Intro to College Savings - Lesson 5

How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved Intro to College Savings - Lesson 5 How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved Intro to College Savings - Lesson 5 How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved Intro to College Savings - Lesson 5 How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved How will my savings affect financial aid? Most college students today receive some type of financial aidï ¿ ½loans and/or grantsï ¿ ½to help pay for college. The federal government, state governments, and colleges themselves are the major sources of financial aid, although many employers and charitable organizations provide educational assistance as well. Much of the financial aid made available to your child is ï ¿ ½needs-based.ï ¿ ½ This means that he or she must demonstrate financial need through a process that begins with submitting an application listing the studentï ¿ ½sï ¿ ½and in most cases the parentsï ¿ ½ as wellï ¿ ½income and assets. All federal aid programs involve a form called the Free Application for Federal Student Aid, or FAFSA. Using the information submitted with the FAFSA, the federal government applies a rather complex formula to determine the studentï ¿ ½s Expected Family Contribution, or EFC. A student with a low EFC will generally be eligible for more need-based financial aid than a student with a high EFC. Remember, even if a student is not eligible for any need-based financial aid, he or she will still be able to receive federal Stafford loans, and the studentï ¿ ½s parents will likely be eligible for federal PLUS loans as well. Student assets and income Student-owned investments listed on the FAFSA will increase EFC by 20 percent of the value of those investments as of the day the FAFSA is filed. A studentï ¿ ½s income above a threshold amount will increase EFC by 50 percent of that income. Itï ¿ ½s easy to see how a stock or mutual fund owned directly by a student, or owned indirectly through a Uniform Transfers to Minors Act (UTMA) account, can have a severe negative impact on financial-aid eligibility. Not only will the value of the asset affect EFC by a significant percentage, but the sale of the investment to pay for college could trigger a capital gain that gets assessed at a 50 percent rate as part of the studentï ¿ ½s income. Parent assets and income Most undergraduate college students are categorized as ï ¿ ½dependent studentsï ¿ ½ and must report parent assets and income on the FAFSA. Just like student assets and income, parent assets and income are assessed in determining the studentï ¿ ½s EFC, except the percentages are lower, and they are based on a sliding scale that adjusts with income. Parent assets increase EFC by no more than 5.64 percent of the value of those assets on the day the FAFSA is filed. Parent income increases EFC by no more than 47 percent of that income. Assets and income are first reduced by several allowances built into the aid formula. Special treatment for 529 plans So as not to discourage families from saving for college with 529 plans, a special provision was added to the financial-aid law several years ago that categorizes a student-owned or UTMA-owned 529 plan as a parent asset. The rule also applies to Coverdell education savings accounts. Because of this exception, a 529 plan will never affect EFC by more than 5.64 percent of its value. It will behoove many students that have investments in their own name, or in UTMA accounts, to sell those investments and move the proceeds into a 529 plan before filing the FAFSA. However, watch out for any capital gains that may result in making the switch. Using a 529 plan to pay for college will not cause any increase in income reported on the FAFSAï ¿ ½another significant advantage over taxable investments! 529 plans may have zero impact on aid eligibility If a studentï ¿ ½s family is eligible to file its federal tax return on Form 1040EZ or Form 1040A, assets are not counted at all in determining the EFC. This is known as Simplified EFC. And even if the family cannot file Forms 1040EZ or 1040Aï ¿ ½most likely because their income is too highï ¿ ½the parentsï ¿ ½ assets, including 529 accounts, may be less than the asset allowance on the FAFSA. Only their income will be taken into account. What about grandparents? A student will never have to report assets owned by grandparents or other third parties on the FAFSA, even when those assets consist of 529 plans or other investments targeted to the studentï ¿ ½s college expenses. Thatï ¿ ½s the good news. The bad news is that 529 plans or other accounts actually spent on the studentï ¿ ½s behalf must be added to the studentï ¿ ½s income on the following yearï ¿ ½s FAFSA, which can result in a significant increase in EFC. Grandparents with 529 plans may wish to target that money towards the final year of college, after the last FAFSA has been filed. This way, their assistance has no impact on aid eligibility. Other financial-aid formulas The FAFSA does not necessarily determine financial-aid eligibility for state-funded aid programs, school-based scholarships, or other non-federal sources of aid. Although many schools do use the FAFSA for distributing their own funds, some will employ an alternative formula using another application called the CSS Profile. Before deciding which college to attend, you should ask the school about their own aid programs and how they treat 529 plans in determining eligibility. Mistakes families make The biggest mistake you can make is to spend your assets on home improvements, a new boat, or other items in an attempt to increase your childï ¿ ½s eligibility for need-based financial aid. Your income level alone may prevent your child from qualifying for this aid, and your spending now leaves you short of funds. Having the savings set aside in a 529 plan is much better. Not only is there likely to be little or no impact on aid eligibility, but having the funds set aside means that your child can attend the college that is right for him or her, and not necessarily the college that offers the best aid package. Congratulations! Youï ¿ ½ve completed the College Savings Bootcamp. Now itï ¿ ½s time to open your 529 plan and start making contributions. The earlier you start to save, the better. Be sure to come back to often and follow us on Facebook to get the latest news and information on planning for college. Previously sent: Lesson 1: How much to save Lesson 2: Compare your options Lesson 3: Shop for a plan Lesson 4: Get family and friends involved

St. John the Baptist in Paintings - 2642 Words

