Sentence examples for constrain possible from inspiring English sources

Identifying the nature of accessory minerals associated with carbonates can be used to constrain possible formation environments.

To constrain possible models for dissociation from the microtubule, we measured Eg5 run lengths and also compared the duration of the last step of a processive run to all previous step durations.

The additional lead times for detecting perturbation onset constrain possible fall detection and alert systems that have been proposed to inform a user to prevent falls and may also help explain the increased likelihood for fall incidence in the elderly.

The overall analysis, however, can help to constrain possible scenarios on fracture populations that may be relevant to the subsurface reservoir.

Intensity and fatality distributions from the 2015 Gorkha earthquake, while referring to a smaller earthquake and probably of a different kind, will be of tremendous importance to better constrain possible fatality scaling laws, and the potential damage and loss of life from the next giant Himalayan earthquake.

Also, the behavioral results do not strongly constrain possible mechanistic accounts of how observers achieve the near optimal bias they exhibit, as part of a process that unfolds in real time.

The high performance achieved in both parameters constrains possible imperfections to a small, long range surface roughness with a spatial frequency on the order of the mode waist.

Constraint-based modeling is an approach to interrogate capabilities of reconstructed networks by constraining possible cellular behavior through the imposition of physicochemical laws.

We further constrained possible parameter values by defining the following bounds: FC forest  > FC grass  > FC shrub (taking into account the measurements by Wang et al., [2005]), BETA forest  > BETA shrub  > BETA grass, and LP forest  < LP shrub  < LPgrass.

We used both 'absolute learning gain scores' and 'normalized learning gain scores' because we were concerned about the impact of ceiling effects in normalized learning gain score calculations (e.g., pre-test scores constrained possible gains; see also Bao 2006).

The SLA and L2W perspectives to feedback can be discussed in relation to two influential early publications that minimized the role of feedback in L2 teaching (Krashen [1982]; Truscott [1996]), and may have constrained possible advances in understanding the role of feedback in the ELT profession.