AP US History Essays - League Of Nations, Free Essays, Term Papers

AP US History Essays - League Of Nations, Free Essays, Term Papers AP US History March 1, 1997 Period 4 Treaty of Versailles: Who was at fault for its denial? The Treaty of Versailles, which was a peace treaty that called for the end of World War 1(between Germany and the Allies), was defeated in the Senate by an unknown alliance of two forces. The two forces were President Wilson?s ?all or nothing? attitude and the strong opponents of the Treaty in the Senate. William Borah (Sen, Idaho), one of the ?irreconcilables?, brings out a clear weakness in the Covenant of the League of Nations in his speech to the Senate. The weakness is that will any country really feel comfortable, or approve of, another country?s government dealing with their domestic affairs and concerns, especially if they have an army to support whatever they decide. He also brings up a point that no one would approve of a tribunal, with 41 other nations in it, to settle a problem that might arise between members of the nation because what one nation sees a vital, another nation may see as wasteful, which might just lead to another World War. The League as he describes it is contradictorial in all that it is to accomplish (?force to destroy force, conflict to prevent conflict, militarism to destroy militarism, war to prevent war?) and it can?t work like that because it has no authority to back up its own judgment. This goes against Wilson?s idea of the League because he helped create it and it is a very important and big step to him in creating a worldwide government (Doc A) The Treaty as portrayed in The New Republic is useless, which is a strong reason it shouldn?t be passed. It wasn?t useless in the sense that it would officially end the war, but in a sense that it would not ?moralize nationalism?. The moralization of nationalism could be achieved by ending the separation of classes and ambitions that could only be enjoyed by some, not all, people in the country. According to the journalist the Treaty doesn?t make even a bland attempt to solve these problems, and that it, in fact, promotes and heightens those differences of opinion between the nations. (Doc B) In a general speech given by Wilson, he provides that Article X, which morally bound the U.S. to aid any member of the League victimized by external aggression, is the ?inevitable, logical center to the whole system of the Covenant of the League of Nations?. Although he supports it, he feels he is not at fault if the Covenant isn?t correct. On another separate occasion, Wilson defended that Article X morally, not legally, bound the U.S. to aiding other victimized nations, ergo the U.S. didn?t have to help who they didn?t want to help. Article X angered Congress because they wanted to reserve their constitutional right of declaring war to themselves. Article X also enraged the great- grandson of George Cabot, Henry Cabot Lodge (R, Idaho). He so disliked Article X that he made his own reservation to it, which provided that the U.S. has no obligation to get involved with the affairs of any other country. His reservation would later be turned down by Congress. (Doc C) Herbert Hoover correctly advises President Wilson to, in so many words, to hurry up and do something to approve the treaty in the Senate or it will never get passed. He gives this advice to President Wilson because he knows that Lodge is effectively using delay tactics, such as reading the whole 264- page treaty aloud to the Senate Foreign Relations Committee, to divide and sway public opinion about the Treaty to his favor. Although he is pleased with the concern the government is giving to the treaty, he feels their could be improvements and if these improvements aren?t quick in happening, then the very necessary public opinion of the Americans will start to go against the treaty because of the many ?wrongs imposed in the Treaty? and Lodge?s active lobbyism. When popular public opinion goes, in most cases, so does the bill. (Doc D) The cartoon (Doc E) shows how the Republicans felt about not being involved in the peace proceedings in Paris. When Wilson went to Paris, his delegation included not a single Republican which greatly infuriated them. He did not even consult the Republican leadership in the Senate about the peace negotiations, which was also an insult to the Republicans. Among the leading Republicans was Henry Cabot Lodge of Massachusetts, who was also

