Sentence examples for difficulties to minimize from inspiring English sources

Orthodontic treatment of palatally impacted maxillary canines raises many difficulties; to minimize complications, careful planning of orthodontic extrusion and the use of physiologic force are crucial.

We observed a high prevalence of long and very long sick-leave spells due to these diagnoses which stress the great importance of preventive and work adaptive measures among individuals with hearing difficulties to minimize the need for long-term sick leave and permanent exclusion from the labor market.

The Pilates and PNF protocols were delivered with progressive levels of difficulty to minimize the risk of pain or falls.

Odorants were chosen by an experienced psychiatrist based on following criteria: (I) For the entry odor task, odors had to be easily identifiable (low item difficulty) to minimize contribution of higher cognition to task performance.

While the visuospatial task may be more difficult than any of the odor discrimination tasks, a broad range of odor task difficulties were used to minimize this possibility.

But Milbank's column demonstrates how these difficulties can lead to further difficulties: In his zeal to minimize the gravity of the issue, he's ended up strongly implying something I'm pretty sure (and hope!) he didn't mean to say.

How to minimize difficulties in both teaching and learning the course of fundamentals of control engineering is specifically studied as an example, in order to provide a new approach.

Another important issue has been canonicalization (or normalization): What transformations should be applied to initial logical forms in order to minimize difficulties in making use of linguistically derived information?

This information allowed to identify some possible areas to work on to try to minimize difficulties in enrolment and to reduce the risk of loss to follow up.

(Neutral was included to maintain a reasonable level of task difficulty, i.e. to minimize subjects performing the task using only one feature, e.g. 'happy' or 'not happy' using the wide open mouth; see also Smith et al., 2008).

During the semester of instruction and after every listening activity, the students in the experimental group always reflected on the processes they underwent when listening, on the difficulties they faced to understand oral messages, on the actions they carried out to minimize such difficulties, and on the effectiveness of those actions.