Sentence examples for methods for approach from inspiring English sources

This table indicates the functional terms that are over-represented in N-bicluster 9 vs. the whole genome using BioMaps with a 5% FDR cutoff to determine the statistical significance of p-values (see Methods for approach).

However, housing providers do not normally take part in most preventative work (such as risk assessment panels) and their methods for approaching violence differs from methods used by most others.

Statistical methods for approaching parameter tuning exist that provide formalized processes to avoid inefficient ad hoc methods.

Despite the fact that some considerations on model choice will seem extra-statistical, in the sense that they fall outside the scope of statistical treatment, statistics offers several methods for approaching the choice of statistical models.

Two methods for approaching the problem of the optimal synthesis of heat-and-power cogeneration systems from a thermodynamic point of view are compared.

Collaborative learning where groups work together to construct methods for approaching problems and get feedback on their ideas from their peers has been shown to increase confidence and reduce anxiety (Lavasani and Khandan 2011).

It is now one of the main tools in studying convergence of iterative methods for approaching a common fixed point of nonlinear mappings; more recent progresses can be found in [10, 29, 30] and the references cited therein.

It is now one of the main tools in studying convergence of iterative methods for approaching common fixed points of nonlinear mappings; more recent progresses can be found in [24, 27, 28] and the references cited therein.

There are several methods for approaching the generation of these foci, with various advantages and disadvantages.

Difficulty of persuading the scientific community to change its methods for approaching problems was a second sociopolitical barrier.

Although more than 90% of our students reported encountering scientific papers in previous courses, these experiences tended to consist primarily of students being assigned papers to complement their in-class or textbook learning with no follow-up assessment or discussion on methods for approaching primary literature.