The Evolution of John the Baptist in Christianity John the Baptist is one of a few recognized prophets in Judaism, Christianity, and Islam. John lived by the Jordan River in Perea as an Essene Jew, around the time of Jesus’ ministry. Many know John as a non-divine apocalyptic preacher who claimed baptism would help one get into heaven, and it would be disadvantageous to ignore baptism. John is relevant to understanding historical Jesus not only because he baptized Jesus but because of their conflicting similarities. John and Jesus were both apocalyptic preachers, in the Essene Jewish sub-group, and popular during antiquity. Many scholars actually believe John was more popular in antiquity. Because of his greater popularity, many†¦show more content†¦The first panel is of John’s execution and the second is John witnessing the birth of Christ with a lamb besides him. This painting is classified as a medieval painting because of the date it was painted; however, the painting contains symbolism ahead of its era. Scholar Kalan Curling Greenwood talks about this symbolism. He says the middle panel shows John acknowledges Jesus as being the Messiah by how he extends his right hand towards him (Greenwood 17). The second panel is John’s execution. Greenwood points out that John’s lifeless body claps his hands together symbolizing both his strict faith and martyrdom. Also, one can see God is watching down upon the scene. Despite being a medieval picture, Memling paints the baptism of Christ in the far background to represent the beginning of Jesus as a preacher (18). This use of the perception of depth allowed artist to include extra symbolism in their paintings and was famous in the Renaissance paintings. Renaissance Michelangelo’s Madonna and Child with Saint John and Angels (Figure 3) exemplifies Christian renaissance art. The painting goes further on a symbolic level. First, the painting does not just reconstruct a scene from the bible; it tells the urban legend of Jesus and John being cousins and growing up together. Next, the Michelangelo creates a livelier painting by portraying a hidden story through symbolism. Scholar Hutan Ashrafian dives into this hidden story by analyzing theShow MoreRelatedSt. John the Baptist Preaching by Mattia Preti1436 Words   |  6 Pagesculminated in the verisimilitude of Baroque paintings. One painting that reflects such change is Saint John the Baptist Preaching by Mattia Preti, also known as Il Calabrese. Preti was born in 1613 in Taverna, Calabria to a modest family with ecclesiastical connections. Preti was well traveled around Italy and was exposed to artworks from the likes of Correggio, Mantegna, and Raphael. As with other artists during the B aroque era, his oil painting of St. John the Baptist Preaching executed in 1665 has a distinctRead MoreThe Beauty Of Mona Lisa953 Words   |  4 PagesThe Mona Lisa was one of the famous painting in the world, personally I believe it still is. This artwork was created by Leonardo Da Vinci, who was an Italian artist. He not only dedicate art in his life but also science, music, mathematics, engineering, literature, and many other areas. However, today this essay will only focus on the portrait he painted, Mona Lisa. Mona Lisa have many secrets, the date of this artwork is one of them. The time Leonardo worked on it remain mystery, but the â€Å"portraitRead MoreRenaissance Painting Restoration1186 Words   |  5 PagesVirgin, Child and St. John the Baptist (1480-65), by Jacopo del Sellaio (1440-93), and Madonna and Child with St. John the Baptist and Angel (1518-20), by Domenico di Bartolomeo Ubaldini or Puligo (1492-1527), are small (83-86 cm), oil-on-wood paintings by Florentine artists of the second rank, and were most probably commissioned by churches are decorative altarpieces. Their style, color, subject matter and composition are very technically competent but dull, repetitive, imitative and uninspiredRead MoreBirth of Sain John the Baptist Painting1044 Words   |  4 Pagesreligion and helped to see the potential of human. Still, just like the medieval paintings, most of the artworks in Renaissance overwhelmingly utilized and conveyed the religious theme with an extended adaptation of features outside of Christianity. Birth of St. John the Baptist is a work of anonymous artist from medieval Europe. Overall, this panting has yellow tone with deep and strong colors. Since the painting is from middle age, the placement of figures and building are not necessarily theRead MoreA Comparison of Two Paintings from the Renaissance Period Essay959 Words   |  4 PagesTwo Paintings from the Renaissance Period Introduction This paper will compare the themes found in the paintings Madonna and Child with St. John the Baptist and an Angel by Domenico di Bartolomeo Ubaldini (Puligo) and Madonna Enthroned by Giotto. Both paintings deal with fables from the Christian faith but were executed during different periods in art. The Giotto painting was created around 1310 and the Puglio painting was executed between 1518 Ââ€" 1520. Here, these two paintings haveRead MoreEssay about A Comparison of Two Paintings from the Renaissance Period941 Words   |  4 PagesTwo Paintings from the Renaissance Period Introduction   Ã‚  Ã‚  Ã‚  Ã‚  This paper will compare the themes found in the paintings â€Å"Madonna and Child with St. John the Baptist and an Angel† by Domenico di Bartolomeo Ubaldini (Puligo) and â€Å"Madonna Enthroned† by Giotto. Both paintings deal with fables from the Christian faith but were executed during different periods in art. The Giotto painting was created around 1310 and the Puglio painting was executed between 1518 – 1520. Here, these two paintings haveRead MoreArtistic Ways Of Murder David M. Stone1235 Words   |  5 Pageshim, and what it meant for Caravaggio to sign his name in The Beheading of Saint John the Baptist, in the blood of St. John the Baptist himself. Stone gave great insight into the world of Caravaggio’s life and what he could have been implying through the act of signing in blood. Stone stated that Caravaggio left his lucrative career as an altarpiece painter to provide praiseworthy service to the Order of St. John, in hopes of becoming an honorary knight in the Knights of Malta to escape persecutionRead MoreEssay about Salome and Cupid1483 Words   |  6 PagesThe paintings Salome with the Head of St. John the Baptist, by Guido Reni and Cupid Chastised, by Bartolomeo Manfredi are both 17th century visual representations of a story. The story behind Salome is the interesting biblical story of the beheading of St. John the Baptist, as it’s title suggests. The story goes that Salome performed a dance for the king and his guests. Herod Antipas saw Salome’s dance and was so impressed, and drunk, that he promised to give her whatever she asked of him. AfterRead MoreGiuliano Bugiardini’s, Madonna and Child with St. John the Baptist, Northern vs. Southern1355 Words   |  6 Pageshad various effects on art which can be broken down and seen from Southern (Italian) and Northern paintings. With the renaissance, came disinterest in dogma, and more of a focus on naturalism and humanism. However, the strong influence of religion never left either the Northern or Southern art works, due to the commission by the church. Giuliano Bugiardini’s, Madonna and Child with St. John the Baptist, 1510, is a pristine depiction of what Southern European art during the renaissance contained, elementRead MoreLeonardo Da Vinci : An Artist965 Words   |  4 Pagesdepicted the anatomy of the human. Leonardo da Vinci created the painting known as Madonna of the Rocks, which is also widely known as Virgin of the Rocks. Da Vinci created two versions of this painting; 1483-1486 was when the first version was created. 1495-1508 was when da Vinci created the second version of Madonna of the Rocks. The first painting is currently located at the Louvre Museum in Paris, and the second painting is at the National Gallery Museum in London. The Louvre version of the

Smallpox And Vaccination Of Smallpox - 2238 Words

