Neuroenhancers: Are they the answers for our problems? Essay -- Analys

In the article, â€Å"Brain Gain† by Margaret Talbot, it illustrates the growing underground world of neuroenchancing drugs. In her article, she writes about how more and more people are taking neuroenhancers to improve their cognitive functions. People are taking neuroenhancers because they feel pressure to compete and perform well in this stressful society. Talbot’s articles shows how this society has become so obsessed with efficiency and is so competitive that users are making justifiable reasons to take these neuroenhancers. These neuroenhancers are drugs that supposed to be used by people who suffer from cognitive disorders like A.D.H.D. The use of neuroenhancers for competitive gain is wrong on so many levels. The use of neuroenhancers is unethical, and cause philosophical problems. There are also physical risks for using neuroenhancers. The use of neuroenhancers for competitive gain, not for treatment of a disorder is unethical. Neuroenhancers like Adderall and Ritalin are used to treat people with disorders that disrupt their normal cognitive functions and are suffering from serious cognitive disorders (Talbot 2). Now more and more â€Å"over-committed people† are taking these drugs to become â€Å"higher functioning and more committed† (Talbot 2). They are taking these drugs to make the impossible to the possible. Also, these drugs are used by people who wasted their time too busy partying and engaging in activities that are â€Å"detrimental to their performances† (Talbot 2). They are too busy participating in other activities that they neglect their academic work. These students are cheating and using these drugs to get a competitive advantage. It is totally unfair for students who doing their assignments with neuroenhancers. Also, it ... ...is society has changed. Giving a hundred percent is not good enough anymore. Now people need to take drugs to get ahead. Thanks to these societal pressures there are demands for drugs like Adderall. Neuroenhancers are not the answers of our problems. Neuroenhancers are dangerous at so many levels. It causes physical, mental and philosophical harm. They are used by lazy people who have poor time management skills and who doesn’t want to do hard work. This shows how much our society has fallen. It resorted to drugs to make life easier. No one wants to make sacrifices or put hours of hard work. They want everything delivered to them. They don’t care what are the neuroenhancers are doing to their body. They feel the award is worth the risk. Hopefully users will realize what are they doing and stop using neuroenhancers before they are suffering from permanent harm.

Spontaneous Human Combustion :: essays research papers

For as yet scientifically unknown reasons, times occur when an unsuspecting person can just burst into flames and be incinerated. This is referred to in the scientific world as Spontaneous Human Combustion or SHC. There are many documented cases throughout history. The earliest cases go as far back as the early 16th century. Then there are the ones that are as recent as 1998 but have no better explanation of what happen then the ones in the 16th century did. There are truly only two types of cases: fatal and non-fatal. The fatal cases of SHC represent three-quarters of all the reported incidents. The most common of these cases is the famous "bedroom burnings" in which a victim is found as a pile of ashes with only limbs remaining. These burnings a characterized by five main features: 1) The victim’s body and clothing is mostly reduced to ash. 2) Small portions of the body (an arm, a foot, maybe the head) remain unburned. 3) Only objects immediately associated with the body have burned; the fire never spread away from the body. 4) A greasy soot deposit covers the ceiling and walls, usually stopping three to four feet above the floor. 5) Objects above this three to four foot line show signs of heat damage (melted candles, cracked mirrors, etc.); objects below this line show o damage. These cases are the ones that mass media tend to cover most and is what most people think of when they hear about spontaneous human combustion. Nearly half of the cases are "bedroom burnings" Another common case under the fatal category are the witnessed combustions, in which people are actually seen by witnesses to burst into flames. Most of the time witnesses claim that there was no other source of ignition and/or the flames were seen to come directly from the victim’s skin. These cases present the fact that maybe SHC has more to do with the supernatural than science. Unfortunately, most of theses cases are poorly documented and usually unconfirmed. The second major type of SHC is the non-fatal cases. The victims usually don’t know anymore than the investigators do. The good thing about this is that the victims are alive to tell about what happened and cause most SHC skeptics to take a look at the picture again. Non-fatal cases usually incorporate one or more of the following features. The most common is the mysterious flames. This is where a victim will just begin to emit flames form their body.

