Sentence examples for difference in completing from inspiring English sources

"It makes a big difference in completing the full shoulder turn".

"What is tragic is that you invest 12 years into people to get to the point to where they can enroll in college, and we know that the difference in completing a bachelor's is enormous in terms of life outcomes — and at that point, at the end of the race, in the last two years of a person's education, we just stop caring and we fail them," Suro said.

However, this study is consistent with survey in Mozambique in which gender has no difference in completing vaccination [ 23].

No significant difference in completing the intended course of chemotherapy was observed between the treatment arms (AC vs EC, P=0.6 and standard vs accelerated, P=1.0).

It is interesting to note that if the TBI group included all those with probable TBI alone or probable PTSD and TBI (n = 19), then there was no statistically significant difference in completing screening based on TBI status (χ (2) = 0.16, p > .05).05

Another study showed no difference in completed suicide between lithium and non-lithium-treated patients (Coryell et al. 2001).

Among men, a larger fraction of the difference in completed parity between Whites and Hispanics was due to higher intentions (53%), while 39% was due to the fact that Hispanic men were more likely to overshoot intentions, and 8% was due to the fact that Hispanic men were less likely to undershoot intentions.

45% of the difference in completed parity between White and Hispanic women was due to higher intentions among Hispanic women, 48% was due to the fact that Hispanic women are more likely to overshoot intentions, and only 7% was due to the fact that Hispanic women are less likely to undershoot intentions.

Hence, two runners with the same monthly (or yearly) experience may likely be regarded as having the same running experience despite potential high differences in completed kilometers.

As data become available with successive waves of the NLSY97, it will become possible to shed additional light on the racial differences in completed education, and the role of cognitive skills (developed among young students) in the educational-attainment decision.

In the second part of the analysis decomposition was used to examine how differences in completed parity between Whites and Hispanics were explained by three factors: differences in intended parity, differences in undershooting intentions, and differences in overshooting intentions.