Columbia University to open Center for Veteran Transition and Integration COLUMBIA UNIVERSITY - SIPA Admissions Blog

Columbia University to open Center for Veteran Transition and Integration COLUMBIA UNIVERSITY - SIPA Admissions Blog Earlier this month, Columbia University announced the creation of a new Center for Veteran Transition and Integration that will provide innovative educational programming and support for veterans making the transition to two- and four-year colleges, graduate and professional schools, civilian life, and the workforce. Major Michael Abrams, a veteran of the war in Afghanistan and a current Marine Corps Reservist, as well as the founder of FourBlock, a program to prepare veterans for business careers, will lead the center as its executive director. Beth Morgan, former executive director of Service to School and director of higher education initiatives for the Marine Corps, joins the center as director of higher education transition and partnerships. The Center for Veterans will open in the fall of 2017. Columbia’s long-standing commitment to veterans can be traced back to 1947, when the School of General Studies was founded to integrate into the University community thousands of returning military veterans seeking education after World War II through the first GI Bill. Today more than 650 veterans are enrolled at Columbia, most of them supported by the Post-9/11 GI Bill and the Yellow Ribbon Program. The University has enrolled more student-veterans than all other Ivy League schools combined, while maintaining a graduation rate above 90 percent and a record of job and graduate school placement that equals Columbia’s non-veteran graduates. Highlighting this success, this year’s valedictorian at the School of General Studies is Colin Valentini, a Marine Corps veteran who came to Columbia to study applied mathematics. Columbia’s successful efforts in helping military service members make the transition to a rigorous academic environment has prompted interest from other universities, employers, government agencies, and veteran-support organizations across the country that would like to replicate its veteran support model. The new veterans center will draw on Columbia’s expertise in curriculum development, instructional technology, and support services in facilitating veterans’ success in an academic setting. In collaboration with a network of public and private partners, the center will provide access to world-class technology and technical support. It will serve military service members at all levels, enlisted and officers, as well as active-duty military personnel preparing for transition, veterans already in higher education, and veterans in the workforce, providing them with the best-in-class resources that they need to ensure their continued academic and professional development. The experience and expertise that Abrams and Morgan bring to this endeavor will be integral in achieving the Center’s vision. Read more about the Center at Columbia News.

Julius Caesar Dbq Essay - 1024 Words

There have been many famous leaders in Roman history but none could match Julius Caesar[See Figure 1]. Julius Caesar was born on July 13, 100 BC in Rome and died March 15, 44 BC in Rome. Julius Caesar is best known for his military mind and how he laid the framework for the Roman Republic. One of the quotes he is famous for is I came, I saw, I conquered. Caesar has not just influenced Rome, he also influenced the world too. The Roman Calendar was rigged to help political purposes. Caesar devised a new Calendar called the Julian Calendar to combat that manipulation[See Figure 2]. The Calendar still has an influence in Eastern Orthodox Christian countries such as Russia, Ukraine, Greece and much more. That is only one out of many†¦show more content†¦He then campaigned for consulship and was successful. Caesar then devoted most of his time in Gaul. He then became governor of Cisalpine and then Transalpine Gaul. He divorced Pompeia in 62 BC and married Calpurnia. In 58 BC, the Helvetii attempted to migrate to Central Gaul. Caesar proclaimed them as potential threats and drove them out to their homeland. The Chieftains of Gaul who now trusted Julius Caesar were afraid of Germany being a threat to them, so in the summer of 58, after defeating the Helvetians, Caesar marched against the Germans and drove them out of Gaul.(www.history.com). After a few years, he sought to conquer Gaul and was successful and made it a Roman Province. In 54 BC, he invaded England because the prince harrassed the Romans living in Gaul. This invasion was one of his finest accomplishments yet because of the strong opposing force. Early 49 BC, his rule over Gaul was slowly coming to an end and he also began a civil war with Pompey[See Figure 3], his old associate who allied himself with a Roman senator. Caesar successfully invaded Italy and drove Pompey s forces into Macedonia in less than seventy days(www.history.com). In 48 BC, Caesar then sailed Macedonia to deal the final blow b ut was unsuccessful which caused him to retreat to Greece where he defeated Pompey in the Battle of Pharsalus. In 47 BC, Caesar’s forces marched to Asia Minor and defeated the Pharnaces in the battle of Zela, but his glory did not stop increasingShow MoreRelatedDBQ essay1481 Words   |  6 Pages Silk Road DBQ    The Silk Road in World History (Suggested writing time – 40 minutes) You should spend at least 10 minutes reading, analyzing, and grouping the sources.    Directions:  The following question is based on the accompanying Documents 1-6. (The documents have been edited for the purpose of this exercise.) Write your answer on the lined pages of the Section II free-response booklet. This question is designed to test your ability to work with and understand historical documents. Write an

