Prevent A Future Crisis

Prevent A Future Crisis The downturn of the world economy, in light of the present scenario of the global financial crisis, has resulted in the epic failure of multinationals that were once deemed infallible(Ministry Of finance, 2009). The phenomenon of post-industrialism constitutes remote causes of the crisis. Paradoxically, what was once a means to move forward has now turned into a problem that has orchestrated a worldwide collapse resulting in bankruptcy of many corporations (Davis, 2009). It may be interesting to understand how this major change which affected the real economy worldwide, also contributed to the global financial crisis which occurred at the end of this decade. This essay will discuss the main causes of the global financial crisis and then propose various steps that the government of the United Kingdom could take to prevent another crisis According to the statistics, at present only a dwindling 10% of the American population is employed in the agriculture and manufacturing industry as opposed to 60% in the pre-industrial era. The gradual but consistent decline of the working population from manufacturing to the service sector has a substantial repercussion on the global economic front. Furthermore peoples ability to work and earn is no longer dependent on their working skills but more on their intellect. To satisfy the needs of cost effective manufacturing, the jobs were off shored to other developing nations (Davis, 2009). An important feature of these large manufacturers (Davis, 2009) was that they were providing â€Å"job security, health insurance, and retirement benefits† to their employees but now even these â€Å"academy employers† have begun to withhold guarantees, such as their employees pension schemes and retirees health benefits (Davis, 2009) Although it is a quite remote cause of the last financial crisis, the post-industrialisation set some of the indispensable conditions for the crisis to happen. Indeed, the employers will to â€Å"loosen the ties that bound employees to firms† contributed in a significant manner to the development of institutional investment. (Davis, 2009) The introduction of the 401(k) plan saw to the demise of the ‘defined-benefit scheme that induced loyalty among its employees. The new ‘defined-contribution plans on a superficial scale were beneficial to the employers but they further weakened employee ties, adding to the effects of earlier discussed post-industrialization. The investment risks were no longer borne by the employer but by the employees. Consequently the market saw a steady rise from 6% investment in stocks by individual households in the 1980s to an all time high of 52% investment 2001 (Davis, 2009). This substantial increase mainly benefited mutual funds (which consequently invest largely in US corporations), although it served the interests of most of institutional investors categories given their interconnection. Although this ‘roll-over of funds seemed, at first, beneficial to institutions as well as households it eventually had severe consequences with the decline of the market. (Davis, 2009) These two major economic and (subsequent) financial changes contributed to weaken the system by excessively reinforcing the links between the real economy and the financial sphere. These ever-closer ties between institutions and households, between institutions and workers or retirees and between institutions themselves explain how a little spark could result in a highly destructive fire. It seems that the sub-prime crisis can be considered as the â€Å"spark†. (Holmes and Tamara, 2009) â€Å"The Federal Reserves accommodative interest rate policy of the early 2000s is generally seen as what has caused the real estate bubble burst† (Bhalla,2009). The sub-prime problem arose from the fact that buyers without sufficient purchasing power were being funded by the greedy financial institutions because of their objective to maximize profits in the short run (Yandle, 2010). Debtors were also given options by the bank, wherein they could avoid the increase in the mortgage rate simply by refinancing within the stipulated time (Acharya et al., 2009) This, of course, was under the assumption that housing prices would continuously appreciate. However housing prices deteriorated at an alarming rate of 17% per year from the year 2008 and this continued to cause a chain-reaction of multitude of problems that were dependent on the ‘refinancing option (Bhalla,2009). The last main â€Å"ingredient† of the turmoil is directly related to the sub-prime crisis. It may be considered as the most â€Å"poisonous† one. First, because it made the crisis hard to predict and therefore hard to assess and