Example sentences of "bringing in the [adj] " in BNC.
Next page| No | Sentence |
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| 1 | But you 're going to get a wider latitude and difference of i of of strength of economy by bringing in the eastern bloc in the short term . |
| 2 | He ensures that they get to the best conferences and from time to time will organize his own , bringing in the best speakers . |
| 3 | While soccer 's purists quake at the thought of Graham Taylor bringing in the long-ball game , Ferguson insists Dublin 's arrival will not mean a switch to Route One football at Old Trafford . |
| 4 | Perhaps the essential task of bringing in the new democracies of eastern Europe will founder on economic collapse , ethnic unrest and social upheaval . |
| 5 | The effect , therefore , of only the first limb applying , ie before the change in the law bringing in the second limb , could be seen by the following example . |
| 6 | At this point we 're only bringing in the Cherokee and the Viper , but ultimately we 'll bring in the Grand Cherokee and the minivan [ MPV ] , although we wo n't do those until we have right-hand drive versions , which may come before the next generation models . |
| 7 | LAURA STONE , of the Liverpool Notre Dame Association , who sent us this report , commented : ‘ Let us remember all lay and religious people who are away from their own countries and families , working for those less fortunate than ourselves and bringing in the Good News from afar . ’ |
| 8 | Bringing in the special schools |
| 9 | Only when the head of accounting ( ’ an ‘ acceptable ’ woman 's role ’ ) took her to one side and showed her the company 's payroll did she realise that while she was bringing in the most revenue , she was being paid the smallest salary . |
| 10 | ( Grimmitt 1973 ) , which advocated the dimensional alongside the existential approach to RE , advised intermingling the experiential , mythological and ritual dimensions and focusing on them in the primary school , adding the social and ethical together for lower Secondary , and finally bringing in the doctrinal with the upper forms of Secondary schools , as this dimension is the most difficult to cope with ( pp. 50 , 92f ) . |