Some Like It Hot by Billy Wilder - 516 Words

Some Like It Hot, Billy Wilders 1959 musical comedy is filled with double meanings and sexual overtones that also includes certain aspects such as cross-dressing and homosexuality. In 1959, the topic of homosexuality was taboo. If homosexuality was at all brought up, it was in a comical manner. Viewing Some Like It Hot fifty-five years later, one can not help but wonder if the films last line spoken by Osgood, Well, nobodys perfect, is meant to be satirical or solely for the purpose of a laugh. In the gender bending comedy, Some Like It Hot, directed by Billy Wilder, the affirmation of heteronormativity is established through narrative, thematic, and iconographic conventions. The narrative conventions that help to claim that Some Like It Hot is a heteronormativity are historical settings. The historical setting in Some Like It Hot is the 1920s, and that alone draws narrative parallels between gender transgression and the Prohibition. The criminalisation of alcohol acts as a reminder to how easily an activity of pleasure and personal choice can be included under institutionalized morality. The setting of the 1920s also provides a crucial reassurance to the viewer that could potentially be transphobic, by creating a safe distance between the sites of transgression. To tease with this type of viewer, Wilder added Osgoods line at the end for satirical comedic purposes. The thematic conventions aid to reassure heteronormativity of Some Like It Hot. Themes such asShow MoreRelatedBilly Wilder Essay977 Words   |  4 Pages4/13/12 Paper #3: â€Å"Library Research† â€Å"Billy Wilder† Billy Wilder’s work today remains masterful and memorable. From his skilled screenwriting to his directing, Wilder holds a key position in cinema history. Wilder’s stylistic and thematic elements are recognizable and give off a complex reflection of his American and European cultural influences. I think that Billy Wilder should be considered an â€Å"auteur† even if he is not already considered one, for his personal film style and the mere factRead MoreThe Contradictory Spectatorial Address of Some Like It Hot1700 Words   |  7 PagesThe Contradictory Spectatorial Address of Some Like It Hot A film of the fifties, Some Like It Hot (Billy Wilder, USA, 1959) provides insight into the state of the film industry, recently wracked by legislation and censorship, the implementation of pre-existing technology in part to combat the new limitations, the importance of the star system, and the two-sided response to the social norms, both contradicting and reinforcing the status quo. Billy Wilder seemingly celebrates disregard for moral valuesRead MoreEssay on Some Like It Hot622 Words   |  3 PagesSome Like It Hot is an American screwball comedy film directed by Billy Wilder and featuring Marilyn Monroe as Sugar, Tony Curtis as Joe, and Jack Lemon as Jerry. Joe and Jerry are struggling musicians who accidentally witness a mob hit and become targets. To hide from the mob, they flee the state as members of a traveling women’s band, where further complications set in. They quickly become besotted with the lead singer, Sugar, who in unable to recognize that her band mates are really men masqueradingRead More The Cross-Dresser and Transsexual Essay example4692 Words   |  19 Pagesand fluidity of modern masculinity and femininity. The roots of these explorations can be seen as far back as 1959’s Some Like it Hot, but only in the 1990’s were directors able to use these sliding identities to their fullest extent. By examining Billy Wilder’s, Neil Jordan’s and Kimberley Peirce’s use of external gender signs, gender roles, sex and sexuality in Some Like it Hot, The Crying Game and Boys Don’t Cry, respectively, we may see the progression of gender blending from comedic device towardsRead MoreEssay on Jazz3014 Words   |  13 Pageseasily available jazz recordings are from the 1920s and early 1930s. Trumpet player and vocalist Louis Armstrong (quot;Popsquot;, quot;Satchmoquot;) was by far the most important figure of this period. He played with groups called the Hot Five and the Hot Seven; any recordings you can fin d of these groups are recommended. The style of these groups, and many others of the period, is often referred to as New Orleans jazz or Dixieland. It is characterized by collective improvisation, in which all

