Example sentences of "discussed in this " in BNC.

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1 In ten years ' time we shall no doubt still be using the techniques discussed in this chapter but we may also have opened up new avenues of research by widening the range of materials examined and by using other scientific techniques which at present are only at the development stage .
2 Since Stern 's work , studies of the relation between genes and development have become far more sophisticated , but the basic concepts are still those discussed in this chapter .
3 We are now in a position to examine the kind of behaviour that is appropriate to the ‘ game ’ of drama discussed in this chapter .
4 Much of what has been discussed in this section applies as much to children as it does to teaching staff .
5 These provisions are discussed in this chapter under two main headings .
6 The evidence , already discussed in this chapter ( pp. 75–8 ) , demonstrating that latent inhibition shows context-specificity constitutes powerful support for Wagner 's ( 1976 , 1981 ) associative interpretation of the phenomenon .
7 The theories to be discussed in this section of the chapter all suppose that something is learned during the pre-exposure phase of a latent inhibition experiment that interferes with the formation of the CS-US ( conditioned-unconditioned stimulus ) association during the conditioning phase of the experiment .
8 The chief conclusion to emerge from the work discussed in this chapter is that retrieval processes contribute to the hybrid — that the latent inhibition effect occurs , at least in part , because subjects tend to retrieve information acquired during pre-exposure to the target stimulus rather than information acquired during conditioning .
9 One advantage of accepting this conclusion is that it provides , with its assumption that the context can act as a retrieval cue , a ready account of the various contextual effects discussed in this chapter and in Chapter 3 .
10 The evidence discussed in this final section of the chapter has been uniformly in favour of the associative account of acquired equivalence and distinctiveness .
11 Soil erosion is one of its many contradictions , and for reasons amply discussed in this book , it is one of the most diffuse and complex areas of analysis .
12 The problems discussed in this section are not necessarily separate from those outlined as deriving from the colonial model , indeed they frequently overlap .
13 All the novelists who are to be discussed in this chapter began their writing careers in the 1960s and recoiled from the hegemony of naturalistic modes of fiction .
14 The issues discussed in this chapter have to be seen in the context of a workforce which is itself growing older .
15 There are many dimensions to the AL of maintaining a safe environment and , obviously not all can be discussed in this chapter .
16 In most of the examples discussed in this chapter , the finished product is a smooth curve which resembles what we might have drawn if we had smoothed the raw data by eye ; looking from the smooth back to the rough we could usually see the trend in the raw data .
17 You may have heard of a technique called ‘ path analysis ’ and have wondered if it referred to the methods discussed in this chapter .
18 As in many of the cases of environmental change discussed in this text , social or historical factors underlie many of these changes .
19 Although the topics discussed in this chapter are diverse , none can be lightly dismissed as a significant agent of environmental change .
20 In addition to the subjects discussed in this chapter it contains a list of rulers from the English settlement to 1154 , a table of regnal years ; exchequer years ; a list of popes from Gregory I to Paul VI , and a tabulation of saints ’ days and other festivals .
21 Indeed , it could be argued that the collective influence of the processes discussed in this chapter have made a greater impact on the cities and those living within them than has inner-city policy .
22 Some of the issues discussed in this section will be re-examined in Chapter 8 .
23 As we have already discussed in this chapter , the case-mix accountancy developments within the RMI are still in their infancy .
24 In the previous examples discussed in this chapter , the two waves approaching each other are identical .
25 All the cases discussed in this section have been ones in which words addressed to one person were held to make another person a trustee either for the first person or for a third party .
26 The goals of the two stages of the work are significantly different , as well as incorporating reasoning , more attention will be paid to issues of control , coordination and robustness in CLE-2 , building on the strengths of CLE-I while tackling the inadequacies discussed in this paper .
27 Several possible methods of prevention have been discussed in this chapter , including emergency services , community-based counselling facilities , identification and adequate management by general practitioners of people at risk , rational prescribing of psychotropic drugs and control of toxic preparations and firearms , and educational measures .
28 The relationship between the functions discussed in this chapter is indicated diagrammatically on the flow chart shown .
29 Some further resources ( or facilities ) that are available for libraries to utilize other than those discussed in this chapter , are looked at in Chapter 5 , but one resource that is fundamental to an effective training programme i.e. effective use of resources allocated — and one that is available to all libraries — is a positive training ‘ climate ’ .
30 Some of the other issues discussed in this book have been central to historical writing on South Asia which treats more traditional subjects .
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