Rising foreclosures in the United States: a perfect storm

Residential foreclosures in the United States have been rising very rapidly since 2006. In the second quarter of 2007, the share of outstanding mortgages in some stage of foreclosure stood at 1.4 percent, near historic highs and up from less than 1 percent a year earlier. The number of mortgages entering the foreclosure process reached an all-time high in mid-2007, suggesting that the foreclosure surge is likely to get worse before it gets better. ; The foreclosure surge was created by a perfect storm of events. First, in recent years the share of subprime mortgage originations increased substantially. Second, foreclosure rates for adjustable-rate mortgages (ARMs) have increased considerably, especially for subprime ARMs. This increase is largely due to rising short-term interest rates and to payment resets for many nontraditional mortgages. Finally, high loan-to-value originations in recent years, coupled with stagnant or falling home prices, have left many people with insufficient equity to sell or refinance their homes. ; Edmiston and Zalneraitis provide a detailed dissection of the current foreclosure surge. They conclude with a discussion of why the foreclosure situation is likely to get worse over the next one to two years and why it is likely to improve afterward.Mortgage loans

Alien Registration- Zalneraitis, Mary (Rumford, Oxford County)

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Alien Registration- Zalneraitis, Mary (Rumford, Oxford County)

https://digitalmaine.com/alien_docs/12246/thumbnail.jp

A Night Team Curriculum for the Inpatient Service

Due to ACGME work duty hour requirements, many residency programs have initiated a Night Team (NT) rotation. There may be limited direct contact with faculty overnight. The provision of an educational experience and ability to evaluate performance on the NT rotation are needed. This curriculum, originally developed at the University of Connecticut Pediatric Residency Program, may be adapted for other programs. Goals for the rotation were developed with resident input and include: Improving clinical reasoning and communication skills. Increasing faculty feedback. Providing appropriate patient surveillance. Enhancing the teaching role of the senior resident. Educational activities include: Periodic structured audit of resident admit notes by on-service faculty to assess documentation of clinical reasoning.Completion of reflection logs related to systems issues affecting patient care. Formal feedback targeting handoffs based on resident initiated calls to faculty. Structured clinical observations of interns\u27 patient interactions by senior residents. Senior resident led teaching sessions covering clinical scenarios commonly encountered overnight. In addition to faculty correspondence, evaluations for the NT residents may be augmented by input from patients and families, nurses, and peers to provide additional sources of feedback for patient care, interpersonal and communication skills, professionalism, and systems based practice competency domains. This curriculum was approved at the Residency Advisory Committee meeting at the University of Connecticut’s School of Medicine Pediatric Residency Program in 2007 and fully implemented in 2008. Evaluations of this curriculum at the University of Connecticut Pediatric Residency Program from the most recent annual survey indicate that the curriculum has been accepted by the residents, with over 97% of both faculty and residents stating that the Night Team rotation either meets or exceeds expectations. This curriculum has been adapted for integration into the night team rotation at Children’s National Medical Center, approved by the Pediatric Residency Program’s Curriculum Committee, and successfully implemented during the 2010-2011 academic year. Faculty feedback from both institutions has been favorable noting that evaluations and feedback have been easily incorporated into faculty workflow and provide a formal opportunity to provide education to residents with whom there is limited direct contact overnight. AAMC MedEdPORTAL publication ID 8511. Link to origina