Sentence examples for the two experimental designs from inspiring English sources

Similarity relationships were investigated by means of multivariate clustering, similarity percentage analysis and nm-MDS ordination; the two experimental designs have been tested by permutational MANOVA and analysis of dispersion (PERMDISP).

The recall periods of the most recent episode of fever are also consistent across respondents in the two experimental designs.

However, holding the priors constant across the two experimental designs shows that the efficient design provides a lower D-error score.

To explore the difference between the two experimental designs in the variation among laboratories (lab) further, we analyzed the two experimental designs separately using the GLM: y = strain +lab + strain× lab.

We then compared the resulting F-ratios of the 'strain-by-lab' interaction term between the two experimental designs using a second GLM blocked by behavioral measure: y = experimental design+behavioral measure.

To confirm these findings statistically, we used the GLM y = strain + lab + strain × lab (see Statistical Analysis) to determine the F-ratios of the 'strain-by-lab' interaction term for each of the 29 behavioral measures that were then compared between the two experimental designs.

Considering the results obtained in the three experimental designs (two PB and one FF), the optimized condition was considered the one applied in the run 2 of PB12, which showed 629.67 U/mL of enzymatic activity.

The results were similar for the three experimental designs (Supplementary Fig. S3).

Analysis of this study shows that of the six experimental design points, two were independent of the six model parameters and the remaining four were dependent on only three of the model parameters.

For each area, the percentage of students with correct knowledge (dark gray), difficulties (medium gray), or LOE (light gray) is presented in Figure 2. Results show that with the three selected assessments, RED coding is capable of detecting differences in the proportion of students with correct knowledge or difficulties in the five experimental design areas (Table 2).

To take into account the influence of water in the system, two experimental designs with a different constant water content (70 and 75 wt%) were constructed.