Example sentences of "[noun pl] [coord] [prep] [adj] [noun] " in BNC.

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1 institutions or through local authority inservice programmes .
2 Those who need personal assistance to enable them to live in their own homes have too often been consigned either to institutions or to enforced dependence on their families .
3 There would seem to be ample justification for preventive interventions aimed at reducing feelings of helplessness , if it were possible , and of enhancing feelings of self-esteem for women raised in institutions or for other reasons experiencing a marked lack of care in childhood .
4 One might expect it to lead only to a rather vague pantheism which could make no real place either for religious institutions or for specific doctrines and formulations .
5 Although only small minorities of the whole elderly population aged 65 or over live in institutions or with younger relatives , the proportions among the over 80's in these types of ‘ supported ’ households are much higher .
6 There is a steady flow of applications both from students with educational experience at an appropriate level in the past and from current students either at other institutions or on non-modular courses at Oxford .
7 This enabled them , for example , to classify ‘ deviance ’ and to separate different types of deviant into distinct forms of institutions or into different sections within institutions .
8 Consideration was given to measures such as encouraging car pools , creating a rapid transit system , prohibiting vehicles at certain times or in certain areas , and imposing a smog tax on vehicles .
9 At other times or in other lessons non-computer-assisted learning will take place .
10 the likelihood of the damage or of its being severe was due to characteristics of the animal which are not normally found in animals of the same species or are not normally so found except at particular times or in particular circumstances ; and
11 Visitor attractions at off-peak times or in off-season periods are unlikely to have any significant effect in reducing peaks , but they may help to spread the loading on staff time .
12 Just before the publication of the Bill that became the 1988 Education Reform Act , opinion in Great Britain was evenly divided over whether control of the curriculum should be in the hands of local education authorities or of central government ; this is shown in Figure 10.4 .
13 The by-laws of local authorities or of public corporations , for example , acquire the force of law without further reference to Parliament .
14 For all children in care , a comprehensive system of community homes is now being developed , organized on a regional basis and managed by local authorities or by voluntary organizations in collaboration with local authorities .
15 Library training co-operatives can undertake to fulfil , at little direct cost , many of the objectives currently fulfilled by external courses — for example , offering staff the chance to meet and exchange views with staff working for other authorities or in different types of libraries ; encouraging professional awareness and commitment to professional values — two of the indirect objectives that are sometimes thought of as the ‘ real ’ value of external course attendance .
16 This seems to suggest that for films with many moving objects or with high levels of subjective risk subjects ignored the fixed information in the recognition phase and were thus not biased by it .
17 What evidence there is often exists only in the anecdotal form of teacher accounts or in multicultural handbooks ( Burgess , 1986 ; Nixon , 1985 ) .
18 Such notes may be included in the accounts or in separate documents annexed thereto .
19 Much of the east coast of England is formed of Pleistocene deposits which yield rapidly to wave action provided that they are not protected by natural constructional forms or by artificial defences , such as breakwaters and groynes .
20 This is a sweeping assertion , and naturally there are some glowing exceptions to this , but the growing recent interest in the teaching of information skills , whether under the title of study skills or of library-user skills , is indicative of a realisation of both a need and a weakness in much present educational practice .
21 The evidence suggests that they are often indifferent to their educational attainment and are interested in only a narrow range of basic skills or in traditional education for the ‘ high-fliers ’ .
22 This style in plain colours — light & dark , then into the big rounded ‘ beagle ’ collars which went into all colours — and in checks & in different materials : cotton , cotton/poly , Oxfords , wool mixes , etc .
23 In term he usually lectured continuously three mornings a week , often to an audience of one , an ancient alarm clock reminding him to change the subject , perhaps from the Paston letters to the Puritans or from Greek epigraphy to the Oxford Movement .
24 Inter-country divergences ‘ are explained by variations in the extent and depth of collective bargaining and in support for union [ membership ] security , either directly from employers or through collective agreements ’ ( p. 27 ) , i.e. the greater the ‘ depth ’ of bargaining ( in terms of the involvement of local union officers and shop stewards ) and union support , the higher the density .
25 The House of Lords found that there was no duty of care either to existing shareholders or to potential investors .
26 If the contract is made for , say , 100 pneumonia cases or for 100 fractures ( or 100 births ) , what happens to the 101st case that comes along ?
27 This very wide discretion the judge may exercise in different ways in different cases or in different types of cases .
28 There is a wider set of natural monopolies sustainable as natural monopolies either with specific pricing policies or in some cases under a wide range of pricing policies , given alternative assumptions regarding entry .
29 These theoretical analyses , computer tournaments , and laboratory experiments continue , with the answers depending on the extent to which future pay-offs are discounted , on the ensemble of strategies present in the group of players , on the degree to which strategies are deterministic or error-prone ( for example , imperfect memories of opponents or of past events ) , and so on .
30 Second , qualitative scores may be obtained from a descriptive analysis of the child 's performance across a range of subtests or across different items .
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