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Montgomery Bus Boycott and Southern Christian Leadership Conference

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Role of Woman’s Political Council in Montgomery Bus Boycott

Woman’s Political Council is one of the leading organizations that fight for racial discrimination to end. They are a fully supportive group for the deletion of racial boundaries in society. The organization was founded in Alabama in 1946. The organization was formed to address the racial issues in the city (Levy, 2015). Since then, it has always helped the black people and those of other races not considered superior who is not valued to get a place in society. When they get their rightful position, they can be proud and happy about their race to find their proper place in the community and stop being afraid of their race. The organization was the first to call people and predominantly black Americans to protest against racial segregation in Alabama’s bus transit system. This protest was carried out for eleven months, and the woman’s political council was the one spearheading this boycott (Burns, 2012). 

The campaign began on December 5th, 1955, after a black woman refused to give her seat to a white person. The council was involved in this campaign in so many different ways, and some of these ways were; providing transport to those who wanted to protest against this social menace that was happening at that particular time. They also created awareness that racial discrimination was terrible and there had to be justice and equality among all people without having racial barriers. The boycott lasted for 13 months. It led the United States supreme court to declare that the treatment of black people with lesser respect and dignity than the white people in public transport was unconstitutional and had to stop (Brooks, 2008). Therefore, Alabama had to bring the laws put into place down and make sure that black people were given the same respect as white people. Consequently, it can be concluded that the relationship between these two is very close and one which made history in the fight for human rights, especially those embedded within racial confines.

Southern Christian Leadership Conference

Southern Christian Leadership Conference is very well known because its first president was Martin Luther King junior. This conference is closed related to the Montgomery Bus Boycott. Rustin first conceived the group to find the rightful place in society by trying peaceful boycotts and demonstrations to gain a political, social, and economic balance between the whites and the blacks. Therefore, Rustin got his idea and the desire to make a change from the Montgomery Bus Boycott. He worked closely with king, Ella baker, Fred Shuttles worth, Ralph Abernathy, and Joseph Lowery, who held key positions in the first group. Through these individuals’ efforts, the king called for the first meeting, which comprised around 60 black ministers. The meeting began on January 10th, 1957, and ended with a press conference on the 11th of the same month and year. The first name given to the group was the Southern Negro Leaders Conference on Transportation and Nonviolent Integration (Fairclough, 2001). 

The goals southern Christian leadership conference was to fight for the rights of the black population generally. The purpose of fighting for the black population’s requests was to be achieved through the conference’s efforts. These included ending segregation, gaining equal protection and opportunity for the blacks before the law, acquiring voting rights for blacks, promoting non-violence in the demonstrations and boycotts to achieve social equality and justice between the whites and the blacks. This group’s strategies were very well declared, and their primary way of doing things was peace. Therefore, every time they organized anything, they had to strategize and make sure that peace was availed at all costs and make sure that the upkeep of the law was possible and keenly followed by their members (King, 1986).

References

Brooks, P. E. (2008). Boycotts, buses, and passes: Black women’s resistance in the US South and South Africa. University of Massachusetts Press.

Burns, S. (Ed.). (2012). Daybreak of freedom: the Montgomery bus boycott. Univ of North Carolina Press.

Fairclough, A. (2001). To Redeem the Soul of America: The Southern Christian Leadership Conference and Martin Luther King, Jr. University of Georgia Press.

King Jr, M. L. (1986). the Southern Christian Leadership Conference. The Papers of Martin Luther King, Jr, 4, 358-360.

Levy, P. B. (Ed.). (2015). The Civil Rights Movement in America: From Black Nationalism to the Women’s Political Council: From Black Nationalism to the Women’s Political Council. ABC-CLIO.

Monte Verde

After long, often bitter debate, archeologists have finally come to a consensus that humans reached southern Chile 12,500 years ago. The date is more than 1,000 years before the previous benchmark for human habitation in the Americas, 11,200-year-old stone spear points first discovered in the 1930s near Clovis, N.M.

The Chilean site, known as Monte Verde, is on the sandy banks of a creek in wooded hills near the Pacific Ocean. Even former skeptics have joined in agreeing that its antiquity is now firmly established and that the bone and stone tools and other materials found there definitely mark the presence of a hunting-and-gathering people.

The new consensus regarding Monte Verde, described in interviews last week and formally announced Monday, thus represents the first major shift in more than 60 years in the confirmed chronology of human prehistory in what would much later be called, from the European perspective, the New World.

For American archeologists it is a liberating experience not unlike aviation’s breaking of the sound barrier; they have broken the Clovis barrier. Even moving back the date by as little as 1,300 years, archeologists said, would have profound implications on theories about when people first reached America, presumably from northeastern Asia by way of the Bering Strait, and how they migrated south more than 10,000 miles to occupy the length and breadth of two continents. It could mean that early people, ancestors of the Indians, first arrived in their new world at least 20,000 years before Columbus.

Evidence for the pre-Clovis settlement at Monte Verde was amassed and carefully analyzed over the last two decades by a team of American and Chilean archeologists, led by Dr. Tom D. Dillehay of the University of Kentucky in Lexington. Remaining doubts were erased by Dillehay’s comprehensive research report, which has been circulated among experts and is to be published next month by the Smithsonian Institution. And last month, a group of archeologists, including some of Monte Verde’s staunchest critics, inspected the artifacts and visited the site, coming away thoroughly convinced.

In his report of the site visit, Dr. Alex W. Barker, chief curator of the Dallas Museum of Natural History, said: “While there were very strongly voiced disagreements about different points, it rapidly became clear that everyone was in fundamental agreement about the most important question of all. Monte Verde is real. It’s old. And it’s a whole new ball game.”

The archeologists made the site inspection under the auspices of the Dallas museum, where their conclusions were reported Monday, and with additional support by the National Geographic Society. The archeologists, all specialists in the early settlement of America, included Dr. C. Vance Haynes of the University of Arizona, Dr. James Adovasio of Mercyhurst College in Erie, Pa., Dr. David J. Meltzer of Southern Methodist University in Dallas, Dr. Dena Dincauze of the University of Massachusetts at Amherst, Dr. Donald K. Grayson of the University of Washington in Seattle and Dr. Dennis Stanford of the Smithsonian Institution in Washington.

Dincauze, who had expressed serious doubts about the site’s antiquity, said that Dillehay’s report made “a convincing case” that the remains of huts, fireplaces and tools showed human occupation by a pre-Clovis culture.

