My Life Surgery Center For Patients And Their Families

Introduction A forty bed specialty hospital began as the areas first free standing surgery center specializing in same day surgery. In 1994 physician founders set out to build a hospital to accommodate the needs of the community. The physicians created the center in attempt to remove the stress from the surgical experience for patients and their families. The goal was to provide exceptional results in a beautiful comfortable environment in a cost effective manner. The center has been instrumental in recruiting some of the nation’s top surgeons to the region. It started as a same day surgery center staff by 36 physicians and 34 nurses and employees. It is now a licensed hospital with more than 130 physicians and 210 employees. The hospital has expanded from six operating suites to 14 and cases have increased significantly over the years. This year the hospital is celebrating 20 years of service to the area, and adding an additional operating suite. The Surgery Center specializes in gastroenterology, general surgery, gynecology, neurosurgery, ophthalmology, orthopedic surgery, plastic and reconstructive surgery, podiatry, urology, dental and Ear, Nose, and Throat. The centered opened in December 1994. In August 1995 they reached an agreement to partner with a local hospital. The center increased the number of overnight beds in May 2002 to accommodate an increasing number of patients. In April 2005 the local hospital increased its ownership from six to 40Show MoreRelatedGender Identity Disorders ( Gids )1403 Words   |  6 Pagesre-assignment surgery (GReS), shows the pain that those who struggle with gender identity disorders (GIDS) undergoi while â€Å"trapped† in the physical and social constraints of living as their original gender, as well as the relief that comes with living as a member of their â€Å"true† gender. 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Among these views are, for example, Diana Zuckerman, president of the National Research Center for Women and Families, whom are mentioned in both texts. As she is quoted in the second text , Seeking Self-Esteem Through Surgery, an article by Camille Sweeney, posted on New York Times website, January 15 anno 2009, â€Å"They may not be any happier with their new look, then what?†. Said quote depicts quite well

Should Parents Be Responsible For Obesity Of Their Children

Dilaida Jimenez Professor: Eva Gubalova English 162-62 September 12, 2013 Should Parents Be Responsible For Obesity of Their Children? Obesity is a problem that is growing increasingly in the children’s population in the United States. Statistics of the Centers for Disease Control and Prevention claims that â€Å"obesity now affects 17% of all children and adolescent in the United States, triple the rate from just one generation ago†. The doctors say that this medical condition is easiest to detect by weighing yourselves, which can determine if you have obesity or not. However, its treatment turns out to be very difficult for adults, and even more for children because the children need to change the style of life. They need to start eating†¦show more content†¦Therefore, the parents should be more responsible. When they see their children at risk of developing obesity, they should take steps to avoid that this occurs. For example, they should buy foods with less calories and with a low glycemic index because as Dr. Nancy Gottesm an points out, â€Å"Foods with a low- glycemic index (vegetables, fruits, beans, lean proteins, healthy fats, nuts, and minimally processed grains) break down slowly in the digestive system, which makes the eater feel full for a much longer period of time† (Should I Put My Kid On A Diet? 3). The second reason why parents should be responsible of obesity of their kids is that some of them neglect their children. There are parents who don’t want their children to be bothering them while they are working on the computer, taking a break, or simply talking on the phone, and they allow their children to spend many hours watching TV, playing video games or browsing the internet. Many parents put a television in their children’s bedroom, which automatically increases the amount of time the child will be watching TV. 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MothersRead MoreSociety s Acceptance Of An Epidemic Called Childhood Obesity843 Words   |  4 PagesSociety’s Acceptance of an Epidemic Called Childhood Obesity During the last 30 years, society has witnessed the alarming rate at which childhood obesity has grown. Childhood obesity is a growing epidemic in the United States. It affects more than 30 percent of children, making it the most common chronic disease of childhood (â€Å"What is Childhood Obesity†). It causes not only physical medical issues, but psychological issues as well. Yet, it seems to be accepted by society as the new norm. HoweverRead MoreObesity Among Children Are Lack Of Exercise And Bad Eating Habits Essay1521 Words   |  7 Pages According to the Centers for Disease Control, obesity among children has tripled in the past twenty years. Other causes for obesity in children are lack of exercise and bad eating habits. 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ESP Literature Review for Education - MyAssignmenthelp.com

