The Cold War and Civil Rights Essay Example | Topics and Well Written Essays - 1000 words

The Cold War and Civil Rights - Essay Example The treatment of African Americans in United States was seen as benefiting the Soviet Union which used the United States Civil Rights records to their advantage by â€Å"shamelessly distorting† the treatment of the minority groups. The aim of such propaganda by the Soviet Union President’s Commission on Civil Rights notes was â€Å"to create hostility towards us among specific nations, races and religious groups (235).† The leadership in the United States saw treatment of its minority races as presenting a negative picture of the country especially when it aimed at endearing the other countries in the world to its capitalism ideology. African Americans in the US began to demand a change of the way the minority races were treated given that the Soviet Union was using such treatment to claim the United States call for democracy was â€Å"an empty fraud† (Wilson 235). Therefore, in the 1940s, it became clear that for the US to claim to represent democratic pr inciples, it had to eradicate the discriminations against African Americans especially in the areas of employment voting and housing. The 1950s was a decisive period for the Civil Rights Movement given that it is the time many African Americans people won their antidiscrimination cases in the court. Dr. Martin Luther King Jr. became the face of the civil rights movement with his call for peaceful demonstrations against racial discrimination. Although there were some violent protests against the discrimination of African Americans, the nonviolent movement under King Jr. Was more successful in the areas such as education and freedom to use other social amenities such as the transport system. Following the Montgomery incident where Rosa Parks refuse to surrender her seat to a white commuter, Dr. Martin Luther King Jr. led the African American community in a one year Montgomery bus boycott. In his speech, King noted the reason for the gathering as due to the â€Å"love for democracy,â €  there was a need for end of racial discrimination against African Americans and King wanted to see â€Å"democracy transforms from thin paper to thick action.† The civil rights movements saw the Montgomery incidence as a catalyst for the African Americans to begin demanding for change. They were tired of the historical segregation policies that had denied them of their rights American citizens. It was now a time for the people to retaliate and assert themselves and â€Å"get the situation corrected† (Luther 263). The very fact that the rest of the world was watching the civil rights movement in US during the 1950s ensured the reaction of previously reluctant U.S. policymakers to the demands of the African American freedom movement. In alluding to the democratic principles of the American society, King was contrasting the constitutional rights of all the American citizens to the reality of what was being practiced. The US and her allies at the time wanted to sprea d their democratic ideology which had freedom as its important pillar. Civil right activists took advantage of such principles to bring to light the discrimination of African Americans so that they could force a change in the way African

Understanding and Applying the Benefits of Learning Organizations Essay Example for Free

Understanding and Applying the Benefits of Learning Organizations Essay With today’s increasing challenges created by diversity and proliferation of information, organizations are continuously adapting to address these developments and relate these trends with the overall objective of promoting its values and principles. At the same time, there has been a commitment among institutions and organizations to bridge the gap brought about by cultural differences and conflict. It is through this area that they seek to create an environment where active learning and fostering elements of participation take place. Operating on this idea, there is a need towards creating an environment wherein collective responsibility and accountability is fostered. By applying this concept, better appreciation can be deciphered and lead towards greater application of an organization’s overall purpose. In the end, by recognizing the relevance of values, goals and practices and supplementing it with an appropriate leadership style, it can actively facilitate effective interplay of power among members and augment the needed areas for change. Organizational Learning vs. Learning Organizations Prior to dwelling into the analysis of the concept, it is essential to differentiate the term organizational learning with learning organizations. This is important because it can give out the necessary parameters where this term functions and how it can create the viable opportunities for application. Looking at it, the term organizational learning circumvents around the initiative to develop and enhance processes associated to increase effectiveness in both production and output. It operates in such a way that â€Å"organizations have invested much energy in making improvements in company performance using TQM, reengineering, external consultants and a host of other techniques concerned with the continuous improvement processes† (Dar-El, 2000, p. 186). On the other hand, the term learning organizations is a relatively new concept that seeks to create a move towards change in a more holistic setup. â€Å"Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together† (Smith, 2001, p. 