Sentence examples for view accessories from inspiring English sources

Exact(1)

"The NRA and gun industry view accessories like silencers as potential profit areas, with guns themselves so well-saturated throughout their existing customer base.

Similar(59)

His evocative constructions resemble fetishes, reliquaries or even toys and have largely been viewed as accessories to the two-dimensional work, a sideline short on historical substance.

Fig. 1 a Preoperative frontal view showing accessory nostril above left nostril.

While some might view such branded accessories cynically, others will point out that the prophylactic is just a meant to get some chuckles out of a crowd that sometimes take itself too seriously.

What a wonderful accessory!" View Article Ian Frazier is a staff writer at The New Yorker.

In his book on artists under communism, The Captive Mind, Czesław Miłosz identifies one of the exceptional elements of Borowski's stories: "In the abundant literature of atrocity of the 20th century, one rarely finds an account written from the point of view of an accessory to the crime".

What a wonderful accessory!" View Article Starbucks and the Issue of White Space Seven Signs that Your Man's Masculinity Is Nontoxic In the Trump Era, We Are Losing the Ability to Distinguish Reality from Vacuum John McCain, Honor, and Self-Reflection Behind the Scenes of Harvey Weinstein's Arrest The Rage of the Incels Subscribe to The New Yorkerfor only $1 a week.Plus, get a free tote.

You can know everything about them, every detail of their childhood every name of every hamster and there will always be something that you can't help but view as an accessory.

The medial condyle is rounded in posterior view with an accessory process which projects laterally.

This observation suggests a role of main olfactory system (MOS) in pheromone detection, contrary to the view that only accessory olfactory system (AOS) is involved in pheromone detection.

Some might argue that regardless of what institutions offer, most faculty will not change the way they teach, because they view teaching as accessory to their professional identities, derived not from their institutions, but rather from their disciplines, which are cross-institutional.

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