The first sin and its punishment

The first sin and its punishment The First Sin and Its Punishment Now the serpent was more crafty than any other wild animal that the Lord God had made. He said to the woman, Did God say, You shall not eat from any tree in the garden? 2 The woman said to the serpent, We may eat of the fruit of the trees in the garden; 3but God said, You shall not eat of the fruit of the tree that is in the middle of the garden, nor shall you touch it, or you shall die. 4 But the serpent said to the woman, You will not die; 5 for God knows that when you eat of it your eyes will be opened, and you will be like God, knowing good and evil. 6 So when the woman saw that the tree was good for food, and that it was a delight to the eyes, and that the tree was to be desired to make one wise, she took of its fruit and ate; and she also gave some to her husband, who was with her, and he ate. 7 Then the eyes of both were opened, and they knew that they were naked; and they sewed fig leaves together and made loincloths for themselves. [1] The book of Genesis is one part in an anthology of materials that have been put together over a considerable period of time. Pertaining to be part of a diverse oral tradition, it does not, according to Burnette-Bletsch, have any singular authorship.[2] The book of Genesis is known as the primeval history, as it is believed to be expressive of a time before, there were any recorded histories. As a result, these histories were often recorded at much later stages[3] However, there are some parallels with Ancient near Eastern literature which contradict this statement. As a result, this debate will, in all probability remain sterile. Regardless of the debate, Genesis is deemed to be an historical book. However, not in the modern sense, it is history with a purpose. It is a collection of instructional, educational, and religious material. The very fact that this tradition had been passed down through the generations, may even have led to omissions of material, however, this should not be viewed by the modern academic as a setback.[4] One must also take into account the fact that many people will not all share the same viewpoint. In this respect Biblical narratives are often a complex mix of sources, genres and interpretation, both in their written and oral formats.[5] Known as mosaic authorship the traditional Jewish and Christian belief denotes that the first five books of the Old Testament were Gods inspirational words which were written down by Moses. P J Wiseman somewhat supports this theory, however, he cites Moses as the redactor rather than its author. He also states that there are several clues within Genesis which reveal how it was written. He refers to the toledots or genealogies in Genesis and draws attention to the colophons, believing them to be a specific symbol of authorship. Thus, concluding that the people that are actually named, (Adam, Noah, Shem et al), were the ones who wrote on the clay tablets in cuneiform, therefore, making them the true authors. Moses, subsequently, as a result of his Egyptian influences, just brought together and edited this work from the tablets.[6] However, more liberal theologians generally accept the Wellhausen theory, or documentary hypothesis which asserts that Genesis and the remaining Pentateuch was written by a group of authors, from diverse locations throughout Palestine, over a substantial period of time. The theory is that these books were redacted or compiled from the texts of pre-existing documents. Within this theory there is also the belief that each author wrote with their own particular style. This effectively meant that the mosaic element contained many layers of material which overlapped in some places. These writers are also believed to have had both their own styles and narratives. For example the J writer, wrote with affection for the Hebrew name for God (YAHWH). The E writer alternatively favoured the divine name Elohim. Whilst the D and P documents were names for the Deuteronomic and Priestly writers.[7] The J, E and P authors are believed to overlap in the book of Genesis, which consequently gives both c omplementary and contrasting elements to the understanding of some of Genesiss abstract concepts. However, it is with critical consensus that the J writer is believed to have edited Genesis 3:1-7.[8] In contrast Wenham cites Rendtorff, in that he has challenged the mosaic theory by stating the heterogeneous nature of material in Genesis cannot be ascribed to J.[9] Indeed, who and to what writer, wrote which parts, still remains a contentious issue within theological debates today Some scholars, such as Freidman and Bloom, have also gone so far as to suggest and imply that the J writer was also a female. Bloom especially exploits the fact that she may have been someone who had access to royalty, perhaps the daughter of Solomon, Rehoboams sister. This would fit with the general consensus that J had royal connections and wrote during the tenth century BCE. However, Bloom argues that Rehoboam (922-915) was the king at that time, not David (1000-961), or Solomon. (961-922).[10] The importance of this is that the kingdom under Rehoboam was experiencing internal unrest and rebellion. This was a stark contrast to the kingdom under the reign of David and Solomon.[11] Similarly another interesting point is made by Alicia Ostriker on Blooms feminist perspective. She compares the male characters in The Iliad, The Odyssey, and the Gilgamesh with the stories of Abraham, Isaac, Jacob, Joseph, and Moses. In comparison she asserts that the biblical ancestors were family men who initiated negotiation and deflected potentially dangerous situations. Whereas, the characters in the above texts were warriors and fighters, this alone may make a case for the survival of a female perspective within the overwhelmingly male dominated traits contained within the Hebrew bible.