Example sentences of "[conj] what is [verb] " in BNC.
Next page| No | Sentence |
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| 1 | What counts for the sake of higher education is the student 's ability to understand what is learned or what is done , to conceptualise it , to grasp it under different aspects , and to take up critical stances in relation to it . |
| 2 | Choreographers should understand that counting beats or what is called the measure of the music is not dance rhythm . |
| 3 | This limitation in time is most clearly seen in the case of a life estate , whether it be an estate held for the life of the tenant , or what is called an estate pur autre vie , one held for the life or lives of some other person or persons . |
| 4 | That is not to say that we shall take dispositional mental facts or what is called the unconscious or the subconscious to be " another realm of consciousness " that we shall suppose there is consciousness and then inaccessible consciousness and then the brain , the latter involving dispositional mental facts . |
| 5 | ‘ I can not find any precise definition of the term , it is not either in law or commerce a strictly technical term , or what is called a term of art . ’ |
| 6 | There has been some suggestion that computer trading techniques have been partly responsible for the crash ( or what is called programme trading ) . |
| 7 | stresses the importance of direct experience in the education of children : ‘ Children soon forget what they say or what is said to them , but not what they have done nor what has been done to them ’ ; ‘ Give your scholar no verbal lessons ; he should be taught by experience only ’ ( ibid . |
| 8 | Erm the er most important item I think Chairman is the work programme for the future year which commences at erm about twelve and forms the second half of the report and I would be very happy to deal with any questions and it is very clearly in the light of things that we 've already said , the first part of er that latter half of the report er which er emphasises the erm principal activities er to the department er that of strategic policy in paragraphs thirteen one , thirteen two and thirteen three are therefore perhaps the areas to which I would er draw you attention er most , but the report as whole is er I hope a reasonably succinct summary of what has gone on or what is proposed to be done and er in order to avoid simply what is already in the report , I , I would leave it at that point and say I 'm happy to deal with any questions . |
| 9 | However , many inexperienced pilots get so thoroughly engrossed in the thermalling or what is going on elsewhere that they are temporarily ‘ switched off ’ to how they are flying . |
| 10 | For comparison purposes , there are fundamentally two choices , ie either the attainment levels can be assessed against an agreed target , or relative comparisons can be made , eg against what happened in the past if records are available , or what is happening at the start of the exercise compared with what happens at selected future points in time , effectively establishing better or worse levels , as summarised in Fig 13.6 . |
| 11 | This data can quickly be transferred from one information system to another and can be combined and transformed in ways which might not otherwise be practicable ; furthermore , data held on computers is invisible and not directly intelligible so that people have more difficulty in knowing what is in the records or what is happening to them . |
| 12 | Nobody knows why they are in Sunnyvista or what is happening outside the city . |
| 13 | Large and uncompromisingly rectangular , it was built of granite , or what is known as granite in these parts . |
| 14 | Who or what is to blame for the production of this sex monster who terrorised five counties for nearly six months ? |
| 15 | But sometimes the problem lies in our assuming that religious concepts have the same meaning for different people , when in fact there are grossly different understandings , even within Christianity , of who or what is meant by God — to take only the most basic example . |
| 16 | Bacharach and Lawler ( 1980 ) distinguish between what they call the bases of power ( or what is controlled that enables behaviour to be changed ) and sources of power ( or how individuals or groups come to control the bases of power ) . |
| 17 | I listened with great interest to my hon. Friend the Member for Liverpool , West Derby ( Mr. Wareing ) when he recounted all the difficulties that one experiences in that unhappy country , or what is left of it at the moment . |
| 18 | The aim of knowledge-seeking will depend on what is important for or what is valued by the individual or community in question . |
| 19 | My Brighton sample , admittedly smaller , tends to report more worsening of health , although what is meant by ‘ health ’ is often psychological well-being . |
| 20 | It is , therefore , sometimes a little difficult to keep up-to-date , for although what is found may not be in the area being researched by the local historian concerned , it may , nonetheless , have a bearing , for the style of housing suggested for one place may be typical of that formerly existing in another , ten or even a hundred miles away . |
| 21 | The general maxim of the law is that what is annexed to the land becomes part of the land . |
| 22 | In addition there is , as yet , no consensus of opinion among Keynes scholars over his treatment of the labour market so that what is presented here must be regarded as the personal view of the author . |
| 23 | It is also , very importantly , of two kinds : short term and long term ; so that what is recalled in the short term ( the classic example is a string of numbers ) may fade rapidly from the memory , while other elements of the communication , which are not so easy to recall immediately , stay in the mind long afterwards . |
| 24 | There is a risk that what is intended to be an aid only during training can become an undesirable crutch in that performance comes to depend on it but this is rare and can be avoided by using a suitable time delay , thus ensuring that it is really learning and not action feedback . |
| 25 | These results are not too surprising given the research findings discussed in the previous chapter and suggest that what is inherited as vulnerability to psychosis forms a broad set of dispositions that include both temperamental and cognitive features . |
| 26 | In addition , we ordinarily assume that what is stated on one occasion may be identical with what is stated on a different occasion , even though its truth-value might change . |
| 27 | The fact that what is seen as crime varies with different societies does not affect the definition of crime — as an act which breaks the criminal law of the particular society . |
| 28 | Dr. John Whitcomb , professor of Theology and Old Testament at Grace Theological Seminary in Winona Lake , Indiana , summed it up very well when on page 52 of his book ‘ The Early Earth ’ , he wrote , ‘ the testimony of an honest evolutionist could be expressed in terms of Hebrews 11:3 as follows , ‘ By faith , I , an evolutionist , understand that the worlds were not framed by the word of any god , so that what is seen has indeed been made out of previously existing and less complex visible things , by purely natural processes through billions of years ’ . ’ |
| 29 | A response to the gender inflection or masculinism of philosophical theories should involve , I think , neither merely the assertion that women too should be seen as included under or capable of whatever norms are suggested by the theory , nor merely the assertion that what is seen as feminine should be valued too , or given equal status with what is male . |
| 30 | Provided there is no physically damaging effect , it would seem that what is seen , said , done , heard or physically felt by the mother has no effect whatever , but that emotional factors during pregnancy can have good or bad effect . |