Internet bank failures :: essays research papers

Product failures happen more often than many people would think. The failure can result from many elements of a products campaign such as the introduction to a stale market, missing the target through improper ad campaigns, and most importantly, not modifying a products concept to appeal to a foreign market. Web banks, also known as internet-based banks, are one such example where the success that originated in the United States was not transferred to Europe. Instead, failure occurred because of three main reasons: the money plant, the lack of access points, internet fraud, and lack of unity among neighboring countries. Banking in Europe before the introduction of web banks was very basic. People were drawn to the personal attention they received from the customer service staff, the multiple access points such as ATM’s and local branches, and the ability to use new technology such as the internet to check balances and transfer funds. The banking structure was very similar across borders of countries and was what people were used to since the evolution of banking. People trusted their banks and showed a great deal of brand loyalty, an important factor that was overlooked when introducing web banks in Europe. Web Banks very quickly turned into a large failure for many companies across Europe. The initial concept of web banks was that they would provide many services to you in the comfort of your own home, often at far lower rates than traditional banks. While many traditional banks such as Vontobel Holding AG have many requirements to hold accounts with them such as a minimum balance charge and low interest rates, web banks main concept was to offer banking for free with no balance requirements, multiple loan opportunities, and the tracking of many separate accounts under one umbrella. Realization soon came that most banks were built on the personal customer service that it provided and the money that kept the bank afloat was the money earned off loan interest and account charges. This left many bankers in Europe to second guess the new web banks. "It would have been hard for us to establish full relationships with new customers, and we couldn't really see where the revenue was going to come from." With no solid revenue stream and no personal attention, a cornerstone for banking success, it is any wonder that the proposed web banks even were invested in.

