Example sentences of "what is to be " in BNC.

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1 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 ?
2 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 .
3 Being charitable , this could be considered ongoing profit , but what is to be made of Sandhurst Marketing ?
4 So what is to be done ?
5 After all , she knows what is to be done .
6 Secondly , TransAction introduces a clearer approach to fixtures and fittings in order that both parties know exactly what is to be bought and sold .
7 So what is to be done ?
8 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 .
9 What is to be understood by it ?
10 So what is to be done ?
11 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 ) .
12 Planning is the managerial process of deciding in advance what is to be done and how it is to be done .
13 Each should be a clear , concise statement of what is to be achieved .
14 A decision to leave what is to be done for a particular child … to the school is not itself , in my judgment , a determination of the special educational provision for the child … which would necessitate the making of a statement .
15 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 .
16 Even where an authoritative decision is meant finally to settle what is to be done it may be open to challenge on certain grounds , e.g. if an emergency occurs , or if the directive violates fundamental human rights , or if the authority acted arbitrarily .
17 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 .
18 They can not risk their freedom by authorizing a standard of value to define what is to be maximized by a teleological principle of justice .
19 Thus , the individual is undertaking a gamble about what action is required to defend or advance an interest : what is the right way to describe the problem , what is to be done , and who are the most appropriate allies ; whether to say that the Ministry of Education has not provided enough school places ( and all ‘ parents ’ should unite to press the government for more ) or there are not enough places because the Ammanites have stolen them ( so all non-Ammanites must unite to resist the theft ) .
20 These images build up into stereotypes ; generalizations about what is to be expected of older people , which are based at best on partial information rather than the full diversity of their real lives .
21 What is to be done ?
22 But what is to be made of adultery ?
23 Some teachers have objected to the scheme because , they say , it will not be clear what is to be included on the certificate .
24 If , however , you are just observing an aggressive attitude on the part of someone else , what is to be achieved by allowing it to make you angry ?
25 When you have worked through the sensations , looked at them from all angles and asked yourself why they have entered your life and what is to be gained from them , it is important to be able to let them go .
26 However , rules have been developed to standardize what is to be included in the definition of final product ; meals , for example , are always included as final goods .
27 Again , choose , choose what is to be .
28 There is nothing wrong with subjects provided they are treated as means not ends and as long as everyone is clear about what is to be achieved through them .
29 ‘ It is for the Justices to say what is to be done .
30 Decisions should be made at the outset on what is to be covered in the programme .
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