Example sentences of "[Wh adv] it [vb -s] [prep] [noun] " in BNC.
Next page| No | Sentence |
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| 1 | Let her play with a sponge and see how it fills with water , which slowly drains away once she lifts it up . |
| 2 | Account men make it their business to learn everything they can about the client 's product and how it compares with others on the market , and a strategy is arrived at with the help of the researchers and planners , and sometimes with the creative team on the writing and art side . |
| 3 | The new Railtrack authority has responsibility for rail infrastructure but how it interlinks with Eurorail and the private sector is as yet unclear . |
| 4 | I 'll just have to see how it responds to treatment . ’ |
| 5 | In contrast to the balanced growth incidence analysis , we now allow k to vary and we are interested in how it responds to changes in the level of debt , with the taxes being adjusted to secure budget balance . |
| 6 | The answers should have important implications for understanding how the normal nervous system develops and functions and how it responds to injury and disease . |
| 7 | ( You might refer to the ways in which industry can be organized over space ; to patterns and forms of uneven development ; to how it changes over time . ) |
| 8 | • hear health workers from the region discuss health care and how it fits into campaigns for social change . |
| 9 | Elean : A theme that recurs in your Soweto Stories is the theme of keeping the families together , not allowing their innate sense of solidarity with each other to be smashed and replaced by rampant individualism — on the other hand you show very sharply the negative side in this tradition , for example how it impacts on women . |
| 10 | Talking about it as a revolution in the wider world , and how it impacts on classrooms , there has , of course , been a tremendously increased interest in using micros in schools in the last three years . |
| 11 | The point to make is that light can be thrown on the role of judicial control of government activity by looking at how it operates in relation to particular areas of government activity , and although I will not attempt to do so in any systematic way in this book , the reader would do well to bear this approach in mind . |
| 12 | Thus the activities of successive Conservative governments since 1979 may have made the re-emergence of local political activity more likely , but the form that this activity takes , how it varies from place to place and how it develops will be shaped by the interaction of local and national processes . |
| 13 | Unfortunately , there is no systematic , regular measurement available of attention to TV commercials ( or , indeed , to TV programmes ) , so there is no reliable quantification of the ‘ attention factor ’ , and our knowledge of how it varies by type or audience or time of day ( or any other variable ) is fairly rudimentary . |
| 14 | Clearly that will not be the case that that 's how it goes to council . |
| 15 | We 'll just have to see how it goes on Sunday . ’ |
| 16 | How it differs from Liphook , however , is that the head teacher is wise enough to understand that all children are individuals and what works for one may not work so well for another . |
| 17 | A photographer has to really be aware of this , and how light relates to colour and how it relates to black and white . |
| 18 | As an Irish prime minister once said after listening to a long debate between his cabinet colleagues : ‘ I understand how it works in practice . |
| 19 | I honestly do n't know how it works in practice . |
| 20 | This is not how it appears in practice to the workers in the bureau . |
| 21 | It is in this layer that historians will discover answers to their key questions : how the firm responds to opportunities and threats ; how it interacts with government , other firms , its employees , and its customers ; how it establishes R&D programs and marketing strategies ; and so on . |
| 22 | We need now to look more closely and more precisely at the role of knowledge , and how it interacts with language to create discourse . |
| 23 | Some might be worrying about their dancing and how it looks to onlookers , others might be worried about their partner 's nervous shuffling from foot to foot — what will people be thinking ? |
| 24 | Then some examples of how it applies in practice are given . |
| 25 | In fact that 's how it seems to work . |
| 26 | That is n't how it seems to Martin Dyer 's family . |
| 27 | That 's how it seems in memory ; and we each apprehended it subcutaneously at the time , il me semble . |
| 28 | Now the fact that position is not a quality is certainly relevant to one 's awareness of the position of things ; it means that to be aware of a thing 's position it is logically necessary that one should be aware of how it stands in relation to something else . |
| 29 | But it is not relevant to a thing 's having the position it has ; it does not mean , for example , that to have the position it has , a thing must be aware of how it stands in relation to something else . |
| 30 | Rather than wait until a discourse is finished , and then analyse it as a whole , from outside and with the benefit of hindsight , the ethnomethodologists try to understand how it unfolds in time . |