Example sentences of "[pers pn] has several [noun] " in BNC.

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1 She has several mares in the Blue Grass State , and has visited top stud farms there , accompanied by her racing manager , Karl Caernarvon .
2 There are very pressured days , says Jackie , when she has several visits as well a clinic , when she goes up every front path praying both mum and babe will be problem-free .
3 She has several children . ’
4 She has several years ' experience of teaching in the Sudan .
5 She has several bronzes on view , including a fine sheep and boxing hares , which are a joy .
6 He has several times got himself into a position of strength in his battle with parliament , and bartered it away for short-term gains .
7 A keen sportsman , he has several times completed the Great North Run .
8 He has several businesses in the district — a bobbin mill , a gunpowder factory , a cotton mill , and more — and what they have in common is that the people — usually women and children — who are unfortunate enough to be employed in them are driven as cruelly as possible and paid as little as possible .
9 He has several children including three daughters , Laura , Kitty , and Arethusa , also grandchildren .
10 It has several forms — of which ‘ Geranium ’ is perhaps the best known — that are of smaller stature and more amenable to the average garden ( see pages 138 and 142 ) .
11 It has several pairs of jointed legs with pincers on the end and behind these , plate-like gills , large and flat like the leaves of a book .
12 It has several benefits , such as being able to slot a ready-growing plant into a gap to replace a loss or , on a bigger scale , plant up an entire bed , in bloom , overnight !
13 Airconditioned throughout , it has several lounges , TV and piano bar .
14 It has several surprises .
15 It has several guises .
16 It has several features which make it a useful starting point for a tour across north Switzerland , a kind of advance taster of the delights to come .
17 It has several aspects , including : ( a ) the range of options offered to the teacher is crucial in fitting the program to his style and enabling him to contribute effectively , but too many will be confusing ( b ) the designer may see a whole range of possible extensions to the teaching possibilities of the program : the lengthy development process of all good teaching units makes such extensions attractive but trying to include them in one program will tend to make it difficult to ‘ see through ’ and to use ( c ) the desire for compatibility with different hardware configurations often inspires programming constraints that can be severe ; conversely , programs that fully exploit the facilities of a particular microcomputer are likely to be difficult to transfer .
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