Sentence examples similar to atypical constraints from inspiring English sources

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Thus, it appears that the mtSSB and mtDNA helicase genes may have atypical evolutionary constraints, but this requires further validation.

Differences in sialylation status suggest that atypical PrPres has much stronger structural constraints for recruiting diglycosylated or heavily sialylated molecules than PrPSc.

Assuming that structural constraints are much stronger in atypical PrPres than PrPSc, we propose that diglycosylated, hypersialylated molecules should be selectively excluded in atypical PrPres.

Thus, in spite of the phylogenetic constraints of myrmecophagous ancestors, pilosans became successful, albeit atypical, herbivores.

This atypical twin plane is explained by relaxing the invariant plane constraint in the crystallographic theory of martensite (CTM) to an invariant line constraint.

Thus, with particle therapy, dose escalation required for long-term control of atypical or malignant meningiomas is feasible while adhering to normal tissue tolerance constraints.

The observations made in Ae d. aegyptii and C. quinquefasciatus support the second complementary hypothesis whereby the Atypical genes have undergone further gene duplications probably in response to ecological constraints in these mosquito lineages.

Functional constraint on specific genomic regions can be a cause of atypical nucleotide compositions of genes.

The predominantly monoglycosylated composition of atypical PrPres suggests that the diglycosylated glycoforms are excluded from atypical PrPres, presumably due to strong structural constraints and electrostatic repulsion between negatively charged terminal sialic acid residues on N-linked glycans.

The mode of development of different types of atypical flowers in Aroideae is linked to the morphogenesis of typical unisexual flowers, which represents a phylogenetic constraint channelling the nature or potential of atypical organs that can develop (Barabé 2013).

The study conducted by Tan et al. (2014) reveals an atypical set of concerns faced by Singapore teachers in terms of implementing inquiry-based lessons that differs significantly from constraints faced by their international counterparts.

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