Example sentences of "[Wh det] it is for " in BNC.

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1 But the reality is that the court has not given to doctors any right that they did not previously have : it has merely declined to deprive them of a power which it is for them alone to exercise .
2 Few elitists now hold to the notion of a single dominant elite effectively exercising or directing the exercise of all important functions , and few now use the term ‘ elite ’ as the all-embracing explanatory concept which it is for the classical theorists .
3 This is because economic loss can be of unforeseen proportions , can far exceed , in many cases the total contract value , and thus be a risk which it is for all practical purposes beyond the financial strength of most businessmen to assume , particularly if they were to accept such risks routinely in all their business dealings .
4 The right of free speech is one which it is for the public interest that individuals should possess , and , indeed , that they should exercise without impediment , so long as no wrongful act is done .
5 The guy who 's been in the business or been in the same patch or whatever it is for a long time ,
6 This naturally prompts the question what it is for one purely particular object to stand for another .
7 We know some things about what God does , for once we recognise that there is this mystery we recognise that all that is is God 's doing — though we have no understanding of what it is for God to ‘ do ’ .
8 That it does so , so profoundly , is a vital part of what it is for .
9 It gives criticism , and critical theory , no way of knowing what it is for : no way , that is , — of arguing for one kind of production against another , or of valuing some forms over others .
10 There is no consensus about what education should be , what it is for , either in schools or places of higher education .
11 So how are we to reach any agreement now , at the end of the 1980s , on the function of education , what it is for , what needs it must meet ?
12 The child needs to learn how and why to use a potty and parents may need to be encouraged to take their child to the lavatory with them so that the child can imitate what happens , have a potty around , tell the child what it is for , and encourage him or her to get used to it by sitting on it .
13 Compare , ‘ One learns what it is for something to be absent through things being absent ’ ; and , ‘ One learns what it is for something to be absent through noticing the absence of things ’ .
14 Compare , ‘ One learns what it is for something to be absent through things being absent ’ ; and , ‘ One learns what it is for something to be absent through noticing the absence of things ’ .
15 If one can notice the absence of something one must already know what it is for things to be absent .
16 I asked her if her work at college had forced or stimulated her to think about school in general , and what it is for .
17 Consider Hart 's account of what it is for a social rule to exist and his distinction between the internal and the external points of view .
18 The concept of women 's standpoint also provides an interpretation of what it is for a theory to be comprehensive .
19 Jean Grimshaw looks at some of the ways in which feminists have tried to conceptualise what it is for a woman to be autonomous , and the relationship between these conceptions and philosophical ways of thinking about the human self .
20 In this paper , I want to look at one kind of way in which some feminists have tried to conceptualise what it is for a woman to be ‘ autonomous ’ , and at the implications this has for ways of thinking about the human self .
21 He starts by remarking that scientists and ( at that time ; he was writing in the 1950s ) philosophers usually take science as the understanding of an independent reality , with the presumptions that they know what it is for something to be ‘ real ’ and for someone to ‘ understand ’ it .
22 People often become frustrated if they are uncertain about why a meeting has been called , what it is for and why they are there .
23 All the work in this approach must go into a persuasive account of what it is for reasons to be conclusive .
24 The theory gives an account of what it is for a belief to be luckily true , as follows : the extent to which a 's belief is luckily true is the extent to which even if it had been false , a would still have believed it , or if it were in changed circumstances still true , he would still believe it .
25 Discussion of justification , of what it is for a belief to be justified , begins with this theory ; other theories will be described in terms of their relation to or divergence from this one .
26 The argument also assumes ( b ) that I can understand what it is for others to have mental states .
27 Why does the separation of the mental from the physical make it impossible to show that we understand what it is for there to be other minds than our own , given the separation of the mental from the physical ?
28 And from this account of empirical meaning there naturally arises an account of what it is for someone to understand a statement , or to know its meaning :
29 In fact , this means that our answer will amount to an account of what it is for a non-observation statement to be significant , and what it is that makes one such statement mean something different from what another one means .
30 For instance , what it is for there to be a red rose in this darkened room is for it to be the case that if I were to turn the light on , I would make a certain observation , and if I were then to move to another place , I would make an observation rather different , and if you were to come in , you would observe such and such , and so on .
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