Sentence examples for contradiction can be explained from inspiring English sources

This seeming contradiction can be explained in part by the party's desire to channel the grievances of an increasingly rights-aware citizenry toward the courts as a pressure release valve.

This apparent contradiction can be explained by the hydrophilic surface pinning of the droplet and the vertically periodic layered structure of the buckypaper.

This apparent contradiction can be explained based on Eq. (2), as two countries can present the same beta-coefficient, but the correlation coefficient can be very different if the relative dispersions in parental and/or child education fluctuate.

This contradiction can be explained by the effect of the concurrent uplift of the main part of Tibet that overwhelmed the effect of the northern TP uplift on rainfall in South Asia.

Although further detailed investigation is required, we suggest that this contradiction can be explained either by the subduction of buoyant crust immediately beneath the forearc oceanic crust, or by the presence of a serpentinized mantle wedge beneath the forearc oceanic crust.

This seeming contradiction can be explained by separating the various roles along a time line.

These contradictions can be explained by the dominance of non-woody lignin sources (graminoids) and the prominence of anaerobic decay in peatlands.

However, the ambiguity of results from observational studies raises several questions, in particular how the apparent contradiction with intervention studies can be explained and whether these data can be easily translated to the general public.

It has been hypothesized that the apparent contradiction in the function of YAP can be explained by YAP binding and subsequently either activating or inactivating different transcription factors, such as TAp73 to signal apoptosis and TEAD to signal growth, as determined by context DNA damage in adult tissue versus tissue growth in development.

What may seem to be contradictions between statements made in different dialogues, can be explained by different pedagogical contexts, some dialogues being rather maieutic than expository, some elenctic of the sophistic pseudo-science, some offering a dialectical training to young students.

The apparent "contradiction" between relative and absolute perspectives on socioeconomic inequalities in AMI incidence can be explained by considering the factors that determine the absolute number of excess events attributable to socioeconomic inequalities.