The Universal Declaration of Human Rights Free Essays

The Universal Declaration of Human Rights was drafted in 1948 and one of the articles, article XXVI deals with protection of the fundamental rights, right to education: (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. We will write a custom essay sample on The Universal Declaration of Human Rights or any similar topic only for you Order Now Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. The right to education is a universal right and is recognized as a human right. It includes the right to free, non biased and non political primary education for everyone, to make secondary education at least accessible to everyone and make access to higher education. The right to education also provides the obligation to avoid discrimination at all educational levels and to improve quality of education. Furthermore, the European Court of Human Rights defined „education as teaching or instructions in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavor to transmit their beliefs, culture and other values to the young. â€Å" The rights to educations have been separated into three levels. Primary also known as elemental or fundamental education must be compulsory and free for any young person. It must not be discriminatory on nationality, gender, sexuality, etc. All countries ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. Secondary education must be available and accessible to anyone regardless of nationality, gender, or sexuality. It can be free or not, and it can be compulsory, but it does not have to be. In some countries, even though minority, secondary education is compulsory, for example in Denmark, Croatia, Finland, etc. Higher education at the University level must be accessible to persons who meet necessary education standards to be able to go to universities. Higher education does not falls under the provision of free education. The Universal Declaration of Human Rights (UDHR) proclaims that: „Everyone has the right to educationâ€Å", the question is to what kind of education or who should provide it? The fact is that UDHR was drawn up in 1948 when only a minority of young people in the world had access to any type of education, however, today we can say that situation is much better, showing that four out of five adults worldwide have some literacy skills. The purpose of the UDHR’s article XXVI is not just having quantative aspect, but also qualitative. The UDHR’s article XXVI has certain provisions that must be fulfilled in order to have qualitative education, such provisions are: „Education shall be free, at least in the elementary and fundamental stagesâ€Å"and „Elementary education shall be compulsoryâ€Å". Today educational opportunities have significantly changed in most parts of the world especially in Europe, North America, and Asia, nevertheless Africa remains the main problem regarding the number of educated people. Another interesting point has been made over the years, whether educational institutions are ready to provide qualitive education to young people, and prepare them for social, economical, and political aspects of human life. The commitment of the international community to implement the rights set out in the UDHR, mainly to adopt certain measures to ensure effective recognition, has taken different forms from international treaties to internationally agreed programmers. The UDHR’s rights and standards do not have force of law, however, the UDHR’s rights have been transformed into treaty provisions making legal obligation on the states that ratified the treaty to provide citizens with free and qualitative education on at least primary level. The right to education is dealt with in Articles XIII and XIV of the International Covenant on Economic, Social and Cultural Rights, and is also mentioned in Article XVIII(4) of the International Covenant on Civil and Political Rights. As I previously mentioned almost all countries in the world have adopted and ratified treaties concerning right to education, but only some of them left doors open to individual citizens in their countries to challenge their own country for not complying with the provisions that they set in the treaties if that is the case. In all Western Europe countries which have highly developed legal system, now exists a body of case law in regard to the right to education. Besides international treaties, countries worldwide have adopted other instruments for implementation of the right to education, from Recommendations of international conferences of States, to Declarations and Programmes or Frameworks for Action adopted by intergovernmental conferences, or by ‘mixed’ conferences composed of representatives of governments, international organizations and civil society such as the World Conference on Education for All. The recommendations agreed by international conferences of states do not have the legally binding force as treaties, thus, they are normally adopted by consensus on the understanding that country will make everything in its power to implement provisions. In the world’s perception of the right to education changes has been made in the few past decades. the changes occurred in three phases or stages. In the first phase, lasting from the late 1940s up until the early 1960s, international concern over the provision of ‘fundamental education’ came to focus particularly on literacy and expansion of elementary of primary education in developing countries. The second phase started in the mid 1960s until the late 1970s when focus passed on functional illiteracy and expansion of elementary education continued. In the last phase, from 1980s