Example sentences of "[adv] [conj] what [is] " in BNC.
Next page| No | Sentence |
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| 1 | Erm the er most important item I think Chairman is the work programme for the future year which commences at erm about twelve and forms the second half of the report and I would be very happy to deal with any questions and it is very clearly in the light of things that we 've already said , the first part of er that latter half of the report er which er emphasises the erm principal activities er to the department er that of strategic policy in paragraphs thirteen one , thirteen two and thirteen three are therefore perhaps the areas to which I would er draw you attention er most , but the report as whole is er I hope a reasonably succinct summary of what has gone on or what is proposed to be done and er in order to avoid simply what is already in the report , I , I would leave it at that point and say I 'm happy to deal with any questions . |
| 2 | Dr. John Whitcomb , professor of Theology and Old Testament at Grace Theological Seminary in Winona Lake , Indiana , summed it up very well when on page 52 of his book ‘ The Early Earth ’ , he wrote , ‘ the testimony of an honest evolutionist could be expressed in terms of Hebrews 11:3 as follows , ‘ By faith , I , an evolutionist , understand that the worlds were not framed by the word of any god , so that what is seen has indeed been made out of previously existing and less complex visible things , by purely natural processes through billions of years ’ . ’ |
| 3 | To say this is , it should be noted , is to make a theological point : since it is held that God is the creator , so that what is natural , and what is also found to be the case , must accord with what is God 's intention . |
| 4 | It is also , very importantly , of two kinds : short term and long term ; so that what is recalled in the short term ( the classic example is a string of numbers ) may fade rapidly from the memory , while other elements of the communication , which are not so easy to recall immediately , stay in the mind long afterwards . |
| 5 | There are philosophical problems about this kind of approach to paintings : if the artist paints so that what is on the canvas looks to him just like what is in front of him , then the astigmatism or other defects ought to cancel out and his picture look all right to us . |
| 6 | So that what is acceptable practice for one group might not be acceptable practice for another . |
| 7 | I want to question my belief , so that what is left after I have questioned it , will be even stronger . ’ |
| 8 | Will the Home Secretary expedite his consideration and either grant a posthumous pardon or at least instigate a public inquiry , so that what is regarded as the greatest injustice of our post-war criminal justice system left unremedied will be put right before the last member of the Bentley family dies without knowing the result ? |
| 9 | This is because the effectiveness of RE depends first and foremost on the teacher perceiving the underlying challenge it presents , and why , so that what is negative can be countered . |
| 10 | In addition there is , as yet , no consensus of opinion among Keynes scholars over his treatment of the labour market so that what is presented here must be regarded as the personal view of the author . |
| 11 | Seventy per cent of working women are paid less than what 's estimated to be a ‘ living wage ’ . |
| 12 | He loves her so much and what 's he going through now she has told him she has a child by another man ? ’ |
| 13 | QUESTION : Who is the man shown below and what 's his problem ? |
| 14 | to some degree but not all and you know in in due course we will provide you with a full breakdown of this , exactly what is in and what is n't in . |
| 15 | When the going is rough , it 's essential that we all understand where we fit in and what is our special contribution . |
| 16 | Well in Britain we decided we 'd be on the safe side , we 'll reduce that to a thousand we put another factor of ten in and what 's more i if one sheep in , in a whole flock is more than a thousand units , er then we will condemn the whole flock . |
| 17 | Then there is the whole business of knowing what you are expected to note down and what is intended as a joke , a recycling , or a side issue . |
| 18 | I think what is most evident is that the boundary line between what is spoken aloud and what is spoken inwardly , to oneself , becomes blurred . |
| 19 | So if what 's in the pot is honey , its taste will cause Pooh to believe that it 's honey . |
| 20 | That 's right you want to blend in but what 's the real feeling what 's the thought in your head ? |
| 21 | Most of these , as opposed to Hollywood films , go to immense trouble to get the details right , and by concentrating on the background rather than what 's going on you can get a fine haul , especially with the aid of a video . |
| 22 | Anthropological knowledge can seem , and often is , dangerous and subversive — not because we are good at digging up dirt ( we are ) , nor simply because we document what ‘ actually happens ’ rather than what is supposed to happen , but because our ways of defining situations and problems often raise questions in our minds about the fundamental assumptions on which any institution bases its own definitions , and indeed the assumptions on which it rests as an institution . |
| 23 | What is the speaker meaning , rather than what is being said ? |
| 24 | What we seek is school management which more fully reflects this diversity of opinion , rather than what is widely seen as the inflexible dogma of the current approach . |
| 25 | Humans , when reading , often miss spelling errors , because their expectations of what the text should say , influence the visual system , so that they read the intended word , rather than what is actually in front of them . |
| 26 | So we respond to what we perceive to be the case rather than what is the case . |
| 27 | The historian D.L.W. Tough comments that the main pointers are in what is omitted rather than what is mentioned : barely a reference to shirts or nightshirts , and the possibility that even adult Borderers had their underclothes sewn on and removed as seldom as those of slum children in later industrial cities . |
| 28 | Yet if one observes this battle more closely one may see that it is waged around what one might call the ephemera of sex : what is seen , what is said , what is written rather than what is or is not concerned with sexual reality . |
| 29 | At the same time , we are often too busy to eat regularly , grabbing what is easiest rather than what is good for us . |
| 30 | An individual who can control and coordinate the other team members , who recognises their talents but is not threatened by them , and who is concerned with what is feasible rather than what is exciting or imaginative . |