Example sentences of "we [verb] [conj] it [is] not " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Due to the restrictions imposed by the airlines and the railways , we regret that it is not possible for passengers to take their own bikes . |
| 2 | We repeat that it is not the intention to advocate a standard curriculum for all secondary schools to the age of 16 , not least because that would be educationally naive . |
| 3 | " The food web is so isolated from anything we consume that it is not going to affect people " , she added . |
| 4 | In the original report , however , we noted that it is not difficult to design , manufacture and market simple chip-based handhelds , especially straightforward spellcheckers . |
| 5 | We accept that it is not the function of the planning system to preserve existing commercial interests or to inhibit competition between different methods of retailing . |
| 6 | ‘ In our party we know that it is not the State that builds the success of a Nation . |
| 7 | It is not always in the right and we know that it is not . |
| 8 | But banks unfortunately do charge , negotiating fee and then interest at exciting rates , erm solicitors will do it sometimes , we 've done it for clients where we know that it 's not too large an amount and we know that there are assets easily obtained because that way the client saves the banks administration fee . |
| 9 | Most conductors of my generation have to go through different experiences before we understand that it 's not the main thing in the world to conduct all American orchestras . |
| 10 | In relating everyday experience of consensus pressures to the overarching priority of economic growth , we find that it is not only the state that constructs their operation . |
| 11 | We believe that it is not fair , it is not practical , and it will not stand the test of time . |
| 12 | For our part , we wish to step back from philosophical issues , not because they are totally irrelevant but because we believe that it is not necessary , from a sociological research point of view , to take them up . |
| 13 | This discrepancy , however , disappears when we recognize that it is not in individual nerve impulses that we must seek our representations of the world , but in their patterns . |
| 14 | part of that section is valid , and we say and we pleaded that it 's not so forth |
| 15 | In our earlier discussion of truth ( see Chapter 4 ) , we saw that it is not available in any absolute sense ; but this does not mean that ‘ anything goes ’ . |
| 16 | This perspective puts mathematics educators in a very comfortable position , until we recognise that it is not uncontentious and , in any case , is rarely made explicit to children , which would involve them in a detailed consideration of how mathematics has developed and the relations between abstract mathematics and reality . |
| 17 | While the report argues that it is crucial that social workers identify ‘ high risk ’ , the report comments that ‘ We do not define ‘ high risk ’ , mainly because we think that it is not susceptible of definition' ( London Borough of Brent , 1985 , p.288 ) . |
| 18 | So it 's jargon , it 's assuming people will pick things up as quickly as we have and it 's not recognising that people have different interpretations . |