In-House Counsel’s Role in the Structuring of Mortgage-Backed Securities

The authors introduce the financial crisis and the role played by mortgage-backed securities. Then describe the controversy at issue: whether, in order to own and enforce the mortgage loans backing those securities, a special-purpose vehicle “purchasing” mortgage loans must take physical delivery of the notes and security instruments in the precise manner specified by the sale agreement. Focusing on this controversy, the authors analyze (i) the extent, if any, that the controversy has merit; (ii) whether in-house counsel should have anticipated the controversy; and (iii) what, if anything, in-house counsel could have done to avert or, after it arose, to mitigate the controversy. Finally, the authors examine how the foregoing analysis can help to inform the broader issue of how in-house counsel should address complex legal transactions

Combining Physical Therapy And Podiatry For A Patient With Plantar Fasciitis: A Case Report

One million cases of plantar fasciitis (PF) are reported annually in the United States. Studies have separately investigated the effectiveness of physical therapy (PT) interventions as well as steroid injections from podiatry – but not in conjunction with each other. There is a lack of research investigating an interdisciplinary approach utilizing PT and podiatry for PF. This case report investigated an interdisciplinary approach combining physical therapy and podiatry utilizing steroid injections in the treatment of a patient with plantar fasciitis.https://dune.une.edu/pt_studcrposter/1092/thumbnail.jp

Teacher’s Manual SRA Based Listening Course

This manual is a guide to using the SRA materials for listening and notetaking. The lectures cover a variety of topics from a low to high intermediate level and become progressively harder. They have also been labeled according to organization function. Therefore a teacher can choose a listening assignment in this manual by level, topic, or function. Specific material is provided for each function to give the teacher background information for the initial presentation. Beyond this, each individual lesson includes vocabulary words and suggested classroom activities. The format is fairly simple and direct. It is intended as a first step in preparation for the lectures students will be hearing in college classrooms

Beyond the Textbook: An Approach to Facilitating Student Understanding of Organizational Culture in Organizations

Organizational culture has been likened to an onion, an umbrella, sticky glue, and an iceberg. Due to the multifaceted nature of the subject matter, presenting and explaining this topic to students can be a daunting task. This article describes an assignment that allows students to discover and understand organizational culture by conducting a cultural analysis of organizations. Student groups collaboratively complete this assignment by locating a research site, administering a questionnaire, processing quantitative data using a statistical analysis software package, analyzing qualitative data using content analysis with analytic coding, developing a formal written report, and making an oral presentation to representatives of the organization under study. The various components of the exercise allow students to practice critical and reflective thinking skills, explore quantitative and qualitative research methods, refine written and oral communication skills, apply knowledge and skills from various software applications, and provide experience working in a team environment

Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees.  Yet, the first few years can be overwhelming adapting to the plethora of academic life demands.  One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups’ (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations.  Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.  This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations’ who most closely affect the daily life of the new faculty member.  Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members’ classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members’ classroom performance.  The faculty members surveyed concurred with the student ranking that the instructor increasing the student’s interest in the subject matter was the second least important teaching dimension depicting a faculty member’s classroom performance.  This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members’ classroom performance