Sentence examples for represented difficulties from inspiring English sources

Agent-based thinking challenges They represented difficulties students faced in expressing agent behaviors as computational models, difficulties in understanding how individual agent interactions lead to aggregate-level behaviors, and the consequences of agent behavior changes on the aggregate behavior.

Because few participants (<1% for each symptom) had serious problems (a score of 3), results were transformed into dichotomous variables, where a score of 0 or 1 represented "no difficulty," and a score of 2 or 3 represented "difficulty or suffering" in order to increase statistical power.

Problems represent difficulties that require no operative intervention to resolve, while obstacles represent difficulties that require an operative intervention.

Again, it may be that this represents difficulties in getting measures completed by the service user or, given that these measures are relatively new with less established psychometric properties and history of use within CAMHS, clinicians may be unwilling to engage with these measures.

Given the high rate of discharge, this treatment time is likely to represent difficulty in achieving adequate analgesia and mobility.

A dummy variable credit represents difficulty in accessing credit in addition to the more direct measure of price of capital (P K ).

This was not the case and this could represent difficulty in quantifying daily expenditures in our setting.

If we represent difficulty on each dimension using the interval zero to one, this learning space can be visualized as a cube.

Factor analyses have confirmed three factor subscales representing difficulty identifying feelings (DIF; and distinguishing between feelings and somatic sensations), difficulty describing feelings (DDF), and externally oriented thinking (EOT) [ 23].

This may represent difficulty in undertaking research in the field (the cost of production of video clips), the difficulty in defining valid outcome measures or publication bias due to a paucity of positive outcomes.

In addition to the modification, another advantage of the Child-OIDP lies in its conceptual framework where oral health consequences are divided into three levels; the first level represents oral problems (such as tooth decay), the second or intermediate level represents symptoms (such as pain) and the third or "ultimate level" represents difficulty in daily performances.