Symbolism Of Blood In Macbeth Essays - Characters In Macbeth

Symbolism of Blood in Macbeth Macbeth Essay I am going to prove that in the play Macbeth, a symbol of blood is portrayed often(and with different meanings), and that it is a symbol that is developed until it is the dominating theme of the play towards the end of it. To begin with, I found the word "blood", or different forms of it forty-two times (ironically, the word fear is used forty-two times), with several other passages dealing with the symbol. Perhaps the best way to show how the symbol of blood changes throughout the play, is to follow the character changes in Macbeth. First he is a brave honoured soldier, but as the play progresses, he becomes a treacherous person who has become identified with death and bloodshed and shows his guilt in different forms. The first reference of blood is one of honour, and occurs when Duncan sees the injured sergeant and says "What bloody man is that?". This is symbolic of the brave fighter who been injured in a valiant battle for his country. In the next passage, in which the sergeant says "Which smok'd with bloody execution", he is referring to Macbeth's braveness in which his sword is covered in the hot blood of the enemy. After these few references to honour, the symbol of blood now changes to show a theme of treachery and treason. Lady Macbeth starts this off when she asks the spirits to "make thick my blood,". What she is saying by this, is that she wants to make herself insensitive and remorseless for the deeds which she is about to commit. Lady Macbeth knows that the evidence of blood is a treacherous symbol, and knows it will deflect the guilt from her and Macbeth to the servants when she says "smear the sleepy grooms with blood.", and "If he do bleed, I'll gild the faces of the grooms withal, for it must seem their guilt." When Banquo states "and question this most bloody piece of work," and Ross says "is't known who did this more than bloody deed?", they are both inquiring as to who performed the treacherous acts upon Duncan. When Macbeth is speaking about Malcolm and Donalbain, he refers to them as "bloody cousins" A final way, and perhaps the most vivid use of the symbol blood, is of the theme of guilt. First Macbeth hints at his guilt when he says "Will all great Neptune's ocean wash this blood clean from my hand?", meaning that he wondered if he would ever be able to forget the dastardly deed that he had committed. Then the ghost of Banquo, all gory, and bloody comes to haunt Macbeth at the banquet. The sight of apparitions represents his guilt for the murder of Banquo which he planned. Macbeth shows a bit of his guilt when he says "It is the bloody business which informs thus," he could not get the courage to say murder after he had killed Duncan, so he says this instead. Lady Macbeth shows the most vivid example of guilt using the symbol of blood in the scene in which she walks in her sleep. She says "Out damned spot! Out I say! One: two: why then 'tis time to do't: hell is murky. Fie, my lord, fie, a soldier, and afeard? What need we fear who knows it when none can call out power to account? Yet who would have thought the old man to have had so much blood in him?". This speech represents the fact that she cannot wipe the blood stains of Duncan off of her hands. It is ironic, that she says this, because right after the murder, when Macbeth was feeling guilty, she said "A little water clears us of this deed." When the doctor of the castle finds out about this sleepwalking, he tells Macbeth "As she is troubled with thick-coming fantasies,". What this means, is that Lady Macbeth is having fantasies or dreams that deal with blood. Macbeth knows in his mind that she is having troubles with her guilt, but does not say anything about it. Just before the ending of the play, Macbeth has Macduff at his mercy, and lets him

Proton Definition - Chemistry Glossary

Proton Definition - Chemistry Glossary The primary parts of an atom are protons, neutrons, and electrons. Take a closer look at what a proton is and where its found. Proton Definition A proton is a component of an atomic nucleus with a mass defined as 1 and a charge of 1. A proton is indicated by either the symbol p or p. The atomic number of an element is the number of protons an atom of that element contains. Because both protons and neutrons are found in the atomic nucleus, they are collectively known as nucleons. Protons, like neutrons, are hadrons, composed of three quarks (2 up quarks and 1 down quark). Word Origin The word proton is Greek for first. Ernest Rutherford first used the term in 1920 to describe the nucleus of hydrogen. The existence of the proton had been theorized in 1815 by William Prout. Examples of Protons The nucleus of a hydrogen atom  or the H  ion  is an example of a proton. Regardless of the isotope, each atom of hydrogen has 1 proton; each helium atom contains 2 protons; each lithium atom contains 3 protons and so on. Proton Properties Because opposite charges attract each other, protons and electrons are attracted. Like charges repel each other, so two protons exert repulsion on each other.Protons are stable particles that do not decay into other particles. Free protons are common, often formed when sufficient energy is available to separate protons from electrons.Free protons are found in plasma. About 90 percent of cosmic rays consist of protons.The radioactive decay of free neutrons (which are unstable) may produce protons, electrons, and antineutrinos.

