Example sentences of "see figure " in BNC.
Next page| No | Sentence |
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| 1 | However , the results of experiments on members of a number of African tribes whose culture does not include the custom of depicting three-dimensional objects by two-dimensional perspective drawings indicate that the members of those tribes would not have seen Figure 3 as a staircase but as a two-dimensional array of lines . |
| 2 | According to one influential cognitive model ( Coltheart , 1985 ; see Figure 1 ) , there are two distinct reading routes that might come into operation when one is reading aloud . |
| 3 | ( See figure 3 . ) |
| 4 | Within the Zuwaya , where all men are related , a quarrel should mobilize the descendants of a pair of brothers ( see figure 7 ) . |
| 5 | Given that there are females , the problem of why sexual reproduction exists can be raised in a sharper form ( see Figure 7 ) . |
| 6 | The classic example was discovered by the French biologists François Jacob and Jacques Monod in 1959 in the bacterium Escherichia coli ( see Figure 9 ) . |
| 7 | The need to build hypotheses into pattern-recognizing programs can best be illustrated by referring to the many programs that have been written to interpret line diagrams ( see Figure 12 ) . |
| 8 | He studied the pattern of small bristles on the abdomen of a bug , Onchopeltus ( see Figure 14 ) . |
| 9 | In the first study we were able to show that clients treated in either mode were significantly less depressed at the end of treatment than those held on a waiting list for the same length of time ( Scott and Stradling , 1990 ) , and that this reduction in symptoms was maintained for up to 12 months post treatment — see Figure 3 . |
| 10 | The chemical ( 2,4-diamino-5- ( 3,4,5 trimethoxybenzyl ) pyrimidine ) acts as an inhibitor locking on to the active site of the enzyme dihydrofolate reductase ( DHFR ) which catalyses the reduction of dihydrofolate to tetrahydrofolate in microbial and eucaryotic cells ( see figure ) . |
| 11 | ( See Figure 3.5 ) . |
| 12 | Drawing on the insights identified above — combining the principles of human resource management , management of excellence and total quality management — it becomes possible to propose four principles for human resource management in education ( see Figure 5.1 ) . |
| 13 | Managing effective teams is thus a matter of achieving synergy between a variety of elements ( see Figure 5.2 ) . |
| 14 | As Figure 5.3 illustrates , it may be derived that teams which are not effectively constituted will have difficulty moving out of the forming and norming stages and that the majority of their time will be spent in these activities ( see Figure 5.4a ) . |
| 15 | By contrast , an effectively constituted team will move through each of the stages , spending a maximum amount of time in the ‘ performing ’ stage ( see Figure 5.4b ) . |
| 16 | The enhancement of team relationships can only be achieved if team maintenance is perceived as a learning process following the established models of action learning ( see Figure 5.5 ) . |
| 17 | Maslow 's hierarchy has been traditionally represented as a pyramid ( see Figure 5.7 ) . |
| 18 | His analysis of attitudes to motivation and work developed a distinction between two elements , hygiene factors and motivators — dissatisfiers and satisfiers ( see Figure 5.7a ) . |
| 19 | The results show that Sweden can spend less than it now expects on district heating and electricity and still cut CO 2 emissions by 35 per cent by the year 2010 ( see Figure ) . |
| 20 | Even with maximum efficiency , this plan , although otherwise the cheapest , produced 7.6 million tonnes of carbon per year ( see Figure ) . |
| 21 | ( See figure 1 ) . |
| 22 | In very general terms the western half of Britain is much higher , wetter , and more acid than the eastern half and the northern half colder than the South ( see Figure 1 ) . |
| 23 | I have found it very useful to prepare a graphical cropping plan ( see Figure 3 ) looking ahead a number of years . |
| 24 | The introduction of organic matter can change everything by the formation of a ‘ crumb ’ structure in which large pores allow aeration , root penetration , and drainage , and small pores ( within the crumbs ) retain water and nutrients ( see Figure 4 ) . |
| 25 | Soils may be classified under two main headings : brown earth and podzol ( see Figure 5 ) . |
| 26 | The value of long-term rotation plan in solving this equation can hardly be overstressed ( see Figure 3 , p. 46 ) . |
| 27 | A hayfield is normally cut in swathes in a clockwise direction , starting one swathe in from the hedge and finishing in mid-field ( see Figure 6 ) . |
| 28 | The method of loading ( see Figure 8 ) is simple ; you start at one corner of the loading poles and work clockwise around the tripod , keeping the corners well built up . |
| 29 | By fitting a light wooden cradle to the scythe ( see Figure 10 ) the normal circular swing leaves the crop lying with butts to the right ready to pick up and bind . |
| 30 | The binder can then shuffle down the wide row gathering a sheaf onto his insteps ; he then picks it up and binds it with straw or twine ( see Figure 11 ) . |