Example sentences of "[prep] what is to be " in BNC.
Next page| No | Sentence |
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| 1 | And surely , it can be argued , the understanding of what is to be ordered and who is to be disciplined has long been defined and subject to the practical mastery of the controllers . |
| 2 | Property speculators in particular are addressing themselves to the question of what is to be done with the vast stretches of land once occupied by watch towers , border guards , dogs and rabbits . |
| 3 | Each should be a clear , concise statement of what is to be achieved . |
| 4 | Little objection had been raised to the forthright tone of What Is To Be Done ? when it first appeared . |
| 5 | The academic establishment refused to entertain the possibility that this doctrine was of any wider significance to criminal law beyond the local issue of what is to be done with the drunken offender and , within that narrow compass , that the doctrine was coherent or justifiable . |
| 6 | But such a move does nothing for women , or for the concept of the feminine per se : it expands our understanding of what is to be considered authentically male . |
| 7 | Indeed one might well say that , through this augmentation of what is to be considered male , the male now absorbs all in himself . |
| 8 | Talk of the Spirit as female may moreover once again tend to fuel a certain understanding of what is to be considered feminine . |
| 9 | Advertising objectives are more or less specific statements of what is to be achieved by advertising , in terms of ( for example ) increased awareness , or improved scores on certain attitude scales . |
| 10 | There is also a large and venerable literature on the nature and purposes of higher education , which rings with names such as Newman , Veblen , Ortega y Gasset , and Jaspers [ see Powell 's bibliography ( 1966 , 1971 ) , and there have been many more recent examples but such writing likewise tends to be rather general , and only by extension addresses the question of what is to be taught in curricular terms ; but see Goodlad 1976 ; Barnett 1985 ] . |
| 11 | For each SCOTVEC module , there is an associated module descriptor which is essentially a description of what is to be covered and how . |
| 12 | The atmosphere is good-humoured , with a strong sense of relief that adults can for a few moments get together without thinking of what is to be done next with twenty or thirty demanding , stimulating and occasionally frustrating children . |
| 13 | The allocation of labour to particular activities in the contract programme is a skilled task which requires both a knowledge of what is to be done as well as the likely outputs of the people employed . |
| 14 | A blend of methodologies and careful selection of stimulus materials is valuable but above all a clearly enunciated plan of what is to be taught and assessed is the necessary prerequisite . |
| 15 | The six fabliaux selected for summarizing here are , if in any way at all , only slightly untypical in being generally longer than average , this being an efficient way of conveying something of the range of what is to be found amongst the French fabliaux . |
| 16 | Doubt can play a very useful role in resisting credulity and naivety , but to argue that only if you doubt can you arrive at the truth ( a position of scepticism ) is to disregard the question of what is to be known . |
| 17 | Commence with a concise statement of what is to be done or proved . |
| 18 | In many cases the power of veto is accompanied by the power to consult and a positive say in what is to be done . |
| 19 | There may , however , be questions in her mind about the choices open to her : how will the information in a catalogue differ from what is to be found in a monograph ? |
| 20 | Like the differences discussed earlier in this chapter , the split between holists and individualists over what is to be accepted as given runs extremely deep , and can not readily be resolved on its own . |
| 21 | Hillingdon local authority have adopted a code of practice for ‘ in-depth visits ’ which lays down , at least in the case of secondary schools , negotiations over what is to be investigated and the plan of the visit . |
| 22 | More directly relevant to our case is the fact that , through the acceptance of rules setting up authorities , people can entrust judgment as to what is to be done to another person or institution which will then be bound , in accordance with the dependence thesis , to exercise its best judgment primarily on the basis of the dependent reasons appropriate to the case . |
| 23 | In order to change the understanding of women , or enlarge the conception as to what is to be considered authentically female , we should have to apply what have been thought to be characteristically male attributes to a female symbol . |
| 24 | The answers do confirm one applicable criterion , namely , whether the relevant regime is able of itself to ‘ exercise effective control of the territory of the state concerned ’ and is ‘ likely to continue to do so ; ’ and the statement as to what is to be the evidence of the attitude of Her Majesty 's Government provides another — to be inferred from the nature of the dealings , if any , that Her Majesty 's Government has with it and whether they are on a normal government to government basis . |
| 25 | That his choice is contrary to what is to be expected of the vast majority of adults is only relevant if there are other reasons for doubting his capacity to decide . |
| 26 | The third attribute is that the final sentence in a paragraph should , ideally , form a link and a lead-in to what is to be discussed in the next paragraph . |
| 27 | But here we can not consider what is abnormal , we must confine our study of formal principles to what is to be found in most Western music . |
| 28 | Decisions should be made at the outset on what is to be covered in the programme . |
| 29 | The final diameter of the injection pipette will depend on what is to be injected ( ranging from 1 μm for intracellular injection to 60 μm for large pieces of tissue ) . |
| 30 | The term ‘ prevent ’ is relatively unproblematical ( that is , to stop or hinder ) , but problems arise when more specific issues are raised about what is to be prevented ( Parker , 1980 ) . |