Example sentences of "and [noun sg] [verb] by [det] [noun] " in BNC.
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| 1 | ( 4 ) Outline the services and expertise needed by each market ( eg the ability to take a high volume of claims from a bulk work provider , familiarity with medical practice , specialist knowledge of health and safety regulations ) . |
| 2 | The fear and revulsion felt by such parents has been well documented by the many parents who have initially wanted their child to die , and then gone on to bring up and care for their mentally handicapped child . |
| 3 | But it was confined to the specific issue of whether a duty of care existed — to establish liability , a plaintiff must also prove breach of duty , and loss caused by that breach . |
| 4 | ‘ I leave it to your experience and courage to profit by any circumstance you may think favourable , ’ he wrote , ‘ to go out and attack the squadrons and vessels blockading at Ushant and at Belle Île [ or Belle Isle or Belleisle , in Quiberon Bay ] . |
| 5 | The greater the thought and attention given by both parties to developing the completion account rules , the less likely that the parties will be unable to agree the actual completion accounts . |
| 6 | The information about the difficulties of conveying the intended meaning of language , and about the problems in memory and attention experienced by many people with schizophrenia , has been combined with neuropsychological knowledge to suggest the possibility of a dysfunction of one of the two hemispheres of the brain , probably the right side ( Cutting , 1985 ) . |
| 7 | The total amount of contributions and tax paid by each employee is entered on the P35 . |
| 8 | One important basis of comparison between countries is their size , and it is clearly very relevant to an appreciation of the relative levels of economic growth and development achieved by any country , to know roughly among how many people the social product , however large or small , has to be divided . |
| 9 | It is an introduction to the lifelong responsibility for continuing study and education borne by all members of the medical profession . |
| 10 | This latter is the product of teaching which uses for its arbiter of right and wrong , contentious standards which have been produced from long established religions which in turn claim to have mystic knowledge of right and wrong supplied by some extraterrestrial and undefined ‘ god ’ . |
| 11 | But while biomorphic forms are widespread in Surrealist painting and sculpture produced by either sex , in the paintings of Agar , Colquhoun or the Danish artist Rita Kernn-Larsen , the shapes manage to have multiple readings and echoes in the rest of the natural world , while also leaving no doubt as to their true origins . |
| 12 | Special Skills/Abilities/Aptitudes Quick thinking and perception to understand the arguments put forward Ability to absorb all the strands of information Clear thinking to pick out the important points from the mass of facts Logical thinking to pursue and develop the relevant arguments Authority to control all participants in the case and achieve general acceptance of judgements made Integrity and fairness trusted by all Empathy with men , women and children from all classes , races , religions and sexualities Ability to come to decisions and reach a speedy judgement Courtesy |
| 13 | Authority to manage all participants in the trial and achieve general acceptance of judgements made Integrity and fairness trusted by all Independence of mind |
| 14 | Considerable advances have been made since then with regard to the concepts of health and disease and the old belief linking offensive odours with disease is gradually disappearing and being replaced by concern about the injury to comfort and amenity caused by such odours , plus the possibility of financial loss due to the depreciation in selling value of a property subject to odour pollution . |
| 15 | As for the clothes , money and jewellery sported by many locals , they came from the gruesome supply of drowned bodies that were washed ashore each morning on the high tide . |
| 16 | Practise the licks over the tape until your ear becomes familiar with the tension and release created by each lick moving in and outside of the harmony . |