Example sentences of "to what [pron] [verb] [prep] " in BNC.
Next page| No | Sentence |
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| 1 | That actions are interpretations of movements and speeches with respect to what we take to be the intention of the actor in making them . |
| 2 | So we respond to what we perceive to be the case rather than what is the case . |
| 3 | The natural sciences were once used to point to what we meant by objective information , but quantum physics , for example , has shown that even observing situations can alter them . |
| 4 | No , we have in fact done a great deal to conserve our resources here , er and as I say we have treated er something like 500 patients by the end of this year , addition to what we treated in er the previous year , and that can only be as a result of good management , both nursing and medical . |
| 5 | And if , as so oft en , ecstasy obliterates the specificity of the landscape which simultaneously enables and absorbs it , this is not only because ecstasy is of its nature blind ; it is also because what we repudiate remains with us as partial blindness to what we embrace in its stead . |
| 6 | Now having said all this you know let's not identify with these too much like the that 's me you know okay , it gives you an incl an idea of your in of your stance where what sort of attitude philosophy and behaviours you prefer to have within a group , okay and if you match those back to what we saw in the group erm then it 's not surprising that the group got on so well together and you know we did n't have too much conflict with the amount of team workers involved because nobody in there wanted to upset anybody else in the team . |
| 7 | We are clearly never obliged to follow any human direction contrary to what we know to be scriptural or morally right . |
| 8 | The further question arises as to whether the myth is not false to what we know to be the case concerning the origin of humankind . |
| 9 | Such assumptions are quite contrary to what we know of how perception works . |
| 10 | The intention in this chapter is to document some of the resources Easton 's policemen and women draw on in accomplishing their work , with a view to demonstrating the similarity in the way they ‘ do ’ ordinary policing compared to what we know of policemen and women in societies without Northern Ireland 's extreme divisions . |
| 11 | In virtually equating doubt and unbelief they make doubt the opposite of faith in a way that is true neither to the Bible nor to what we know of human knowledge . |
| 12 | Well St Aldate 's in the Civil War is quite a problem to talk about really , erm in half an hour , because it 's so enmeshed in the story of Oxford in the Civil War which is a long , very interesting one , so what I 'm going to try and do is erm to pick out some of the local landmarks that did survive in the 17th century and relate them to what we know about some of the people and in this short half an hour , just try and picture what it was like to live in St Aldate 's during the civil war . |
| 13 | I mean by that that he attributes motion to what we know in our minds to be static , immobile , inanimate objects . |
| 14 | ‘ When we moved the telescope off the galaxy to what we expected to be blank sky , ’ Terzian explained , ‘ we got a signal instead . |
| 15 | It is important that we should be clear as to what we mean by Marxism . |
| 16 | The term ‘ consultation ’ is often used inaccurately ; we should be clear as a union , but also CA as an organisation , as to what we mean by it . |
| 17 | At the one direction it 's these people next door to us I 've lived there what , twenty six , twenty seven years , and we , I 've people living next door , six children and never a any noise to what we get in there . |
| 18 | It has meant , that churches need to be bold and be young or a threat to what we belong to as the edges between church and and community have blurred we are now much more vulnerable . |
| 19 | Their topics of conversation seemed very limited compared to what we talked about at home . |
| 20 | It is too easy to become resigned to what we feel to be inevitable . |
| 21 | So we need to be clear as to what we define as violence , and how we see violence in society . |
| 22 | ‘ Perhaps , but the danger we face from them is nothing compared to what we face in the chateau . |
| 23 | And so it goes on through life ; always a struggle between wanting to hold on to what we have at the same time as we are reaching out for new joys and satisfactions ; always the dilemma of making choices , of greedily wanting everything , of resenting having to let anything go . |
| 24 | Because there are some people that want to listen to what we say in our house , and what we say to each other . |
| 25 | How we live is inescapably linked to what we think about our origin and our destiny , even if we only discuss these mysteries late at night in the company of a few friends . |
| 26 | They are , however , closely comparable to what we find in the gelada baboon . |
| 27 | I found this section , number three , of particular interest because surely it 's dealing with the very kernel of our relationship to what we call in language that ought to be so real and preserved from romanticism , the body of Christ membership limbhood branchship , whatever you want to call it , if whether you take your figure from John fifteen or from the Apostle . |
| 28 | Everything gets dirty and they live in a different way to what we do at home , they speak English more like Americans ( even Uncle Steve ) than us . |
| 29 | And er , I did er , er invite members , all members yesterday , and I do have a feed-back here , again , that they do write to lobby on behalf of us , because I , if this is going to be the patent for the future , it 's gon na have very serious implications as to what we do in terms of improving the highway infrastructure at Lincolnshire . |
| 30 | And what this means is that from now on the cla lectures will trail the classes , which , which does n't matter and is actually quite er a good thing in the sense that what will happen from now on is that we 'll first do a topic in the class and then I will give the lecture on it the week after , or possibly even two weeks after , which is okay because it means that then in the lecture I can concentrate on filling in the gaps , straightening out the misunderstandings and generally adding to what we did in the class , rather than leading as it were as I have up until now . |