Changing Nature of Higher Education Essay

Proprietary education first appeared in the 1600’s about the same time that institutions like Harvard were being created. For much of US History these schools provided popular mass education in contrast to traditional colleges that were often reserved for the elites (Thelin, 2011). Generally, the purpose of these schools, besides profitability was to provide practical and narrowly focused training, thus filling a need not addressed by traditional education (Beaver, 2009). In addition, for-profits also became known for providing training for minorities, women, and in general, students from the lower social strata, a trend that would continue well into the 20th century (Apling, 1993). From an historical perspective, for-profits have experienced periods of relative prosperity and decline. In terms of prosperity, the peak occurred following the civil war as proprietary institutions sought to provide training for an expanding industrial sector. By 1893, there were approximately 115,748 students enrolled at for-profit schools (Beaver, 2009). On the other hand during the Progressive Era, for-profit schools were deemed unnecessary and invaluable especially if traditional schools were developed and managed efficiently. By 1972, amendments to the Higher Education Act permitted students attending for-profit schools to receive federal student-aid such as grants and loans (Thelin, 2011). Congress believed that students attending these institutions should receive an equal opportunity regardless of their disadvantaged backgrounds. As a result, it is estimated that during that year, for-profits accounted for one-half the increase in higher education’s total enrollment (Beaver, 2009). It is interesting to note that tuition levels at many for-profits are set in accordance with the typical amount of government sponsored aid available to the student, thus questions have been raised regarding the accountability of many proprietary institutions with regard to quality student learning. This paper will focus on how governmental accountability standards have transformed policies and procedures at Everest Institute a subsidiary of Corinthian Colleges. Changing Faces of Public Accountability Both public and private institutions are held accountable to the people that support them (Altbach, Berdahl, & Gumport, 2005). For public institutions their support is primarily from the public; however private institutions such as Everest are governed by their stockholders and a governing board of directors. The interests of these institutions are determined by both external and internal political policies that can create a complex system of compromises and the accommodation of several different conflicting objectives (2005). There was a point in time when the general public was not interested in how colleges and universities conducted business. However, times have since changed. Citizens now realize that their future economic, social, and cultural norms are directly influenced by higher education (Altbach, Berdahl, & Gumport, 2005). This increased awareness by citizens, politicians and law makers led to a demand for more accountability in higher education. The early accountability movement went beyond ensuring compliance with federal funding requirements. Research has shown that management fads in the world of business often time find their way into education, and perhaps some of the focus on accountability in higher education was the result of the Total Quality Management frenzy which firmly took hold in the for-profit business sector by the late 1980s and early 1990s (Castigili & Turi, 2011). Eventually, the quality process was being applied to academic settings. This process where the term quality was referred to giving the student customer a desired product at a reasonable cost (2011). Terms such as assessment, informed decision making, and continuous improvements became common terminology in academia just as they were in the business world. As a result, educational bodies of accreditation began require colleges and universities demonstrate accountability in their self-assessments. However, it was the famous 2006 Spellings Report that established higher education reform. Education Secretary Margaret Spellings and the Commission on the Future of Higher Education attempted to incorporate the concept of Total Quality Management into higher education. The Commission also sought to reprogram U. S. colleges in to providing the highest possible quality of education at the lowest possible cost (Basken, 2007). One of the most important of the commission’s recommendations was for colleges and universities to address the â€Å"inadequate transparency and accountability for measuring institutional performance† (Spellings Commission, 2006, p. 13). For many faculty members and administrators in higher education, it was the principle that was deemed contentious and not the quest for high quality (Castigili & Turi, 2011). However, before the Spellings Commission began its deliberations, the majority colleges and universities had already began to adopt cultures of assessment, and were utilizing the results of their assessments in order to improve student learning. The Spellings commission also called for accountability measures that allowed comparisons of student performance. The American Council on Education and several other groups in higher education interpreted this recommendation as a mandate for standardized testing (Basken, 2007). American colleges and universities have always been resistant to standardized testing and accountability templates because many of them feel that they do not account for the plurality of institutional missions and seem to shift the purpose of assessment from self-improvement to reporting. Standardized accountability requirements do not take into account the complexity of the education that takes place in colleges and universities and could have an impact on the overall process of higher education (Castigili & Turi, 2011). Recent efforts of U. S. olicy makers with regards to accountability in higher education have been negatively compared to the No Child Left Behind Act, which, which may educators feel led to the practice of â€Å"teaching to the test† (Cohen, 2009). If the requirement of standardized testing in higher education created the same or similar results, the impact on higher learning would be devastating. However, long before standardized testing became an issue that threatened colleges and universities, Banta (1996) as referenced in (Castigili & Turi, 2011), claimed the requirements of accountability â€Å"seem to chafe at the very soul of the academic enterprise (p. 7). â€Å" The foundation of that which Kuh (2007) referred to as â€Å"higher education’s aversion to transparency and accountability (p. 32)† could possibly be the concern that the need to report outcomes might weaken the primary purpose of assessment, which is ultimately, improving student learning. Evolution of Accountability for Corinthian Colleges According to the Corinthian Colleges website, Corinthian Colleges Inc. (CCI) provides a friendly, small campus atmosphere where dedicated staff and faculty take a personal interest in the progress of each student. The company operates 105 schools in 25 states in addition to 17 schools in Canada. CCI serves a large and growing segment of individuals seeking to acquire careers in the Health Care, Business, Criminal Justice, Transportation Technology, Maintenance, Construction Trades and Information Technology fields. With more than 17,000 employees in North America, Corinthian Colleges is committed to continue to provide quality instruction and fulfill the mission of changing student’s lives. It is the belief of CCI that consistent application of core values such as integrity, teamwork and accountability depends upon each employee making ethical decisions everyday concerning every student every time. Because of recent headlines, the image of for-profit colleges has become considerably questionable. The media and Senate hearings have reported aggressive and unethical behaviors consistent with unethical business practices. In 2011 The Government Accountability Office (GAO) issued its findings after conducting undercover testing of 15 for-profit colleges in the United States. The GAO found that 4 colleges promoted and encouraged its admission representatives to engage in fraudulent practices (De Vise, 2011). The GAO reported that all of the 15 colleges made false or misleading statements to undercover applicants. The misleading statements were directly related to potential, earnings, financial aid, and student loan repayments. Undercover investigators stated that many of them engaged in substandard