Example sentences of "[noun] where [art] " in BNC.

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1 Because we had halls where the members could n't get in it was packed .
2 There was an unreal atmosphere , like a courtroom where the jury has decided to impeach the judge .
3 I check on some of the offshore islands of the reef where the empty coral beaches with palms and pandanus are like Bounty ads and the tropical fish are like rubber hot water bottles painted in psychedelic colours .
4 Yeah , I did , went , I went through the blue , then we flew too Melbourne see eh , one of her friends and stayed with her , like they 've got trams there , went too the Great Barrier Reef where the water plane .
5 Nearing the narrows of the loch where the ferry operated , the road climbs a long incline through a forest , emerging in open country and here a branch , formerly the main road , goes down to the hotel and other buildings grouped forlornly around the old ferry pier : it is always sad to see an enterprise that has served its purpose well and has now had its day .
6 Local management does however offer an opportunity for more imaginative and exciting possibilities for those schools where a real commitment to the open decision-making ‘ philosophy ’ exists .
7 They concluded that , in schools where a high proportion of teachers spent over half their week teaching one specific subject , and in schools where a high proportion of the teaching was undertaken by teachers who had studied the relevant subject as a major element in their initial training — in other words , where there was a strong degree of subject match standards of work were better ( to a statistically significant degree ) .
8 They concluded that , in schools where a high proportion of teachers spent over half their week teaching one specific subject , and in schools where a high proportion of the teaching was undertaken by teachers who had studied the relevant subject as a major element in their initial training — in other words , where there was a strong degree of subject match standards of work were better ( to a statistically significant degree ) .
9 Of those parents who favoured closure , most had children at schools where the quality of education was suspect .
10 In the 1960s there was felt to be a vast gap not only between those primary schools where the teaching was ‘ traditional ’ and those where it was ‘ advanced ’ or ‘ child-centred ’ , but also between primary and secondary schools .
11 There are too many schools where the ‘ management style ’ approaches this extreme , even if this is as a perceived necessity forced upon an unwilling or unwitting head/governing body by the pressures and pace of change .
12 In schools where the head had encouraged the staff to take part in decision-making , leading to finance allocation , he/she was frequently disappointed by the apparent unwillingness of the staff to get involved .
13 Schools where the size of the delegated budget was seen to be adequate , or even generous , were able to take more steps along the path to staff involvement in decision-making than those with a reduced budget .
14 Few staff actually felt involved , even in schools where the head thought that he or she had actively tried to promote staff participation .
15 I have seen schools with their own livestock — chickens , goats and rabbits ; and schools where the only livestock in evidence were the bats in the roof and the cockroaches in the latrine .
16 Most are in primary schools where the average class size has shot up from 26.1 to 28.8 in two years .
17 Schools where the staff are aligned with a practical philosophy which is more than the usual ‘ whole person ’ rhetoric do exist , but to find your way , as a teacher , to the one that suits is , in these egalitarian and bureaucratic days , often a hit and miss affair .
18 On inspecting this table we can begin to raise questions about the balance of men and women in secondary school teaching ; especially as far as teaching particular age groups are concerned with more women teaching the younger pupils in middle schools than teaching in comprehensive schools where the complete age range is present .
19 This danger exists also in secondary schools where the governors ' report must include information in a prescribed form in relation to public examinations — in effect , a publication of results .
20 The other irritant was the discovery by hundreds of English-speaking Quebeckers , who had courageously chosen to send their children to schools where the teaching is in French , that they had thereby deprived their grandchildren of the right to be taught in English if they wished .
21 The Government — Mr John Patten — having learnt through the courts that teachers have the right to refuse to set the prescribed tests , now threatens to cut the headteacher 's salary and to take legal action against the governors of schools where the tests are not set .
22 During the preparation of the proposal , key members of staff are encouraged to visit schools where the project is already in action in order to gain ideas and learn from the experience of others .
23 Understandably , I was quite staggered and overjoyed to find , in the West Riding , very many primary schools where the creative energies of children were demonstrably seen to be central to their experience and learning .
24 Through these excellent Tutors , assisted by very able advisory staff , the Art teachers became motivated and involved in their own work and this , indirectly , had a profound effect upon the teaching in schools where the curriculum was significantly strengthened in three major respects : iii drawing , colour and in an imaginative and inventive response to a wide range of media .
25 Only in 1914 were Indonesians admitted to schools where the medium was Dutch ( these were intended for Dutch and Eurasian students ) .
26 The City Technology Colleges divert valuable resources of staff and equipment away from other schools where the need for them is great and they also cream off some of the more able pupils .
27 Despite its general popularity amongst teachers in schools where the Solihull booklet had been used , the evidence from the survey is that little or nothing changed in consequence .
28 The intentions may be fine , but when considering what is actually happening in schools where the HCF approach is practised — as it is in very many — it seems to fit the marvellously Jewish remark attributed to Sam Goldwyn : " on the surface , profound , but deep down , superficial " .
29 Save The Children helps youngsters living and working on the streets , it runs schools where the poorest can get hot meals and lessons .
30 This is particularly important in schools where the microcomputers used e.g. the BBC-B , have a ready market for home use and are therefore vulnerable to theft .
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