Sentence examples for which we trained from inspiring English sources

For the sake of comparability, we used the same evaluation scheme, applying leave-one-out (LOO) cross validation, in which we trained our model with sequences of eight actors and evaluated our proposed method with the sequences of the remaining one actor.

Instead we had to suffer through the nonsense of being told we had to be "self-starters" and "entrepreneurs," all dumbed down business-school language used to excuse the lack of access to the good paying jobs our parents had or which we trained for.

We speculate that this perseverative tendency may be a consequence of the pretraining procedure, in which we trained rats to run from end to end along the entire length of a linear track.

To this end, we performed decoding analyses in which we trained the decoding algorithm using data from one or more experimental sessions and then decoded data from one or more other sessions (Table 1).

In this regard, we further carried out a set of experiments in which we trained mice to pair one single tone with both food reward and fearful event but in different contexts, which allowed us to determine how the conditioned VTA dopamine neural responses were intrinsically influenced by the environmental context.

In this study we find that our random forest-based classifier, ENTS, can predict biologically meaningful PPIs both within the species on which we trained the classifier and within species sharing a relatively distant common ancestor with the training species.

Our approach is quite different with this work in which we train classifiers with a sampling strategy and a smooth hinge loss function and parallelize the training task of binary classifiers on several multi-core computers.

We propose the logistic regression fusion algorithm (LRFA), in which we train the coefficients of the LRFR, and then use the LRFR to make a global decision about the presence/absence of the target.

My own organization, Health People, in the South Bronx, has a unique mentoring program, called Kids-Helping-Kids, in which we train older teens from AIDS-affected families to be mentors and leaders for younger children in the same situation.

Participants' descriptions of student experiences in clinical practice settings are consistent with work showing the clinical settings in which we train HPs are characterised by harmful power imbalances, disrespectful treatment, and faculty-learner incivility.

53 54 The generally harmful nature of the hierarchical culture that typifies the clinical settings in which we train HPs is also well documented 50 55 57 and may explain the lower levels of confidence in teamwork and communication learning among nurses as they moved into the clinical setting.