Example sentences of "[det] [verb] us to [art] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | To it we owe that nervous , spidery line of the drawings — so quick , so attentive , yet so despairing — that alerts us to the elusiveness of the subject at the same time that it perseveres in the attempt to render it . |
| 2 | This leads us to a discussion of the concept of ‘ information management ’ . |
| 3 | This leads us to a fundamental distinction in the character of critical judgements , a distinction between what I shall call internal and external criteria of judgement . |
| 4 | This leads us to a brief discussion of the developments within these fields since the time when the early sociologists were working . |
| 5 | This leads us to the composition and behaviour of sports crowds , especially at football matches and the current debate about the reasons for hooliganism . |
| 6 | This leads us to the most widely adopted material for kite sails , Ripstop Nylon |
| 7 | This leads us to the disturbing conclusion that there is a degree of subjectivity in identifying a stretch of language as discourse — it may be meaningful and thus communicate to one person in a way which another person does not have the necessary knowledge to make sense of — yet in practice we find that discourse is usually perceived as such by groups , rather than individuals . |
| 8 | Our concern then Mr Mayor is to see social housing used correctly , for those in greatest need and this leads us to the conclusion that means testing is the best way to ensure , is positive discrimination in favour of people in such need . |
| 9 | Er and thi this lead us to a list of things to do . |
| 10 | Independence of course demands economic means : and this brings us to a last and equally basic issue . |
| 11 | This brings us to a second set of determinants of transmission teaching — those rooted in the situational constraints of the classroom . |
| 12 | This brings us to a consideration of whether these programmes are capable of suggesting appropriate remedies . |
| 13 | This brings us to the ‘ Catch 22 ’ situation that we , as designer , find ourselves in with regard to conservation bodies . |
| 14 | This brings us to the second proposition , which was evidently begotten of inability to answer that difficult , because inherently unanswerable , question . |
| 15 | This brings us to the question central to the understanding of Queen Mary : the nature of Scottish monarchy , and the factors which made the relationship between kings and their subjects successful or unsuccessful . |
| 16 | This brings us to the question of those notoriously stuffy announcers . |
| 17 | This brings us to the last perspective which has influenced us : the study , in the broadest sense , of personality . |
| 18 | This brings us to the second stimulus to the citizenship idea . |
| 19 | This brings us to the relationship between citizenship and community . |
| 20 | This brings us to the second of my three questions . |
| 21 | And this brings us to the end of our clockwise tour of Thrush Green and our brief meetings with the chief inhabitants . |
| 22 | This brings us to the final , and possibly the most important aspect in healing : empathy between healer and recipient . |
| 23 | This brings us to the Third Period , which started with the very first human emotions which heralded the dawn of civilisation . |
| 24 | This brings us to the question of how we should consider that portion of the surplus-value which is unproductively consumed . |
| 25 | This brings us to the subject of heat convection and heat loss . |
| 26 | This brings us to the horns of the Elf dilemma . |
| 27 | This brings us to the third , and for our purposes the most significant , of the problems laid out at the start of this section . |
| 28 | This brings us to the third stage : the arrival of a new and sometimes troublesome predator in the British countryside . |
| 29 | This brings us to the major problems of class observation . |
| 30 | This brings us to the second general point : that women were not working in what were known as " skilled " occupations . |