Example sentences of "if we [verb] these [noun] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | I think colleagues on this side will seek to press the minister even further on the latest developments in France and indeed what influence we can have to make sure that if we pass these orders today , they do become the basis of the European elections . |
| 2 | Of course there are , and ought to be , a thousand images of God in which we represent him as changing his mind , forgetting , being angry , being him , doing all kinds of creaturely things ; our language of worship , of gratitude for existence , has to be full of such metaphors and images ; we must take these metaphors seriously , but if we take them literally , if we mistake these images for God , we are idolaters . |
| 3 | If we get these areas right then price is not particularly relevant . ’ |
| 4 | In some ways we should consider ourselves lucky if we get these types of responses to stress , because for others , unfortunately , there are other responses to stress that may also occur , such as ulcers and heart disease , from which we may get less warning . |
| 5 | If the French cut it , we 're on our own , so if we lose these crossroads , the Crapauds have won the damned campaign . ’ |
| 6 | If we deny these chaps their rights as union members , they 'll leave it , they 'll leave , I would n't blame them . |
| 7 | If we sum these equations , we obtain . |
| 8 | The only way we can actually go about it is that if we use these cramps and if you remember me telling you , or I do hint every now and then , make sure you keep the cramps straight parallel to the rails , and that 's the reason why because it 'll fall straight , now if something 's in twist and we want to bring it back again , what you do is if it 's in twist that way , you put the cramp as I 've done these slightly up |
| 9 | If we relate these figures to others , for example the recent finding that young children spend 25 hours per week watching television ( 1300 hours per 365 days ) we realise that , while schooling may provide a significant element in a child 's formative years , it is by no means the only or most pervasive one — nor is it , for many children , necessarily the most important . |
| 10 | If we substitue these values we get |
| 11 | If we put these fragments of information together , we can construct a picture of black adolescents ' perceptions of Creole use and attitudes which is similar to that given by Sutcliffe . |
| 12 | If we take these views literally we arrive at the notion of style as an optional additive , and there is an obvious problem : how can we judge when the factor of style is absent ? |
| 13 | If we take these characteristics of perception into an organizational setting , then the verbal and non-verbal signals still provide data for interpersonal relationships . |
| 14 | Which is that if we take these cards , instead of dropping in one at here there and everywhere and I doubt if anyone will take much notice of one , maybe I 'm a bit personally interested in , if I say could we all drop them in at Prestos in Rougier Street ? |
| 15 | However , most of us are aware of some of our horse 's efforts to communicate , and if we reward these efforts by understanding , the horse will gradually increase its communication with us . |
| 16 | If we feed these numbers into a computer that is programmed to alter them according to some rule or another then the output is four new number pairs ( |
| 17 | If we forget these differences , then we are no better than the bullies who figure so prominently in this book . |
| 18 | But , even if we accept these directions as a legitimate part of the A text , what Faustus 's damnation consists of is not clear . |
| 19 | If we represent these facts in mathematical form we would say that for the first state ( let us denote it by |
| 20 | Do you know , it makes it a lot easier for us to work with you if we find these things out about you . |
| 21 | Suppose we expect the relation ( 1 ) to be unc and suppose further that we have the following experimental table : unc Then in view of ( 5 ) our equations for solutions may be written unc Before we proceed to the least squares solution , let us see what results would be obtained if we solved these equations three at a time , with e taken to be zero for each set of three . |
| 22 | If we examine these statistics critically and the social and economic context in which changes in the age structure of Britain are likely to occur in the future , we can dispel much of that gloom . |
| 23 | If we approach these tensions from the perspective of assuming that these represent the dialectical poles , or at least some of them ( for of course others could be discussed here had we the space : for example the tension between " knowing how " and " knowing that " in design activity ) of a design activity which encompasses all of these in a vertical moment of synthesis , a synthesis that is counterposed horizontally ( ie over time ) by the changing movements of the activity itself ( from product critique through to problem definition to cognitive modeling of potential solutions etc ) , a movement of understanding and practice which parallels in its sphere the circle of historical understanding and historical praxis ( and just as the latter is the " way in which history itself moves " so the former is the " way praxis itself moves " ) so design can be seen as embodying that movement in its movement from or across actuality ie in its activity of transformation from one set of " givens " to another ; in its movement from problem to product . |
| 24 | We talked about image and Mandy was talking about not preparing if we wanted these pictures to go out because we wanted erm create a not an illusion but a a perception of what was going on . |