The phrase "analyses we define a" is not correct in written English as it lacks clarity and proper structure.
It could be used in a context where you are introducing a specific type of analysis, but it needs to be rephrased for better understanding.
Example: "In the following section, we will discuss the analyses we define as critical for our research."
Alternatives: "analyses that we categorize as" or "analyses we classify as".
For time-dependent risk factor analyses, we defined a Cox subpopulation.
For the purpose of these analyses, we defined a priori successful outcome as the occurrence of ≥ 2 kg weight loss and unsuccessful outcome as ≥ 1 kg weight gain.
As in previous analyses, we defined a non-optimal score as the highest 20% of Internalizing and Externalizing item scores [ 27].
In our analyses we defined a neighbour gene pair as genes originating from Brachypodium loci with < =50 genes distance from each other.
A difference of 10 points on a GPAQ scale is considered significant in terms identifying practices with outlying scores, 9 but for the purpose of these analyses we defined a difference of 2.5 percentage points or more between white and ethnic minority respondents' ratings as being an important difference.
For these analyses, we defined a binary diet variable, which combined all urine samples from both conventional diet phases into one category and the samples from the organic diet phase into another because no statistically significant differences were observed between metabolite concentrations in C1, the first conventional diet phase, compared with C2 (not shown).
Using univariate logistic regression analyses we defined all parameters that were related to in-hospital mortality.
In our analyses, we define receiving an FD as beginning to be treated by an HTT during a period of admission to hospital or at its conclusion.
For subsequent analyses, we define late-stage samples as those with clonal outgrowth with a low entropy and use a cut-off of entropy <3.5 and NC >0.1 to define late-stage clonal insertions (Fig. 3e, f).
In our analyses, we define students as African-Americans in four different ways: if their mother is; if either their mother or father is; only if both parents are; and if the parental caretaker is.
