Example sentences of "[noun sg] [num] [conj] [adv] " in BNC.
Next page| No | Sentence |
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| 1 | Among 85 patients with no personal or family history of melanoma , 5 invasive ( level 2 or deeper ) melanomas developed during 583 person-years of follow up . |
| 2 | During this time 0.054 melanomas would be expected ( from the rate in the local population ) among these patients , but 5 patients ( 3 women and 2 men aged 18–28 years ) have each developed 1 invasive primary malignant melanoma ( level 2 or deeper ) ( table II ) . |
| 3 | Assuming now that all the flux produced by coil 1 will pass through coil 2 as well , we get for the voltage in coil 2 |
| 4 | In the model the Arctic ozone hole appeared as a direct result of the changes in circulation induced by both doubling the amount of CO 2 and properly representing the radiative feedbacks of the evolving ozone distribution . |
| 5 | For the remaining simulation with doubled CO 2 and radiatively interactive ozone the PSCs existed well into April . |
| 6 | Finally , with both doubled CO 2 and fully interactive ozone ( Fig. 1 d ) there was a marked change in the evolution and a stratospheric warming no longer occurred . |
| 7 | In contrast , with doubled CO 2 and fully interactive ozone ( run 4 ) the mean column amount decreased steadily after day 80 and by the end of the simulation was 150DU lower than in the other simulations . |
| 8 | Again , the behaviour in three of the simulations is very similar ( only run 2 is shown ) whereas with doubled CO 2 and fully interactive ozone ( run 4 ) an ozone minimum of under 200DU occurred in mid-April . |
| 9 | In contrast with doubled CO 2 and fully interactive ozone ( Fig. 4d ) , there is a clearly defined minimum in high latitudes whilst the maximum ozone amount is about 10% lower than in the other simulations . |
| 10 | Thirteen pound thirteen pound fifty and then |
| 11 | In Chapter 2 and subsequently , I have stressed the enormous variations in context which exist in African schools , between countries , between urban and rural conditions , between and within individual schools , and the way that these various elements so critically affect the learning experiences a school offers . |
| 12 | He sat as one of the justices of King 's Bench in Easter term 1271 but never became a regular justice of the court . |
| 13 | The model can be developed showing more than one level , as in Figure 4.22 and further , by having more than one type of record at a particular level , as in Figure 4.23 . |
| 14 | I will expand on what I mean by discourse in Chapter 10 but here it is sufficient to say that ‘ discourse ’ refers to the structured features of cultural processes when groups of signs become signifying elements in themselves . |
| 15 | Other examples from his list of claimed sense-qualifiers turn out to belong , instead , to a class of peculiarly restrictive adjectives which we discuss elsewhere ( Chapter 7 and also Ferris , in preparation ) : ( 31 ) their main faults our prime suspect he was named first citizen These adjectives , unlike most , are inherently restrictive , and select the particular entity to be identified by a speaker out of an already assumed body of entities ; thus the faults in the first example are not main faults in any general sense , as would be required if they were to be sense-qualifiers ; they are those that come out in front , relative to the background group of all their faults , relevant on the particular occasion where the expression is used . |
| 16 | The woman who wept over the feet of Jesus in Luke chapter 7 and then proceeded to wipe his feet with her hair and anoint them with ointment , had her sins forgiven . |
| 17 | What I 'll do is I 'll read you the first paragraph of rule six and actually bend the rule and put those words in and it really does n't make any sense at all , so listen carefully on this one and do n't be surprised if you do n't understand me . |
| 18 | These dimers are formed as a result of hydrogen bonding ( see figure 6.26 and also chapters 2 and 3 ) . |
| 19 | This is shown schematically in figure 9.12 and clearly the technique can not discriminate amongst molecular sizes with or . |
| 20 | Behind these come what I have called the gybing straps , since these are used during the carve gybe , and at the back of the board are the two high wind straps , which can only be used in Force 4 or above . |
| 21 | Until early September you 'll meet strong winds , and you 'll need to sail to windward in a force 4 or even force 6 in a short choppy sea . |
| 22 | Blowing right to left across the beach , and slightly on shore , it quickly reaches force 4 or more on about 65% of the afternoons in season , including the odd flat patch when nothing blows at all for six or seven days . |
| 23 | Some of the larger models made appreciable noise in winds of Force 4 or more and the fans , of course , are almost lethal at these speeds . |
| 24 | Marsha I 'm going along to the chip shop and I 'm going to McDonalds and get a drink , na , I 'm gon na have to stay , how much , how much the chips ? , sixty P and how much is milk shake ? , one pound , that 's one pound sixty and then money for sweets after school |
| 25 | Children have just as much fun too — there 's a Club 13 and Club 18 as well as an active miniclub for the youngest holidaymaker ! |
| 26 | See chapter 4 and also the extract which follows . |
| 27 | Such actions may be perceived as regulation or deregulation and may have economic effects ( as will be discussed in chapter 4 and elsewhere ) , but they may essentially be a response to special interests or to fashions in ideas . |
| 28 | Porter refers to his basic value-chain analysis , which was briefly described in chapter 4 and now needs closer examination . |
| 29 | Furthermore , it is likely that the allophonic distribution of these sounds in EModE was quite different from the RP distribution today , and that the doctrine of ( retrospective ) phonemic purity ( as displayed in the remark about man and men ) is therefore inappropriate ( supporting examples from the Belfast projects are cited in chapter 4.6 and below ) . |
| 30 | We discussed Maslow 's theory in Chapter 5 and so we do not need to reproduce his basic arguments . |