Example sentences of "[noun sg] [modal v] be [vb pp] " in BNC.

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1 Unlike the power to impose conditions on processions , the grounds upon which a ban may be sought are still restricted to those of serious public disorder which the senior police officer believes that he will be unable to prevent , even taking into account the imposition of conditions under section 12 .
2 Packer remarks that the greater willingness to join in collaboration against a consorting male may be related to the greater benefits that the altruism bestows on the recipient in these cases .
3 The researchers offer several possible explanations for toads making the occasional move : conditions in the initial pond may deteriorate ; a male may be carried to a new pond by a female with whom he has paired before reaching the water ; or perhaps a toad encounters a new pond on the way to its old one .
4 The huge majority of humanity are earthy clods for whom no hope may be entertained .
5 This type of link may be characterized by the stretch of apolar residues in the N-terminal β- strand A and a hydrogen bond network in domain 2 mediated by Ser-X-Pro at the start of β- strand A combined with Asn 161 and Ser 164 at the end of β- strand F and start of G ( residues in red ) .
6 Acknowledging that more than one sort of link may be formed as a result of even simple conditioning procedures helps explain the way in which these effects show in behaviour .
7 Detectives say they 've no proof that a serial killer is responsible for the four women 's deaths , but they are pooling all information in the hope that a common link may be found
8 The whole of the top of the ramus may be broken ( Fig. 3.14 E ) or completely missing ( Fig. 3.14 G-H ) .
9 In terms of developments in curricula and pedagogy , a number of trends with which the project is in sympathy may be identified .
10 Mathematical experience may be involved incidentally in many of these activities , but the teacher must decide when it is appropriate to bring it to the surface .
11 Working within this Hegelian framework Oakeshott also suggests that experience may be viewed from limited standpoints or ‘ modes ’ .
12 While emphasising the interdependence between semantic expres-sions and underlying cognitive concepts , this approach also implies that not all of a child 's understanding of a particular experience may be expressed in language , and that a child may intend to express more than she is actually able to encode formally in language structures .
13 Exceptionally , applicants who already have appropriate research experience may be admitted directly as candidates for the degree of DPhil .
14 But such data gain significance only through serving a larger enquiry , for example into how children have a better understanding of a problem ( or person ) through role-play , or how a raw experience may be organised through a particular approach to writing .
15 When arguing against radicalism , the rhetoric of conservatism may be employed .
16 If the words used are wide enough for the above purpose , the court must then consider whether " the head of damage may be based on some ground other than negligence " .
17 If the firearm is discharged and property is damaged , then an offence of criminal damage may be charged .
18 Slight damage may be treated by using staples to anchor pieces together , but if damage is widespread , replacement is the best bet
19 The police hope is that the IRA gang or individual responsible for this damage may be captured on film .
20 Though ruach may be found in man , it is always , so to speak , on loan , and not a possession ; a resident alien , not a native .
21 Whilst any legal provisions concerned with the curriculum may be said to add further legitimacy to the instillation of moral , cultural and social values by the education system ( via the so-called ‘ affective curriculum ’ ) , there are provisions associated in a particularly identifiable way with certain values — for example , those concerned with sex and race equality , which may be said to have almost universal support amongst policy-makers and practitioners .
22 We have tended to speak as if it existed in some obvious and consistent way in higher education , but as some of the above quotations pointed out , the undergraduate curriculum may be influenced by other manifestations of organized knowledge , in particular research and professional practice .
23 a ‘ cross-curricular ’ view focuses on the school : it emphasises that all teachers ( of English and of other subjects ) have a responsibility to help children with the language demands of different subjects on the school curriculum : otherwise areas of the curriculum may be closed to them .
24 Even something from the day 's newspaper can be all that is needed as an effective starting-point , just as the latest or the most interesting work done in other subject areas of the curriculum may be used .
25 Some conception of the resultant complexity may be gained from a survey of the freeholders of Bedfont , Middx. , in 1546 , which records a wealth of detail that was more often than not disregarded .
26 The former management of woodland has resulted in many complex patterns and administrative arrangements , and great complexity may be expected from the documentary and topographical records .
27 If overtime is not paid travel to own base may be reimbursed .
28 This obviously requires the attendance of the witnesses at the trial , and a subpoena may be issued to compel the attendance of those who are within the jurisdiction or in some other part of the United Kingdom .
29 Those putting the case for the former , point to its relative speed , although where large and complicated matters are involved this advantage may be lost .
30 These results are important in showing that even with verbal stimuli a tachistoscopic LVF advantage may be obtained when the task can be performed non-verbally .
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