Sentence examples for completion and outcomes from inspiring English sources

The economic questions associated with this research relate to the costs of implementing HLaC and the relationship between costs, program completion and outcomes.

The aim was to create awareness among health care professionals about the extent to which the completion and outcomes of the knee arthroplasty are in line with the standards expected from a well-functioning health care system.

Relationship between costs, completion and outcomes: Stage of completion will be defined as follows: Stage 1 = completion of ≥3 x weekly phone calls; Stage 2 = completion of Stage 1 + ≥3 x fortnightly phone calls; Stage 3 = completion of stages 1 + 2 + ≥3 monthly calls.

Students level of IT skills prior to commencing the modules were important in explaining module completion and outcome.

The study identified predictors of treatment completion and outcome for adults and adolescents, and predictors of outcome by setting for adults.

Predictors of dropout at the time of enrolment were: region; retirement status; the number of secondary diseases; presence of a disabling secondary disease; doctor's recommendations to stop smoking or to seek nutritional counselling; and the completion and outcome of the routine foot and eye exams.

The results showed no significant differences concerning completion rate and outcomes, but they did not analyze details of the usage pattern [ 9].

State and federal governments established closing the gap targets built around six core areas: life expectancy, infant mortality, access to early childhood education, reading writing and numeracy, high school completion, and employment outcomes.

cit): Whites earn more than blacks and have higher rates of educational attainment, enrollment and completion than blacks or Hispanics; The poor, (as measured by FRL) also have lower rates of attainment, enrollment, and completion; and Educational outcomes are generally higher for females in each racial or income group though their earnings are lower.

If we truly desire to see improvements in college completion and workforce outcomes for the millions low- and moderate-income students collectively served by Pell, TRIO, and other programs, then first, we must stop pretending like it can be done cheaply.

Reflecting these long-term benefits beyond the trial period will require the use of a simulation model to map the impact of the intervention on primary (treatment completion) and secondary outcomes (adherence and resource use) to long-term impact on costs and effectiveness.