Example sentences of "[prep] [adj] section we " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | In the rest of this section we will show , by example , how PGPs may be solved by slightly modifying the simplex method We will start with problem P2 in which we write ‘ Gmax ’ to signal a PGP and list the objectives in order of priority ( highest first ) . |
| 2 | In the remainder of this section we will examine the following issues : which bodies are subject to judicial review ; what sorts of decision are subject to judicial review ; who can apply to have a decision judicially reviewed ; what remedies are available to an applicant for judicial review ; and the procedures for seeking judicial review . |
| 3 | For the remainder of this section we shall develop the distinction between service industries and service occupations as it provides a useful starting-point to consider some of the major post-war trends in service employment . |
| 4 | But for the rest of this section we will try to explain how the sentencing decisions of the two levels of court contribute to the crisis . |
| 5 | In the remainder of this section we shall compare the use made of the network variable in three very different studies . |
| 6 | At the beginning of this section we made the distinction between ‘ spontaneous ’ and ‘ induced ’ flows of funds between the government and the private sector . |
| 7 | In the remainder of this section we shall look at what this means and just how true it is . |
| 8 | So for the rest of this section we can ignore processes in which the ion is excited , either immediately or during the ejection of the electron . |
| 9 | For the remainder of this section we will look at the problems associated with such intervention . |
| 10 | So far in this section we have looked at the present provision of training and at ways of improving the system . |
| 11 | Accordingly , in this section we shall expand the three levels of prevention to four , that is , primary , secondary , tertiary , and quaternary . |
| 12 | In this section we examine the clash of interests which soil erosion brings about , and we ask whose interests they are and how they are pursued in the face of conflict . |
| 13 | In this section we shall consider d , the difference in proportions ( Davis 1976 ) . |
| 14 | In this section we have concentrated on one type of white-collar crime , corporate crime . |
| 15 | In this section we will concentrate on region II , and put . |
| 16 | In this section we will consider techniques for solving these problems and , in passing , illustrate how dual simplex iterations may be carried out using compact tableaux . |
| 17 | In this section we will assume that p objective functions are arranged in decreasing order of priority . |
| 18 | In this section we will describe some ways in which the choices involved in applying the B & B method may be resolved . |
| 19 | In this section we will offer some suggestions , all of which have proved valuable in practice , intended to render more efficient the implementation of the B & B method on large ILPs and , especially , large MILPs . |
| 20 | In this section we continue the story from the point reached in the ‘ Politics ’ section in Chapter 1 — the year 1815 and the illusion of the eighteenth century restored to Europe . |
| 21 | In this section we shall look at some scientific mysteries that are rather more profound than the skin-colours of dinosaurs or prehistoric human beings . |
| 22 | In this section we consider some equalities and inequalities as they are manifested in relation to education . |
| 23 | In this section we outline some ways in which educational inequalities and the pursuit of educational equalities have been studied . |
| 24 | In this section we intend to explain how such policies involve the relationship between objectives , targets , and instruments . |
| 25 | In this section we are not so much concerned with how many pounds are ‘ in the pay packet ’ , i.e. what is earned , but rather with the general conditions of employment experienced by the manual and non-manual sectors . |
| 26 | In this section we briefly discuss the forms of data transfer instruction commonly found on word-oriented computers : first for whole-word transfers , then for the larger subdivisions of the word ( such as the half-word ) , and finally for multiple-word transfers . |
| 27 | In this section we attempt to provide a framework for discussion of a number of special instructions ( or groups of instructions ) , provided in current computers or proposed for the future , which do not naturally fit into these groups . |
| 28 | Finally in this section we prove ( at last ! ) that every irreducible element in Z is necessarily a prime element so that the concepts of primeness and irreducibility coincide in Z. We need a definition and a trivial consequence . |
| 29 | In this section we present ( essentially ) two number-theoretic results of which much use is made in many areas of mathematics . |
| 30 | In this section we shall look at the formal devices used to mark the boundaries of chunks of both written and spoken discourse which form large units of some kind , such as paragraphs . |