Example sentences of "[Wh adv] and what " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | ‘ What good are hints when they do not say when , how and what will ever get better ? ’ one East Berliner asked Western journalists . |
| 2 | How and what with , Nutty could not imagine , but that was n't her department . |
| 3 | Counteracting my cancer cells has been an evolutionary process in which a whole series of different ‘ attacks ’ have been launched depending upon the information I have on myself , how and what I feel . |
| 4 | A faith worn on the sleeve , to be seen and not hidden ; a faith that touches every detail of life ; a faith that knows how and what to celebrate ; a faith that knows how and what to celebrate ; a faith that earthquakes , terrorists , cholera , drought , power cuts , water shortages , poverty and bad housing will never shake . |
| 5 | A faith worn on the sleeve , to be seen and not hidden ; a faith that touches every detail of life ; a faith that knows how and what to celebrate ; a faith that knows how and what to celebrate ; a faith that earthquakes , terrorists , cholera , drought , power cuts , water shortages , poverty and bad housing will never shake . |
| 6 | This will help to avoid any misunderstandings or arguments as to when , how and what will be settled by contra . |
| 7 | Similar problems arise in decisions about how and what to pay managers , and how and what to pay employees . |
| 8 | Similar problems arise in decisions about how and what to pay managers , and how and what to pay employees . |
| 9 | They tend to concentrate on HOW and WHAT rather than on the more fundamental WHY . |
| 10 | To neglect these questions and concentrate instead on the ‘ environment ’ of learning , however important that might be , is to risk encouraging the belief that teachers are judged and advanced on the basis of how their classrooms took rather than how and what their pupils learn ; consequently , some may feel that it is strategically sensible to concentrate on surface at the expense of substance . |
| 11 | to examine the terms of reference of complaints committees and how and what judgements are made in specific instances . |
| 12 | Parents have a tremendous responsibility to know how and what their children are being taught . |
| 13 | Where and what ? |
| 14 | Once again , as if the distressed caller knew she was there , that pitiful high-pitched cry floated thinly over the uplands to her , and this time she saw from where and what it came . |
| 15 | Where and what to eat |
| 16 | Now imagine your bird landing somewhere — think about where and what it is doing . |
| 17 | The head told them that there were many different special schools in the county and explained where and what each one was for , reassuring them that Cedars is ‘ a school for children who have difficulty getting started with basic skills ’ . |
| 18 | Of course , the ‘ blunder ’ banner makes an exciting headline , but there is no systematic attempt to consider where and what the blunder exactly was . |
| 19 | ‘ We could have done it on Renascia , because we knew where the stars where and what their names were . |
| 20 | Maelmuire has nothing to fear from you now , nor have I. What was that you were saying about the next generation — and where and what they would rule ? |
| 21 | Not only should parents pay when and what they could , and so inhibit the assumption of paternal responsibility by the State . |
| 22 | We can see that the widespread strategy of programmed learning is the means by which the genes tell their dim-witted couriers when and what to learn ( how else could an insect reason it out ? ) and then what to do with the knowledge thus obtained . |
| 23 | Lee sat with her hand gripped tightly around the curved handle of a pint mug of beer and tried to work out who could have decorated the rostrum with this masochistic phrase and when and why and what it meant to the writer and whether the evening 's entertainment was aware of the invitation signalling beneath her feet . |
| 24 | ‘ Therefore my purpose in this book , ’ he writes , ‘ is not to state conclusions but , like a radio interviewer , to ask why and what and how , and thus to re-open a file that has perhaps been prematurely closed . ’ |
| 25 | It is about what has happened since , and why and what might be done about it . |
| 26 | ‘ Why and what indeed ? |
| 27 | Cos if it is , how much are we gon na have to pay for it , and why and what can we do to try and bring it back in . |
| 28 | erm no doubt there 'll be lots of inquests as to why and what and everything else but we did lose that and we lost it badly and from then onwards the outcome was pretty inevitable bearing in mind the erm views of the independent . |