Sentence examples for explanation of the diagram from inspiring English sources

One of his two major works was the short treatise Taijitushuo ("Explanation of the Diagram of the Great Ultimate"), in which he developed a metaphysics based on the idea that "the many are [ultimately] one, and the one is actually differentiated into the many".

We may reflect that Zhu's original notion of li as pattern involves restrictions that conflict with experience or expression, so he reconfigures it in light of Zhou Dunyi's Explanation of the Diagram of the Supreme Polarity and the Cheng Hao quotation.[25] To work as intended, li has to tolerate and express simultaneous assertions of "contradictory" complementary terms.

In Zhou's treatise, Explanation of the Diagram of the Supreme Polarity (Taiji tu shuo) (Adler 2014), Zhu discerned a viable account of the formation of the world in stages from the original unformed qi, to yin and yang, the five phases, earth, wood, fire, water, and metal, and on to heaven, earth and the ten thousand things.

After that, they wrote a numerical solution, followed by explanations of the diagram (see Tables 4a and 5c, d).

See the legend of Figure 1 and Table S4 for explanations of the Venn diagram methodology.

They draw labelled diagrams of three different types of plate boundary – convergent, divergent and transform – and write short explanations of what the diagrams show.

His basic approach barely needs further explanation from the diagram.

They received an explanation of each diagram and were invited to review it for accuracy and then to circle on the diagram any areas of the process that were outside of their knowledge of the system and any areas where they perceived there to be safety and quality concerns.

A full explanation of causal diagrams in the context of bias can be found elsewhere.

For further explanation of the model structure, sample instance level diagrams illustrating some typical situations are also included.

Following the identification of certain variables, such as theories underpinning nursing practice, clinical processes, and education, each team member researched identified variables of the conceptual diagram, wrote a thoughtful explanation of the components, and frequently met with the others to discuss each element of the model and the relationships among the variables.