Example sentences of "[conj] how do [pron] [vb infin] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | How does he know — or how do we know — that they are right ? |
| 2 | I think it 's almost like asking somebody the question how do you decide what you 're interested in , or how do you decide what 's worrying you or upsetting you , or pleasing you . |
| 3 | That 's it now that how do you spell ask ? |
| 4 | And how does one deal with counterfactuals , that is , what might have happened in the absence of the control of government by the particular party ? |
| 5 | The belief in the broadcasting market is not without its difficulties : how can a multiplicity of channels be introduced so as to allow for consumer choice and how does one overcome the possible detrimental consequences of the market mechanism ? |
| 6 | Erm and how does it effect what comes after ? |
| 7 | erm in your case you worked at erm another neighbourhood office prior to erm , and how does it compare working ? |
| 8 | When they did get him to speak , after several days , he said , in effect : This is what it would be like if family ties were broken , and how does it feel ? |
| 9 | So what is the rational expectations hypothesis and how does it interact with the new classical economics to produce the policy inefficacy proposition ? |
| 10 | Who does it affect and how does it affect them ? |
| 11 | How can employees help ? * Examples of good housekeeping : Low energy bulbs ; cistern misers etc. * BS7750 Environmental Quality Standard : What is it and how does it affect employees and the Company ? |
| 12 | So when Paul issues the principle , ‘ work … with all your heart as working for the Lord ’ what does he actually mean , and how does it relate to those in this category ? |
| 13 | And how does it relate to WACC sponsored projects ? |
| 14 | What then does teacher education involve and how does it differ as a concept from teacher training ? |
| 15 | What do you understand the specific role of chambers to be and how does it differ from other bodies involved ? |
| 16 | What is corporate planning , why is it important for businesses , large or small , and how does it help to improve performance ? |
| 17 | ‘ And how does it get to be so smooth and shiny ? ’ |
| 18 | Engineers may well ask ‘ why is there a need for the Code , and how does it apply to me ? ’ |
| 19 | • Is the clock the same in all of us and at all stages of our lives ? • What do we know about the clock itself — where is it , what influences it , and how does it work ? • What is the usefulness of such a clock ? |
| 20 | What is an automatic redox control unit , and how does it work with the ozoniser ? |
| 21 | Why the new system and how does it work ? |
| 22 | ‘ And how does he get away with this ? ’ |
| 23 | And how does she live with the guilt and isolation she is feeling ? |
| 24 | How do we breach what you do and how d' ya get there . |
| 25 | And how d' you get toast charred so that you 've got to scrape it off but it is n't burnt ? |
| 26 | What do the children know about the Hindu culture of their communities and how do they interpret and evaluate that knowledge ? |
| 27 | If so , what are they and how do they regulate neurotransmitter release ? |
| 28 | A brief comparison of British and American assemblies demonstrates the importance of the question : who or what do representatives represent and how do they set about it ? |
| 29 | What themes emerged in public argument against the slave trade and how do they relate to the basic concern with good order and the imperative of action to achieve it ? |
| 30 | Just who are these people , and how do they relate to you and to the rest of the agency ? |