Example sentences of "[noun] about what [modal v] [be] " in BNC.

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1 Everyone has had a chance to air their views about what should be done with young offenders — everyone , that is , except the young people themselves .
2 I know that there are views among the opposition groups about what should be cut out of this budget .
3 That applies as much to hon. Members opposite , to whose arguments for improving the system under their regime I look forward , as to other hon. Members with their proposals about what should be done about it .
4 Even if one 's occupation is freely chosen , it usually carries with it a set of rules about what should be done , when , how and to what standards .
5 It was around this time there were grave doubts about what might be called the cost-effectiveness of the results achieved by Bomber Command .
6 And it was apparently during that hospital visit that Ross and his brother had had a long serious talk about what would be best for the children .
7 He has no illusions about what will be in Dwayne 's plane .
8 Secondly , there is uncertainty about what can be kept electronically , and what should be kept .
9 The modes which he adopted were such as to licence elisions and lacunae , to enable him to leave out bits of his life — a procedure which would seem to be connected with his scepticism about what can be known about people by biographers .
10 It is true that many of the experiments in this area were grossly inadequate in method : they failed to ensure that the individuals they studied were similar , apart from the single factor being scrutinized ; they relied unduly on mothers ' memories for information about early events ; their various findings could not be compared because of disagreement about what should be counted as ‘ early weaning ’ or ‘ harsh training ’ , and so on .
11 ( 4 ) Since 1981 , however , there has been a distinct slackening of impetus in relations , largely because of the disillusionment experienced by both the USSR and the Latin American countries about what could be expected from each other .
12 The hon. Member for Barrow and Furness did not answer my question about what would be left to build in Barrow if the fourth Trident submarine were taken away .
13 Mark emphasises it by only allowing one reference in his Gospel to Christians having the Holy Spirit , and that in a prophecy about what would be their lot in the days after the passion ( 13:11 ) .
14 Phenomenalism , as a theory of the meaning of non-observation statements , held originally that such statements are equivalent in meaning to a ( probably very long ) list of statements about what would be observed under different circumstances , all linked by conjunction .
15 Such objects do not lie beyond our grasp , as the sceptic might suggest ; for we can hope that every member of the set of statements about what would be observed should be conclusively verified , and in such a case there would remain no further possibility that the material object statement should be false .
16 First , it seems possible that in most cases the conditional statements about what would be observed in certain circumstances can not all be verified , because there will be cases where if you verify one you lose the chance of verifying another .
17 So if the meaning of a non-observation statement is given by a set of statements about what would be observed if … , it is unlikely that they will be strongly verifiable .
18 In the continuous process thus engendered one sees how true theory stimulates ideas about what may be , in realms as yet unexplored .
19 The Labour party had an unsurprising and intuitive dislike of the Public School , but very few ideas about what might be done .
20 All of them seem to have different ideas about what should be done to get Britain out of recession .
21 It is clear from the remarks of Labour Members that they do not like change , even though they have no ideas about what should be done to improve the education system .
22 Do you hold any specific beliefs about what might be called beauty ?
23 Nevertheless , the Secretary of State has the power to draw up regulations about what can be charged for and what can not and the Education Reform Act required local authorities and school governors to draw up policies on charging parents for their children 's out-of-school activities .
24 ‘ I 'm not going to make predictions about what could be done , because whether anything can be done depends upon the will of all the heads of government , ’ he said .
25 There 's been plenty of speculation about what will be cut and what will be taxed , but it 's widely expected that there 'll be a big increase in the scope of VAT .
26 Speculation about what will be in it ranges from a package of measures to help reduce unemployment to increases in petrol , alcohol and tobacco .
27 ‘ I think there has to be a realism about what can be achieved without turning London into a fortress , ’ he said .
28 Questions about what may be termed the aesthetics of a text continue to be posed , even though the aesthetic is no longer tied to a text 's autonomous integrity .
29 There have been many conflicting ideas and suggestions about what should be done .
30 I have taken advice about what would be involved in amending the Bill to allow for such a further education council to be established at a later date by a future Secretary of State if he so wished .
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