Introduction of the abductive approach is intended to enable a detailed analysis of causes of nonconformances – a limited number of examples facilitate this.
For example, our ontology facilitates a workflow management system to allow users, from physicians to administrative assistants, to manage, even create context-aware new medical workflows and execute them on-the-fly.
These worked examples facilitated the students' learning.
This is the "power of the plural" where multiple examples facilitate transfer [ 5].
Compared to problem-solving activities, worked examples facilitate learning by decreasing extraneous load associated with ineffective strategy use, and simultaneously allow for germane processes associated with schema construction [ 34].
Learning a right-shift mapping, for example, facilitated learning a left-shift mapping in our task.
The co-chaperone BAG-1, for example, facilitates proteasomal degradation, because it interacts with the proteasome through a ubiquitin-like (UBL) domain and thus stimulates the docking of the chaperone-CHIP complex at the proteasome [15], [16].
Crowding, for example, facilitates the spread of infection.
In such circumstances, the physical removal of the products (through their volatility or insolubility, for example) facilitates the completion of the forward process.
PR65/A, for example, facilitates diverse phosphatase holoenzymes involved in cell signaling and metabolism (16), while importin- β serves distinct nuclear transport complexes that engage a variety of cargos (17, 18).