[12] The book of Genesis covers the largest time period than any of the other books. It covers the periods from creation, up to the time when the Israelites arrived in Egypt and grew into a nation. The literary structure of Genesis is built around eleven separate units. Beginning with the creation and the origins of the universe, through to the early history of the Israelites.[13] This proprietary text also gives and puts the biblical patriarchs into a creation framework. Originally written in Hebrew the title bereshit translates to in the beginning and is a translation of the Hebrew word toledot. [14] As a result Genesis is a history of origins, births, genealogies, and generations. The primary intent of Genesis one to eleven is focused around the parables. These cover the two creation stories, the Fall, Cain and Abel, The Flood and the Tower of Babel.[15] These myths centre upon deep philosophical meaning as opposed to fable or mere legend. They are also far removed from scientific theory. Indeed, the parables of Genesis with its poetic imagery and symbolism must be read, according to Richardson, as poetry and not as prose. In this context, Adam, Eve and the serpent should be viewed as poetical, religious figures, and not as real individuals.[16] Genesis 3: 1-7 has been the subject of many theories and interpretations between scholars alike. It is taken by many as an explanation of original sin. However, the word sin never occurs. Disobedience and its consequences, however, do occur. Phyllis Trible sees Genesis chapter two and three as A love story gone awry. She identifies that the plot is simple and uncomplicated. However, she also believes it to be full of uncertainty and plurality. She identifies that some may interpret Adam as superior to Eve and be both dependant and worthy, of the description troublemaker. However, Trible also notes that Adam remained silent in this text, a sign of his passive weakness perhaps.[17] Schungel-Strauman believes that no gender can claim dominance over the other, as the author of Genesis clearly provided a male and a female, evident in Genesis 1:.26-28.[18] Richardson expresses the view that the serpent within the text is a personification of temptation and should not be thought of as external to that of human nature. However, the J writer does not attempt to answer the philosophical question of where and how evil came into the world, he just tries to portray humanity. For example, the serpent may appeal to ones vanity and may suggest that Gods goodness can be emulated.[19] The serpent appears to be impersonal towards God as he refers to him as God and not Lord God. This bold rhetoric may be a direct challenge on his divinity.[20]As a result this challenge introduces a sense of unease into the text and is possibly a preamble of manipulation and trickery, is thus, imposed upon the reader. However, in contrast the serpent asked Eve an inquisitive, innocent question. Did God say, You shall not eat from any tree in the garden? This could imply that it was God himself speaking.[21] There is also the question of how did the serpent know firstly that God had spoken and secondly, what God had instructed. This could again imply that that the serpent was indeed manipulative and had an ultimate objective. A common interpretation is that the serpent is identifiable as either Satan or the devil. However, the serpent in ancient times was a symbolic figure, prominent and adored around ancient Egypt, Babylon, and Palestine. There was also an opinion that the serpent was intrinsically wise. Indeed, they often guarded the doorways of Egyptian Tombs, which symbolically, represented the mansions of heaven. They were also kept in temples and in the tombs of Kings.[22] To some, the serpent was also seen as a religious emblem, phallic in nature, it was connected to life, especially everlasting, or continuing. This would fit with the theme of both lineage and fertility of beginnings, evident within the book of Genesis. Next the focus appears to be on Eve the woman. Eve begins a dialogue with the serpent and explains both the instruction and consequence of disobeying Gods word. Eve uses the word God just as the serpent had, which possibly could indicate that she felt it was a somewhat harsh command.[23] The fact that the fruit could not be touched or eaten denotes that the action of disobedience would result in death. This could be taken literally, given the fact that both Adam and Eve had not previously touched these items. However, when the serpent answers you will not die and God knows what will happen, implies that God knew that they were going to both disobey and become enlightened in some way. Death therefore, may not have meant physical death but an ending of another sort. Your eyes will be opened, could be where crafty, the description of the serpent fits, or it could be where a bilateral view of good and evil in the world becomes evident to man. In so much as God had decreed a death sentenc e and the serpent had predicted increased knowledge.[24] However, Eve choose to ignore Gods instruction and take those of a crafty serpent, lured by his promise of liberation, freedom and knowledge, rather than the consequences of death. Yet in her ignorance, disobedience and doubt become parallel processes in so much as, when we obey God we fail to assert ourselves. This failure can then cause doubt and consequently, disobedience. Thus, when the serpent suggests that God did not forbid the eating of the fruit, it may have signified Gods divinity or his concern for humanity. Comparatively, human assertion may have highlighted the need for them to be the central figures, and not God. As a result, this rebellion may have signified human pride, which in turn led to sin, and equated to them wanting a parallel and equality with God.