Example sentences of "[Wh det] it [be] to [be] [art] " in BNC.

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1 Levi 's double life as chemist and writer suggests that if art and work need to be separated , according to a certain sense of what it is to be a Jew , art and work are nevertheless very often the same .
2 Justification by faith , similarly , is important only because it goes to the heart of what it is to be a follower of Christ .
3 Being ‘ sinful ’ and ‘ just ’ is not the equivalent of having your cake and eating it , but an existential awareness of what it is to be a human being in a sinful and fallen world .
4 They are concerned with reductionism , and with what it is to be a ‘ self ’ .
5 But because there is some uncertainty about what it is to be a professional librarian and how to respond professionally to many situations , there can be rather tao many difficult decisions to be made ; and the dilemma is not helped by the weakness of the profession , both inherent and externally perceived , on the issue of censorship .
6 This is not the basis of the Catholic position which is instead concerned with the nature of what it is to be a priest .
7 CHELSEA Clinton has had her first taste of what it is to be a president 's daughter .
8 Nor is sharing or giving help a route to dominance ; it is merely what is expected , part of the minimal definition of what it is to be a member of a Semai community ( see Robarchek 1986a ; see Dentan 1968 : 134 for a discussion of implications of the distinction between reciprocity and sharing ) .
9 My argument is that ideology is also a moral system , and that moral values must be directly related to ideas of human nature : what it is to be a person .
10 Throughout his work he circled endlessly around the question of what it is to be a Christian , to have faith , to encounter God .
11 Rather , it is embodied in all the ISAs of capitalist society , so that we learn it in the course of learning what it is to be a parent , a democrat , a black , a steelworker , or a councillor .
12 Lévi-Strauss ' point here , however , is simply the objection that Sartre defines ‘ man ’ in advance , predetermined by the particular experience of what it is to be a man in twentieth-century post-war French society .
13 The most striking feature of pupil descriptions of what it is to be a good teacher is the great emphasis placed on interpersonal respect .
14 This perhaps overstates the case but at least reminds us that the modern child is provided with images of himself as a member of a distinctive category just as , a few years later , teenagers are presented with a variety of images defining what it is to be a teenager , each stressing a collective autonomy and independence .
15 But part , I would suggest , is to be found in the conception that teachers have of what it is to be a teacher and that , in turn , depends on what they believe about the way in which children learn .
16 As important as the planned content of teaching — the knowledge , skills and understandings of the National Curriculum — are the messages conveyed to children about their status as learners , about the value of the ideas and understandings they bring to teaching encounters , about the control they have over their own learning , about what it is to be a successful learner .
17 Somewhere deep down , your idea of what it is to be a person , to truly engage in the world , has become critically interfused with childish fantasy .
18 But this is artificially to restrict the sense of what it is to be a rational institution .
19 It was during this time , moving from one company to another , that Haslam learned the true meaning of what it is to be an adaptable manager .
20 And then the dark-greens are by no means united in forming a simple statement of what it is to be an out-and-out green .
21 Why are n't they closer to what it is to be an actor ?
22 What it is to be an individual subject fluctuates from ideology to ideology .
23 False claims to universality have been used to cover a persistent warping in our notions of what it is to be an individual .
24 Research might then be seen to be a mere luxury add-on , not an essential part of ‘ what it is to be an institution of higher education .
25 That evening , as her mother had stood at the kitchen door with the shadow of future old age lurking behind her , she had felt for the first time what it was to be a grown-up , what it was that she was missing in the never-never land of Fenna 's spell .
26 I learned for the first time what it was to be a stranger , an immigrant from primitive parts who spoke with a funny accent and called things by their wrong names .
27 On the other hand , I had also been instructed in what it was to be a woman and how to function successfully in that role .
28 Jo Spence I think it was then I was ill that I understood for the first time what it was to be a victim .
29 She nurtured an artistic , creative ego and vision according to the ready models of what it was to be a ‘ Great Artist ’ .
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