Sentence examples for effectiveness category from inspiring English sources

Our study finds that 38% of employees in workplaces ranked in the "high overall effectiveness" category report "excellent overall health". By contrast, only 19% of employees in workplaces in the "low overall effectiveness" category report "excellent overall health". Change can be tough and sometimes, providing a gym membership can seem easier than improving the way people treat each other at work.

Therefore, this site was placed in the "low implementation effectiveness" category.

Sequential therapy also achieved the acceptable effectiveness category (86 89 %, ITT) and was better than triple therapy (unacceptable category: <80 %, ITT) according to Graham's category [ 32].

According to NCCN guidelines for the management of CRF, exercise is the intervention with the most supporting evidence for effectiveness (category 1).

The decision to assign a HIA to the 'no effectiveness' category was usually made because a participant reported that the HIA was not effective.

In addition EH reviewed FH's coding for the conceptual framework and effectiveness categories.

We found it difficult to assign the HIAs to the Wismar effectiveness categories.

Interviews were coded against the conceptual framework, effectiveness categories developed by Wismar (direct, general, opportunistic, and no effectiveness [ 25]), HIA stages, and emerging themes.

In the present work, we employed a non parametric IRT method to examine the items effectiveness, response category functioning and differential item functioning related to gender of the 12-item WHO-DAS II.

In the subjective effectiveness questionnaire category, the main instruments are the Beck Depression Inventory (BDI) [ 9, 10], the Carroll Rating Scale for Depression (CRSD) [ 11- 13], the Montgomery – Åsberg Depression Rating Scale – Self report (MADRS-S) [ 14], the Hamilton Depression Inventory (HDI) [ 15], and the Quick Inventory of Depressive Symptomatology – Self Report (QIDS-SR) [ 16].

Using a typological methodology, this study classifies programs into three categories: research-oriented, neutrally-oriented and practice-oriented and then examined the competency building effectiveness of each category through questionnaires administered to faculty (n = 40) and students (n =��205).