Example sentences of "about [noun pl] 's " in BNC.

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1 Gender is a key source of variation as is ethnicity , which cross-cuts gender because ideas about men 's and women 's roles in the family do vary among the ethnically diverse groups of which the British population is now composed ( Anthias and Yuval-Davies , 1983 ) .
2 The Pill was as much about men 's sexual liberation as it ever was about women 's , because it purged their fear of paternity .
3 But the form of that narcissism tells us more about men 's love of men : it is masculinity in general that they love , and there is " a contradictory corollary in the iconography of miners — it both suggests and suppresses sexuality .
4 The sexual apartheid has been reinforced in the assumptions about men 's social rights and women 's domesticity .
5 All about men 's sexual problems
6 I suppose you talk about men 's willies and all that sort of thing ?
7 Social workers defined their main purpose when investigating referrals of alleged sexual abuse as the evaluation of child care risk ; judgement about children 's well-being was justifiable and necessary even if the reasons which motivated referral were unproven or no longer relevant .
8 Parents ' evenings are opportunities to share good news about children 's progress .
9 And this is one of the first points to note about children 's gun play .
10 I still add to subjects that are particularly in my line — playground games like marbles , tops and balls — as at the moment I am working on a book about children 's play .
11 Roger Samways , Adviser for English and Drama in Dorset , was very progressive in outlook , holding views about children 's learning which were anathema to most right-wing Conservatives .
12 But this whole account depends on the argument about children 's single-sex peer groups , an argument which just pushes the problem back a stage .
13 This came into force in October 1991 and introduces to the law important new principles about children 's rights and choices , parental responsibility , and the role of the education and welfare system .
14 Not all of these demands are quantifiable and measurable or will rest easily within a neat job description : some will stem from anxieties about children 's academic progress , some will centre upon their social and emotional welfare .
15 Have you got anything about children 's toys , cos they were in terrible short supply
16 Now schools can ‘ opt out ’ from local authority control , so that the people who care most about children 's futures — especially parents and teachers — are together empowered to make the key decisions .
17 These findings offered important support for theoretical proposals about children 's acquisition of the meanings of more and less as well as of other adjective pairs ( e.g. , big/small , tall/short , wide/narrow ) , in that they appeared to show that children first learned the meaning of the unmarked term for a dimension ( e.g. , big , tall ) , and interpreted the marked ( negative ) member ( small , short ) of the pair as if it had the same meaning as the unmarked ( positive ) member ( see H. Clark , 1970 ; Clark , 1973a ) .
18 Adults have fairly low expectations about children 's ability to explain things .
19 In this chapter , we will look at what is known about children 's use and understanding of explanations .
20 The analysis needs to be related to what is known about children 's learning and the curriculum experienced by the pupils .
21 We 'll end up today by talking a bit about children 's role play .
22 Mike Rosen , poet and broadcaster , was the champion of a strategy for reading dependent on enthusing readers by offering them books which they could enjoy , books which had been chosen by them or for them by people who knew about children 's books .
23 Sadly , the current infighting about children 's reading will do little to encourage publishers or booksellers to engage seriously in children 's literature .
24 Other workers have echoed Clark 's concerns about the sliding scales which ask social workers to make subjective judgements about children 's skills or problems .
25 It conceded that future teachers needed to know about children 's language development along with their general development .
26 PNP policy was embedded in the broader framework of Authority-thinking about children 's needs , the curriculum , teaching strategies , classroom practice , school management and home-school relationships .
27 However , much is revealed about children 's thinking in incidents as well as in the general strategies used .
28 Finally , teachers ' explicit use of ‘ attainment ’ targets , their strategies of assessment and remediation and evidence about how they think about children 's learning will be explored in depth .
29 The second point of concern is about children 's services .
30 The final thing I want to say to you about children 's services is , we have to , we have , having great trouble breaking into prevention .
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