“I’m convinced it’s 100 percent solid,” Dr. Brian M. Fagan, an anthropologist at the University of California at Santa Barbara, said of the new assessment of Monte Verde. “It’s an extraordinary piece of research.”

Finally vindicated, Dillehay said, “Most archeologists had always thought there was a pre-Clovis culture out there somewhere, and I knew that if they would only come to the site and look at the setting and see the artifacts, they would agree that Monte Verde was pre-Clovis.”

Monte Verde, on the banks of Chinchihaupi Creek, is in the hills near the town of Puerto Montt, 500 miles south of Santiago. Dillehay and Dr. Mario Pino of the Southern University of Chile in Valdivia began excavations there in 1976. They found the remains of the ancient camp, even wood and other perishables that archeologists rarely find, remarkably well preserved by the water-saturated peat bog that covered the site, isolating the material from oxygen and thus decay.

As Dillehay reconstructed the prehistoric scene in his mind, a group of 20 to 30 people occupied Monte Verde for a year or so. They lived in shelters covered in animal hides. They gathered berries in the spring, chestnuts in the fall and also ate potatoes, mushrooms and marsh grasses. They hunted small game and also ancestors of the llama and sometimes went down to the Pacific, 30 miles away, for shellfish. They were hunters and gatherers living far from the presumed home of their remote ancestors, in northeastern Asia.

The evidence to support this picture is extensive. Excavations turned up wooden planks from some of the 12 huts that once stood in the camp, and logs with attached pieces of hide that probably insulated these shelters. Pieces of wooden poles and stakes were still tied with cords made of local grasses, a telling sign that ingenious humans had been there. “That’s something nature doesn’t do,” Barker said. “Tie overhand knots.”

Stone projectile points found there were carefully chipped on both sides, archeologists said. The people of Monte Verde also made digging sticks, grinding slabs and tools of bone and tusk. Some seeds and nuts were shifted out of the soil. A chunk of meat had managed to survive in the bog, remains of the hunters’ last kill; DNA analysis indicates the meat was from a mastodon. The site also yielded several human coprolites, ancient fecal material.

Nothing at Monte Verde was more evocative of its former inhabitants than a single footprint beside a hearth. A child had stood there by the fire 12,500 years ago and left a lasting impression in the soft clay.

Radiocarbon dating of bone and charcoal from the fireplaces established the time of the encampment. The date of 12,500 years ago, said Meltzer, author of “Search for the First Americans,” published in 1993 by the Smithsonian Institution, “could fundamentally change the way we understand the peopling of the Americas.”

The research, in particular, shows people living as far south as Chile before it is clear that there existed an ice-free corridor through the vast North American glaciers by which people might have migrated south. In the depths of the most recent ice age, two vast ice sheets converged about 20,000 years ago over what is now Canada and the northern United States and apparently closed off human traffic there until sometime after 13,000 years ago. Either people migrated through a corridor between the ice sheets and spread remarkably fast to the southern end of America or they came by a different route, perhaps along the western coast, by foot and sometimes on small vessels. Otherwise they must have entered the Americas before 20,000 years ago.

Dr. Carol Mandryk, a Harvard University archeologist who has studied the American paleoenvironment, said the concept of an ice-free corridor as the migration route emerged in the 1930s, but her research shows that even after the ice sheets began to open a path, there was not enough vegetation there to support the large animals migrating people would have had to depend on for food.

“It’s very clear people couldn’t have used this corridor until after 13,000 years ago,” Mandryk said. “They came down the coast. I don’t understand why people see the coast as an odd way. The early people didn’t have to be interior big-game hunters, they could have been maritime adapted people.” No archeologists seriously considers the possibility that the first Americans came by sea and landed first in South America, a hypothesis made popular in the 1960s by the Norwegian explorer Thor Heyerdahl. There is no evidence of people’s occupying Polynesia that long ago. All linguistic, genetic and geological evidence points to the Bering Strait as the point of entry, especially in the ice age, when lower sea levels created a wide land bridge there between Siberia and Alaska.

Although several other potential pre-Clovis sites have been reported, none has yet to satisfy all archeologists in the way Monte Verde has just done. But archeologists expected the verification of Monte Verde would hasten the search for even older places of early human occupation in the Americas.

Bibliography:

MonthesimSo many similarities flow through man’s interpretation of the unknown and the spiritual and it seems that all cultures and times have had the need to have something in their lives other then the material world that we can see, smell, taste and touch. Many today follow the belief in the One God. This seems to be driven by the notion that a supreme god is needed for religion which is driven by the hope for some form of salvation. The God of religion is the unspeakably great Lord on whom man depends, in whom he recognizes the source of his happiness and perfection; He is the righteous Judge, rewarding good and punishing evil; the loving and merciful Father, whose ear is ever open to the prayers of his needy and penitent children. Such a conception of God can be readily grasped by simple, non philosophic minds, by children, by the uneducated peasant, by the converted savage. Even with all their religious crudities and superstitions, such low-grade savages as the Pygmies of the Northern Congo, the Australians, and the natives of the Andaman Islands entertain very noble conceptions of the Supreme Deity. Primitive man was capable of monotheistic belief, even without the aid of Divine revelation, contrary to some religious beliefs. Among the more educated there was support for the belief that many deities were in existence at some level lower than the one supreme deity. Some were even capable of worshiping one god while recognizing the existence of other deities.

Along with polytheism, monothiesm is one of the best known theistic systems. Monotheism is founded upon the idea that there is only one God, typically regarded as the creator of all reality. This god is believed to be totally self-sufficient and without any dependency upon any other being. Other alleged gods might be claimed to be merely aspects of the supreme god – this argument is more commonly found when the transition to monotheism is recent and the older gods need to be explained away. More often, other alleged gods are simply denied any reality at all, or perhaps claimed to be demons tempting people away from the True Faith. This exclusivity has resulted in less religious tolerance and freedom in traditionally monotheistic cultures. The origin of monotheism is unclear.

The first recorded monotheistic system arose in Egypt during the rule of Akhenaton, but it did not long survive his death. Some suggest that Moses, if he existed, brought monotheism to the ancient Hebrews, but it is possible that he was still henotheistic or monolatrous. The earliest Egyptian civilization believed in a single supreme god, who had no name but was described as the source of light the creator of all. He brought fourth rules or natural laws and in their diagrammatic literature these were personified in what we see as the gods and goddesses. Briefly around 1350 BC flourished the worship at Armana in Egypt of Aten/Aton as the one and only manifestation of god, in the near east Zoroaster saw the revelation of one supreme being in the eternal flame around 600 BC and some hundred year later in the Middle East appeared the historical writings from the descendants of Abraham, and out of whose customs grew Judaism, Christianity and Islam.

