Example sentences of "[conj] [Wh adv] they " in BNC.

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1 This view led to the first restrictions on private members ' capacity to interrupt or hold up business whenever they liked — or whenever they could get the House to listen to them , for there was always considerable self-discipline .
2 But the policy review nowhere considers the overall effect of the individual changes proposed , or how they might be co-ordinated .
3 They speak of longing to be beautiful or of restrictions on what they can wear or how they can look , and of media images of young women and how this affects them .
4 Thus the most influential sociologists researching on later life in the last thirty years have been first and foremost concerned with documenting poverty and need among the old , rather than looking at their present lives as a whole , or how they reached where they are now .
5 She was , in any case , not sure how they were , or how they were for her .
6 They do n't have to worry about clothes or how they look , if they do n't want to .
7 Watch how they move right up to a certain morsel and pick it up with their lips , or how they move no closer than several inches to another and then draw it to the edge of their lips with a mighty suck .
8 Many students have little faith in the value of what or how they are taught and largely despise school .
9 What 's the use , for instance , of alarming sixty-odd people with a preview of the Aberfan disaster without telling them where it is , when it is going to happen , or how they can help to stop it happening ?
10 First-time parents may not know how to tell stories or share pictures ; they may not know what books are available or how they should be used ; and they may not realize how important and how enjoyable books and pictures ( and talking about them ) can be .
11 Despite the findings of the Dragon Project and other workers over the years , it is still too early to be at all dogmatic as to the nature of the energies at ancient sites or how they might operate .
12 Just waiting for the flash line to ring , not even knowing whether the kidnappers would have heard the radio show at all , or how they would react if they had , made Sam nauseous from stress .
13 ‘ Most people tend to gather at the track and do the group session , without even stopping to think what the training effect is doing to their body , or how they are going to progress next week , or the week after . ’
14 We are not always aware of how we affect others or how they experience our actions .
15 Such a quantity of natural ability can sometimes cause inner confusion and players like him can turn a match on its head sometimes without knowing how it happened or how they did it .
16 While ‘ real consciousness ’ might be what people in a given group actually think , it does not necessarily correspond to what they will do or how they will respond to changes either in their situation or in the information they have .
17 As we have seen , teachers have very little authority over what they do or how they do it .
18 Altering the structure does not necessarily tackle practices and the more fundamental issues of how the media should treat and explain the complexity of contemporary social problems or how they should act in the face of the increasing ability of governments and other authorities to control and manipulate information .
19 ‘ We see companies rethinking how they can manage product design , how they can help people communicate between different groups in a company , how they can eliminate printed information and let people see information electronically and browse it exactly the way they want , or how they can keep track of their customers in a better way . ’
20 Unfortunately with got to get some of those people who do n't want to come and it 's all about bums on seats it 's the old old saying bums on seats we 've got to get an answer how we do n't get to these here at the moment in the audience whether they are people who want to get bums on seats or how they know how to do it perhaps they should have a meeting like this every month I 've never seen so many of .
21 We will not find out why unemployment and heroin use are connected , why large groups of young men and women have taken on heroin use for the first time , or how they get the street money , without talking to them .
22 The floor was tiled , in diagonal squares of grey and white marble , and the walls were so densely covered with pictures and looking glasses that it was hard to tell whether or how they were papered , but the general tone and impression was of a deep purple and red .
23 Worry about how things are going or how they will end is detumescent .
24 Here , he also contends that ‘ we have no theory of professional learning on the job which seeks to explain how teachers learn from classroom experience , how they learn from colleagues , or how they learn from people and publications outside the school ’ .
25 Indeed , Creggan soon found out that none of the eagles seemed to like talking about where they came from or how they came to be in the Cages .
26 Or how they felt ?
27 We run the risk of damaging our own campaigns by not fully understanding the roles staff can play , or how they can damage the process if they do not understand their role .
28 To show connections between historical information Historical events are often complicated , especially if you try to explain why they happened ( the causes ) , or how they were possible ( the origins ) , or what the results were ( the effects ) .
29 Or how they had inflicted cuts with a small sharp knife , then sprinkled salt into the wounds and kicked him round the room so he had to twist sharply and feel the pain of the salt crystals in the raw open flesh .
30 They flicker into brief existence , sometimes with a name attached , sometimes not ; we rarely know when or how they were acquired , and when or how they died .
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