Example sentences of "[adv] in the [num ord] chapter " in BNC.

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1 So in the next chapter I shall look at the main strands of teaching in the Old Testament about the Holy Spirit , in the light of fuller perspective brought about by Jesus , the supreme bearer of the Spirit .
2 The special needs of these individuals are covered separately in the next chapter .
3 Credit unions will be discussed more in the next chapter .
4 A goalkeeper does not ‘ perform ’ his function in its theatrical sense , only in the sociological usage of ‘ perform ’ which we shall be looking at further in the next chapter .
5 This question is explored further in the next chapter .
6 This theme will be developed further in the next chapter .
7 They will be examined further in the next chapter .
8 This theme will be explored further in the next chapter .
9 There is a clear need for a population-orientated strategy to complement and reinforce policies aimed at local and national economic restructuring , but , as is argued further in the next chapter , if such an approach is to stand a good chance of success much more attention must be given to the improvement of data sets suitable for monitoring population change at regional and urban scales and to the study of the causes and consequences of internal migration .
10 This will be explored further in the next chapter ; here it must be stressed that these arrangements will in many cases have a quite fundamental impact upon the character of the policy and may thus be deemed to be part of the policy .
11 I shall discuss this position further in the next chapter .
12 We shall explore this further in the next chapter .
13 This will be illustrated further in the next chapter , with particular reference to the developmental effects of TNC practices , and the sexual division of labour they have created .
14 The impression already given that , by and large , the women interviewed did not enjoy their work , is dissected and examined more thoroughly in the next chapter .
15 These matters are taken up in the next chapter .
16 This issue is taken up in the next chapter where some of the rules of company law that support the functioning of the market are examined .
17 This we take up in the next chapter .
18 As most of these zones are in Third World countries , these issues will be taken up in the next chapter .
19 That such an interpretation , even though it deviates in important respects from Hume 's own intentions , is much less vulnerable to criticism , will be seen more clearly in the next chapter , when we analyse in greater depth the distinction between numerical and qualitative identity , and its ontological significance .
20 ( The problem of recognizing C as the same object when viewed from different directions is a much harder one , which I will touch on in the next chapter ) .
21 Clive Barker ( 1977 ) of Warwick University has given new substance to the use of games in the training of actors and Brian Watkins ( 1981 ) has evolved a theoretical framework conceptually linking drama and game in a way which I shall attempt to build on in the next chapter .
22 The work of the courts is touched on in the next chapter .
23 This section looks at the range of techniques you can choose from before we move on in the next chapter to examine different ways video can be related to the rest of the language programme .
24 Likewise as I pointed out in the last chapter , in dramatic playing a boy may be required to adopt the function of an Abbot of Durham Cathedral , and in so far as he continues to see himself in that role he will continue to signal to others that that is what he is doing .
25 I will concentrate upon two of the more difficult threads in the pattern I attempted to draw out in the last chapter , and will try to develop them further in a more philosophically coherent way .
26 The question is which form will be compatible with the general curriculum aims set out in the last chapter .
27 As I pointed out in the last chapter , working-class attachment to institutional religion never picked up from the moment that peasants moved off the land and became urbanised .
28 But this would be to simplify things for , as I have argued , black kids generally come from the kind of family backgrounds which are not suited for their own educational needs — for reasons which I spelled out in the last chapter , but will summarize as ‘ neglect ’ or ‘ unattainable goals ’ .
29 As we pointed out in the last chapter , not only is the amount of redistribution to be undertaken by the government a pure value judgement on which different individuals and different political parties will disagree , but there is an inevitable trade-off between the competing objectives of efficiency and equity .
30 If you are satisfied that you have glued everything well , you can then proceed with the framing as set out in the next chapter .
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