Do Borrower Rights Improve Borrower Outcomes? Evidence from the Foreclosure Process

We evaluate laws designed to protect borrowers from foreclosure. We find that these laws delay but do not prevent foreclosures. We first compare states that require lenders to seek judicial permission to foreclose with states that do not. Borrowers in judicial states are no more likely to cure and no more likely to renegotiate their loans, but the delays lead to a build-up in these states of persistently delinquent borrowers, the vast majority of whom eventually lose their homes. We next analyze a “right-to-cure” law instituted in Massachusetts on May 1, 2008. Using a difference-in-differences approach to evaluate the effect of the policy, we compare Massachusetts with neighboring states that did not adopt similar laws. We find that the right-to-cure law lengthens the foreclosure timeline but does not lead to better outcomes for borrowers.

Aquatic Animals, Cognitive Ethology, and Ethics: Questions About Sentience and Other Troubling Issues that Lurk in Turbid Water

In this general, strongly pro-animal, and somewhat utopian and personal essay, I argue that we owe aquatic animals respect and moral consideration just as we owe respect and moral consideration to all other animal beings, regardless of the taxonomic group to which they belong. In many ways it is more difficult to convince some people of our ethical obligations to numerous aquatic animals because we do not identify or empathize with them as we do with animals with whom we are more familiar or to whom we are more closely related, including those species (usually terrestrial) to whom we refer as charismatic megafauna. Many of my examples come from animals that are more well studied but they can be used as models for aquatic animals. I follow Darwinian notions of evolutionary continuity to argue that if we feel pain, then so too do many other animals, including those that live in aquatic environs. Recent scientific data (‘science sense’) show clearly that many aquatic organisms, much to some people’s surprise, likely suffer at our hands and feel their own sorts of pain. Throughout I discuss how cognitive ethology (the study of animal minds) is the unifying science for understanding the subjective, emotional, empathic, and moral lives of animals because it is essential to know what animals do, think, and feel as they go about their daily routines. Lastly, I argue that when we are uncertain if we are inflicting pain due to our incessant, annoying, and frequently unnecessary intrusions into the lives of other animals as we go about ‘redecorating nature’ (removing animals or moving them from place to place), we should err on the side of the animals and stop engaging in activities that cause pain and suffering

Negative Epistemic Exemplars

In this chapter, we address the roles that exemplars might play in a comprehensive response to epistemic injustice. Fricker defines epistemic injustices as harms people suffer specifically in their capacity as (potential) knowers. We focus on testimonial epistemic injustice, which occurs when someone’s assertoric speech acts are systematically met with either too little or too much credence by a biased audience. Fricker recommends a virtue­theoretic response: people who do not suffer from biases should try to maintain their disposition towards naive testimonial justice, and those who find themselves already biased should cultivate corrective testimonial justice by systematically adjusting their credence in testimony up or down depending on whether they are hearing from someone whom they may be biased against or in favor of. We doubt that the prominent admiration­emulation model of exemplarism will be much use in this connection, so we propose two ways of learning from negative exemplars to better conduct one’s epistemic affairs. In the admiration­emulation model, both the identification of what a virtue is and the cultivation of virtues identified thusly proceed through the admiration of virtuous exemplars. We show that this model has serious flaws and argue for two alternatives: the envy­agonism model and the ambivalence­avoidance model

In Solidarity: Collaborations in LGBTQ+ Activism

What follows is a fictional account. Our “characters” bear our real names; the other eight are composites of students we have taught and from whom we have learned; activists with whom we have worked; and staff, faculty, and administrators we have trained in venues such as Safe Zone. We portray our ally (Lisa)-lesbian (Kathryn) relationship this way for two reasons: one, we had not secured permission from real students, colleagues, or community members to represent their lives and experiences, and two, we seek a way to show our partnership, both personal and professional since 2000, in action. To each of us, the other is a powerful, singular, precious, irreplaceable force in her life. We make every effort here to do that justice

Commentary on the Makridakis Time Series Competition (M- Competition)

