Example sentences of "students [unc] [noun sg] of [noun] " in BNC.
Next page| No | Sentence |
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| 1 | The students ' sense of achievement , heightened by the success of their carefully prepared and organised presentation , was an intended outcome fully attained . |
| 2 | Chapter 6 examines the way in which studying physics interacts with students ' sense of identity , and looks at how this differs for male and female students . |
| 3 | We are interested in the relationship between studying a subject , and students ' sense of identity : the way in which the beliefs we hold about an academic discipline affect our sense of who we are . |
| 4 | Before we look at students ' construction of science , it is important to stress that students ' decision to study science was not merely a consequence of their preferring it to other subjects , or being good at it , but the result of schooling and family influences . |
| 5 | The technology theme ( Operating Systems , Data Communication ) extends students ' knowledge of systems hardware , software and distributed computing principles and practice . |
| 6 | Two programmes , Erasmus ( 1987 ) and Yes ( 1988 ) encourage increased student mobility and youth exchanges respectively , while the Lingua ( 1989 ) programme aims to foster students ' knowledge of Community languages . |
| 7 | No distinction is made on the grounds of students ' field of study , mode of study or status . |
| 8 | He and his colleagues are convinced that loans will effect students ' choice of courses . |
| 9 | Most students ' experience of Doctor Faustus is of the longer B text , though often with an apology from editors who prefer the shorter A version on aesthetic grounds . |
| 10 | However from the students ' point of view , the making of a video recording was the purpose of the exercise . |
| 11 | An important part of the course is the examination of examples of students ' use of English , both spoken and written . |
| 12 | Of especial interest is students ' perception of science and scientists : is their view of science , like the scientists ' view of humanities , limited and partial ? |
| 13 | It would be wrong not to acknowledge the allegation that that educational philosophy had , in practice , many damaging results in modern European higher education , for example the separation of students from professorial staff , so that the students were often left too much alone by professors who were much more interested in their own inquiries ; the free movement of students across universities and its impact on the coherence of the students ' programme of studies ; and the slow completion and very often non-completion by students of their courses . |