Example sentences of "[verb] [Wh det] the [adj] [noun] " in BNC.
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| 1 | The erm point about are distribution within Greater York is that we have attempted to look at this in what I think is a a rational and realistic manner , we have looked , and you 'll see this from our supplementary paper , I apologize for its lateness , but I think it 's benefited from the additional thought that could be given to it , we have looked both backwards , at the present day , and forwards , we 've looked backwards at past build rates , we 've looked at the present day position in the sense of the population shares within Greater York , and we 've looked forwards in terms of the commitment figures that are given in the N Y one paper that we 've just been looking at , and taking all those things into account , and adding in what we see as the right location for a new settlement , namely Selby district , we come to the figures that are in our supplementary paper , and there is clearly a great deal of common ground between the evidence you get from looking either at past building rates or population shares , as now , or future commitments which all point towards a broadly similar distribution , we say , with the addition of a new feature namely the new settlement , so that I commend those figures to you as somebody who 's actually dared to put their toe , or maybe their whole body into the water , and given you not only some numbers , but also a basis by which if you should er have a different Greater York figure in mind , a basis on which that could be rationally er approached , I would not certainly defend to the last ditch the need to put a figure of fifty dwellings into the structure plan for the Hambledon part of Greater York , there may be a cut off point beyond which you do n't go , but certainly for Ryedale and Selby , with very substantial numbers there is a need to indicate what the appropriate division should be , and you could not for instance indicate what the er Ryedale non Greater York figure was , without someone telling us the , as the Chairman rightly said , having an idea of what the Ryedale Greater York figure should be , so it is n't really I think feasible to have district figures for non Greater York , and one Greater York figure , that does n't er get away from the issue , and nor does it solve the potential for confusion . |
| 2 | You can not guarantee what the resulting shade will be , though — you build up depth with subsequent layers — and you can get tell-tale streaking if you are not very careful with application . |
| 3 | Stepney in the late 18th century was becoming what the Northern Heights — Highgate and Hampstead — became later , namely , an early form of London suburbia . |
| 4 | Mr Ken Currie of the Energy Technology Support Unit at Harwell will then describe what the rich world could do to mitigate the effects . |
| 5 | Well , we need to know what the alternative point of view to our own is . |
| 6 | So why put him under the pressure , she sa cos I said , I want to know what the long-term effect of me taking him out of this is , because , effectively I 'm taking him out of something of the system , knowing , he 's going to miss that . |
| 7 | What , at least it will enable you to know what the tropical species are because some of them have got quite weird and wonderful names and most people do n't know what some of them are . |
| 8 | Federal Judge , Harold Green , ordered the immediate release of the transcript , saying the public has a right to know what the former president said . |
| 9 | I am sure that the House would be interested to know what the Labour party 's industrial policy is for the motor industry . |
| 10 | Once more a terrible curiosity overcame him , to know what the third girl looked like . |
| 11 | For example , a speaker might provide a summary for someone who wished to know what the intended relevance of the lecture was but who was only familiar with the subject at an elementary level . |
| 12 | But it is useful to know what the conventional rules are , and also to bear in mind who you are writing for . |
| 13 | Thus we have a recipe for the dictatorship of the leadership of the ruling party , since they are presumed to know what the historical tasks of the proletariat are . |
| 14 | She would have loved to know what the erring Frau Gesner had done , but he had suddenly looked so stern , so sad , that she had n't the nerve to ask . |
| 15 | In reply , we would point out that , before we can even raise the question of correlation between linguistic expressions and extra-linguistic phenomena , we have to know what the linguistic expressions are , and for speakers and hearers ( even if not for strict behaviourists ) this means understanding them . |
| 16 | ‘ Operations in the national interest ’ was a favourite phrase ; good and sharp , and carrying the implication that if you needed to know what the national interest was , you did not deserve to be told . |
| 17 | If your business is larger it takes more organisation and record keeping to know what the magic formula is for each customer . |
| 18 | They also need to know what the local currency is , the exchange rate and the rate of inflation . |
| 19 | Now , the other thing that I mentioned yesterday , or we mentioned yesterday , was that local radio is opportunity for practice in various ways , and most local radio in most forms , and we will have to know what the local knowledge is here , do welcome people who are sufficiently interested to contribute stories , information , angles for their programmes . |
| 20 | All I wanted you to do is put the highlights down it 's all we need we need to know what the important things are , okay , just a quick breakdown of things we talked about . |
| 21 | But if we wish to do something about these close and secretive ties between the executive , the military and industry , we need to know what the driving force of this development is . |
| 22 | ‘ Now I have to know what the latest styles are it 's part of my job . ’ |
| 23 | The therapist needs to know what the main problems are , what caused them , what maintains them , and what possibilities there are for change . |
| 24 | You can only begin to guess what the ancient Greeks would have made of that , and the subsequent impact on Renaissance sculpture . |
| 25 | Visitors to Buckingham are hard pressed to guess what the gothic style building in the town 's centre once was . |
| 26 | It is clearly important to establish what the earliest plan of a village was , since there have often been many post-medieval changes . |
| 27 | Reporters try to establish what the unfolding events mean to the principal actors concerned . |
| 28 | We shall be concerned here to establish what the main kinds are , and also to ask why they take the form , and occur in the species , that they do . |
| 29 | As the language system is the focus of our study here , we start with the idea of the linguistic variable ( for example the vowel /a/ in such items as cat , bad , have ) , and our first task is to discover what the possible variants of a variable may be : subsequently , the quantitative distribution of linguistic variants may be demonstrated by reference to the familiar speaker-variables of social dialectology , such as age and sex of speaker . |
| 30 | ‘ You are saying that if it were possible to remove a fertilized egg cell from a woman after she had conceived , you could examine it and say what the resulting child would be like ? ’ |