academic performance that would have almost certainly resulted in censure at any other institution (De Vise, 2011). There were also reports of students cutting classes, plagiarism, missed assignments, and incorrect assignments being submitted for full credit. Everest was one of 15 for-profit colleges cited by the GAO for deceptive or questionable statements that were made to undercover investigators posing as applicants. Two unnamed campuses were cited in this report (Lewin, 2011). Additionally, the U. S. Department of Education statistics indicated that Everest College graduates had the highest default rate of any school in California for students entering repayment in 2010 (U. S. Department of Education, 2010). It is unclear if Everest North Miami was one of the campuses cited in the GAO report, however, the results of the report led to swift and immediate change in the way the campus operated. Three primary areas received the most attention. First, admissions officers and career services representatives were required to participate in a mandatory training that dealt with how to properly converse with students when speaking about enrollment and placement. Program Directors and a representative from Financial Aid, Admissions, and Career Services were required to attend daily at-risk meetings in order to decrease student absences and also provide administrators with an overall picture of those student who were at risk so that budgetary forecasting could be more accurate and less inflated. Lastly, Career Services Representatives were required to spend more time in the field recruiting new business that would be willing to hire students following graduation. They were also required to take additional training regarding placement rate reporting. Managing Gainful Employment and Placement at Everest Current law requires that private sector institutions prepare students for â€Å"gainful employment in a recognized occupation. † In other words, graduates from these institutions must be able to get jobs in their respective fields of study, or the school may risk losing their accreditation. Newly introduced standards would require that student borrowing and loan repayment be regulated to ensure that students are not loaded up with federal and high cost private loans and debt that many students are unlikely to ever repay. Students at for-profit colleges make up 12 percent of those in higher education, but almost half of those who default on student loans (Lewin, 2011). The alarming number of students that have defaulted on their student loans was the catalyst the led to this sweeping legislation. According to Stratford (2012), the cohort default rate is the percentage of borrowers who default on their student loans due to their inability to make payments. Nelson (2012) pointed out that over 9 percent of all students that borrow money to pay for their education, default on their loans in the first two years after they begin to make repayment. The research also noted that 13. 4 percent of student default within the first three years of repayment (2012). Examining gainful employment at any institution is important because it has a direct connection to the cohort default rate. If students are unable to secure meaningful career opportunities following graduation, then they are unable to afford student loan repayments. This is of a major concern not only to legislators, but also to the general public since student loans are funded by the taxpayer. Thus, there has been an increase for accountability for all schools who receive federal financial aid dollars. There is also a concern for the school because default rates are a factor in the institutions eligibility to receive federal student-aid (Stratford, 2012). This is increasingly important for small proprietary schools such as Everest since over 90 percent of proprietary schools revenues are generated through federal student-aid programs such as Stafford loans (Ausik, 2011). Under the new regulations, aimed to reign in for-profit education programs that saddle students with more loan debt than they can pay, programs that receive students’ federal grants and loans because they â€Å"prepare students for gainful employment† will have to pass at least one of three tests: 1) a student loan repayment of at least 35 percent; 2) a ratio of no more than 30 percent between debt that must be repaid each year and annual discretionary income; 3) a ratio of no more than 12 percent between debt and overall income (De Vise, 2011). The new rules take a â€Å"three strikes and you’re out† approach. The first time a program fails to meet all three criteria, it would have to develop and report how much it missed the benchmarks and what it will do to improve. The second time, it would have to warn student that they may not be able to repay their debt and that the program could lose its eligibility. However, a third strike within the four year period would result in the loss of the ability to offer federal student aid (Lewin, 2011). In order to improve placement rates, Everest Institute required that a Career Service Advisor be present at each daily at-risk meeting in order to discuss student placement rates and also to identify with the Program Director those students that were close to graduation. Additionally, each advisor was required to make initial contact with the prospective graduate at the start of their last semester or module in order to develop a relationship with the student and begin developing a job placement plan. The Career Services Department was required to interact more with the Program Directors and gain contact information of students that recently graduated, however, had not been placed. The advisor was responsible for developing a post-graduate placement plan for the student and reviewing the plan with the student on a weekly basis and tracking their individual progress. By assisting student to secure gainful employment, it provides them with a solid financial source of income to repay their student loans. Everest understands the importance of successfully placing student in careers that related to the major course of study. As more students are employed and able to repay their debt to the federal government, the cohort default rate for the institution will begin to decrease. Additionally, the success of the institution will help to increase student enrollments through the appropriate reporting mechanisms. These new initiatives help to create a positive environment where transparency and integrity are valued not only by the staff but also by the students that are being served. Mission and Future Implications Corinthian Colleges is currently undergoing changes within the organization in order to comply with new regulations from several external and government bodies. These and other mandates come as no surprise to the industry as several for-profit private institutions have allegedly been involved in unethical behaviors and practices. The leaders of these organizations are now forced to not only monitor performance and outcomes but to ensure that business is being conducted the right way. It is imperative that the leaders of the organization have a clear understanding of the dynamics of the organization in order to meet the immediate demands of the government. It is evident that Corinthian Colleges understands the urgency of the issue and measures are daily implemented in order to be in compliance. The process by which the organization chooses to disseminate the new policies will determine the success of change implementation. Change is difficult but necessary to achieve success. The Government is not suggesting but mandating that certain practices be overhauled, revised, and improved. Conclusion Despite the newly introduced demands from the Federal Government, Corinthian Colleges is committed to deliver their promise. With strict adherence to the company’s core values of Integrity, Customer Responsiveness, Respect, Innovation, Excellence, Teamwork, Innovation, Positive Energy, and Accountability, enables the execution of the overall strategic approach to become the best career education company in the world. Corinthians Colleges understands that the goal of transparency and accountability is to enable stakeholders to obtain clear and relevant information about college and university performance. McPherson and Shellenburger (2006) warned, however, about the misuse of assessment data. They urged that â€Å"accountability data be used only to compare specific universities with their own past performances and with the performance of comparable universities† (p. 3). To compare vastly different institutions would do far more harm than good, and potentially punish less-elite colleges and universities.

