Example sentences of "[noun] [that] [Wh det] [is] " in BNC.
Next page| No | Sentence |
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| 1 | A vast and ordinarily unnoticed area of the history of the arts is the development of systems of social signals that what is now to be made available is to be regarded as art . |
| 2 | In addition there has been considerable cultural experimentation , with the result that what is considered desirable in some places is not in others , where its consumption may indeed be taboo . |
| 3 | Do bear in mind that what is common currency in your department will mean nothing to anybody else . |
| 4 | They were speaking in favour of it , now here he comes along er and er we we 're I I find myself , regrettable I think because er er his er a minister very well informed in these areas with er who made in those committees a very powerful and effective contribution , now we find ourselves on the er opposite side but I have to say now that we are on opposite side that what is introducing today er is really er too little er and far too er too too late . |
| 5 | It is reinforced by the further recognition that what is now valid may well not be in the future , and that some people see earlier than others when changes in accepted opinions and values are needed . |
| 6 | The last travel journal ends with Gide back in Cuverville dreaming again of a loss of self — ‘ to be rid of oneself , so that one blue breath , in which I am dissolved , might journey on … ! — a dissolution which would redeem loss , but only by disavowing the recognition that what is most intensely desired is lost to the past . |
| 7 | Similarly , the recognition that what is said about Jesus in the New Testament is the expression of faith in him , and that this side of the matter , though not the only one , can not be left out of account , has also become a basic axiom of much modern New Testament study . |
| 8 | It is usually the case that what is specified , against a certain background assumption , is a part of the nomic correlate of something else . |
| 9 | Second , it is commonly the case that what is highlighted or backgrounded is an attribute , or range of attributes , of the entity referred to . |
| 10 | Some form of pupil assessment , intelligible to everyone and as far as possible uniform throughout the country , is held to be essential since it is through such public assessment that what is taught and learned at school is most clearly related to the world outside school . |
| 11 | Blinkered and self-serving as this picture may appear ( it entirely ignores the gains which the USSR has achieved through war ) , it will be clear on reflection that what is meant by ‘ peace ’ is conflict without war : or , to invert these terms , ‘ a form of warfare which permits the settlement of unavoidable clashes between Socialism and Capitalism without having recourse to general armed conflict , ( author 's italics ) . |
| 12 | Since so much assistance comes from outwith the area , there is a danger that what is being done may be regarded by them as alien , like Lord Leverhulme 's ill-fated projects . |
| 13 | Tye , however , does have an argument for his conclusion that what is extra is not ‘ really ’ something extra . |
| 14 | In the main the results are consistent with other researchers ( e.g. Hofstede ) and reinforce the conclusion that what is effective in one country may be ineffective in another . |
| 15 | They have an absurd notion that what is successful is successful people . |
| 16 | In an economic system coordinated solely by markets there is no guarantee that what is produced can be sold . |
| 17 | Despite the serious limitations to a general theory equating anomaly and mystical danger , there is respectable if sometimes ambiguous psychological evidence that what is perceived to be unclassifiable ( and this is perhaps the crucial thing ) is cognitively and emotionally disturbing . |
| 18 | Perhaps it oversimplifies the situation to treat these as two quite different uses of such expressions as ‘ I believe that seems , rather , that it is built into the meaning of ‘ I believe that … ’ that it hovers between expressing tentative belief that what is specified by the following wording is so , and expressing belief or awareness that the speaker believes that it is so . |
| 19 | For our purposes , however , no harm will be done if we distinguish two uses of ‘ I believe that … ’ . one in which it expresses the tentative belief that what is specified by the following wording is so , the other in which it expresses the belief or awareness that the speaker has the belief . |
| 20 | The struggle systematically to open up the domestic and intimate relations of the normal kin-based nuclear household is premised on the belief that what is chiefly at fault with the conventional family household is that it is excessively closed and rigid . |
| 21 | Equally important , however , is the acknowledgement that whatever is best practice today will almost certainly not be tomorrow . |
| 22 | If everything which is pleasurable is good that is a significant ethical truth , not a statement about the meaning of a word , or the tautology that whatever is pleasant is pleasant . |
| 23 | Such an expressed intention puts the book into the ‘ holistic ’ category and might alarm many scientists that what is to follow might be some kind of woolly metaphysical vagueness . |
| 24 | While expressing relief that what is emerging could be worse , it is not the promised land ; it is just about approaching the standard of some of the good practice which preceded it . |
| 25 | The main concern , however , is an overriding apprehension that what 's good for Netware may not be good for Unix . |
| 26 | It is all too easy for the Germans to accept the glib axiom that whatever is good for Germany is good for Europe , and the ‘ European ’ gloss may permit them to pursue their own interests while trying to convince others , and even perhaps convincing themselves , that they are doing this for Europe . |
| 27 | However , it is a fact of life that what is considered reasonable is the product of our experience and therefore varies from person to person . |
| 28 | ‘ Rubbish ’ is an adult verdict sometimes based on the assumption that what is unrewarding for the adult reader must be unrewarding for the young reader . |
| 29 | Throughout the Plowden Report runs the assumption that what is taught in schools ( ie what we , the adults expect children to learn ) must relate to where the child is ( intellectually , social , emotionally ) rather than to where we think the child ought to be . |
| 30 | Once again the language is vital to the analysis , for the term ‘ juggling ’ is widely used in relation to detection rates and carries with it an understanding that what is happening belongs to a world where movement conceals as often as it reveals . |