Example sentences of "more information [conj] [noun sg] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Finally it is safe to predict that in any catalogue there will be more information than art criticism . |
| 2 | In each of these episodes , Pynchon releases far more information than Stencil registers , so that evidence proliferates far beyond the latter 's tendentious inferences . |
| 3 | For more information or comment , contact Roy Williamson , Room 828 , South West Wing , Bush House , Strand , London WC2B 4RD . |
| 4 | For more information or advice call ; or drop in at Harewood House , Harewood Hill , off Grange Road . |
| 5 | If you spread the group up and as far as you 're concerned there 's only a couple of guys looking at you and within the group more supportive than just one big body and if you 're feeling comfortable then the chances are you retain more information and part information to not just sat there . |
| 6 | Erm , we do know quite a lot about erm , why it is that when you diet you start to think about food all the time , and why it is that certain things happen , and I think that there 's more and more information and knowledge being gathered and yes , the na , the desire to change has to come from the individual but perhaps , having clinics available where people can go when they 're ready to change or where they can get help . |
| 7 | See page 29–30 for more information and contact addresses . |
| 8 | ( See page 29–30 for more information and contact addresses . ) |
| 9 | The skilled negotiator , on the other hand , asks questions not only to gain more information and understanding but also as an alternative to disagreeing bluntly and as a means of putting forward suggestions ( ie possible courses of action said as questions . |
| 10 | For more information and advice , dial 100 and ask for Freephone Tanning Research . |
| 11 | Much more information and research within cities is needed before the architects are called in : the research that WHO are currently coordinating in several cities in Africa and Asia must examine the assumptions underlying their policy . |
| 12 | They are uncertain as to whether they should make their involvement in SSE conditional upon the possibility of promotion , uncertain about whether they need more information and debate about SSE , uncertain about whether SSE should be made compulsory and whether it is preferable to inspection . |
| 13 | The pattern differs from that associated with efficiency and threat : the least experienced teachers are more or less neutral , the most experienced are negative , feeling that there should be personal professional benefit ( i.e. , promotion ) in return for involvement in SSE ; that more information and debate are needed about it and that it should not be made compulsory . |