1). It is in this area that the people conceptualize on creating a framework that is admissive and responsive to the challenges given. With these given, it can be argued that these two practices have different outlook towards the facilitation of learning and improvement. Though these two ideas may be similar in the promotion of change, it has become divergent on how it can be applied and implemented within an organizational setup. â€Å"The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations† (Smith, 2001, p. 1). Application Applying the concepts given in my professional practice as an educator, there have been several facets and elements that can characterize it as a learning organizations. Among these principles that shall be elaborated include: (1) mission and vision, (2) values and principles, (3) communication/dialogue, (4) feedback mechanism, and (5) leadership. These facets have been instrumental towards guiding both my educational institution and as an educator to actively address the challenges of 21st century education and promote an environment wherein not only the student achieves growth but also the organization I work for. Lastly, these components allow active measurements that both coincide with standards and increasing needs of students as far as accountability and responsibility is concerned. Mission and Vision One important aspect that makes my institution be characterized under learning organization is having the effective mission and vision. This element is essential because it serves as a benchmark and foundation of how it can address the needs for improvement. By elaborating on the core values that can impart education to students and allow the institution to grow in the process can guarantee that it is adherent to both standards and change. Likewise, this initiative allows both administrators and educators to take a step closer to transformative education and creating values that is responsive to student objectives and the hurdles associated with the practice (First and Way, 1995). Similarly, under this facet, the incorporation of core values are then utilized and synchronized towards intensifying ways and methods in making the organization evolve and grow in the process of education. It outlines the essential models that will allow such mission and vision to be realized. Seeing the process, â€Å"it encompasses the passions, drives and motivating factors that propel the organization into the future† (E-How, 2004, p. 1). In the end, these actions not only cultivate the needs of the present times but also outline the necessary parameters for future practice in both education and organizational growth. Seeing this, the institution that I am part of considers this importance that is why it has aligned its mission and vision to actively respond to the need of the school to learn and find ways to improve. That is why it has abolished and created new practices that are deemed significant to this overall objective. Values and Specific Objectives Another significant aspect why I consider my organization geared towards learning is having the effective values and principles. Understanding these two concepts, it can be argued that they are the facets that make the mission and vision become applicable in the educational environment. By actively aligning these standards towards organizational learning, it can generate and create educators and students who are responsive to the challenges of 21st century education. â€Å"When the values of the organization are focused on the higher levels of consciousness and employees are focused on the lower levels of consciousness, employees are encouraged to grow and develop† (Barett, 2003, p. 4). Applying this principles in my organization, I can argue that majority of our school’s objectives adheres to the idea of learning organizations. The values and objectives are actively aligned to standards and cultivate the capabilities of educators to provide instruction. At the same time, it provides mechanisms wherein administrators can actively incorporate new values that is considered essential not only on the growth of the students but also on the educational institution. Lastly, it presents several programs and mechanisms that allow these objectives to be realized. By allowing these methods to be applied with considerable consideration on feedback and monitoring, it allows the school to hone its policies which in turn leads to growth and learning. Imparting Communication into Practice Communication is also another crucial element in the practice of learning organizations. This process allows the creation of new patterns and methods that can be beneficial in practice. Such practice can serve as a medium wherein the goals and vision can be administered and facilitated. â€Å"Communication methods that convey the essence of the vision vary from formal meetings, to publication and casual conversation† (E-How, 2004, p. 1). By realizing that these processes are possible, the organization can apply its objectives and advance on the interplay of power using different mediums of interaction and facilitation with an end goal becoming learning organizations (Bamburg, 2000). Such practice makes the overall goal easier and compliments the overall intention of introducing change. Opening up avenues for dialogue and exchange of ideas can also provide the needed boost in facilitating conflict resolutions that affects performance and ability to perform goals and objectives. At the same time, by incorporating a standardized way of engaging with