[25] Eve again is the central figure in Genesis 3: 6 and rather than be under the guidance of God, she possibly tries to assert her independence. One interpretation comes from Clare Amos, who believes that this verse is a metaphor for the maturity of both society and human beings. She suggests that Paul in (Rom7.7-12) also supports this theory. She further highlights the idea by explaining that the use of the adjectives, pleasing and desirable draw upon the idea of sexual maturity .Indeed, under the guidance of the serpent, a phallic symbol, the bodys senses became more obvious. When the eyes of both were opened, and they knew that they were naked; and they sewed fig leaves together and made loincloths for themselves. Amos, attributes this as a representation of them leaving an immature state of mind and thus, conforming to the constraints of society.[26] As in non biblical primeval narratives, clothing was a mark of civilisation.[27] In conclusion, Genesis 3 is the prologue to mans salvation, resulting from man disobedience towards God, However, it should not be read literally, but in context to ones own understanding. It serves as a theoretical text for the universal question of disobedience. However, it culminates in God not destroying man, but preserving his life. This redemption consequently sets him on a path towards salvation.[28] The book of Genesis is that path as it portrays a concept of human conduct, which both illustrates and illuminates our choices. It offers both subtle guidance and regulations and deals effectively and metaphorically with the possible consequences of noncompliance. Regulation is the backbone of any society, it cannot exist effectively without some controls. As a result the book of Genesis served as an interactive narrative that highlighted these issues and that in turn united the ancient societies. [1] Coogan, Michael, D, (ed), The New Oxford Annotated Bible with the Apocrypha 3rd Edition NRSV, (Oxford, 2007).pp.14-15 [2] Burnette- Bletsch, Rhonda, Studying The Old Testament, (Abingdon Press, U.S, 2007).p.8 [3] Ibid, p.125 [4] Vawter, Bruce, A Path Through Genesis, (London, 1957).p.21 [5] Edward L. Greenstein, The Formation of the Biblical Narrative Corpus AJS Review, Vol. 15, No. 2 (Autumn, 1990), p.162 [6] http://www.british-israel.ca/Genesis.htm [7] Vawter, Bruce, A Path Through Genesis, (London, 1957).p.23 [8] Speiser,E,A, The Anchor Bible Series, Genesis, (New York, 1964). p. XXVII [9] Wenham, Gordon, J, World Biblical Commentary, Genesis 1-15, (Nelson word Pub Group, 1987). p.xxix [10] Phyllis Trible The Bible in Bloom The Iowa Review, Vol. 21, No. 3 (Fall, 1991), pp.21-22 [11]Hill, A, Walton J, H, A Survey Of The Old Testament 2nd Ed, (Grand Rapids Zondervan, 2000). p.157 [12] Alicia Ostriker, The Book of J The Iowa Review, Vol. 21, No. 3 (Fall, 1991), p.16 [13] Speiser, The Anchor Bible Series, Genesis, p. LV [14] Burnette- Bletsch, Studying The Old Testament, p.25 [15] Richardson, Genesis 1-11, p.27 [16] Ibid, p.30 [17] Trible, Phyllis, God And The Rhetoric Of Sexuality, (Philadelphia, Fortress Press, 1978). p 72 [18] Brenner, Athalya, (ed), A Feminist Companion To Genesis, (Sheffield, Sheffield Academic Press, 1993).p.75 [19] Richardson, Alan, Genesis 1-11, (Torch Bible series, London, 1953).p.71 [20] Burnette- Bletsch, Studying The Old Testament, p.30 [21] Wenham, World Biblical Commentary, Genesis 1-15, p.88 [22] W. G. Moorehead, Universality of Serpent-Worship, The Old Testament Student, Vol. 4, No. 5 (Jan., 1885), p.207 [23] Wenham, World Biblical Commentary, Genesis 1-15, p.88 [24] Burnette- Bletsch, Studying The Old Testament, p.30 [25] Richardson, Genesis 1-11, p72 [26] Amos, Clare, The Book Of Genesis, (Peterborough, Epworth Press, 2004).p.23 [27] Coogan, Michael, D, The New Oxford Annotated Bible with the Apocrypha, p15 [28] Richardson, Alan, Genesis 1-11, p.79

Certainty is Decartes Discourse of Method Essay -- Rene Descarte Pape

Rene Descartes' overall objective in publicizing "Discourse of Method" is to developing a new system of knowledge that is free of prior prejudices for establishing the truth of things. In Part 4 of the book he explains the philosophical basing (the meditations) for establishing the new system. These meditations were based on the epistemological theory of rationalism: that is if someone truly knows something then they could not possibly be mistaken. He goes on to provide solid argument for his ideas. In Meditations he comes to term with three certainties: the existence of the mind as the thing that thinks, the body as an extension, and God as the supreme being. He attests that he came to these conclusions by doubling all that had been taught to him in his formal education, and all he received through the senses. In the "Discourse of Method" he states his first uncertainty when he says, " I found myself embarrassed with so many doubts and errors that it seemed to me that the effort to instruct myself had no effect other than the increasing discovery of my ignorance". He has difficulty embracing the diverse, and sometimes hypocrtical, ideas that he encountered in his studies. He thought all of his confusions and indeterminate ideas were caused by the senses. Therefore, he first jettisons any information, knowledge or truths that are based on his senses. Here, he applies the "Dream Argument, " (32) where he states that based on senses alone, there is no definite way of proving that you are dreaming or that you are awake. After all, derams are indistinguishable from reality because during a dram, a person is unaware that he is dreaming. In fact, no sing... ...d, which is of an infinite being, cannot arise from a mortal, a finite being. The idea of infinite must therefore be due to the existence of an infinite, which must have placed this idea in him. Thus, proving his theory of the existence of God. From the nature of the perfection that God is, Decartes comes to conclusion that God is the ultimate causeless cause. Decartes holds that the innate idea of God that rises in the mind is sufficient proof of God's having made man in His own image. God's existence is the precondition of the existence of all other things, including the individual souls, and also of His idea in the human mind. Since there cannot be an idea of God without the existence of God. God is incorporeal, intelligence, all-knowing, good and just. He is omnipotent, eternal. He has no changes, no modes of attribute, no modifications.