Question: Discuss about theESP Literature Review for Education. Answer: Introduction: While teaching English to the learners of other languages have become indispensible given the lingua franca status given to English language, the problem that has emerged recently is what form of classroom activity should be included in order to ensure a proper grip over the language. On the one hand, scholars and critics have stated that teaching in the traditional methods, by asking the students to translate passages into English, completing the basic grammar exercises and helping them comprehend the English texts can help in laying the basic foundation that can help a student develop his expertise in the language. On the other hand, other critics have explained the importance of incorporating the ICT based education system in order to facilitate an interactive system of education. Research studies have pointed out that the English language learners learning English as a second language tend to learn the foreign language at a faster rate, with the help of adequate network and inter net applications. However, on the other hand, it has also been argued back that providing the vocabulary lists to the students, allowing them to answer the questions of a comprehension process, and letting them translate the languages in class, help the students gain an insight into the language (Kangro and Kangro 2004). Hence, the research issue that the present report intends to analyze and evaluate is should the use of ICT method be considered to be more effective and beneficial than the traditional method, while teaching English to the second language learners of English. Literature Review and Critical Analysis: While the book has replaced the scroll, according to some experts, the digital projector is all set to replace the overhead projector. Although the importance of the ESL textbooks cannot be undermined, the over-reliance of the teachers on the age-old text books may easily hinder the abilities of the students to recall the lessons taught, unless the students are being exposed to the advanced system of education. The use of the ICT tools in education help the Business English students incorporates the linguistic items into the language system itself. The persistent problem here is that the text book writers of the ESL text books focus more on hard and fast rules of teaching that are at once dull, monotonous and ineffective for the young learners, leaving the students unable to use or produce the language in the communicative contexts. The incorporation of the ICT tools help the students go beyond the system of rehearsal of information and achieve communicative competence (Hongye 2004). With the help of effective use of the ICT tools, the students can be introduced to a world of learning, where they can learn from tangible experiences. With the help of audio-visual methods, the students is not only able to gain an insight into the important linguistic rules of English language, but is able to convey his ideas and express the same in well-structured ways to the concerned listener. This helps in improving the inter-communication skills of the readers, who can engage in conversations more independently and illustrate a better understanding of the language (Balula et al. 2014). However, on the other hand, this kind of overmuch emphasis on the communicative skills of the ESP learner can prove to be highly detrimental to the progress of the learner simply because he might learn the specific terminologies associated with his course of study, but fail to abide by the linguistic rules. This will undoubtedly result in his inability to enunciate correct and appropriate utterances. For an ESP learner, it is highly important to not only develop his knowledge regarding the field-specific vocabulary, but to also ensure adequate understanding of the important linguistic conventions which will help him structure his thoughts in an accurate way (Liton 2015). The participation in the face-to-face interaction is not the ultimate goal that an ESP learner is required to achieve, but rather he needs a classroom activity focused on language usage usually practice the Passive Voice, modal verbs, conditional sentences, the Simple Present Tense and the Simple Past Tense, the arti cle, Greek and Latin plurals, specific patterns of word formation, etc. This is why according to many critics, facilitative e-tools are not the only options available for the ESP teacher. According to these critics, the ICT tools intend to develop and enhance the existent knowledge of the learner by using an interactive method, that definitely teaches them the short cuts of learning, and yet compels them to disregard