Example sentences of "be [that] [adj] [noun] is " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | In short , the law is unclear , though perhaps the better view is that subjective knowledge is required . |
| 2 | The worrying fact is that serious over-use is drying up some of our rivers and natural underground water levels . |
| 3 | The simple form of this argument is that new technology is so enormously labour-saving that we will never again need full employment to provide for all our needs . |
| 4 | One implication is that professional power is not just determined by professional status but by effectiveness in establishing the negotiating processes and helping to find solutions . |
| 5 | The fact is that addictive disease is serious right from the start . |
| 6 | But the fact is that organic cheese is fine , but unpasteurised organic cheese , with all the flavour not purged by pasteurisation , is far finer . |
| 7 | Having found the key to changes in terms of the need to manage the politics of reproduction more effectively , she tends ( in theory , at least , since her own empirical analysis is rather more flexible ) to follow the perceived logic through , so that the conclusion is that local government is being reorganized more or less in line with changes in the organization of major capitalist enterprises . |
| 8 | The argument is that proper name is an important signal to the processor to treat the referent as a main character , which tends to separate that character from others in terms of the roles they play in interpretative scenarios ( see also Garrod & Sanford 1988 for a fuller discussion of the concept of main character ) . |
| 9 | The assumption is that natural behaviour is honest and planned behaviour is dishonest . |
| 10 | THE one cold consolation for English football after such a wretched week is that English cricket is even more ineptly led . |
| 11 | Because these are short-term and rather non-specific behavioural changes , they must be regarded as forms of non-associative learning , but important to Kandel 's argument is that classical conditioning is also possible ; in this the unconditioned stimulus is a shock to the tail , and the conditioned stimulus a mild tactile stimulus to the siphon . |