Venn diagram

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diagram

 [di´ah-gram]
a graphic representation, in simplest form, of an object or concept, made up of lines and lacking any pictorial content.
Venn diagram a diagram representing logical relationships using circles.
 Venn diagram. This depiction of the interactions of host, parasite, and environment provides a framework for understanding infectious processes. From Copstead, 1995.
Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, Seventh Edition. © 2003 by Saunders, an imprint of Elsevier, Inc. All rights reserved.

Venn di·a·gram

(ven),
pictorial representation of the extent to which two or more quantities or concepts are mutually inclusive and exclusive.
Farlex Partner Medical Dictionary © Farlex 2012

Venn,

John, English logician and philosopher, 1834-1923.
Venn diagram - pictorial representation of the extent to which two or more quantities or concepts are mutually inclusive and exclusive.
Medical Eponyms © Farlex 2012
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If these immediate outcomes are achieved, the logic diagram suggests that students will be well-positioned to achieve their academic goals [5.1] and professional and career objectives [5.2].
If these cognitive and affective changes take place, the logic diagram suggests that the intermediate outcomes identified will be achieved as well.
Although our logic diagram specifically addresses impacts on students and the community, we also recognize the importance of outcomes pertaining to faculty and the college or university.
Items 1.1 through 1.4 on the logic diagram are displayed in bold capital letters because student readiness to participate in service-learning can pose a significant challenge both to faculty and the community.
We have displayed the immediate and intermediate outcomes pertaining to the community in bold capital letters on our logic diagram in order to highlight the need for institutions of higher learning and individual scholars to attend to the needs of the community in a conscious way.
It is not surprising that faculty engagement [1.53], hiring processes [1.58], and promotion and tenure policies [1.59] are identified as tensions on our logic diagram. Serious discussion is needed regarding the nature of scholarly service.
In particular, we encourage scholars and practitioners to further examine step two of our logic diagram, which pertains to steps and activities.
The logic diagram can be used to inform policy makers at all levels about the importance of connecting learning with service, and to alert administrators to the complexities involved in creating effective service-learning programs as a central part of an engaged campus.