Foreshadowing In A Tale Of Two :: essays research papers

Foreshadowing is a technique that prepares a reader for an event that is soon to come. An author that uses foreshadowing is Charles Dickens. Charles Dickens writes many famous novels. A famous novel of his is A Tale of Two Cities. A Tale of Two Cities by Charles Dickens is a novel that reveals many future events through the use of foreshadowing. The French Revolution is the main event described by the use of foreshadowing. Dickens uses the phrase à ¢Ã¢â€š ¬Ã…“one tall joker so besmirched . . . scrawl[s] upon a wall with his finger dipped in muddy-lees à ¢Ã¢â€š ¬Ã¢â‚¬Å" BLOODà ¢Ã¢â€š ¬? to forecast the spilt wine as future blood shed during the French Revolution (37-38). Dickens also subtly states à ¢Ã¢â€š ¬Ã…“the one woman [Madame Defarge] who [stands] conspicuous, knitting, still knit[s] on with the steadfastness of Fateà ¢Ã¢â€š ¬? and he is foreshadowing the French Revolution by comparing Madame Defarge to Fate (117). Both Madame Defarge and Fate mark people who are destined to die which leads further into the French Revolution. Lastly, Dickens presents the statement à ¢Ã¢â€š ¬Ã…“they their very selves [are] closing in around a structure yet unbuilt, where they [are] to sit knitting, knitting, counting dropping headsà ¢Ã¢â€š ¬? to show that in the future, Madame Defarge and her women knit while counting the he ads being severed by La Guillotine (187). Another instance of foreshadowing is the revenge of the poor people against the aristocrats. When Dickens writes, à ¢Ã¢â€š ¬Ã…“there [is] a flutter in the air that fan[s] Saint Antoine and his devouring hunger far awayà ¢Ã¢â€š ¬? he is referring to the poor people in Saint Antoine such as the Defarges and their death craving towards the aristocrats (113). The poor that crave the aristocratsà ¢Ã¢â€š ¬Ã¢â€ž ¢ deaths have such a strong aura that they are a part of a living Saint Antoine, and for a moment, their death craving is delayed until a later time. Dickens also states in this novel à ¢Ã¢â€š ¬Ã…“the knife [strikes] home, the faces [change], from faces of pride to faces of anger and pain; also that when that dangling figure [is] hauled . . . they [change] again, and [bear] a cruel look of being avengedà ¢Ã¢â€š ¬? which shows the poor switching from their pride to revenge against the aristocrats and the aristocracy (177). Madame Defarge makes the statement à ¢Ã¢â€š ¬Ã…“[ v]engeance and retribution require a long timeà ¢Ã¢â€š ¬? to her husband during his time of impatience to seek revenge against the aristocrats, and it implies that Monsieur Defargeà ¢Ã¢â€š ¬Ã¢â€ž ¢s revenge happens later in the future (179).