Core Knowledge

Core Knowledge Using what you learned about brain development in Chapter 4, explain why intensive intervention for poverty-stricken children starting in the first 2 years has a greater long-term impact on IQ than intervention at a later age. A child’s brain development is very critical in its first 2 years. A childs brain develops dramatically during the first 2 years. â€Å"During the first two years neural fibers synapses increase at an outstanding pace.Because of developmenting neuron requires space for these cognitive structures a surprising aspect of brain growth is that as synapses form many surrounding neurons die 20-80 percent, depending on the brain region. † When a child is living in a low poverty environment it affects the child’s brain since the neurons are not being stimulated by their caregivers. Looking at a caregiver who does not interact with a child a young age the child will have less interaction with a person. This correlates with a child†™s IQ. When neurons are seldom stimulated they lose their synapses in a process called synaptic pruning.About 40 percent synapses are pruned during childhood. â€Å"About half of brains volumes consist of gilal cells which are responsible for myelination. The Development through the lifespan book talks about children who are adopted have a greater chance to better nutrition and health. The book also talks about stress. Chronic stress of early deprived orphanage rearing disrupts the brains capacity to manage stress, with long-term physical and psychological consequences. Reference Berk, L. (2009) Development through the lifespan. Allyn & Bacon; 5 edition. 2009

Guide to Doing Laundry in College

Guide to Doing Laundry in College Doing laundry in college can be a challenge - but it can also be easier than you might think. Just remember: you dont have to be psychic to do laundry correctly. But you do have to read, so just check the labels if youre not sure. Preparation Read the labels of anything unique. Have a fancy dress? Nice button-down shirt? New bathing suit? Pants or skirt made of a funky material? Anything that seems a little out of the ordinary might need extra care. A quick read of the tag instructions (usually found by the neck or waist or on the bottom inside left-side seam of shirts) can help prevent disasters. Anything needing special care or a certain water temperature should be separated from the rest.Sort out anything new. If you just bought a new, bright-red t-shirt, made tie-dye shirts with some friends, or have any other clothes that have dark (like black, blue, or brown) or bright (like bright pink or green) colors, these kinds of clothes might bleed (i.e., have their colors seep out and stain the rest of your clothes). Wash them separately on their first wash - but they should be good to join their friends for the next go-around.Separate clothes by color. Put the darks (blacks, blues, browns, jeans, dark towels, etc.) in one color and the lights in another (whites, creams, tans, pastels, etc.). Some colors, like light gray, can go in either pile, so feel free to move those around to make your loads around the same size. Washing Put one load of similarly colored clothes (e.g., darks or lights but not both) in the machine. A few rules here: dont squish them in. Dont pack them in. Just kinda throw them in so theres enough room for things to move and swim around once the machine fills with water. If you pack things in, they wont get clean and the detergent gets stuck on everything.Put in the soap. Read the instructions on the box or bottle. Dont necessarily use one full cap or one full cup; detergent companies like your money so they make it easy to put too much soap in. Put enough in for one load, which may be only half a cup. Read, read, read to find out how much you really need.Set the water temperature. A good rule of thumb to follow: Darks need cold water, lights need warm water, sheets and towels need hot water. Easy cheesy.Hit start! Drying Separate anything that cant go in the dryer. This may be something you found by reading the labels. It may also be things like bras with underwires, fancy underwear, bathing suits, or sweaters that would otherwise shrink from the heat.Put your clothes in the dryer. Take your clothes from the washer and put them in the dryer. If you want, you can add a dryer sheet; doing so will prevent static cling and make your clothes smell fantastic. Youll have to guesstimate how much time your clothes will need. If you have stuff that you dont want wrinkled, pull it out when its still a tad wet and hang it up. If you dont care, just dry it until everything is super dry and ready to go. Tips If you have nasty stains (like wine or dirt), try rubbing something on it before washing your clothes. (You can find stain-removal products near the laundry soap in any store.)If you love how clean clothes smell, consider putting a dryer sheet in each of your drawers, putting one between your towels, or hanging a few randomly in your closet.Because college laundry rooms have so many machines, consider having a night where you and your friends hang out and do something to pass the time while washing clothes. That way everyones clothes get clean and you can at least have some fun in the process.

