Secondly, by also studying high-quality gene annotations from three model organisms, it has been possible to systematically evaluate differences in intron length at different positions within a gene, ensuring that UTR introns are evaluated separately from CDS introns.
Thirdly, in this qualitative study, we did not have a large enough sample of each group of health professionals to systematically compare differences in themes between the different groups of healthcare professionals.
This study was undertaken to develop a method to systematically quantify differences in the thickness and density of nonvascular smooth muscle within the SUFML and to demonstrate its use in assessing variation.
Here we objectively identify pathways associated with malignancy, staging, and outcome in cancer through application of an analytic approach that systematically evaluates differences in the activity and consistency of interactions within canonical biologic processes.
Systematically track differences in approaches at the RO and HQ levels and develop models for testing these approaches against each other.
The ease of application of RNAi allows systematically identifying differences in gene regulatory networks between populations of one species including species that cannot be kept in the lab.
However, previous research has not yet systematically addressed differences in the physiological response to experimentally induced pain comparing adolescents with NSSI and age- and sex-matched healthy controls.
To systematically determine differences in miRNA expression in colon cancers and their subgroups from normal colon tissue, the expression levels of 735 miRNA in 108 tissue samples were examined using the Illumina miRNA detection platform.
Recent advances in genome technology have made it possible to analyze systematically the differences in gene expression patterns between normal and cancer cells, providing opportunities to discover novel antigens with tumor-specific distribution [ 13, 14].
Those that have evaluated new teaching initiatives have tended to concentrate on process and quality issues [ 21, 23], rather than systematically evaluating differences in knowledge between the traditional mathematically orientated teaching compared to concept driven teaching.
