Example sentences of "child [Wh pn] do [not/n't] [verb] " in BNC.

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1 We would not dream of seeking remedial help for a child who does not draw well .
2 The child who does not learn to ask is seriously impaired in later life .
3 For example , suppose the programme focuses on a child who does not obey saying that he will learn to do so after one telling .
4 A child who does not understand the nature of an oath may give unsworn evidence if in the opinion of the court : ( i ) he understands that it is his duty to speak the truth ; and ( ii ) he has sufficient understanding to justify his evidence being heard ( s96(1) and ( 2 ) ) .
5 Jay fell silent , slapped child who does n't know why .
6 So you see , that it is important for every coach in the country , even if he is giving a lesson to a child who does n't have any kind of tennis talent , to give the lesson as if he or she was the future Wimbledon champion .
7 ( Thus a child who did not reach the first birthday is counted as zero year old ; from 12 completed months to 23 completed months as one year old , etc . )
8 There was little spring in the ancient planks and Miss Barnsdale towered beside the box horse , ready to yank at the arms of any child who did n't manage to leap over the rough leather back first time .
9 They had two sons , my father and Uncle Tommy , and I think another child who did n't survive .
10 I would never punish any child who did n't agree with me that they had done something …
11 I 've never yet met a child who did n't like chips
12 Children who did not want to grow up haunted Kensington gardens because they had been happy there .
13 In fact , the only serious problems at this ‘ stage involved children who did not want to leave the security of the one home they knew .
14 The testers might have got a clue from this that such a question was entirely artificial , constructed out of test situations and irrelevant to children who did not go to school and so were not used to being exposed to such tests .
15 During the 1940s and 1950s , when the concept of ‘ maternal deprivation ’ was growing in popularity and links were being made between it and juvenile delinquency , Professor Zweig still found National Assistance officials ready to label the widow with school-age children who did not go out to work as an ‘ inferior type ’ and a ‘ professional ’ widow .
16 Constipation or faecal soiling , or both recurred and persisted until follow up as soon as the laxatives were discontinued in 31 of 33 children who did not recover .
17 Stools with very large diameters , very hard stools , and stools that clogged the toilet were reported significantly more commonly in both groups of children who did not recover than in the recovered group ( p<0.02 ) .
18 As expected , the data from the 33 children who did not recover when compared with the data from the 57 recovered children showed significantly higher incidence rates of symptoms of constipation at follow up ; very large diameter stools , very hard stool consistency , stools that clogged the toilet , stool withholding ( p<0.001 ) , abdominal pain ( p<0.04 ) , and a significant decrease in the number of bowel movements per week ( p<0.001 ) .
19 Abdominal pain was still present in 27% , stool withholding in 45% , constipation with <3 bowel movements per week in 39% , bowel mvoements that clogged the toilet in 45% , laxative use in 33% , and soiling in 48% of the children who did not recover .
20 None of the children who did not recover were receiving medical care for symptoms of constipation at the time of follow up .
21 An example of this was given in Chapter 4 , concerning female users with children who did not seek help from their GP because they assumed a direct link between the GP and social services .
22 Indeed , where no obvious alternative response was available in some of their tasks , children who did not know the meaning of less typically opted for no response , or ‘ Do n't know . ’
23 They were aware of a number of pre-school children who did not have adequate access to resources or support when parents and professionals were becoming aware of the possible extent and implications of the disability .
24 The unique design of this study allowed examination of outcome in an unoperated ear in a group of children who did not receive surgery to either the tonsils or adenoid .
25 If you want to do some carrot maps those children who did n't do carrot maps , you may do some .
26 At the other extreme there are many malnourished children who do not make up those essential nutrients , which lacking in school meals , when they return home to eat .
27 It arises from a series of acts of faith : speech is natural , language acquisition occurs naturally through audition ; the oral approach incorporates this natural approach ; children who do not acquire language in this way are therefore deviant , and thus defective .
28 If their full bellies make me fail to recognise my communality with a woman of colour whose children who do not eat , because she ca n't find work ; or a woman who has no children because her insides are rotten from home abortions and sterilisation ; or if I fail to recognise the lesbian who chooses not to have children , or the woman who remains closeted because her homophobic community is her only life support ; the woman who chooses silence instead of another death ; the woman who is terrified lest any anger triggers the explosion of hers ; if I fail to recognise these women as other faces of myself , then I am contributing to each of their oppressions , but also to my own .
29 There are few children who do not experience the death of a much-loved grandparent or pet when they are quite young , and yet so often they are excluded from all the changes that go on at the time of a grandparent 's death , as though in some way this will leave them unaffected .
30 I want us to think for a moment about the rights and needs of all those millions of children who do not go to school , who are invisible because very often development programmes tend to ignore er their needs .
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