The form of monotheism which is traditionally most common in the West and which is too often confused with theism in general is the belief in a personal god which emphasizes that this god is a conscious mind that is immanent in nature, humanity and the values which it has created. This god is both independent of and distinct from the created universe and also presently active in the created universe. Because this form of monotheism dominates so strongly in the West, it is not uncommon to find people who simply give it the label “theism,” ignoring all the other forms as being types of theism.

When Abraham was held back from sacrificing Isaac by God around 2000 BC, his God which became the God of the Israelites was seen as but one of many. From the days of Abraham to the days of Moses and beyond, a lot of local gods still existed. When we talk about Akhenaton having but one god, to many He too was but one of many. Even Allah was originally one of many a local god. The God of Abraham and Israel was their God, their chief god, who proved himself over and over to be greater than the gods of other lands and peoples. Even the first of the Ten commandments recognizes ‘other gods’. However the other gods were but the local interpretation of god under a local name.

But what is this “god” thing that is the object of theism? A god is being, usually thought of as a person or having personal qualities, who plays a role in mythology and religion. This object of belief typically possesses supernatural or extraordinary powers far in excess of those that can be attributed to normal, mortal humans. The development of the idea of a “god” can be clearly observed in the development of religion in the Indian subcontinent. Originally, the Indian “gods” were exemplary , strong, and victorious rulers who managed to accomplish a great deal more than their contemporaries. Later they were elevated to godhood and worshiped as supernatural deities. Similar processes can be seen even in the later periods of the Roman Empire, when emperors were declared gods after their death as a matter of routine (although it was not routine that coherent religions were maintained around them for very long). Indeed, the elevation of powerful warriors or kings to the status of godhood may have been one of the earliest ways belief in gods was developed. Another aspect in the development of theism would have been the observation of powerful forces of nature. They all appear to be beyond the influence of humans, but they would also have appeared to be animate, just like humans and animals. Thus would have developed the belief that unseen, powerful spirits are behind the events in life: animism. Parallel with the belief in unseen spirits is the desire to influence those spirits – much the way powerful humans are influenced. Early religion therefore developed means by which humans make offerings to the spirits the same as offerings were made to tribal leaders. They followed whatever rules and orders the spirits might be thought to issue the same as orders from tribal leaders were followed From this sprung the tendency towards organized religion. Monotheism was a gradual process and it was not until around 500 BC that the idea that the God of Israel was the one and only God and always was. Christianity, at first a Jewish sect, confused the issue by developing the idea of a Trinity which took 400 years to define, and even then as a mystery. This Trinity seems to have roots in the three names of the Egyptian God and their fondness for triads. Allah was but the chief amongst a group of Arab gods until they recognized that he was the same God as the God of the Israelites and of the Christians. Just as the Jews had eventually got rid of all other gods so did the Moslems. Perhaps it was a lack of understanding as still exists. One region’s understanding may not be different to another’s but they all struggled to understand the indefinable unknown and eternal with greater or lesser success. As philosophy is always subject to the frailties of man it can often go astray. Some claim divine revelation but it just may be that it is logical. The truth of creation or the law of nature must eventually reveal itself simply because it is the truth. The great question posed by Pontius Pilot ‘What is truth’ is one of the eternal quandaries and at the beginning of all in our earliest civilization lies the guidance of truth from which all else flows.

Bibliography:

Bibliography

1.Sheed, Frank .J. Theology and Sanity ,Oxford/New York; Oxford University Press. 2000

2.Miller. Charles .d. The origins of Biblical Monotheism: Israel’s Polytheistic background and the Ugaritic texts, Oxford/New York. Oxford University Press. 2001

Motivation For Learning Foreign Language And How To Keep Students Motivated

Contents

TOC o “1-3” h z u HYPERLINK l “_Toc377628860” Types of Motivation PAGEREF _Toc377628860 h 1

HYPERLINK l “_Toc377628861” Gardner’s Socio-Educational Model PAGEREF _Toc377628861 h 3

HYPERLINK l “_Toc377628862” Cultural and Social Milieu PAGEREF _Toc377628862 h 3

HYPERLINK l “_Toc377628863” Individual Differences and the Context/Setting in Which the Learning Occurs PAGEREF _Toc377628863 h 3

HYPERLINK l “_Toc377628864” Linguistic and Non-linguistic Outcomes PAGEREF _Toc377628864 h 4

HYPERLINK l “_Toc377628865” Ways of Motivating PAGEREF _Toc377628865 h 4

HYPERLINK l “_Toc377628866” References PAGEREF _Toc377628866 h 8

Motivation for Learning Foreign Language

Winke (2005) defines motivation as being encouraged to do something. Language is described as the medium through which thoughts are expressed. It is a social thing through which individuals offer their experiences to others and obtain their experience in return (Nakata, 2006). Motivation to learn a foreign language is described as the learner’s orientation with the purpose of learning a second language (Norris-Holt, 2001). Motivation to learn a foreign can also be defined as “complex of constructs, involving both effort and desire, as well as a favorable attitude toward learning the language at hand” (Winke, 2005, p3). In other words, the learner is encouraged to learn a foreign language because of the underlying factors such as integration into the society using the language. Motivation in learning a foreign language happens when the learners find importance in learning the language of the society they live in. The learners use the language to exchange opinions, and express their thoughts with each other and thus, increasing their urge to learn the language autonomously and continuously.

Types of MotivationMotivation can be categorized into integrative motivation and instrumental motivation. Integrative motivation is defined as the learner’s orientation towards learning second language (L2). Successful students in learning a foreign language tend to be those who admire people that speak the target language, like their culture and have the urge of integrating or becoming familiar with the society using the language. When an individual becomes a resident of a certain community that makes use of the target language in its daily interactions, integrative motivation becomes the key element in developing the level of language proficiency. It becomes mandatory for the individual to function socially within the community and becoming one of its members (Norris-Holt, 2001).

On the other hand, instrumental motivation is characterized by the need to gain something concrete or practical from the learning of a second language. The goal of acquiring second language in instrumental motivation is utilitarian, for instance, meeting the necessities for university or school graduation, application for a job, reading technical material, attaining higher social status, translation work, or request for high pay based on the language ability. Instrumental motivation is common in instances where the acquisition of a second language is not important for the learner’s social integration into the society (Norris-Holt, 2001).

