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Due Jan. 23 Minimum 250 words Minimum 2 internet sources do independent web research on today's mortgage foreclosure crisis. This crisis has impacted both the residential and commercial real estate finance markets. 1. Real estate foreclosures in some areas has climbed to very large (even 50%) of the housing stock. 2. Banks have voluntarily attempted mortgage modification programs for some real estate owners. 3. The federal government has required mortgage modifications programs, or provided funds for such programs, in an effort to lessen the impact of the foreclosure crisis. How has the traditional foreclosure process discussed in Chapter 12 ( For chapter 12: Sirota, D., & Barrell, D. (2012). Essentials of Real Estate Finance, 13th Edition, Revised. Champaign, IL: Dearborn Real Estate Education. ISBN: 9781427738196 ) failed under these unusual circumstances? Please discuss that question and at least 1 of the 3 points above. ...

Due Jan. 23
Minimum 250 words
Minimum 2 internet sources
do independent web research on today's mortgage foreclosure
crisis. This crisis has impacted both the residential and
commercial real estate finance markets.
1. Real estate foreclosures in some areas has climbed to very
large (even 50%) of the housing stock.
2. Banks have voluntarily attempted mortgage modification
programs for some real estate owners.
3. The federal government has required mortgage modifications
programs, or provided funds for such programs, in an effort to
lessen the impact of the foreclosure crisis.
How has the traditional foreclosure process discussed in
Chapter 12 ( For chapter 12: Sirota, D., & Barrell, D. (2012).
Essentials of Real Estate Finance, 13th Edition, Revised.
Champaign, IL: Dearborn Real Estate Education. ISBN:
9781427738196 ) failed under these unusual circumstances?
Please discuss that question and at least 1 of the 3 points above.

Due Jan. 23Minimum 250 words Minimum 2 internet sources

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Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

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Ashford phi 208 : - Week 4 - Quiz Question 1. 1. Aristotle describes each virtue as: (Points : 1) a maximum. a minimum a relative mean. an absolute mean. Question 2. 2. Hill claims that a fruitful way to think about the badness of destroying the environment is: (Points : 1) To think about what kind of human would choose to destroy the earth. To appeal to theories about God and care for the earth. To examine people’s intuitions about whether it is right to harm the environment. To examine the rights that belong to the environment and act on the basis of those rights. Question 3. 3. In Aristotle’s view, the virtues are: (Points : 1) acquired through habit. acquired through philosophical reflection. a gift from the gods. something we are either born with or not. Question 4. 4. Which of the following would be an idea shared both by the teacher (Kevin Kline) from the clip of The Emperor’s Club, and by either MacIntyre or Aristotle (or both)? (Points : 1) If you act dishonestly, you are bound to eventually get caught, and that is why you should always be honest. If one exercises the virtues like honesty, one is bound to achieve greater wealth, success, and honor. Cheating might lead to external success, but at the cost of internal failure. Watch what you say because you never know who might be listening . Question 5. 5. According to Thomas Hill’s account of environmental ethics, a person might show a lack of virtue when they: (Points : 1) fail to realize that human needs and interests are worthless and unimportant. fail find any aesthetic value in nature. fail to recognize the rights of nonsentient beings. All of the above. Question 6. 6. Hill refers to the ability to understand oneself, to face oneself, and to be honest about the kind of creature one is by this term: (Points : 1) Self-love Humility Self-acceptance Relational harmony Question 7. 7. Robinson agrees with Aquinas’ idea that @The answer can be found on p. 265 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Honor is a subjective quality Honor is secondary to integrity Honor must be displayed in action Honor is secondary to magnanimity None of the above Question 8. 8. According to Aristotle, happiness is: (Points : 1) a contented state of mind. as much pleasure and as little pain as possible. feeling good about oneself. a life that is lived well. Question 9. 9. Aristotle conceives of a virtue as: (Points : 1) a rule that tells you what the right action is. a state of character that enables practically wise choices. a positive self-image. a way to gain as much pleasure as possible. Question 10. 10. Most definitions of honor regard it as having the following two elements: @The answer can be found on p 259 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Internal and external Subjective and personal Constructive and deductive Military and civilian None of the abov.

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. The summari.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

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Ashford 6: - Week 5 - Final Paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.

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