Example sentences of "[verb] [prep] what [be] [adj] [prep] " in BNC.

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1 In that case the necessities which account for what is constant in foreign policy are those of the conceptual logic of the explanatory theory .
2 All citizens need a highly concentrated er episode in their lives where all they do is think about what is right in the circumstances and this will give them good practice , good training to being an enlightened voter .
3 This African talked of his own change of heart , his vision of God 's multi-racial world , of which Rhodesia is a part ; of how he himself had hated the whites , and had now shed his hate to work for what is right for all .
4 Perhaps you should include one for each section every issue , so you can focus on what 's wrong with it .
5 They had been working about a mile along a blind underground roadway , ending at what is due to be a new coal face , when the roof fell in 500 yards behind them .
6 Diane Carr looks at what is available in wheelbarrows and trollies
7 All except Gooseneck , Amiss and one of the girls were in ordinary clothes , and having looked at what was available for breakfast Amiss wondered why they had bothered turning up at all .
8 This one area in fish keeping gets more attention than any other as can be seen from what is available on the market nowadays .
9 Their policy-making styles vary according to what is optimal for the function concerned .
10 Of course , the appropriate behaviour here depends on what is likely to be going on when no set of bindings seems plausible to the reasoner .
11 By spring of eighty-nine , when the project had started , we 'd gone quite a long way down the road , we 'd decided that we wanted to be looking at what was feasible in general practice .
12 Such self-indulgence needs to be guarded against what is pleasurable for teachers is not necessarily beneficial to children .
13 Learn to look for what is positive in others and not for what is negative .
14 When considering the form of review , it seems essential to differentiate between what is appropriate for a child in a temporary or therapeutic placement , and what is appropriate for a permanent family placement .
15 ‘ We stand for what 's good in our country , so we have to be brave and reveal ourselves .
16 Contemporary official standards of crowding , however , still lag behind what is desirable for satisfactory child-rearing practices .
17 This term emphasizes an approach to RE which concentrates on what is essential from several points of view , with regard to breadth , depth , relevance and time .
18 We lived side by side for many years , fretting at what was wrong with the equation we had invented .
19 The question was , did the student teacher have the right to compel Nicky Wragg to do something he did not want to do during what was supposed to be the boy 's free time ?
20 It is not , however , for me to judge the issue here , but only to point to what is involved in such a judgment .
21 Although clearly based on what was observable in her work , the conception of O'Keeffe 's art that critics like Mannes and McBride infused into the criticism of the late 1920s did little to lessen the appeal of the Stieglitz-generated ideas they contradicted .
22 The particular accommodation offered will inevitably depend on what is available to the local authority from its own resources , or from the accessible resources of others .
23 The aim of knowledge-seeking will depend on what is important for or what is valued by the individual or community in question .
24 I mean to lay down my life that men like you can live in freedom to fight for what is right in the world . ’
25 Many Western commentators , by focusing on what is familiar to them , namely state-to-state relations , have tended to emphasise the importance of divergence and diversity with the WTO countries .
26 You will take special care to see that the work of the Security Service is strictly limited to what is necessary for the task .
27 Sadly , the actual choice is limited to what is available in the trade .
28 There need be no implication that success is identified with indefinite continuation : costs , human and material , can be limited to what is acceptable within an agreed time span .
29 We may observe in passing that while it seems obvious enough in the abstract that we should distinguish between what is good in itself and what is good as a means , more is at stake here than conceptual clarity .
30 At root you went for what was good for you — why deny it ?
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