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An example of some of the existential restrictions between classes is shown in Figure 3.
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The relationships between classes are shown as connecting links.
The primary relationships between the classes are shown in Table 1.
Least squares mean differences between day 24 E1S concentrations in the 3 litter size classes are shown in Table 1.
Selected classes are shown in Figure 4B.
A boxplot of the NPI split by class is shown in Figure 4 illustrating significant differences between the NPI score and biological class (overall Kruskal Wallis P<0.01).
Additional data of Post Hoc Tukey Test showing the difference between each skeletal class are shown in Additional file 1: Table S1.
The relationship between socioeconomic class and co-morbidity is shown in Table 2. Between 68 and 70% of AML patients have a Charlson Co-morbidity Score of 0, 14 -16% have a Score of 1, and 16% have a Score of 2 or more, with no significant differences across socio-economic classes in any of the co-morbidity categories.
The predicates between classes are also provided, showing how the resources are semantically linked.
The direct connection between implicit Runge Kutta and orthogonal collocation methods is shown for a certain class of initial value problems; this class being of importance to chemical engineering systems.
The relationship between academic score ratings and socio-economic class of children with SCA is shown.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com