Example sentences of "[pron] [vb past] in the [num ord] " in BNC.

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1 The women I met in the refuge , and others I met in the first few weeks of my journey , stated their own investment in this book : they did n't want to be objects observed , they wanted to be its subjects .
2 ‘ Before I got in the first team , ’ he says , ‘ I was asking myself over and over again : ‘ can I really do it ? ’ .
3 It may be argued that this is essentially the approach that I used in the first chapter .
4 It was n't until some years later that I came back to the question of the receptors and showed that the most dramatic effects involved the NMDA glutamate receptor I mentioned in the last chapter ( but wo n't discuss further here ) .
5 The consequences of such a reduction in the level of armaments ( and more generally of ‘ military preparedness ’ ) are considerable , for as I noted in the first edition of this book , if there is any generalization about the causes of war which is supported by some empirical evidence , it seems to be that which establishes a connection between an arms race and an increased probability of war ( Richardson , 1960 ) .
6 At cricket I played in the second eleven , and was its captain in my third year .
7 I played in the last game in the Third Division before we were relegated to the Fourth .
8 I played in the last Dublin game and the atmosphere was incredible .
9 ‘ You think I arrived in the last shower or rain ?
10 I stated in the last chapter that , in becoming anorexic , I did the only thing I could .
11 The house move necessitated my moving school , to Brackenbury in Hammersmith where I began in the third year .
12 ‘ I am assuming the responsibility for all of my co-workers , both for those things I was aware of and for those things that I discovered in the last few days since the name of Olivetti began circulating .
13 In relation to the former , as I indicated in the first paper , our capacity to invent commodity vocabulary is not paralleled by levels of commodity understanding .
14 As I hinted in the first paper , traditional design understanding has tried , in effect , to simplify design to make it conform to an already existent model of what a ( scientific , technological , artistic ) activity should look like .
15 I went in the first on the right and closed the door .
16 Well I say , if we did and you just took it in and I went in the next day and picked it up .
17 In terms of Julia Kristeva 's model , which I introduced in the last chapter , this would be a first stage , liberal equal-rights-and-opportunities response .
18 The first of the three conceptions of law I introduced in the last chapter , which I called conventionalism , shares the general ambition of the popular slogan , though the interpretation it builds is more subtle in two ways .
19 The second general conception of law I introduced in the last chapter , legal pragmatism , holds that people are never entitled to anything but the judicial decision that is , all things considered , best for the community as a whole , without regard to any past political decision .
20 As I discussed in the first paper , design has to be characterised in terms of activity .
21 Clearly this is logically necessary , and in the ‘ forward ’ direction is the basis for the interventive strategies making use of protein synthesis inhibitors that I discussed in the last chapter .
22 ‘ My coach , Malcolm Arnold , told me that you do n't win gold medals performing like I did in the first round .
23 As I said in the nineteenth century government did very little .
24 I found it interesting to take one person , say the rector , Charles Henstock , and make him the chief character in one book and follow his fortunes , as I had in the first book about the great Mrs Curdle .
25 Well I by good luck have had some copies of the petition sent down to me , so I started it , it immediately and I had in the first they made over one thousand one hundred and twenty five signatures .
26 But if I were to find such a change taking place while an animal is learning , unless the conditions for that change met all the subsequent criteria , I would be no further forward than the experiments of the 1960s that I criticized in the last chapter .
27 I ran in the fifth and final heat and won easily in 10.25 seconds , hardly evoking any comment over the air-waves .
28 One roadie said I should have thought about it before I accepted in the first place . ’
29 Although I suggested in the last chapter that it was easier for Brian Way than for Peter Slade to challenge the formal drama traditions within the schools , it could not be said that either of them had very much impact on what drama meant and still means to interested people outside our educational institutions .
30 But as I suggested in the last part of Chapter 2 , this difference is not of any great practical significance : whether deviant motivations are taken as given because they express free will ( classical theory ) or because it is not deemed fruitful to attempt their explanation ( control theory ) does not , in itself ; have any practical implications for the subsequent criminological enterprise .
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