others, individuals and groups realize the essence of what truly matters and deepens their relationship with each other. This then in turn results towards further advancement and learning. â€Å"When people talk and listen to each other this way, they create a field of alignment that produces tremendous power to invent new realities in conversations, and to bring about these new realities in action† (Kofman and Senge, 2006, p. 33). In our educational institution, there had been several ways that the school created to reinforce dialogue not only with teachers but also on other important actors within the community. This process allows each party to rethink and analyze the current strategies at play and formulate new strategies that can be employed which will strengthen and intensify the level of cooperation among groups involved. At the same time, there exist both formal and informal arenas wherein educators, administrators and related parties can point out and further their interests concerning organizational development. In our aspiration to become learning organizations, we had realized that we must use communication and dialogue to further our interests and promote administer our target and expected outcomes. Creating Feedback Mechanisms The inclusion of feedbacks in every organization is another relevant component in attaining continued growth and expansion in learning organizations. By allowing this practice to be incorporated within the framework of every institution, it allows insight on instruments that matter and find new ways to redefine on methods that are considered to be obsolete or ineffective. â€Å"Recognizing success and failures helps create a shared learning within the organization that continues to drive the organization towards becoming a learning organization† (E-How, 2004, p. 1). Under this process involves several strategies that can introduce and incorporate the values and objectives in practice. It can range from documentation towards training which overall outlines the relevant areas that can shift from traditional actions into becoming a group that is holistic, administrative, and encompassing (Szostek, 2002). Likewise, this initiative calls for active and responsible ways of enacting organizational objectives and policies. By allowing feedback to come into play, it ensures that efficient measurements are given to actively gauge both the direction and response an organization has made in achieving its objectives. â€Å"When successful methods are developed, recognizing the importance of modeling those successes throughout the organization creates the paradigm of a learning organization† (E-How, 2004, p. 1). Considering this application in my present organization, I feel that the school provides several instruments that can provide avenues for learning organizations. Not only does it give out measurable objectives but it also caters to increasing chances for all parties to respond to the scheme implemented. In this process, there are available mechanisms that will actively measure the performance of teachers given to administrators and parents. It presents criteria of what things are relevant and important in the classroom. At the organizational level, we teachers are given a feedback form to determine the feasibility of student and school programs and what other issues need to be improved and developed. These methods enable us to continuously adapt not only to student needs but also incorporate on new ways to improve the current system. Realizing the Significance of Leadership Every organization for it to pursue its objectives and goals, it must have an entity that serves as a guide in paving its direction. It must be able to allocate the needed resources and recognize the significance of each actor in the attainment of its vision and mission. Seeing this, as the elements of learning organizations come into place, it requires an important component to strengthen and bind these together; leadership. In such manner â€Å"Learning organizations use shared leadership principles to maximize their resources and develop leadership capacity within individuals† (Kansas State University, 1998, p. 1). At the same time, the application of leadership style does not solely rely on a single approach. Rather, it must be a mixture of several strategies that seek to promote and intensify the practice of learning organizations. These approaches in turn must also take into consideration the background, history, affiliations, and culture of members to become encompassing and facilitative of each actors needs (Dar-El, 2000). By catering into these principles, the leader can now set programs and mechanisms that can establish a firm foundation for learning to take place in different levels. Lastly, the leader must be able to capture the needs of all actors involved in an organization. He/she must outline the issues revolving not only within the institutional arena but also focus action in enhancing group dynamics. This diversity of issues thus requires a myriad of approaches to make it adaptive and resilient to change. â€Å"A comprehensive view of a learning organization is that it is an organization in which learning begins at the level of the individual, proceeds through the level of the team, and is codified and stored at the level of processes and systems† (Kansas State University, 1998, p. 1) In the end, it clearly assumes that the overall process of learning organizations revolve not only on one level but on various dimensions that effective leadership can only control