Example sentences of "[noun sg] to this question " in BNC.

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1 Leibniz 's reply to this question is somewhat confusing .
2 Once again the key to this question is to apply positive thinking .
3 I shall examine this question in more detail in the chapters in Part 3 , but meanwhile we might consider briefly how different approaches to language pedagogy in general can be characterized in reference to this question .
4 The NATO text was finally approved with an ambiguous reference to this question .
5 Whereas libertarian historians have devoted relatively little attention to this question , for the traditional liberal and Soviet schools it has been of vital importance .
6 ‘ Do ye know what it is , Mr O'Malley , ’ he said , ‘ I seriously think we attach too much importance to this question of ages between man and wife .
7 The obvious response to this question would be to say that the school should do all that it reasonably can .
8 Reasons of space alone demand that what may appear to be a contentious response to this question be suggested , rather than developed .
9 I prefaced my response to this question with the comment that I had no knowledge of the relationship of support for these two projects .
10 Our response to this question probably reflects our overall reaction to reaching midlife .
11 Consequently we frequently have an emotional response to this question , ‘ How does it affect me ? ’ .
12 In the fifteen years that I have been giving lectures on sleep and dreaming to many groups of sixth-formers as well as undergraduate students , I have , in fact , only once had a single positive response to this question .
13 The achievement of such a skill by a pupil in response to this question could only be recorded if the method was known .
14 1.3. b ( v ) Institutions that listed their numbers of school- based inset days ranged from one College and two Polytechnics doing 40+ to 11 institutions doing no school-based work , and 12 who made no response to this question .
15 In fact , the arguments in response to this question are no different from the pervasive arguments in the whole of accounting about spatial allocations , from a central pool to smaller units .
16 The simplest way of recording answers was therefore felt to be to assume that all those answering ‘ yes ’ to question 1 were also in principle against the proposal in question 2 , thus making the overall response to this question negative .
17 The arguments for and against capping offered in response to this question tended merely to rehearse those already discussed .
18 Goodier ( 1984 ) has applied a statistical approach to this question and concluded that ‘ the Anglo-Saxons buried a significant proportion of their dead on the boundaries of their land units ’ ( ibid. , 14 ) .
19 The government 's circular ( 8/87 ) which lays down the guidelines to be observed stresses the importance of a spirit of confidence between parents , governors and teachers in the approach to this question .
20 Very probably you have never given a moment 's thought to this question .
21 Many American students working in British drama schools find the answer to this question by using what is called ‘ standard American ’ , and this approach is being used now in training on both sides of the Atlantic .
22 The instructions were to agree one answer to this question ‘ Are these two bricks the same size , or is one of them bigger than the other ? ’
23 The monastic rule of the Middle Ages expressed an answer to this question .
24 However , so much of what is now being produced lacks these very qualities that it may be more useful to look at successful artists ' work to find an answer to this question .
25 At one level the answer to this question is deceptively straightforward .
26 There is a short and simple answer to this question .
27 When I learnt biology , I was taught that Weismann , although he was right about the independence of germ line and soma , had given the wrong answer to this question .
28 We simply do not know the answer to this question but brief mention of the complexity of a human individual 's environment may suffice at this point to indicate how elaborate the considerations will have to be .
29 The experiment by Hall and Channell ( 1985b ) , described in Chapter 2 ( p. 40 ) , was designed to allow an answer to this question .
30 Fortunately it turns out to be impossible to give a simple answer to this question and possible to give a more complex answer allowing both possibilities .
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