Comin Thro the Rye by Robert Burns

Comin Thro the Rye by Robert Burns The poem Comin Thro the Rye by  Scottish writer  Robert Burns  (1759–1796),  is probably best known because of Holden Caulfields misinterpretation of it in J.D. Salingers novel  The Catcher in the Rye. Instead of meeting a body in the rye, he remembers it as catching a body. Discussing the poem with his sister, Phoebe, Holden tells her a fantasy that he is  a rescuer of children playing in a field of rye, and he is catching them before they fall off a cliff. The reference to the poem in The Catcher in the Rye has prompted writers and scholars to take a look at the source when discussing the novel. The poem was written with a  Scottish dialect;  draiglt  translates to  drags;  weet  to  wet;  gin  to  when or if,  depending on the interpretation;  ilka to  every; loe to love;  waur to  worse off;  and  ken  to  know. Depending on the source, the last line of the second verse has a period or a question mark, and the third verse has a question mark or an exclamation point. Note: The second setting wasnt signed by Burns but is widely accepted as being by him. Poem Text Comin Thro the Rye by Robert Burns [First Setting] Comin thro the rye, poor body,Comin thro the rye,She draiglt aher petticoatie,Comin thro the rye. Chorus:O, Jennys a weet, poor body,Jennys seldom dry;She draiglt a her petticoattieComin thro the rye.Gin a body meet a bodyComin thro the rye,Gin a body kiss a body- Need a body cry. [To chorus] Gin a body meet a bodyComin thro the glen,Gin a body kiss a body,Need the warld ken! [To chorus] [Second Setting]   Gin a body meet a body, comin thro the rye,   Gin a body kiss a body, need a body cry;   Ilka body has a body, neer a ane hae I;   But a the lads they loe me, and what the waur am I.   Gin a body meet a body, comin frae the well,   Gin a body kiss a body, need a body tell;   Ilka body has a body, neer a ane hae I,   But a the lads they loe me, and what the waur am I.   Gin a body meet a body, comin frae the town,   Gin a body kiss a body, need a body gloom;   Ilka Jenny has her Jockey, neer a ane hae I,   But a the lads they loe me, and what the waur am I.   How the Poem Relates to Catcher in the Rye The poems theme is the question of whether casual sex is OK. Meeting a body in a field isnt just running across someone and saying hello. The poem asks Need a body cry? as in- Is it worth getting upset over? This relates to Salingers novel because the  sex question is a source of moral conflict inside the 16-year-old Holden. Saving children from falling off a cliff, then, in his fantasy, can be equated to helping children keep their innocence as long as possible.

Measures of Personality Research Assignment Essay

Measures of Personality Research Assignment - Essay Example e and practical rather than the abstract and theoretical, and finally Judgment-Perception (J-P) measuring someones preference for order and rules, rather than spontaneity and flexibility. All participants are tested through a series of questionnaires and their relative position on each of the four axes is mapped to get a complete 4-dimensional map of his or her personality. b. Circumstances under which the test is indicated : The test is used for predicting innate preferences for people for certain types of careers, and is used by recruitment agencies, the government and companies to assess the natural preferences for candidates or workers. In addition the test is widely used in education to assess the natural preferences and suitability of applicants for various courses, and in advising and counselling young people regarding a career choice. In addition, numerous people administer the test to themselves, to discover more about themselves, and it has been used in finding the right psychological type of partner by professional dating and matchmaking agencies. c. Reliability and validity : The MBTI has been studied by numerous researchers with regards to objectivity and validity, and most researchers have found that the eight preference poles correspond in practice to theory for most people. (Hammer, 1996). Tzengs (1984) factor analysis of 125 students confirmed the validity of the four axes based on the MBTI. d. Factors to be considered by user: Users often find that the test is more reliably scored when someone administers it rather than when they self-test it. In addition, the test indicators do not mean that users cannot progress in areas where the test has not shown them to have a natural preference – by training and trying hard, they can still progress. e. My own opinion of the usefulness. The test is essentially a psychological tool for assessing how people prefer things naturally. However its practical utility in the real world is severely limited as