solve. Secondly, because it played the most significant role in diffusing the crisis effects quickly and at a worldwide scale. This â€Å"ingredient† is the complicated â€Å"securitization† process According to Gerald F. Davis, the process of securitization consists of transforming assets â€Å"into securities that are traded in markets†. This practice is linked to the shift in the banking activity, from the traditionalâ€Å"originate to hold† banking model to a â€Å"originate to distribute† model. One type of security which is particularly relevant in the case of the financial crisis is mortgage-backed bonds, an asset-backed security that is secured by a collection of mortgages. The problem is that, if the mortgagor becomes insolvent the value of the security is likely to disintegrate. Securitization processes increased dramatically at the end of the 21st century, in reason of the demand generated by worldwide institutional investors (especially pension funds and mutual funds (Davis, 2009). Therefore the impact of the collapse was eventually significant as in the case of Fannie Mae and Freddie Mac. (Butler, 2009) Before discussing the possible steps we have to make two distinctions. First we shall distinguish between the â€Å"emergency measures† which have been implemented in order to help the economy to recover in the short term (e.g.: bail-out packages) and those which should prevent future crises. We shall focus on the second category. Another important point is that we shall only deal with the steps that should be implemented in the United Kingdom. Thus we will not expose solutions to solve the causes which originated in the United States such as the sub-prime crisis. Only the US government is competent to deal with this problem; ideas of changes include, inter alia, requiring licenses and state certification for all loan brokers and individual retail mortgage loan officers (Muolo, 2008) In order to reduce the effects of another financial crisis, the United Kingdom should concentrate their efforts on three main issues: the effects of bail-out policies, the regulation of financial institutions and of institutional investors and the regulation of non-banks. Poole argues that bail-out policies have an enabling impact on the behaviour of companies and financial institutions. According to him â€Å"every economist understands [that] a policy of bailing out failing firms will increase the number of financial crises and the number of bailouts†. (Poole, 2007). Indeed he explains that these practices give incentives for firms to â€Å"take too much risk and hold little capital† (Poole, 2007).In order to reduce the â€Å"safety net†, he proposes to diminish the insurance coverage of financial institutions. Although this proposal concerns the United States and is dedicated to the Federal Reserve System (the author is himself President of the Federal Reserve Bank of St. Louis), it would certainly suit the UK given the bail-out policy implemented there as well (see the governments emergency  £37bn recapitalisation of the UK banking sector (Wearden and Kollewe, 2008). We have to keep in mind that the diffusion of â€Å"toxic assets† from the US to the world (including the UK) has been possible because of the trade of these assets on financial markets. The FSA may need to impose more severe rules on institutional investors and banks (in regards to their investment activities). It has been argued that risks linked to securities were sometimes difficult to assess. Moreover several banks acknowledged that they were unable to estimate with accuracy the quantity of â€Å"toxic assets† they had acquired. Stephen says that any company having excessive growth due to risky financial investments are the ones on high risk of a collapse (Schwarzman, 2008). The British regulators here have a very important role to play and they should improve their oversight over all the institutions participating in the securities market, as the US regulators should improve theirs over the bonds market (which played a significant part in the sub-prime crisis). The largely unregulated â€Å"Shadow banks† have gradually emerged as new players in the financial intermediation process (Llewellyn, D. 2009). According to Butler and Patrick (2009) the Government of UK is trying to regulate the non-banks through a process called â€Å"shadow banking† for institutions such as hedge funds, private-equity funds and insurance companies. To save tax-payers money it is necessary to have regulations in place and initiate shadow banking, however this practice has still not been implemented because of the complex mechanisms of these institutions (Butler, 2009) In conclusion, this paper discussed the various causes of the financial