ライフサイエンスコーパス: teach us

1 f what the variation in the human genome can teach us.

2 These 'past masters' still have much to teach us.

3 t an animal with a macula would be unable to teach us.

4 that have occurred and the lessons they have taught us.

5 sed on the design principles these molecules teach us?

6 ollment introductory college physics courses taught using 1) active instruction (following best pract

7 Studies in Drosophila have taught us a great deal about how animals regulate the im

8 e past 50 years, intense research effort has taught us a great deal about multiple sclerosis.

9 These studies have taught us a great deal about the functions of oncogenes

10 Psychiatric genetics has taught us a great deal about the nature of psychiatric d

11 Improved understanding of immunology has taught us a great deal about the underlying mechanisms i

12 tion by population-averaged measurements has taught us a lot about the course of viral infection, but

13 critical for eliciting these effects should teach us a great deal about the neural underpinnings of

14 Hayashi et al teach us a sequential approach to question the possibili

15 omics and discuss what the new findings have taught us about cancer biology and, more importantly, ho

16 n developed most recently and what they have taught us about colon cancer formation, progression, and

17 tant to discuss what the old techniques have taught us about how to derive function from the form of

18 n syndrome (DRS), and discuss what they have taught us about mechanisms of axon guidance and selectiv

19 s review discusses what these mutations have taught us about normal and pathophysiologic Notch1 signa

20 However, these studies have also taught us about potential risks of anti-inflammatory the

21 ent animal models and discuss what they have taught us about RVFV encephalitis.

22 he differences described in this review have taught us about the aspects of RNA and proteins that are

23 Lessons from many model organisms have taught us about the complications of maintaining these s

24 rvational and experimental methodologies has taught us about the cultural lives of chimpanzees, goril

25 e, musicians are in an excellent position to teach us about better ways to become and remain expert p

26 Such insights not only teach us about biological mechanisms in states of health

27 research efforts, and discuss what they can teach us about cognition as well as physical and mental

28 formal approach to population health science teach us about COVID-19?

29 ngle-cell profiling techniques and what they teach us about fibroblast biology.

30 Clearly, adenovirus has much left to teach us about fundamental cellular processes.

31 What can this teach us about how brains work?

32 at appropriately designed future studies can teach us about how diseases cross between continents and

33 ch as killifish, bats, and ants have much to teach us about human aging.

34 genera vary in longevity, and what does this teach us about human aging?

35 velopment and what studies in Drosophila can teach us about mammalian germ cells.

36 Solitude and The Autumn of the Patriarch can teach us about memory and about the disadvantages - but

37 r, how they are different, and what they can teach us about PLT formation.

38 Moreover, iPS cells can teach us about principles of normal development and dise

39 sights from sex-aware analyses will not only teach us about the biology of complex traits but also ai

40 the lessons that these mutants have begun to teach us about the complex and long-term nature of this

41 for lower ice-age , if correct, has much to teach us about the controls on current ocean processes.

42 ere, we discuss these findings and what they teach us about the dynamic AIS.

43 animal development, and to learn what it can teach us about the fundamental principles of biological

44 physiology, and the broader lessons this can teach us about the mechanisms underlying the development

45 It is clear that coloration has much to teach us about the molecular basis of organismal diversi

46 What can these "evoked behaviors" teach us about the neural processes that determine behav

47 reasons for these differences and what they teach us about which immune responses contribute to immu

48 ield of the "science of science" and what it teaches us about the predictability of scientific discov

49 Research on how people learn shows that teaching using active learning is more effective than ju

50 he evolution of trials in the modern era has taught us an important lesson.

51 Viruses can teach us efficient mechanisms to control the immune syst

52 y simple changes in coordination that can be taught using electromyographic biofeedback, achieving th

53 However, these rare disorders have so far taught us few lessons about prevention or reversal of ob

54 chanistic dissection; the mouse has not only taught us how they fundamentally work, but also how thei

55 the fact that computational neuroscience can teach us how complex behaviour can emerge from the inter

56 vironments are masters of adaptation and can teach us how to deal with hypoxia, an issue of great cli

57 eir functional roles across tumor types will teach us how to extend therapies effective in one cancer

58 lopment in rare phenocopy syndromes may also teach us how to test treatments based upon emerging comm

59 ough shared neural circuits that on one hand teach us how to value things, and on the other hand cont

60 udying these systems and their properties is teaching us how to control supramolecular chemistry in w

61 d adaptive immune responses will continue to teach us important lessons about the complexity of the g

62 , we look at what the current literature can teach us in respect to cell interactions with these nano

63 We summarize what this new genetic landscape teaches us in terms of the pathogenesis of these disease

64 of cancers, and the clinical experience has taught us many lessons about the concept and application

65 t, and studying the defective protein should teach us more about the mechanisms underlying cataract f

66 gene in patients with dystrophinopathies has taught us much about functionally important domains of t

67 ine for leishmaniasis, an infection that has taught us much about T-cell regulation of protection and

68 A continued focus on these dying neurons has taught us much about the disease but with no knowledge-b

69 DNA sequencing has taught us much about the structure of cancer genomes and

70 ted drugs in select subtypes of lymphoma can teach us much about the biology of different lymphomas.

71 leptogenic zone argues that their study will teach us much about the pathophysiology of epileptogenes

72 native sequences, but this approach does not teach us much new biology.

73 Has neuroimaging taught us something new about the neural bases of cognit

74 Textbooks taught us that allostery is a change of shape at one sit

75 History has taught us that athletes are subjected to unmonitored tri

76 many laboratory and clinical colleagues and taught us that cytokines are important rate-limiting ste

77 This experience has also taught us that resistance to such rationally developed t

78 t underly normal human T cell responses have taught us that there is still much to be discovered abou

79 However, theoretical models have taught us that value computations are complex, and so re

80 y, findings from patients with rare diseases teach us that cell death-induced inflammation is a sophi

81 Third, the data teach us that financial stressors are linked and cumulat

82 Condensed matter textbooks teach us that melting cannot be continuous and indeed ex

83 hat comparative and developmental psychology teaches us that "neither animals nor infants can think a

84 s Bayes developed his eponymous theorem that teaches us that pretest probabilities can be altered by

85 Brain plasticity research teaches us that the earlier we train to acquire new skil

86 gy of different subsets of lymphoma, and are teaching us that the lymphomas are truly a heterogeneous

87 reverse genetic studies in murine lupus have taught us the following lessons: (1) Lupus is extremely

88 e past decades, supramolecular chemistry has taught us the rules to precisely engineer molecular asse

89 aboration-centric life sciences domains have taught us, the core challenge of networking genomics sys

90 law of mass action for dilute solutions has taught us to use an excess of beads to capture all targe

91 obal health burden, its monogenic forms have taught us underlying mechanisms via more than 20 single-

92 behavioral change during development and has taught us valuable information regarding sensitive perio

93 and how these screens in model organisms can teach us what to look for.

94 f simplicity, may still have a few things to teach us with respect to these facets of nonrandom genom