Sentence examples for qualitative domain from inspiring English sources
The goal of task-dependent qualitative domain abstraction is to determine maximal partitions for the variables' domains (termed qualitative values) that retain all the necessary distinctions.
While the studies we evaluated may have included randomized controlled trials and been at risk for bias, the results of the publications evaluated were not typically relevant to our goal of qualitative domain abstraction.
These examples illustrate the need for extending Boolean networks to the qualitative domain.
However, Figure 4B shows a multiple alignment between spumaretroviruses and errantiviruses, which according to the qualitative domain similarity merits further attention.
This work therefore combines formal verification methods with the widely used formalism of Boolean network, and its extension to qualitative domains.
All SEIQoL versions assesses the individual's perception of his or her present QoL and allows the individual to choose the domains to be evaluated followed by a weighting procedure resulting in qualitative (domains) as well as quantitative outcomes (index score) [ 12].
SEIQoL-DW versions assesses the individual's perception of his or her present quality of life by allowing the individual to nominate the domains to be evaluated followed by a weighting procedure resulting in qualitative (domains) as well as quantitative outcomes (index score).
Describe qualitative spectral-domain optical coherence tomography (SD-OCT) characteristics of eyes classified as intermediate age-related macular degeneration (nonadvanced AMD) from Age-Related Eye Disease Study 2 (AREDS2) color fundus photography (CFP) grading.
However, the evaluation of the questions was confined to measuring the qualitative satisfaction of domain experts and students.
However, the evaluation of the questions was confined to measuring the qualitative satisfaction of domain experts and the students who agreed that the auto-generated questions could be used as assessment questions in learning environments.
In summary, the ontology-based question generators mentioned above have the following limitations: Firstly, the evaluation of the auto-generated questions was confined to measuring the qualitative satisfaction of domain experts and the students who agreed that the auto-generated questions could be used as assessment questions in learning environments.
