Example sentences of "[pers pn] argues [conj] " in BNC.
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| 1 | Licences are needed for other types of brokerage and she argues that it would give her business respectability . |
| 2 | She argues that the attachment between individuals — the relationship — resides in an inner structure which has both cognitive and affective aspects and affects behaviour . |
| 3 | Sue Hastings , of the Trade Union Research Unit at Ruskin College in Oxford , recently warned delegates at an RCN stewards ' conference that clinical nurses — especially those in high-tech areas and with teaching roles — would lose out through job evaluation , She argues that existing job evaluation schemes are too often management-biased , with the danger that clinical specialists who did well out of clinical grading might find themselves downgraded . |
| 4 | She points out that we know little of the differential impact of changing material circumstances on different kinds of tending , and is surely right when she argues that it would be ‘ useful and interesting to discover how long term unemployment alters conjugal roles as far as caring is concerned ’ . |
| 5 | She argues that they can constitute a new perspective for the social sciences and goes on to show a continuity with the anti-positivism and rejection of the knowing subject in structuralist and post-structuralist approaches to understanding . |
| 6 | Furthermore , she argues that unless some inroad is made now into reducing or containing the problem of street crime , the loss of community will spread outwards , like a cancerous growth , to desirable middle-class areas in the city . |
| 7 | But she argues that , because this marking is universal , it is probably inevitable . |
| 8 | She argues that , in Britain , most research has been carried out so far by white researchers whose approaches have been eurocentric . |
| 9 | She argues that while the research provides clues about the types of preventive programmes that may be of help we also know what a complex problem child abuse is : The implication seems clear . |
| 10 | She argues that it often is still in the employers ' interest to recruit someone on a relative 's recommendation , since this gives employers more control over their workforce . |
| 11 | She argues that if you have been assisted by relatives yourself , this imposes a strong obligation to provide similar support for others , even if that means giving a temporary home to someone whom you do not particularly like ( p. 89 ) . |
| 12 | She argues that it is families who see each other frequently where one finds most practical support being given , because frequent contact affords the opportunity for pressure to be put upon individuals to ‘ keep up their kinship obligations ’ ( Bott , 1957 , p. 133 ) . |
| 13 | Indeed she argues that support given to kin was often at considerable cost to the giver in terms of time , energy and even money . |
| 14 | This is highlighted in Gittins 's ( 1986 ) study of a Devon town in the years 1850–1930 , where she argues that relationships with kin were more important than marriage for the women in terms of the structures of support within which they were engaged . |
| 15 | In fact Gittins sees women as individuals who use such structures to maximize their own resources as well as feeling responsibility to support others , and she argues that women are involved in an informal economy to a far greater extent than are men . |
| 16 | She argues that a central task of the historian is to understand the interweaving of three elements : historical time , family time and individual time . |
| 17 | She argues that writing provides ‘ practice in using linguistic context as independent of immediate reference . |
| 18 | Mary McIntosh would support such changes ; writing about the process of achieving socialist social policy , she argues that economic individualism would lead to a unity of working-class men and women : |
| 19 | She argues that this perception of discontinuity and dominance has consequences for the way experience finds expression in the work of male philosophers . |
| 20 | An ethical perspective is also present in Alison Assiter 's paper , in which she argues that the Kantian or Hegelian notion of autonomy should apply to sexual relations as much as to the public world of social contract . |
| 21 | She argues that autonomy should not be seen as a psychological capacity , but as a social one , depending on public acknowledgement , and that this acknowledgement arises from the recognition of responsibility rather than of rationality . |
| 22 | Drawing on the re-evaluation of emotion characteristic of contemporary feminist theory and practice , she argues that feminist conceptions of emotion constitute a critique of dualist conceptions of mind found in much Western philosophy in the English-speaking world and elsewhere . |
| 23 | As Griffiths points out , there are problems with this position , but she argues that , despite its flaws , its passionate impetus to reconceptualisation is invaluable . |
| 24 | She argues that one 's feelings are a source of knowledge as well as being a result of understanding , and that for both social and biological reasons they are gender-related . |
| 25 | She argues that the main task is that of deciding what to do , and that the best way of deciding is through a genuinely democratic epistemology . |
| 26 | Instead , she argues that the feminine strand should contribute to an enlarged and revised universal conception of morality , in which the ideals of compassion and care are added to the more impersonal ideals of autonomous judgement and action . |
| 27 | She argues that the rise in illegitimacy occurs in none of the places where we might have expected it if Shorter 's hypothesis of the sexual revolution were correct . |
| 28 | She argues that the creation of woman is the climax of the story , that the phrase ‘ helper ’ connotes equality , and that man ‘ discovered a partner in woman rather than a creature to dominate ’ . |
| 29 | She argues that if thought remains context-bound or context-dependent , control over one 's thought processes is thereby constrained . |
| 30 | She argues that young children 's cognitive and linguistic abilities can be seen at their best in situations involving intentions , motives , or purposes — situations which make human sense . |