grammar altogether (P?durean and Vizental 2015). For example, the ICT tools help a student learn that the comparative degree of a monosyllabic word can be formed by adding an er (small: smaller), and yet may fail to address the exceptional cases properly such as the comparative form of good cannot be formed by adding an er. However, on the other hand, others studies have suggested that an ESP learner is distinguished from any ordinary learner of an English language in terms of a simple fact that he is not learning the language as an end in itself, but as a means to an end. The very fact that an ESP learner learns the English language for a distinctly specific purpose makes it absolutely necessary to devise his classroom activities in a way that it can imitate closely, the real life scenario useful and relevant to the concerned student (Chostelidou et al. 2017). The student studying Business English may not always enjoy the opportunity of visiting the business meetings, and communicating with the respective members, to understand the nature and style of communication. Hence, it is imperative that he is being given exposure to the more interactive, student-based learning system that can help him develop his skills in a more effective way. Often the teachers are required to maintain their own blogs, and us ually different business meeting videos can be embedded in the blogs, to ensure that the students can participate more actively in the learning process (Zhu and Lan 2016). In case of ESP learning system, it should be noted that the learners like Business English learners will tend to forget the artificiality of the communication task, if the same is not in accordance with their real-life interests. Hence, teaching via textbooks has proved to be irrelevant and inadequate at present times. The learning with digital media have proved to be highly effective and engaging in case of students studying subjects like Business English (Ã… ½ivkovi? 2014). With the help of different audio-visual methods of learning, a student of Business English can be demonstrated and then engaged in role-playing activities, creating an ambience of a proper, real-life business meeting. However, Business English as a subject is being learnt by learners, who already possess minimal expertise, skills and maturity to attain a grip over the language. Hence, it is purposeless to incorporate ICT teaching methods here, to make the class more interesting and grab the attention of the learners. The students are required to have a better understanding of the rules of the specific genre of English language they are studying, and hence the use of textbooks is far more relevant. Being a specialized field, it would require a very unique and tailored instruction on part of the teacher whereby the concerned ESP learners can be exposed to different types of business writing, as in the business context, one is required to possess the oral and written communication skills. Unlike the ELT text books of the earlier times, recent time text books are indeed recognizing the importance of focusing more on functional areas, rather than enriching the vocabulary of the ESP learners (Zhu 2014). Hence, these text books not only help the students learn business vocabulary and phrases, but also provide lessons on giving business advice, showing agreements, and expressing opinions. Besides, the ICT tools being too expensive, are often being considered to be unnecessary for classes, where majority of the students have already got previous business experience, and hence do not require demonstration of the business communication methods, and styles. Hence, offering them basic knowledge about English grammar and technical business meetings are more than enough. However, the traditional approach to learning has been refuted. The scholars have pointed out that the primary goal of the ESP learners getting enrolled in the Business English classes is to improve their job performance, and the language learning goals will be only secondary. Hence, an insight into the text books will only help them speak and write more fluently, that is merely a part of the learning goal (Zhu 2014). The use of ICT tools is highly effective in this context, simply because that allow the students interact, negotiate meaning, self-invest in learning in an independent way and produce the language in real-life situations. Asking a Business English learner complete the transformation of sentences exercise, or learn Relative Clause is useless, and hence should be discarded. However, although the use of the ICT tools has been penetrating the ESL teaching process, many ESP classrooms do not employ the use of the ICT tools. While the huge expenditure involved in a major factor, the more important reason is that most of the teachers lack the technical expertise needed to effectively incorporate the ICT tools in the teaching process. However, the importance of the ICT tools cannot be undermined. It has been observed that students merely learning