Historical Theory Essay

What is nursing Science? According to Barnett, nursing science is an identifiable with distinct knowledge that comprise of frameworks, theory and paradigms. In order to understand nursing science, I will discuss the historical development and explain the relationship between nursing profession and nursing science. Also, I will discuss how other disciplines can influence nursing science. This will help understand how theoretical thinking has evolved. Theory development and theory thinking was first intiated by Florence Nightingale. She presented the first nursing theory, the environmental theory. Her theory focused on the physical environment such as air, light, and warmth to restore the individuals health (George, 2011). Her work directed nursing practice for over a hundred and fifty years. As we jumped to the 1950’s, graduates from Columbia University developed the first concept of nursing theory. Theorists such as Hildegard E. Peplau, Faye Abdellah, and Lydia Hall are one of many theorists who used the biomedical model. This model focuses on what nurses do and their functional role (George, 2011). Hildegard Peplau focused on the professional relationship between the patient and nurse by focusing on the patients needs, feelings, problems and ideas. Faye Abdellah, however, focused on patient-centered care (George, 2011). While Lydia Hall uses the circle of care, core and cure. She uses the three circles to involve nurses and patients to care for illness. In the 1960s, theorists such as, Virginia Henderson, Ida Jean Orlando, and Ernestine Widenbach focused on nurse-patient relationship. Their theories focused on what nurses do and how patients perceives them (Walker and Avant, 2011). In 1965 the American Nurses Association (ANA) recommended two levels of education, the baccalaureate degree (the professional nurse), and the associated degree (the technical nurse). As a result of this, doctored prepared nurses became the next wave of nursing theorists (Walker and Avant, 2011). As we look into the 1970’s, this was an era were many theorists were first  presented, including Dorethea Orem, Jean Watson, and Patricia Benner. During this time, the understanding of research and knowledge of development increased. There was an understanding that research and theory together were required to produce nursing science. In the mid 1970s, the National League for Nursing (NLN) required all nursing schools to meet the accreditation standards by chosing, developing and implementing a conceptual framework. (George, 2011). This allowed students to apply theory to his/her nursing education (Walker and Avant, 2011). Towards the late 1970s, the first published journal, Advances in Nursing Science focuses on theory building, analysis and theory application. This journal was used as a forum for debate and discussion about theoretical thinking in nursing (Walker and Avant, 2011). This journal gave awareness of the need for concept and theory development. In the 1980s many theories were being reviewed and expanded. This was a period of major developments in nursing theory from the pre-paradigm to the paradigm period. To further the development of nursing, paradigms (models) provided perspectives in nursing practice, administration, and research (Alligod, 2011). This includes the work of Patricia Benner, Madeline Leininger, and Martha Rogers. There theories focused on the body of theoretical thought in nursing. As we get to the 1990s numerous nursing theories expaned and research studies were being tested. Middle-range theories guides clinical practice, while the circle of theory-research-practice provides the foundation of evidence-based and best practices(George, 2011). Theorists such as Martha Rogers, Ida King, and Patricia Benner, made revisions and refinements of their theories to implicate practice, research, education and the future. Now in the 21st century, nursing theory became more diverse. Diversity is now being accepted and embraced after many years of struggling with theories (George, 2011). The discipline of nursing now focuses on the humans, health, illness, relationships, therapeutics, caring, interactions, ethics and diversity, to provide a fertile ground for the development of research and evidence-based and research practices (George, 2011). Now that I have discussed the historical perspectives in nursing science, there is a relationship between nursing science and the profession. The goal of nursing science is to gain knowledge about human experiences through creative conceptualization and research. By applying nursing framework and theories will provide the foundation for professional nursing practice (George, 2011). It guides nurses in procedures, interpersonal engagement and value of professional practice. Also, Nursing theories will implement the critical thinking structures to direct clinical decision making for professional nursing and nursing practices (George, 2011). As we discussed the relationship between nursing science and the profession, theorists are influenced by other disciplines. Disciplines that theorist used are anthropology, philosophy, religion, education, social sciences and psychology. Madeline Leiniger used anthropology, philosophy, social science, religion and education to develop a discipline in transcultural nursing also known as culture care theory. Sister Callista Roy and Betty Neuman provided conceptual framework for nursing education and science (Eun-Ok,&Ju, 2012). In psychology, Nola Pender developed the Health Promotion model with the goal of achieving outcomes of health promoting behavior (George, 2011) By adapting these disciplines it allows theorists to build theories and framework in order to enhance nursing practice (George, 2011). I have explained the historical development of nursing science and the relationship between nursing science and the procession. As well as, the influences of anthropology, philosophy, psychology, social science, religion and education on nursing science to provide us and guide us in nursing practice.

