Example sentences of "what [pers pn] is for " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Two occasions in the book about his partisans quietly illustrate what he is for his readers in this respect . |
| 2 | This naturally prompts the question what it is for one purely particular object to stand for another . |
| 3 | 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 ’ . |
| 4 | That it does so , so profoundly , is a vital part of what it is for . |
| 5 | 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 . |
| 6 | There is no consensus about what education should be , what it is for , either in schools or places of higher education . |
| 7 | 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 ? |
| 8 | 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 . |
| 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 | If one can notice the absence of something one must already know what it is for things to be absent . |
| 12 | I asked her if her work at college had forced or stimulated her to think about school in general , and what it is for . |
| 13 | 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 . |
| 14 | The concept of women 's standpoint also provides an interpretation of what it is for a theory to be comprehensive . |
| 15 | 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 . |
| 16 | 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 . |
| 17 | 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 . |
| 18 | People often become frustrated if they are uncertain about why a meeting has been called , what it is for and why they are there . |
| 19 | All the work in this approach must go into a persuasive account of what it is for reasons to be conclusive . |
| 20 | 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 . |
| 21 | 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 . |
| 22 | The argument also assumes ( b ) that I can understand what it is for others to have mental states . |
| 23 | 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 ? |
| 24 | 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 : |
| 25 | 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 . |
| 26 | 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 . |
| 27 | 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 . |
| 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 | 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 . |
| 30 | 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 . ’ |