Example sentences of "[Wh det] [noun] [vb base] [to-vb] [prep] [noun sg] " in BNC.
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| 1 | Hence equation ( 8.2 ) defines a price determined real wage ( PRW ) which employers seek to defend from erosion in the face of money-wage demands by insiders in order to protect their real profitability . |
| 2 | What distinguishes them from secondary ( and tertiary ) qualities is that they are those features which corpuscles need to have in order to account for all the qualities ( primary , secondary , and tertiary ) of the substances which they make up . |
| 3 | Paraphrases can only capture part of what these significances represent : A represents something like " things which children have to learn in order to communicate " ; B — " features of buildings ( grand and ecclesiastical ) " ; C — " features of buildings ( plain and domestic ) " ; D — " outdoor terrain for boys ' amusements " ; E — " grand architectural features " , and so on . |
| 4 | RE must endeavour to revive the natural awareness and sensitivity which most likely has been lost by middle junior school , and apply this recovered awareness to the religious vocabulary which pupils need to understand in order to make sense of religion . |
| 5 | This research hopes to identify which factors continue to contribute to job satisfaction in teaching ( even in the present circumstances ) and which factors teachers find depressing and difficult in establishing professional recognition . |
| 6 | Overcome with pity for her , he exclaimed , ‘ What are the sufferings of us men compared to that terrible pain which women have to bear during childbirth ? ’ |
| 7 | These principles are expressed as follows : ( 13 ) The co-operative principle make your contribution such as is required , at the stage at which it occurs , by the accepted purpose or direction of the talk exchange in which you are engaged ( 14 ) The maxim of Quality try to make your contribution one that is true , specifically : ( i ) do not say what you believe to be false ( ii ) do not say that for which you lack adequate evidence ( 15 ) The maxim of Quantity ( i ) make your contribution as informative as is required for the current purposes of the exchange ( ii ) do not make your contribution more informative than is required ( 16 ) The maxim of Relevance make your contributions relevant ( 17 ) The maxim of Manner be perspicuous , and specifically : ( i ) avoid obscurity ( ii ) avoid ambiguity ( iii ) be brief ( iv ) be orderly In short , these maxims specify what participants have to do in order to converse in a maximally efficient , rational , co-operative way : they should speak sincerely , relevantly and clearly , while providing sufficient information . |
| 8 | Thus , what people seem to know about grammar is not always reflected in the language they use . |
| 9 | What we 've got is a tremendous gap in what people need to know in society , in all areas of society , to handle this computer revolution . |
| 10 | What people have to keep in mind , and what people really should be very concerned about here in Great Britain is the fact that this is a very contentious industry , that there are a number of competitors out there who have taken to slinging innuendo around as if it were mud . |
| 11 | In the process , they must be able to demonstrate precisely what teachers need to know about language and why they need to know it . |