Example sentences of "we take the [adj] [noun] " in BNC.

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1 If we take the lower figure to work on , using 90 loads per day gives a cost of £6,750 per day .
2 For the return trip to the hotel in Kaprun , we take the narrow gauge Pinzgau railway .
3 We take the narrow country road and we are low on fuel .
4 As has been often demonstrated , however , this is not the case if we take the representative individual from a group divided on the basis of skin colour , parental occupation , gender or , in England , whether he or she lives in the north or south of the country .
5 It 's gon na be a , it 's gon na be a die methile hexane of some description now , to indicate the positions it 's either three or four , we take the lowest number both are on carbon number three
6 Since over 50% of us seem to opt for a period of co-habitation before we take the marital plunge , these findings are pretty sobering stuff .
7 Because of that , it is important that we take the right steps at the right time to ensure the right results .
8 We take the second year 's payment a year later .
9 And we take the second year 's , this is a sales pitch , we take the second year 's payment a year later .
10 And we take the second year 's , this is a sales pitch , we take the second year 's payment a year later .
11 In Sonnet 5 , for example , when we read ‘ Those hours that with gentle work did frame/The lovely gaze where every eye doth dwell ’ we take the second line as meaning ‘ Thy lovely gaze ’ ( similarly with 137 , to the Mistress ) .
12 If we take the Prime Minister 's words at face value — that the Conserservative party will not raise the rate of VAT — does the hon. Gentleman recall an interview given recently by the Chief Secretary , when he was asked about extending coverage of VAT to transport fares ?
13 The gross savings rate out of output Y is assumed to depend on the capital-labour ratio ( the nature of this dependence is discussed below ) , and we take the simple case of a proportionate rate of depreciation , y , often referred to as ‘ radioactive decay ’ .
14 If we take the simple example of shoes .
15 As usual we take the immediate point — Frodo and the others want to get out of the forest — while reading through to a kind of universality : the ‘ shadowed land ’ is life , life 's delusions of despair are the ‘ woods ’ , despair will end in some vision of cosmic order which can only be hinted at in stars or ‘ sun ’ .
16 If we take the four parishes of Coberley , Winstone , Elkstone , and Brimpsfield on the Cotswolds in Gloucestershire as examples , several points can be demonstrated .
17 ‘ And while , in due course , we should provide Thomas with a brother or a sister , on this occasion I suggest we take the appropriate precautions .
18 In Chapters 2 to 10 we take the various constructions in which English adjectives actually appear , and consider the grammatical and interpretative consequences of the intensional patterns which are expressed by those constructions , before returning in the final three chapters to more general issues of syntax .
19 If we take the former interpretation of the increase in rape reporting then this would mean that not only are more men raping , but also the judiciary is increasingly allowing them to get away with it .
20 If we take the former option , i.e. if we lay down that only " eternal " propositions shall be genuine propositions , then this threatens to blur the distinction between contingent and necessary truth .
21 If we take the first sentence of extract ( I ) as S , and present it below as ( 2a ) , we can also present the negation of S , as ( 2b ) , and the logical presupposition , S' , as ( 2c ) .
22 By learning to listen , by switching our attention to our inner world , we take the first steps towards creating joy and success in our lives .
23 If we take the two words ‘ my turn ’ , the relationship between and , between and and between and is said to be one of close juncture .
24 Rather , it has set out to demonstrate how seriously we take the many connections between pupil and teacher language and learning and teaching in schools , and to describe something of how staff and students proceed .
25 Even if we take the general figure of 50 mm ( 2 in ) per 1000 years for limestone solution used in Chapter 7 it would still only give 3 m ( 10 ft ) of lowering , which is again not enough .
26 For instance , if we take the basic wage paid by the largest firms to be 100 , firms in the two smallest size bands pay 78 per cent and 52 per cent of these rates .
27 What 's more , if we take the wrong line , this union wo n't only be split , it will be finished .
28 We take the soft option .
29 Well , oh yes , I 'm sure I 'm not saying that 's the only thing that controls people 's food intake I mean clearly there are things cultural some cultures , the Japanese seem to love eating raw fish , I mean how they can bring themselves to do it I do now know , I mean the raw is I do n't think I 'd want to eat again , but er erm not always if they were cooked either , but erm the , the er and certainly if you look at the Australian Aborigines even though we take the Australian Aborigines as our kind of primeval people , they have astonishing food taboos , I mean their attitudes to food are very very culturally er effective to , to a quite extraordinary extent , some so that somebody somebody discovered that eating a tabooed food by accident , they 'll get very ill , a kind of psychosomatic illness .
30 In order to give relatively uncomplicated results , we take the special case where U has the Cobb-Douglas form ; i.e. ,
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