A paper about geo class concepts related in new construction materials Essay

A paper about geo class concepts related in new construction materials - Essay Example These ecological effects result in short-term expenditures and longer-term costs. Even if there is no consensus on dollar with increasing public knowledge of climate changes concerns and the lack of a national climate change regulation, numerous federal agencies and state and local administrations have took on regulations and ordinances that promote and, some cases, mandate green construction for specific commercial and residential structures to minimize GHC emissions and fight global warming even if there no single, homogeneous definition of green construction, the United States Environmental Protection Agency (EPA) asserts that green construction is the practice of creating building and utilizing procedures that are environmentally accountable and resource friendly all through a structure’s life span from sitting to design, building, operation, renovation and deconstruction. Proponents of green construction claim that is it a powerful apparatus for fighting climate change si nce buildings comprise of a huge segment of the United States Carbon footprint (Zhao 1-3) Concrete is the most broadly utilized building material. Present standard use of concrete is about one tonne annually per ever living human being. Human beings do not use any other material in such profound scope except for water. As a result of its huge consumption, even little reductions of green gas emissions per ton of manufactured concrete might make an essential global impact. Dependable estimations of green house gas emission tracks of numerous building materials are becoming significant, due to environmental understanding of the users of construction material. Life cycle examinations of competing building materials, such as steel and concrete can be carried out before the kind of material is selected for a specific construction (Flower and Sanjayan 283-288). The fundamental components of concrete include cement, water, coarse aggregates and fine aggregates. The extraction of aggregates has considerable allusions. Nevertheless, the core contributor of green house emissions in the manufacture of concrete is the Portland cement. It is has been reported that the cement plant is accountable for 5 percent of global anthropogenic CO2 emissions (Kardowski 2722-2730). Consequently, emissions as a result of Portland cement have frequently become the focal point when examining the green house gas emissions of concrete. Other cementitious constituents put into account include ground granulated blast furnace slag (GGBFS), a by-product of steel industry, and fly ash, a by-product of burning coal. The utilization of water in concrete amounts to reduced CO2 emissions (Bianchini et al 57-65) As a result the cement becomes coarse and fine aggregates, GGBFS and fly as the core material contributions to the ecological impacts of concrete. According to Strohbach et al (220-229) cities play an essential function in the world carbon cycle. They generate huge amounts of carbon dioxide em issions but they as well sequester and store carbon in urban forests and green space. Nevertheless, seizure by urban green space is hard to measure carbon sinks and also involves emissions. The carbon tract examination is a determined technique for systematically enumerating carbon sinks and sources all through