Imagine a quick spreading rash throughout the entire body, leaving not a single space behind; every opening and crevice in your body, including your mouth and eyes covered in painful bumps accompanied by high fever and severe body aches. Flat red spots transforming into fluid-filled lesions and soon oozing out yellow pus, evidently emitting a pungent odor to anyone who dared get close. The live virus present in the darkening crusty scabs that would soon fall off only to leave behind a deep pitted scarred filled complexion on anyone who was fortunate enough to survive. These scars would be forever remembered as the hallmark for the smallpox epidemic which tormented the world for over 3,000 years. (Riedel â€Å"Deadly Diseases†). The earliest case of smallpox according to a journal published in the US National Library of Medicine titled, â€Å"Edward Jenner and the History of Smallpox and Vaccination† was recorded as early as 1122 BC. (Riedel â€Å"Smallpox the Origin of a Disease†). Mankind’s triumph over this horrible disease was initiated by an English doctor named Edward Jenner. Through observations and experimentation, Jenner would create a procedure now known as vaccination. (Riedel â€Å"Edward Jenner†). During the next two centuries, vaccinations would be used worldwide to stop the spread of small pox. After the successful worldwide vaccination campaign led by the World Health Organization, small pox was eradicated worldwide in 1980. As a result of the eradication of smallpox accordingShow MoreRelatedVaccinations Of The Smallpox Vaccine1687 Words   |  7 PagesVaccinations were first introduced in the late 18th century by Edward Jenner. He injected a small amount of cowpox in a thirteen year-old boy to demonstrate the effectiveness it had against smallpox, resulting in the development of the first smallpox vaccine in 1798. Because of his discovery, Jenner contributed to the overall annihilation of the disease in 1979 a fter the vaccine was implemented in different medicines throughout the world (source). Following Jenner, many others produced vaccines toRead MoreThe First Vaccination For Smallpox Essay1324 Words   |  6 PagesThe first vaccination for smallpox was discovered in 1796 by Edward Jenner; since then there have been arguments over the morality, ethics, effectiveness, and safety of all vaccinations. A vaccination is a killed or weakened organism that is used to create immunity that protects you from a particular disease without causing the suffering from the disease itself. Immunizations have saved more than a billon lives and protected civilians in the United States from life threatening diseases. During theRead MoreEssay on Vaccination and Eradication of Smallpox1604 Words   |  7 PagesThe Vaccination and Eradication of Smallpox Smallpox, a disease caused by the variola virus, has devastated humanity for many centuries. Because of its high mortality rate, civilizations around the world sought to protect themselves from this disease. Throughout the 1700s, these protective methods became more sophisticated, and led up to Edward Jenner’s vaccination method in 1796. Indeed, the World Health Organization, the Center for Disease Control and the Agency for International DevelopmentRead MoreVaccination Of Smallpox And The Elimination Of Various Infectious Diseases1464 Words   |  6 PagesOne of the greatest achievements of public health is that of vaccinations (Dubà © et al., 2013). Since the first vaccine was administered over 200 years ago, immunizations have saved millions of lives worldwide (Larson, Leask, Aggett, Sevdalis, Thomson, 2013). They have contributed to the decline in the morbidity and mortality of various infectious diseases and are credited with the worldwide eradication of smallpox and the elimination of poliomyelitis in the Americas (Dubà © et al., 2013). AccordingRead MoreEthical Issues That Arise In Jenner’s Vaccination Against Smallpox1116 Words   |  5 PagesEthical Issues That Arise In Jenner’s Vaccination Against Smallpox In Edward Jenner’s Vaccination Against Smallpox, the way Jenner experiments on the people in his village questions whether or not his actions were ethical. Jenner’s work on the people in his community addresses many health risks due to the smallpox disease, his work may have had both purpose and justification, but the way Jenner carried out his experiments were very dangerous and harmful to his community. Jenner put many people’sRead MoreSmallpox, Etiology Of The Disease And Nursing Considerations970 Words   |  4 Pages The advent of vaccinations has led to a declining incidence of many diseases and their associated high morbidity and mortality. Diseases that once threatened large populations are now controlled through the implementation of effective vaccination programs. Variola major or smallpox, is one of these diseases. Smallpox was once a major public health concern associated with a high mortality rate. Through a global vaccination effort, the diseas e is now considered irradiated. However, in the aftermathRead MoreWhy The Disease Has Been An Enemy Of A Human Ever Since It First?856 Words   |  4 PagesThe concept of vaccination has been one of the most significant medical advancements in history because it has prevented the onset of deadly diseases, has eradicated previously malignant maladies, and has improved human life by removing fear of acquiring such contagious afflictions. The institution of vaccination began with smallpox. Smallpox had been a very eminent fatal disease throughout the world, an extremely serious disease from 10,000 BC. It was most likely that the smallpox started by theRead MoreEdward Jenner and the Discovery of Vaccines Essay755 Words   |  4 Pagesnew method was successful to such an extent that by 1840 the British government had banned alternative preventive treatments against smallpox. [IMAGE] His invention of vaccination against smallpox was the medical breakthrough that saved the most lives, before antibiotics came into mass use. Before Jenners vaccine, smallpox was a killer disease; the majority of its victims were infants and young children. In the twentieth century alone it killed more than 300Read MoreEssay on Cause and Effects of Smallpox1520 Words   |  7 PagesCause and Effects of Smallpox Smallpox is caused by the variola virus that emerged in human populations thousands of years ago. Smallpox is a specific, infectious, and highly contagious febrile disease known only to be transmitted by humans. It is caused by a virus from air currents which are eventually passed on from person to person. Smallpox varies from a mild form without skin manifestations to a highly fatal hemorrhagic form. Edward Jenner, an English physician, discovered a means of preventingRead MoreHistory and Causes of Smallpox Essay850 Words   |  4 PagesIntroduction Smallpox is a viral disease that causes pus-filled boils on the dermis. It looks similar to chickenpox, but has certain characteristic differences. Unlike chickenpox, smallpox is lethal in 30% of the cases and leaves the victim with disfiguring scars and/or blindness. Smallpox has now been eradicated through aggressive vaccination. The last case was reported in Somalia in the late 1970’s. After 2 years of worldwide surveillance, the World Health Organization (WHO) confirmed that the

Authentication Is A Vital Aspect Of Modernâ€Myassignmenthelp.Com

