Sentence examples for allows us to quantitatively from inspiring English sources

Moreover, we describe the Nano-Positioning System (NPS) which allows us to quantitatively use the results from a network of smFRET measurements to obtain structural information.

Here, we show that the use of ANNs allows us to quantitatively estimate magnitudes such as the dielectric constant of thin films.

Together, this allows us to quantitatively link combinatorial epigenetic patterns to p65 recruitment using logistic regression (Methods).

We show that the model allows us to quantitatively relate both the linear and nonlinear elastic behavior of collagen networks to their underlying architecture.

We have recently designed a host-guest peptide system that allows us to quantitatively measure the energetics of interaction of viral fusion peptides with lipid bilayers.

In this work, we synthesized and developed NIM-3A, a novel and highly selective fluorescent bioprobe for super-resolution imaging of LDs in living cells, which further allows us to quantitatively measure the number and diameter of LDs in a single living cell.

The microfluidic devices used this study allowed us to quantitatively test T cell migration in different chemokine gradient conditions that mimic possible scenarios in LNs.

The spatial phylodynamic process can be recovered from genomic data using phylogeographic analyses, allowing us to quantitatively study how and to what extent ecological features shape pathogen genetic diversity [ 28].

Recently, however, the development of the mammalian and human phenotype ontologies (Robinson et al., 2008; Smith and Eppig, 2009) – which describe phenotypes associated with mouse mutants or human diseases – has allowed us to quantitatively estimate the usefulness of different types of mouse phenotype data in discovering candidates for human diseases.

However, the two-dimensional approach used in this article does not allow us to quantitatively determine their influences.

Both the FCI and the MPEX are standard and widely used physics education research instruments that allow us to quantitatively compare learning gains and student attitudes both with previous iterations of our own courses (in which both instruments have been administered for several consecutive years) and with courses at other universities.