Sentence examples for mixed notation from inspiring English sources

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In Colon Classification, there are 108 main classes (previously there were 33) and 10 generalized classes (broadly divided between the humanities and sciences), which are represented by a mixed notation of Arabic numerals and roman and Greek letters.

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The basic linear mixed model notation was: y = X b + Z a + e where y = vector of phenotypes (TKC, EPG or weight traits), b = vector of fixed effects included in the model, as described previously, X = incidence matrix for fixed effects, a = vector of random animal effects, Z = incidence matrix of random animal effects and e = random residual effects.

We have to note the mixed use of the notations.

Subdivisions in the Library of Congress system are arranged roughly on a historical basis, and the notation is mixed: capital letters (single and double sets) and Arabic numerals.

In matrix notation, a mixed model can be represented as y = Xβ + Zb + ϵ, Open image in new window (1).

If K 1, …, K n - 1 ∈ K n, the notation of mixed body [K1,..., K n -1] states that (see [5]): corresponding to the convex bodies K 1, …, K n - 1 ∈ K n in ℝ n, there exists a convex body, unique up to translation, which we denote by[K1,..., K n -1].

Note that the parameters of the multivariate normal distribution in step 2 come from the matrix notation of the mixed model described above, where X is the design matrix of the fixed effects and V is the block-diagonal total variance-covariance matrix with diagonal elements equal to and off-diagonal elements equal to.

In matrix notation, the linear mixed model including a G × E term can be written as: where y is an n × 1 vector containing the phenotypes (e.g., 1, affected v. 0, unaffected), g, ge and ε are vectors of length n of the aggregate effects of all the SNPs from all of the individuals, the genotype environment interaction effects from all of the individuals, and the residual effects, respectively.

The notation system for this mixed methods design is QUAN + QUAL, i.e., both methods occur concurrently [ 46].

Post hoc tests showed children performed significantly better when probability was presented as a pie chart, in comparison to percentages, proportion – notation, proportion-word and mixed format trials.

In Section 2 we recall certain results from the theory of fractional calculus and some definitions, notations and results of mixed monotone operators.

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