Example sentences of "[adj] [that] in a [noun sg] [prep] " in BNC.
Next page| No | Sentence |
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| 1 | It seems clear that in a number of places the word for professional soldier has been misunderstood as meaning " thousand " . |
| 2 | It is clear that in a number of sectors concentration is significantly higher than in the economy generally . |
| 3 | It seems to me manifest that in a world in which sexual activity is more and more openly presented in all media , in which sex is exploited for purposes of advertisement and entertainment at every level , and in which people 's sexual proclivities are discussed in the plainest terms , children at school need to be given clear information from an early age , and a chance to have their questions answered at various stages of their school career . |
| 4 | Of course , psychiatric diagnosis is not an error free process , and it is possible that in a proportion of the cases where there was diagnostic disagreement it was the research assessment that was in error ; it should be noted that in some cases the research psychiatrists could not agree among themselves on the diagnosis . |
| 5 | It occurred to her far too late that in a contest between fire and ice there could be only one victor . |
| 6 | that it is crucial to draw attention to fundamental assumptions in our society , and to keep open for pupils the options of accepting , modifying or rejecting these views ( Chapters 2 – 3 ) ; 2. that the purpose of RE is pupils ' self-education , engaging in depth upon the meaning and truth-claims of religions in a way which is relevant to their total experience of life ( Chapter 4 ) ; 3. that space needs to be given in which pupil involvement has a chance to develop , together with creativity , a sense of wonder and the cultivation of inner quietness ( Chapters 5 and 6 ) ; 4. that teachers need to model a positive , fair and balanced approach to the diversity of religious traditions and outlooks , and the controversy which these can generate ( Chapter 8 ) ; 5. that in a spirit of critical affirmation it is important to develop skills of evaluation and criteria for discernment ( Chapters 7 and 9 ) ; 6. that the crucial need is to put persons first , to establish genuine relationships which are affirming of pupils , believing that they have something to give , and so listening to them and responding to them — and in the light of this to encourage their capacity for self-assessment ( Chapter 10 ) ; 7. that the distinction between education and dogmatic teaching is all-important and that , provided this is borne in mind , opportunities for stillness and possible worship can be an invaluable aid to education ( Chapters 6 and 11 ) ; 8. that RE can relate in a dynamic and creative way to all other areas of the curriculum ( Chapters 12 and 13 ) . |
| 7 | It seems indisputable that in a minority of cases , the causes of the disturbing behaviour are located wholly outside the responsibilities of the school and that the school is impotent in what it can offer . |
| 8 | These questions are designed to encourage debate and make students aware that in a world of uncertainty accounting is not able to provide the definitive answer . |