Emotions In The Things They Carried Essay Example for Free

Emotions In The Things They Carried Essay In his story â€Å"The Things They Carried†, Tim O’Brien, enlightens the reader with the many faces and emotions of men. Although men are normally thought upon as the stronger of the two sexes; physically and emotionally, O’Brien lets us realize that this is not so. Men are weak in even the strongest of situations. And in this case, the situation is war. War is the main theme of the story. Masculinity in the story The ‘soldiers’ mentioned are victims of many emotions, for example, love, hatred, stress, depression, etc. They realize how important love and real-life relationships are. Most men who are prey to long lost love, try to let go of their past and focus only on their duties in vain. As they walk through the streets of Vietnam, they carry with themselves the basic necessities of survival and souvenirs to remind them of home. During these marches, they dispose of some of their supplies because they are aware that they will soon gain much more. War is like a game to the soldiers, there are always winners and losers. It can be played with many different tactics. It is all a matter of luck and strategy. But it is not all that bad. Some of the soldiers, who leave, return soon because the peace ‘hurts’ them too much. And for some, the war is far too much to handle. This is mainly due to the losses they experience. Death is a frightening incident which occurs most often bringing with it tears of pain and stress. The soldiers are afraid of killing as well. The first kill is always the hardest to bear. These soldiers imagine what kind of a life their enemies led before getting involved into such a situation. Deep, dark marks are left within the hearts of these soldiers as they spend endless days on the battlefields. Voegele quotes OBrien as talking about fear, In many respects this was the heaviest burden of all, for it could never be put down. (Voegele). The soldiers have dreams about escaping the brutal nature and reality of war because they are unable to remove fear from their hearts. Most of the time, there are petty quarrels that take place, some leading to physically fights, which soon lead to renewed friendships, trust and written pacts, and then ending in death and sorrow. Voegele quotes OBrien provides the weight of the objects which the soldiers carry by saying The weapon weighed 7.5 pounds unloaded, 8.2 pounds with its full 20 round magazine. The riflemen carried anywhere from 12 to 20 magazinesadding on another 8.4 pounds at minimum, 14 pounds at maximum. (Voegele). The story above portrays the masculine romance of the soldier as it portrays the tough and brutal nature of their experience in war. These soldiers have to be tough and brave in the battlefield in order to prove that they are worthy males. Experience of war OBrien gives a graphic portrait of the experience of war by mentioning the weight of the things which the soldiers carry. The soldiers also have to face other external factors like the weather during the time of war They carried the sky. The whole atmospherethey carried gravity. (Voegele). However according to OBrien the soldiers have several emotional problems which are much heavier for them than the physical things they carry. Grief, terror, love, longing these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weigh. (Voegele). Many different stories are discussed and the lust for women is often brought up during camp talks. But many stories of lost and dead soldiers are never spoken of. Sometimes out of fear, sometimes out of respect, and sometimes out of sheer disappointment and misunderstanding. These stories, burdened by the soldiers sometimes drive them into a negative attitude. Most of these soldiers tend to commit suicide. That night when Kiowa got wasted, I sort of sank down into the sewage with him (O’Brien, pg. 156). The author describes his feelings of when he lost a true friend due to a sudden attack. Kiowa had drowned into the depths of the sewage during this attack. Although O’Brien had tried to help, the smell was excruciating to him. In the story, there is also specifically rumors of a girl smuggled into Vietnam by a soldier are brought up. This ‘soldier’ had to spend a large sum of money into getting his girlfriend there. He warned about how dangerous it was. All the men are duly jealous of the young couple. Superstition is common among the men. They keep certain ‘things’ with them at all times, believing these items may bring them luck. To a few of them, they actually do bring luck! But religion is also a big part of these soldiers’ lives. They chat about how one day; they would like to be monks and priests, and about how they would like to help people and be kind to them instead of killing anyone and anything that came in their way. As the war wages on, the soldiers try to find amusement in the harshness around them. The camps they set around for themselves are of unpleasant surroundings. From the ruthless weather, to the creepy crawlies and even then unbearable stenches, these soldiers have witnessed it all. They joke about the times they had almost died or had cried out of fear of facing death during combat. Most of these men undergo many changes, especially in their personalities. Some of the soldiers like Norman Bowler were decent and law abiding citizens when they were civilians. But this man transformed himself into a heartless creature and around his neck he carried a thumb which had been removed from the body of a Viet Cong guerilla fighter. The Viet Cong guerilla fighter was only a teenager. Bowler was very proud of his first kill. But there were also others, like Lieutenant Jimmy Cross, who had been sensitive during their civilian life. But the effects of war do not change them into animals. They stay the same, lovable humans, hoping for an escape into the arms of their loved ones. But when they face their enemies, regardless of their age or gender, these soldiers are emotionless beasts. They even torture human babies, mostly orphan infants, brutally. O’Brien refers to the babies as a ‘young water buffalo’. Readers will find the story to be devoid of any emotions as the American soldiers engage in torture and brutality for sports and recreation. However, these men tend to feel awful afterwards. They think over what they have done and regret these events so much that they end up hurting themselves in order to finally escape this reality. While some, make all the killing seem like child’s play. And later, all these men share and relate their own life stories to the people they kill during the war. This, according to O’Brien, brings them back to life. He based his life on one motto, Once youre alive, you cant ever be dead (O’Brien, pg. 244). Tim O’Brien does not believe in death. The soldiers, even tough are fighting day and night for their country; feel that it is useless to wage this war. They cannot find any real reasons as to why they are there, except that they were appointed to this duty without any consideration. This lack of purpose also drives the men into insanity. When finally, the war comes to an end, the soldiers return home to again lead a ‘normal civilian’ life. But the bitter memories of Vietnam prevent these men from ever being sane again. The war has cast a heavy shadow over the hearts of these once good-willed, god-fearing men. Although, most of the story is fictional, Tim O’Brien portrays to his readers the cruelty of war. He wants people to understand how it felt to experience death, so that they could finally accept it. He tries to share his feelings and the feelings of his fellow soldiers through detached words. He talks of the torture and pain, the crying and screaming, the innocent civilian families watching their loved ones being put to death in front of their eyes aware that their turn is soon to come. The experience of war is romanticized in the novel as the author provides an account of the experiences of soldiers. These soldiers are living in hell but they have a clear concept of the culture of war. They know that they are making history by becoming participants of war. Conclusion This story clearly states that even men are feeble creatures who fall victim to emotions no matter what they do. The life of a soldier may seem to be filled with hardships and killing. But no one really knows the truth behind the lifeless eyes. We, civilians wonder what it might be like out their on the battlefield and how these soldiers live their lives without emotion. When, in reality, they share as much emotion as any normal human being would. They fear the blood shed around them. Some display their feelings and confess their love and fears, while others decide to hide themselves by displaying a merciless attitude. Every experience is hard for them. Every new day is a bigger challenge. If the cards are not played right, there is a loss, sometimes many losses. The story is an important reminder about the horrors and brutalities of war. It tells us how war changes the experiences of soldiers. Works Cited O’Brien. Tim. The Things They Carried. Broadway. (1998) Voegele, Jason. Thoughts on The Things They Carried. Copyright  © Jason Voegele Retrieved 16th August 2008 http://www.jvoegele.com/essays/things.html

