Sentence examples for population qualification from inspiring English sources

The generalisability, or external validity, should be evaluated by describing whether and to what extent the study results are transferable to local conditions (e.g. patient population, qualification of physicians) (Section 1.2.6 IQWiG GM 4.0).

The strengths include the randomised, double-blind comparative design, which has not been used extensively in studies of constipation in paediatric populations, the qualification of the reference centres and the low rate of study discontinuations and of major protocol violations.

However, these results are model dependent, and we cannot apply the results to natural populations without qualifications.

This is reflective of Hammersmith and Fulham, where 45% of the population have a qualification of degree level or higher, a figure which is significantly higher than in England, where only 19.8% have a degree or higher qualification.

These include the proportion of the population with no qualifications, those with degree level qualifications, those in the higher social/income grades and those who report that they are in good health.

Today almost two-fifths of the population have no qualifications.

It recommends that policy makers should respond to economic downturns by "targeting appropriate policies aimed at maintaining positive educational attitudes and aspirations towards children and their parents in neighbourhoods and schools where a high proportion of the population have low qualifications".

The decline of traditional industries means people don't necessarily have the right kind of skills to drive a modern economy in addition to a more general skills shortage - compared to the rest of the UK, for example, Northern Ireland has a higher percentage of the working population with no qualifications.

Barking and Dagenham scored poorly in these factors and also had a large population with no qualifications and low earnings.

Hence, this data reveals that Spain was quite successful in achieving a large share of population with tertiary qualifications, but did not manage to shift the fraction from low to medium (Felgueroso and Jiménez-Martín (2009)).

The relatively small segment of the population with the qualifications to compete -- in the 1920s, a high school diploma; in today's economy, a college degree -- earned more money, widening the wealth gap.