Example sentences of "this section [pers pn] [verb] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | At the beginning of this section we made the distinction between ‘ spontaneous ’ and ‘ induced ’ flows of funds between the government and the private sector . |
| 2 | In this section we highlight some of the issues that arise in industrial policy . |
| 3 | In this section we set out one broad school of thought — the instrumentalist explanation — which draws its inspiration from the early writings of Marx . |
| 4 | In this section we attempt to provide a framework for discussion of a number of special instructions ( or groups of instructions ) , provided in current computers or proposed for the future , which do not naturally fit into these groups . |
| 5 | In this section we present ( essentially ) two number-theoretic results of which much use is made in many areas of mathematics . |
| 6 | In this section we present a formal statement of the simplified rational expectations aggregate supply and demand model discussed above . |
| 7 | To complete this section we present a simplified formal version of the McCallum model . |
| 8 | Later in this section we show how to analyse these induced effects to determine how the burden of the tax is ultimately divided between producers and consumers . |
| 9 | In this section we visit each Occam construct in turn , and uncover the laws governing it . |
| 10 | In this section we intend to explain how such policies involve the relationship between objectives , targets , and instruments . |
| 11 | In this section we bring the basic rules together . |
| 12 | In this section we want to look firstly at why banks have an interest in expanding the volume of deposits and thereby the stock of money . |
| 13 | In this section we explain why they can , and list some of the information sources you might want to use . |
| 14 | So far in this section we have looked at the present provision of training and at ways of improving the system . |
| 15 | In this section we have concentrated on one type of white-collar crime , corporate crime . |
| 16 | In this section we have been considering their respective accounts of structural change . |
| 17 | In this section we have been considering the properties of hierarchies in general . |
| 18 | In this section we have seen that it is usually possible to reduce the number of accesses to synonyms by loading first the records most frequently accessed . |
| 19 | In this section we have examined the view that savings decisions are based on the utility-maximizing calculations of households planning to spread consumption over their lifetimes . |
| 20 | In this section we provide a brief history of the development of penal thought in the West to show how different combinations of penal justifications have found favour in different eras . |
| 21 | In this section we check that starting at any event y in space–time it is always possible to transform to a frame for which locally and where is the Minkowski metric of eqn ( 4.1 ) or ( 4.2 ) . |
| 22 | In this section we discuss two points . |
| 23 | In this section we discuss the role of such interest groups , and particularly that of class interests emphasized in Marxist theories of the state . |
| 24 | In this section we discuss two other types of ‘ missing market ’ , those associated with time and with risk . |
| 25 | In this section we discuss floating rate notes ( FRNs ) . |
| 26 | Finally in this section we prove ( at last ! ) that every irreducible element in Z is necessarily a prime element so that the concepts of primeness and irreducibility coincide in Z. We need a definition and a trivial consequence . |
| 27 | In this section we outline some ways in which educational inequalities and the pursuit of educational equalities have been studied . |
| 28 | Before closing this section we offer a delightful second proof of this last theorem in which ( the reader is invited to verify ) no use is made of the concept of primeness . |
| 29 | In this section we consider some equalities and inequalities as they are manifested in relation to education . |
| 30 | In this section we consider the potential users of public sector accounting information and the kinds of information they need . |