Question: Discuss About The Authentication Is A Vital Aspect Of Modern? Answer: Introducation Authentication is a vital aspect of the modern technological landscape as most of the digital platforms are facilitated by personalised accounts and portals. This outcome forces users to use multiple authentication systems that are supported by many passwords which make their management a difficult undertaking. As a solution, OneLogin offers a one stop shop for managing logins into applications (Apps) and online sites. Now, even before mentioning the attack at hand, as a cyber-security expert one can foresee the problems with this systems if compromised, as it gives intruders the access needed to compromise multiple user systems (OneLogin customer)(Coldewey, 2017). In all, the company suffered a breach in its security systems earlier in the year where customers data was exposed. Furthermore, the intruders proceeded to compromise the operational structure of the companys system which affected the ability to decrypt data. To understand, how the operation structure of the system was affected, one needs to understand the foundation of the service offered. OneLogin uses a cloud infrastructure to store and manage its customers vital information such as usernames and passwords. This infrastructure is necessary owing to the extent of the services offered as they span over 44 countries and have over 2000 companies. Therefore, the cloud solutions increase the availability and mobility of resources. However, to ferry the said resources over the internet they are encrypted to unreadable formats which when supplied to customers is decrypted revealing the access details. Therefore, when the decryption facility was affected, this functionality was compromised plus the data exposed(Fiveash, 2017). How and why the attacked occurred In its official statement, OneLogin failed to outline the nature of the attack, only assuring the customers that investigations to the problem would be conducted. However, the worrying outcome of the attack was the steps outlined by the company, as they tried to secure the accounts used by their customers. The steps included the generation of new API (Application Program Interface) keys and OAuth tokens (the general system for accessing the accounts). Moreover, the organization also requested the customers to create new security certificates and recycle all security features within the OneLogin accounts. Finally, the customers were then asked to update their access passwords(OneLogin). A quick glance at these security precautions outlines the how and maybe the why the attack happened. For one, the hosting system used by the company must have been completely compromised to gain primary access or admin credentials which necessitated a complete change in functionalities. How? An independent observer highlighted that the intruders accessed the companys system by gaining access to a number of AWS keys, the cloud infrastructure used by OneLogin. Amazon Web Service (AWS) is a cloud solution that is used by multiple companies across the globe to host their services, and OneLogin equivalently hosted its services across its multiple platforms. Now, having acquired the access passwords/keys, the intruder then used them to access the overall AWS APIs through a subsidiary hosting service offered by an intermediary organization within the United States. The criminal then further created several infrastructure instances within the AWS to perform a general reconnaissance. It is through this assessment that the intruder viewed and accessed the database tables holding the customers access data i.e. the username and passwords(OneLogin). Why? The intruders were only able to access the company AWS infrastructure using a set of legitimate keys used by the organization which means there was an initial breach that was used to acquire the companys access passwords. However, since the organization failed to disclose the methods used to access them, speculations were used to answer the questions. For one, cloud infrastructures and solutions are known to have many security procedures that regularly exposes them to misconfiguration instances. Therefore, OneLogin could have failed to implement certain security procedures to safeguard the root access to the AWS servers which ultimately gave the intruders primary access. The second option is that of negligence where the systems admins exposed the set of keys used to a third party member who subsequently used them to trigger the attack(Barrett, 2017). Possible solutions Single sign-on (SSO) organizations are generally discouraged as they are a single point of failure if compromised. In essence, these systems like any other cyber feature will have multiple vulnerabilities and unlike other systems will have multiple assets that heavily exposes the users. Therefore as an isolation tactic, they are never used as they grant intruders an all access point to any assets owned by a user. So, the first and most important solution to the problem at hand is to avoid the service in general, other than for supplementary features that have minimal confidential information(Kerbs, 2017). Nevertheless, when used, several solutions exist more so to the supporting organization i.e. OneLogin. The company should reassess their security policy as it gave access to a third party member. In the future, the AWS infrastructure should have multiple check points before being deployed online. These points or access procedures would verify the applications used before they are deployed. Furthermore, the same system would help account for access, a functionality that helped contain the problem in this instance. Therefore, the existing intrusion detection systems should continue to be used as it helped manage the situation and even avoided any financial damage. On behalf of the users, they should regularly update their access procedures as outlined by the host company. Furthermore, they should never store their passwords using the automatic features available in web browsers(10 basic cybersecurity measures: best prcatices to reduce exploitable weaknesses and attacks, 2017). May ransomware attack One of the most troubling and extensive attacks occurred earlier in the year where millions of cyber systems users were attacked by a vicious malware program known as WannaCry. As a malware program, WannaCry is the complete definition of a ransomware as it was able to penetrate many systems throughout different networks demanding ransoms in exchange for restoring services. Furthermore, the malware was a complete revolution of the existing programs that had been neutralised using several vulnerabilities that they held. In comparison, WannaCry was quick and invisible to security protocols which made it difficult to contain it, in fact, it was only detected after the damage was done(Greenberg, 2017). The root or problem WannaCry started its attacks in May, where it affected thousands of computers worldwide using the internet connection. According to Kerbs (2017), the attack was witnessed in over 100 countries after its access methods were unveiled in the United States. Now, the access method was done using a vulnerability in Windows computer system, an outcome that was instigated by a rogue hack group called Shadow Brokers that gained access to NSA hack tools. Therefore, using