In reviewing the causes of the U.K. Government’s intervention (direct support) in 4 banks (Royal Bank of Scotland, Lloyds, Northern Rock, and Bradford & Bingley) in 2007 – 2009, there are views that the regulators through their actions and inactions significantly contributed to the situation in which they had to bailout or nationalise theabove mentioned banks. A newly appointed Director from HM Treasury has hired you to assess the extent towhich the current UK regulatory regime adequately addresses the key issues highlighted by the 2007-9 financial crash with reference to one of the banks mentioned above. You should also set out any suggestions you have on how regulators can be made even more effective in providing robust and reliable supervision and regulation of the banking sector Your case study should consider the following: • A critical examination of the activities of your case study bank before andduring the crisis, and the regulators’ response during the crisis. • A critical assessment of the UK’s regulatory reforms post-financial crisis in sofar as they are relevant to the circumstances discussed in your case study; and • Suggestions as to further policies to improve supervision and regulation ofbanks in the U.K., identifying the potential effect (costs and benefits) of your proposals. All three elements of your case study should be given equal weighting. Additional Instructions · Arial Font · 1.5 Lines spacing · Full justification alignment · 2,000 words +/- 10% The structure should closely follow a standard essay / literature review style format. An example of appropriate structure would be where there is a cover page, contents, introduction, literature review, bank case study, a conclusion, and reference list. This is an essay style task so the writing style should reflect this. Paragraphs should not be too long or short, like sentence structure. Bullet points and general descriptiveness should be the exception. APPENDIX 1 FINANCIAL SERVICES REGULATION ASSESSMENT 2 Criteria CLEAR FAIL 45-55% 55-65% 65-75% ABOVE 75% Format Sequences of information is difficult to follow Reader has difficulty following work because posts do not flow Student presents information in logical sequence which reader can follow through the posts Information is clear and logical, interesting sequence of posts which the reader can follow Material is clearly integrated with links indicating coherence and development of thought throughout posts Content knowledge Student does not have a grasp of the content; student has difficulty providing posts relevant to the topic Student can demonstrate basic concepts in the course in their posts Student is at ease with the course content; there is little elaboration of the topic or subject matter Student demonstrates knowledge of the content and subject matter in clear, concise posts. Student shows exemplary knowledge of material beyond confines of course materials and uses it in an interesting way. Style Little time was spent preparing posts; each post has spelling and grammatical errors Student has not planned, prepared, oredited posts, some incorrect spellings and/or grammatical errors Posts are edited, planned and course specific; student demonstrates correct use of domain- specific language Posts are well conceived writing examples that demonstrate appropriate language use, grammar, and academic standards Posts are polished and show an advanced academic writing and use of grammar. Structure of ideas No entries have a connection to the course structure and content Few entries have a connection to structure and content Most entries have a connection to the course structure and content All or almost all the entries have a connection to structure and content Entries take course content and develop it beyond confines of material delivered. References Posts display no references or reference list References are missing from posts or not listed at the end of the post Most posts contain references and provide a reference list All posts are referenced References illustrate wide range of reading supporting argum