What, for example, could explain the failure to observe a reduction in macrovascular events in these studies (see textbox: Insulin and atherosclerosis)?
Several possible peramorphic (recapitulatory) processes, for example, could explain the apparent repetition of adult intestinal layouts (two-loop and six-loop patterns) of ancestral forms during the ontogeny of many descendent terapontid taxa, before additional intestinal complexity is added to ancestral configurations.
In 1990, "Cajun" was a listed example, which could explain why so many Louisianians gave that answer, Ms. Brittingham said.
For example, it could explain the direct effect of Notch signaling on cell growth that has been described in Drosophila NBs (Song and Lu, 2011).
For example, phylogeny could explain only a moderate portion of variance (λ = 0.65, P = 0.02, likelihood-ratio test) in maximum lifespan (Table S7).
Perhaps anxiety represents an affective state, which is "characterized by more elevated arousal or heightened approach motivation" [44, p. 4], compared to depression, for example, which could explain its relationship with engaging in NSSI to communicate with and try to influence others.
One goal of the modeling process is to identify possible problems -- a certain amount of damage to a certain number of tiles, for example -- that could explain why the Columbia's left wing started to dip and its reaction-control rockets failed to hold its position.
For example, increased apoptosis could explain the atrophy, sarcopenia, cachexia, osteoporosis, kyphosis, and lymphoid depletion as well as the reduced incidence of cancer observed in XpdTTD mice [11].
For example, physical activity could explain the purported relationship between greenspace and morbidity, 14 but this has not been clearly shown in all studies.
For example, several scenarios could explain the finding that mutations in the MH1N and MH1C domains of MSX1 result in different human disease phenotypes.
For example, an instructor could explain what a concept map is and what it is used for (Novak, 1990) and then model this approach using a recent course topic while explaining his or her thought processes (Schraw, 1998).
