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The phrase "across different classes" is correct and usable in written English.
It can be used when discussing variations, comparisons, or interactions that occur among various categories or groups.
Example: "The study examined the impact of the new policy across different classes of students, highlighting the disparities in outcomes."
Alternatives: "among various classes" or "throughout different classes".
Exact(42)
Although the overall shape and density seems to be conserved across different classes of promoters, they do differ in finer details.
Importantly, the relationship between diversification history and geographic location did not differ between endotherms versus ectotherms, or across different classes of vertebrates, suggesting that highly divergent taxa responded similarly to past climate change.
Thus, the design of an effective strategy for achieving competition depends on the ability of regulators and retailers to recognize differences in transaction costs and switching behavior across different classes.
In fact, none of the data speaks to a more rigorous curriculum other than course enrollment data that the authors completely ignored. and that data shows only small differences in the percentage of students saying coursework is too easy across different classes.
CS and its inverse, cross-resistance (CR), have been demonstrated for several bacterial species and across different classes of antimicrobials21,22,23,24,25,26,27.
All students in the major complete a capstone project their senior year, which is meant to demonstrate their ability to synthesize knowledge gained across different classes.
Similar(18)
However, the specific distributions of evolution courses across different class levels are significantly different between institutional types [X 2(12, N = 781) = 128.5, p < 0.01], with the biggest difference at Associate schools.
The upper portion of the structure was largely stable, as indicated by reproducible structural details across different class averages.
This random effect captures the variation in performance between classes that is not related to our predictor variables and allows us to compare outcomes across different class and exam structures.
The Head module was largely stable in conformation, as indicated by reproducible structural details across different class averages, and was readily separated from the Middle module in some conformations (Supplementary information, Figure S5).
Gidley was on his 92nd lap after 2 hours and 49 minutes in the race, which consists of 67 cars across four different classes of varying top speeds.
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CEO of Professional Science Editing for Scientists @ prosciediting.com