Example sentences of "can [noun pl] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | How then can shareholders hope to make judgments about long-term prospects ? ’ |
| 2 | To whom can shareholders turn for advice ? |
| 3 | Now can employers identify those members of their staff who have addictive disease ? |
| 4 | How can employers identify those members of their staff who have addictive diseases ? |
| 5 | Recognition of the way in which this rhetoric drew upon previous discourses and defined the nature of authority relationships provides a more secure interpretation of the chronology of chartism 's rise and subsequent demise than can accounts describing it as merely an expression of acute social and economic deprivation . |
| 6 | How , then , can researchers generalise from one patient to others ? |
| 7 | The research project will explore : — how male migration influences natural resource management in 4 countries in the Sahel region of Africa ; — whether single women are as likely or as able to , invest in long-term soil and water conservation ; — whether women 's changing strategies relieve or increase pressure on declining natural resources ; — and what ways can projects intervene to improve household food security of single headed households . |
| 8 | This poses the interesting question which only the future can resolve : how long can values survive without the beliefs which sustain them ? |
| 9 | Not only can cases be ranked but also we know the distances between the rankings . |
| 10 | What can palaeontologists contribute ? |
| 11 | By equating ‘ prejudice ’ or ‘ racism ’ with individual psychological states , ‘ institutional racism ’ becomes a logical impossibility : for how can institutions harbour irrational hatreds ? |
| 12 | Affluence was not a matter of gold-plated bath taps or Daimlers or tooth-brushes or mink-handled beer can openers — though these were available — it was a matter of 531 competing brands of coffee or 249 brands of washing powder on the American market , whose only raison d'être was that a change of packaging and advertising ( New Wonder Ingredient ! ) gained them shelf space in the supermarkets until the next brand came along . |
| 13 | CAN COPIES OF FOREIGN PATENTS BE OBTAINED ? |
| 14 | Only now , with the civil war over and the Phnom Penh government inviting outside influence — in the form of aid — rather than rejecting it , can attitudes change . |
| 15 | Can attitudes and dispositions be summoned up at will ? |
| 16 | Neither can reasons of motive or intention be relied upon if , for the sake of argument , I admit that good faith and the best of intentions prevail throughout . |
| 17 | What sources of power can groups and key individuals bring to bear on the budgetary process ? |
| 18 | In addition to wall displays thought needs to be given to the equipment which can be used in the room , e.g. does the teacher always have to use the overhead projector or slide projector with the whole class or can groups of pupils go and view a selection of slides independently as needed ? |
| 19 | To what extent can GIS help if an event occurs ? |
| 20 | How can words stir anyone to action or even reflection if the accompanying music fails to quicken the pulse ? |
| 21 | It 's just that you , your better of space if you have that one and you can books down there or on them whatever you want too and if you had that one , you 'd be able to have a , erm another cupboard as well probably . |
| 22 | For all those Sumerian wizards , Babylonian astrologers , Macedonian witches , Sephardic kabbalists and Irish Jesuits who have split every hair on their heads on the question ‘ Can demons feel pain ? ’ here 's your answer : |
| 23 | Can parties to the treaty object to reservations to the Protocol on the grounds of incompatibility with the objects and purposes of the Convention , or can this be done only by parties to the Protocol ? |
| 24 | Can schools cause special needs ? |
| 25 | How can schools reflect cultural differences without reinforcing the notion that those differences are unchanging and inherent in particular groups . |
| 26 | a ) How can schools ensure that records of achievement provide evidence of the skills and aptitudes required for specific employers ' needs ? b ) Would n't it be unfair if employment tests were waived for Compact graduates , but maintained for non-Compact job applicants ? c ) If local policies are negotiated regarding this issue , what will be the implications for national companies ? |
| 27 | Unless there is some agreement about purposes how can schools and teachers be expected to render account ? |
| 28 | If there is no particular justification for these categories , and they appear to be somewhat arbitrary , what faith can schools then have in them as a basis for review ? |
| 29 | How can relationships be addictive ? |
| 30 | How can computers create things that are genuinely new and not just ‘ what you put in ’ ? |