Career and Life Development in Erin Brockovich

The movie Erin Brockovich (2000) is a perfect illustration of the life-long and continuous development of every individual and the surprising ability with which a woman confronted by social and familial constraints is able to build her agency to be relevant to society.The film, directed by Steven Soderbergh, stars Julia Roberts in the lead role as Erin Brockovich and was based on the real life story of Erin Brockovich and her leadership in the Hinkley town’s fight against the water polluting activities of the energy giant Pacific Gas and Electric Company (PG & E).More importantly, the film reveals the tremendous capacity of human beings to rise above their individual and personal hardships and pursue causes that often seem impossible or even unattainable.At first, Brockovich’s narrative is one that seems to be predetermined. Twice divorced and left to fend for her self and three young children, Erin appears to be in a disparate situation as her career prospects are cons trained by single motherhood and unemployment.Things go even worse when she figures in a car accident and her lawyer, Edward Masry, fails to land her a settlement for a personal injury suit. Thus, Erin is portrayed to be a victim of unfortunate events beyond her control and which have often left her helpless to change the course of her life.Erin’s identity is therefore established as a single mother and a woman whose experiences of failed marriage, unemployment, and unfortunate accident define the unconventional ways with which she copes with her difficulties.On the other hand, it is these clearly through these experiences that Erin’s individual capacities are honed and strengthened, reflecting Erikson & Erikson’s (1996) belief that encounters with periodic crises enable individuals to build up their resources for resolving problems. In Erin’s case, the absence of prospects forced her to ask for assistance from her lawyer by hiring her at his law firm.Thi s action would later prove to be both an opportunity and a challenge for her and a turning point in her career as she stumbles upon intriguing medical records of the Pacific Gas and Electric Company (PG & E) placed in the real estate files.Her later decision to continue investigating the connection between real estate and the energy giant’s medical records and to be involved in the prosecution of the PG & E after she discovers that it has been dumping toxic waste that threatens the water supply and health of the town of Hinkley represent a major shift in Erin’s narrative and in turn, her identity, from the disparate single mother to an individual concerned with social and ethical issues.Thus, Erin’s involvement with the case represents another important development in her life, one that could possibly result in gains or in losses for herself and the community she chose to be identified with. (Baltes, 1987; Elder, 1998)In retrospect, Erin’s unlikely triump h over an influential and moneyed adversary is the outcome of her individual persistence and strong sense of ethics and responsibility as well as the availability of social support that enables her to pursue her own development despite the painful reality of previous failures and frustrations and the presence of constraints.It is in this aspect that Erin’s story resonates with the lived realities and experiences of its audience, especially in terms of fulfilling their need for development and coming to terms with changes in career, relationships, and life in its entirety, as it shows that learning and human development does not stop with divorce, single motherhood, or failure. On the other hand, they represent new opportunities and challenges with which individuals can draw meaningful lessons to grow from.Works Cited:Baltes, P. G. (1987) Theoretical Propositions of Life-Span Developmental Psychology. Developmental Psychology, 23: 611-626.Elder, G. H. (1998) â€Å"The Life Co urse and Human Development,† Handbook of Child Psychology, William Damon (Ed), 5th Ed. New York: Wiley, Volume I, 939-991.Erikson, Erik & Erikson, Joan (1996) The Life Cycle Completed. New York: W.W. Norton.Soderbergh, S. (2000). Erin Brockovich. United States.

