Mortgage Crisis Reasons and Refinancing Case Assignment

Mortgage Crisis Reasons and Refinancing Case Assignment

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Type	Essay
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Mortgage Crisis Reasons and Refinancing Case Assignment

A catch-22 is a circumstance from which a singular can’t escape as a result of opposing guidelines. Catch-22s regularly come about because of guidelines, regulations, or techniques that a distinctive is liable to however has no influence over. One implication of the term is that the makers of the “catch-22” have made subjective leads with a specific end goal to support and cover their own particular misuse of force.

The following is a delineation of the catch 22 circumstance in a Canadian bitcoin business

Without fundamental business keeping money administrations, most bitcoin organizations might have an extreme time working, as organizations as a rule regularly require, as an illustration, the capacity to store cash some place and oblige some level of internet managing an account.

Talking with majormajor Canadian saving money organizations and credit unions, the impressions gotten could be summed up as takes after:

(a) Banks are still currently evaluating what bitcoin is and how to manage it, since it is a problematic engineering which could seemingly rival the bank’s own particular existing administrations and items (in spite of the fact that no saving money executives on my calls unequivocally said the opposition concern).

(b) Banks are uneasy about sheets new bitcoin customers in light of the fact that Canada’s national government, by means of the Department of Finance, has yet to present regulations which particularly target bitcoin and computerized coin operations.

(c) Banks are uneasy about sheets bitcoin substances over concerns identified with IRS evasion exercises which could be done by their recently sheets computerized money customers.

Direction needing

As specified in area (b) above, Canadian bitcoin elements are instantly casualties of a ‘catch 22’ kind of circumstance: they are gotten in a circumstance from which they can’t escape in light of the fact that they are liable to discretionary managing an account guidelines and the absence of Canadian enactment, which successfully puts them in a circumstance in which they have no influence over.

Dream 2, Horses and Rings and Our Son in Joel’s Trousers (January 9, 1993)

Joel and I, and Shane, our son, are at a horse race. (Shane is his present age.) Shane and I are participating…. The idea is to put your hand under some part of the horse as he starts—perhaps between the harness straps or something near its hindquarters. Somehow the right hand is under its hindquarters as it takes off.

I do this and I am aware the horse in the lane to the left has started before the one in front of me. Now the horse in front of me starts and is held—or perhaps the reason he didn’t get started so quick is that he is caught a bit on my ring (the gold band…)

I tell Joel and Shane how one could really get a finger hurt by doing this. And Joel says that is why he just doesn’t try it because of that danger….

Now Shane notices the diamond and wedding rings from Joel—on my left hand. The diamond is set up just a bit higher than I recalled; it is very pretty—dainty—small—sparkling…Shane is pleased. He puts his arm around my shoulders in congratulations for having the wedding rings back on. I tell him I am surprised to see them. I wasn’t conscious of putting them on again. I tell him how I must have done it while cleaning the dresser where I have kept them. He says, “God did it.”

I am pleased he is happy, but I feel uncomfortable yet with the rings and I feel certain I would not even have unconsciously put the rings back on. I think how the white (silver) and yellow gold do not match…

Shane says he is going to get something… I think he has asked me to go with him, but I hesitate, since I do not want to overstep myself. But yes, now he beckons me with his finger to come along. Joel is interested in perhaps some field of corn here.

I gladly walk along with Shane. We go around the outside of the tall rows. A horse or fellow is trying to get going in the muddy area around the corner and sprays mud on someone standing there. I believe Shane tries to help. It seems this isn’t a situation where you would think mud would spin out. But now mud spins out onto Shane’s trousers. I think how he is wearing jeans so will be easy to clean. But as I look I see he has on dress trousers with a plaid design. I think how maybe I’ll wash them for him.

As we walk on toward the gate Shane talks about some girl. He doesn’t say she was angry, but he talks of the power of her tennis strokes and that showed she was angry. Oh, my mind was wandering there at first. Who did he say the young woman was? I ask him. “Did you say it was Eileen?” He says or does something that makes me realize I’ve overstepped my bounds by asking.

We come to the gate and Shane goes up into a tower type thing just outside the gate, I believe, to wash the mud off his trousers.

Step 1: Connect the dream contents to current events and circumstances (most often same day) to identify the context or category of the dream. When the pressure of the marriage was greatest, I replaced my wedding rings with a gold ring. The gold ring was so people would not question us about our marriage. Also, I told myself the gold ring represented my spiritual marriage.

Step 2: Connect pre-dream thoughts (most often same day) to dream contents by treating the dream as a responsive answer to pre-dream thoughts. My pre-dream thoughts were about how I like being alone while Joel is away with his mother on a six-week trip. A question posed by my thoughts to my dreaming mind could be, “What would being alone do for me?” I understood the dream’s responsive answer to be: “Leaving your husband on the sidelines and attempting to race ahead via your idea of a spiritual marriage will only inhibit your spiritual progress.”

Step 3: Develop personally experienced-based definitions, or associations about each dream symbol: each dream character, place, object or circumstance.

Step 4: Explore dream for evidence of current emotions. Also, explore dream for changes in emotions over time about a relationship or issue being studied. I feel some relief from the pressure of our relationship compared to Dream 1, but I still feel resistance to wearing my wedding rings and consequently resistance to the marriage relationship.

Step 5: Explore dream for possible suggestions of how to change thoughts, attitudes, or behaviors leading to understanding of and reduction of relationship issue. Stop wearing the gold ring. Recognize burdens I place on my son from over-reliance on him.

Step 6: Examine dream for interconnectedness of conceptions about the main dream character with other relationships depicted or implicated in the dream. The dream reflects how my over-reliance on our son for support not only placed unfair burdens on him it also left Joel standing on the sidelines. My work with a series of dreams about Shane contributed to helping me relate to my son from a healthier perspective and to treating Joel as my partner instead of someone standing on the sidelines of my life.

Mortgage Crisis Reasons and Refinancing Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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