Example sentences of "what [modal v] to be " in BNC.

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1 There are such awkward critics as Fred Bergsten , of the Institute of International Economics in Washington , who argue that a private-sector induced deficit might actually be more tiresome than the US-style ‘ twin deficits ’ — in public finances and the current account — because however much he deprecates the latter , at least it is clear what ought to be done .
2 What ought to be exciting about Mammame is the unpredictability with which an image or a movement switches into something new .
3 No complaints about roominess up front but , surprisingly for what ought to be a five-seater , three in the back would need to be qualified weight watchers .
4 Though flanked by what ought to be a couple of monstrosities of incongruence — the Hilton Hotel and the nineteenth-century Fisherman 's Bastion — all seem quite compatible .
5 Adjudicative authorities , one might say , are precisely those in which the role of the authority is to judge what are the reasons which apply to its subjects and decide accordingly , i.e. their decisions are merely meant to declare what ought to be done in any case .
6 First , they may be designed not finally to determine what is to be done in certain circumstances but merely to determine what ought to be done on the basis of certain considerations .
7 Those limits have created the need to ration what is available , as well as what ought to be developed .
8 We found that practices were very diverse , that people had different impressions , not only of what ought to be done , but what was in fact being done .
9 The perception of the problem will differ , depending on such things as the views and experiences of individuals , and their beliefs about what is or what ought to be .
10 While the political literati lay waste to vast tracts of newsprint in their musings about the causes of Labour 's failure , and the shortcomings of the political system that compounded it , those people who constitute what ought to be the bedrock of oppositional electoral support are becoming increasingly alienated not only from the Labour Party , but from the entire political process .
11 Let us suppose that , when invited to judge actions or persons , I appeal only to what is , never to what ought to be .
12 In general I shall recognize what is , not what ought to be ; but certainly I ought to be aware of what I am trying to do , why I want it , how to do it , whether it can be done .
13 The Archdeacon would know what ought to be done .
14 If there is a written version of what ought to be being done this is a useful basic document .
15 As such , the operation was essentially different from planning which involved prior political judgements about what ought to be achieved .
16 Moreover , Hume famously insisted , there is a prima facie gap between any assertion as to what is the case and any assertion as to what ought to be done , and this is best understood as the gap between reason 's detection of how things are and passion 's emotional response to their being so .
17 An emotivist will think that Butler is merely expressing and inviting an attitude whereby we favour this sort of system of self control , while an intuitionist will think that there is tacit appeal to an intuition as to what ought to be .
18 Relying on the Bible , Roman law , and the classics to explain what ought to be , John also drew on his own experience to describe the contemporary scene .
19 After all it is bad enough when you think you know what ought to be done , and instead it is decided to do something quite different .
20 Coherence , however , must be understood in terms of value , of ‘ what ought to be ’ .
21 Then , of course , any critical function which natural law might be supposed to have in constraining the content of positive law is dissolved and Finnis 's natural law with a variable and changing content is revealed as serving the purely ideological function of justification and not an epistemological function in respect of what ought to be .
22 He argues that : ‘ [ t ] o the small investor the idea that someone working in the City is using inside information to deal in what ought to be a uniformly informed market is quite repugnant .
23 The larger question , then , is not about what is , but about what ought to be .
24 But no transgression against Hume 's stricture is involved in pointing out that people 's views about what ought to be — their moral stance and outlook — may be directly related to certain distinctive features of their lives .
25 Why do they go on the way they do , making a huge fuss about little things and then ignoring what ought to be much more important ?
26 They 're pursuing a different tack — they are less concerned with what is the economic connection than what ought to be " .
27 Towards the end of his reign , in the ordinance of the forest of 1306 , the king speaks of being confronted ‘ with the inspection of human weakness ’ and the wide burdens that fell upon him , he being ‘ inwardly tormented with divers compunctions , tossed about by the waves of divers thoughts ’ , and being ‘ frequently troubled , passing sleepless nights , … hesitating in our inmost soul upon what ought to be done , what to be held , or what to be presented ’ ; ‘ about this chiefly is our mind busied without intermission , that we may prepare the pleasantness of ease and quiet for our subjects dwelling in our realm , in whose quiet we have some rest , and in their tranquillity we are inwardly cherished with odours of satisfaction and the flowers of hoped-for peace . ’
28 By day or by night , when its lights so insolently interrupt what ought to be the dark solitude of the mountains , this extension of Saint-Lary is an offence ; only when the weather closes in , and the clouds hang low , returning the high ledge on which it stands to a very satisfactory invisibility , is the valley 's honour temporarily saved .
29 Even the SRHE/Leverhulme enquiry carried out during the early 1980s was arguably weakest on the curriculum , and although the Society has organized conferences on curricular issues ( most recently that on Education for the Professions ; Goodlad 1984 ) , it has not attempted to tackle the overall questions of what is taught and what ought to be taught .
30 The simplest definition of the curriculum is ‘ what is taught ’ ( Taylor and Richards 1985 , p. 2 ) and the study of the curriculum is concerned with what is taught ( description ) and what ought to be taught ( prescription ) .
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