Both instrumental and integrative motivations are important elements for success but it has been found that integrative motivation sustains long-term success in the learning of a second language. Research shows that integrative motivation is important in the formal learning setting or environment. It is important to note that both instrumental and integrative motivations are not necessarily mutually limited. Learners rarely choose one type of motivation when studying a second language. Instead, the learners combine both orientations. For instance, international students living in the United States learn English for academic reasons and at the same time, they desire to become incorporated with the culture and the people of the country. Motivation is an essential factor in second language achievement. Thus, it is crucial to determine the combination and form of motivation that helps in the effective acquisition of a foreign language (Norris-Holt, 2001).

Gardner’s Socio-Educational ModelThe model identifies factors that are interrelated in learning a second language. It is important to note that motivation to learn a second language is one variable and when combined with other factors, it influences the learner’s success. The work of Gardner focuses on foreign language acquisition in a language classroom. The model tries to interconnect four characteristics of second language acquisition and they include individual learner differences, cultural and social milieu, linguistic outcomes, and the context/setting in which the learning takes place (Norris-Holt, 2001).

Cultural and Social MilieuThe cultural or social milieu refers to the environment or the surroundings in which the individual is located, thus, they determine the individual’s beliefs about the other language and culture. The beliefs make considerable effect on the acquisition of second language. For instance, in the monocultural setting such as that of Britain, many people believe that it is not important to study another language and the minority groups are supposed to incorporate and become proficient in the country’s dominant language (Norris-Holt, 2001).

Individual Differences and the Context/Setting in Which the Learning Occurs

The four individual differences are also believed to have a considerable impact in the acquisition of a second language. They include variables such as language aptitude, situational anxiety, motivation, and intelligence. These variables are closely interconnected with conext/setting in which the learning occurs. In this regard, two settings or contexts are identified and they include the unstructured acquisition of a language in a natural setting and the formal instruction in the classroom. The effects of individual difference variables vary with the context or setting. For instance, aptitude and intelligence play a significant role in learning in a formal setting and at the same it exerts a weaker influence in the informal setting. Both settings are influenced equally by the motivation and situational variables (Norris-Holt, 2001).

Linguistic and Non-linguistic OutcomesThe last factor is the non-linguistic and linguistic results of the learning occurrence. Linguistic outcome is defined as the actual language skills and language knowledge. In entails test indicators such as the general proficiency tests and course grades. Non-linguistic results express the individual’s approach towards cultural beliefs and values, particularly towards the targeted language society. It is worth noting that those motivated to incorporate both non-linguistic and linguistic “outcomes of the learning experience will attain a higher degree of L2 proficiency and more desirable attitudes” (Norris-Holt, 2001).

From the Gardner’s Socio-Educational model, motivation is thought to have three elements. These three elements include affect, desire, and effort. Effort expresses the time spent or used in learning the language and the learner’s drive. Desire refers to level to which the learner wishes to become proficient or skillful in the language. Affect expresses the learner’s reaction towards learning the language (the reaction in this case is emotional) (Norris-Holt, 2001).

Ways of Motivating

From the research findings on the nature of motivation and the impact that it makes on the students’ learning perceptions, it is clear that there are clear aspects of motivation that define the ways from which it must be approached. Without a consideration of the specifics of motivation in defining a successful approach to assist foreign language student, it may not be possible to create the change of learning outcomes as expected in content based instruction approach. It is therefore important that the correct strategy to effect motivation in a foreign language classroom is adopted to attain the success desired of such an approach (Root, 1999). One of the main aspects of motivation is the definition of the goal, which must be clearly enumerated in the foreign language classroom. Changing the students’ mindset to embrace a totally different language from their mother tongue must define the goal of such studies and generate the desired trajectories. Secondly, specific effort must be cultivated in form of behavior contributions in order to achieve the identified goal. Thirdly, there must be a deliberate desire to achieve the outlined goal for studying the foreign language among all the students, which acts as an important determinant of attitude change. Finally, motivation must cultivate a positive attitude in order to spur the urge to keep studying the foreign language (Gardner, 1985). Apparently, the clarification of the aspects of motivation in a foreign language classroom will facilitate developing the best approach to keep students at pace with the focus needed to sustain attachment and concentration in the classroom.

The most applicable motivation interventions in a foreign language classroom have been developed using the underlying concept of spurring and sustaining aspects of motivation. They mainly target the behavioral framework of approach in influencing students to stay focused in learning the foreign language. According to Crookes and Schmidt (1991), motivation can be imparted as a skill in the learning process where students are guided to stick to internal and external attitude. The authors reckon that the most important aspect of motivation is captured not only by taking care of intrinsic factors alone but extrinsic factors that determine the attitudes and perceptions held by the foreign language learners. Internal factors are handled by capturing interest in the foreign language, creating meaning and relevance, establishment of success trajectories from the learning and outcomes. From these insights, it is possible for the instructor to develop the desirable influence on the student that is manifested in not only willful enrolment but persistence and proactive attitude (Root, 1999).

General practical applications and approaches of motivation in a foreign language classroom have been designed through research. These approaches as observed in MacIntyre, Moore and Noels (2010) are designed to ensure undivided attention in a foreign language or any other classroom. Alexenoamen (2009) provides a number of practical interventions that can be implemented in various learning assignments that attempt to maintain interest and commitment among the students. One of the interventions is grouped work or paired work in class where students are encouraged through the interest of their peers inside the classroom. This approach is based on the premise that students have different learning capabilities and that the challenge established when they are grouped together in the learning environment acts as a motivation to stay focused in the classroom. Additionally, the author reckons that the sitting arrangement inside the classroom is important in the establishment of appropriate learning outcomes. Language lessons are dependent on the environment that the learner is exposed to, which implies that the sitting arrangement is important in the creation of learning coherence. Sitting patterns that motivate interest and focus may involve elimination of obstructions and minimizing movements inside the classroom while the lesson is in progress.

Alexenoamen (2009) also reckons that the correction of errors made by students is very important in languages than in many other subjects. It is therefore important that students are kept at pace with the learning outcomes at the most appropriate instance in order to develop interest and commitment from avoidance of discouragement occasioned by such mistakes. In addition, the author also reckons that the design of the lesson by the teacher must employ interesting interjections into the lesson to maintain top level focus from the students. Keeping the lesson as lively as possible through such interventions as role plays is important for student’s learning process. Interest can also be developed by the instructor through a variety of interventions that include visual aides in the delivery of content, which facilitate the breaking of monotony and boredom. In a similar effect, the application of audio tools in the delivery of the class work is important in the learning outcomes.

