Sentence examples for developing a brief from inspiring English sources

Developing a brief, yet valid, set of measures was a key design goal.

This study builds on the previous work of Lee and colleagues [ 21] developing a brief measure of oral health literacy based on word recognition by adding a comprehension component to the REALD-30.

We began phase 2 by developing a brief survey tool to assess baseline capacity for EBDM, seeking to identify specific targets for increasing the dissemination of EBIs in these two states.

The purpose of the present study was to detect genetically-based personality phenotypes through developing a brief measure of personality of centenarians, the Personality Outlook Profile Scale (POPS) and examining its construct, internal consistency (scale development study), and concurrent validity with the NEO-FFI and LOT-R (validation study) in a sample of Ashkenazi Jewish centenarians.

That is not to say they are irrelevant, but these other aspects may be specific to certain cancers/treatments (e.g. disfigurement following head and neck cancer), and in the interests of developing a brief, valid scale, we felt it best to focus on the most salient aspects of cancer stigma generally.

4. WRAP-UP/ HOMEWORK: Once students complete their research, each group develops a brief presentation of their topic.

Some of the ideas are new, many are not, but the intent is to develop a brief reference for the opportunities which are available.

About seven years ago, not long after settling into a little house on a tree-lined street in a city neighborhood all but indistinguishable from the suburbs surrounding it, I developed a brief obsession with mid-20th-century American anomie.

To develop a brief, Rowe travelled with the architects to see some noteworthy new small gallery spaces in Europe: Peter Zumthor's Kunsthaus in Bregenz, 1992 and Herzog and de Meuron's Schaulager in Basel, 2003, among them.

Using all available resources, groups develop a brief oral presentation with a visual aid (such as a picture or a map) addressing the following questions (written on the board for easier student access): –Why is your group's category important in understanding Madagascar's ecology and environment?

Why or why not? 4. WRAP-UP/HOMEWORK: Each group should develop a brief (two to three minute) speech to be given by a representative of the group expressing the group's position, including an dissenting opinions, based on the group discussion.