Sentence examples for relevant for answering from inspiring English sources

Generally, features have to be selected to deliver feature values that can be extracted reliably from the experimental data and that are valid for distinguishing those behavioural components from each other that are relevant for answering the experimental question.

While acute imaging is helpful for prognosis, it is less relevant for answering questions regarding reorganisation and recovery.

The taxa that are not relevant for answering the respective question were removed (see also Additional file 13: Table S7).

Recruitment of GPs stopped after data saturation was reached (i.e. no additional themes relevant for answering the research questions emerged during additional interviews and subsequent data analysis).

The seven questions, the taxonomic groups that we selected as relevant for answering the questions, and the numbers of species and OGs for each dataset are shown in Table  2.

This section details our findings according to our two research questions: the first examines the impact of the additional search sources on the findings of the systematic review; the second section describes all the search sources and how each contributed to the number of studies judged to be relevant for answering the review question.

However, despite being able to identify the question prompts as the relevant parts for answering the question, students still had trouble defining a scientific "process".

If citations that are not the same as those cited in POEMs, but are relevant and considered satisfactory for answering the clinical question are included, askMEDLINE's total efficiency is 96.8%.

It is acknowledged as a practical and feasible design while providing a systematic framework for answering questions relevant to 'real' clinical practice [ 23].

If research is designed for answering some educationally relevant question using international assessment data, the researcher could begin this process by determining whether the database contains variables that describe (1) the participants' proximity to relevant educational institutions; (2) institutional rules and personal characteristics; (3) or deviations from cohort trends.

We found that none of the 20 students chose the species (corn or peanut) as something that was the most relevant for them in answering the question or as something that was confusing.