and provide. In applying this tenet in our educational institution, we in the school together share the dimensions of leadership that is mentioned. As an educator, I am not only tasked and responsible for student growth but at the same time I should seek for opportunities wherein I can contribute in the academic and professional realm. I believe that my actions together with other educators can contribute to the overall goal of achieving learning organizations in a collective manner. This form of collaborative setup is what makes our institution dynamic and susceptible to challenges. Also, our educational institution tries to reach out and take into consideration the relevant contribution of group dynamics and other actors in the process of achieving our goals and objectives. Not only shall this outlines further cooperation in enhancing education, it also gives the institution new insights to make facilitation and instruction better; thus creating an effective learning organization. Conclusion The call for learning organizations has increased opportunities for many individuals and groups to maximize and realign their goals to supplement this objective. Due to this, it has allowed the creation of processes and outputs that is more dynamic and effective in practice. Not only does this contribute to a renewed interest in organizational dynamics but also allowed the interplay of dialogue, power and administration be geared towards further growth and development in a holistic manner. References Bamburg, J. D. Learning, Learning Organizations, and Leadership: Implications for the Year 2050. Retrieved April 20, 2009 from, http://www. newhorizons. org/trans/bamburg. htm Barrett, R. (2003) The Importance of Values Alignment. Retrieved April 20, 2009. 1-4 Dar-El, E. (2000) Chapter 9: Learning Organizations in Human Learning. (US; Springer) Retrieved April 20, 2009. 185 – 210. E-How (2004) How to Develop a Learning Organization. Retrieved April 20, 2009 from, http://www. ehow. com/how_2263534_develop-learning-organization. html First, J. A. and Way, W. L. (1995) Parent Education Outcomes: Insights in Transformative Learning in Family Relations. 44 no. 1 Retrieved April 20, 2009. 104-109 Kansas State University (1998) Leadership in a learning organization. Retrieved April 20, 2009 from, http://www. oznet. ksu. edu/leads/FACT%20Sheets/fact9. pdf Kofman, F. and Senge, P. M. (2006) Communities of Commitment: The Heart of Learning Organizations in Learning Organizations: Developing Cultures for Tomorrow’s Workplace. ed. Sharita Shawla and John Renesch. (US; Productivity Press) 15 44 Smith, M. (2001) The learning organization in infed. Retrieved April 20, 2009 from, http://www. infed. org/biblio/learning-organization. htm Szostek, L. (2002) Creating the Learning Organization. Retrieved April 20, 2009 from, http://www. businessknowhow. com/manage/learningorg. htm

How concentration affects the rate of reaction between Hydrochloric Aci

How concentration affects the rate of reaction between Hydrochloric Acid and Sodium Thiosulphate Chemistry Coursework How Concentration Affects a Reaction Aim: The aim of this experiment is to find out how concentration affects the rate of reaction between Hydrochloric Acid and Sodium Thiosulphate. Introduction: This experiment will be carried out by drawing a cross on a piece of paper and mixing hydrochloric acid and sodium thiosulphate together to see if the cross disappears. The concentration of hydrochloric acid would change every reaction to show that concentration effects a reaction. The time in which the cross took to disappear would be recorded as well as the temperature at the start and end of the reaction, the concentration of the hydrochloric acid and the amount of hydrochloric acid and sodium thiosulphate used. Sodium Thiosulphate + Hydrochloric Acid ------------> Sodium Chloride + Water + Sulphur Dioxide + Sulphur Na2S2O3 + 2HCl 2NaCl + H2O + SO2 + S Preliminary Work: The problems that arose whilst doing the preliminary experiment was that the beakers and measuring cylinders were not cleaned out properly and some of the sodium thiosulphate turned cloudy were there was previously hydrochloric acid inside the beaker. The preliminary experiment showed that concentration effects the rate of reaction as well as the temperature does. The higher the concentration of hydrochloric acid, the faster the reaction was because the more particles there were to collide and break old bonds and make new bonds. Also if the temperature was higher the particles would move around faster because they have more energy and would also cause more effective collisions. GRAPH Fair Test: The experiment will ... ... anomalies within the experiment and this may have been caused by the stirring or the timer being started and stopped wrongly. I think that our group had a good method because our results showed what we were trying to find out, which was to test how the change of concentration affects a reaction. To get rid of any anomalies we could have either not stir the mixture or use a machine to stir it at the same speed each time. I think that the procedure that we had used was adequate to test and that it was reasonably reliable. In my prediction I had stated that as the concentration increases, the time taken for a 10% decrease in light intensity would decrease. This is because more particles would be in the higher concentration causing more effective collisions to happen. In future experiments we could increase the range of results as well as having more intermediate values.

