Example sentences of "[pron] they [vb base] [is] [adv] [verb] " in BNC.
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| 1 | Anglers are to challenge Yorkshire Water at a public hearing today over plans to abstract half the 10 million gallon flow of the river Hull , which they claim is already running dangerously low . |
| 2 | The prior evidence to which they refer is largely work on ‘ flashbulb memories ’ ( e.g. Brown & Kulik , 1977 ) which will be discussed later in the chapter . |
| 3 | The general approach which they make is extremely varied , from being quite clandestine to being rather pushy. 1 think the more senior one becomes , the more serious any headhunting approach becomes . |
| 4 | The breakdown of trust which they effect is graphically represented by Shakespeare , first by the way in which the king 's sons , fleeing the country , are suspected to have been his killers ; second , in the scene where Macduff , who has finally fled Scotland ( his wife and children are murdered by Macbeth in his absence ) , is confronted and tested by Malcolm . |
| 5 | These stories also serve to give to the part-time reserve police a self-respect which they feel is otherwise lacking from an organization which undervalues and marginalizes them . |
| 6 | We will introduce legislation designed to give consumers confidence that what they purchase is properly described — and that adequate compensation is offered where these requirements are not met . |
| 7 | What they represent is also influenced by institutional constraints , and choices of output by record companies and radio stations ( see Frith 1987d : 137–8 ; Street 1986 : 116–25 ; Wallis and Malm 1984 : 242–52 ; Harker 1980 : 94–100 ) . |
| 8 | No , what they want is perfectly expressed in the simple banner held up during the Leipzig demonstrations : ‘ Freiheit ! ! ! ’ |
| 9 | In practice agents do not , or even perhaps could not , have complete and consistent preferences , partly because what they want is often affected by what they believe , and they do not , or could not , have perfect information . |
| 10 | A trade union education that is — as some have rightly advocated — open to members as well as representatives , broad-based and educational rather than narrow and role-specific , continuing and recurrent rather than ad hoc and disparate , will itself produce limited and ephemeral results unless working people can see that what they learn is also practised in their own organisations . |