In an attempt to make sure that the delivery of the material is in coherence with the expectations of a motivated classroom, Root (1999) reckons that the main areas of the motivation concept must be summarized in as brief concept as possible. Firstly, the instruction delivery must be taken care of which involves the realignment of the instructor’s approach and attitudes with the concepts outlined above. As an illustration, notes giving and introduction of visual aides alongside application of dialogue among other interest generating interventions are entirely dependent on the instructor. Content delivered must be organized from simpler to complex language levels to avoid loss of interest and keep students at pace with their own level of understanding. Assignments given must also comply with the focus spurring concept of foreign language delivery. Student assessment in the same level of importance is expected to initiate motivation in the classroom, which implies that from the design of the examination to delivery of results must be captured in the motivational concept.

In conclusion, ways of motivating students must be prompted by the need to develop a balance on the various perspectives that highlight the main motivation concepts outlined in foreign language studies. It is important that the learner-instructor relationship is based established on the understanding of the most important factors of motivation. Intrinsic and extrinsic factors that determine motivation must be understood to develop the appropriate environment in which the students can be assisted to exploit their potential in learning outcomes. To that end, teacher specific and student specific approaches must be brought out in a balanced measure in order to ensure that the student remains motivated throughout the learning process (Root, 2009).

ReferencesAlexeamen (2009) “Ways of Motivating EFL/ESL Students in the Classroom” Retrieved from: HYPERLINK “http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom” http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom

Gardner, R. C. (1985) Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold

Gonzales, R. (2010) “Motivation Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners,” TESOL Journal, 3:3-28

MacIntyre, P., Moore, B. & Noels, K. (2010) “Perspectives on Motivation in Second Language Acquisition: Lessons from the Ryoanji Garden” Retrieved from: HYPERLINK “http://www.lingref.com/cpp/slrf/2008/paper2381.pdf” http://www.lingref.com/cpp/slrf/2008/paper2381.pdf

Nakata, Y. (2006). Motivation and experience in foreign language learning. New York, NY: Peter Lang.

Norris-Holt, J. (2001). Motivation as a contributing factor in second language acquisition. The Internet TESL Journal, 7(6). Retrieved from http://iteslj.org/Articles/Norris-Motivation.html

Root, E. (1999) “Motivation and Learning Strategies in a Foreign Language Setting: A Look at a Learner of Korean,” Retrieved from: HYPERLINK “http://www.carla.umn.edu/resources/working-papers/documents/WP14_Learner_of_Korean.pdf” http://www.carla.umn.edu/resources/working-papers/documents/WP14_Learner_of_Korean.pdf

Winke, P. M. (2005). Promoting motivation in the foreign language classroom. Center for Language Education and Research, 9(2), 1-12.

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Situational Approach

Case 5.1: Marathon Runners at Different Levels

Part 1

The runners are new to this activity and have accumulated no experience at all. Because they are all novices to running, they are classified as (D1) under the development levels. Their excitement about the race and their effort to show up each day is an indication of high commitment. So under the development levels, they are D1, low competence, and high commitment. This group asks basic questions constantly and is worried about their abilities in the race. For this reason, David should adopt the qualities of a coach represented by (S3) leadership styles. The group needs direction on the technicalities of a marathon. David does not expect, however, to deal with these kinds of questions and is not prepared. He is rather prepared to use Directing (S2), in his mind, his work is to direct and not to encourage this group coming to him with childish insecurities.

Part 2

It is clear from their choice of words and their concerns that runners in group two are considerably experienced and know a thing or two about running, they possibly lie under the (D3) developmental level (Northouse). With this group, David is at his element being highly supportive and because of their experience, he does not need to apply a hands-on approach or exercise high direction.

Part 3

This group’s experience and the ability of several of them to finish in the top ten put them at the D4 developmental category. It might not be David’s fault that he appears ineffective as a coach for this team. Their ego and an idea in their minds that they need a certain level of practice and tactics mean they do not appreciate David. They feel bigger than the New York marathon and look to focus on marathons beyond this one.

Part 4

David’s experience as a marathon runner himself is important for his coaching; his idea of the sport makes him suitable to speak to other people as a coach. The way he deals with group 1 may suggest a little bias, which is not a strong point for a leader. He needs to exercise patience if he is to succeed in this position. He also needs to exert a little more authority and demand respect from Group 3 runners.

Case 5.3: Getting the Message Across

Part 1

The current problem may be that training and leadership may be absent. It is good that Ms. Calder is interacting with students and relating with them, however, not having standards to run the station is major problem. She should focus some of her time training the students and holding them accountable than being friendly.

Part 2

Ann’s hands off approach means she is mainly doing things the S4 quadrant way and has no idea why the students are not following the rules. It is important for her apply the S1 or apply more of the S2 approach where she exerts more direction and becomes more involved. The nature of students and their ages mean their excitement for working for WCBA and learning the radio does not teach them right from wrong. They should be coached with an experienced individual and moderate during shifts.

Part 3

Ann can spend several shifts with the students and coach them on an individual basis. This will help her know how directive she needs to be with each of them. She will also be more informed on their level of skill. This is because situational leadership is based on the evaluation of employees’ skills and decides the level of need to amend in accordance.

Works Cited

Northouse, Peter G. Leadership: Theory and practice. Sage publications, 2018.

Action Plan to Address Drunk Driving

Name

Instructor

Course

Date

Drunk driving among college age group between the ages of 18 and 25 is one of the most common social problems that are related to the use of alcohol. Drunk driving does not endanger the life of the drunk driver and passengers, but also other people who are on the road (Parks, 2010). Many lives being lost and continue to be lost as a result of driving under the influence of alcohol. There is the need to come up with measures to prevent individuals under the college age from driving under the influence of alcohol. The environmental strategies used in the action plan are not assured to changing the behavior of every college student, but they can certainly help in changing the aspects of college and community culture that supports drunk driving among individuals in the college age group.