Frito Lay Sun Chips Case Study Essay

1. How would you characterize the snack chip category and Frito-Lay’s competitive position in this category? The snack chip category is growing, mainly because of the increased per capita consumption, which rose from about 12 pounds in 1986 to nearly 14 pounds in 1990. The snack chip category consists of three types of competitors: national, regional and private brand firms. The market is very competitive and difficult; as many as 650 new products are introduced every year, but less than 1% of them generate more than $25 million in first-year sales. Frito-Lay is a national brand and a worldwide leader in the manufacturing and marketing of snack chips. Frito-Lay accounts for 13 percent of sales in the US snack food industry. Frito-Lay’s market share is 50% of the snack chips category, and and eight of its snack chips are among the top-10 best-selling chip items in US supermarkets. Furthermore, Doritos and Ruffles are the only snack chips with $1 billion in retail sales i n the world. 2. What specific challenges and risks does Frito-Lay face in marketing SunChips and what are the implications of each? The following are many of the specific challenges and risks that Frito-Lay faces in marketing SunChips and the implications of each: * There are a relatively large number of rivals > a lot of competition. * There is a large number of substitute brands/chips > a lot of competition. * Consumers are very price sensitive so brands are competing on price > detrimental. * There are a few barriers to entry, and existing entrants have better access to distribution channels than new ones. * Tried healthy snacks and failed > risky strategy. * New brand name is a departure from known name. * Cannibalization is a concern. * Frito Lay strategy: differentiator, line extensions, new products to address needs. 3. What insights can be drawn from Frito-Lay’s prior experience with multigrain snacks? As mentioned before, the snack chip market is incredibly competitive. With as many as 650 new products entering the product every year and less than 1% reaching a sustainable sales mark of $25 million, it is rare to find a successful one. Frito-Lay first toyed with multigrain snack chips in the 1970s, when research indicated a need for a snack in this category. Prontos, released in 1974 and distributed for four years, weren’t incredibly well received. While a lack of success is attributed to a confusing name, poor manufacturing and too narrow a market, Dwight Riskey, VP of Marketing Research and New Business, admits that he is â€Å"not sure there were dramatic things wrong with the product design [†¦]. It may have been invented and introduced before its time.† This sentiment was reflected in the Harvest Project in the early 1980s, when Frito-Lay developed several multigrain products to attempt and have a possible healthy alternative to saltier snack foods for the baby-boomer generation. Lackluster response caused the project to stall into the mid 80s as focus was put on developing new flavors and healthier alternatives in other brands. Development for the product now under the Sun Chips brand picked up in 1988. Consumer testing found a few variations of the Sun Chip that were perceived by test markets as both healthy and as â€Å"everyday snacks† — a factor necessary to the long term success of the snack. Ultimately, they had to wait until the right time to release the product. The market was slowly gaining health consciousness as baby-boomers matured and desired healthier alternatives to their snack foods. Early attempts were just that: too early. 4. What conclusions can be drawn from research on SunChips’ consumer acceptance and sales potential prior to the Minneapolis-St. Paul test market? The results from the premarket test were not at all what Frito-Lay’s executives had initially expected. Consumers preferred the SunChip name,while the most popular flavors were Natural and French Onion. After the trial, Sunchips had the potential to be an â€Å"everyday snack.† The results from the premarket test indicated that the Sun Chips Multigrain Snacks would sell a total sales volume of $113 million during it’s first year on the market. Included in this sales volume is a $22 million advertising and merchandising expenditure. That being said, $113 million far exceeds the $100 million sales performance goal for which Frito-Lay initially planned. There is also less potential for product cannibalism at 42%. The Minneapolis-St Paul, Minnesota metropolitan area was chosen because executives believed it to be a strong social and economic representation of the US as a whole. Generally speaking, this area also represented a standard environment in which consumer acceptance of products and competitive behavior both could be measured accurately. Ultimately, 2.2% of American households that eat these types of chips reside within this metropolitan area. Thus, according to the research on SunChips’ consumer acceptance and sales potential prior to the test market, it would be highly advised for Frito-Lay to continue exploration with this product, and proceed to more advanced stages of product testing. 5. What is your assessment of the SunChips’ test market results? Promotion/Advertising: As a result of the Premarket Test, Frito-Lay is allocating a $22 million advertising budget for Sun Chips. 