the hack tools the intruders infected multiple cyber systems in an attempt to gain some financial returns(Gibbs, 2017). Who was affected and how According to Greenberg (2017), the heaviest attack was witnessed across 150 countries where approximately 200,000 systems were compromised. These systems failed to work for hours and some of them lost their content permanently as they were reconfigured to stop the spread of the malware. Nevertheless, some countries were more affected as compared to others, the likes of United Kingdom (UK), Russia, Spain and China. In the UK for instance, the ransomware viciously infected the medical industry to an almost crippling effect as many systems were compromised. To the medical personnel, the attack halted their work as it demanded a ransom of $300. Similarly, the patients and other affiliated users of the NHS (National Health System, UK) had to live with extended delays as medical records went missing(Sherr, 2017). On the other hand, Russia had to deal with a worrying possibility of losing a grip on its public systems including the Health and Interior ministries. Furthermore, the countrys railway system was affected and so was the private sector after an extensive attack targeted the banking industry. The same outcome was also witnessed in Spain as the countrys telecommunication and electrical industry was affected by the attacks on Telefonica (Spains second largest telecommunication company) and Iberdrola (electrical company)(Hern Gibbs, 2017). The attack method and steps The National Security Agency (NSA) was the root of the problem as their access systems provided the foundation of the intrusion. This organization holds several hacking tools or techniques that they use as cyber-weapons, among these tools was the Windows vulnerability witnessed in this attack. In the attack, the EternalBlue vulnerability was used where it accessed Window messaging blocks, through the server messaging block protocol (SMB). In all the SMB protocol can serve as an all access item if compromised, an outcome that was verified by the WannaCry attack. As a protocol, SMB will enable machines connected in networks to access, read and write files which facilitate the different functionalities of computers. Moreover, the same protocol will enable the same machines to request services and even resources through the connected networks(News, 2017). Now, WannaCry banked on this vulnerability to attack machines as an access to one computer gave complete access to the connected networks, in fact, the attack process was aided by the same systems that facilitated the operations of the networks. Attack procedure: At the start, the intrusion first targeted unsecured networks as identified by unprotected access ports. Through these ports, the malwares starter (stager) was uploaded into a machine while being encrypted. In the next stage, the encrypted file was decrypted and the malware activated to perform its illicit operations. Furthermore, while conducting its activities, the malware also scanned for other unsecured ports where it sent the starter program to start the process all over again. Therefore, at the end of the attack, a complete and self-replicating program was used to infect thousands of machines without any form of human intervention(McGoogan, Titcomb, Krol, 2017). Solution A strong reminder of why machines and networks should have secured ports at all time with the unused ports being deactivated. In most cases, networks are infiltrated because of the negligence witnessed in setting them up. Therefore, even though the malware was stopped by its own vulnerabilities, its overwhelming success was propelled by networks problems because the users failed to implement the best security features. In some networks, the users had rogue access points through their mobile devices which facilitated the malwares success as these devices lacked the necessary security countermeasures(labs, 2016). However, while outlining the solutions that might have been used to avoid the attack, one cannot overlook the contribution of the vulnerability exploited by WannaCry (EternalBlue). Windows like any other modern organization prioritised on system deployment as compared to the security features, which was verified by them releasing an update patch. Furthermore, the users of the said systems should have had adequate security procedures to detect the faults in the messaging blocks before they were exploited. Therefore, these organization should restructure their security policies to have procedures that continuously evaluate their access protocols, the ultimate solution to the problem(labs, 2016). References 10 basic cybersecurity measures: best prcatices to reduce exploitable weaknesses and attacks. (2017). WaterISAC, Retrieved 28 August, 2017, from: https://www.mamsb.org.my/wp-content/uploads/10_Basic_Cybersecurity_MeasuresOct20162.pdf. Barrett, B. (2017). Security News This Week: OneLogin Had One Very Bad Breach. Wired, Retrieved 28 August, 2017, from: https://www.wired.com/2017/06/security-news-week-onelogin-one-bad-breach/. Coldewey, D. (2017). OneLogin admits recent breach is pretty dang serious. Tech crunch, Retrieved 28 August, 2017, from: https://techcrunch.com/2017/06/01/onelogin-admits-recent-breach-is-pretty-dang-serious/. Fiveash, K. (2017). OneLogin suffers breachcustomer data said to be exposed, decrypted. Retrieved 28 August, 2017, from: https://arstechnica.com/information-technology/2017/06/onelogin-data-breach-compromised-decrypted/. Gibbs, S. (2017). WannaCry: hackers withdraw 108,000 of bitcoin ransom. The guardian, Retrieved 28 August, 2017, from: https://www.theguardian.com/technology/2017/aug/03/wannacry-hackers-withdraw-108000-pounds-bitcoin-ransom. Greenberg, A. (2017). The WannaCry Ransomware Hackers Made Some Real Amateur Mistakes. Wired, Retrieved 28 August, 2017, from: https://www.wired.com/2017/05/wannacry-ransomware-hackers-made-real-amateur-mistakes/. Hern, A., Gibbs, S. (2017). What is WannaCry ransomware and why is it attacking global computers? . The guardian, Retrieved 28 August, 2017, from: https://www.theguardian.com/technology/2017/may/12/nhs-ransomware-cyber-attack-what-is-wanacrypt0r-20. Kerbs. (2017). OneLogin: Breach Exposed Ability to Decrypt Data. Kerbs on security, Retrieved 28 August, 2017, from: https://krebsonsecurity.com/2017/06/onelogin-breach-exposed-ability-to-decrypt-data/. labs, F. s. (2016). Ransomware: How to predict, prevent, detect and respond. F secure, Retrieved 28 August, 2017, from: https://www.f-secure.com/documents/996508/1030745/Ransomware_how_to_ppdr.pdf. McGoogan, C., Titcomb, J., Krol, C. (2017). What is WannaCry and how does ransomware work? The Telegraph, Retrieved 28 August, 2017, from: https://www.telegraph.co.uk/technology/0/ransomware-does-work/. News, B. (2017). Massive ransomware infection hits computers in 99 countries. BBC News, Retrieved 28 August, 2017, from: https://www.bbc.com/news/technology-39901382. OneLogin. (n.d.). May 31, 2017 Security Incident (UPDATED June 8, 2017). Onelogin block, Retrieved 28 August, 2017, from: https://www.onelogin.com/blog/may-31-2017-security-incident. Sherr, I. (2017). WannaCry ransomware: Everything you need to know. Cnet, Retrieved 28 August, 2017, from: https://www.cnet.com/news/wannacry-wannacrypt-uiwix-ransomware-everything-you-need-to-know/.

