Example sentences of "is [vb pp] [conj] what [is] [verb] " in BNC.
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| 1 | Consequently , it is recognized that what is offered can only be a highly personal and limited selection of developments in disciplines other than financial management , with a few isolated ideas on linkages between them . |
| 2 | ‘ The most blameworthy acts are so often absolved by success that the boundary between what is permitted and what is prohibited , what is just and what is unjust , has nothing fixed about it , but seems susceptible to almost arbitrary change by individuals . ’ |
| 3 | Once specified , these problem behaviours can be talked about to the child and clear guidelines given about what is expected and what is going to happen if the child continues to misbehave . |
| 4 | ( e ) Fixtures and fittings It is very important that the clients clearly understand what is included and what is excluded . |
| 5 | Work on knowledge about language should involve discussion of matters such as sexist language ; styles of interaction in social groups ( see below ) ; how hidden messages about social groups ( such as teenagers or older people ) which are conveyed by advertising etc. can be decoded for the values they contain and for the differences between what is said and what is implied . |
| 6 | On the contrary , it is essential sometimes to focus on language forms , in order to discuss cases where there is a difference between form and meaning , between what is said and what is meant . |
| 7 | It eliminates the possibility of inconsistencies arising between what is done and what is recorded — with all the subsequent difficulties this causes -by the simple device of reducing the two activities to a single operation through the provision of integrated letter writing . |
| 8 | A skill description relates to how a task is performed and what is achieved rather than what actions are taken . |
| 9 | Examination of what is entailed and what is expected have produced ambivalent conclusions , less clear than the raw conviction that training is a good thing : but overall the evidence is favourable . |
| 10 | These can not be known at the time the decision is to be made and a means of stating what is known and what is assessed of the influence of future events on the commercial performance of the product , permitting comparisons between options , is needed . |
| 11 | These can not be known at the time the decision is to be made and a means of stating what is known and what is assessed of the influence of future events on the commercial performance of the product , permitting comparisons between options , is needed . |
| 12 | Who is involved and what is going on ? |
| 13 | What counts for the sake of higher education is the student 's ability to understand what is learned or what is done , to conceptualise it , to grasp it under different aspects , and to take up critical stances in relation to it . |
| 14 | There can be a world of difference between what is said ( or written ) , what is meant and what is understood . |
| 15 | In these circumstances , it is convenient for corporate officials to pull the cloak of honest ignorance over their heads and proceed under its darkness to stumble blindly and unwittingly over the thin line between what is condoned and what is condemned . |