McGraw-Hill Financial Performance

It is reported that there was an 8.6% increase in the earnings per share to $2.40 for the year 2006 that due to the increase in the revenue by 4.2% amounting to $6.3 billion.   Another successful year for the McGraw-Hill, but before that, let’s take a look on the past few years where the evaluation on this research must focus. The net income of the McGraw-Hill for the year 2003 is $687.7 million.   During 2004, the net income had reached to an amount of $755.8 million, a 9.9% increase from the previous year.   In addition to this, the company’s revenue increased by 7.4% amounting to $5.3 billion. In accordance with the Emerging Issues Task Force Issue 00-10, â€Å"Accounting for Shipping and Handling Fees Costs†, the corporation had made reclassification of the revenues resulting to an increase in the revenue of $62.5 million and $62.5 million during the year 2004 and 2003 respectively. There is an increased of 14.3% in the McGraw-Hill revenue during 2005 which had reached about $6 billion.   Together with it is the increase in the net income of 11.7% reaching to an amount of $844.3 million and also an increase in the earnings per share of 12.8%.   The company had also returned an amount greater than $924 million to the shareholders prior to the increase of 14.4% compared to as before of 4.9%. Pearson PLC Financial Performance In the year 2003, changes in the company’s portfolios had made revenue to increase by  £89 million and  £24 million on the profit.   However, due to the movements of currency, there is  £181 million reduction on the revenues and  £27 million on the profits. During the year 2004, the revenues of the Pearson PLC had decreased by  £302 million and  £51 million on the profits due to the currency movements that happened that time.   However, the changes in the portfolio had made an increase of  £41 million on the revenues but still the profit dropped down by  £8 million. However, the movements of the currency in 2005 had made a positive effect on the Pearson PLC.   Regarding the continuing business basis, there is an increase in the sails by  £46 million and the profit had also increased by  £12 million.   In addition to this, the portfolio changes also made the sales to increase by  £29 million and profits by  £9 million. Also during the year 2005, the fastest growth of sales happened in comparison on the past five years of the corporation.   The sales increased by 9%.   There is also a 22% increase in the profit amounting to  £509 million and with the margins going up to 12.4%.   There is also an increase of more than 33% in the operating cash flow of Pearson and more than 50% on the free cash flow, reaching to an amount of  £431 million. These results to the most cash generated in Pearson that ever happened before.   The biggest contributor on these success is the –education- having sale of up to 12% generating an amount of  £2.66 billion and making the profit to go up by 22% to the amount of  £348 million. McGraw-Hill Stock Performance A 10% increase was approved by the Board of Directors of the McGraw-Hill Companies on the Corporation’s common stock regular quarterly cash dividend.   It was the 32nd of the consecutive increase in the annual dividend of the Corporation’s common stock. In 2004, an amount of $630 million was returned by the McGraw-Hill Companies to their shareholder.   There was a 50% increase on the dividend payments compared to the previous year (2003).   There is a new annualized rate amounting to $1.32 per share brought by the Corporation’s increase by 3 cents to 33 cents per share in the regularly quarterly dividend on the common stock.   There was a history of continued increase in the McGraw-Hill dividends for 32 consecutive years.   Also, during this year, the acquisition of the 5 million shares of its repurchase range happened on the Corporation. There was an increase of a 10.3% average on the McGraw-Hill Companies annualized total return over the past 5 years. In 2005, the expanded stock repurchase program continued for 45 million shares which is far greater than the outlook of the Corporation on 2004 of between three to five million shares.   In addition to this, it has been a 33 consecutive years of an increase in the dividend.   Since 1974, a 10.3% had been the average compound annual growth rate. Pearson Stock Performance The shareholders had approved the amount of 17 pence per ordinary share as a final dividend in 2005 and the he total dividend had reached the amount of 27 pence (adding the already paid interim dividend).   There is an increase from the previous year dividend from 25.4 pence (2004). In 2004, an adjustment of up to 5% amounting to 30 pence (57.6 cents) per share occurred and also there was an increase on the dividends by 5%. In 2003, a dividend per share amounts to 24.2 pence or 43.3 cents.   The price of the share at this year is  £5.72 and  £6.25 on the following year (2004) and on 2005, the share price is  £6.52. Stock Performance Analysis In 2004, the stock performance of the McGraw-Hill dramatically increased from 17.8% of return putting it on its peak having a record giving a 32.9% in return to the shareholders.   However, it has not been good during the year 2005 due to the currency movement thus dropping down to 14.4%.   However, it was a disaster for Pearson PLC’s stock to be performing to the down low having its percent of return down to its lowest return of 1.5%.   The stock performance trend from 2003 until 2005 has been continuously going down.   Currency movement and the changed company portfolio didn’t make a resistance for the company at these times. Long-Term Commitment Until 2005, McGraw-Hill Companies had succeeded and made the constant average return on investments through dividends of 10.3% for 33 consecutive years since 1974.   By simply looking at these numbers, the possibility of McGraw-Hill to a long-term commitment would bring up more success to the Corporation. Pearson had been facing trouble in their past years before 2003.   Those years have been tough for the Corporation.   But their claim is they had made three of their companies, namely education, business information and consumer publishing to becoming world leaders. These happenings made them to think of two things; making their operations efficient and selling of better products and services compared to their competitors.   This strategy made them sold more than  £250 million worth of products and services through combining of two or more parts of Pearson, both working together.   The results of this had reduced costs, increased revenues, assets, and working capitals that will continue planning on a long-term commitment. McGraw-Hill. (2007). The McGraw-Hill Companies, Inc.: Financial Statement.  Ã‚   Retrieved March 10, 2007, from http://moneycentral.msn.com/investor/invsub/results/statemnt.aspx?Symbol=MHP&lstStatement=Balance&stmtView=Ann PLC, P. (2007). Financial Statement.  Ã‚   Retrieved March 10, 2007, from http://finance.google.com/finance?fstype=ci&cid=664805      