Action plan

The safety of college students and those around them is of great importance. There is the need to ensure that the alcohol prevention program put in place is working. The alcohol prevention program should take the form of a serious action plan that needs to be implemented by educational, legislative and community support. The action plan comprises of the following action points;

Action point 1: An increase in the enforcement of laws that dictate the minimum drinking age

The minimum legal age that one needs to attain in order to start drinking according to the law is a well studied alcohol control policy. As compared to other programs that are generally aimed at the youth who are in the college age bracket, increasing the legal age required for buying and consuming alcohol is considered to be the most successful (DeJong, 2005). If the law can implement a higher legal drinking age then there will be a decrease in consumption of alcohol. This is because of the decrease in the amount of alcohol being sold to minors. There should also be efforts made to reduce false age identification in order to make this law more effective. This will in turn lead to a decrease in the number of fatal road accidents caused by drunk driving. This should be carried out as a joint effort between college lecturers and the community.

Action point 2: Increased publicity, implementation and enforcing laws aimed at reducing alcohol-impaired driving

The number of deaths due to drunk driving can be reduced through setting the legal content of alcohol in the blood for college age group to 0.2 % or even lower. This can also be implemented trough using sobriety checkpoints around colleges and campuses (DeJong, 2005). Administrative license revocation laws should also be implemented incase a college student is found exceeding the legal blood content. This will make these college students careful and avoid going beyond the stipulated legal content of alcohol in their blood when driving. They would not want to risk their licenses being revoked. College students should be educated against the dangers associated with drunk driving.

Action plan 3: screening and counselling college students

All the college students who visit health centers in campus should undergo screening for alcohol abuse. College students abusing alcohol and those at risk of alcohol abuse should be given personal counselling. The counselling should entail how alcohol can easily sabotage their academics and lead to death in road accidents (Miller, 2008). They should also be counselled on how they can handle social situations where they can access alcohol freely.

Action plan 4: Restricting the density of alcohol retail outlets around college compounds

There should be a reduction in number of alcohol outlets around colleges or recreational areas where college students like to spend their time (DeJong, 2005). The number and location of these outlets can be restricted either directly or indirectly through policies that make it difficult to obtain licenses. There would be a reduction in the consumption of alcohol by individuals in the college age if alcohol is sold far from their colleges or areas they like spending their time.

Delivery of information

This information can be delivered through law enforcement officers to the college students through college presidents, student and community leaders. The information can be delivered through seminars and sessions that are aimed at sensitizing college students of reduction of alcohol consumption.

Statistics on drunk driving among the college age-group

According to research, drinking and driving by college students is considered to be a major public health issue. One in every five college student admits to drive while they are drunk. About 40% of college students have acknowledged that they have ever been drove by a drunk driver. Another worrying fact is that the tendency of driving under the influence of alcohol starts when a college student attains the minimum legal age for driving. College students very limited experience in driving and hence making drunk driving by college students more hazardous.

Measuring success of action plan

In order to find out whether the action plan is successful or not fresh statistics can be taken on the number of accidents due to drunk driving among college students. If the number of accidents have decreased then it means that the action plan implemented was effective.

References

DeJong, W. (2005). Preventing alcohol-related problems on campus: Impaired driving : A guide for program coordinators. Bethesda, Md.?: Higher Education Center for Alcohol and Other Drug Prevention ;.

 

Miller, J. (2008). A Drunk Driving Prevention Program for Your Students. The American Biology Teacher, 199-205.

 

Parks, P. (2010). Drunk driving. San Diego, CA: Reference Point Press.

Name

Professor

Course

Date

Situational Approach

Case 5.1: Marathon Runners at Different Levels

Part 1

The runners are new to this activity and have accumulated no experience at all. Because they are all novices to running, they are classified as (D1) under the development levels. Their excitement about the race and their effort to show up each day is an indication of high commitment. So under the development levels, they are D1, low competence, and high commitment. This group asks basic questions constantly and is worried about their abilities in the race. For this reason, David should adopt the qualities of a coach represented by (S3) leadership styles. The group needs direction on the technicalities of a marathon. David does not expect, however, to deal with these kinds of questions and is not prepared. He is rather prepared to use Directing (S2), in his mind, his work is to direct and not to encourage this group coming to him with childish insecurities.

Part 2

It is clear from their choice of words and their concerns that runners in group two are considerably experienced and know a thing or two about running, they possibly lie under the (D3) developmental level (Northouse). With this group, David is at his element being highly supportive and because of their experience, he does not need to apply a hands-on approach or exercise high direction.

Part 3

This group’s experience and the ability of several of them to finish in the top ten put them at the D4 developmental category. It might not be David’s fault that he appears ineffective as a coach for this team. Their ego and an idea in their minds that they need a certain level of practice and tactics mean they do not appreciate David. They feel bigger than the New York marathon and look to focus on marathons beyond this one.

Part 4

David’s experience as a marathon runner himself is important for his coaching; his idea of the sport makes him suitable to speak to other people as a coach. The way he deals with group 1 may suggest a little bias, which is not a strong point for a leader. He needs to exercise patience if he is to succeed in this position. He also needs to exert a little more authority and demand respect from Group 3 runners.

Case 5.2: Why Aren’t They Listening?

Part 1

The behavior of David, in this case, indicates that he is a supporting leader, high supportive but low directive. He does not coerce anybody into coming to the seminar and believes it should be a personal initiative.

Part 2

The mid-level managers are in Developmental level 2 (D2) because their level of education, position, and probable experience mean that they have some competence but their lack of appreciation and support for the training is indicative of their low commitment.

Part 3

Although Jim is trying to get his people to take initiative, which is quite an effective leadership tool if successful, he should have defined the direction and the objectives of the training through a prior discussion with the kid-managers. Support can only be guaranteed by inclusion that is why he should have discussed with the group and create concise and realistic goals as well as deadlines. Jim fails to give his group a sense of responsibility for this training.

Part 4

Jim being a senior official has the capacity to demand some accountability. He can do this by developing questioning techniques and giving feedback to create a more engaging environment. He needs to set meaningful goals, which should make the managers find value in the time they are spending on that training. Without these objectives, no strategy can make these managers are more engaged.

Works Cited

Northouse, Peter G. Leadership: Theory and practice. Sage publications, 2018.

Acquisition Strategy Paper

Author

Instructor

Date

Introduction

Mergers and acquisitions have become crucial strategies for many companies, especially when they do not have access to the necessary resources and supplies. Acquisition strategies serve as checklists for company owners to ascertain that all crucial issues are properly addressed, and the possible alternatives considered thoroughly, prior to the mergers. Acquisitions refer to a blend in which a certain company takes over another firm’s operations. This presents companies with favorable and strategic options for attaining economies in their operations, thereby strengthening the competitiveness and competencies of the resulting company. In addition, it opens up other avenues for the company to operate in new markets.

