Sentence examples for distribution of universities from inspiring English sources

Participants were then selected from a variety of locations and from a distribution of universities ranked from 50 to 250 by US News & World Report and more purportedly selective universities ranked from 20 to 50 (USNEWS 2015).

The distribution of universities in the number of spin-off shows, on the one hand, the presence of a group of leaders, which have created more than 30 companies each.

Although the importance of PRFSs seems based on their distribution of universities' research funding, this is something of an illusion, and the literature agrees that it is the competition for prestige created by a PRSF that creates powerful incentives within university systems.

In college, she served as chair of Yale's Undergraduate Organizations Funding Committee, the body responsible for distribution of university funds to more than 300 student groups.

These universities were selected from eight administrative regional clusters so as to ensure that the respondents proportionally represented the national geographic distribution of female university students in Korea.

Not only has the company created an automatic platform for the distribution of content to universities, but it saves students money and has also given universities a way to lure students back into book stores.

The country looks very different from the way it did 100 years ago, but the distribution of our leading universities still has 19th-century echoes.

The distribution of the subset of university and non-university hospitals participating in this study within the seven areas (except in the northern area) suggests that French ICU health-care resources were reasonably well represented.

Thus, he concludes that distributive justice requires the racially proportional distribution of jobs and university seats.

The Chi-square test was used to assess difference in gender distribution of students between university and TVET programs as well as difference in meeting national standards for number of births assisted during training by type of educational program.

With each percentage change in the proportion of individuals with a university education resulting in a 2% difference in the risk of acquiring MetS, socioeconomic disparities in the development of MetS could be substantial, given the marked differentials in the distribution of population with university education across Suburbs in the study region (i.e., from 0% to 21% of the population).