Sentence examples for more generalized concept from inspiring English sources
Very recently, Ume [7] introduced a more generalized concept than τ-distance, which is called u-distance, and proved a new minimization and a new fixed point theorem by using u-distance on a complete metric space.
These specific sets of behaviors are not directly observable in fossil forms, so we will utilize a more generalized concept of dores: a bird that feeds on the flesh of other vertebrates.
The transmission line model with pore size distribution (TLM-PSD) developed for blocking electrodes without faradaic reactions in our previous work was reformulated on the basis of the distribution of the penetrability coefficient α0, which is a more generalized concept than the distribution of pore size.
In total, our results point to a more generalized concept with increased susceptibility to inflammation in the presence of hyperglycemia.
A more generalized concept, the 'strings and binders switch model', recently introduced by Barbieri et al. seems to overcome many contradictions [92].
The STED technique is based on reversible saturable optical fluorescence transition (RESOLFT), 17 which is a more generalized concept allowing the switching states to be completely arbitrary (fluorescence, spin, 18 etc).
The perceived meanings were classified into more generalized concepts and the process continued until basic concepts were extrapolated.
Spatial thinking is a more generalized construct that "…is broader than spatial ability and related concepts in that it approaches the process of problem solving via the coordinated use of space, representation, and reasoning" (National Research Council, 2006, p. 27).
This more general concept, aptly called generalized synchronization, implies that the state of Y is a function of the state of X[22].
Recently, Miandaragh et al. [3, 4] introduced two more general concepts of convex contractions, which are called generalized convex contractions and generalized convex contractions of order 2 and they also discussed some approximate fixed point results for such mappings.
Pirie (2002) said that in asking questions on mathematical concepts, students might come to understand those concepts in a more generalized, less context-dependent way.
