Example sentences of "[det] that [verb] with " in BNC.

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1 However , Pakistan have , in my opinion , paid for the Gatting/Rana affair and all that went with it in 1987 .
2 The hospital and all that went with it had been such an oasis in the alarming wilderness of doing everything for , and chiefly by , myself ; now it came to the point of leaving it , I was scared .
3 1988 , etc. ) , there was a tendency to acquiesce in this conventional wisdom and all that went with it : the reduction of what ought to be a complex and multi-faceted debate to the simple adversarialism of ‘ formal ’ versus ‘ informal ’ , ‘ didactic ’ versus ‘ exploratory ’ , teacher as ‘ instructor ’ versus teacher as ‘ facilitator ’ , rote learning versus ‘ discovery ’ , ‘ subjects ’ versus ‘ integration ’ , class teaching versus group work , ‘ traditional ’ versus ‘ progressive ’ , ‘ bad practice ’ versus ‘ good ’ .
4 The Thaxted tradition which he established consisted of three features : firstly , a very thoroughgoing Christian socialism ; secondly , a marked attention to music and all that went with it ; and thirdly , a liturgiological care for distinctively English medieval antecedents .
5 But he had remembered — the name and all that went with it .
6 All that vanished with the invention of the printing press a few years later , but many of the books in the Corviniana were made in Italy at that time .
7 And I suppo I mean all that happened with that particular one was a couple of erm of er black black I think they were youth workers , I 'm not actually sure .
8 All that remained with her was the look in her son 's eyes , a look of absolute loathing and hatred , a look of betrayal .
9 There are n't many that start with a K.
10 to go for go for the C each time cos there are n't many that start with a K.
11 Those that resonate with the strongest vibrations will suffer the most damage .
12 The early industrial landscapes differed essentially from those that developed with steam-power .
13 He explained that the examiner 's hypothesis influences his formulation of questions and biases his treatment of answers by inclining him to fasten onto those that agree with his hypothesis and overlook those that do not .
14 We should not underestimate the power of official systems of classification of children , even when they are generally held to be inadequate by those that work with them .
15 This reduces the number of primitives to be compared by establishing those that intersect with the one under consideration .
16 Trivers ( 1971 ) used essentially this argument to account for the evolution of ‘ reciprocal altruism ’ , in which animals cooperate only with those that cooperate with them .
17 Those that deal with paper are also involved in a job that needs to be done .
18 Those that meet with approval are then usually tried out on the terraces , and if found to have some power , make their way into the repertoire .
19 It is quite possible that pre-exposure to a stimulus both retards new learning about that stimulus and also establishes a memory trace of its own that interferes with any subsequently formed when recall is tested .
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