Back To School Icebreakers, Worksheets, and Resources

Back To School Icebreakers, Worksheets, and Resources There are lots of fun resources to get your school year started. For more ideas, especially classroom management tools, check out the Back to School Toolkit. Icebreaker Worksheets These worksheets give your students lots of things to think about, lots of things to share with their classmates and opportunities to consider the kind of year they are going to have. Be sure you also plan some time for collaboration, opportunities for students to compare their answers and perhaps starting doing some grouping of their own.  Ã‚   Getting to Know You, Scavenger Hunts, IcebreakersSolving Math Problems Worksheets3 Getting to Know You Worksheets Classroom Management These resources also include articles with ideas for building classroom structure, routines and a comprehensive plan for classroom management.  The first sheet may even help your students help you formulate the routines your classroom will need to run efficiently.   Teaching Rules and RoutinesCreating a Comprehensive Classroom Management Plan12 Behavior Contracts That WorkCreating a Comprehensive Classroom Management PlanYou Can Handle Them All- Tattletales, Bullies, Aggression- Here’s How IEP Help As a special educator, IEPs will always have to have a place near the top of the list.  These resources should help you prepare your classroom and build the infrastructure that will support your students needs. Parts of an IEPBehavioral Components of an IEP

The Features Of The Education Of Children With Autism Essay - 1

The Features Of The Education Of Children With Autism - Essay Example When playing or cooperating with others, he imagines goals and objectives differently, and one of the few ways that he is mean or uncooperative with his fellow classmates is when he views them as â€Å"stupid† because they don't share his perspective on the game or its objectives. He is very rational in some ways, struggling to understand how others make emotionally motivated or social decisions. Adam B. does very well in art, geometry, science, and math getting As and Bs very easily and wondering why others find it so hard. He fails to understand how they can be doing badly at these tasks. Meanwhile, he struggles to get above a C in history, English, and other classes, though he has managed to keep his grades high. The material does not resonate with him, and he finds it very hard to do anything besides keeping dates and places straight: He finds it difficult to understand motivations in stories and history. He is competent in music but he doesn't understand what others experience when they listen to it: He views music exclusively as a way to calm him and doesn't like the noise. In physical education, he is poorly coordinated but very strong and doesn't know how to coordinate his own strength. He is larger than most of his classmates, being in the 80th percentile of height. His social strengths are that he is very nice, helpful to others, and tries to greet others warmly. His academic strengths are in rational, logical, ordered tasks that do not involve understanding motivations or theories. However, he gets very impatient with others. He struggles to make eye contact, and when he is nervous, he does repetitive behaviors that distance him from others: He mutters a nonsense language under his breath and plays with his fingers, tapping them against each other and shaking them rhythmically. He acts up when there is too much noise or activity, and finds it hard to play with others when they are being too loud.

