Example sentences of "[pers pn] now [verb] how " in BNC.

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1 I now know how vital putting is .
2 I now know how vital putting is on Tour , the standard is so good , ’ he says .
3 Similarly there are individuals that go through the court system and are punished , that are perhaps sent to prison , and come out of prison saying it 's not going to make any difference , I now know how to break into every type of car , every type of building .
4 You now know how to conduct a transfer . ’ ’
5 You now know how to measure the amount of surface on the six faces of a cuboid .
6 So you now know how you can change your minutes to decimals
7 Have you now learnt how to do this tying or do you have to go and see Terry every time ?
8 It was strange that she had never thought of him before , for she now remembered how quickly he had learnt poetry when she was helping him learn to read .
9 She now remembered how she had criticized her mother for bringing babies into the world without being able to look after them .
10 We now know how the causal effect works : poor jobs lead to more stress-related disorders , and these in turn lead to absence from work .
11 Er you must therefore ask yourselves the question , why is it therefore the government has decided to er re re remove the funding er for this particular project erm never mind they said er we now know how to build fast reactors , look there 's one we 've already built , a prototype we have th the , the er the th the blueprints , the drawings for a full scale version and when we actually need the fast reactors in say the year two thousand and ten or thereabouts , we 'll just get the blueprints out of the filing cabinet and we will build them .
12 We now know how to observe .
13 If we now ask how we could discover that all action is to be explained in non-intentional terms , and at the same time take the point that it could not be non-intentional in the way that mad or childish behaviour is , it seems that we should have to come to see all action quite differently .
14 If we now ask how we are able to get any grasp of the explanatory role of class strategy in Poulantzas ' theory , the answer is that we rely on our everyday , voluntarist understanding of it .
15 We now show how to manufacture very interesting " number " systems by introducing a kind of addition and multiplication into Zn .
16 Presented with ( 32 ) , we therefore read it as a sequence of two events that occurred in that order : ( 32 ) Alfred went to the store and bought some whisky We now see how the semanticist armed with the notion of implicature can extricate himself from the dilemmas raised above in connection with examples ( 4 ) -(7) .
17 We now consider how provision may be made for manipulating subdivisions of a word .
18 We now consider how the substance of those different sorts of essay is organised and presented , starting with techniques for commenting on a given passage .
19 Nonetheless , the latter is a phenomenon of some interest and significance and we now consider how it comes about .
20 The strength and potential of the modern concern for curriculum development lies in the fact that we now realise how important it is to undertake these processes , and in a logical sequence .
21 It hurts me now to realize how much I numbed myself from the searing pains of those years .
22 Several of them have said that they now understand how children feel when adults do not want , or choose not to , believe them .
23 They had looked at each other , disconcerted at this apparent lack of liaison , but McLeish had been reassuring : very natural that they had n't compared notes , extremely useful that he now knew how long the car had been there .
24 In other words , the recollection that the Friend had once been guilty of the same fault is a consolation to the Poet , for he now knows how the other must have ‘ bowed ’ under his own , ‘ transgression ’ : They are equal , then — but more , they are united : ‘ Oh , that our night of woe might have remember'd/My deepest sense how hard true sorrow hits . ’
25 It is difficult for us now to understand how it was that so many serious thinkers in those days were prophetically-minded .
26 To make assurance doubly sure-and also to begin a move in the direction of greater picturability — let us now see how Schrödinger would have obtained the same result .
27 Let us now see how readers react to the real thing .
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