Example sentences of "far as [to-vb] [conj] [noun] " in BNC.

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1 In the early 1960s a number of economists went so far as to argue that growth had to be export-led [ Kaldor , 1971 ] .
2 One such protagonist has recently gone so far as to claim that Aristotle 's Phantasmata — the mental images that are involved in most or all mental activities — are identical with the symbols on which computational procedures are carried out .
3 In fact some pro-choice advocates go so far as to deny that abortion is a moral issue at all — a favourite slogan for a while was ‘ abortion is a health issue , not a moral issue ’ .
4 Indeed , some Keynesians went so far as to say that money is unimport-ant since it only exerts an influence on economic activity via interest rates , and then without much success .
5 Though I could n't go so far as to say that service was included as all the waiters seemed interested in was getting the lights off so they could dance with Sorrel .
6 Indeed , he went so far as to say that Britain 's justice system had been badly bruised by the Government 's failure in this respect .
7 Tape Worm : I 'm normally very polite and hardly swear , but I 'd go so far as to say that Tape Worm is one ugly ( Censored ! — Ed ) .
8 Because of his Cartesianism , Malebranche could not go so far as to say that material objects were not really extended or in motion , but Pierre Bayle had argued that such restraint was unjustifiable .
9 We might almost go so far as to say that Lyly has embroidered an elaborate garment round the simple idea " Euphues was a young coxcomb " .
10 Those extreme inductivists , the logical positivists , went so far as to say that theories only have meaning insofar as they can be verified by direct observation .
11 One writer in 1766 even went so far as to propose that canals be required to end short of their planned destinations .
12 The story goes so far as to suggest that Hewlett-Packard threatened to resign from OSF over the pace of development but changed its mind .
13 Indeed he went so far as to suggest that pupils might be involved in evaluating the curriculum in the future .
14 In fact , the Committee goes so far as to assert that business and industry have no distinctive educational needs , and is thereby able to collapse point 2 in its terms of reference ( " the needs of business , the professions and the public services " ) into point 1 ( " the requirements of a liberal education " ) .
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