Example sentences of "[is] not be done " in BNC.
Next page| No | Sentence |
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| 1 | To answer this question we need to know what is and is not being done in the primary visual cortex and here ow understanding has been greatly advanced by the computational approach to vision . |
| 2 | It should be possible to tell someone who is being paid to do a job that the job is not being done well enough . |
| 3 | The clerk of works ought to visit the centre on a monthly basis and sign the log book but this is not being done . |
| 4 | It was their job to dredge the channel , so it 's not being done any more . ’ |
| 5 | The only grass that 's well cut is where people cut it themselves outside their own house but , in particular , erm , th I would like to see the supervision of the contract and that we do n't cough up the money unless the job 's done properly because I think we 're paying for a job that 's not being either done at all , or when it is being done it 's not being done well . |
| 6 | I do n't know , but it 's , I do n't know I , it 's a very difficult sort of situation where you get , there are so many things to look into , and it 's not being done well enough |
| 7 | i it 's not being done through okay let's seize land , let's redistribute land and then we 'll do it 's the reverse . |
| 8 | Well I get involved in it in so many different ways erm this is a difficult one , but one of the things that happens is that a number of teachers , both from the area and elsewhere , erm do advanced courses at the university and as part of these courses we have a unit on evaluation , and for this they will choose some area of their school work which they and their colleagues — and I emphasise that this is something they do have to involve their colleagues back at school in very much — erm feel it would be useful to look at and then they try and discuss with their colleagues what aspects of it are important and significant and what ought to be seen , and they bring this discussion back and we all discuss together there 'll be different teachers working on different problems the different ways in which they could approach this problem and how they might most usefully be able to do it and at the end of the exercise they will have found out quite a lot about this particular area of teaching and very often we find that the people they 've consulted have themselves got quite interested in it and begun to realize that it 's not being done in a way that 's there to threaten them , they 're not sending a report to the headmaster or the Chief Education Officer or anything like that — it 's for the benefit of the people doing the work themselves . |