Sentence examples for skill p from inspiring English sources

Battistich et al. (1997) found that "mutual trust seems to be characteristic of schools that are felt to be communities" and that a "sense of community among students was strongly correlated with student achievement and inductive reasoning skill" (p. 143).

In this general population sample, we did not detect significant association between rs11855415 and relative hand skill (P = 0.25, β = −0.038).

In accordance with this, Zolnierek [ 42] found there was a connection between "knowing the patient" and expert practice, while Henderson [ 5] calls the use of emotions in nursing a "high-level skill" (p. 135).

However, self-reported ill health among men did not vary significantly by region (p = 0.662), residence (p = 0.996), source of earnings (p = 0.146), having learnt a technical skill (p = 0.353), education and poverty status.

Restricting all analyses related to motor skills to the children with valid physical activity measures (n = 251) did not change the results regarding motor skills, except that overweight children performed less well in the balancing on a beam skill (p = 0.046).

However, Taylor (1986) has argued that summarizing "requires certain written language skills which are apart from and may be more complex than mere reading skills" (p. 206).

They believe that being able to use this meaning-based metalanguage would enable students to learn content while developing advanced literacy skills (p. iii).

As Roderick and Engel (2001) have noted, "students need to believe that they can achieve the goal given their skills" (p. 200).

Overall, students showed significant mean gains in confidence with initial patient assessment, diagnosis, and management plans (p < 0.01, 0.02, <0.01) and with basic procedure skills (p < 0.01 for all).

Students completing a 2-week rotation did not differ significantly from f4week rotators in confidence levels, except in the area of formal presentation skills (p = 0.01), where the 4-week students demonstrated a statistically significant advantage.

Pre-to-post intervention, there were significant increases in availability and intake of fruits and vegetables, self-efficacy towards consuming more fruits and vegetables, and cooking frequency and skills (p < 0.05), and decreased frequency of eating heat and serve foods (p < 0.05).