Example sentences of "on [noun] [conj] [noun sg] " in BNC.

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1 Lady Thatcher was here to be officially installed as the new Chancellor of the country 's only private university , and she seized upon the chance to promote her views on freedom and education .
2 The overall theme of the speech was based on freedom and choice , something which coincided with a year in which ‘ the people of half our continent ’ followed Britain 's trail-blazing lead and ‘ began to throw off their chains ’ .
3 Many of the books , which range from ‘ Hygiene in Buildings ’ to ‘ The Woodworm Problem ’ are used as recommended text books on university and college courses .
4 With the proven success of the Open University methods of distance learning , it is likely that a combination of sophisticated distance learning packages , linked to short residential periods on university or polytechnic campus during the vacations , will provide an efficient and cost-effective method of study .
5 One example is a course on building and construction skills which makes use of ‘ in-fill places ’ but is run on an outreach basis by the College using Braunstone Training Workshops as a base .
6 Another issue which needs to be addressed is the restriction on building and construction students wanting to attend European awareness — raising events .
7 This could have a very restricting effect on teaching and assessment .
8 In general , through the development of the National Curriculum , links across the primary secondary phase have strengthened to ensure curriculum continuity and consistency , joint working parties on teaching and record keeping are common place .
9 The first lay in the effect it might have on teaching and learning and the second in too great a concentration of power in the hands of the government of the day and especially with one person , the Secretary of State .
10 Material circumstances , then , do affect the standard and quality of teaching , as the HMI have themselves noted in surveys of the effects of public expenditure policies on teaching and learning .
11 With the exception of two seminars on the assessment of enterprise skills , the focus on teaching and learning was taken out of the programme and shifted to a two-day conference ( with a menu of sessions to which staff can opt in ) held in June 1993 in conjunction with the Educational Development Unit .
12 Get rid of all those untidy stick on notes and post messages the electronic way !
13 Knowing ahead of time what the classification of fish must look like is a great help if one is an expert only on birds and mollusca : and Swainson produced analogies which nobody had previously thought of .
14 The day saloon was upholstered in royal blue watered silk , the roof lined with white silk , the floor covered with Turkey carpet , laid on felt and cork so as to be quite noiseless .
15 Subject searching is dependent on titles and subject headings which provide few searchable terms compared with the abstracts and subject descriptors of IR systems .
16 The extensive studies on removal and transplantation of the ovaries by Knauer in Vienna ( see Chapter 5 ) appeared in 1900 and the more general concept of hormones or blood-borne chemical messengers was elaborated for the first time by Starling in his Croonian lectures a decade after Beatson 's observations ( see Chapter 5 ) .
17 Investigators are now focusing on ponds of ‘ decalcified ’ sandstones , including Pinkworthy on Exmoor and Woolmer in Hampshire , where the acid-sensitive and rare natterjack toad has disappeared .
18 It consists in the fact that for Locke civil government , as opposed to tyranny or despotism , must be founded on contract and consent .
19 New regulation on mergers and competition
20 Peter Maisey of Cosham , Hants , has a more friendly approach , since he believes ‘ a dog bounding towards you is probably more intent on play than dinner .
21 So is the co-ordination and management of the school 's policies on assessment and achievement recording ; or the management of information technology in the curriculum and in administration ; or the coordination and management of staff training and development .
22 These initiatives have been characterised by curriculum innovation , home-school links , parents as educators , and although results are equivocal ( inter-pretation depends upon criteria , on assessment and evaluation measures , etc ) , much has been learnt about curriculum design and evaluation .
23 With much wider powers than its predecessor , the Secondary Examinations Council ( SEC ) , SEAC is also heir to the recommendations of another of the Secretary of State 's ad hoc working parties , the Task Group on Assessment and Testing ( TGAT ) which was set up at the same time as the first curriculum working groups and , like them , worked under enormous pressure to produce proposals for the assessment of the National Curriculum .
24 In formulating attainment targets we were required to follow the recommendations of the National Curriculum Task Group on Assessment and Testing ( TGAT 1987 ) .
25 As schools increase in their heterogeneity , those that serve areas where there is a concentration of disadvantage will watch helpless as the more motivated , more able , more ambitious children move to the favoured schools , leaving them to cope with the rest , and worse , suffer the ignominy of having their results on national tests published , protected only by a general statement from the local authority , indicating ‘ the nature of socio-economic and other influences which are known to affect schools ’ ( Task Group on Assessment and Testing , para 134 ) .
26 A task group on assessment and testing ( TGAT ) was quickly established and then also two subject working groups , for science and mathematics , to suggest programmes of study and attainment targets .
27 First , I shall discuss the way in which the system of ‘ levels of attainment ’ emerged from the Report of the Task Group on Assessment and Testing ( TGAT ) and the purposes it was to serve .
28 The Task Group on Assessment and Testing recommended that assessment arrangements should be phased in over five years , and that an intensive teacher-training programme should be mounted in the meantime .
29 The Task Group on Assessment and Testing recommended a mixture of standardised written tests and continuous assessment by teachers , but with the emphasis very definitely on the latter .
30 The Task Group on Assessment and Testing said that results should be published using average scores , but as part of a more general report on the school together with information about the socio-economic characteristics of the school 's catchment area .
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