Example sentences of "[conj] [prep] what they [vb mod] [vb infin] " in BNC.

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1 Clearly some very large forces have disrupted the outer regions of the Solar System at some stage , or stages , in the past , but we have no idea of when or of what they might have been .
2 Alan was well aware of his own gifts and of what they might lead him to become , but I am not sure he entirely welcomed his role as a leader of lesser men .
3 Both speakers will give an account of their work and of what they would like from a supervisor .
4 After checking this balancing they increased the current further to three times the starting value , and discovered an excess heat output of ten per cent over and above what they could account for going in .
5 ‘ They had a wonderful pioneering style and pride both in what they had achieved and in what they could teach you .
6 The aim is to test children both in what they know and in what they can do .
7 Make sure that there is a briefing before the visit — that people know why they are going and on what they should concentrate their attention .
8 The by-laws were lawful not because of what they said but rather because of what they would have said if they had been drafted lawfully .
9 Because of what they would have done to us . ’
10 As we will see , hesitations are an important subject of study because of what they can reveal about the mechanisms being employed when people produce spoken language .
11 But you can see why if you 're selling inappropriately , if you sell someone for example , a savings plan , and they cash it in the first four years , and they do n't even get what they paid in it , how they 're going to be very annoyed , because from what they could see , they were getting a savings plan .
12 We think now , as Christmas approaches , and that elusive fishkeeping present becomes top priority , is the perfect time to get the unbiased recommendations of our experts as to what they would buy , given the chance .
13 P. A friendly person , someone who is good to session with , someone who can appreciate someone else 's skating and not to judge them as to what they can do but also who they are and how they are .
14 There is a difference , I think , between making children feel responsible for righting the wrongs of the world that we as adults have created , but at the same time to be able to enable them to think constructively as to what they can do .
15 In theory it is possible to obtain insurance against warranty liability ( e.g. Directors and officers ) but in practice the insurers are normally so demanding in the kind of confirmations they require and so restrictive as to what they will insure ( eg not taxation ) that this is rarely practicable or worthwhile .
16 My legacy to my children would be not to try to influence them in any way as to what they should study .
17 When the time came there was not much doubt as to what they should do .
18 They will not be pressurised as to what they should put on or should not put on .
19 Even when you have reached a rational decision as to what they should learn , watching them do it can be agony as well as ecstasy .
20 They were walking round the house speculating as to what they should sell and had paused here in this far from gloomy room , this warm , sunny , charming room , and laughed at that gloomy picture , at its sentimental naivety .
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