crisis which started way back from the post-industrial era and led to other severe problems in terms of the defined contribution by the employers. A further factor included premature acceptance and use of securitization, and shifting of risk by major financial institutions. While it is of utmost importance to know the causes of the crisis, more emphasis must be laid on the steps taken to avoid another turmoil. Despite this range of propositions, this discussion cannot omit the paramount need for more international coordination and regulation between political and financial authorities. As Acharya and others explain, â€Å"Although cross-border banking and financial flows have expanded in scale, much of bank supervision remains national† (Acharya et al. 2009). Thus, crisis at the international scale are not likely to be efficiently withstood if national regulations are not accompanied by international ones. Finally, and to refer to President Kennedys quotation, we may assert that a crisis is above all the opportunity to evaluate the dangerous nature of the current system, assessing its strength and flaws, and to improve it, when required. Bibliography: Davis, G. F. (2009). The Rise and fall of Finance and the End of the Society of Organizations. Academy of Management Perspectives, 23 (3), pp. 27-44. Ministry Of finance. 2009. Statement of G7 Finance Ministers and Central Bank Governors. [Online] Available at http://www.mof.go.jp//english/if/g7_090214.pdf [Accessed 16 February 2010] Butler, P. 2009. Learning from financial regulations mistakes. McKinsey Quarterly Business Source Premier issue 3. pp. 68-74. Holmes and Tamara E. 2009. Did they Cause the Credit Crisis? Black Enterprise; 39(6), pp. 74-77) Bhalla, V. K 2009. Global Financial Turmoil. Journal of Management Research 9(1), pp. 43-56 Yandle, Bruce 2010. The lost trust- The real cause of the financial meltdown. Independent Review 14(3), pp. 341-361. Acharya et al. 2009. The Financial Crisis of 2007-2009: Causes and Remedies. FinancialMarkets, Institutions Instruments. 18(2), pp. 89-137 Butler, E. 2009. The Financial Crisis: Blame Governments, Not Bankers In: Booth. P. Verdict on the Crash: Causes and Policy Implications. 1st ed. The Institute of Economic Affairs. pp. 55-57 Muolo, P. 2008. What I Would Do About the Crisis If I Ran the Regulatory Zoo. National Mortgage News, 33(3) , pp. 5-5 Poole, W. 2007. Responding to financial crisis: What role for the fed? CATO Journal, 27(2), pp. 149-155 Wearden, G and Kollewe, J. 2008.How the banking bail-out works | Business|. [Online] Available at: http://www.guardian.co.uk/business/2008/oct/13/banking-banks [Accessed: 18 February 2010.] Schwarzman, S. 2008. Some Lessons of the Financial Crisis. Wall Street Journal Eastern Edition 252(107), pp. 19-19 Llewellyn, D. 2009. The Global financial crisis: The role of financial innovation In: Booth. P. Verdict on the Crash: Causes and Policy Implications. 1st ed. The Institute of Economic Affairs. pp. 129-130

“My Personal Tutor” : A Software For Children

Choosing educational software for children is certainly not an easy task. Because so many options are available, it is easy to be overwhelmed by all the vividly colored packages, the intriguing characters, and fantastic claims of academic enhancements. How in the world does one actually choose? Fortunately, all is not lost. A software package is available, which truly encompasses those qualities, and does so without assaulting the purchaser†s pocketbook. My Personal Tutor by Microsoft, is a budget sensitive, educational enhancement package for children, with exciting graphics and an incredible academic framework. For this reason, a recent review of this program stated that â€Å"Microsoft has made a great contribution to children†s learning† (Dr. Toy). In fact, My Personal Tutor is the best choice of children†s educational software. The activities in My Personal Tutor facilitate learning in vital academic disciplines. Because of the technological advancement of our society, today†s students require more strength in critical thinking, reading, and math skills than ever before. This three CD set is dedicated to enhancing skills in those areas. For example, in Turru†s Sea Quest, the student further develops thinking skills in order to advance through the game format. By solving unfinished sentences, analyzing and completing number or shape patterns, challenging memory with matching, and matching analog compared to digital time, the child assists Captain Scratch in setting free the endangered sea creatures. In another CD, Sam†s Hide & Seek, the child strengthens reading skills in a virtual museum, with six separate rooms where the child plays interactive word games or reads