Public Schools Mandatory Uniforms :: Education

The debate about public school uniforms in America has been around for a very long time. This issue was even mentioned by President Bill Clinton in a State of the Union address in 1996. In his 1996 State of the Union Address, President Clinton decreed,† I challenge all of our schools to teach character education, to teach good values and good citizenship and if it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniforms† (Clinton 1996). Public schools requiring mandatory uniforms for their students are a major topic as it deals with moral and economic concerns about how America’s public schools are operated. Lack of parents support is the most significant reason for schools failing to implement any sort of school uniform code. Parents, teachers, and students should support the need for school uniforms in public schools so that they may be able to achieve higher educational goals. This paper will discuss many of the pros to the debate on uniforms in public schools as well as touch on some of the cons on the subject. After weighing the two sides, it will demonstrate how the pros are a more sensible alternative and why schools should require mandatory uniforms for their students. Supporting a school uniform policy would help to raise the academic performance level. Students normally wear a variety of clothes that are a distraction in the classroom for a variety of reasons i.e. sports logos, political messages, personal interests, etc. School uniforms would remove this distraction along with the stress of a student having to choose what to wear to school each day. Students that are less worried about their fashion will tend to be more focused on their school work as Helen Woods states, â€Å"Research studies included in this research shows that parents have opinions favoring a uniform dress code with the two foremost reasons being competitiveness among the children and their peers to wear the latest designer fashions†¦Ã¢â‚¬  (Woods 1992). School uniforms would remove the friction between students that do not wear the style clothes that fit in with their peers. Students that cannot wear competitive designer clothing will, in the name of competition, be c onsidered a loser and no student wants to be considered a loser just because they cannot afford expensive designer clothing. The cost of the uniform depends upon what type of uniform is required.

Creating an Engaging Reading

If it’s tough to write it’s even tougher to write one that engaging, or is it? I have evidenced two types of writing that work for me. 1. Writing as execution of Play[wild-fire] 2. Writing as execution of Plan[following] The first one is my choice whether its philosophy or science, I prefer the first method. And to be engaging 1. It should start from the reader, creating a wonder in him 2. It should continue creating wonder. . . 3. It should be short, one-sitting reading. Now creating an engaging reading is very much a question of how to make people wonder and curious every time. And one can’t create wonder for the sake of it, only an insight can create that. Ie insight creates a broad POV with respect to the topic which can then be used to project it. Wild fire thinking is essential in this regard. And nothing comes out of thin air without thinking, so all in all it does takes time to make a really good engaging read, but that time is not addition to the thinking time? And the thought of making the really dry non fiction, makes it to get integrated with the fiction. And embodied metaphors are also worthy in this regard. In this regard a good writing comes out of play, just as the poet who said , one should keep writing and writing and writing till it causes, pain infact what he saying is that to let the mind to play and get some data which you can then organize and play the game. Can science be like that, can we make the objective data subjective. No matter what you are trying to say, if you are trying to make sense, make meaning then you must log on to philosophy, fiction, poetry because that what builds and inspires the meaning it’s not logic and reason as said in ‘Mind in society’ , ‘homo ludes’ and in ‘man play and games’. What does it mean to have an insight, to have an insight is to have an wonderful understanding of something, to have an unusual understanding of something, and the good news is its always a result of Play. Resumes, News papers atc are written to spread information while few others are written to spread the meaning. In such cases the best practice would to mirror the writer’s own mind as he writes. Articles written to spread the meaning are more engaging than the articles written to spread the info. Highly cited research articles regardless of their field are found in agreement with this. I. e the piece the writer writes should be a live recorded footage of his learning, so it’s a matter of play and a little game. Whatever that gets through his head while he is at play, Conversations, pictures, anecdotes etc would be the best thing and best order but one should be aware whether it’s authentic content or not. And one should decidedly remove stuff which is unauthentic in this regard. A good article/book will be reflection of writer’s learning, Writer’s learning as it happened. So writing is not different from learning and it’s not an extra burden as usually thought. Follow the sense, sound will follow: poet Follow the thought with pen, engaging reading will follow: Writer