Environmental Policy And Governance Example

Environmental Policy And Governance Example Environmental Policy And Governance – Case Study Example Unit Creating Clean Energy Sources for the Future and the Contribution to Technology development in the Same Fields Reflectionon the Case Study TopicEnvironmental policy involves the attainment of environmental; sustainability at all levels within the world’s environments. The core issues revolving around environmental policies and sustainability are air, water, land, waste water management, pollution and other factors within the perimeters of sustainability. Clean energy sources is the key component and goal to the realization of the sustainability aspect and the benefits of which are across the trans-boundaries (Tobin students and other academician conduct research in the field and with a lot of enthusiasm find new ideas in the field. The knowledge acquired through research is to be applied to help in developing the clean energy sources and this is how the researchers are to intervene in changing the situation of the world’s environments (Tobin & Boyadjis 2010, p 47) .The Contribution of the Case Study Topic to Academic LiteratureA lot of research has been done on clean energy development and energy alternatives, but little research has been done on the development of clean energy sources with consideration of the trans-boundary issues (Tobin & Boyadjis 2010, p 50). The intervention of clean energy techniques presents a lot of opportunities for restoration, conservation and preservation of the world’s resources and environments across cultural, geographic and political boundaries. Politics play an important role in the realization of the need to incorporate the clean energy policies and plans into the environmental policy frameworks.BibliographyTobin, M, & Boyadjis, G 2010, Preparing For A Clean-Energy Future, Financial Executive, vol. 26, no. 2, pp. 47-51.

How Sociologists Define Human Agency

How Sociologists Define Human Agency Agency refers to the thoughts  and actions taken by people that express their individual power. The core challenge at the center of the field of sociology is understanding the relationship  between structure and agency. Structure refers to the complex and interconnected set of social forces, relationships, institutions, and elements of social structure that work together to shape the thought, behavior, experiences, choices, and overall life  courses of people. In contrast, agency is the power people have to think for themselves and act in ways that  shape their experiences and life trajectories. Agency can take individual and collective forms. Relationship Between Social Structure and Agency Sociologists understand the relationship between social structure and agency to be an ever-evolving dialectic. In the simplest sense, a dialectic refers to a relationship between two things, each of which has the ability to influence the other, such that a change in one requires a change in the other. To consider the relationship between structure and agency a dialectical one is to assert that while social structure shapes individuals, individuals (and groups) also shape social structure. After all, society is a social creation the creation and maintenance of social order require the cooperation of individuals connected through social relationships. So, while the lives of individuals are shaped by the existing social structure, they none the less have the ability   the  agency   to make decisions and express them in behavior. Reaffirm Social Order or Remake It Individual and collective agency may serve to reaffirm social order by reproducing norms and existing social relationships, or it may serve to challenge and remake social order by going against the status quo to create new norms and relationships. Individually, this might look like rejecting the gendered norms of dress. Collectively, the ongoing civil rights battle to expand the definition of marriage to same-sex couples shows agency expressed through political and legal channels. The Link to Disenfranchised Populations The debate about the relationship between structure and agency often comes up when sociologists study the lives of disenfranchised and oppressed populations. Many people, social scientists included, often slip into the trap of describing such populations as if they have no agency. Because we recognize the power of  social structural elements  like economic class stratification, systemic racism, and patriarchy, to determine life chances and outcomes, we might think that the poor, people of color, and women and girls are universally oppressed by social structure, and thus, have no agency.  When we look at macro trends and longitudinal data, the big picture is read by many as suggesting as much. Agency Is Alive and Well However, when we look sociologically at the everyday lives of people among disenfranchised and oppressed populations, we see that agency is alive and well, and that it takes  many forms. For example, many perceive the life  course of black and Latino boys, especially those who are born into lower socioeconomic classes, as largely predetermined by a raced and classed social structure that corrals poor folks into neighborhoods devoid of employment and resources, pours them into underfunded and understaffed schools, tracks them into remedial classes, and disproportionately polices and punishes them. Yet, despite a social structure that produces such troubling phenomena, sociologists have found that black and Latino boys,  and other disenfranchised and oppressed groups,  exert agency in this social context in a variety of ways. It Takes Many Forms Agency might take the form of demanding respect from teachers and administrators, doing well in school, or even disrespecting teachers, cutting classes, and dropping out. While the latter instances might seem like individual failings, in the context of oppressive social environments, resisting and rejecting authority figures that steward oppressive institutions have been documented as an important form of self-preservation, and thus, as agency. Simultaneously, agency in this context may also take the form of staying in school and working to excel, despite the social structural forces that work to impede such success.