Using your analysis of Shakespeares text, suggest ways in which act 3 scene 5 of Romeo and Juliet could be performed Essay Example For Students

Using your analysis of Shakespeares text, suggest ways in which act 3 scene 5 of Romeo and Juliet could be performed Essay Romeo and Juliet is about two feuding families, the Montagues and the Capulets. The Montagues son, Romeo and the Capulets daughter Juliet fall in love with one another, however their love for one another must be concealed as the families would not approve. The beginning of Act 3 Scene 5 is set on the balcony of Juliets bedroom in the family house situated in Verona, Italy. This version of the play will be set in the same period as when it was written. The clothes that Romeo and Juliet wear are made of rich materials. Romeo will wear a frilly shirt, waistcoat, tight leggings and a sheet of material draped over his shoulders held in place by a gold brooch. Juliet is wearing a white silky bed gown in this scene due to the fact that she has just woken up. We will write a custom essay on Using your analysis of Shakespeares text, suggest ways in which act 3 scene 5 of Romeo and Juliet could be performed specifically for you for only $16.38 $13.9/page Order now Juliets bedroom is decorated in dark terracotta with a large, dark brown, oak sleigh bed in the centre of the room with elegant materials covering the bed such as silk and linens. Also over the top of the bed is a canopy, once again dark and rich materials, to symbolise her familys wealth. Around the room there is dark furniture to match the bed, such as a dressing table with a large ovular gold rimmed mirror, and dark floor to ceiling wardrobes that have large panes of mirrors embedded into the doors. Juliets bedroom is raised on a separate level to the stage some six foot high to show to the audience Juliets bedroom is on the second floor of the house. There will be left two or three metres to the front of the stage for Romeo to be able manoeuvre his way off the main stage half way through the scene. The audience would also be raised for them to get the best possible view. The balcony is to the left hand side of the raised platform yet still facing the audience, facing where the sun would rise from, with outward opening, white French doors, to enhance the heavenly feeling at the beginning of this scene, with dark lengthy curtains on the inside. The balcony is just high enough for Romeo to lower himself down before a small drop off from the balcony. At the beginning of this scene Romeo would have one leg hooked over the edge of the balcony and be sat with his back up against the wall of the house. The bricks used for the outer walls of the house will be large with a coarse surface and be neutral colours such as magnolia, creams and whites, once again to enhance the calmness of this part of the scene as they have just woken up and the sun is rising. Juliet will be cuddled up to Romeo and Romeo will have his arm around Juliet. Romeo will be wearing leggings and a frilly shirt only half buttoned up and has some shoes on unlaced to show that he has just got up yet still ready to leave. They speak to each other in a heavenly and softly tone of voice, almost like a whisper, as if they wouldnt want anybody to hear them. They will be talking to each other about Romeo having to leave. Juliet will be talking in this tone of voice, as she is trying to persuade Romeo as well as herself that they need to spend more time together. She pleads with him not to go by saying, Wilt thou be gone? It is not yet near day: It was the nightingale, and not the lark. The lark represents daylight and in this case daylight is a bad thing, and therefore contrasts their relationship before they were married as light was seen as a good thing. Daylight is what separates them. In Act 2 scene to light is referred to as a beautiful thing as Romeo refers Juliet to the light, Juliet is the sun and Arise fair sun, and kill the envious moon. However, when it is dark outside Romeo and Juliet refer to daylight, this is very powerful imagery. Here Romeo talks about how great daylight is however later on in Act 3 scene 5 he would rather it stay dark so he can spend more time with his beloved wife. Juliet could show this by sobbing. For effect I would play music that sounds like the lark and tranquil music that you would associate with the sun rising, to help set the scene and I would fade in light throughout the scene to symbolise the sun rising. As it is a garden balcony I would include lot of pink and red flowers as to enhance the romantic nature of the scene. However, Romeo has sense of reality and as he says he must leave if he is to stay alive, he gives Juliet a reassuring look trying to comfort her and he holds her in his arms to prevent her from bursting into tears. However Romeo has a sense of reality and knows what the consequences would be if he were to stay. It was the larkor stay and die This shows how immature Juliet is compared with how mature Romeo is. This immaturity can also portray to the audience her age, as she is still only a child. When he says to Juliet, .u2d59feecacc26afee43b4b3cfe7d82d1 , .u2d59feecacc26afee43b4b3cfe7d82d1 .postImageUrl , .u2d59feecacc26afee43b4b3cfe7d82d1 .centered-text-area { min-height: 80px; position: relative; } .u2d59feecacc26afee43b4b3cfe7d82d1 , .u2d59feecacc26afee43b4b3cfe7d82d1:hover , .u2d59feecacc26afee43b4b3cfe7d82d1:visited , .u2d59feecacc26afee43b4b3cfe7d82d1:active { border:0!important; } .u2d59feecacc26afee43b4b3cfe7d82d1 .clearfix:after { content: ""; display: table; clear: both; } .u2d59feecacc26afee43b4b3cfe7d82d1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2d59feecacc26afee43b4b3cfe7d82d1:active , .u2d59feecacc26afee43b4b3cfe7d82d1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d59feecacc26afee43b4b3cfe7d82d1 .centered-text-area { width: 100%; position: relative ; } .u2d59feecacc26afee43b4b3cfe7d82d1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d59feecacc26afee43b4b3cfe7d82d1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d59feecacc26afee43b4b3cfe7d82d1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2d59feecacc26afee43b4b3cfe7d82d1:hover .ctaButton { background-color: #34495E!important; } .u2d59feecacc26afee43b4b3cfe7d82d1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d59feecacc26afee43b4b3cfe7d82d1 .u2d59feecacc26afee43b4b3cfe7d82d1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d59feecacc26afee43b4b3cfe7d82d1:after { content: ""; display: block; clear: both; } READ: Sheila Birling Character Analysis EssayLets talk, it is not day She has a sudden change of mind telling him he must go, in a much more hurried manner of voice giving him a small nudge before saying, Some say, the lark makes sweet division: This doth not so: for she divideth us The word division is a play on words as it has two meanings, the first one being sweet tune however it can also mean to separate which is what is happening to Romeo and Juliet. This is irony, because the lark is seen as a beautiful bird however Juliet is saying she hates it because it is