Education of the Middle Ages Essay

Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns’ officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way. There were few schools in the Middle ages, so everyone had limited education. Even the Lord of the Manor was often unable to read or write. Some of the first schools were Cathedral schools. As well as Parish, Monastic, and Palace schools. Here people learned a particular role in society. Naturally the primary job was training the clergy in their professional duties as priests of the Christian people. The bishop was the head of the complex and he had a staff of priest to help him with the several of the diocese. These skills that were taught here were reading, singing of hymns, church law, writing of documents and the performing of Church duties and sacraments. An example of educating for a specific role in life were the Knights who had learn how to fight with various weapons so that they could fight for their king. The common people, however, had no way of being educated other than going a monastic school. However, if they did this, they had to donate their property to the church. The people who went to this school later become monks or nuns. They had to follow three important laws: chastity, obedience, and the law or the lord if not followed they would be thrown out of the monastery. Most monasteries had a rule of silence: monks could not talk which other except for a short period of time. During meals one monk might read passages from the bible while the others mediated. Even though monks’ lives seem to be so hard it was the best place to go for a good education for anybody from a king to a beggar (Monasteries 488-499). Women took part in monastic life by living in a convent under a direction of an abbess. Known as nuns, they wore simple clothes and wrapped a white cloth called a wimple around their face and neck. They alternated prayer with spinning, weaving, and embroiling items such as tapestries and banners. They also taught needlework and the medicinal use of herbs to daughters of nobles (Couglin A6). Although monks and nuns lived apart from society, they were not completely isolated. Indeed, they played a crucial role in medieval intellectual and social life. Since few people could read or write, the regular clergy preserved ancient and the classical writings. Scribes copied all the books by hand working in a small drafty room with one candle or a small window for light. Illuminated manuscripts decorated with rich colors and intricate pictures indicate that, although the task was done with hard work, it was also lovingly done (Monastaries 499-501). Monasteries and convents provided not only schools for young people, but hospitals for the sick, food for the needy, and a home for travelers who need a place to stay (Monasteries 499-501). Cathedral schools were there to train higher-member of the Church in their professional duties as ministers of the Christian people. The bishop in whose Cathedral complex the school was located needed a group of trained priests to administer the various needs dioceses. The Cathedral school largely emphasized practical skills, effective reading, singing, and knowledge of Church Law, public speaking and the administration of the holy sacraments (Corbishely 28). At first the university was not so much a place as it was a group of scholars organized like a guild for the purpose of learning. Classes were held in rented rooms or churches even in the open air. Books were scarce. In most classes teacher read the text and discussed it, while students took notes on slates or memorized as much information as possible. Classes did, however meet regularly schedule. University rules established the obligations of the students and the teachers toward each other. To qualify as a teacher students had to pass an exam leading to a degree, or a certificate of completion (Cantor 58). By the end of the 1200’s universities had spread throughout Europe. Most southern European universities were modeled after the law school at Bologna, Italy, and specialized in law and medicine. Universities in Northern Europe on the contrary, specialized in liberal arts in Theology. These were generally modeled after the University of Paris (Bailey 89). At medieval universities, scholars studied Latin classics and Roman law in depth. They also acquired knowledge from the works of the Greek philosopher Aristotle and from the Islamic scholarship in the sciences. This interest in the physical world eventually led a rise of western science (Schools 291-292). Many church leaders opposed the study of Aristotle’s works, fearing that his ideas feared the Christian teachings. In contrast some scholars thought that new knowledge could be used ideas. The applied Aristotle philosophy to theological questions and developed a system of thought called scholasticism. This new type of learning emphasized reason as well as the faith in the interpretations of Christian doctrine. Scholastic sought to bring back classical philosophy along side with the teachings of the Church. They believed that knowledge could be integrated into a coherent whole (Schools 295). One scholastic teacher, Peter Aberlard taught theology in Paris during the early 1100’s. In his book Sic et Non, he collected statements from the bible writings of early Christian leaders that showed both sides of controversial questions. Abearld then had his students reconcile the difference though logic. In the 1200’s the most important scholastic thinker was Thomas Aquinas a brilliant theologian and philosopher who taught philosophy in Naples and France. In his work Summa Theolgica Aquinas claimed that reason was a gift from god that could provide answers to basic philosophical questions. The catholic later accepted and promoted Aquinas’s way of teaching and thinking (Schools 310). The education of a knight proceeded in a way similar to that of many medieval occupations. At an early age the prospective knight was apprenticed to serve as a page, or attendant, in a knight’s household. In his teens the page graduated to the status of a squire and received more responsibilities. As a squire the boy tended his knight’s horses and armor, but he also gained his first battle experience. Several squires were usually apprenticed to a knight at the same time and on the battlefield they might fight as a small band of infantry around their master. Here they acquired the many skills in arms necessary for their profession. To graduate to the status of a knight, a squire usually performed some heroic deed in battle. The squire was welcomed into the order of knights by being dubbed with a sword or slapped in the face by his lord. Afterwards the new knight would receive his fief, or gift of land. As the cult of chivalry developed in the 12th and 13th centuries, knighting ceremonies became more involved. Often they occurred at court, and a knight’s dubbing might be preceded by a religious vigil in which the knight vowed to uphold Christian and chivalric principles (Davies 12-13). Finally the Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features that is, the secular or worldly rather than the religious aspects of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important (Renaissance 228-229). Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archeology, astronomy, mythology, history, and Scripture (Renaissance 220). The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates. But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools (Bailey 112). Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing (Couglin, A8). As it shows education the Middle Ages seems to be so diverse and a starting point for modern education. But the reader must always keep in mind only about five percent of the whole population did all of these educational activities.