technical business terms and case studies fail to communicate effectively (Enne and Conor 2014). On the other hand, when the same students are being asked to prepare the video-recorded presentations, of two companies such as KFC and McDonald comparing their business strategies, they not only showed knowledge of technical words like CSR ad marketing mix, but also improved communication skills. In case the learners of the ESP classes are being asked to read and learn Business English chapter by chapter, they tend to lo se enthusiasm, simply because they fail to retain interest in a subject they deem to be distantly related to their subject. On the other hand, as part of their video-recorded project, the students are being asked to conduct a brainstorming session on the strategies of company cost reduction in upcoming years, the students respond more positively to the teaching method. While such interactive teaching procedure facilitated by the use of ICT helps in improving the students knowledge of the Business English vocabulary, such teaching methods grab the attention and interest of the learners as well. Such a teaching system is more learners centered. The use of ICT tools while teaching ESP English, has been found to be highly beneficial in creating a sense of authentic business context (Claros and Oyanedel 2016). Even while practicing the written English skills, the students in non-ICT classrooms are being asked to write on imaginary topics, that fail to offer them proper knowledge. On the other hand, in case of an ICT supported classroom, the students were being asked to send CVs, motivation letters, cover letters as well as business letters to the real companies that not only increased their motivation, but also improved their knowledge of business vocabulary. Conclusion: Keeping into consideration, the fluid needs of the English language learners in an ESP class, the extra-linguistic knowledge of the teachers does prove to be irrelevant and ineffective. On the other hand, it is only through the ICT based education system, the teachers can develop can design the field-oriented course content for the students. With the help of the ICT tools only, is it possible to devise ESP classroom activities which imitate closely real-life communication. There is no denying the fact that ICT enables the English language teacher creates an entirely authentic business context, which helps the learners function productively in the respective workplaces. Research has rightly suggested that the use of technology in Business English classrooms have a measurably positive impact on the performance as well as the improvement of the language and soft skills of the students. Reference List: Balula, A., Martins, C. and Marques, F., 2014. Enhancing business English terminology through concept mapping. InProceedings of 6th annual International Conference on Education and New Learning TechnologiesEDULEARN14, Barcelona. Bargiela-Chiappini, F. and Nickerson, C.R., 2014.Writing business: Genres, media and discourses. Routledge. Crdenas-Claros, M. and Oyanedel, M., 2016. Teachers implicit theories and use of ICTs in the language classroom.Technology, Pedagogy and Education,25(2), pp.207-225. Chostelidou, D., Griva, E. and Tsakiridou, E., 2017. A Record of the training needs of ESP Practitioners in Vocational Education.Selected papers on theoretical and applied linguistics,18, pp.131-143. Ene, E. and Connor, U., 2014. Technological Applications for Language Teaching. Hongye, L., 2004. Pedagogy versus ICT: Who drives who?-On the teaching methodologies for internet multimedia-based English teaching mode [J].Foreign Language World,4, p.004. Kangro, A. and Kangro, I., 2004. Integration of ICT in teacher education and different school subjects in Latvia.Educational Media International,41(1), pp.31-37. Liton, H.A., 2015. ESP Learners Needs Related Learning for the Workplace: A Pragmatic Study for Business School.International Journal of Instruction,8(2), pp.3-16. P?durean, A.N. and Vizental, A., 2015. ICT and English for Informatics Students.Faculty of Humanistic and Social Sciences of Aurel Vlaicu, Arad, p.57. P?durean, A.N. and Vizental, A., 2015. ICT and English for Informatics Students.Faculty of Humanistic and Social Sciences of Aurel Vlaicu, Arad, p.57. Stickler, U. and Emke, M., 2015. Part-time and freelance language teachers and their ICT training needs. InDeveloping Online Language Teaching(pp. 28-44). Palgrave Macmillan UK. Zhu, H. and Lan, Y., 2016. A Summary of Research on Informatization of Specialized Language in the Framework of Sinoforeign Cooperative Education.Theory and Practice in Language Studies,6(9), p.1863. Zhu, Y., 2014. Applications of the situation-task approach to business English teaching in vocational technology colleges, based on ESP theories.World Transactions on Engineering and Technology Education,12(1), pp.89-93. Ã… ½ivkovi?, S., 2014. Constructivisman emerging trend in ESP teaching and learning. InLLCE2014: CONFERENCE PROCEEDINGS(p. 19).