splitting them up. Earlier in the play their love for one another was referred to being like animals which shows how natural their love for each other is to the audience. Juliet then says So now be gone, more light and light it grows And Romeo then replies with More light and light, more dark and dark our woes At this point the nurse hurriedly enters the scene through two, large, heavy, oak, double doors, opposite the entrance onto the balcony, wearing a traditional maids outfit, in a concerned manner she forewarns the young lovers that Juliets mother is coming, This once again stresses how bad daylight is by saying the lighter it gets the more dangerous it becomes for them. Also both young lovers are now beginning to realise the danger of their actions. Then Juliet says Then window let day in, let out life This is the last time Juliet sees Romeo alive however she does not know this. This is ironic because fate is slowly creeping in and shows how their relationship is doomed to failure. Your lady mother is coming to your chamber After she has said her lines she rushes off back through the double doors. To create tension in the room, movements would be rushed, Juliet would spring to her feet and this would be Romeos cue to leave. He will swing his legs over the side of the balcony and come to Juliet for one final kiss before he quickly jumps over the balcony. Then Juliet says leaning over her balcony Art thou gone so love, ay husband, friend, This line shows to the audience how much respect Juliet has for Romeo, as Juliet says that she needs him to live. She also says I shall be much in years every minute they are apart it will seem like years to her. Romeo makes her feel better by telling her he will take every opportunity to write and tell her all. I will omit no opportunity, that may convey my greetings love to thee There is a big contrast as Romeo addresses Juliet with great optimism. When they are together when they are older and they look back on their woes, they will just seem stupid and laugh. However this doesnt calm Juliet down, and she has a vision of Romeo lying dead in a tomb. At this point, the play begins to gather momentum and the audience is given a clue as to how the play will end. From the garden filled with pink and red flowers, Romeo says his good byes whilst looking amorously up at her. At this point Juliet exits the balcony willing his return. O Fortune, O FortuneBut send him back She will say these lines very quietly looking up to the sky as if she is talking to God before looking back at Romeo. During her lines she bursts into tears and when finished she puts her hand over her mouth attempting to try and muffle the sound of her cries. At this point there would be a gentle tap on her bedroom door. Juliet exits the balcony whilst drying the tears with the bottom of her bed gown. Lady Capulet will enter the room in a sedate manner dressed in a dark blue dress which emphasises how cold a person she turns out to be. The Nurse sheepishly follows Lady Capulet into the room. When Lady Capulet asks how her daughter is, Juliet gets back into bed and hides under her sheets and says, Madam, I am not well. At this point Lady Capulet tells Juliet to stop sniffling. Lady Capulet thinks she is unhappy because Romeo has killed her cousin Tybalt and that she too wants Romeo dead. Lady Capulet tells Juliet to stop grieving as it will not bring Tybalt back and she then in a threatening manner explains how she will put and end to Romeo to put an end to Romeo herself. We will have vengeance for it, fear thou not Shall give him such an unaccustomd dram, he will soon be keeping Tybalt company. Once again it gives the audience an insight into the imminent death of Romeo. The words she uses are ironic as dram also means poison and this is what Romeo dies as a result of. Juliet looks away when her mother talks badly of Romeo, with a menacing look in her eye she concludes, That is because the traitor murderer lives Juliet appears confused, as she is not used to this type of attention from her mother. The tone in Lady Capulets voice changes when she tells Juliet of some supposedly good news, .ufe710623e6ba32885454d1c2e56e799d , .ufe710623e6ba32885454d1c2e56e799d .postImageUrl , .ufe710623e6ba32885454d1c2e56e799d .centered-text-area { min-height: 80px; position: relative; } .ufe710623e6ba32885454d1c2e56e799d , .ufe710623e6ba32885454d1c2e56e799d:hover , .ufe710623e6ba32885454d1c2e56e799d:visited , .ufe710623e6ba32885454d1c2e56e799d:active { border:0!important; } .ufe710623e6ba32885454d1c2e56e799d .clearfix:after { content: ""; display: table; clear: both; } .ufe710623e6ba32885454d1c2e56e799d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe710623e6ba32885454d1c2e56e799d:active , .ufe710623e6ba32885454d1c2e56e799d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe710623e6ba32885454d1c2e56e799d .centered-text-area { width: 100%; position: relative ; } .ufe710623e6ba32885454d1c2e56e799d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe710623e6ba32885454d1c2e56e799d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe710623e6ba32885454d1c2e56e799d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe710623e6ba32885454d1c2e56e799d:hover .ctaButton { background-color: #34495E!important; } .ufe710623e6ba32885454d1c2e56e799d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe710623e6ba32885454d1c2e56e799d .ufe710623e6ba32885454d1c2e56e799d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe710623e6ba32885454d1c2e56e799d:after { content: ""; display: block; clear: both; } READ: John Proctor Character AnalysisMarry my child early next Thurs day morn Juliet appears distraught and refuses her mothers request, adamantly saying, I will not marry yet, and when I do, I swear It shall be Romeo, whom you know I hate Rather than Paris Juliet is acting like a spoilt teenager, stamping her feet, in an attempt to get her own way. Then Capulet makes his entrance pushing both of the double doors wide apart to show to the audience his importance. He strides authoritatively across the stage. The type of clothes Capulet wears are similar to the clothes that Lady Capulet wears, dark purple robes to symbolise how cold a person he his like his wife. When her father enters Juliet tries to get him on her side begging him on her knees to hear her out, Good father, I beseech you on my knees Hear with me your patience but to speak a word Capulet is having none of it, She begins to cry and he flies into a rage and tells her she will do as she is told. To help portray his rage he throws ornaments and glass objects at walls smashing them in to pieces.Also during his three major speeches he would shout his lines at her face shaking her by the arms as if he is trying to shake some sense into her. When he first enters, he appears moved by Juliets tears, What still in tears, evermore showering in one little body and asks his wife if she has given Juliet the good news, How wife, have you delivered to her our decree? His wife replies with, Ay sir, but she will none Capulet is angry at this news and aggressively and with disbelief