American; 54% female) using a two-wave longitudinal design.