The Development of Indian-EuroAmerican Relations from Contact to Essay

The Development of Indian-EuroAmerican Relations from Contact to Removal - Essay Example This relationship has consistently been marred by violence, broken promises and mistrust, and remains a key part of the American history. Early Indian-EuroAmerican relations were an ever-changing and involving area, where perceptions on both sides were not static. Indians had the ability to play different European powers off against each other, and, likewise, the Europeans did this with different Indian tribes. At this time, the two groups existed in a continually revolving relationship. Some tribes became nomadic, taking advantage of the newly introduced horses, while others settled down into permanent villages and made use of agriculture supplemented by hunting and gathering. Even before the first contact with the Europeans, Indians represented a diverse set of tribes that had their own interests, waged their own wars and formed their own alliances. Once the contact had occurred, Indians often welcomed alliances with the Europeans, or bought weapons and goods that made their lives easier (Howe 26-28). Relations between Indians and Europeans were marred by a significant effect that the Europeans had on their population. As the Europeans came in contact with Indians, they often passed on diseases which they (Europeans) had resistance to, but the Indians did not. In general, this transference was not intentional, and in most cases the Europeans were probably not aware that they had the diseases, as their immune systems fought against the effects. These diseases resulted in a high number of fatalities (Howe 28). At this point in Indian-EuroAmerican relations, there was a strong focus on integrating the two cultural groups by ‘westernizing’ the Indians. Many Indian tribes adopted aspects of the European culture and often chose which components of the new culture to accept and which to ignore. For example, the Navajo tribe moved from being nomads to weavers, sheepherders and silversmiths. Many other tribes or individuals converted to Christianity while others maintained their traditional religious beliefs. Some believed that they should unify with the Europeans, creating a peaceful coexistence throughout the United States. Others felt that Indian tribes should unify with one another against the Europeans (Howe 27). Some tribes created alliances and treaties with the Europeans to secure their own tribal rights and to work on the creation of a unified culture. One example of this is the Muskogee tribe, known to the Europeans as the Creek Indians. The tribe negotiated with George Washington’s administration to create a treaty, and developed a legal written code and national council. However, the influence of the Europeans on this tribe was not uniform, and a dissident faction called â€Å"Red Stick† arose, which resented the influence that Europeans were having on their culture. The uprising was not successful and resulted in a significant amount of bloodshed (Howe 28-29). The war between the United States and Britain in 1812 also had a significant impact on Indian-EuroAmerican relations. Despite the fact that some tribes attempted to choose neutrality in the war, most were compelled to choose to support one side or another. This resulted in many Indians fighting alongside either Americans or Europeans against Indian families or friends (Howe 29). This was an important factor after the war too, because many Indians fought on the losing

Chem Notes Igcse Essay Example for Free

Chem Notes Igcse Essay Giant Covalent Structures There are 2 examples of Giant covalent structures: Diamond Graphite They are both  allotropes  of carbon, meaning they are  both different  types of the physical  form of Carbon. Diamond Structure: Giant covalent  lattice  of carbon atoms. Each Carbon atom is bonded to 4 others which tetrahedrally surround the atom. They have a  high melting point  as a large amount of heat energy is needed to break their bonds. They are  unable  to conduct electricity as they have no free mobile  electrons to carry the current. Diamond is very  hard  as there are many bonds within the substance. It is the hardest natural substance and is often used in drilling. Graphite Structure: Arranged in  layers  of atoms. Each carbon atom is joined to 3 others, leaving one outer shell electron on each carbon is free to move and able to cary the current. Therefore, they are able to conduct electricity. Graphite also has a high melting point for the same reasons as diamond. However, it is not hard like diamond but in fact very soft. There are weak forces between  the  layers of atoms. They  are able to slide over each other and therefore able to act as a lubricant. Covalent Bonding Definition:  When an atom shares one or more pairs of electrons between atoms to obtain the electronic configuration of a noble gas. Covalent bonds appear in  non-metals  and create  molecules. They can even appear in atoms of the same element,  H2. Molecule:  Two or more atoms  chemically  bonded together. The covalently bonded atoms are held together by  strong attraction  between the  bonding pair of electrons  and the  nuclei  of the atoms. Covalent bonds can be classified into  two  groups:  simple molecular  structures   giant covalent  structures Simple molecular Structures: They have low melting/boiling points due  to the fact that  there  are  weak  intermolecular forces of attraction. Although, they do have strong covalent bonds. Therefore, they need less heat energy to overcome and break the weak bonds. Some substances  sumblime  under heating. i. e. They turn directly into a gas from a solid. Giant molecular Structures:  See post on giant Molecular structures , Ionic Bonding Definition:  The transfer of one or more electrons between 1 atom to another Why? To obtain the electronic configuration of a noble gas. This  is because noble gases are inert/very unreactive. If an atom  loses  an electron then the atom will form a  positive  ion. This is because there are now more protons than electrons in the atom. If an atom  gains  an electron, the atom forms a  negative  ion as there are now more electrons than protons in the atom. The  charge  of an ion is related to where the element’s position is in the periodic table.

