Example sentences of "what be and " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | The first benefit that I believe we have gained is a better ability to define what are and are not suitable tasks for the application of AI , in particular expert systems . |
| 2 | What are and will be the differences between them ? |
| 3 | The same critical and questioning attitude which was forming the new approach to the Bible was at the same time stimulating scientific study and experiment and discovering the regularities in the natural order — what were and commonly still are called ‘ the laws of nature ’ . |
| 4 | FORGET WHAT they might think in Paris and Milan : China 's fashion commissars have decreed what is and is not stylish . |
| 5 | 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 ? ’ |
| 6 | Only the Policy Document , written in plain English , tells you everything about what is and is not covered ( Sun Alliance will provide you with a copy of the Policy if you wish ) . |
| 7 | According to Hazlitt , ‘ Man is the only species who can laugh or cry because he is the only being who knows the difference between what is and what should be ’ . |
| 8 | Central to patient-centred counselling , he says , is the idea that individuals are the best arbiters of what is and is not right for them . |
| 9 | As has been found with regard to ‘ insider trading ’ , it is very difficult to define what is and what is not legitimate . |
| 10 | The conclusions that I have come to about what is and is not important in the area of environmental scanning and business strategy are similar in many respects to those of White and Wilson , in another piece of British Library-sponsored research [ White & Wilson ( 1985 ) ] . |
| 11 | It is not simply that cases of public library censorship appear to be on the increase ( although there is no substantial evidence to confirm this ) , but that the question of determining what is and is not censorship can be so time-consuming . |
| 12 | In learning what is and is not acceptable to parents , children come to know when and how to harness their feelings and impulses , as well as how to control their bodily functions . |
| 13 | 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 . |
| 14 | Australia 's world record try-scorer backed up Carling when he said : ‘ If all referees agreed on what is and is not within the laws , then we would not need to keep tinkering with them . |
| 15 | To answer this question we need to know what is and is not being done in the primary visual cortex and here ow understanding has been greatly advanced by the computational approach to vision . |
| 16 | Discourses are not just constituted by what is and is not written ; other signification systems are involved . |
| 17 | How can we determine what is and what is not obligatory ? |
| 18 | This minefield is compounded by the moral nature of the problem ; about what is and is not acceptable behaviour . |
| 19 | But Aristotle is not just making a sociological point about what is and is not permitted to women in his society . |
| 20 | Only the Policy document , written in plain English tells you everything about what is and is not covered ( we will provide you with a copy of the Policy if you wish ) . |
| 21 | In relation to affirmative action , it was felt that the Act is very unclear about what is and what is not permitted . |
| 22 | It might also be argued that the treatment of language in terms of sentences has been quite successful in revealing how language works , that within the sentence we can establish rules and constraints concerning what is and is not allowed , whereas beyond the sentence , such rules seem either to disintegrate or turn into rules of a different kind — social rules or psychological rules , which are not within the area of linguistic study at all . |
| 23 | The need for some kind of frame of reference for thinking about the curriculum , and asking what is and should be taught is most obvious in the schools . |
| 24 | The first demarcation is between what is and is not ‘ higher education ’ ; this constitutes the general boundary within which knowledge and curricula are structured . |
| 25 | Precise definition of what is and is not a legitimate purpose is probably not possible , but the fact that we live in a competitive or acquisitive society has led English law , for better or worse , to adopt the test of self-interest or selfishness as being capable of justifying the deliberate doing of lawful acts which inflict harm . |
| 26 | Are there any questions that people would , would like to ask , er I think it 's a very important paper , er important also because as most of you know it was all these new technologies and new drug treatments and things like that that are coming in , an awful lot of rather easy criteria are being used to , to look at the , the various things , and I think that 's why there 's a lot of confusion about what is and is not a good method of treatment . |
| 27 | 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 . |
| 28 | In 1992 the Prime Minister , John Major , indicated that his government would release more information , but it is still the executive that decides what is and is not released . |
| 29 | 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 . |
| 30 | The Vendor can not be expected to anticipate what is and what is not material to a Purchaser . |