Example sentences of "[noun] that what is [verb] " in BNC.
Next page| No | Sentence |
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| 1 | 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 . |
| 2 | 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 . |
| 3 | 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 . |
| 4 | Second , it is commonly the case that what is highlighted or backgrounded is an attribute , or range of attributes , of the entity referred to . |
| 5 | It is usually the case that what is specified , against a certain background assumption , is a part of the nomic correlate of something else . |
| 6 | 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 . |
| 7 | 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 ) . |
| 8 | In an economic system coordinated solely by markets there is no guarantee that what is produced can be sold . |
| 9 | 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 . |
| 10 | 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 . |
| 11 | 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 . |
| 12 | 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 . |
| 13 | 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 . |
| 14 | 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 . |
| 15 | 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 . |
| 16 | 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 . |
| 17 | There is a risk that what is intended to be an aid only during training can become an undesirable crutch in that performance comes to depend on it but this is rare and can be avoided by using a suitable time delay , thus ensuring that it is really learning and not action feedback . |
| 18 | A response to the gender inflection or masculinism of philosophical theories should involve , I think , neither merely the assertion that women too should be seen as included under or capable of whatever norms are suggested by the theory , nor merely the assertion that what is seen as feminine should be valued too , or given equal status with what is male . |
| 19 | Makers Matchbox last night promised deliveries but said : ‘ There is no way that what is coming will meet demand . ’ |
| 20 | The imperative 'need to find regularities ' which Popper speaks of , coupled with Bartlett 's ‘ effort after meaning ’ , constitute a powerful expectation in human beings that what is said or written will make sense in the context in which it appears . |
| 21 | ( This assumes the behaviourist position that what is experienced subjectively as thought and emotion is identical with the behaviour , incipient as neural process as well as overt as bodily movement , which objectively is perceived by the senses . ) |
| 22 | The trouble with [ a view that what is needed is a re-evaluation of the feminine ] is that it still leaves uncriticised the whole association of particular qualities with the masculine and others with the feminine … |
| 23 | The fact that what is seen as crime varies with different societies does not affect the definition of crime — as an act which breaks the criminal law of the particular society . |