How does a government budget deficit affect the economy Essay

Identify two periods in recent history in which the United States has run budget deficits. What were the reasons for the deficits during those time periods? A government budget deficit occurs when the governments expenses exceeds its revenues. Because of this spending the government has to find alternatives to finance this added expense through borrowing. A government deficit in the long-run can reduce savings, growth, and income. In the short-run if the economy is performing below its output potential deficits are good because it increases expenditures moving output closer to potential. Two periods in recent history when the U. S. was running on a deficit were 2000-2008 and 2008-present. Within the two time periods the country went to war adding roughly $1. 1 trillion to the national debt we also had a significant tax cut that also added to the debt by $2 trillion. There also was a recession that caused the unemployment rates to go up increasing the government spending to cover unemployment insurance. The financial crisis of 2007-2008 was also played an important part in deficits. During this time there was a threat of collapse of large financial institutions and decline in the stock market Dow Jones lost 33. 8% of its value in 2008. The housing and auto industries suffered many companies that relied heavily on credit also suffered. Banks simply stopped trusting people to pay them back so they stopped making loans that most businesses needed to regulate their cash flows. Unfortunately this recession was not only felt in the U. S. but it also had a damaging affect too many foreign countries.

How to Replace a Lost or Stolen Social Security Card

How to Replace a Lost or Stolen Social Security Card Replacing your lost or stolen Social Security card is something you may not really need or want to do. But if you do, here is how to do it. Why You Might Not Want to Replace the Card According to the Social Security Administration (SSA), it is far more important that you simply know your Social Security number than it is to actually carry your card with you.While you may need to know your Social Security number for filling out various applications, you are rarely required to actually show anyone your Social Security card. You do not even need your card when applying for Social Security benefits. In fact, if you carry your card with you, the more likely it is to be lost or stolen, greatly increasing your risk of becoming an identity theft victim. Guard Against Identity Theft First Before you even start thinking about replacing your lost or stolen Social Security card, you need to take steps to protect yourself from identity theft.If your Social Security card has been lost or stolen, or if you suspect your Social Security number is being used illegally by someone else, the SSA and the Federal Trade Commission (FTC) recommend that you take the following steps as soon as possible: Step 1 Place a fraud alert on your credit file to prevent identity thieves from using your Social Security number to open credit accounts in your name or access your bank accounts. To place a fraud alert, simply call the toll-free fraud number of any one of the three nationwide consumer reporting companies. You only need to contact one of the three companies. Federal law requires the company you call to contact the other two. The three nationwide consumer reporting companies are: Equifax - 1-800-525-6285Trans Union - 1-800-680-7289Experian - 1-888-397-3742 Once you place a fraud alert, you are entitled to request a free credit report from all three credit reporting companies. Step 2 Review all three credit reports looking for any cases of credit accounts you did not open or charges to your accounts you did not make. Step 3 Immediately close any accounts you know or think have been used or created illegally. Step 4 File a report with your local police department. Most police departments now have specific identity theft reports and many have officers dedicated to investigating identity theft cases. Step 5 File an identity theft complaint online with the Federal Trade Commission, or by calling them at 1-877-438-4338 (TTY 1-866-653-4261). Do Them All Note that credit card companies may require you to take all 5 steps show above before they will forgive fraudulent charges made to your accounts. And Now Replace Your Social Security Card There is no charge for replacing a lost or stolen Social Security card, so watch out for scammers offering card replacement services for a fee. You can replace your own or your childs card, but you are limited to three replacement cards in a year and 10 during your lifetime. Replacing a card because of legal name changes or changes in U.S. citizenship and naturalization status does not count against those limits.To get a replacement Social Security card you will need to: Complete Form SS-5 - Application for a Social Security Card. (This form can be used to apply for a new card, to replace your card or to correct information shown on your card.);Present an unexpired original document, like a drivers license, with identifying information and preferably a recent photograph that proves your identity;Show evidence of your U.S. citizenship if you were born outside the United States and did not show proof of U.S. citizenship when you got your original card; andIf you are not a U.S. citizen, show evidence of your current naturalization or lawful noncitizen status. Replacement Social Security cards cannot be applied for online. You must either take or mail the completed SS-5 application and all required documents to your local Social Security Office. To find your local Social Security service center, see the SSAs Local Office Search website. 