Example sentences of "and [conj] [pron] is possible [to-vb] " in BNC.
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| 1 | However , where comparisons can be made with alternative sources of data , and where it is possible to provide some evidence to counter the possibility that the findings are due purely to ‘ data collection ’ effects , we can perhaps arrive at some tentative conclusions . |
| 2 | They should , however , be informed by principles and insights drawn from linguistics — for example , the idea that language in all its diversity can be approached in a non-prescriptive , non-judgmental way and that it is possible to treat systematically and objectively an aspect of human life which is often the focus of emotive and prejudiced reactions . |
| 3 | Parents need time to understand how their problems affect their children and that it is possible to help them with management issues if they work together and support each other . |
| 4 | Further , Hayek argues that constructivist rationalists are guilty of ‘ the synoptic delusion ’ ; that is , the belief that all relevant social facts are capable of being known to some one mind , and that it is possible to construct from this knowledge of the particulars a desirable social order . |
| 5 | So , because children know and use the story form and because it is possible to discern a sequence of development , we have specified various aspects of story structure in the statements of attainment from level 2 to 4 . |
| 6 | The effects of high temperature and high humidity are often interrelated and while it is possible to accelerate temperature effects by storage at sill higher temperatures , it is not possible to do this with humidities that are already high . |
| 7 | We should ask , rather , what kinds of predicates there are and whether it is possible to obliterate such logical differences as do exist between them . |
| 8 | The motivation for the project was : staff recognition of a need to evaluate whether children made any real progress in their written work between 1st year infants and 4th year juniors ; whether too much was expected too soon , and whether it is possible to decide an age when the average child could be expected to be competent in certain skills ; whether the language curriculum throughout the school was sufficiently broad in terms of coverage or whether there was unnecessary duplication ; whether the most able children were being stretched enough ; whether there was any justification for ‘ setting ’ across classes for certain kinds of work ; whether pooling teacher energy and resources on a common topic increased intra-staff awareness and co-operation , and co-operation and interest among children from different classes ; and finally , whether whole-school topic work appeared sufficiently worthwhile in terms of children 's learning experiences to warrant repetition at some future date . |