Sentence examples for compared with distinct from inspiring English sources

Accordingly, SGC was compared with distinct 'control' targets.

Fuzzy classification was compared with distinct classification of genetic groups in two situations: 1) to handle the uncertainty about which group a phantom parent should be assigned to, and 2) to model the average genetic level of unknown parents with a small number of parameters.

In terms of number of refugia predicted, species averaged 2.6 distinct refugia predicted by phylogeographic studies, as compared with 1.5 distinct refugia based on ENM predictions.

These patients were compared with two distinct non-RA controls selected.

When compared with a distinct treatment effect model, the class model reported here showed reasonable fit and provided some support for the assumption of a tocolytic class effect.

When the indistinct border group was compared with the distinct border group after AI chromoendoscopy, there were no differences in the tumor size, location, or depth (Table 3).

In this study, we found that both African American children and African American adults with ESRD secondary to SLE have an increased risk of death compared with two distinct groups: (i) Caucasian subjects with ESRD secondary to SLE and (ii) African Americans with ESRD secondary to other causes.

Histological analyses confirmed that the maxillary-palatine sutures in Fgfr2 +/S252W Apert syndrome mice commonly presented with localized partial premature fusion, showing variably fused osteogenic fronts with deposition of osteoid as compared with the distinct osteogenic fronts separated by undifferentiated mesenchymal cells in the unaffected littermates (Fig. 4A,B).

These results are in accordance with those described by Møller and colleagues, who showed that levels of MCP-1, IL-8 and MIP-1α were significantly higher in patients with fulminant meningococal septicemia as compared with patients with distinct meningitis or mild disease [ 25].

Although some may argue that Bloom's level 1 (knowledge) and Bloom's level 2 (comprehension) are both low-order cognitive processes (Crowe et al., 2008), the cognitive complexity of what students are asked to do during recall compared with comprehension are distinct (Bloom and Krathwohl, 1956).

We expected the same pattern of results for this experiment, i.e., greater activity changes for physical touch perception compared with rest, partly distinct representations of the index and middle finger RFs in posterior S1, and suppressive interactions between index and middle finger RFs.