Example sentences of "[verb] [Wh det] it is for " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | If one can notice the absence of something one must already know what it is for things to be absent . |
| 2 | It 's been very hard for years , and now , to be back here , you do n't know what it is for me . |
| 3 | If your experiment involves other people ( e.g. if you are comparing different readers ' responses ) , you need to consider ethical issues which arise , including ( a ) getting their permission to use the results ; ( b ) showing them the results and explaining them ; ( c ) not using their names when you report the experiment ( even if they have given permission for this , there is unlikely to be any point ) ; ( d ) the ethical problem that sometimes an experiment is best conducted if the test subjects do n't know what it is for ; that is , if there is a " secret agenda " . |
| 4 | The argument also assumes ( b ) that I can understand what it is for others to have mental states . |
| 5 | 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 . |
| 6 | Nor is it necessary to know any of x 's relational properties in order to understand what it is for it to be round-shaped or metal . |
| 7 | 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 ? |
| 8 | 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 . |
| 9 | 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 ’ . |
| 10 | 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 ’ . |
| 11 | My first truism is the one Aristotle used to say what it is for a statement to be true or false : ‘ To say of what is , that it is not , or of what is not , that it is , is false ; while to say of what is , that it is , or of what is not , that it is not , is true . ’ |
| 12 | 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 . |
| 13 | 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 . |