Sentence examples for assessment subjects from inspiring English sources

At baseline assessment, subjects in the sample were assessed for psychiatric disorders (Axis I disorders assessed through SCID-I interview [ 9], and SCID-II interviews [ 10], were given a thorough medical examination, completed several personality tests, intelligence tests, and completed psychiatric self-rating scales. When indicated, women also underwent neuropsychological assessment.

During the baseline and post-intervention surface EMG assessment, subjects were asked to stand steady on their toes for a total of 10 s with heel-rise of both their feet while the surface EMG was recorded from fatiguing bilateral MG muscles.

After the baseline phase assessment subjects resumed their regular sleep schedule at home for 11 days, during which time their baseline DLMO was determined.

During the phase assessment, subjects were seated in recliners in dim light (always <10 lux, at the level of the subjects' eyes, in the direction of gaze, measured at least every 4 hours with a Minolta TL-1 light meter, Ramsey, NJ) for at least 20 hours.

After baseline assessment subjects will be followed up at 1, 2, 3 & 4 weeks post injury.

Prior to each assessment, subjects fasted overnight (for 10 hours) and refrained from taking their usual supplements.

By Ms. Engel's own assessment, subject expertise and classroom experience are two of the three main areas excellent candidates need to be qualified in, and neither of these is served well by a college or university education department.

The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance.

Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester.

Overall, it is found that grillage models may still provide a good balance between accuracy and computational efficiency for practical robustness assessment, subject to incorporating essential modelling features as presented in this paper.

Healey (2014) points out that there are many different areas to which students can contribute as co-designers: learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design, pedagogical advice and consultancy.