4 Easy Steps to Creating a Bibliography in Microsoft Word

4 Easy Steps to Creating a Bibliography in Microsoft Word The assignments in front of you: Write a research paper and include a bibliography with properly cited sources. If you want to make the assignment as painless as possible, do what experienced academic writers do and go straight to Microsoft Word to build your bibliography as you write.With several options for online access to Microsoft Word, youll find that the software offers a great way to streamline the process of creating a bibliography and proper in-text citations as you begin the research process. Doing this as you write- instead of waiting for the end to put all the citations together into a bibliography, references, or works cited list- makes writing a research paper so much easier.Step 1: Choose a style from the References tabFirst choose a style from the References tab.For this first step in creating your bibliography in Microsoft Word, locate the References tab at the top of your screen. Next, look for the Citations Bibliography group under the References tab. Click the d rop-down box next to Style in the Citations Bibliography group and choose the appropriate style for your paper. The available styles are listed in alphabetical order, and likely will include some styles youve never heard of before, such as:APAChicagoGB771Gost – Name sortGost – Title sortHarvard – AngliaIEEEISO 690 – First element and dateISO 690 – Numerical referenceMLASIST02TurabianAfter completing this step, its time to write your paper and add citations.Step 2: Insert citations in the text of your documentAt this point in the progress of your research paper, youll need to insert a citation wherever source information is needed in the text. Whether this is a direct quote or paraphrasing the writing of another, citations are required for all research.To insert a citation, click the References tab. In the Citations Bibliography section, click the Insert Citation button to add a new source.Next insert citations in the text of your document.A windo w like the one in the image above should then pop up, allowing you to enter all the source information, including type of source, author, title, year, publisher and city of publication. The fields will change based on what type of source you choose. For example, if you choose to add a source that is a journal article- one of the most common types of sources used in research- the fields will be: Author, title, journal name, year, and page numbers (since these are the details required in a citation for a journal article). However, if you choose the type of source as sound recording, the fields will include: Composer, performer, title, year, city, state, and country.This is one of the great benefits to using Microsoft Word to create your paper and accompanying bibliography. The software ensures that the unique details of each source- whether its a website, piece of artwork, or journal article- are correctly collected on the front-end in the writing process. When you reach the end of yo ur initial draft, your sources should be already included and managed, allowing you to create a bibliography at the literal touch of a button.A note on placeholdersYoull notice that when you press the Insert Citation button, youre given two choices: Add new source and add new placeholder. You should choose Add new source if you have most of the sources information. However, if you dont have very much information about the source but know that you are writing a paragraph or sentence that needs to be cited, you can choose Add new placeholder to create a placeholder citation for the text.Step 3: Manage your sourcesAfter you input all your sources for citations within your text, you will be able to manage the sources and include some (or all) in a master list. Clicking on Manage Sources within the Citations Bibliography section allows you to do this. Once clicked, this will take you to a list version of all the sources you have inputted thus far, allowing you to add them to (or subtrac t them from) a master list. It will also allow you to make any changes that are needed.Next you should manage your sources.Now from this menu, you can add, delete, and edit your sources. You will also be able to preview the sources bibliography format in the lower pane of the window that opens when you manage sources.Step 4: Add the bibliographyNow that youve completed your paper and added all sources, creating the bibliography is the easy part. Simply place your cursor where you want the bibliography to be in your paper, click on the References tab, then click Bibliography in the Citations Bibliography section. When you do this, a drop-down arrow will allow you to choose the correct title for your bibliography- either Bibliography, References, or . Once youve chosen the title, click Insert Biography and voila! Your bibliography is inserted and formatted exactly as it should be for the style youve chosen.The last step is to add the bibliography.