asks, How will she none? Doth she not give us thanks? Is she not proud? Juliet replies sheepishly, wary of her fathers wrath, Not proud you have, but thankful that you have Capulets anger is rising and he forcefully orders her But fettle your fine jointson a hurdle thither, the tension mounts after Juliet begs her father to hear her out. Capulet is furious and tells her to do as she is told or Never after look me in the face. Capulets rage mounts as he shouts My fingers itch whilst hitting Juliet with the back of his hand. I tell thee what, get thee to church a Thursday Or never look me in the face Refusing her fathers wishes shows how little respect Juliet has for her mother and father. He tells her not to answer him back and when her nurse sticks up for her tells her to hold her tongue. Peace you mumbling fool Capulet is outraged, when he sees his daughters reaction to the marriage he has arranged to a man who is a A gentleman of noble parentagewish a man. He tells Juliet that if she does not marry on Thursday then she will no longer live under his roof but will hang, beg, stave, die in the streets. Capulet thinks that he is bringing good news, however the news of the arranged marriage disturbs and upset Juliet and obstructs Juliets and Romeos love for one another. He leaves angry paying attention to none. Juliet is crying and trying to convince her mother to delay her marriage to Paris, on her knees. Her mother offers her no comfort and takes her leave. Do as thou wilt, for I have done with thee. In this version Capulet is portrayed as a tyrant however he may just be wanting the best for his daughter by making this perfect match with Paris as he is rich and related to the Prince. Once lady Capulet has left the room, Juliet will go to lie on her bed weeping, heart broken and in despair. The nurse will then go and sit next to her on Juliets bed and cuddle her to help comfort her. She then says Faith here it isand you no use of him The nurse tries to comfort her telling her that Paris excels Romeo and that she would be better off forgetting Romeo. She parts herself from the nurse cuddling her because she has suddenly begun to speak badly of her Romeo. This is because the Nurse is scared of Capulet, knowing that her job could be at stake if he was to find out that she had advised Juliet to marry Romeo. When the nurse refers to Rome as good as dead Your first is dead or twere as good he were, Juliet looks away from the nurse with horror and then in a very sarcastic manner says Well thou hast comforted me, marvellous much Juliet seeing that she is not going to get her own way tells her nurse to go and tell her mother that she has gone to confession, whilst pointing at her bedroom door, as she continues to plot her escape with Romeo. The nurse replies by telling her that she would marry Paris rather than Romeo as she thinks that would be the right thing to do, Marry I will, and this is wisely done The Nurse stands up from the bed and takes her leave. Juliet then says If all else fails, myself have the power to die meaning that if she can never marry Romeo then she is capable of taking her own life.

Free Essays on War Powers

When discussing a controversial matter in our United States Constitution, few can be more divisive then that of â€Å"war powers†. Why has this topic withstood so many oppositions and difficulties in its existence? Perhaps the reasoning may be placed within the over-all vagueness of its delegation. That is not to imply, however, that the framers of the Constitution are to bare any of that blame. Both the Executive and Legislative branches of our federal government have taken on many contours of responsibility as generations have bestowed upon them more unique and complex matters. Originally, the Constitution allowed for Congress to possess the sole accountability for any and all war making decisions by furnishing it the right to declare war via military action . However, it also provides that the President is to be the Commander-in-Chief of said armed forces . Seemingly, a clear-cut division of power on this topic could be settled by allowing the President to command the military only after Congress has declared war, but politics as usual distorts the black and white into grey. This was proven by the actions of many early presidents. Polk sent soldiers to Mexico, Lincoln began the Civil War, and FDR assisted WWII well before a declaration of war . To combat this degree of ambiguity, the 93rd Congress of the United States passed The War Powers Act of 1973 . Among many provisions, this act mandated a 60 day period for the president to wage war. Beyond those 60 days, war must be declared or he must receive special permission from Congress to continue . This topic has recently become an enormous issue for the current 106th Congress and the current Bush administration concerning the prospect of war with Iraq. Although reporters and political analysts have made the argument that President Bush does not have the power to initiate a war with Iraq, many members of Congress have remained unvoiced to the concern. Though they may... Free Essays on War Powers Free Essays on War Powers When discussing a controversial matter in our United States Constitution, few can be more divisive then that of â€Å"war powers†. Why has this topic withstood so many oppositions and difficulties in its existence? Perhaps the reasoning may be placed within the over-all vagueness of its delegation. That is not to imply, however, that the framers of the Constitution are to bare any of that blame. Both the Executive and Legislative branches of our federal government have taken on many contours of responsibility as generations have bestowed upon them more unique and complex matters. Originally, the Constitution allowed for Congress to possess the sole accountability for any and all war making decisions by furnishing it the right to declare war via military action . However, it also provides that the President is to be the Commander-in-Chief of said armed forces . Seemingly, a clear-cut division of power on this topic could be settled by allowing the President to command the military only after Congress has declared war, but politics as usual distorts the black and white into grey. This was proven by the actions of many early presidents. Polk sent soldiers to Mexico, Lincoln began the Civil War, and FDR assisted WWII well before a declaration of war . To combat this degree of ambiguity, the 93rd Congress of the United States passed The War Powers Act of 1973 . Among many provisions, this act mandated a 60 day period for the president to wage war. Beyond those 60 days, war must be declared or he must receive special permission from Congress to continue . This topic has recently become an enormous issue for the current 106th Congress and the current Bush administration concerning the prospect of war with Iraq. Although reporters and political analysts have made the argument that President Bush does not have the power to initiate a war with Iraq, many members of Congress have remained unvoiced to the concern. Though they may...