As part of the original design of the trial, we hypothesised that there might be more subtle benefits over and above the relatively short-term developmental outcomes described above and therefore designed an outcome evaluation at 5 years of age to determine whether the administration of GM-CSF in the neonatal period was associated with differences in the prevalence of developmental problems.
The primary goal of this study was to determine the relative pathogenicity of different ABCA4 alleles and we therefore designed a screening strategy that would efficiently identify a large number of patients with two disease-causing alleles.
Members of the AUV laboratory and their collaborators therefore designed a hovering AUV, which has a full six degrees of freedom while standing still and is extremely maneuverable.
However, because overexpressed oocytes could not reach the AI stage (Fig. 2Bf-g and 2C), we therefore designed a new strategy to achieve Bub3 overexpression in AI: oocytes were first cultured for 7 hours, when most of them nearly but not completely had progressed to the MI stage.
We believe that this is hardly achievable in a truly distributed system, and therefore designed OpenTox in a different way; we provide a skeleton ontology, allowing representation of a few basic classes, generate dynamic resources, and link/annotate them with all relevant third party ontologies.
We therefore designed a mucosal and parenteral immunization strategy to measure and compare the antibody and CMI responses elicited by rEF-Tu immunization.
"We have therefore designed a pavilion which incorporates all of these elements.
We therefore designed an immunoaffinity- and mass spectrometry-based approach to analyze GPCR-specific signature peptides in tryptic digests in rat tissue lysates.
We therefore designed an AZA- and placebo-controlled study using different doses of 6-TG to assess the therapeutic efficacy and (hepato) toxicity in the murine model of acute and chronic dextran sulphate sodium (DSS -induced colitis.
Finally, we discuss how such conditions can help scaffold and structure authentic making activities in a classroom context, and therefore designing these conditions might be a prime means to foster a transition toward a designerly learning in public schools.
