Example sentences of "[adv] [conj] children " in BNC.

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1 Yet while these rays tan it now seems UVAs are also the rays which are much more capable of penetrating deeply into the skin , and so cause damage , especially where children 's sensitive skin are concerned .
2 We should not be surprised perhaps that children can grow up holding some very strange ideas :
3 In the example above , so that children might imagine what it is like to be blind , the teacher invites them to deprive themselves temporarily of their sight .
4 Landlessness was also seen as an element of poverty and encouraged large families so that children could earn and remit wages .
5 Self-discipline begins to take over so that children come more and more to behave reasonably , even when there is no one present to tell them what to do .
6 Items such as sweets and toys are often displayed at a low level — so that children will see them and either ask for them or buy them .
7 Sometimes a teacher considers it suitable to help some of the children make marks on the wall to establish their present height , and these marks are then compared with others made later in the term ( perhaps in a different colour ) so that children can see how much they have grown .
8 Mops and cloths should be provided so that children can mop up their own spills , and so help to prevent accidents .
9 Controls can be set up for most of these experiments , e.g. plant cress seed on dry blotting paper as well as wet , so that children begin to realise that it really is the water that is responsible for the change .
10 Leave an equal amount of fruit unsoaked , so that children can compare the difference in size and weight .
11 Provide pots that can be half-filled with water and then have stones dropped into them so that children can see the water level rising and find out about displacement .
12 Water can be added to the dry sand , so that children can experiment with ‘ rivers ’ , ‘ moats ’ or ‘ seas ’ .
13 Moreover , those who have greatest need of the street should have at least an equal right to its use , so that children and elderly people .
14 Rows of parked cars must not be permitted , so that children can not dash out unseen .
15 in fiction , the story should be capable of interpretation at a number of different levels , so that children can return to the book time and time again with renewed enjoyment in finding something new ;
16 Keep the mantelpiece clear so that children are n't tempted to climb .
17 Payments given to employees who have to replace children 's school uniforms or pay subsistence costs so that children can continue their education in the old location are usually listed separately from disturbance allowances in company relocation policies .
18 Structures and vocabulary are carefully graded so that children consolidate and build on their English in a motivating way .
19 It contains no reading or written work , so that children who are just learning to read and write can concentrate on developing these skills in their own language first .
20 Most of the pages in the book have been specially designed in black and white so that children can fill in and complete the illustrations themselves .
21 For example , as I indicated in discussing personal care , it is regarded as legitimate for children to think about their own interests when deciding whether to support a parent , but this is balanced rather delicately with the morality of obligation and duty , so that children can quite easily get into the position where they are regarded as too self-interested .
22 Children will clearly need to be taught all these things and , as the Bullock report points out ( DES , 1975 ) , there ought to be little difficulty in teaching these things if , and it is a big if , they are taught in a practical manner so that children can see that they do actually help them .
23 Skills such as note-taking come in at this stage , and one way of approaching this is to use the questions originally formulated as a structure for notes taken , so that children are noting down things they need to know , rather than every conceivably useful point .
24 Always ask him to have a go first , so that children come to you with a word already written .
25 It is about ways of organising learning activities so that children expect and are able to help one another , to share ideas , to comment constructively upon one another 's work , to recognise and use one another 's resources in ways which support and enhance learning .
26 Is my right hon. Friend aware that many bed-and-breakfast families are living below the level of subsistence and that parents go without so that children can eat ?
27 Her clear sighted approach to bring long lasting help to mothers and children , so that children could benefit , wherever they were whatever their country , their colour , their situation - urban or rural , their culture , their religion , their society in the sense of its development and their expectations and their infrastructure .
28 Everything within reason must be done to ensure not only that children are not neglected but that they get the best upbringing possible … .
29 How is it possible not only that children are not listened to when they complain , but that the man against whom they are complaining can leave one employment for another and be given a reference by the very people who have already received complaints about him ?
30 They still earn more on average ; their careers often take precedence , especially after children are born ; they still do too little childcare ; some still expect to be waited on .
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