TATA GROUP acquisition

The TATA group of companies has been one of the major players in the automobile industry. The group has been engaging in substantial acquisitions to such an extent that it has more than 90 companies in its fold. It has interests in various fields such as tea, automobile, telecommunications and steel among others. One of its most recent and significant acquisition was in January 2007 when it pulled of the largest takeover in India. It acquired an overseas company called Corus, an Anglo-Dutch steel maker. The acquisition, which cost the group $12 billion, propped the group to a prestigious position as the fifth largest producer of steel in the world. One year prior to the acquisition, the group had acquired NatSteel a Singaporean company, which has considerable presence in China, Thailand, the Philippines, Vietnam and Australia.

Cisco Systems Inc acquisition of Cerent Corporation and Monterey Networks Inc

In 1999, Cisco Systems Inc announced that definitive agreements had been reached to acquire the two companies for $7.4 billion in stock. The acquisitions allowed the company to enter a new market, optical transport market, which analysts predicted would be a more than $10 billion market. The acquisitions were considered significant since they broadened the optical product portfolio of Cisco, thereby helping customers to optimize on New World solutions. They also provided the service providers with a fast migration from the conventional circuit-based networks to packet-based networks and New World cells.

There are varied reasons and benefits that companies hope to achieve through the acquisition of other firms. All in all, the acquisitions are aimed at enhancing the competitive capabilities and strengths of the acquiring company.

Acquisitions increase the market power of the acquiring company. The acquisition of the steel maker by the TATA group increased its market power, propelling it to a pronounced position as the fifth largest steel producer in the world. This is the same case with Cisco, whose acquisition of the two companies enhanced its position in the market (Sam 2007). This is especially having in mind that Cerent is a leading next-generation optical transport products developer, while Monterey is a significant player in the innovation of infrastructure-class, optical cross-connect technology used in increasing the capacity of networks at optical networks’ center. With the increased market power, the acquiring companies have enhanced abilities to exploit their fundamental competencies thereby increasing their strengths (Sam 2007). It is noteworthy that the two companies engaged in horizontal acquisitions, where they bought businesses in an industry that was highly related to theirs or even competitors. This has not only allowed the company to optimize on its core competence but also to have a competitive advantage in the primary markets.

In addition, the acquisitions have increased the acquiring company’s diversification. In essence, companies have an easy time developing new products and engaging in new ventures, in the current markets due to market-related knowledge. Acquisitions have become popular as horizontal or related diversification strategies, which enable the acquiring companies to move rapidly into related markets thereby increasing their market power, as unrelated strategies for diversification. Horizontal acquisitions have particularly been found tremendously successful as they contribute immensely to strategic competitiveness (Sam 2007).

Moreover, the acquisitions allowed the companies to overcome the entry barrier in the markets. Barriers to entry are factors that relate to the market and companies in those markets that heighten the difficulty and the cost for new companies to enter those markets. The new companies may, therefore, be required to invest immensely in large-scale manufacturing facilities to ensure that they have economies of scale enabling them to compete with existing companies. They may also need engage in massive advertisement in order to overcome the brand loyalty enjoyed by the existing brands. High barriers to entry increase the attractiveness of acquisitions. In essence, the two companies have acquired others that already have a significant presence in the industry or markets (Bruce & Walter 1995). This means that they have achieved an immediate market access and gained brands that have access to the existing channels of distribution, not to mention the brand loyalty that they command in the market. On the same note, acquisitions increase the speed of the company in the market. It is noteworthy that the acquisitions enable the rapid entry of companies into the markets and is less costly to than developing customer relationship as a new player (Bruce & Walter 1995).

Acquisitions also pose lower risks than developing new products. Entering a new market and gaining a significant return on investment would require considerable time and resources. In the case of acquisitions, their outcomes can be accurately estimated in which case they have a lower risk than developing new products (Bruce & Walter 1995).

Conclusion

Strategic acquisitions have become popular with many companies these days. This is due to the opportunities that they present to companies in enhancing their positions in the market. They increase the companies’ competitiveness and capabilities in the market while lowering the risk involved.

References

Sam P. D, (2007). Strategic Acquisitions, Divestment, and Lbo: Global Dealmaking. New York: Booksurge Publishing

Bruce R. R & Walter P. (1995). Strategic acquisitions: a guide to growing and enhancing the value of your business. New York: Irwin Professional Pub

(Sam 2007)

(Bruce & Walter 1995)

Motivating High School Students

English Composition

December 20th, 2010

Motivating High School Students

Introduction

Economists and policy makers understand human capital as skills and knowledge that people require in order to be employed as well as to thrive in the modern economy. In education, skills and knowledge are measurable but they represent a component that is superficial in the human capital. There is need for teachers to address the underlying human capital components for the education reforms to be effective. The underlying components may be difficult to measure or uncomfortable to discuss and they include cultural capital, social capital, moral capital, cognitive capital and aspirational capital (Douglas, 2007).

Underlying human capital components

Cultural capital refers to habits, emotional dispositions, linguistic assumptions as well as assumptions that people adopt in childhood. Majority of these including likes and dislikes are adopted by children by the age. Teachers should employ enthusiasm while teaching which leaves the student eager, attentive and motivated. There is need to encourage students to adopt habits that are acceptable by the society such as the ability to work well in a group. This will make the students more acceptable by their peers and other members of the community. It is important to note that what happens at home affects the educational achievement of the child more than the occurrences in the school. Most cases of absenteeism in school could be linked to childhood family factors and thus there is need to involve the parents in the child’s education. There is need for the teachers to understand that some sense of humor and a positive attitude will go a long way in motivating students to become more interested in education.

Social capital is the knowledge required by an individual to conduct themselves in a group or an institution. For one to live harmoniously in such a society, knowledge on the fundamental rules of being courteous is a requirement. There is a relationship between grades, status expectations and social capital; however the strongest association is with language measures. This indicates that bilinguals could have some special benefits for acquiring institutional support required for the school’s success as well as social mobility (Stanton-Salazar & Dornbusch, 1995). This involves being able to interact with other people in a positive or productive way and it is important as it makes a person more attractive to employers and generally the community. For the students to be desirable members of the community it is important to inform them on the negative effects of drug and substance abuse on their education. Teamwork should be emphasized to enable student work together with others including their peers and be productive (Sharan and Tan, 2008). The aim is to enhance quality in all aspects of responsibility to enhance knowledge and skills of each team member. Teamwork could be enhanced through the inclusion of cooperative strategies of leaning into lesson plans whereby students are put into groups which appeal to the social nature of teenagers. The students can be more involved by making them responsible for the different aspects of the group.

