Sentence examples for significant items for from inspiring English sources

Other questions were designed to investigate how the single phases of the assessment process were carried out and are in fact the most significant items for achieving the objectives of the follow-up analysis.

For START strengths, the significant items for subsequent discharge were higher scores on item 2 'relationships', item 3 'occupational', item 6 'mental state', item 10 'external triggers', item 17 'insight', item 18 'plans', item 19 'coping' and item 20 'treatability' (Tables  7 and 8).

Deducting 411.1 million Australian dollars net profit before significant items booked for the first half, Foster's earned 330.4 million Australian dollars in second half, 3.3% higher than the six months ended in June 2008.

Excluding 2010 significant items, earnings per share for the first quarter of 2011 was stable with earnings per share of $0.58 per diluted share in the year-ago first quarter.

In the case of multiple testing, we perform Benjamini Hochberg adjustment and report significant items passing the threshold for false discovery rate < 0.05 (Benjamini and Hochberg, 1995).

Nonetheless, we display mean rather than median changes across students in ATS individual item scores precourse versus postcourse; otherwise the changes are sometimes invisible, even for statistically significant items.

The aviation agency decided that the motors that turned the screw were a safety system and a "maintenance significant item," or M.S.I., requiring analysis for various kinds of failures, but that the screw and nut were part of the structure, not "maintenance significant items," and thus needed review only for strength and metal fatigue.

As can be seen, not all of the 10 items were significant, but for all statistically significant items the positive coefficients were consistent with the expectation that a high item score (better health) is associated with a higher utility.

One possible explanation for the significant item-trait interaction statistic following item splits may be that the observed DIF were signs of multidimensionality rather than "true" DIF among these items.

To determine whether the significant differences among scenarios were a result of classroom or instructor variables, pairwise comparisons were completed between classroom scenarios and then between instructor scenarios for each significant item.

DIF analysis with the two external criteria as conditioning variables produced very similar results: most of the CLP domain items showed significant item DIF, and the BP domain items which were flagged for significant item DIF were the same as those which had been flagged by the standard item DIF analysis.