Example sentences of "of [Wh det] [pron] [is] [conj] " in BNC.
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| 1 | The Indemnity Fund was established ( pursuant to s37 of the Solicitors Act ) to provide indemnity against loss arising from claims in respect of any description of civil liability incurred : ( 1 ) by a solicitor or former solicitor in connection with his practice or with any trust of which he is or formerly was a trustee ; and ( 2 ) by an employee or former employee of a solicitor or former solicitor in connection with that solicitor 's practice or with any trust of which that solicitor or the employee is or formerly was a trustee . |
| 2 | Between a focus on Britain and a broad appreciation of the world of which it is but a part ? |
| 3 | And just as linguistics ought to be able to account for the structure and organization of as yet unspoken sentences , so poetics ought to be able to account for the rules governing as yet unwritten works of literature : ‘ Each work is therefore regarded only as the manifestation of an abstract and general structure , of which it is but one of the possible realizations . |
| 4 | A case-study involves the in-depth study of a single example of whatever it is that the sociologist wishes to investigate . |
| 5 | Well I mean , if we 're talking about sort of and they 're looking for a sense of identity of whatever it is that they 're having of |
| 6 | I think for the male student who is subject to sexual harassment , or who gets the sort of inappropriate approaches that Marianne is talking about , that is unusual , it 's out of step with the way in which he perceives himself , and his sense of what he is and who he is in the world . |
| 7 | " A great player like Seve wants basically confirmation of what he is or is not doing right , " explained Bob . |
| 8 | The first thing to notice about functionalism is that it does not fare any better than behaviourism in providing an account of what it is that V knows and BS does not , for BS could know all about V 's functional or covertly behavioural states ; so there is no lack of knowledge that his deficit could consist in . |
| 9 | He observes people and places with a wry and uncanny sense of what it is that matters about them . |
| 10 | But such emotions are themselves informed by the way in which we see the world , by our conceptions of what it is that we find desirable or fearful . |
| 11 | In all such cases the prevalence of such actions and the possibilities for their control are better accounted for by addressing the question of what it is that usually inhibits the actions , rather than by accounting for how the motivations arise . |
| 12 | We do not mean merely freedom to do as we like irrespectively of what it is that we like . |
| 13 | Aristotle 's argument concerns the question of what it is that makes an action ‘ voluntary ’ , done of a person 's own free will , and in order to answer this question , he distinguished between actions whose origin was ‘ inside ’ a person , and those whose origin was ‘ outside ’ , which resulted from external influences or pressure or compulsion . |
| 14 | The approach to understanding organisations that concentrates its focus on people within organisations needs to be aware of what it is that motivates people within those organisations . |
| 15 | The Scottish summary of what it is that parents value in teachers and what makes a poor ( as well as a good ) teacher ( SED 1989:7 — 11 ) is in some ways an up-to-date version of parts of Enquiry 1 ( Schools Council 1968 ) . |
| 16 | When you see a problem take a note of what it is and where it is . |