Example sentences of "what it is [prep] " in BNC.

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1 He does not , however , retract his proposal that the precepts of the imagist manifesto are still the best rules of thumb for ‘ the neophyte ’ , the beginner in his ‘ prentice-work ; and for what it is worth my own experience in the workshop certainly bears that out .
2 My own opinion — for what it is worth in view of the two cases above referred to — is that trustees are the proper persons to be assessed in all cases in which the income of the trust estate received by them , or to which they are entitled , is not tax-deducted at source ; and that — in the case of income of the trust estate which is tax deducted at source — they could not be heard to ask repayment of the tax on the plea that the income did not arise or accrue to them but to others , whether such others were income-beneficiaries or capital-beneficiaries .
3 This naturally prompts the question what it is for one purely particular object to stand for another .
4 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 ’ .
5 That it does so , so profoundly , is a vital part of what it is for .
6 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 .
7 There is no consensus about what education should be , what it is for , either in schools or places of higher education .
8 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 ?
9 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 .
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 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 ’ .
12 If one can notice the absence of something one must already know what it is for things to be absent .
13 I asked her if her work at college had forced or stimulated her to think about school in general , and what it is for .
14 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 .
15 The concept of women 's standpoint also provides an interpretation of what it is for a theory to be comprehensive .
16 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 .
17 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 .
18 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 .
19 People often become frustrated if they are uncertain about why a meeting has been called , what it is for and why they are there .
20 All the work in this approach must go into a persuasive account of what it is for reasons to be conclusive .
21 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 .
22 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 .
23 The argument also assumes ( b ) that I can understand what it is for others to have mental states .
24 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 ?
25 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 :
26 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 .
27 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 .
28 VP is about what it is for a sentence to be significant rather than meaningless , while MP is about what it is for a sentence to have one meaning rather than another .
29 VP is about what it is for a sentence to be significant rather than meaningless , while MP is about what it is for a sentence to have one meaning rather than another .
30 It is often said that one of the problems with antiracism is that it knows what it is against , but not what it is for .
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