Example sentences of "[vb infin] more [subord] [noun sg] " in BNC.

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1 The ‘ assumptions ’ of the topmost box can include more than experience puts there , but whatever finds its way in has to be transformed by deduction into predictions which can be tested by observation .
2 Does it show more than intertextuality
3 ‘ He 'll do more than weep before we see this out , ’ Nora promised .
4 You can do more than play games : you can add them , multiply them , and develop them to a remarkable depth .
5 The juxtaposition of their love-making against Bishop Casey performing his sacred duties will do more than shock .
6 In all three there is the implication that theorists of social representations must do more than study social representations .
7 No one farmer could possibly be qualified to advise on all the options , nor could he do more than skate over them in one volume .
8 Making computers ‘ think ’ ( not necessarily as humans do , but in a logical , inferential way so that they can do more than arithmetic ) is a ‘ grand vision ’ for Edward Feigenbaum , one of the Prometheuses of AI , Feigenbaum is a computer scientist and senior investigator for computer heuristics ( common rules of thumb for thinking ) at Stanford University in California .
9 Bearing in mind the strength of his views on " mere specialists " , we may surely see more than coincidence in the swiftness with which this final commitment was followed by the conversion to Schopenhauer .
10 I used to be Harry Maxim , then I was me and Jenny , and now I just do n't know and it 'll take more than lemon tea and a pink silk handkerchief in my sleeve and reading Goethe over breakfast to tell me .
11 It will take more than oil to make those wheels turn .
12 We ca n't afford more than food at the moment .
13 If understanding the way children think , how they respond to experience and how adults can identify the messages which children give through their behaviour , are central to the teacher 's art , then initial teacher training should offer more than lip service to classroom experience .
14 To be useful as a research technique , they must offer more than description , yet to go beyond description is to interpret .
15 No other user may have an interest in the module ie. no other LIFESPAN user may have a package which references this module as this would involve more than module baselining .
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