Bram Stokers Dracula and Other Gothic Text Analysis free essay sample

Xinnocence as well as the outsider and the vampires’ experience of sadomasochism. The enduring captivation of these dark notions allows us to account and assess the literary techniques, the context and how the idea of the glamorous but wicked outsider meets the different values within our ever-changing society. Then, we can finally grasp an understanding of how the vampiric legend has continually lingered in our mainstream consciousness. Bram Stoker’s â€Å"Dracula† deals with the notion of vampirism, lodging in our collective consciousness a demonic monster who overturns the pillars of society by seducing innocent women, thrill-seeking and threatening the status quo. Was it because Dracula symbolises the forbidden and the anti-Christ, thus engaging readers, especially during the repressed Victorian era? Or is it because we have a certain fascination for the occult and, by extension, for things we don’t fully comprehend? Stoker deliberately utilises stereotypes such as the damsel in distress (Mina and Lucy), masculine heroes and of course a villain, the dastardly Count, to underscore the gothic theme whereby Dracula is portrayed as the satanic foreigner and the instigator of conflict. We will write a custom essay sample on Bram Stokers Dracula and Other Gothic Text Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is exemplified with a Carpathian woman crossing herself shouting in defiance, â€Å"Monster give me back my child! † However, Dracula reflects the refined demeanour of a nineteenth century British gentleman when amongst our society, enabling him to conceal his blood lust and integrate with the mortal world. The Count immediately welcomes Jonathan Harker with the typical social etiquette of the Victorian Era, â€Å"Welcome to my house. Come freely†¦leave something of the happiness you bring! † Yet, the very fact that Dracula subverts â€Å"clean† women to one known for their voluptuousness goes against middle class Victorian conduct therefore tantalizing readers with a taste of the darker, and prohibited way of life. Furthermore, Stoker labels Dracula as a â€Å"Count† thereby signifying his wealth and aristocracy which clearly bestows him a degree of social authority, usually a trademark for vampires. Indeed, a more intense representation of the concept Dracula is rendered in the adapted comic cover, â€Å"The Tomb of Dracula. † Gene Colan presents a confronting pose of Dracula’s violent seduction at its most erotic, yet fiendish state –seducing a â€Å"damsel in distress. † Depicted with the iconic cape in smoky blue hues, Dracula seems to blend with the all-consuming sky, a daunting figure much like Stoker’s creation. Symbols for gothic conventions pervade this artwork, for instance, the tilted tombstones in the fore and background as well as the imposing obelisk against an oversized full moon casting its silhouette across the graveyard. These symbols and the gothic motif of â€Å"the tomb† (as used in Stoker’s Dracula) instill us with the typical gloomy and foreboding atmosphere suggesting the crude and mad happenings of the night. Colan also inserts a slanted coffin and specks of bats looming in the background which are symbolic of death and rebirth. That is, representing the challenge to liberate from the old ways and create the new which parallels with the underlying theme of erotic and vascular transformations. Moreover, the dash of reds starkly contrasts the black highlighting the words, â€Å"essential† and especially â€Å"Of Dracula† which is formed in the outline of a bat. With horror comics at its zenith in the 1970s the promotion of the Dracula legend was easily accessible for the public. Comparably, in the film â€Å"Interview with the Vampire†, Neil Jordan’s adaptation reinvents the vampire notion which profoundly depicts the modern vampire attempting to find the roots of its identity whilst showing its internal state. Jordan reveals the enigmatic life of Louis du Lac through the vampire’s perspective whereby he reminisces on his past revealing his shortcomings, his doubts, his fears, such as immortality. At his emotional nadir, he is confronted by Lestat, a charismatic and powerful vampire who chooses Louis to be his fledgling. The sombre tone of Louis’s voice-over in the ending, â€Å"My invitation was open to anyone, sailors, whores, thieves. But it was a vampire that accepted imbues the scene with a sense of pathos whilst projecting the modern-day vampire as possessing more human-like qualities unlike the conventional deranged monster. Through the use of subtle special effects, such as the glaring eyes of the biblical statues in the graveyard satisfies the modern â€Å"high-tech† audience. With urbane dialogue, classy costume designs, and realistic