Example sentences of "[verb] [conj] [Wh det] the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | He would then acknowledge that there was no law , and he would have no further concern for consistency with the past ; he would proceed to make new law by asking what law the present legislature would make or what the people want or what would be in the community 's best interests for the future . |
| 2 | It should be added that what the author lacks in scholarly rigour ( there are no footnotes and the index is skeletal ) he makes up for in discursive readability and enthusiasm . |
| 3 | If one examines the needs and wants of a less developed society and relates this information to the production capacity of that country , ways may be found to develop products that consumers want and which the country is capable of producing . |
| 4 | Does my right hon. Friend agree that the interests of my coal mining constituents would best be served by long-term contracts with the generators , which the British coal industry is well placed to secure and which the generators should welcome , and not by market rigging by Labour politicians posing as experts ? |
| 5 | Instead of accepting what I say and what the kids say , they wo n't accept they want peace . ’ |
| 6 | Well the French revolution occurred and what the French revolution did , it transferred hus a huge assets to the , to the , the er government , it allowed conscription , a people 's army and it also turned the biggest country in Europe er biggest with the exception of , of Tsarist Russia , er into a , a war state . |
| 7 | Medical evidence would be relevant only to establish whether what the doctor did was deemed acceptable medical practice to make the dying patient comfortable . |
| 8 | His general note was one of chiding MacDonald for the weakness of his control over his own extremists and suggesting that what the country needed was men of practical experience , breadth of view and lack of dogmatic commitment . |
| 9 | He is my oldest friend , and it was his wedding , but he was looking mogadonic with self-satisfaction , so I purloined the camera and announced that what the wedding album needed were a few art shots . |
| 10 | The salesperson first agrees that what the buyer is saying is sensible and reasonable , before then putting forward an alternative point of view . |
| 11 | Never mind what the US government says or what the public thinks — that 's how it worked . |
| 12 | For under soft conventionalism our sample cases are all cases governed by law , and soft conventionalist judges deciding these cases would have no reason to defer to their beliefs about what the present legislature would do or what the will of the people is . |
| 13 | Ultimately , however , what may be needed is a set of proper procedural guides and guarantees which would ensure that whatever the legal rules may be , they are observed in practice 66 |
| 14 | But , more than anybody , Powell recognised that whatever the business opportunities Event presented , it was also Branson 's way of exorcising the journalistic instincts — the excitement of chasing stories and airing issues — which had been thwarted by the failure of Student . |
| 15 | In one way , of course , Nick had been quite right when he had said that whatever the truth it made no difference . |
| 16 | We might agree that coercion ‘ in any evil sense ’ is not involved in the practice of satyāgraha , and it could be argued that what the phrase implies is that no abandonment of the principle of non-violence is involved . |
| 17 | We can not assume that what the linguist identifies as significant should correspond with aspects of language to be focused on in the teaching and learning of a language as a school subject . |
| 18 | Further , there appear to be general conventions about the use of language that require ( or , perhaps , merely recommend ) a certain degree of implicitness in communication , with the consequence that it is virtually ensured that what the speaker means by any utterance U is not exhausted by the meaning of the linguistic form uttered ( see Chapter 3 below ) . |
| 19 | There is no way of knowing how representative these specific approaches were of the national system as it developed , but an examination of their administrative organization will show that whatever the theoretical differences between them , there was little to choose in terms of their objectives and procedures . |
| 20 | Erm obviously the borough council strongly advocates the the principle of a strategic exceptions policy and I think there there is some difference between what Professor Lock is advocating and what the borough council is advocating . |
| 21 | This is the grey area , we did n't call on the company we called on the implants and I hope we have n't done any damage , but what we have done and what the p |
| 22 | I believe that we are right to wait until the independent report has been received , but I assure my right hon. Friend and the House that all EC partners who have worked well together on this are carefully considering future relations in the light of what appears to have happened , as shown on the video which so many of us have seen and which the families of the people involved have had to witness in their suffering . |
| 23 | There are two reasons that the vendor may give and which the purchaser should not accept . |
| 24 | What the actual , how many cases were written and what the estimated C C S A is , commission credit sum assured , I promise you , you will get to know that very quickly , because that 's the basis on which you get paid . |
| 25 | That is the guarantee for which people are looking and which the Government appear to be failing to deliver . |
| 26 | This is book to me — of which the clubhouse is built and which the early settlers favoured in their pursuit of the substantial . |
| 27 | However , and rather more fundamentally , Rose goes on to make the point that " the gap between what governments can do and what the public ( and for that matter , the government ) wants to achieve is greatest in the management of the economy " . |
| 28 | X take away minus X. Take away X , which is just plus X , X take away X. And three X take away minus two X. Hey now on the number line you ca n't it 's difficult to do X take away X but you can work out roughly where they 'd be and what you would do and what the system would be . |
| 29 | It explains how the different types are made and what the names mean . |
| 30 | It follows that I expressly do not give judgement at any figure at this stage but indicate merely what the findings are which I have made and what the sums which those findings lead to , are . |