until the present functional literacy was regarded as an aspect of learning needs. Two general points for educational policy can be made. The first is national efforts to reach out to those illiterate adults especially in Africa and the second to expand access to elementary education for the younger generation again mainly in Africa. These two points are the grounds for fulfillment of the UDHR article XXVI – right to education. Other provisions can be only partially fulfilled such as free education, but two provisions I mentioned can be fulfilled entirely in the whole world. The assessment of the fulfillment of the right to education is done by using so called 4As framework, which means that education must be available, adaptable, acceptable, and accessible. This 4A framework was developed by Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education. This 4A framework is intended to be applied on the governments, parents, and teachers. I will briefly explain these 4 As. Availability means that education must be funded mainly by the governments, education must be universal, free, and compulsory. The governments must ensure necessary infrastructure and educational materials for students and professors. Facilities intended to be schools must satisfy all safety standards, and all each school must have enough professional educators. Adaptability means that educational programs should be flexible and schools must respect all religious holiday. Adequate care must be given to student and professors with disabilities. Accessibility means all children must have access to school regardless of race, religion, gender, nationality or social status. School must be within a reasonable distance for children, and if necessary transportation must be provided. Children must be supplied with all necessary textbooks and uniforms without additional costs. Acceptability means that education that will be provided to students must be culturally appropriate and without if discrimination. Professors and methods of teaching must be objective, and all textbooks must not be bias or forcing single idea or belief. Professors must be at highest possible level of professionalism. UNESCO has several instruments for monitoring the implementation of the UDHR right of education with the support of Member States, various international organizations, the intellectual community, etc. Thus, UNESCO’s constitution requires that member states must submit periodic reports on the implementation and development of the right to education. The articles VI and VIII of the UNESCO constitutions provides: „Each Member State shall submit to the Organization, at such time and in such manner as shall be determined by the General Conference, reports on laws, regulations and statistics relating to its educational, scientific and cultural institutions and activities, and on the action taken upon the recommendations and conventionsâ€Å". United Nation bodies which deal with human rights periodically receive reports from Member States, governmental and non-governmental organizations on implementation and violations of human rights including the right to education. The Committee on the Rights of the Child and the Committee on the Elimination of All Forms of Discrimination against Women are just two treaty bodies out of several which monitor the implementation of the right to education. Thus, it is important that two treaty bodies I mentioned above closely cooperate with UNESCO in order to protect human rights. It is important to mention five international treaties which relate to education and protection of such right: International Covenant on Economic, Social and Cultural Rights, Convention against Discrimination in Education, Protocol Instituting a Conciliation and Good Offices Commission to be Responsible for Seeking the Settlement of any Disputes which may arise between States Parties to the Convention Against Discrimination in Education, Convention on the Rights of the Child, and Convention on Technical and Vocational Education. Besides to all the efforts of the United Nation, UNESCO, various international agencies and organization to implement UDHR’s provisions mainly article XXVI, many governments still give too little attention to protection of human rights. Hugh amount of money are being injected in military development and maintenance, while education as the important pillar of the modern society still stays on the margins of the governments budgets. Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education wrote interesting comparison stating that there are 150 soldiers for every 100 teachers in the world. She additionally stated that only 2% of educational funds come from international aid. Thus, in many African countries even primary education is not free and education simply becomes too expensive for the poor families in those countries. Education cannot survive without money, and implementation and protection of the right to education depends upon the funds that governments and international organizations are willing to provide. We can conclude that only Europe and North America managed to satisfy all the requirements stated in the United Declaration of Human Rights article XXVI. There is still a lot of work to be done to copy this example to the rest of the world, especially in Africa, where education is only one problem among many others. References: The United Nations Right to education organization United Nations Educational, Scientific and Cultural Organization The State of the Right to Education Worldwide: Free or Fee World education report. 2000. Unesco Publishing. How to cite The Universal Declaration of Human Rights, Papers

