Example sentences of "how [vb base] [pers pn] [verb] the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | What how d' ya get the That 's a difficult one really . |
| 2 | An ’ how d' you explain the bracelets ? … ’ |
| 3 | ‘ How d' you put the pressure on Glastonbury , for God 's sake ? |
| 4 | How d' you know the rules , in dreams ? |
| 5 | that they carry when they 're racing how do they carry the weight ? |
| 6 | Thing , how do they watch the going-up jets ? |
| 7 | How do they arrange the patterning of their domestic environment , their settlements , their houses , their productive and reproductive activities ? |
| 8 | We know they exist , but how do they affect the reasoning process ? |
| 9 | How do they affect the balance between analysis and synthesis in professional work ? |
| 10 | How do they affect the ‘ job description ’ ? |
| 11 | How do they grip the soil ? |
| 12 | The main question that we wish to explore in this work is that of how decision-makers tackle reasonably complex dynamic decision-problems under risk : how do they take the risk into account ? |
| 13 | How do they take the dynamics into account ? |
| 14 | First , an existing management problem — how do they provide the best possible for those already in residential homes ? secondly — a development problem — how to use valuable resources — staff and buildings in the future . |
| 15 | All invite two questions : why do animals migrate and how do they know the way ? |
| 16 | And this method of actually going there living with them , learning their language and er so on s , really participating er would , finally there 's a way of actually in a sense , getting of the people , the nearer you can , anyway , of course , it 's relying on the people you stay with that you understand that something of the world comes over onto you so that imposing what 's essential in and So , here what Judith Oakley 's trying to do , is trying to understand how gypsies , themselves , differentiate , how do they define the boundaries between themselves and others . |
| 17 | Well how do they get the levels in the junior school ? |
| 18 | Compare , for example ( 63 ) and ( 64 ) : ( 63 ) they believe the aircraft hostile they believe the aircraft to be hostile how do they believe the aircraft ? what do they believe the aircraft to be ? ( 64 ) Jesse drank the whiskey neat Jesse drank the whiskey to be neat how did Jesse drink the whiskey ? what did Jesse drink the whiskey ( to be ) ? |
| 19 | What function do they serve and how do they help the zebra to survive ? |
| 20 | How do they alert the firemen ? |
| 21 | Refer to sources D and E. How do they contradict the arguments expressed in B and C ? |
| 22 | If resources are held at one set of locations and the demands are at another and the costs of transportation are known , how do we allocate the resources most efficiently ? |
| 23 | How do we stop the same type of problem recurring ? |
| 24 | So that 's what privatization is about and how do we stop the privatization how do we really represent the members by attacking the legislation that prevents us from acting in a spontaneous manner , which will assist our members in their hour of need . |
| 25 | How do we represent the zoo , ship , town , pet shop or mayor 's office ? |
| 26 | And now how do we decide the winner ? |
| 27 | How do we shift the children from the glib superficial , mocking comments ( which are usually symptomatic of nervousness and insecurity ) to deeper , considered responses ? |
| 28 | How do we deliver the resulting letter(s) to the Pied Piper ? |
| 29 | That has brought us back again to the conundrum which you posed to me and in the face of which I had to express my helplessness — namely , how do we make the silent majority unsilent since that is by definition impossible ? |
| 30 | Consider the different ways in which the organisation and use of space becomes part of the language of drama : How do we make the distance between people meaningful ? |