Example sentences of "follows that any [noun sg] " in BNC.
Next page| No | Sentence |
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| 1 | It follows that any work with children may and very probably will have sexual implications . |
| 2 | It follows that any increase in the militancy of trade unions which intensifies the competition between them will also tend to raise the rate of inflation . |
| 3 | It follows that any increase in trade union militancy , which reflects an intensification of the class struggle , may lead to an increase in the rate of inflation . |
| 4 | It follows that any proposal for a use with potential odour emission problems could not be classed as ‘ light industrial ’ and might therefore be refused planning permission on the grounds of conflict with the local plan . |
| 5 | It follows that any proposal for change would be referred to customary ways of thinking , and this provides for the possibility of operational techniques which realize new ideas being devised as an extension of existing practices . |
| 6 | It also follows that any sufferer primarily addicted to one of these other drugs will tend to be cross-addicted to alcohol . |
| 7 | It follows that any IT system development methodology must include project management considerations . |
| 8 | It therefore follows that any deviation from average conditions will result in a difference between the predicted tide and the actual tide experienced . |
| 9 | If the primary function of repression is to prevent the return of the repressed , it clearly follows that any theory which describes that repressed material runs the risk of being confused with it and coming under attack just as the original repressed elements would do if they attempted to struggle back into consciousness . |
| 10 | It follows that any strategy to protect them and to ensure their future must include all these aspects , rather than attempt to protect one at the expense of others . |
| 11 | From that it follows that any tax , because it distorts the market , must be bad . |
| 12 | Innovations in teaching methods do not usually come in the form of simple additions to a teacher 's repertoire , generalizable to all subject matters , but are usually designed to achieve more effectively an understanding of some particular X. Usually , for a variety of reasons , the descriptions of ‘ how to proceed ’ are not at a level of precision which makes the teacher a programmed automaton ; it follows that any teacher persuaded to adopt the innovation must be willing and able to explore modifications to his repertoire in order to try and achieve the hoped-for improvement in his pupils ' understanding of X at which the innovation is aimed . |