Example sentences of "[Wh det] be [coord] what is " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | What would employees below think to hear us shouting at the top of our voices about what is and what is not the correct Chinaman ? ’ |
| 2 | As has been found with regard to ‘ insider trading ’ , it is very difficult to define what is and what is not legitimate . |
| 3 | The process of idealizing one 's partner , turning a blind eye to faults or discrepancies between what is and what is desired , can perform a useful function . |
| 4 | How can we determine what is and what is not obligatory ? |
| 5 | In relation to affirmative action , it was felt that the Act is very unclear about what is and what is not permitted . |
| 6 | Apart from anything else , this gives the executive enormous power in determining what is and what is not debatable — and therefore over the limits of the assembly 's power . |
| 7 | There is an urgent need to develop practical definitions of ‘ sustainable development ’ and to offer planning authorities much clearer guidance on what is and what is not environmentally sustainable . |
| 8 | The Vendor can not be expected to anticipate what is and what is not material to a Purchaser . |
| 9 | However , the dividing line between what is and what is not permissible is often difficult to draw , as Maugham LJ illustrated in the Wessex Dairies case : … although the servant is not entitled to make use of information which he has obtained in confidence in his master 's service he is entitled to make use of the knowledge and skill which he acquired while in that service , including knowledge and skill directly obtained from the master in teaching him his business . |
| 10 | He criticised them for being ‘ too optimistic as to what is and what is not possible to us ’ , and also for under-estimating the enemy 's ability to launch a major offensive . |
| 11 | In oral cultures , he claims : ‘ The individual has little perception of the past except in terms of the present ; whereas an analysis of a literate society can not but enforce a more objective recognition of the distinction between what was and what is ’ ( 1968 , p. 34 ) ( my emphasis ) . |
| 12 | The relationship of literacy to these supposed changes from limited to more developed states is described in terms which implicitly tend towards determinism , despite explicit denials : literacy ‘ fosters ’ a ‘ spirit of enquiry ’ ( 1968 , p. 14 ) ; it ‘ can not but enforce ’ a more ‘ objective definition of what was and what is ’ ( ibid. p. 34 ) ; historical sensibility ‘ can hardly begin to operate without permanent written records ’ ( ibid. ) ; the existence of an elite group ‘ followed from the difficulty of the writing system ’ ( ibid. p. 37 ) ; ‘ logic ’ seemed to be ‘ a function of writing ’ ( 1977 , p. 11 ) etc . |