How to Get a Student Loan Step-by-Step Guide

How to Get a Student Loan Step-by-Step Guide SAT / ACT Prep Online Guides and Tips For many students, loans are vital to being able to afford an education. The cost of a college education in the US is cost-prohibitive for many families, and loans help to close the gap between what school costs and what families can actually afford. As of last year, over 40 million Americans are working to pay off student debt. Learning how to get student loans sounds daunting and burdensome, but if you’re smart about how and where you get your loans, taking on debt can be a manageable option. Here, I’ll walk you through all the steps to getting student loans, including calculating your own need, finding loans, applying for loans, and managing repayment. First, though, I'll talk a little bit about how student loans work. How Loans Work This explanation is a bit simplified, but you should come away with a good general idea of how loans function. If you know how loans work, you'll be better able to find and apply for loans that are good fits for your needs. By definition, a loan is a sum of money that you (the borrower) is given by a person or entity (the lender) with the expectation that you'll pay it back with extra charges tacked on (the interest). When you repay student loans, you'll usually make monthly payments on the sum you borrowed (the principle) plus interest that has built up, or accrued. The bigger the principle, the higher the interest rate, and the longer you take to pay off your loan = more money that you have to pay back in interest. Details like length of repayment and interest rates will vary widely among loan options. Some loans come with extra perks (like the Direct Subsidized loan). There isn't anything particularly complicated about most loans, but some of the financial jargon can be confusing if you're new to it. If you're clear on the basics of how loans work, you can move on to the next step of getting a loan: calculating how much you need. How Much Do You Need? Before you actually apply for loans, you should have a general idea of how much funding you'll need. Follow these steps to get an estimate of how much loan money you should get to pay for college. Step 1: Determine How Much Your School Will Cost The total amount of money it costs to attend a particular school for one year is called its Cost of Attendance, or CoA. The CoA is an average (so your own unique cost might be more or less), and includes expenses like tuition, room, board, books, fees, transportation, and personal expenditures. You can check out a particular school’s CoA by Googlingâ€Å"[school name] cost of attendance.† You can get more info about college expenses and costs here. Step 2: Use Your Family's Financial Information to Determine What You Can Afford to Pay If there's a gap between your school's CoA and what your family can afford to pay,don’t panic! Not every school will be an affordable option for all students, federal and institutional grants and scholarships can really help fill that gap, especially for low income students. If a gap remains after grants and scholarships, you can then consider whether student loans are a good option for you. One way to "officially" calculate how much your family can afford is by using the FAFSA4caster. A major source of student aid is the federal government, and an important number that they use to calculate aid eligibility is called the Expected Family Contribution, or EFC. By using the FAFSA4caster, you can estimate your EFC, which schools will also use to award aid.You can get step-by-step instructions for calculating your EFC here. After you’ve completed the FAFSA4caster estimate, you’ll have an idea of your EFC. Additionally, you’ll know if you’re eligible for any federal grants, which will fill the gap between what you can afford and what your school costs. Finally, when you finish your estimate, you’ll know if you’re eligible for any Direct Subsidized or Direct Unsubsidized federal loans. Once you're informed about much money you may need to take out in loans, you can start searching for loans that are good fits for you and your family. Where to Get Student Loans There are so many options when it comes to student loan lenders. It would be impossible to provide an exhaustive list, but I'll outline a few great places to start. There are two main types of student loans - federal and private - and I'll discuss both. Student loan lenders are everywhere - the following tips will help you start finding your own student loans. Federal Loans Federal loans are loans backed by the federal government. Many federal loan programs are meant to assist low-income students and their families, although some don't require you to demonstrate any financial eligibility requirements to be considered eligible. Interest rates are generally competitive, and don't vary based on your or your parents' credit history. To get any federal aid, including loans, you need to meet basic federal eligibility requirements. Certain loans, like the Perkins and the Direct Subsidized, have other requirements as well. You can read more about basic federal eligibility requirements here. If you’re eligible for federal loans, they’ll be included in schools’ financial aid packages, along with any grants and scholarships. You get to decide what parts of the financial aid package you accept, and what parts you’ll reject;you don’t have to take on any loans if you have other ways of paying for school (e.g. an outside scholarship). Other federal loans worth checking out include Direct Unsubsidized, Stafford, and PLUS loans. Private Loans Quite a few banks offer private student loans, many of which require a cosigner (e.g. an adult with a solid credit history who signs the loan with you). If your parents are clients of a particular bank, you might start by