In 1982, the Journal of Forecasting published the results of a forecasting competition organized by Spyros Makridakis (Makridakis et al., 1982). In this, the ex ante forecast errors of 21 methods were compared for forecasts of a variety of economic time series, generally using 1001 time series. Only extrapolative methods were used, as no data were available on causal variables. The accuracies of methods were compared using a variety of accuracy measures for different types of data and for varying forecast horizons. The original paper did not contain much interpretation or discussion. Partly this was by design, to be unbiased in the presentation. A more important factor, however, was the difficulty in gaining consensus on interpretation and presentation among the diverse group of authors, many of whom have a vested interest in certain methods. In the belief that this study was of major importance, we decided to obtain a more complete discussion of the results. We do not believe that the data speak for themselves.Makridakis, commentary, time series competition, m competition

"We Don't Do That Here": Calling Out Deficit Discourse in the Writing Center to Reframe Multilingual Graduate Support

Over the years, as writing center tutors, graduate assistants, and administrators, we have witnessed the challenges facing multilingual graduate student writers on their quest for academic writing support. We have spent our time researching campus resources only to find that holistic (and whole-istic) approaches to working with the particular needs of graduate multilingual writers (GMLWs) are lacking. One common narrative that we witness repeatedly is concerned with GMLWs: the “we don’t do grammar” frame that many writing centers endorse. In the example from narrative one, which is based on a client with whom Erica has been working, Yifan left embarrassed, as she was made to feel like she had been using the writing center fraudulently. In Erica’s next meeting with Yifan, she explained why writing centers are so resistant to changing this frame for their work. While her explanation may have mediated Yifan’s embarrassment somewhat, Yifan was still hesitant to work with anyone besides Erica. A similar sense of guilt and embarrassment is felt by Sam, the tutor in narrative three, who focuses on local concerns in longterm, high stakes projects that graduate students typically bring to the center. All three narratives echo what we identify as particular obstacles faced not only by our GMLWs when seeking out resources to improve their communication skills, but also by tutors and administrators who wish to identify best practices in serving multilingual students.University Writing Cente

Find a gardener for your soul

All guidance and knowledge comes from this amazing Being that gifted us this beautiful way of life. However, many times we need people who teach and show us how to do things. So, from where and especially from whom should we take our knowledge and guidance? Whom should we entrust the secrets of our delicate souls? Who can help us to cleanse and purify our soul so that it becomes more pleasing and beloved to Allah? And who can assist us in treading the winding path of this worldly life? Alhamdulillah, Allah, in His infinite mercy, has bestowed this nation with genuine scholars and teachers who spend their whole life in caring for the believers, in guiding the seekers and teaching those who want to be taught

Troubling "understanding mathematics-in-depth": Its role in the identity work of student-teachers in England

Copyright @ The Author(s) 2013. This article is published with open access at Springerlink.comThis article has been made available through the Brunel Open Access Publishing Fund.In this paper, we focus on an initiative in England devised to prepare non-mathematics graduates to train as secondary mathematics teachers through a 6-month Mathematics Enhancement Course (MEC) to boost their subject knowledge. The course documentation focuses on the need to develop “understanding mathematics in-depth” in students in order for them to become successful mathematics teachers. We take a poststructural approach, so we are not interested in asking what such an understanding is, about the value of this approach or about the effectiveness of the MECs in developing this understanding in their participants. Instead we explore what positions this discourse of “understanding mathematics in-depth” makes available to MEC students. We do this by looking in detail at the “identity work” of two students, analysing how they use and are used by this discourse to position themselves as future mathematics teachers. In doing so, we show how even benign-looking social practices such as “understanding mathematics in-depth” are implicated in practices of inclusion and exclusion. We show this through detailed readings of interviews with two participants, one of whom fits with the dominant discourses in the MEC and the other who, despite passing the MEC, experiences tensions between her national identity work and MEC discourses. We argue that it is vital to explore “identity work” within teacher education contexts to ensure that becoming a successful mathematics teacher is equally available to all.King’s College Londo

God\u27s Triumphant Captive Christ\u27s Aroma for God. (2 Cor. 2:12-17.)

The teacher to whom we offer this eucharisterion has lived and labored among us as God\u27s triumphant captive and Christ\u27s aroma for God. In discussing the Scripture passage giving us this view of the ministerial office we hope to do so in a bit of the practical manner which has always characterized the Scripture interpretation of our colleague. Before we take up the passage, it will be useful for us to look at the wider as well as the narrower context