Essay --

1. (Table A & B) A 1 turn loop is pulled out of a 2.0 T field at a velocity of 1.5 m/s to the right. A. Compute the induced emf in the loop and find the direction of the induced current. 75 points 15 points 15 points 10 points 15 points ï ¿ ¼B. A 25 turn loop extends 0.1 m into a uniform field that is decreasing at -3 T/s. Compute the induced emf in the loop and find the direction of the induced current. 2. (Tables C & D) A rod with a mass of 0.720 kg and a radius of 6.00 cm rests on two parallel rails (see the figure below) that are d = 12.0 cm apart and L=45.0 cm long. The rod carries a current of I = 48.0 A in the direction shown and slides along the rail. If it starts from rest, what is the speed of the rod as it leaves the rails if a uniform magnetic of 0.240 T is directed perpendicular to the rod and the rails? 3. (Tables E & F) A proton enters a region with a uniform magnetic field after being accelerated across a potential of 5000 Volts. The proton moves in a circle due to the magnetic force. If the ï ¿ ¼Ã¯ ¿ ¼ strength of the magnetic field is 2.5 T, what is the period of the proton's ci...

Korea

I. Introduction Korea is divided country of eastern Asia. It occupies a peninsula, about 450 miles (725 km) in length, between the Sea of Japan and the Yellow Sea. China and a tip of the Soviet Union border Korea on the north. The nearest Japanese islands are about 30 miles (48 km) away, in the Korea Strait.  Since 1945, Korea has been divided into two political units—the Democratic people’s Republic of Korea (North Korea) and the Republic of Korea (South Korea). They are separated by a demilitarized zone, about 2  ½ miles (4km) in width, along the armistice line established in 1953 at the close of the Korean War. The total area (including the demilitarized zone) is 85,049 square miles (20, 538 km2) and South Korea 38,025 square miles (98, 484 km2).  This paper intents to: (1) know the physical geography of Korea; (2) understand the culture and customs of the country; (3) be acquainted on how basic human needs are met (types of careers, vocations, jobs, average yearly); (4) be aware of their language, religion, education, and types of food in their diets; (5) know about their television, newspapers, and other media and; (6) know its cultural differences related to the expected roles of men & women. II. Background A. Physical Geography In terms of land, the Korean Peninsula has rugged, mountainous terrain, with barely one-fifth of its surface in lowlands or plains. Few of the mountains are high compared to those of some other Asian countries, but they are so extensive that there are few places in Korea where mountains cannot be seen. Rivers are generally short, winding, and fast-flowing. A few streams drain northward into the Yalu or Tumen rivers. Among the larger rivers are the Taedong, the Han, and the Kum.  With some exceptions, the climate resembles that of the eastern seaboard of the United States from Maine to the Carolinas. There are sharp contrasts between the seasons, with cold winters and warm, humid summers. The climate is strongly affected by seasonal monsoons. In winter, cold dry air flows out of Siberia, dropping average temperatures over most of the peninsula (McCann, 2000). III. Discussion A. Culture, Customs and Holidays of Korea Distinct styles of living have emerged over the centuries and in much of Korea remain unchanged. The typical house in rural Korea is a two- to four- room structure with walls of clay or pounded earth and a thatched roof. Windows are small and may be of semi-transparent paper rather than glass. There is a crude outhouse but no bathing facilities. Water is obtained from a well often a village well. Most rural dwellings do not have electricity. Houses of the urban middle class and of well-to-do Koreans have walls of stucco, often with red and blue painted designs and perhaps a stone or cement foundation. Windows are of glass, sometimes set in fancy wooden frames, and roofs are tiled. Toilet facilities may be inside, but Western-style plumbing is rare. There may be a running outlet in the courtyard, but seldom inside the house. New housing mostly deviates from this traditional pattern, in the direction of the bungalow and other Western styles (McCann, 2000).   There is a considerable residue to Japanese-style homes, and many wealthier people live in essentially Western-style houses, though with some Korean or Japanese features. There are few apartment buildings. Principal national holidays are New Year’s Day, Samil Day (March 1, the anniversary of the 1919 independence), Constitution Day (July 17), Liberation Day (August 15) and many traditional festive days are still celebrated by some Koreans, especially the older generation in the countryside. Chief of these are the birthday of Buddha on April 8 and tano on May 5 (celebrated by feasting). B. How basic human needs are met? South Korea’s economy was largely agricultural at the time of the Korean War, when much damage was inflicted on the nation. Reconstruction and recovery were rapid after the war, in part because of large amounts of economic aid from the United States and other nations. In the early 1960’s industry began to grow rapidly; by the mid-1980 and at present, South Korea had become one of the world’s chief exporters of manufactured goods. While on the other hand, with the division of Korea after World War II North Korea acquired most of the mineral resources, hydroelectric dams, manufacturing plants, and industrial facilities developed during the Japanese occupation. Much damage was quickly repaired with aid from the Soviet Union and other Communist nations (Yi, 2001). Moreover, the South Korean government played a major role in directing and