Example sentences of "this [verb] us to the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | This leads us to the composition and behaviour of sports crowds , especially at football matches and the current debate about the reasons for hooliganism . |
| 2 | This leads us to the most widely adopted material for kite sails , Ripstop Nylon |
| 3 | 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 . |
| 4 | 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 . |
| 5 | This brings us to the ‘ Catch 22 ’ situation that we , as designer , find ourselves in with regard to conservation bodies . |
| 6 | This brings us to the second proposition , which was evidently begotten of inability to answer that difficult , because inherently unanswerable , question . |
| 7 | 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 . |
| 8 | This brings us to the question of those notoriously stuffy announcers . |
| 9 | This brings us to the last perspective which has influenced us : the study , in the broadest sense , of personality . |
| 10 | This brings us to the second stimulus to the citizenship idea . |
| 11 | This brings us to the relationship between citizenship and community . |
| 12 | This brings us to the second of my three questions . |
| 13 | And this brings us to the end of our clockwise tour of Thrush Green and our brief meetings with the chief inhabitants . |
| 14 | This brings us to the final , and possibly the most important aspect in healing : empathy between healer and recipient . |
| 15 | This brings us to the Third Period , which started with the very first human emotions which heralded the dawn of civilisation . |
| 16 | This brings us to the question of how we should consider that portion of the surplus-value which is unproductively consumed . |
| 17 | This brings us to the subject of heat convection and heat loss . |
| 18 | This brings us to the horns of the Elf dilemma . |
| 19 | This brings us to the third , and for our purposes the most significant , of the problems laid out at the start of this section . |
| 20 | This brings us to the third stage : the arrival of a new and sometimes troublesome predator in the British countryside . |
| 21 | This brings us to the major problems of class observation . |
| 22 | This brings us to the second general point : that women were not working in what were known as " skilled " occupations . |
| 23 | This brings us to the most specific domain of style and the one which will be the main focus of this book : we shall be concerned primarily with the style of TEXTS . |
| 24 | This brings us to the third question : is regulation worthwhile ? |
| 25 | This brings us to the concept of risk-sharing . |
| 26 | This brings us to the final and least developed aspect of the controls , namely factors concerning management directly . |
| 27 | This brings us to the final ingredient in P.D . |
| 28 | Nor was the scene confined to the city : half the picture was outside the wall , a stretch of which was shown near the middle ; and this brings us to the second great change , the opening up of space . |
| 29 | This brings us to the third phase , in which linguists have become more generally prepared to question the notion of linguistic equality and to accept that language differences might give rise to difficulties which are not due solely to the social and linguistic misconceptions of teachers . |
| 30 | This brings us to the more important underlying issue , that of the quality of teacher-pupil interaction , as revealed by the transcript data . |