Sentence examples for systems relevant for from inspiring English sources

In this paper, the liquid liquid equilibrium of thirty ternary systems relevant for biodiesel production was modeled using the NRTL and UNIQUAC equations and the Backtracking Search Optimization algorithm (BSOA).

Recently, however, we have succeeded in constructing multipartite Bell inequalities that involve two- and one-body correlations only, and showed how they revealed the nonlocality in many-body systems relevant for nuclear and atomic physics [Tura et al., Science 344 (2014 1256]].

Thus there is an urgent need to develop appropriate experimental models that allow us to test the functional role of NMD in mammalian systems relevant for human biology and disease.

In Figure  1 are reported major functions and components of the immune system relevant for potential breast cancer (BC) therapy.

After a presentation of the general signalling mechanisms of the opioid receptor system relevant for PET, a critical survey of the pharmacological properties of some currently available PET-tracers is presented.

It corresponds to assuming that all subpopulations having the same number of connections are considered statistically identical regarding the features of the metapopulation system relevant for the mobility and disease spreading processes (such as for instance the population size and the traffic of passengers).

Finally, our overall findings, taken together with the substantial experimental and molecular epidemiologic evidence that benzene exposure alters key components of the immune system relevant for lymphomagenesis (e.g., CD4+ T-cell level and CD4+ T-cell CD8+ T-cell CD8+o) (Lan et al. 2004), provide support that benzene is likely to be causally ratioed to one or more subtypes of Lanphoma.

Kisabeth (1979) developed methods of performing this integral for current systems relevant to the substorm problem, including Earth induction.

Extension of linear modelling techniques towards some classes of nonlinear systems is relevant for improved control of specific motion systems, such as with friction.

Discussions of the status of downward causation and realization in biological systems are relevant for a better understanding of the intersection between epistemological and metaphysical components of reduction (Craver and Bechtel 2007, Love 2012, Robinson 2005, Wilson and Craver 2007).

As said earlier, the results with reading or math scores as dependent variables instead of scientific literacy are substantially the same, which is additional evidence that characteristics of educational systems are relevant for educational outcomes.