Example sentences of "and what [noun] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | How do you think the retrospective scheme compensation scheme would actually work and if I could give you an example erm should it apply to all schemes which have been affected in the past er perhaps after a certain date or if you were going to make that decision , where would the cut-off date be , how far back would you go and what schemes would you look at Er if it 's gon na be retrospective ? |
| 2 | When was it last serviced , by whom , and what service agreements or guarantees exist ? |
| 3 | Notable differences remain between what user organisations are demanding and what service providers are willing to provide . |
| 4 | How the tasks have been performed , and what members of the family feel about the ‘ new ’ way of doing things , can then become the starting point of the next family meeting , leading to new understandings being discussed and new , more subtle tasks being developed . |
| 5 | This was particularly so in late-nineteenth-century Europe among workers — levels of employment , income , education , trade union organization , social insurance , political rights and so on were very different , and what country a worker belonged to could be of vital importance . |
| 6 | I do n't think mixing 's that important , it 's what you play and what order you play it in that 's important . |
| 7 | To attend all directions appointments and hearings , unless excused , and to advise the court orally or in writing : ( i ) whether the child is of sufficient understanding for any purpose including refusal to submit to medical or psychiatric examination or other assessment ; ( ii ) what the child 's wishes are in relation to any matter relevant to the proceedings including his own attendance at court ; ( iii ) which is the appropriate forum for the proceedings ; ( iv ) what is the appropriate timing of the proceedings ; ( v ) what options are available to the court , the suitability of each and what order should be made . |
| 8 | There is underlying , understanding and theory to this , but of course if you want to read French literature , you 've got to learn the vocabulary ; if you want to do chemistry you 've got to know the elements and what order they come in , and there 's always a certain amount of learning with any subject . |
| 9 | So so basically , in a minute , have to sit down and write a list of who is going to come and who is not and what order . |
| 10 | We 'll build up until I know exactly what diseases all the kids have had , who has been vaccinated , and what home conditions are like . ’ |
| 11 | She would see Mama and Papa again soon , they were coming over well before the wedding , and what bliss to greet them as the future Marchioness of Blaine , beautiful blond Havvie by her side , eager to meet them — or so he publicly said — his private comments were somewhat different — more to the effect that he could swallow Sally-Anne and her dollars , but her parvenu papa was quite another thing ! |
| 12 | You 've asked us a lot about what Governors can do and what Councillors can do , it 's teachers that make a school and schools are going to be excellent if the teachers and heads of faculty in those schools are excellent , and we 've got lots of those in Banbury . |
| 13 | And what advantage would that be for you then ? |
| 14 | Oh yeah , we 've got the analysis we 've got the questionnaires Okay what we 're gon na look at now is we gon na look at the work of Honey and Munnford and what Honey and Munnford spent a lot of time researching was people 's learning sides and they spent a lot of research and what they found out is that there are four different learning sides and we all learn in different ways . |
| 15 | And what assurance can there be that the brittle , complex industrial structure will not collapse through the failure of some small but vital component ? |
| 16 | One ‘ unofficial ’ source told me ‘ the club did nt mind what went on with young Ryan on away trips — after all they were roommates and what roommates do — well they do at this club anyway — but Sir Matt 's dog ! |
| 17 | How many pairs of dwarfs could be stocked , and what catfish would be suitable if I do n't want all the fry eaten ? |
| 18 | Liz Trickett and Frankie Sulke report on the effects of the LAMP ( Low Attainers in Mathematics ) and RAMP ( Raising Achievement in Mathematics ) projects on both the teachers and pupils who participated , providing a challenge to all teachers to examine their views about both what their pupils are capable of and what mathematics is and should be about . |
| 19 | As we listen to these phrases that rolled so easily off the tongue , and which have also rolled on down through history to our own time , we must make a special effort to remember very carefully just who the men were who engineered the Garotter 's Act — what kind of men they were ; what kind of times they lived in ; and what forces helped to shape their upright moral certitude . |
| 20 | He asked how many eggcups she had and what colour they was |
| 21 | We used to all wear pinnies , white pinnies , on the top of our dresses and going to school and I used to go into old Mr n and he would say to me And what colour of the bow do you want on your pinny today ? |
| 22 | ‘ As an architect , Lachlan is interested in 3-D design and , being a painter , I 'm interested in flat pattern and what colour can do to the illusion of space . |
| 23 | And what colour ? |
| 24 | And what colour 's his hat gon na be ? |
| 25 | And what colour were they , pink ? |
| 26 | And what colour is that ? |
| 27 | Know your medicines is divided into three sections : section 1 gives general information on using medicines , and advice on questions to ask a doctor , nurse or pharmacist ; section 2 covers the actions of medicines on the body system ; section 3 is an index of medicines to enable users to check what each is for and what effects they can have . |
| 28 | Keep a note of medicines or home treatments you have already tried and what effects , if any , they have had . |
| 29 | Sets of boundary conditions that tell us the state of some regions of the universe at a certain time and what effects propagate into it subsequently from the rest of the universe . |
| 30 | It is designed to determine which features of a text direct the reader toward a particular perspective , how much of the text is understood and , hence , attributed to that viewpoint and what effects if any , the perspective will have on other textual information not attributed to the main perspective . |