70% of this budget—$15.4 million—is to be used within the first 6 months of the test market. The advertising message will convey subtle positive messages, including wholesomeness, fun and simplicity. Television commercials emphasizing â€Å"smarter because they’re multigrain† will be shown in order to appeal to the health-oriented consumer segment while depicting the product as unique. In-store displays and free-standing inserts in newspapers will support the advertising campaign, while coupons placed in newspaper free-standing inserts will stimulate trial and repeat sales during the test market Price and Sales: Projected annual sales in the snack chip category amount to half of the market share or about $5 billion. Sales are projected to grow at a 4-5% rate annually due to an increase in per capita consumption. Sun Chips carries a selling price to retailers of $0.385 for the 2.25 ounce package, $1.240 for the 7 ounce package, and $1.732 for the 11 ounce package. The weighted-average price amounts to $0.16 per ounce sold, with 15% of purchases in the Test Market going towards the 2.25-ounce package, 47% to the 7-ounce package, and 38% to the 11-ounce package. With this average price-per-ounce of $0.16, first-year sales on a national level as represented by the Test Market will amount to $82,866,894 for Sun Chips. Decisions/Alternatives: 1. Decide not to launch Sun Chips 2. Continue to test the product and risk having a competitor launch a similar product nationally or regionally 3. Expand and launch a national introduction, requiring adequate manufacturing capacity Strategies: 1. Increase advertising and merchandising spending to either test further or launch nationally 2. Introduce a larger package size 3. Build the household repeat and depth of repeat business by introducing a flavor extension (mild cheddar) 6. Given your assessment of the test market results, what actions should Dwight Riskey recommend to Frito-Lay’s top executives? We believe that Riskey should implement the flavor extension strategy while continuing to test the product for another 6 months. The extension would increase the â€Å"repeats per repeater† to an average of 3.5 times per year instead of 3 times per year due to greater variety for consumers. This will increase expected national sales from $82,866,894 to $90,984,446, or $8,117,552 closer to the company’s $100 million goal. The introduction of another flavor could increase the cannibalization rate from 30% to 35%. This, however, actually amounts to only 23% cannibalization because 1/3 of this cannibalized volume stems from Doritos which have the same suggested retail price as Sun Chips. Adding another flavor will also increase brand awareness (33%) even further past the successful O’Grady’s brand awareness of 28% before the product can be released on a national scale. In taking more time to test the product and by adding another flavor, Frito-Lay can increase first-year sales by building repeat business, as well as increase brand awareness to assure they reach their goal of $100 million in first-year sales.

Time Warner Cable

Large-scale mergers between media companies are becoming more and more commonplace in recent years causing alarm to consumers and industry analysts. The result of these mergers has been a consolidation of market competitors causing media ownership and influence to be controlled by a smaller and less diverse group of firms, the essence of anti-competitiveness. Most recently, Compact announced its intent to acquire Time Warner Cable (ETC) which, if approved, will unite the two biggest companies in the cable television market (Steelers, 2014).The merger would give unprecedented power to the newly merged company which would over 30 percent of the pay television subscribers (Baker, 2014). The fact is that separately, Compact and ETC already have market power in numerous local geographic markets. Compact is the nation's largest provider of pay television with 22 million subscribers (41 percent of all homes and businesses in the geographic areas in which Compact operates). ETC is the second largest cable television company with 1 1. 2 million subscribers.After the merger, approximately one third of all cable television bickerers will be Compact customers sparking concern about the amount of leverage and influence one company should control (Rhombohedra & Camilla, 2014). There are varying opinions about the kind of economic industry cable television market operates in. Many argue that cable television is a â€Å"natural monopoly' (source). Economics professor, Thomas Delivered, explains, natural monopolies occur when production technology, such as relatively high fixed costs, causes long-run average total costs to decline as output expands.In such industries, the theory goes, a single reducer will eventually be able to produce at lower cost than any two other producers, thereby creating a ‘natural' monopoly. Higher prices will result if more than one producer supplies the market. (Delivered, 1996, p. 43) Natural monopolies are created when the initial investment in the framework and infrastructure required to enter the market are so high that it discourages other firms from coming into the market. Installing cable lines is an example of the high cost of starting a business in the television industry and a â€Å"first come, first serve† mentality for natural monopolies.Implementing the cable lines is considered a sunk cost and is one reason why there are such overwhelming difficulties to entry in the cable industry. With natural monopolies, economies of scale are also very significant so that minimum efficient scale is not reached until the firm has become very large in relation to the total size of the market allowing it to recoup its investment. The graph below shows the demand curve of a natural market economy (Economics Online, 2014). When price is allowed to be set by the company (P), it results in higher levels of profit and manipulation of the market.The company's main concern is in the bottom line and maximizing its profits. The chart also shows a potential price (Pl) that would result if there was some regulation; for example, government imposes a price cap and the company operates at a loss. The cable television industry has also been described as a â€Å"patchwork of micro-monopolies† (Honda, 2011, p. 1). Since there are a small number of large companies that compete on the national scale, some argue that the industry cannot be classified as a monopoly or natural monopoly.However, the market structure, permitted and/or encouraged by the government, is set up so that Hess companies do not compete on the local level which results in small scale monopolies and little to no choice for the consumers. A 2011 survey by the Federal Communications Commission concluded that 61. 