acting against urban backdrops such as the Golden Gate Bridge we come to terms with the vampiric archetype and even feel a sen se of pity for this prince of darkness. Yet, Neil adds a tint of slight humour by inserting, Rolling Stones, â€Å"I Can’t Get No Satisfaction† with Lestat driving into the sunset. But it is the casting of suave, popular actors of the time such as Tom Cruise and Brad Pitt which truly pulls in the throng of watchers for horror fiction, especially female fans. We are all at some point drawn in to the gore, the explicitly sexual and dark allusions of the concept of Dracula. Overtime society has become enamoured to the smooth criminal who constantly crosses the fine line between good and evil rather than the ghoulish lord of the flies. It is the thrill of the supernatural world which we find captivating with a being so human-like in appearance, yet still an enigma. The vampire, especially Lestat, needs to be surrounded by female innocents not only for survival, but for a sense of a motherly figure which draws an affinity with the Freudian Oedipal complex which shows his hostility to authority, (symbolic of a fatherly figure) while expressing his joy with the freedom to exercise his own power.

Beckett and the Apocalypse †Literature Informal Essay

Beckett and the Apocalypse – Literature Informal Essay Free Online Research Papers Beckett and the Apocalypse Literature Informal Essay The play Endgame opens up bleak and bare, a glaring introduction to its final impression on the reader or audience. We see the two windows and are almost reminded of a bare human skull. The characters are static; they do not change or progress and their general manner reflects their attitude of hopelessness and their question of meaning. Throughout its single act, the play demonstrates a dominant worldview of inevitable death and absence of meaning through absurd references to the Bible and the general meaninglessness of the characters’ lives. The term â€Å"endgame† is a word used by chess players- it signifies the last part of a chess game, wherein, although the game is not over and there are technically moves remaining, the winner has already been determined. The winner and determined end here in the play is death. In essence, the play is about four characters waiting to die. In fact, one, Nell, does die. Hamm, the owner of the setting and central character in the play, is much like the loser king in a chess match that has moved to the â€Å"endgame† sequence. He has Clov move him around meticulously, positioning him and adjusting his chair. In the end, however, this means nothing- he will die no matter what he does. Death as the inevitable end can be interpreted in two ways. We all will die, individually; upon our birth we inherit the fate of death- we are born into an endgame. However, Beckett creates a bare stage and has his characters describe the seemingly post apocalyptic state of the outside world- the lack of any people, the calm waters, the wasteland desert, etc. Here is a sweeping biblical allusion- referring not to any point in the play specifically, but a general setting and feeling that echoes the book of Revelation. This final book of the New Testament describes the end of the world similarly- at least the audience is meant to envision the state of the Earth following the Apocalypse. Here is another endgame- the end of humanity as a whole. This more universal endgame reflects Beckett’s general nihilistic worldview- that human life is meaningless and absurd. One is reminded of MacBeth’s lament in Shakespeare’s play of the same name, â€Å"Life is full of sound and fury, signifying nothing.† For all the â€Å"sound† and the â€Å"fury†- i.e., all the conversation and the walking and the fetching three-legged dogs in the play, the end is the same: death. In actuality, death is accelerated when Clov is assumed to leave Hamm because they both prolong life for each other, but regardless of this final action, they will die. The inevitability of death is completely independent on any action in itself; this unavoidability compounds the absurdity of life and all of its moves. Beckett also uses the Bible to compound life’s absurdity. The general worldview of the Bible is one of hope- specifically the Gospels of the New Testament. However, when Beckett uses biblical allusions throughout a play with such a nihilistic worldview as Endgame, the hopefulness of the Bible sounds almost silly. The characters in the play do not understand the biblical allusions and thus do not understand the hopeful message of the Bible. For example, Nell’s final word is â€Å"desert!