Example sentences of "[prep] knowing what [noun] " in BNC.
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| 1 | If we ask the acoustic front end to leave some of the labelling to lexical access it will do so with a vengeance since it has no way of knowing what dilemmas need resolving at the lexical level . |
| 2 | ’ For the Hebrew , to know the time was not a matter of knowing the date , it was a matter of knowing what kind of time it might be . |
| 3 | There is also no way of knowing what use the authorities will make of the information if and when the VAN team does give them a warning that another Richter-7 earthquake is due in 7 or 11 hours time . |
| 4 | Samuel was not , of course , a party leader , and there is no way of knowing what advice Lloyd George would have given had he been fit . |
| 5 | I had no means of knowing what sort of line I had kept on my cross-country stumble , but it had been NNE as near as I could make it . |
| 6 | If , as I think , significance should only be attached to the clear statements made by a minister or other promoter of the Bill , the difficulty of knowing what weight to attach to such statements is not overwhelming . |
| 7 | The early Victorians who pioneered the collection of social statistics were interested in knowing what people thought as well as what they did . |
| 8 | Well , keep awake for the few minutes and you might derive a little comfort from knowing what scientists can and ( more important ) can not do . |
| 9 | Accountability or value for money is not the only reason for knowing what government is doing and having a say in it , but the consumer may have a more direct effect on policy and the producer than any number of democratic arguers . |
| 10 | Now if parents , through playing games with their children that are based on words , could alert the child to the fact that print is a convention and that we can translate print into reality , obviously not as abstract as that , but just get the child used to knowing what print is , knowing what reading is , so that perhaps when they go to school they may well know this is a skill that they do n't have , like they do n't know , perhaps , how to ride a bike , they may not know how to swim , they certainly do n't know how to drive a car , but they do know what sort of a thing driving a car is . |
| 11 | Now if parents , through playing games with their children that are based on words , could alert the child to the fact that print is a convention and that we can translate print into reality , obviously not as abstract as that , but just get the child used to knowing what print is , knowing what reading is , so that perhaps when they go to school they may well know this is a skill that they do n't have , like they do n't know , perhaps , how to ride a bike , they may not know how to swim , they certainly do n't know how to drive a car , but they do know what sort of a thing driving a car is . |
| 12 | The two types of approach are qualitatively quite different , because in the consultative case , the proposing knowledge source imposes a partial ordering on candidates , and other sources can not alter this ordering , and must evaluate each candidate ( or set of candidates ) in order , without knowing what other , from their point of view better , candidates might be proposed later . |
| 13 | It seemed that I was being sent to fish in very muddy waters — and without knowing what bait to use , or what sort of fish I was to try to catch . |
| 14 | Caution in such activity is strongly urged as it can be very irresponsible to divert or alter energy flows without knowing what effect you may be having somewhere else . |