Understanding Behavior Essays - Mundo Moy Akin,

Understanding Behavior The behavior of a person can usually be explained by that person's state of mind. The external conduct is almost always directly linked to internal emotions. Knowing this fact is very beneficial to someone like a guidance counsellor because it lets him or her almost "read" the physchlogical state of a student based entirely on their behavior. In Darlene's case her behavior has been very well documented making the task of phsycological assesment a much easier job. There are many facets to Dralene's behavior, each revealing a different part of her state of mind. Judging from the way she dresses and is groomed it appears as if she comes from a family less wealthy than most of the other children at her school. This has probably been a factor in her sullen behavior. Because she can't afford more expensive clothes, she has been put into a different social class than most of her peers. It is known that all humans have an emotional need to be "accepted" by their peers but unfortunat for Darlene, being accepted is a need that she has not satisfied due to her lack of wealth. Darlene also expressed that this form "classism" against her was apparent at sunday school. It was so great in fact that she actually quit the classes to get away from the sunday school "snobs". It should come as no surprise that Darlene has also expressed a desire to quit highschool as well. This may also explain her reluctance to join any clubs and the way she anticipates unfriendly reactions from people she meets. Darlene's teachers agree that although Darlene has an above average intellect, she still only aquires average marks. I believe this problem can be traced to her parents. It si known that Darlene's parents keep Darlene in 6 days of the week, and when they do let her out she must be home at ten. It is also known that Darlene must do alot of housework on the weekends if she wants to get her weekly allowance and that her parents do not approve of her friends. Darlene's poor pe nce in school may very well be Darlene's way of "getting back" at her parents. By getting average marks she is trying to tell her parents that keeping her in and being so restrictive of her social activities won't help her school work, it will only make it worst. I will assume that Darlene also feels like her parents don't pay enough attention to her. Both her parents probably work, explaining why Darlene has so many responsibilities at home, and neither of them likely have much time to spend with their daughter. Darlene would also like more freedom to do go out and choose friends. The physological needs Darlene lacks are social acceptance, attention from her parents and freedom. If I were to advise Darlene on a course of action it would be to discuss the problem with her parents and not to try and hurt them by doing poorly in school because that is not hurting her parents, it is only hurting her. I would tell her that the only person in the world Darlene can change is herself. I would also tell Darlene that any peer that does not like her based solely on how much money she has is not worth having as a friend. I would tell her to ignore people who treat her badly becuase of her lack of wealth and eventually they will stop annoying her because they will not get any reaction from her. Darlene will have to work on her attitude though, so she can be more sociable and more accepted.

Legalization of Narcotics essays

Legalization of Narcotics essays Narcotics, or drugs, are substances that affect the bodys functions. They can stimulate the mind, make people depressed, or make them hyper. Marijuana, heroin, LSD, PCP, cocaine, and anabolic steroids are all considered narcotics. Narcotics are illegal in the U.S. Even though drugs are illegal, about 12 million people use them anyway. Many strict laws have been passed against drugs but they seem to have little affect. People still decide to sell or use drugs for recreational purpose. This is why narcotics should be legalized. Before 1914, it was legal to make, sell, or use any type of drugs. Many of the drugs were used for medicinal use. This was before people found out how addictive and harmful drugs were. The Pure Food and Drug Act of 1906 required medicine labels to show whether over the counter drugs contained narcotics. After the act was passed, many Americans did not buy medicine that contained narcotics. The Harrison Narcotics Act of 1914 made narcotics illegal except for medicinal purpose. On 1919 the Supreme Court changed the Harrison Narcotics Act. They made it illegal for doctors to prescribe narcotic drugs to addicts. The Controlled Substance Act was created in 1970. The CSA turned fifty-five drug laws into one big one. This act sets the minimum penalties for the use or distribution of narcotics. State and local governments can make the drug laws stricter, but have to follow the minimal guidelines set by the CSA. The CSA divides narcotics into five categories called schedules. Schedule I drugs are only allowed for controlled experimentation. They have the highest potential for abuse. These drugs are: heroin, LSD, marijuana, and Ecstasy. Schedule II drugs are also restricted, but can be prescribed by doctors under special circumstances. These drugs are cocaine and PCP. Schedule III drugs have medical use, but can be abused. These are mostly painkillers and barbiturates such as codeine ...

