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After examination of all potentially contributing factors, only four variables contributed to explaining the variance in regional Cho levels: the presence of an AIDS-defining event (yes/no), HCV status (yes/no), medication status (yes/no on efavirenz or atripla, an HIV medication including efavirenz, emtricitabine, tenofovir) and levels of thiamine (ie, TDP) in whole blood.
The non-cognitive skills investigated (Model I) clearly contributed to explaining self-rated health (16%).
Cognitive skills (Model II) also contributed to explaining self-rated health.
Perceived teacher emotions additionally contributed to explaining intra-individual variations of students' state emotions during instructional interaction.
Our results showed that SAGBbuffer and MAGBbuffer contributed to explaining the variation in the relative residual errors (Table 2).
Thus, after adjusting for numeracy, only the personality dimension openness substantially contributed to explaining additional variance in educational attainment.
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Differences in landscape structure contributed to explain differences in community composition.
Finally, it was demonstrated that verbal memory contributed to explain the advantage of reading over listening comprehension in Down syndrome.
We aimed to examine characteristics that may have contributed to explain the variations in effects.
Only two of the 14 variables included significantly contributed to explain the variance of HRQoL.
Minimum temperature (Tmin) also significantly contributed to explain the egg frequency in all SAs, except SA8.
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CEO of Professional Science Editing for Scientists @ prosciediting.com