Sentence examples for representation style from inspiring English sources

Second, we describe the representation style differences related to tree building to task order.

For example, he interpreted relationships based on common ancestry and compared phylogenetic representations accurately based on clade patterns regardless of the representation style.

Table 1 Styles of student generated representations Representation style Number of students Percentage Accurate tree 8 6% Alternative tree 47 35% Alternative tree-like 27 20% Alternative non-tree-like 43 33% No attempt 8 6%.

Table 2 Changes in physical representation styles in relation to task order Representation style Tree building task given after pretest Tree building task given before pretest   Number of students Percentage Number of students Percentage Tree-like 3258%1519%19% Non-tree-like 2342%6381%81%.

Secondly, TP is a database for static pathway models and generates a static drawing with a high level of abstraction, which is useful in providing a broad overview of pathways; moreover, this representation style is familiar to biologists.

The representations use coarse molecular surfaces by default, but can be replaced with an interactive molecular modeling session to modify the representation style and to access the atomic details from the structural files, for example, from Protein Data Bank (PDB) files or Electron Microscopy Data Bank (EMDB) files.

Finally, we describe the relationship between the representation styles generated and students' tree reading.

As a result of this complexity, differences in representation styles can clearly influence the efficiency of our language comprehension process.

A large number of molecular representation styles can be achieved by customizing the visual specifications, such as the popular ACS Document 1996 style.

We describe the philosophy of using several coordinated mini-languages to provide user specifications for various aspects of the tool, including melody and chord representation, styles, melody generation, and other musical knowledge.

We compared the styles of students' representations to their tree reading pretest scores using an independent group t-test and found there was a statistically significant relationship (t(131) = 2.191, p = .03) between the tree-like nature of the representation styles and students' tree reading scores.