looking for student loans at that institution. Make sure to shop around, though; check with other lenders to see if they offer you better terms, including lower interest rates. If your parents havea financial adviser, it would be ideal if you could check with him or herabout good student loan terms based on your family’s financial situation. How to Apply for Student Loans The loan application process and timeline will vary depending on what type of loans you plan on taking out. I'll talk generally about how to apply for both federal and private loans, although you should confirm the details with your lender, especially if you're taking out private loans; each lending institution will have its own protocols. Applying for Federal Student Loans You can apply for all federal financial aid, including student loans, by submitting one application: the Free Application for Federal Student Aid, or FAFSA. You submit the FAFSA every year that you'd like to be considered for aid. The federal FAFSA deadline for the 2015-2016 academic year is June 30, 2016. Generally, it's wise to submit your FAFSA much earlier than the federal deadline so that you don't miss out on opportunities for funding that tends to run out (the Perkins loan, for example, usually has limited funds available). Students usually submit their FAFSAs in the early spring; you can even submit your application as early as January 1 for the upcoming academic year. To optimize your federal aid eligibility, you'll want to submit your FAFSA even before you hear back from schools if you're a first-year student - say, early spring. You'll then receive notice from schools regarding your acceptance. Schools will put together financial aid packages based on information generated from your FASFA. At that point, you would decide what parts of the financial aid package you would accept, and what parts you would reject. Applying for Private Student Loans Unlike for federal loans, there's no singular application for private student loans. You would have to submit a separate application at each institution (usually a bank) that offers a student loan you're interested in. Many private loans require a cosigner - someone who has more established credit (e.g. a parent) who signs the loan with you. This person is like your lender’s loan insurance - students typically have little to no income or credit history, so if you don’t make payments, this cosigner is held responsible. The better your credit history or your cosigner’s credit history, the better the loans that are available to you. If the financial aid package provided by your school doesn't offer enough in grants, scholarships, or federal loans, you would then consider applying to private loans. How to Get Your Loan Money Once you’ve found a loan that’s a good fit for you, you’ll sign a promissory note. This is a written promise that you’ll pay back the money you owe by a specific date (e.g. 10 years after your loan grace period ends). Federal loans will probably be disbursed, or paid out, to your school directly. The money will be applied to any charges on your school account. If there’s any left over, your school will provide it to you in the form of a refund. If you don't need that refund money, it’s smart to just use the refund to make a payment on the loan Private student loans are also often disbursed directly to your school. Same as with federal loans, you’ll be awarded a refund if there’s any money left over. Caveats: What to Look Out For Before you go ahead and sign that promissory note, there are a few things you should consider. Student debt can very very rarely be discharged in bankruptcy, unlike many other types of debt. If you take on student loans, you’re stuck with them forever. If someone cosigns on your student loans with you, they’re stuck with the debt if you can’t afford to make your minimum monthly payments. Basically, don't take out more in loans than you're comfortable with, if you can help it. Anticipate your realistic career trajectory and earning potential for the 10 years or so after you graduate - this will help you decide whether the debt is manageable. For special types of loans, like the Perkins, consider that you may be able to arrange for loan cancellation. When it comes to student debt, it's important that you don't bite off more than you can chew. If you find that you're uncomfortable with the amount of debt that you would need to take on in order to attend a particular school, there are a few things you can do. Try researching scholarship opportunities, and bring your concerns to the school's financial aid office. If you're still uncomfortable with the loan amounts, consider whether it would be a better financial decision to attend a less expensive school. How to Pay Off Your Loans So you've taken out student loans - you won't have to worry about paying that money back until after you've graduated, right? Although that's technically true, there are steps you can take while you're still in school to reduce your total loan payment amount. If you can, make payments during school/grace/deferment, especially if interest is accruing. You’ll save money in the long run. The following charts demonstrates the long-term financial outcomes of two hypothetical students - they've taken out the exact same loan, but one student makes payments on her interest while in school whereas the other doesn't. Their interest capitalizes, or is added to their principle, at graduation. Take a look: Student A Student B Principle $5,000 $5,000 Interest Rate 10% 10% Interest accrued during 4 years of school $2,000 $2,000 Interest paid during 4 years of school $2,000 $0 Balance due at graduation $5,000 $7,000 Monthly payment (for a standard 10-year repayment plan) $66.08 $92.51 Total amount paid $9,930 $,100 By paying off her interest while she was still in school, Student A saves