Example sentences of "[pron] [noun] is for [pers pn] " in BNC.
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| 1 | How important could you from this work of making known this father 's name and kingdom , he said to his disciples my food is for me to do the will of him that sent me and to finish his work why did Jesus consider God 's work to be as important as school ? |
| 2 | My food is for me to do the will of him that sent me |
| 3 | Or there are weaker forms of behaviourism which attempt to make allowances for concealed mental states ; for instance , one might hold that my being in pain in my knee is for me to be disposed to behave in a certain way , whether I actually do so or not . |
| 4 | Having been drawn into the awareness , having re-experienced it in our bodies , we can then stand outside it and see what its meaning is for us . |
| 5 | It should be remembered that generalisation about bereavement or any deep experience in life can be dangerous if carried to extremes , and if you are caring for an elderly parent of either sex who has lost his or her partner , you will have no idea of just how painful their sorrow is for them , so it will be wise simply to assume , whatever their reaction may be , that they are going through a very bad time indeed . |
| 6 | that , that there are others equally we say that we women to determine what happens to their own bodies and their destiny is for them , I respect that view too but in those circumstances you do n't resolve problems by the majority whatever it happens to be determining what the minority will do . |
| 7 | As a result , their neighbour is for them not only a potential helper or sexual object , but also someone who tempts them to satisfy their aggressiveness on him , to exploit his capacity for work without compensation , to use him sexually without his consent , to seize his possessions , to humiliate him , to cause him pain , to torture and to kill him . |
| 8 | But we suppose that there are many propositions about the past whose truth is for us evidence-transcendent . |
| 9 | Executives and professional specialists need to think through what information is for them , what data they need : first , to know what they are doing ; then , to be able to decide what they should be doing ; and finally , to appraise how well they are doing . |
| 10 | The aim of your study is for you to LEARN . |
| 11 | As well as using this guide and learning from practical experience , an important way of improving our service is for us to continue to be knowledgeable about the broader theory and practice of our work . |
| 12 | ‘ Your advice is for me to stay here then ? ’ |
| 13 | The only thing which can save your life is for us to amputate your left leg . ’ |