developing the economy, particularly through central planning and direct and indirect control of many manufacturing industries and banking. Rapid industrial development was also aided by large investments of capital and technology from the United States and Japan and by an abundance of skilled, cheap labor. Though few in number, corporate conglomerates—called chaebols— produce most of the nation’s goods and services. At present, there are various jobs which South Korea has offered to its people especially it is an industrialized nation and many investors invested their capital aside from agriculture, fishing, lumbering and mining. While it North Korea, all industry is nationalized, agriculture is collectivized, and the entire economy is rigidly planned. North Korea’s total output of goods and services is roughly one-third to one-fourth that of South Korea’s (Yi, 2001). Soviet technical and financial aid has played a major role in the development of North Korea’s economy. C. Its Language, Religion, Education, and Types of Food in their diets The Korean language is believed to be unrelated to any known tongue. There is, however, a strong infusion of Chinese words in the vocabulary. A phonetic alphabet—originally 28, now 24 letters—has been in use since 1443. Korea’s principal religions are Buddhism, Christianity, and Chondokyo (a native faith combining elements of Christianity and Buddhism). Korean ethics and morals are also shaped by Confucianism, which is not strictly a religion in the Western sense. Shamanism is strong in some rural areas. North Korea largely represses religious practices. In South Korea, education is free and compulsory through six years of primary school, which begins at age six. It is followed by three years of middle school and then three years of high school. The chief institution of higher learning is Seoul National University. In North Korea, education is free and compulsory through five years of primary school (which begins at age six), four years of middle school, and two years of high school. The major institution of higher learning is Kim II sung University at Pyongyang.   Technical education and the teaching of Communist ideology are stressed in North Korean education (Yi, 2001). Moreover, Korean people are known to be fond of noodles, rice, meats and vegetables. Steamed rice is the main dish of any Korean meal, so much so that the word for cooked rice, pap, has come to mean â€Å"food† or â€Å"meal†. Rice is eaten together with a variety of side dishes (panchan), the most basic of which is kimchi, a fermented saladlike food prepared mostly from a white radish (mu) and Chinese cabbage (paechu). Soups are frequently served and usually contain seaweed or chunks of meat or fish. Korean dishes typically are very highly seasoned. Beef and pork are the common table meats, chickens being something of a delicacy (Caldwell, 2004). D. Its television, newspapers, and other media. Publishing. The daily press of South Korea is predominantly concentrated in Seoul. Leading Seoul papers are the Dong-A Ilbo, Chosan Ilbo, Hankook Ilbo, and Kyunghyang Sinmun. The first two were founded in 1920 and boast proud records as voices of Korean nationalism. The Korean press is noted for detailed economic reporting, although it is often biased in favor of government policy. It is also depends on one semi-official news agency for foreign coverage. The Pusan Ilbo and the Taego Maeil Sinmun are prominent provincial papers (Schmid, 2002). More than one thousand periodicals are published regularly in South Korea, many devoted to business topics.  Popular Arts and Entertainment. Radio is dominated by the government’s Korean Broadcasting System, with three main and 39 affiliated local stations. Of 12 private stations, four are owned and operated by Christian groups (Schmid, 2002). The native film industry is very largely a development of period since 1945. A great many foreign films, especially American, are imported, and they draw four fifths of the movie audience. Korean filmmakers contribute an annual domestic production of about 100 titles. E. Cultural differences related to the expected roles of men & women Marriage in the old Korea was arranged by the parents through a go-between, and the most important consideration was the social standing of the bridegroom’s family. In yangban, or upper class, families it was customary for boys to be married when they reached 12 or 13, sometimes even earlier, in many cases to girls in the late teens. This custom has entirely changed, and men often are 30 or more before they can undertake the financial responsibilities of marriage. Social pressure still requires girls to marry relatively early. Marriage within the same clan is still forbidden by law. Concubinage is far less common today than it was in the past, but it is not rare for a man simply desert his wife for another woman (Caldwell, 2004). Women may now have recourse to the divorce court, though at the risk of social opprobrium. IV. Conclusion Nowadays, Korea is one of the most admired countries. Its people are really working hard to make their country more progressive and developed. The sciences are still in their fancy. There is an advanced of experimental technique, and facilities for scientific education and are research are improving. Reference: Caldwell, John C. (2004) The Korea Story. Henry Regnery. Chicago. McCann, David R. (2000). Korea Briefing: Toward Reunification. M. E. Sharpe. Place of Armonk, NY. Schmid, Andre. (2002). Korea between Empires, 1895-1919. Columbia University Press. Place of Publication: New York. Yi, Chae-Hyon (2001). Korean Perspective: A Picture and Word Tour through Old and New Korea. Office of Public Information, Republic of Korea. Seoul.

