Example sentences of "be set in the [adj] " in BNC.
Next page| No | Sentence |
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| 1 | The key elements of the political approach identified earlier in the chapter , those of incremental budgetary approaches , micropolitical factors and satisficing behaviour of groups , can be set in the following framework to provide factors that can be used as indicators of the existence of political decision-making processes : |
| 2 | If rate switches are in use , they should be set in the low position on the cyclic controls , since difficulties are usually pilot-induced ( unintentionally ) and it helps to make the model as docile as possible . |
| 3 | The organization of competitive pupil participation thus avoids excesses of boredom and inattention especially where false questioning trails can be set in the early stages and the ‘ answer ’ or ‘ point ’ of the lesson delayed so that pupils have to work hard to discover it . |
| 4 | This commodity is always in short supply and it is hard fought for , especially after a general election when an order of priority has to be set in the legislative programme for fulfilling manifesto and other pledges . |
| 5 | It is true that phenol-formaldehyde resins can be set in the cold but this requires large additions of a chemical catalyst , or hardening agent . |
| 6 | The simple search for a solution to deaf children 's educational needs had to be set in the broader context of the internal representation which BSL obviously offered to deaf people . |
| 7 | They may be set in the everyday life of 2000 years ago and , therefore , seem somewhat remote from modern times but the meaning of them is still true . |
| 8 | The main part of the building faced the lake , and the half-glassed partition of the western wall could be rolled back in decent weather to allow a dozen or more tables to be set in the open air , right out over the water . |
| 9 | If the work of the SDPP is taken alongside that of another team on school management , the School Management Task Force ( DES 1990a ) , the benefit emerges of seeing how detailed proposals for management and review penetrate deep into the daily work of the school and how that detail can be set in the larger context of characteristics ( thirteen in number ) of effective schools ( DES 1990a : 5-6 ) , set against six management tasks which are regarded as having high priority following the 1988 Act . |