Parenting and Support Needs of a Multi-Risk Family Case Study

Parenting and Support Needs of a Multi-Risk Family - Case Study Example There are several reasons that the Angela Greer family would request for services and referral. To begin with, the mother needed referrals to enable her to abstain from taking drugs since she was a drug addict. For instance, when their second child, Monique was born, she tested positive for cocaine and there were traces of other opiates in her body system as well. Angela needed referral and counseling to help her stop abusing drugs and take good care of the children from the children’s father was currently in prison serving fifteen-year sentence for weapons charges and drug trafficking. There was a need for her to abstain from taking drugs and focus on how to take care of the children because she was the only one to play this responsibility. In addition, another reason for referral and request for service of this family was to ensure that the children have an access to education and good care. This is because the two children were placed under the care of their grandmother Lor etta while Angela was under treatment and counseling. The grandmother lives under fixed income that is insufficient to take care of the children as well as paying school fees for Shantae. The grandmother, Loretta is also old and suffers from arthritis and high blood pressure and this makes her unable to take the children to school every now and then. Requesting for service has highly helped the children to continue with their education as well as catering for school fees the two parents are unable to pay for the fees.

Legal Memo Thesis Proposal Example | Topics and Well Written Essays - 750 words

Legal Memo - Thesis Proposal Example In Blair v. Tynes, 610 So.2d 956, 960 (La.Ct.App. 1st Cir.1992), it was held by the court that people who suffered psychological distress on account of the failure of the enforcement authorities, to uphold law and order, could claim damages for serious mental distress. The tort of severe emotional distress, aims to provide recoverable damages for those who have undergone mental anguish, grief or fright due to the acts of another person. The factors necessary to establish this tort are ambiguous, which explains the divergent court decisions. As such, this tort attempts to ensure that the members of a civilized society are not exposed to behavior that is emotionally distressing and outrageous. To claim damages under La. C. C. art 2315.6, for intentional infliction of emotional distress, the plaintiff has to prove that she had suffered a traumatic injury that resulted in mental distress. For the purposes of this tort of intentional infliction of emotional distress, the conduct should be so extreme and outrageous that all possible limits of decency are crossed. In addition, such conduct should be atrocious and absolutely intolerable in any civilized society. In Donnie Norred and Wife, Shirley Norred and Arlen J. Guidry and Wife, Linda J. Guidry v. Radisson Hotel Corporation and Radisson Hotels International, Inc., 95 0748 (La.App. 1 Cir. 12/15/95); 665 So. 2d 753, a wife claimed damages against a hotel, where her husband had been robbed. Her claim was for emotional distress caused by the incident. The court held that she could not claim such damages, as she could not establish that she had undergone genuine and serious emotional distress. As such, she had not been present during the robbery. In Estate of Rayo Lejeune v. Rayne Branch Hospital., 88-890 (La. App. 3 Cir. 2/10/89); 539 So. 2d 849, a wife claimed damages for the mental anguish caused to her, when she saw her comatose husband covered with rat bites in the hospital. Supreme Court