Example sentences of "[noun] here is [adv] [conj] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Spend two days in tour fatigues with this new , arena-compatible Nirvana production machine — ‘ I do n't know the names of most of the crew , ’ admits Dave — and it dawns on you that the overriding issue here is not that Kurt Cobain is on heroin ( or is n't , or was , or is and is trying to get off ) but that his wife is a Grade A pain in the arse . |
| 2 | Now , the issue here is not whether this was ‘ good ’ or ‘ bad ’ , the motive humanitarian or base , but that it had a tremendous impact upon the agriculture of the Third World at least in Latin America , South and South-east Asia . |
| 3 | The real point at issue here is not whether objectives should be used but how they are used . |
| 4 | The question here is simply whether the operation itself is lawful . |
| 5 | But unlike the Public Order Act 1936 , section 5 , the test here is not whether or not the victim is likely to be provoked into responding violently , but whether he is likely to experience alarm , distress or harassment as a result of what is being done and said . |
| 6 | My point here is simply that they do go some way to explaining why patterns of co-residence fluctuate over time . |
| 7 | Our pragmatic starting point here is not whether ‘ race ’ exists . |
| 8 | Remember the little truth theory that we did in lecture two or three , or when you do semantics in logic by swinging two model theories , when you interpret the expressions of a logical language , you have to assign a structure and , er the claim here is just that the natural language , that structure , structure that the semantic interpretation rules apply to , it 's just the syntactic structure . |
| 9 | Again , the precise effects of British imperial domination are inevitably matters of dispute ( Kumar and Desai , 1983 ) and it is important to emphasize that the claim here is not that the level of present development of the regions of the Third World in question is simply the outcome of their colonial experience , but that it is difficult to understand the nature of this underdevelopment and the continuing exploitation of these countries within the international economic order without a grasp of the imperial impact . |
| 10 | The argument here is not that all children should have access to all aspects of the curriculum . |
| 11 | The argument here is not that the group shares a common material objective interest which unites them , though they may well do so ; such an argument , if framed in a strict manner , might take elite theorists perilously close to Marxist positions , in which the material interests related to the appropriate mode of production specify the class . |
| 12 | The argument here is essentially that a gradation scheme might lead to a lighter sentence in certain cases than would otherwise have been imposed . |
| 13 | The difficulty here is often that it is not clear whether the problem is meant to bear a relation to the book-work question or not . |
| 14 | The weakness here is not that the assumptions are incorrect but that they are incomplete . |
| 15 | Whether or not that is the case , the problem here is not that Jesus was a man , but that this man has been considered unique , symbolic of God , God Himself- or whatever else may be the case within Christianity . |
| 16 | A subsidiary problem here is how or whether to institutionalize this , for example in the form of attendance or credit requirements . |