Sentence examples for develop values for from inspiring English sources

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These values are based on the previously reported studies conducted with adults; to develop values for children, the adult values were scaled by the average body surface area for 1- to 6-year-olds (U.S. EPA 1997, 1999, 2001a).

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In conclusion, we find that the DCETTO is a feasible method for developing values for larger descriptive systems such as EQ-5D-5L, and find evidence supporting important design features for future valuation studies that use the DCETTO.

In general, the local Nusselt numbers downstream of an asymmetric abrupt expansion are substantially higher than the fully developed values for the range of Reynolds numbers, diameter ratios and eccentricities investigated, due to high turbulence and mixing action in the recirculation region.

A former engineering student at Vanderbilt, Goff developed value for his intelligence as much as his athleticism, though he did record 80 tackles after beating the veteran Keith Bulluck for the job.

C AVA has developed value chains for HQCF in Ghana, Tanzania, Uganda, Nigeria and Malawi aiming to improve the livelihoods and incomes of at least 90,000 smallholder households, including women and disadvantaged groups.

It's good to see that though both companies have been working hard at developing value added interfaces for their own messaging services – they aren't so afraid of losing customers that they pretend other IM clients don't exist.

Stephenson et al. (2013) noted the need to develop consistent values for environmental damage done by wildfires.

To develop normative values for right and left handgrip strength after stratification for confounders like gender, age, and height.

With the recent advent of Intelligent Transportation Systems (ITS), and their associated data collection and archiving capabilities, there is now a rich data source for transportation professionals to develop capacity values for their own jurisdictions.

Finally we argue for the importance of electives that develop cosmopolitan values for students of technical programmes in Higher Education and the need to consider the implications of their cessation as a consequence of the Bologna Process.

The results of these case studies support the conclusion that the process outlined by Wu et al. (2010) can be successfully applied to develop surrogate values for risk assessment.

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