Sentence examples for the general element from inspiring English sources
The general element stands first and is to be understood metaphorically.
Consider the general element of (17) and apply fractional integral of order σ, consequently we will get I^{sigma} boldsymbol {phi}_{r,n}(t)= mathbf{w}_{ r,n)}sum_{k=0}^{r}sum_{l=0}^{n-r}overbrace{ Delta_{(r,k,l)}}frac{I^{sigma }t^{l+r-k}}{omega^{l+r-k}}.
Consider the general element of (overbrace{boldsymbol {mho}^{boldsymbol {omega}}_{mathbf{N}}(mathbf{t})}), and approximate it with normalized Bernstein polynomials as f(t boldsymbol {phi}_{r,n}(t)=sum _{s=0}^{n}c_{s}^{r}boldsymbol { phi}_{s,n}(t), (40) where (c_{i}^{r}) can easily be calculated as c_{s}^{r}= int_{0}^{omega}f(t boldsymbol {phi}_{r,n}(t) boldsymbol {phi} _{s,n}(t),dt.
The general elements of this particular Australian antihero – such as anyone could put a finger on identifying aspects – would, I was sure, instead be pushed onto some other general catchall term (I was putting my money on, as much as it turned my stomach, the import "muptard").
Multivectors are the general elements of geometric algebra.
As it has been documented that ABC-transporters may be connected with a PAI in UPEC[15], [17], 89K possesses several virulence-associated components that are related to ABC-transporters, T4SS, etc. besides the general elements such as transposases and palindrome sequences.
The framework introduced in this article is a starting point, reflecting the general elements of market introduction that may be emphasized differently for each unique product, market, and cultural context.
While the general elements in the Notch signalling pathway are well known (Bray, 2006; Kopan and Ilagan, 2009), it is likely that additional regulatory components that might serve new tools with which to inhibit or activate Notch signalling remain to be discovered.
The general elements you may wish to consider include: Your name.
Since we were looking for connections between CK and PCK, it is important to note that the two PCK elements: 'being able to exemplify' and 'being able to explain in various ways' (3 in Figure 1) constituted a 100% coherence rate (in addition to the 100% coherence rate between those elements and the general pedagogy element: demanding responsibility for learning).
Therefore, the flesh is a general element, but also individual, in the structure through which there is always a body of the spirit and the spirit in the body.