How do family traditions and cultural legacies contribute to and/or inhibit an individuals self-identity? Essay

Are Test Scores a Good Indication of a School’s Competency? Ever studied for a test and still manage to receive a failing score? It happens to almost all of us. Schools may effectively or ineffectively design study material for a chapter, but to me it does not have a big effect of the overall resulting test scores. A high grade average depends on the students’ method of studying and comprehension, the way that the instructor teaches the material, and the way that the test it produced. On numerous occasions, students have reviewed specific test material and gained plenty of confidence for success, but failed with the most horrifying score of their life. On the other hand, some students may choose to cram as much as they can right before taking the test and excel. Every student has a different level of comprehension; some may learn faster than others, or be a different type of learner. Normally, students will be informed of an approaching test, this way each student know to more attentive during class time and while studying. The amount of tine that one has to prepare for an upcoming test varies. That length of time may be brief or extended. Because of the fact that every student is different, the time they may require to study effectively varies. I personally need about a week’s worth of study time to retain most of the appropriate information. Some may only need a few days. This can sometimes be a reflection of the way the material has been taught to a stud ent. For effective education retention, a study plan must be well-organized and taught thoroughly. Some instructors become lackadaisical causing the students to not be fully prepared for a final test while depending solely on that professor’s teachings. No matter how organized and thorough a lesson plan is designed, if the material is not taught right, the scores will not be right. Students should not depend only on the professor. They should combine what is taught to the with their own study method so that they can comprehend. A lot of times, students will believe that attending class and paying attention is enough which is false. They can be taught one way and be tested on it the subject in another form. Often times, students may say, â€Å"that had nothing to do with what I studied  all week for.† From my past experiences, I would study diligently for a test and find that the test asks questions that were not given examples of in the study material. That has to be one of the most frustrating things for a student. If schools were to have tests contain more of what was taught to the students, there would be a higher test grade scale. By this I mean that tests should ask similar questions that the homework asks or that were given in examples. I am sure that many can relate to a test asking questions that they have never seen. To sum it all up, the end result of a test depends on how much effort is put forth from the student, the student’s comprehension level, and the effectiveness of the instructor’s teaching method. There may be an A student who experiences test anxiety, this can cause low testing scores. There may be a student who cheats, of course, this mainly results in higher scores. There also may be a student who just happens to be a great test taker. Test scores are not a good indication of a schools competency.

