Example sentences of "is [adj] and that " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | I think Making Out is vulgar and that 's wonderful . |
| 2 | One exemption not to be overlooked is the normal expenditure exemption under which a taxpayer who has a considerable amount of net income arising over the years is able to make gifts into a discretionary trust out of his income provided the expenditure is normal and that , after allowing for all transfers of value forming part of his normal expenditure , the transferor was left with sufficient income to maintain his normal standard of living ( IHTA 1984 , s21 ) . |
| 3 | The answer is that and that , not that . |
| 4 | It said that the ‘ benefit/cost ratio of Super-SARA is low and that , at the present time , the risk can not be discounted of substantial cost overruns . ’ |
| 5 | I shall attempt to demonstrate that a synthesis of positivism and natural law is possible and that what I shall call ‘ normative positivism ’ is consistent with the account of criminal law which I favour . |
| 6 | The condition of the books in my list suggests that Vaisey is right and that , at least as far as English printed books are concerned , the justification of dispersal for reasons of ‘ preservation ’ is to be discounted . |
| 7 | That is right and that is why we oppose so many elements in the social charter . |
| 8 | That is right and that is why we have pressed energetically for almost two years for the association agreements , which include trade and political discussions , with Poland , with Hungary and with Czechoslovakia . |
| 9 | So there might be something in the argument that , that it 's not just a , a question of what you 've learned from the north , but there may be a recognition that the economy in the south is different , or at least they might be arguing , those who are arguing that the economy in the south is different and that , that reform might not be necessary , it might not even be appropriate in the south . |
| 10 | As a social anthropologist I am mainly concerned with power as an aspect of the relationship between two social persons in a hierarchy : If " A " exerts power over " B " , then the status of " A " is superordinate and that of " B " subordinate . |
| 11 | That side of this ro industrial , this side is residential and that 's strict , you know what I mean . |
| 12 | While you are doing this , check that the impeller is clear and that hose connections are tight . |
| 13 | What I do find difficult to swallow — we argued long about this — is some strange belief of his that the world is immaterial and that humanity ( if I have it correctly ) is no more than a kind of metaphysical construct projected by nature and relying on words rather than flesh for its continued existence . |
| 14 | You see , whereas B types would say , no , I can see that what you 've done is acceptable and that 's alright . |
| 15 | There 's no law anywhere in the land , nor will be until King Stephen is free and that woman packed off back to Anjou . ’ |
| 16 | By nature , it is wet and that 's , that 's just a feature of water . |
| 17 | I appeal to this House to reject th this th this method that the Government is putting forward , it is wrong and that 's the function of this House . |
| 18 | Other researchers like Bickerton and Bailey work within a " dynamic paradigm " where it is assumed that " the individual is homogeneous and that variability results from the aggregation of internally consistent lects which are different from each other with respect to one or more linguistic features " ( Romaine 1982 : 11 ) . |
| 19 | Their laboratory is tiny and that 's always the mark of a good brewery . ’ |
| 20 | ‘ They were coming to see that no energy source is perfect and that nuclear power might , as its supporters continue to claim , be more acceptable in safety and environmental terms than any of the others . ’ |
| 21 | Let me just it 's nothing special , it 's only a circle , but if you were to take that for a , as , as an example if you like as a picture of God 's purposes for us , you see the circle is , is , geometrical it 's , it 's , it 's perfect , there is nothing that is odd about it , there is nothing er , there 's no difference about it , it is perfect and that was God 's purpose and God 's plan for you and for me , that our , that our time , our being should be perfect in , in harmony with him , you think of all the things in your life personally , and then think of all the things in the , in the life of your com of our community , those things that mar it , those things that spoil it , those things that stop today be the perfect day for you that 's not God 's purpose for you they 've all come as a product , a direct result of sin , it was n't how God intended it , it was n't how God made it , his plan , his purpose for you and for me was to live and to dwell together with him in perfect harmony for ever , and there |
| 22 | And it might even be said that it is from this , far more than from early Christianity , that we have inherited our sense of the dubious physical nature of the female , and our idea that the human norm is male and that to be female is in itself a pathological state . |
| 23 | It may be that the effect of diagnosis is real and that duodenal ulcer is more persistent than gastric ulcer , or it may be that a higher proportion of gastric ulcer patients have been operated upon in the time between the two periods of registrations of drug use . |
| 24 | That promise is worthless and that pledge by the Opposition illustrates why the promise is worthless . |
| 25 | It can not be too strongly stressed that the subject of letters is all-important and that , even though they may be complete with the signature , they are of little virtue or worth unless they say something of at least modest significance . |
| 26 | that it is crucial to draw attention to fundamental assumptions in our society , and to keep open for pupils the options of accepting , modifying or rejecting these views ( Chapters 2 – 3 ) ; 2. that the purpose of RE is pupils ' self-education , engaging in depth upon the meaning and truth-claims of religions in a way which is relevant to their total experience of life ( Chapter 4 ) ; 3. that space needs to be given in which pupil involvement has a chance to develop , together with creativity , a sense of wonder and the cultivation of inner quietness ( Chapters 5 and 6 ) ; 4. that teachers need to model a positive , fair and balanced approach to the diversity of religious traditions and outlooks , and the controversy which these can generate ( Chapter 8 ) ; 5. that in a spirit of critical affirmation it is important to develop skills of evaluation and criteria for discernment ( Chapters 7 and 9 ) ; 6. that the crucial need is to put persons first , to establish genuine relationships which are affirming of pupils , believing that they have something to give , and so listening to them and responding to them — and in the light of this to encourage their capacity for self-assessment ( Chapter 10 ) ; 7. that the distinction between education and dogmatic teaching is all-important and that , provided this is borne in mind , opportunities for stillness and possible worship can be an invaluable aid to education ( Chapters 6 and 11 ) ; 8. that RE can relate in a dynamic and creative way to all other areas of the curriculum ( Chapters 12 and 13 ) . |
| 27 | It prevents proceedings being transferred for this reason unless it can be shown that no other method , including transfer to another magistrates ' court , is appropriate and that delay would seriously prejudice the child 's interests . |
| 28 | It is a fact of our lives that change is constant and that change is often feared . |
| 29 | It is assumed that , which means that the function is concave and that is a possible solution . |
| 30 | His diagnostic task is somehow to differentiate between the information he is receiving which is false and that which is valid and follow this by the selection of a remedial strategy . |