Sentence examples for are largely common from inspiring English sources

There are plenty of good models – which are largely common sense – setting out how you'll work together for the ultimate benefit of the community.

The unsupervised strategy enabled us to set an internal standard to validate clustering results; the copy number profiles in samples of the same tumour should be more similar than any copy number profiles from another tumour because the gene alterations in the process of carcinogenesis are largely common among the samples from the same tumour.

Being a patient, playful, protective mother is largely common sense, adds Goodall, who is scornful of child-rearing books that suggest otherwise.

The results show both groups believe a wide range of skills are important, and that the set is largely common across all farm types, age spectrums, educational backgrounds, as well as across the full range of 'managerial styles' used by the farmers.

While the results were largely common sense, just because something is common sense doesn't mean it isn't also good sense.

The first year of study in the Pratt School of Engineering is largely common to all engineers, with seven of the eight first-year courses being completely transferable between the five engineering majors.

Unlike boys, body piercing on a girl was defined as any piercing of the body, excluding the earlobe, as it is largely common.

Second, barriers were largely common across professional groups and over time, and most often related to the 'environmental context and resources,' with gaps in 'knowledge' and 'skills' less common, particularly in the later time period.

Bahamians are relatively free of malnutrition and debilitating diseases, and medical problems among children are largely those involving common infections.

Current recommendations to minimize exposure are largely based on common sense, analogy to ultrafine material toxicity, and general health and safety recommendations.

Extant investigations of rather homogeneous classroom contexts in general compulsory education suggest that intra-individual relations between perceived teaching characteristics and momentary emotional states are largely consistent across common subject domains such as language or mathematics instruction (e.g., Goetz et al. 2013).