stories in order to help Sam find his friends. However, the word games are not simple mindless entertainment. For instance, by solving incomplete sentences a story emerges. During this process, an amusing, vividly colored picture is painted depicting the story the child is creating. In another challenging exercise, the student reads stories and answers questions relating to the story content in order to gain points, thereby fostering comprehension. Finally, in a third CD, the child†s world becomes an incredible space station where the goal is to help a new friend, Spy, capture alien stowaways. In Spy†s Space Station, traditional math of the past is transformed into exciting activities, which virtually hold the child hostage with interest. To illustrate, in the Astro Disco, one of the six areas in the space station, the dancers are victims to zero gravity. The student†s job is to fit the helpless dancers with the proper number of gravity boots, so they may come down from the ceiling. Once the task is complete, the appreciative dancers take the floor, performing an exciting dance for their rescuer. In a different area, the student may choose to solve currency equations in order to purchase clothing for the undercover alien police. What†s more, in yet another area, the child recycles space junk by sorting according to greater than, equal to, or less than, in order to make tools needed for the station. Although the academic tutorials within this set are comprehensive and truly without compare, the overall success of this set lies in its ability to captivate and sustain the student†s attention. Through well-designed game objectives, My Personal Tutor generates long term interest. All the activities are designed as a means to an end, regardless of whether that end is setting free endangered sea creatures, finding hidden friends in a museum, or catching alien stowaways on a space station. The goals are met methodically, through a sense of teamwork with the lively characters in their respective worlds. The interactive characters are encouraging throughout the challenge, supporting the player, and encouraging him or her to continue. After the player has met a goal, an exciting celebration takes place. Even more, if the child has permission, he or she can print a colorful picture as a memento of the success. Irrespective of the shower of accolades by children, parents too have many reasons for excitement about this set. Parents can feel confident that the purchase of this set is a cost-effective enhancement to the child†s education, as well as an excellent source of reinforcement for vital social skills. The price of $14. 95, after the rebate, is trivial in comparison to all that is included in this set. In fact, with more than 1000 multimedia tutorials, over 70 learning objectives, adjustable levels of difficulty, and ongoing progress reports (Microsoft Kids), justifying a price of even five times that amount would be easy. However, educational enhancement is not the only quality this set encompasses. Many implicit lessons are delicately woven into the activities. Specifically, setting and methodically working toward a goal. In fact, every activity within this set is goal oriented. In addition, the ideal of working together is effectively designed within all the game formats. In other words, this set truly encompasses the full range of essential skills necessary for success in the first and second grade levels. Therefore, My Personal Tutor surpasses the parent†s expectations for an educational enhancement program. A common goal among parents is that their child be healthy, happy, and ultimately reach his or her maximum potential. It is believed that a sound education will help open doors in order for that dream to become a reality. To that end, parents often devote much time and effort to improving the quality of their child†s education. Therefore, it is understandable for a parent to have high expectations of an educational enhancement program purchased for their child. My Personal Tutor fulfills even the highest of such expectations. My Personal Tutor provides an incredibly comprehensive academic framework, consisting of strengthening exercises in critical thinking, reading, and math skills. These tutorials are skillfully designed in such a manner as to reframe the concept of such disciplines. Through the activities in this set, exercises in math, reading, and critical thinking are transformed from drudgery into a mission filled with fun and excitement, where the child works with others in order to meet a goal. What more could a parent ask for? For this reason, My Personal Tutor by Microsoft is the best choice of children†s educational enhancement software.