almost $1,200 in the long run. You won't be obligated to make any payments as a student, but it doesn'thurt to throw some money at your loans every now and again if you have some to spare. Another strategy to make the repayment process a bit easier is to set up automatic payments to avoid late fees. If you're consistently making at least your minimum payments on time every month, you'll also give your credit score a boost. Speaking of payments: if you have multiple loans with different interest rates, make larger payments on your high-interest loans to pay them off first. As you might have deduced from taking a look at the chart above, the faster you kill interest, the more money you'll save in the long run. You won't always be expected to make monthly payments on your loans, however. If you go back to school and won’t have an income, you can often get your loan deferred. If you lose your job, or aren't able to make payments for some other reason, you can look into other repayment plan options, like income-based or graduated repayment plans. Above all, keep your loan servicer in the loop; they'd rather reduce interest or monthly payments than not get their money back at all, so it's in their best interest to work with you if you're struggling. What's Next? Want to get a head start on those loan interest payments? You might want to think about getting a job before you leave for college - read our guide on the best jobs for teens.If you're already in college, you should check out the federal work study program for job opportunities. If you're still knee-deep in student loan research, read our guides on the Direct Subsidized, Direct Unsubsidized, and Perkins loan programs. 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History of the U.S. - Iran relations Term Paper

History of the U.S. - Iran relations - Term Paper Example The diplomatic relationship between the two countries were not established till 1857, and by 1930, the two countries had minimal but cordial contact. After the Second World War, since 1953, America was the strongest ally of the Shah of Iran.It is important to understand that Iran was undergoing tremendous internal political and social changes during the late nineteenth and twentieth century. It was hitherto a stable nation resistant to change. During this time, the foreign involvement of Britain and Russia signaled radical changes in the social and political systems of Iran. It was perhaps for this reason that Iran tried to improve diplomatic relations during this period with the US because of its anti-colonizing stance and its attractive foreign policy towards Third World Countries. The establishment of the American Diplomatic Mission in 1833 was a result of the increasing missionary presence in Tehran. It also sought financial expertise from the US in 1911 and 1925. In the early 19 20’s, Reza Khan overthrew the ruling Ahmad Shah and the traditional Iranian system, both. He secularized Iranian politics and attempted to lay down the foundation of modern economy and infrastructure. However, he did not have the tools to bring about this radical transformation in the social as well as political systems organically; therefore: ‘Force became the method to achieve political and economic ends’. (Alikhani, 2000, p.6) In spite of this, Iran prospered under the rule of the new Shah and his son, Muhammad Reza Pahlavi, who ascended the throne in 1941. At that time, western Iran had fallen under the control of Soviet Union and the United Kingdom. The Soviet troops had stationed themselves after the war and refused to leave the country. However, under the pressure of the UN and the US, in 1946, it withdrew its troops. The US continued its support to the Shah under the Kennedy administration that brought about tremendous economic growth, also known as the W hite Revolution, by exporting oil from the vast petroleum reserves of Iran, which at that time were the third largest in the world. However, the Iranian people were not happy and extreme poverty, particularly in the rural areas instigated hatred for the ruler of Iran and its ally, the US. It was believed that the Shah was an American agent and the huge American army deployed in Iran was not to defend the nation from external interventions; rather it was there to protect the Shah from his own people. It paved way for the Islamic Revolution in Iran and Imam Khomeini came into power. By then, people had had developed deep hatred for America for whatever evil had happened to their country during the past 25 years. So, the seeds had been planted long before November 1979, when the Shah of Iran was overthrown and Islamic Revolution in Iran was heralded. When the radical Muslim students of Tehran seized the US embassy and took the staff hostage in 1979; that proved to be the turning point in the US-Iran relationship. While the American diplomats were made hostage for 444 days, Khomeini availed this time in reforming the system of the government, and having done all such tasks like holding the presidential and parliamentary elections in Iran, which have been otherwise impossible. On the other hand, it destroyed whatsoever diplomatic relations the two countries had, and the US imposed economical and other sanctions on Iran. The punishment of Iran by the US continues even today. Since 1981, the Swiss government assumed representation of US interests in Tehran; while the embassy of Pakistan in Washington DC handles Iranian affairs in the Iranian Interests Section. The Islamic Republic of Iran also has a permanent mission to the United Nations in New York. Description of the Current Situation Since 2002, IAEA is striving to convince Iran to abide by the Non Nuclear Proliferation Treaty Safeguards Agreement in order to ensure peace in the region. However, it continues to d isregard the few agreements it has signed with IAEA. The