Sentence examples for reporting elements from inspiring English sources

Ten panelists were asked to categorize specific reporting elements as essential, recommended, optional (without sufficient data to support a higher ranking), and unnecessary (does not contribute to scan interpretation or quality assurance).

Finally, there were reporting elements that were not included as mandatory reporting elements in any of the national protocols that the panel considered had sufficient evidence (ie, at least NHMRC level III-2) to warrant inclusion as core items.

The areas where LMIC approaches to implementation of accreditation are most strikingly different from established programs are in the scoring, categorizing, and reporting elements.

To examine the utility of individual quality assessment instruments for the evaluation of pharmacoepidemiological safety studies, we created an a priori assessment framework, consisting of domains that include reporting elements (REs), and quality assessment attributes (QAAs) (table 1).

We created logic gates by modularly combining deoxyribozymes (DNA-based enzymes cleaving or combining other oligonucleotides), in the role of reporting elements, with stem loops as input detection elements.

I had hoped that I would have time to learn the various reporting elements but quite simply I ran out of time and my priorities moved elsewhere".

Alfeld et al. [18] has designed and optimized such a device, reporting element sensitivities that are of same order of magnitude as those of the SR-based setup employed to scan Patch of Grass.

The unseen but widely reported elements of their lifestyles are even more concerning – drug taking, particularly sniffing glue, is the accepted leisure activity, the supply of small arms is plentiful and gang membership and loyalty is essential.

The grounded theory exhibits that the reported elements are observed and interpreted to be factors salient to the nature of the entrepreneurs.

It then reports elements of a survey of secondary English language teachers and discusses the tensions that appeared between their claimed understandings of the curriculum and their reports of practices.

It then reports elements of a further qualitative study of the influence of the examination system on students, teachers and other stakeholders, and of the factors that in turn uphold the current examination system.