Example sentences of "[prep] [verb] [pron] [am/are] [adv] " in BNC.

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1 Reptiles live largely in tropical environments , and the techniques they use for cooling themselves are probably even more important than warming techniques , as we have seen .
2 And it 's about the easiest piece of cooking you 're ever likely to do .
3 And the reason they are not up to the job is that those in charge of hiring them are mostly men .
4 At this type of meeting there are usually two sides who are trying to make an agreement or bargain over a point .
5 And if they ever ask for help against their employers , their chances of getting it are usually ( despite Grunwick , see later in this chapter ) known to be small .
6 SOME of these difficulties might be avoided if the United Nations would broaden its approach to consider the possibility of punishing what are now called international crimes .
7 The cuticle also exhibits localized areas of hardening which are sometimes delimited by sutures .
8 Whatever you choose , you will get that warm feeling of knowing you are totally in fashion .
9 A task has high structure when the goal and the methods of achieving it are well understood and agreed upon — see Chapter 10 , Objective Setting .
10 When you when you come up here and do the driving you find that erm because people are are just not available at the time and erm y I 'm here just for a and Stan only here for a a limited period , and er you 're sort of trying they 're downstairs they 're trying to get people off the trucks when they come in or whatever the case may be to go out and do an assessment run , and it 's not always possible .
11 They are good little theoretical exercises because they are easily described and algorithms for solving them are easily programmed , but they have a lot of symmetry , which is most uncommon in real life .
12 There is no torment like knowing you are absolutely , morally right over something of immense importance and being unable to convince someone else of it .
13 While context was attended to , therefore , curriculum content was largely ignored , and especially those basic areas of the curriculum like reading which are so critical to the improvement of children 's educational and career prospects .
14 Once you have completed with shaping you are still left with more than one option for completing the top .
15 Whereas with acting you 're here today and gone tomorrow .
16 Very commonly , though , the road hierarchy is incomplete or elements of it are inappropriate , most frequently when major distributors are lined with housing There are thus disbenefits for residents on heavily trafficked streets to which through traffic is diverted .
17 What good is an educational system which fools youngsters into thinking they are much cleverer than they really are and lets them loose on the working world ( not that there 's much work there ) with worthless qualifications ?
18 What are your reasons for saying there are too many ?
19 The resulting group territoriality is possible in the chimpanzee since the locomotory costs in maintaining it are sufficiently low .
20 In other words , they work at it — which is a quite different thing from saying they are psychologically predisposed to remain relaxed under pressure .
21 Competing models entail different classroom practices : ‘ A classroom where children spend considerable time copying letters beneath the teacher 's clear print runs on assumptions about learning which are very different from those of a classroom where children write independently , inventing letter shapes and spellings ’ ( National Writing Project 1989 ) .
22 She will also host six programmes about skiing which are currently in production .
23 I 'm not minimizing the impact on the environment during working we are still negotiating the details of restoration with British Coal in the event that members er accept the recommendation in principle today .
24 The justification for excluding controversial truths from the original position lies in the social role of justice , which is ‘ to enable all members of society to make mutually acceptable to one another their shared institutions and basic arrangements , by citing what are publicly recognized as sufficient reasons . ’
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