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The variable was tested in the model and was set to influence the two reading factors.
Six correlations were tested in the model under different filling ratio conditions.
The different strengthening methods are tested in the model by dynamic analysis with moving train loads.
Interactions were tested in the model; variables strongly associated with other(s) were not included in the multivariate analysis.
Four homogeneous and three heterogeneous reaction schemes were tested in the model against measured homogeneous ignition characteristics.
The functions of the system under various alternative conditions are closely examined by developing various scenarios and tested in the model to arrive at alternative policy option for taking plausible decisions.
The hypotheses tested in the model were that the "official" curriculum documents (developed at the national, regional or local level) or content standards would have an impact on textbook coverage used in the classroom, and a direct and indirect relationship to teacher coverage, instructional time and achievement gain.
Indices tested in the model exhibited strong and significant relationships with widely variable GPP in each crop (GPP ranged from 0 to 19 gC/m2/d for soybean and 0 to 35 gC/m2/d for maize), however, they were species-specific.
Possible human activities influencing mature tree survival, in particular charcoal production, are not tested in the model.
After removal of BSV on V1, addition of BOV on single or multiple parameters was tested in the model.
Parameters tested in the model included: Plate effect, log antibody fluorescence), log(FS), log(SS), antibody fluorescence, FS, and SS values.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com