5 percent of customers had only one choice of cable provider in their neighborhood (Marten, 2012). The theory is that through local government legislation and result in nearly non-existent competition on the local level between c able companies has led to a non-competitive oligopoly (Shafer, 2014).Although the cable industry natural monopoly may have made sense initially, the companies that have been able to benefit from this market structure have exploited the consumer and been able to charge high prices for mediocre products. Many of the government regulations that were initially implemented at the onset on the industry were controversial; firms paid franchise fees enabling them to obtain decisions through offers of building public access studios and regulating the rates of the politicians' Jurisdiction (Shafer, 2014).Notwithstanding the exact classification, there is a general consensus that too few companies in the cable television industry hold too much power. It is evident when comparing the service that the American public receives in terms of cable television and broadband from these companies to other developed nations that we consumers receive far less. Americans pay more for their personal service that in any other industrialized country except Chile, Mexico and Turkey (Crawford, 2014).In the United Kingdom, the government forces the cable companies which dominate the market to lease their networks to competitors at cost. This weakening of one of the major barriers to entry in the system has created competition and brought prices down considerably to the UK population (Caddis, 2014). There are many negative consequences for consumers when industries operate in monopolistic or near monopolistic competition. This is especially true when the industry is related to the media and has a great deal of influence on what the public is seeing and hearing.First, the media market will be too reliant on and loyal to large corporate sponsors. The industry will become singularly focused on what it can get from the consumer rather than concern with public interest. Second, a small number of colossal companies will represent the interests of their stockholders, usually America's upper-class. Third, there is a lack of competition in the marketplace which leads to higher prices to the consumer and a lack of innovation in the products offered. These problems are exemplified by both ETC and Compact.In 2012, ETC spent Just 9 percent of its $41 billion revenue on maintaining and upgrading their equipment and networks (Hilt, 2013). Compact spent even less, 3. 7 percent of its $118. 3 billion revenue. There is little reason to believe that two companies spending such a small percentage of their revenue on making improvements to their products and services would change their strategy cost-merger. Consumers are already troubled with the possibility that the merger will be approved. Cable television companies already have critically low satisfaction scores among their clients.ETC and Compact are the two worst offenders in the industry. In 2013, the American Consumer Satisfaction Index gave the two companies the dubious distinction of having the lowest rated television and interne t services in the United States (Ezra, 2014). According to Yogurt's Barehanded, Americans do not want ETC and Compact to merge (Including, 2014). The television cable industry is notoriously retrieved by consumers in general and the announcement of the merger has caused the perception of the two companies to drop even further. The following chart shows how consumers are reacting to the $45 billion deal.In many cases, customers have no recourse other than cutting the cable cord completely if they do not choose Compact or ETC. There are many non-cable media options for the public to patron however, one major section of the population has no choice but to subscribe to cable: sports fans. This is of particular concern to the Dodgers and Lasers fans in Los Angles. Currently, ETC spent billions to obtain eradicating right to both massively lucrative sports franchises (Baker, 2014). This allows ETC to extract steep subscriber fees to its non-cable competition.When the negotiations between the companies stall or are incomplete, ETC blacks out the games to those who do not subscribe to ETC. This is especially problematic for sports fans who do not have the choice to become customers of ETC since the company does not even offer services in their region. Additionally, those customers who cut the cable cord are likely only able to access internet through the same company that was already overcharging for their television service. They will be able to watch Nettling or Hull instead of cable television but will still have to pay Compact in order to do so.It creates a catch-22 in the industry and very little choice for consumers in terms of who they select as their service provider. The merger between Compact and ETC will have a much greater impact than simply in the cable television industry alone. There will be a ripple effect in internet and phone service as well as the other media that these companies own such as NBC Universal and Sportsmen. The merged company's control will be more widespread because of their various endures making it all the more potentially harmful to the consumer.