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Kochanek noticed (oral communication) that we can decrease easily 21δ appearing in (2.2) to 19δ, by repeating the consideration from the proof, which we did for positive real halfline, for the negative real halfline.
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He responded by repeating the question.
Start by repeating the Floating Cake steps.
End by repeating the chorus progression.
Do so by repeating the steps above.
The teacher affirms by repeating this display.
We then repeated the analyses by taking in consideration only the publications with an abstract available.
We then repeated the same analyses by taking in consideration only the papers with an abstract available.
The President repeated the words administered by the Chief Justice.
We first discuss considerations for task designs, weighing the pros and cons of many commonly used tasks, as well as outlining how the tasks may be impacted by repeated exposure.
The role of repeated reflections here is being played by repeated Kelvin transforms.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com