Example sentences of "it [adv] [vb -s] for the " in BNC.
Next page| No | Sentence |
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| 1 | That said , it only remains for the Committee to thank all those who came . |
| 2 | The latter requirement means that component molecules of each species can interchange positions without altering the total energy of the system , i.e. and consequently it only remains for the entropy contribution ΔS M to be calculated . |
| 3 | It was named after the nearby Inn , the ‘ Star and Garter Home ’ , and it still provides for the needs of such servicemen , the newer inmates generally rendered handicapped as a result of their tours or duty in Northern Ireland , also some from the Falkland conflict . |
| 4 | It also asks for the inter-relationship between land use and transport to be spelt out more clearly . |
| 5 | It also calls for the introduction of land reform outside the forests , to stem the flow of landless settlers , such as " slash-and-burn " farmers , on to tribal people 's land . |
| 6 | This is within , as members will be aware , the overall financial position that the County Council finds itself in , of having to get its expenditure within the cap , and the fact that the increase in cap for the authority as a whole , does not in any way , mirror the increase in standard spending assessment for Social Services Committee , where we have been fortunate in terms the increase for this county , erm , and a variety of other factors which , which mean that it would be nice to think that where S S A increases for this Committee , it also increases for the County Council . |
| 7 | It also provides for the range of tax payable for the bands . |
| 8 | It also provides for the termination of clearing membership and other usual matters . |
| 9 | It also accounts for the extraordinary ability of shoppers to select from a huge array those goods most appropriate to themselves and their close friends or relatives . |
| 10 | ‘ Yes , which may upset her , as you can imagine , although at least it fully accounts for the bleeding . |
| 11 | It is reasonable , to start ideas in train in children , to compare an electron with a ping-pong ball , or the whole atom with a tiny solar system ; but the longer you stay with homely parallels , the harder it ultimately becomes for the child to move out of the imagery of pong-pong balls and into an appreciation that atoms are n't really like that at all . |
| 12 | The selection is right if it truly works for the competing student , and it is the quality and force of the imagination that will carry off the performance of the piece . |