This article addresses some of the steps involved in this process, focusing on the design and layout of the mobile user's overlaid virtual environment.
This process focuses on understanding the physical, cognitive, and social linguistic demands on students with disabilities within the contexts of tasks embedded within activities and features of tools.
This process focuses on using the natural self-organising properties of cells in order to produce a functional tissue which has measurable: mechanical, metabolic and functional properties.
This process focuses on action.
To test this supposition, we here examined the function of KAI1 in CDCP1-mediated Src kinase activation and the consequences of this process, focusing on VEGF expression.
A detailed example of this process, focusing on student understanding of where energy comes from in an exothermic chemical reaction, can be found in Dreyfus et al. (2013).
Here, we investigate the role of epigenetic mechanisms in this process, focusing on Ewing sarcoma cells that are dependent on the EWS-FLI1 fusion protein.
To better understand how KAI1 is involved in the negative regulation of Src, we here examined the function of KAI1 in CDCP1-mediated Src kinase activation and the consequences of this process, focusing on HIF-1 α and VEGF expression.
The majority of studies to understand the complex mechanism involved in this coevolutionary process focused on the host (e.g. [38], [39], [40]), so little is known about the pathogen PCWDEs which were the focus of our analysis.
A distinction between HSR benchmarking and the approach taken in this paper was that our process focused on gaining insight into the organizational aspects, thus creating learning opportunities to improve performance.
