Example sentences of "we [vb base] [verb] how [art] [adj] " in BNC.
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| 1 | Stroud grants that if we want to know how a third person can know the nature of reality , we might carry out a psychological investigation of his methods of information processing , and then compare the results of his reasoning with known facts . |
| 2 | In Chapter 1 , and along the way , we have seen how a characteristic feature of seventeenth-century thought was its anti-Aristotelianism . |
| 3 | We have seen how the primary relations of congruence are defined . |
| 4 | In previous chapters we have seen how the ancient manor of Combsburgh had been partially enclosed as early as the fourteenth century , especially in the areas close to the market town , and how the bulk of the field structure had been established by the late sixteenth century . |
| 5 | We have seen how the corporatist welfare state which has emerged in this country over the past hundred years is a reflection of a humanist philosophy in which the creation of wealth is of less concern and morally inferior than its distribution , in which the pursuit of equality has become the dominant economic philosophy and in which the state rather than the individual has come to be held responsible for solving our problems . |
| 6 | We have seen how the corporatist vision of the company draws upon the ideal of community which within our present legal system and our everyday thinking is generally allowed to operate only within the realm of family and friendship . |
| 7 | We saw earlier how subject specialists ( for instance , working in museums ) can provide analytical outlines upon which the teacher can draw ; we have seen how the very objectives underlying resource-based learning include an understanding of the skills teacher-librarians have till recently taught alone ; we have hinted that other ancillaries will , in their work , help the teacher not only to achieve his objectives but also to modify and even enlarge them . |
| 8 | We have seen how the off-farm job could place some restrictions on the farm and vice versa but there were also benefits to the farm from the off-farm employment . |
| 9 | We have seen how the 1946 sample decreased with the passing of time , and this must raise questions about its continuing representativeness . |
| 10 | We have seen how the three strategies of recognition involve the lexicon in different ways , and differences in the processing of words can be best explained by reference to this notion . |
| 11 | We have shown how a good idea and some hard work can provide the ideal opportunity to bring jobseekers and businesses together . |
| 12 | But we need to know how the broad sense of meaning , on which the definition relies , is to be delimited . |
| 13 | It is undeniable that large-scale production can be technically more efficient , and so following an analysis detailed by Williamson ( 1968 ) we need to consider how the previous result is affected if , after monopolisation , production takes place with lower costs . |