Foreign Banks Pros and Cons Essay

Today with the blessings of tremendous development in the communication technology, relationship and interdependence among the countries have been growing rapidly which signifies globalization as an ongoing process. Globalization helps the international business- that is engaging in cross border expansion of sales, acquiring resources and diversifying risk. Factor that benefiting the foreign banks in Bangladesh: Bangladesh is a developing country with a huge population. From the beginning of Bangladesh as an independent country it has been a desiring place for doing business for business organizations operating globally. This circumstance is existed in banking and other financial service sectors. There are some factors that benefitting the foreign banks operating in Bangladesh. 1. Extended sales in an enormously populated country with a low competition: Bangladesh is a country with a large population, so this place is a big market for the banks in a single boundary with a simple set of legislations. So the foreign banks operating in Bangladesh can serve a large group of customers with a single marketing policy. As now a day the business transactions are taken place through banks and house hold savings are kept in banks so the foreign banks do not have to be concerned about the demand. The local banks can not give a big competition as well. 2. Minimizing risk: As usual the multinational banks like other multinational corporations minimize risk by operating in Bangladesh. That means if the banking sector collapses in a country the multinational banks will not loose everything and it is a risk diversifying method. 3. Acquiring resources: The foreign banks operating in Bangladesh can acquire Bangladeshi capitals, information and human resources easily. The local expertise is keen to work in MLCs. So the foreign banks can acquire the local human resources easily at a very cheap rate compare to the global condition. Having the benefits in Bangladesh 10 local banks have established their operation in our country and working comfortably for years after years. Influences of foreign banks in Bangladesh: Benefits: 1. A boast in banking sector: Local banks are expected to react as the foreign banks enter to the country. The local banks here have changed their police in a positive way caused by healthy competition. 2. Bringing ne management and advertising techniques: foreign banks typically bring newer and more modernized management and advertising techniques in our banking sectors. The local banks can learn the modern techniques to cope up with the changing economic environment and globalization. 3. Introducing new modernized technology: In Bangladesh most of the modern financial technology such as ATM, different types of cards, off balance sheet accounting and the latest computing technology brought by foreign banks and spread out in whole banking sectors. 4. Helping in international trade: Aiding in the development of trade and foreign direct investment are presented by foreign banks. Such as opening an L/C in a multinational bank may be more helpful for the merchants. Problems: 1). Foreign domination: the established foreign banks have far greater brand value and economic capability than the local banks. So they can easily dominate by attracting customers. They also are being magnets for local human resources, so the local banks do not get the local expertises which also pull the local banks behind the multinational banks. 2). Lack of local commitment: the foreign banks lack commitment towards the country for some reasons not meeting some social responsibilities. 3.)Â  Cream skimming behavior: though there is not much data available to prove this fact many people think that the foreign banks cream skim the market- taking disproportionate share of best local business away from domestic banks. 4). Unhealthy completion: introduction of foreign banks has added pressure to the local banks by increasing competition which results in risk taking of local banks. So the foreign banks of Bangladesh have a great influence in our economy in the form of pros and cons which are effectively altering our banking sector, with their operation.