12 or Older? Read This Since most Americans are now issued a Social Security number at birth, anyone aged 12 or older applying for an original Social Security number must appear in person at a Social Security office for an interview. You will be asked to produce documents proving that you do not already have a Social Security number. These documents could include school, employment or tax records showing you never had a Social Security number. Documents You Might Need U.S. born adults (age 12 and older) will need to produce documents proving their U.S. citizenship, and identity. The SSA will only accept original or certified copies of documents. In addition, SSA will not accept receipts showing that the documents had been applied for or ordered. Citizenship To prove U.S. citizenship, the SSA will only accept an original or certified copy of your U.S. birth certificate, or your U.S. passport. Identity Clearly, the goal of the SSA is to prevent unscrupulous people from obtaining multiple Social Security numbers under fraudulent identities. As a result, they will only accept certain documents to prove your identity.To be accepted, your documents will need to be current and show your name and other identifying information like your date of birth or age. Whenever possible, documents used to prove your identity should a recent photograph of you. Examples of acceptable documents include: State-issued U.S. drivers license;State-issued non-driver identification card; orU.S. passport. Other documents that might be acceptable include: Company employee ID card;School ID card;Non-Medicare health insurance plan card; orU.S. military ID card. The SSA also provides information on how to get new, replacement, or corrected Social Security cards for children, foreign-born U.S. citizens and noncitizens.

All About Ellipses

All About Ellipses All About Ellipses All About Ellipses By Mark Nichol Three dots. Dot, dot, dot. What could be simpler? Then why do those dots make so many writers dotty? The rules for use of ellipses are not as simple as they seem. But they are manageable. First, a definition: An ellipsis (from the Greek word elleipsis also the source of ellipse, meaning â€Å"an oval† is an elision of words that can be implied to mentally complete a statement; it can also mean â€Å"a sudden change of subject.† But the meaning we seek is another one, the grammatically mechanical one: Ellipsis and its plural form, ellipses, also refer to the punctuation marks signaling elision. (That word, from the Latin term elidere, means â€Å"omission.†) Despite the second meaning of ellipsis mentioned above â€Å"a sudden change of subject† ellipses are not recommended for this function. Ellipses signal, in addition to elision, a faltering or trailing off (in which case they are sometimes called suspension points), but to prepare the reader for an abrupt break or interruption in thought, use an em dash. The primary function of an ellipsis is to omit one or more inconsequential words from a quotation, as in this version of a sentence from above: â€Å"Despite the second meaning of ellipsis mentioned above, . . . ellipses are not recommended for this function.† (Note that punctuation, like the comma in this example, may be retained or introduced to aid comprehension.) Each dot is preceded and followed by a letter space. Word-processing programs have a single-character ellipsis, but this character, or three dots with no letter spaces, looks cramped and ugly; use the period key. Ellipses should not be introduced at the beginning or end of a quotation; however, if the source material includes ellipses in one or both locations, retain the characters. If an entire sentence is elided, four periods should be inserted between the framing sentences. The first, which immediately follows the last word of the preceding sentence, is the period ending that sentence. The other three, spaced as mentioned above, constitute the ellipsis. Note this example: â€Å"Three dots. . . . What could be simpler?† If a final portion of a sentence is elided, follow the ellipsis with a period after a letter space. The same technique is applied in the case of a comma or a semicolon. This elision of the preceding sentence illustrates: â€Å"If a final portion of a sentence is elided, follow the ellipsis with a period . . . . The same technique is applied in the case of a comma or a semicolon.† If an entire paragraph is elided, end the previous paragraph with an ellipsis following the period ending the final sentence; if, within a multiparagraph quotation, the beginning of a paragraph other than the first one is elided, begin the paragraph starting with the elision with an indented ellipsis. The two four-dot examples above illustrate the only two cases in which more than three dots should appear in sequence; an ellipsis always consists of three dots, but it may be preceded or followed by a period. A sequence of four or more dots otherwise appearing together is considered an unprofessional-looking error and should be avoided by any serious writer. An ellipsis may also be employed when a sentence is deliberately incomplete: â€Å"Hamlet’s ‘To be or not to be . . .’ speech† (though this could also be rendered without ellipsis) or â€Å"If I were you . . . ,† when the missing words are not considered necessary to aid in communicating meaning. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:What Does [sic] Mean?Confusing "Passed" with "Past"8 Great Podcasts for Writers and Book Authors

