Example sentences of "we can [adv] [verb] that [noun] " in BNC.

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1 But it might just be that we ca n't have both and we ca n't ensure that people vote from the right from moral motivation rather than personal interest and we ca n't ensure vote
2 We can either accept that God is sovereign and recognise that this is part of his plan , or we can have a pity party and completely neutralise everything God wants to do through us .
3 We can justifiably expect that academics will adhere to the demands of rationality in their professional work , developing the open character of their discipline .
4 For example , in the case of Rome in the third century BC , we can calculate that the total amount of silver coinage produced was small in comparison with Rome 's ‘ income ’ at the time , as defined by plunder , tribute and indemnities , and we can thereby see that silver coinage played only a minor role in the economy .
5 Therefore we can probably conclude that conditions ( 3 ) and ( 4 ) or some close equivalent , are in fact necessary .
6 We can not hope that Protestant and Catholic would begin peacefully to coexist once peace-keeping British soldiers had departed .
7 Certainly it is true that we can not expect that writers in Palestine thousands of years ago would have talked about sicknesses in the jargon of medical aetiology .
8 And , certainly , we can not assume that processes in writing are unvarying .
9 Just because Ms Average is a cooperative rather than competitive speaker , we can not assume that Jane Smith who is sitting in front of you will not deliver the goods .
10 In reality , such a debate misses the point of the parallelism : the question is not whether , taken in isolation , B is more precise than A , but whether " king of Moab " in B adds any precisions to what we already have in A. unquestionably it does ; however , we must admit that in the case of " Aram " II " the Eastern Hills " we can not say that B adds precision to A ( unless perhaps the poet knows something that we do not ) .
11 For in the circumstances of ordinary politics the checkerboard strategy will prevent instances of injustice that would otherwise occur , and we can not say that justice requires not eliminating any injustice unless we can eliminate all .
12 On the other hand , we can not say that people are making up their minds for themselves so long as they are largely unaware of the influences that are playing upon them , and so long as those influences are not essentially diverse and competitive , but generally combine to push their thinking , their attitudes and feelings in a single direction .
13 We can not see that power is a means of dealing with fear , of acting and doing in order to gain control over it ; when we are powerless our fears overwhelm us .
14 We can not see that power can be held in different ways , and that personal and professional relationships that work effectively are often a delicate balance see-sawing on power shifts .
15 Where , he asked , do we discover that there is some kind of necessary connection between two events , so that we can confidently affirm that A ‘ causes ’ B ?
16 Here we can just note that limitations of expression and vocabulary can give the impression of naivety , just as sophistication in language can hide naivety in thought .
17 We can also reveal that UPH negotiated their original purchase through John Finnegan of Finnegan Menton .
18 We can also see that Socrates himself can not be regarded merely as an agent of destruction , despite the immediate responsibility of the Socratic impulse for the dissolution of tragedy .
19 Two additional criteria need to be satisfied before we can definitely conclude that expectations are being formed rationally .
20 So to summarize that in terms of a of of a kinetic diagram , we can basically write that channels exist in closed and open states .
21 Also , we can often see that children can use concepts that they can not yet express in English .
22 This test precisely locates the form responsible for a given meaning , and at the same time ensures that its role is that of a semantic constituent ; from 6 we can therefore conclude that cat is a semantic constituent of The cat sat on the mat .
23 We can therefore suggest that bilingualism is an acceptable concept within education .
24 Looking back , we can now say that Franco 's response to the Moroccan crisis gave a clear indication that 1956 marked a turning point in his political and personal life .
25 We can now see that Oulton 's art has followed a wilfully individual path , avoiding too close an association with any fashionable cause , and managing to remain relevant in a trecherous time .
26 Armed with the suggestions of Harré , Veblen and others we can now see that postmodernism is not simply a product of capital movements or recent developments in the industrial economy such as consumer-led , ‘ flexible ’ , forms of production .
27 Yet we can now see that Castells 's all-embracing theory could never have been straightforwardly extended to the particular kinds of class and social relations constituting particular societies and localities .
28 We can only hope that Implexion 's agents will be appeased by our offer , although it is likely we will still be penalised for failing to furnish them with a living child .
29 Now we can only hope that things are resolved quickly enough for the developments to be finished in time for the 1994 Open . ’
30 We can only hope that materials designers will be able to rise to the Challenge and that teachers will recognise the role it can play in learning outside the classroom .
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