reds v man for all seasons essays

reds 'v' man for all seasons essays Both A Man for all Seasons and Reds were aimed at Hollywood audiences and meant to appeal; to the general public, they include elements of character that are intended to please the audience (after all they needed to make money to pay for their making an estimated 45 million dollars in Reds case). In addition, some truths are left out of both, to make the film more concise and for the audiences enjoyment. This however, does not detract from the fact that they both offer accurate accounts of their relevant topics and do in fact both provide good representations of the past in film. In terms of characterisation, Thomas More (from A Man For All Seasons) is fairly accurate: according to Marius, More was witty, devout, principled, courageous and faithful unto death; Paul Schofield (More) conveys all of these attributes successfully (even humour in places). The story of Thomas More is one of a martyr, who died for his principles and stood strong in the face of corruption and the king, this is what the audience witness as they watch A Man For All Seasons, Fred Zinnemann (the Oscar winning director) successfully portrays the tyrannical Henry VIII reluctantly forcing More into execution through acts of parliament (the doctrine, confirming Mores acceptance of Henrys annulment of his marriage to Catherine of Arragon, which More refused to sign). However in terms of historical representation there are some truths, which are missing from Zinnemanns account, and in fact some that have been altered. For example, the infamous Richard Riche was not as malicious in him testimony against More as the film would have the viewer believe, and he actually played a much lesser role in history than in the film and his role was a lot less clear cut; what was conveyed was that he was a man striving to make himself and would no doubt have furthered his quest for power, influence and parliamentary position, ...

Congressional Majority and Minority Leaders and Whips

Congressional Majority and Minority Leaders and Whips While the excruciating battles of partisan politics slow the work of Congress - often to a crawl, the legislative process would probably cease to function at all without the efforts of the House and Senate majority and minority party leaders and whips. Often, agents of contention, the congressional party leaders are, more importantly, agents of compromise. Intent on separating politics from government, the Founding Fathers, after what was truly a Great Compromise, established only a basic framework of the legislative branch in the Constitution. The only congressional leadership positions created in the Constitution are the Speaker of the House in Article I, Section 2, and the President of the Senate (the Vice President of the United States) in Article I, Section 3. In Article I, the Constitution empowers the House and Senate to choose their other Officers. Over the years, those officers have evolved into the party majority and minority leaders, and floor whips. Majority and minority leaders are paid a slightly higher annual salary than rank-and-file members of the House and Senate. Majority Leaders As their title implies, the majority leaders represent the party holding the majority of seats in the House and Senate, while the minority leaders represent the opposing party. In the event each Party holds 50 seats in the Senate, the party of the Vice President of the United States is considered the majority party. The members of the majority party in both the House and Senate elect their majority leader at the start of each new Congress. The first House Majority Leader, Sereno Payne (R-New York), was elected in 1899. The first Senate Majority Leader, Charles Curtis (R-Kansas) was elected in 1925. House Majority Leader The House majority leader is second only to the Speaker of the House in the hierarchy of the majority party. The majority leader, in consultation with the Speaker of the House, and party whips schedules bills for consideration by the full House and helps set the Houses daily, weekly, and annual legislative agendas. In the political arena, the majority leader works to advance the legislative goals of his or her party. The majority leader often meets with colleagues of both parties to urge them to support or defeat bills. Historically, the majority leader rarely leads House debates on major bills but does occasionally serve as the national spokesman for his or her party. Senate Majority Leader The Senate majority leader works with the chairmen and ranking members of the various Senate committees to schedule consideration of bills on the floor of the Senate and works to keep other Senators of his or her party advised of the upcoming legislative schedule. Consulting with the minority leader, the majority leader helps create special rules, called unanimous consent agreements, which limit the amount of time for debate on specific bills. The majority leader also has the power to file for the supermajority cloture vote needed to end debate during a filibuster. As the political leader of his or her party in the Senate, the majority leader has great power in crafting the contents of legislation sponsored by the majority party. For example, in March 2013, Democratic Senate Majority Leader Harry Reid of Nevada decided a measure banning the sale and possession of assault weapons would not be included in a comprehensive gun control bill sponsored by Senate Democrats on the behalf of the Obama administration. The Senate majority leader also enjoys the right of first recognition on the Senate floor. When several senators are demanding to speak during debates on bills, the presiding officer will recognize the majority leader, allowing him or her to speak first. This allows the majority leader to offer amendments, introduce substitute bills and make motions before any other senator. Indeed, famed former Senate Majority Leader Robert C. Byrd (D-West Virginia), called the right of first recognition the most potent weapon in the Majority Leaders arsenal. House and Senate Minority Leaders Elected by their fellow party members at the start of each new Congress, the House and Senate minority leaders serve as the spokesmen and floor debate leaders of the minority party, also called the loyal opposition. While many of the political leadership roles of the minority and majority leaders are similar, the minority leaders represent the policies and legislative agenda of the minority party and often serve as the national spokesmen for the minority party. Majority and Minority Whips Playing a purely political role, the majority and minority whips in both the House and Senate serve as the main channels of communication between the majority leaders and other party members. The whips and their deputy whips are responsible for marshaling support for bills supported by their party and making sure that any members who are on the fence vote for the party position. Whips will constantly count votes during debates on major bills and keep the majority leaders informed of the vote count. According to the Senate Historical Office, the term whip comes from fox hunting. During the hunt, one or more hunters were assigned to keep the dogs from straying from the trail during the chase. Very descriptive of what the House and Senate whips spend their days in Congress doing. President of the Senate The Vice President of the United States also serves as the President of the Senate. When acting in this capacity, the Vice President has only one duty: to break rare tie votes on legislation before the Senate. While the President of the Senate is empowered to preside over Senate sessions, this duty is usually handled by the Senate Majority Leader. In regular practice, vice presidents only visit the Senate chambers when they think a tie vote may be coming up. President Pro Tempore of the Senate The President pro tempore presides over the Senate when the Majority Leader is absent. As a largely honorary position, the President pro tempore is often given to the Senator of the majority party who has served the longest. The phrase â€Å"pro tempore† literally means â€Å"for the time being† in Latin.