Subject Complement Definition and Examples

Subject Complement Definition and Examples A subject complement is a word or phrase (usually an adjective phrase, noun phrase, or pronoun) that follows a linking verb and describes or renames the subject of the sentence. Also called a subjective complement. In traditional grammar, a subject complement is usually identified as either a predicate nominative or a predicate adjective. Examples and Observations The light in the chapel was warm and soft.Mrs. Rigney was my fourth-grade teacher.My fourth-grade teacher was exceptionally kind.Ruth and Thelma are my best friends, and their roomies are Tammy Hinsen and Rebecca Bogner. (Dean Koontz, Lightning. G.P. Putnams Sons, 1988)I knelt down and pulled on the edge of the stone with him, and it started to move with the sucking sound of thick mud. It smelled awful, and we looked at each other with sour faces. (Patrick Carman, The Land of Elyon: Into the Mist. Scholastic Press, 2007)The Johnson children and Harbor Branch received $169 million. But if they were the true winners, no one was the loser. (Barbara Goldsmith, Johnson V. Johnson. Knopf, 1987)The very air was alive with the uncanny cries of phantoms that flew through the secret places of this region. These mountains were unfriendly at the best of times. (David Bilsborough, The Wanderers Tale. Tor, 2007) Linking Verbs and Subject Complements If a verb requires a subject complement (SC) to complete the sentence, the verb is a linking verb. The subject complement ([italicized] in the examples that follow) typically identifies or characterizes the person or thing denoted by the subject: (1) Sandra is my mothers name.(2) Your room must be the one next to mine.(3) The upstairs tenant seemed a reliable person.(4) A university is a community of scholars.(5) The receptionist seemed very tired.(6) You should be more careful.(7) The distinction became ​quite clear.(8) The corridor is too narrow. The most common linking verb is  be. Other common linking verbs (with examples of subject complements in parentheses) include appear (the best plan), become (my neighbor), seem (obvious), feel (foolish), get (ready), look (cheerful), sound (strange). Subject complements are typically noun phrases, as in (1)-(4) above, or adjective phrases, as in (5)-(8) above. (Gerald C. Nelson and Sidney Greenbaum, An Introduction to English Grammar, 3rd ed. Routledge, 2009) The Difference Between a Subject Complement and an Object The Subject Complement is the obligatory constituent which follows a copular verb and which cannot be made the subject in a passive clause: Whos there? Its me / Its I.*She became a tennis champion at a very early age.Feel free to ask questions! The Subject Complement does not represent a new participant, as an Object does, but completes the predicate by adding information about the subject referent. For this reason, the Subject Complement differs from the Object in that it can be realized not only by a nominal group but also by an adjectival group (Adj.G), as illustrated in the previous examples. The objective case (me) is now in general use (Its me) except in the most formal registers, in which the subjective form (Its I) or (I am he/she) are heard, especially in AmE. As well as be and seem, a wide range of verbs can be used to link the subject to its Complement; these add meanings of transition (become, get, go, grow, turn) and of perception (sound, smell, look) among others... (Angela Downing and Philip Locke, English Grammar: A University Course, 2nd ed. Routledge, 2006) Agreement with Subject Complements (16c) These are the costs the grey parties never talk about when they allow the system to go on. (w2b-013:097) . . .(16h) I call them wild flowers. . . .(s1a-036:205) In those cases in which the complements are noun phrases, the subject complement shows concord with the subject S, and the object complement is in concord with the direct object, as can be best seen in the examples (16c) and (16h). (Rolf Kreyer, Introduction to English Syntax. Peter Lang, 2010) Semantic Relations The italicized portions of the following examples are Subject Complements. The upper case labels to the right indicate the semantic relation between the Subject Complement and the Subject: (4a) The venue for the meeting is the Roxburghe Hotel. EQUATION(4b) The estate car is a Volvo. PROPER INCLUSION(4c) Youre so young. ATTRIBUTION(4d) Would you still love me if I were old and saggy? ATTRIBUTION(4e) that telly was mine POSSESSION(4f) Sometimes were on a collision course, LOCATION(4g) the NHS was for all of us BENEFACTEE(4h) The five pound note was for services rendered. IN EXCHANGE The Inflection (marking for tense, aspect, mode, and agreement) in this type of construction is carried by be; therefore be is the syntactic Head of the Predicate. However, the Subject Complement is the element that expresses the main semantic content of the Predicate. In other words, the Complement is the semantic Head of the Predicate. Source Thomas E. Payne, Understanding English Grammar: A Linguistic Introduction. Cambridge University Press, 2011