† The exclamation was directed to Clov, who explained to Hamm that, â€Å"She told me to go away, into the desert† (23). This could be an allusion to Christ’s journey into the desert to fast and get closer to God. Clov â€Å"didn’t understand† (24) Nell’s cry, just as no other characters understood any message of hope throughout the play. Although the Bible as a whole contains a hopeful message for mankind, Beckett uses the empirical evidence of t he characters’ lack of purpose and seemingly invalidates the hopefulness of the Bible. The biblical worldview mentions salvation and hope for a new life as part of its basic tenets. However, it also accounts for death, such as in the apocalyptic account of Revelation. The play Endgame uses simply the message of inevitable death found in the Bible and creates a meaningless, pathetic universe. We are treated to a barrage of senseless acts and general words that have no purpose and contribute nothing to the characters’ lives- we leave gaping, asking for more but wondering about the general meaning of our own actions. Research Papers on Beckett and the Apocalypse - Literature Informal EssayHonest Iagos Truth through DeceptionThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows EssayThe Hockey GameComparison: Letter from Birmingham and CritoMind TravelCanaanite Influence on the Early Israelite ReligionThe Fifth HorsemanCapital PunishmentThe Spring and Autumn

The Benefits and Educational Value in Studying Philosophy and Logic Essay

The Benefits and Educational Value in Studying Philosophy and Logic - Essay Example Philosophy and logic are inextricably linked together. For, without one, one could not have the other. The philosophy books one may read—such as The Republic or Plato’s Apology—might cost some money, however, the benefits and educational value of both philosophy and logic are priceless. First of all, what were the benefits of philosophy? Perhaps one must first discuss what logic was. Logic was a derivation of philosophy. For, in order to philosophize, one needed to be able to make rational arguments in succession, each argument following logically from the last point. It then follows that the end result would be a conclusion proving one’s hypothesis or initial claim to be true. This is generally how philosophical discussions develop. â€Å"[The great thinker] Eusebius accept[ed] the conventional division of philosophy into ethics, physics and logic†¦Ã¢â‚¬  The benefits of using philosophy are great—using philosophy exercises the mental faculties and forces one to think extemporaneously. The educational value of philosophy is to train subjects simply to think. If nothing else, philosophy requires a great deal of thought to engage in it.

Comment on how these may have contributed to the crisis and describe Essay

Comment on how these may have contributed to the crisis and describe the action subsequently taken on these two matters by the UK Government, see other instructions - Essay Example rigger for the crisis was the bursting of the housing bubble in the US, several corporate governance issues at banks were equally responsible for the spread and deepening of this crisis. Two of the most important corporate governance issues at play were – the merger of retail and institutional banking under one banking entity and the fat bonus culture at financial services companies. Whereas retail banking refers to banking in which banks interact/transact with individuals, institutional banking refers to transactions with corporate. The retail banking is rather risk averse and mostly a stable business in itself whereas institutional banking generally involves a lot more risk taking and the business is quite volatile. By having retail and institutional banking under one parent company, the risks taken for doing business in one area become a possible liability for the other. Therefore, losses incurred at institutional banking would have to be borne by the retail banking branch as they fall under the same group. Secondly, some institutions can indulge in putting more risk in its institutional banking business in order to increase their retail business, which is what explains how many banks were able to sell sub-prime mortgages before the crisis started. Sub-prime mortgages are high risk investments for banks and by packaging them into mortgage-backed bonds and sel ling/buying them through their institutional banking arms, banking groups take on significant risk on their balance sheets. Now, in the event of losses in the institutional banking business, financial services groups had to delve into their equities and reserves to cover these losses and to pay their dues. Thus, from retail banking clients’ point of view, the financial groups were using up their savings put in the bank to pay for losses incurred on the institutional banking business. This led to loss of confidence in the retail banks and caused bank-runs at some banks. As the retail banks keep only a