Compare and contrast the representation of femininity in Pygmalion and Wide Sargasso Sea

This paper will attempt to compare and contrast the representations of femininity in the novel Wide Sargasso Sea (WSS) and the play Pygmalion. It will investigate any ways in which the works reflect or challenge commonly held social representations of femininity, and will compare and contrast each representation of femininity and then investigate any themes. It will also consider the counterpoint of masculine representation, and lastly the limitations of a comparison between two texts of different disciplines. These two titles were products of very different cultures; Pygmalion was written in 1912 by the thoroughly British Bernard Shaw, a self-proclaimed feminist, while WSS was written in 1966 by Jean Rhys, a Caribbean Creole (like her main characters) who immigrated to England in her teens. These texts were not intended to be textbooks, or represent any views other than the authors, but by comparing these texts we may find how the ideas of femininity have changed in the intervening years. Shaw's feminism might be expected to have influenced his portrayal of the female characters in his work, so the reader should be aware of a possible feminist subtext. WSS is set in the Caribbean of the 1830's, and was written for a primarily English audience. The author might therefore be expected to emphasise or exaggerate certain aspects of the story to increase the dramatic effect of alienation between the reader and the faraway subject and so the depictions may not be entirely accurate. Both of these works manifest stereotypes of passive women and male figures of authority, as might be expected from works set around the Victorian period. Pygmalion reflects these beliefs to a degree, as Eliza is dominated by the male characters, and especially Professor Higgins, during the three acts of the play. Her own father reflects Victorian values in that he feels able to sell her to Higgins, without her knowledge or consent. However, the play challenges these beliefs by having Eliza leave and stand up to Higgins during the last two acts. The play was also rather daring for the day in casting a common flower girl as the heroine, and refusing the play a conventional romantic ending in which the heroine marries the hero. Class and gender are inseparable, as evidenced by Higgins' continued reference to the ‘gutter' Eliza came from. There is also the suggestion that the only thing separating the flower girl from the duchess is their educations. WSS mostly reflects Victorian female stereotypes, as the women are treated by the men as extensions of their property; Annette has to beg her husband for money, and Antoinette is forced to sign all her possessions over when she marries. The few single women are portrayed as being ‘outsiders' in various ways; Christophine is from a different island, and feared because she practices obeah; while Amelie, contemptuous of the white people she serves, is an outsider in their company. There are many different representations of femininity in these works, and I feel the best way the explore femininity in these works will be to analyse the female characters relationships, and will analyse first the ways the femininity of the main characters is represented in each. In Pygmalion, Eliza's femininity is highlighted firstly by her work; she is referred to in the play at first as simply ‘The Flower Girl', and is shown to use her gender to exploit the presumed chivalrous nature of the men; she deceitfully tells Pickering she's ‘short for my lodgings', despite having previously said she could change half a crown. There are also repeated worries that Eliza is or could become a prostitute; Eliza herself recognises this, by her statements that she is ‘a good girl'. After all, at the start of her training Eliza's aim is to work in a flower shop, yet there is no obvious position ready for her, and when her training is complete she feels unable go back to selling flowers on street corners. Antoinette, the main female character in Wide Sargasso Sea, is represented as being somewhat submissive throughout the novel. The first part is told from her point of view, and is characterised by very little reference to her thoughts and feelings; she mostly seems to ‘go with the flow'. For example, when the Coulibri estate is set on fire she barely reacts except to do as she's told, and lets her family deal with it. After this, Antoinette is bullied and teased; she does not retaliate, but instead runs away as soon as she can. Antoinette's vulnerability is the mirror image of the tough, practical Tia and sensible Christophine, which is an example of how femininity is depicted differently between the women of different races. The white figures in the Caribbean are generally depicted as being somewhat out of place and cast off, while the black characters are part of a larger and more naturally-developed community – Antoinette is unable to make any real friends, as the white community has not been able to integrate with the black; whereas the local black settlement is almost able to turn the burning of the Coulibri estate into a village outing. This reflects a theme of ‘belonging', either to a home or in society, and also a loss of that place. For example, Annette is driven (or appears to be) insane after the loss of her family home. The first