Example sentences of "[prep] [verb] how the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | As it is such an important programming tool , with such important consequences for musicians ' careers , it is worth understanding how the playlist is chosen . |
| 2 | The answers should have important implications for understanding how the normal nervous system develops and functions and how it responds to injury and disease . |
| 3 | This example is useful for understanding how the test works . |
| 4 | The best we can do is to make a close study of code switching and hope that it will provide an overall framework for understanding how the two perceived varieties , Creole and English , interact in conversation . |
| 5 | Elton , 45 , sent a cheque to Weston Park Boys School , Southampton , after hearing how the 12-year-olds had to make 180-mile journeys for treatment . |
| 6 | They decided to help after hearing how the woman , who does not want to be named , was set upon by two boys near the Red Hall estate in Darlington last week . |
| 7 | The three sprang into action after hearing how the woman , who does not want to be named , was set upon by the boys near the Red Hall estate in Darlington last week . |
| 8 | The process is rooted in what has happened already , in the past ; the Boo– of Changes allows you the luxury of seeing how the process will continue in a hypothetical future — in this case , if you shoot Auntie Flo . ’ |
| 9 | Darwin is thus treated as a major figure in the history of science because he both popularized the general theory of evolution and discovered the mechanism that seems to offer the best prospect of explaining how the process works . |
| 10 | Although Sollas referred to natural selection , he elsewhere ridiculed Darwin 's theory as incapable of explaining how the higher types were actually produced . |
| 11 | There were no indications that the original hypothesis was incorrect ( ie that the information requirements of an organisation could be derived by the progressive decomposition of a primary task model ) , and the study entered the next phase of deciding how the information base could be used in practice . |
| 12 | It is clear that the planning meeting was for the purpose of deciding how the period in secure accommodation should be managed . |
| 13 | In all the Odes there is scarcely a strophe , perhaps hardly a line , that does not transmute word order into word mosaic , a deliberate fragmentation that creates for the reader the pleasurable tension of wondering how the sense will be resolved , accompanied by the stimulus of casual associations , as one word runs against another . |
| 14 | helps me to sort of see how the lesson 's going . |
| 15 | The ethnography was a means of observing how the wider patterns of society — its inequalities and histories of domination — flow through patterns of living and thinking which seem so ordinary . |
| 16 | The British , perhaps because they are jealous of the splendour at Versailles , are fond of recounting how the courtiers used to relieve themselves in the passageways . |
| 17 | Since the coalition broke up after the defeat of Germany there is no way of knowing how the policy outlined in the full employment promise of May 1944 might have been implemented without the profound changes in the role of the State in peacetime economic life introduced by the post-war Labour government . |
| 18 | Such questions point up the importance of recognizing how the reality principles of power are reworked ‘ intra-discursively ’ . |
| 19 | This chapter has the practical purpose of showing how the apparatus of linguistic description can be used in analysing the style of a prose text . |
| 20 | But it has passed the actual resolution of those problems back to the schools , and has charged schools and LEAs together with the task of reviewing how the curriculum as a whole can best secure the aims of the Act . |
| 21 | This was explicitly recognized by the early twentieth century physiologists who saw their fundamental task as that of discovering how the infinite variety of the perceived world could be reflected in , or reconstructed in , the rather monotonous nervous system . |
| 22 | Call it a rites-of-passage novel , a coming-of-age novel or a coming-out novel , it is usually a writer 's way of exploring how the early years can irritate to life the otherwise dormant sensitivities that produce the itch to write fiction . |
| 23 | School management will have the key task of planning how the institution is to adapt and change to meet the challenge of providing effective education for pupils and students in the 1990s . |
| 24 | With film or video there are also opportunities for investigating how the media have presented a particular topic , or a particular personality . |
| 25 | A subsequent chapter will address the question of how this threat is routinized by members of the RUC generally , but at this juncture it is worth considering how the management 's dilemma leads them to organize community and neighbourhood policing in an area like West Belfast , where attack is imminent . |
| 26 | Discussing a book on Dostoevsky , he remarks that while the author has much of interest to say about The Idiot ‘ she does not quite persuade one that it comes off , indeed she does not really try , because like many scholars today she is more concerned with showing how the thing works than with judging if it works well . ’ |
| 27 | Bayezid writes , ‘ We enjoyed the greatest pleasure in seeing how the severed heads of the Christian dukes rolled under the horses ’ hooves , and how many of them with tied hands , and others with broken legs , stood by . ’ |
| 28 | There are also difficulties in seeing how the Theft Act offences relate to civil law concepts , such as restitution , on which they are based . |
| 29 | Constitutional theory , in explaining how the various institutions of the state work together and in offering a particular theory of representation connecting state to society , seeks to provide us with answers to large and profound questions about who governs and how ; about who should govern and how ; and about the respective rights of people and the privileges of property in British politics . |
| 30 | So , it is not the country of domicile of economic institutions or the classes that dominate them that is the primary consideration in explaining how the global system works , but rather the structural locations of institutions and classes in the global capitalist system . |