Verification of the model also showed reduction in relative error.
The Chrastil model also showed satisfactory agreement and the AARD was in the range of (3.70 to 16.92)%.
However, the model also showed large errors (±15%) for these calculations at higher frequencies and low pressures.
The model also showed that increasing the clay intercalation was much more effective than raising the total clay content.
The celebrated paper by Hicks (1937) that introduced the IS-LM model also showed, in the context of that model, how monetary policy might become ineffective under depression conditions.
"This gives us the opportunity to devise ways to adjust in real time to improve learning". The model also showed that large, irregular movements of the teacher's head and torso correlated to – and could predict – poor test scores.
If the model also showed an acceptable fit, the more restricted invariance model was accepted.
The proposed model also showed slight superiority over Nie et al.'s bigram-PLSA model in improving perplexity and WER.
The model also showed that (R_{text{Pred}}^{2}) was in reasonable agreement with (R_{text{Adj}}^{2}) value.
The trial-by-trial analysis used to test the model also showed that even in magnitude-estimation studies, equal stimulus ratios do not result in equal response ratios, except on average.
This model also showed that temperature was significantly influenced microbial community structure and Shannon diversity index, while had no significant effects on physicochemical parameters.