The United States Civil War Essay Example | Topics and Well Written Essays - 2000 words

The United States Civil War - Essay Example Cultural and social historians felt that it was due to the differences between the civilizations and values. While revisionist historians believed that the issue was slavery.1 Historians do agree that the North wanted to embrace modernity thereby ending slavery while the South efforts were to preserve slavery and its agrarian way of life. Davis, the first president of the Confederate States and Abraham Lincoln, the 16th President of the United States; the Union emphasizing strict compliance to the United States Constitution and support for the Union; the Democratic Party was divided into two parties, one representing the North and the other representing the South. Both believing that slavery ought to continue, however, the North thought the federal government had the right to prohibit slavery in territories. Although the Republican Party was anti-slavery, they did not advocate putting an end to slavery but wanted to prevent its expansion into territories that had not yet become states. And the Southern states seceded from the Union and established the Confederate of America when the federal government prohibited the expansion of slavery.2 In the midst of such chaos, why did the South lose the United States Civil War Ned Harrison, a writer in Greensboro, North Carolina, who specializes in military history, thinks the fundamental economic superiority of the North; a basic lack of a military strategy in the way the South fought the war; the Southerners unskilled performance in foreign affairs; the South's lack of a dominating civilian leader; the Confederate Constitution's over-emphasis on individuals' and states' rights and failure to stress the responsibilities of the individual or the state to the federal government and Abraham Lincoln were the reasons why the South lost the Civil war.3 Abraham Lincoln's role as president of the United States during the Civil War was that of a conservative revolutionary. His goal was to conserve the Union as the revolutionary heritage of the founding fathers. Lincoln, a strategist and war leader, was responsible for the Union victory. Lincoln, a superb leadership as president, commander-in-chief and head of the Republican Party, knew and understood the meaning of freedom, the limits of government power and individual liberty in time of crisis and the problems of wartime leadership. Determined, he liberated four million slaves, and overthrew the social and political order of the South.4 James M. McPerson, professor of history at Princeton University, including the Pulitzer Prize-winner of Battle Cry of Freedom, says the Union's extraordinary leadership was the reason why the South lost the Civil War. As the war progressed, Northern military leadership developed a rational strategy for victory which destroyed the Confederate armies and their resource of slavery with the Emancipation Proclamation. The Union's military strategies on the battlefield completely demolished the Confederacy's ability to wage war. And the combined strategic leadership at the political level with Lincoln and the military level with Ulysses Grant, William Sherman, and Philip H. Sheridan resulted in Northern victory. William C. Davis, former editor of Civil War Times Illustrated and author A Government of Our Own: The Making of the Confederacy, says the South lost because