Sentence examples for used to explain both from inspiring English sources

The slow movement of continents has been used to explain both the isolation and intermingling of populations.

These theories can be used to explain both organisational strategies designed to minimise aggression in the emergency department and situational factors contributing to the development of aggressive interactions.

Results show that the morphology-based simulations can be used to explain both the within-haul and the between-haul variations previously reported from sea trials.

Within the context of perception of crime, this theory can be used to explain both perception of crime and feelings of security: individuals conduct their daily routines and during these activities, they are presented with situations where there is a perceived motivated offender and a lack of capable guardianship.

While some of Pythagoras' teachings were undoubtedly secret, many were not, and the claim of secrecy in the letter of Lysis is used to explain both the previous lack of early Pythagorean documents and the recent "discovery" of what are in reality forged documents, such as the notebooks.

Isotherm equilibrium adsorptions of three dyes (BB1, MB, and AB74) and three phenols (phenol, 4-CP, and 2,4-DCP) were used to explain both the superior adsorption capability of activated carbon and the advantages of analyzing adsorption system operations with the Freundlich equation, and to calculate the countercurrent two- and three-stage adsorption processes and explain the design procedures.

The example dataset and pathway will be used to explain how both views can be used in Cytoscape.

Hence the overweighting of probability changes close to zero or unity can be used to explain why people both buy insurance and buy lottery tickets.

It's the chip on their shoulders used to explain why they both cling to their respective dreams so fiercely: Ghost's to make his business fully legitimate and Angela's to climb the ladder at the US Attorney's Office.

A simple thermodynamic interpretation of the aqueous Cr III -ligand/polymer system is used to explain its Cr III -ligand/polymerh in system tests and durisg flow in porousededia.

The same explanation can be used to explain OIC learning: Although both objects will become associated with their respective contexts, only the memory of the object that has been previously encountered in the test context will be subject to this associative activation, and this is why it is explored less than the alternative object.