Example sentences of "[prep] [conj] [Wh det] is [verb] " in BNC.
Next page| No | Sentence |
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| 1 | The aim of knowledge-seeking will depend on what is important for or what is valued by the individual or community in question . |
| 2 | It attempts to clarify some of the confusion I pointed out between that which is called for by law and ethics and what doctors and patients in practice , think is called for . |
| 3 | It will be seen that this explanation does not touch the question of whether what is sought is in any sense ‘ evidence ’ . |
| 4 | It begins to look as if what is exhausting is not the amount of work per se , but the lack of clear values to underpin it and the consequent lack of regular enjoyment and true satisfaction that arise from it . |
| 5 | What he then writes almost gives the impression of avoiding the confusion which I diagnosed above : ‘ This is how self-consciousness arises , the capacity to locate oneself within physical and social space … to know where one is and whom one is dealing with and what is expected of one ’ ( 47 ) . |
| 6 | The leaping of a dumb brute can hardly even sustain its conviction that there is a safe landing ( although a reader would appreciate the attenuated implications ) but the added weight of its needing ‘ to know where one is and whom one is dealing with and what is expected of one ’ is far too much . |
| 7 | It gives but a flavour of what has gone before and what is to come but how the appetite was whetted . |
| 8 | What is important , however , is that when statistics on incidence and prevalence enter the public and professional domains we should be clear exactly what behaviour is being referred to and what is included in the operational definition of abuse . |