Sysco Essay Example | Topics and Well Written Essays - 1750 words

Sysco - Essay Example Day was required to give all the pros and cons of the implementation of the new software along with its detailed requirements. The obstacles to the implementation of new BI software were identified so that software faces no unknown resistances and obstructions. Questions were also designed for the software to answer to evaluate the efficacy of the software in terms of fulfilling Sysco’s requirements of information. Sysco has a number of companies under its governance due to which, all the steps taken by the company are required to be looked in good details. No change or development is without challenges, therefore, challenges were also identified in order to cope up with the challenges successfully. For increasing the IT expertise of the company as a whole, a data warehouse was also established. However, this data warehouse was required to be improved to a great extent as the staff and IT requirements of the data warehouse lacked competence to handle complicated IT related iss ues. For implementing BI software, the company required to look towards the investment that it was going to invest for the implementation of the software, the integration of the present system with the new software, acceptance of all the supervised companies and expertise of the IT staff. Obstacles Facing Sysco For implementing BI software, Sysco faces some obstacles. The company, Sysco has its own data sources that are required to be connected with BI software and for this process, IT help is required, which can be given by BI’s technical staff (McAfee and Wagonfeld 4). The company’s database needs to be attached with BI software. The company was to decide on purchasing the right amount of BI software for its information needs. Investment for BI software is also a major concern for the company. Day was fully aware that associated companies linked with Sysco were to bear the costs invested for implementing BI software due to which, there can be a problem in terms of in vestment approval by those companies (McAfee and Wagonfeld 11). The linked companies already have their own software solutions for information systems due to which, there were fair chances of resistance by the companies. Data warehouse started by Sysco was not fully complete and its staff lacked the necessary expertise to extract necessary data. The employees serving in the data warehouse were required to be trained better and the warehouse was itself an obstacle for the implementation of BI software (McAfee and Wagonfeld 3). Sysco lacked the essential IT competence in terms of its data warehouse and its IT staff, which is a clear obstruction. Questions Addressed by Sysco Sysco initially decided to address only two questions with its new BI software rather than use it as a more general analysis tool. The questions were ‘What additional products could we be selling to each of our customers?’ and ‘Which of our current customers are we most likely to lose?’ (M cAfee and Wagonfeld 8-9). These questions were initially asked because they support the company to look forward in their future in terms