reference to Antoinette acting insane comes when she loses the sense of belonging to her estate; after her husband sleeps with the servant Amelie, he perceives her as having a ‘crazy laugh'. This sense of loss is analogous to Eliza's loss of identity and social class, as by the end of her training she has effectively lost her previous identity. Eliza's turning point in the story, where she starts to stand up to Higgins, comes just completing her training and winning Higgins' bet. This is the point where she would be starting her new life, and so it makes sense for her to break off from Higgins. Next I will study the various familial relationships between the female characters. I will begin by analysing the representation of motherhood, a strongly represented relationship in both works. The two main characters in each book each come from essentially single-parent families. In WSS, Antoinette is depicted as being rather attention-starved by her mother Annette, which might explain her hunger for affection with her husband later. This seems similar to her husbands' relationship with her father, whom he feels has disinherited him; but he reacts by masking his emotions, and seems to feel a loving relationship is unnatural. Antoinette does not display any real affection of her own towards her family, and never mentions playing with either her mother or her brother. Higgins seems to have had a similar relationship with his mother in Pygmalion, to whom he displays an almost infantile attachment. Eliza's father seems to have dominated her at home, given his references to beating her; A recurring theme in both works is the female characters' dependence on men, and the expectation that the men will provide for them. Eliza is dependent on Professor Higgins for her transformation, and on Colonel Pickering for the money to open her flower shop later on. The women in Wide Sargasso Sea are mostly represented as being somewhat helpless, and there are many examples of the female characters being ‘saved' by men or needing a male presence in their lives: for example, the family is only rescued from poverty when Annette marries Richard Mason, and later on, Antoinette is saved from bullies by her cousin Sandi. So in Pygmalion, the female characters are mostly independent from men, while the opposite is true in WSS. However, So Pygmalion's plot has a more obvious feminist subtext than WSS, which is indicative of the different representations of femininity in the cultures that made these texts. However, the way Higgins treats Eliza is anything but feministic; and Shaw seems to be biased in favour of his male characters; all the best lines seem reserved for Higgins. It could also be argued that the uncaring and abusive nature of the men in WSS demonstrate why Rhys felt it was important to protect the rights of women. However, there are inherent limitations to an interdisciplinary approach such as this. A play is designed to be viewed in a very different way to a novel, and while WSS presents a concrete and defined world, Pygmalion as a play is open to interpretation. There are many different ways of performing the text that could destroy the delicate feminist subtext; for example, at the end of the film My Fair Lady, based on Pygmalion, Eliza quietly returns to Higgins, who asks her to fetch his slippers – the opposite of Shaw's intentions.

Examining Genetic Influence On Intelligence - 1753 Words

Identical twin studies are most useful in determining genetic influence on intelligence. Since the identical twins share the same exact genes, the straightforward comparison of intelligence can display if this human trait is truly heritable. Similarity of intelligence scores between identical twins supports the genetic influence on intelligence. According to Myers (2007), Across studies of 10,000 twins, the intelligence test scores of identical twins reared together are virtually as similar as those of the same person taking the same test twice†¦Likewise, the test scores of identical twins reared separately are similar enough to lead twin researcher Thomas Bouchard (1996) to estimate that ‘about 70 percent’ of intelligence score variation ‘can be attributed to genetic variation. (p. 455) As stated by Myers (2007), in the above quote, adopted twins studies also play a role in determining levels of intelligence and its heritability. However, like in all other psychological testing, correlation does not always mean causation and atypical findings may find their way into the data poll. It must also be noted that in order to successfully foster an identical twin study, all the twins should be adopted. This provides for a better chance for the twins to grow up in a different environment from their biological parents. If this is not t he cases, how can professionals determine that environmental influences are not the cause of the intellectual levels? In addition, if separated,Show MoreRelatedIntelligence Of Intelligence And Intelligence1450 Words   |  6 PagesIntelligence can be defined as referring to intellectual functioning. There are many ways to assess intelligence such as intelligence quotients, many standardized test such as IQ tests, and the comparison of your personal intelligence among those in your same age group. Test like the IQ fail to measure the different types of intelligence. 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