Example sentences of "and [that] they can [verb] " in BNC.
Next page| No | Sentence |
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| 1 | One kind is the establishment of joint ventures for exporting : the justification is that they can share the fixed costs , and pool expertise , in penetrating foreign markets , and that they can avoid competing against each other for foreign orders . |
| 2 | One possibility is that they are blind to the spatial properties of the stimuli and that they can distinguish horizontal from vertical only because the two stripe-patterns activate different classes of motion detectors ; that is , detectors of the vertical motion will be stimulated best when a bee approaches or moves past horizontal stripes , whereas the signature of vertical stripes will be a discharge from detectors of horizontal motion . |
| 3 | It 's essential we can move the monitoring team around the site quickly and that they can interpret their findings immediately . |
| 4 | It is important that all patients attending a clinic have confidence in the promised confidentiality , and that they can rest assured that this extends even to family relationships . |
| 5 | The ad people know that girls are watching and that they can attract them and form their ideas by making the girl associate their product with a particular image — so that when she is looking at a hair gel in a chemist 's , that will conjure up for her the image of the model used to advertise it , and make her want to look that way herself , and want to buy it . |
| 6 | Such bodies are needed to break up centralized power to encourage participation and restore morale to ordinary people by convincing them that they do count , that they are listened to and that they can participate . |
| 7 | The Hargreaves Report ( ILEA 1984 ) showed that schools can achieve a great deal on their own and that they can outweigh parental lack of interest . |
| 8 | He maintains that women are granted the power to illuminate , and that they can use this wisely , even though men may be reluctant to face up to what is revealed : |
| 9 | I can offer an account of what the minimum level to be attained at 16 by 80%-90% of pupils would entail in a few areas of the curriculum … ; in English , pupils would need to demonstrate that they are attentive listeners and confident speakers when dealing with everyday matters of which they have experience , that they can read straightforward written information and pass it on — orally and in written form — without loss of meaning and that they can say clearly what their own views are ; in Mathematics , that they can apply the topics and skills in the foundation list proposed in the Cockcroft Report ; in Science , that they are willing and able to take a practical approach to problems , involving sensible observations and appropriate measurements and can communicate their findings effectively … ; in History , that they possess some historical knowledge and perspective , understand the concepts of cause and consequence , and can compare and extract information from historical evidence and be aware of its limitations ; and in CDT [ craft , design and technology ] , that they can design and make something , using a limited range of materials and calling on a restricted range of concepts and give an account of what they have done and the problems they encountered . |
| 10 | It 's letting people know that their contribution has been appreciated , that their ideas are valued and that they can have their say , whether others agree with the content or not . |
| 11 | Now I think that 's better than nothing , but I think one has to take it a stage further than that and say that erm the concepts and the processes in science do build logically one upon the other , in a coherent and meaningful way , and that 's important for teachers to appreciate what that meaningful sequence is and that , you know , the lucky dip idea is , as I have said , better than nothing , but it 's so much inferior to the notion that teachers should be aware that there is a progression in science and that they can teach children progressively from a very early age onwards and build meaningful knowledge upon meaningful knowledge . |
| 12 | Now I think that 's better than nothing , but I think one has to take it a stage further than that and say that erm the concepts and the processes in science do build logically one upon the other , in a coherent and meaningful way , and that 's important for teachers to appreciate what that meaningful sequence is and that , you know , the lucky dip idea is , as I have said , better than nothing , but it 's so much inferior to the notion that teachers should be aware that there is a progression in science and that they can teach children progressively from a very early age onwards and build meaningful knowledge upon meaningful knowledge . |
| 13 | Later , while Rachel was checking supplies , Nina happened to mention that the new MO seemed to be proving more popular with the staff than the previous one had been , then added , ‘ Just as long as they do n't think he 's a soft touch and that they can come in here with a finger ache and think he 'll send them home . ’ |
| 14 | An American legal source said : ‘ Fans are going to have to show they are going to the US only for the soccer matches and provide evidence of a steady history of employment , and that they can support themselves while in the States . ’ |
| 15 | Again , I think such feelings are commonplace , especially in adolescence , and that they can become diffused and thus manageable with a wider context than that of the rigidly nuclear family or the rigidly nuclear community , a context where attributions from outsiders can modify the original ones and lead the individual towards a re-assessment of her/himself . |