Moral capital is the trustworthiness of an individual and keeping of time especially when it comes to assignments. To motivate students to be responsible and be able to make their own decisions they could be provided with a choice as to which questions to answer and also the books to read. This way they are provided with a chance to be independent and allow them to direct their experience in learning. Some moral characteristics need to be emphasized, such as thriftiness and honesty especially in exams so that students can learn effectively and ask questions concerning the areas where they did not understand. Students ought to acquire traits such as organization skills, should be people who can be depended on and able to work under minimal supervision.

Cognitive capital refers to the ability of people to assess capabilities or sense the feelings of others. This indicates that the students should perceive the classroom structures as well as class work as vital for the success in the future (Greene et al, 2004). Student should be able to make proper and accurate assessments for themselves in relation to their abilities as well as what they are capable of. This could be enhanced by providing the students with a set of questions for assignments and let them make choices on which questions that they could be able to answer effectively and it could assist them develop a proper evaluation of themselves as to what they could do. This is important especially when it comes to making career choices for them to set appropriate goals.

Aspirational capital refers to the ability to sustain hopes as well as dreams for the future, even in the presence of real and perceived barriers. This is the desire to achieve and thus students should perceive the present class work as a crucial part of the success in the future. There is a necessity for students to have an innate desire to succeed in their education and in life in general. Hence the lesson plans should contain a relevant subject matter which is current as well as relevant and creative so that the students will pay close attention to the material. Even though students feel as if they are not capable of succeeding in education they should endure and keep their spirits up while in school. It is the basic desire of humans to work as a team and create value to be successful and thus group work should be encouraged.

Conclusion

Education is an important component in the acquisition of information and skills, but there are underlying factors that affect the education process. For a student to be successful there is need for them to be able to interact well with others, be a team player, trustworthy, honest, able to assess their abilities effectively and keep their dreams of the future in spite of the present situation. The teacher could include current and relevant information; present the students with alternative questions to answer, allow the students to display their talents, show care and understanding to the teenagers.

References

Douglass, J. B. (2007). The conditions for admission: access, equity and the social contract of public universities. California. Stanford University Press.

Greene, B. A. et al. (2004). Predicting high school student’s cognitive engagement and achievement: Contributions of classroom perceptions and motivation vol. 29 pp 462-482. Oklahoma. University of Oklahoma.

Sharan, S. & Tan, I. G. (2008). Organizing schools for productive learning. Tokyo. Springer.

Stanton-Salazar, R. D. & Dornbusch. S. M. (1995). Sociology of education: Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students Vol. 68. Pp 116-135. JSTOR.

Monopoly

Name

Institution

Course

Instructors’ Name

Date

Monopoly

Introduction

Monopoly is the ability of a single seller or organization to dominate a particular market. There are several factors which lead to a monopoly within a region and the common ones are; a particular organization owning essential resource, the inability of other industries to participate in the production of a particular product because of factors such as price, and government of a distinct region restricting other organizations from producing a particular product. Just like any other idea, the monopoly has unique characteristics. Several factors favor monopoly, which leads to its existence in various societies. The whole idea behind the monopoly also has both advantages and disadvantages.

Characteristics of Monopoly

Every setting within the idea of monopoly has precise characteristics, which are unique identifiers. One of the significant characteristics of a monopoly is profit maximizer. Organizations that practice monopoly barely face competition (Monopolistic Markets – Overview, Characteristics, and Regulation, 2020). This enables most organizations to determine the prices of different commodities within a precise market setting. Several organizations that involve themselves in monopoly tend to hike the prices of products in the market. The prices are usually compared to situations in which are markets have competition from different organizations.

           Monopoly tends to determine the prices of precisely within the market. The prices are in terms of the quantity which are produced by organizations. The industries choose to increase the prices or decrease them at will (mzacharias, 2019). This is because there are no strict rules which govern how specific prices are supposed to be set for precise goods within the market.

           Multiple new organizations keep on rising within the market that can offer significant competition. Organizations that have been practicing tend to dominate the market because various barriers exist, such as a single organization owning primary resources and restricting other emerging industries from using the essential resource. There are times when governments play a significant role when it comes to creating rules that act as barriers to emerging industries.

Factors that Favor Monopoly

           There are several factors which make a monopoly to exist in the various market setting. The current era is marked by activities of copying ideas and innovative inventions. One of how individuals or organizations protect their ideas and inventions is through copyright rules, which exist in most countries globally (Meagan, 2018). Copyright rules tend to give an organization authority to own a precise good to own the product for a certain period. The primary aim of copyright rules in various industries is usually to enable the owner of the idea or product to regain the funds or expenses they used to create the idea. The rules are strict to an extent whereby the good owner is the one who determines the individuals who can alter the idea or benefit from it.

           On the other hand, the government tends to play a significant role when it comes to creating a monopoly. There are times when governments create a monopoly so that they can benefit on their own. The government creates law and regulations which are in favor of their ideas within the market. There are several external personnel who are involved in the government-granted monopoly (mzacharias, 2019). Such individuals only make decisions within the business, but the major parties that benefit from the profit or outcomes are the government itself.

The economic scale creates a barrier for other organizations to involve themselves in joining a precise market setting. The primary industries that benefit from the economic scale are the ones that have been in the business for decades and have had enormous development. Such industries tend to have an added advantage when it comes to production. This is because organizations can access funds from various banks due to their popularity and scale. The scale of the economy within industries also generates a network effect (Meagan, 2018). This is when products from a particular organization are used by several individuals, making the same products preferred compared to products from other industries that offer competition.

Advantages of Monopoly

The funds generated from a monopoly can be used to support investment, which requires several resources in terms of money. The funding is usually possible because of the enormous amount of money generated from monopoly activities (Carare, 2016). One of the significant ways in which industries that enjoy monopoly benefit from the whole idea of dominating the market is through research on methods of service improvement. One of the primary industry which has been benefitting from monopoly for several years is the drug production organizations. There is a high probability of failure in drug production, thus the need for monopoly.  

           An enormous economic scale tends to lead to a lower cost of producing products. This is advantageous to consumers of various products within the market, whereby the target audience can acquire the goods at a lower cost (Carare, 2016). Industries such as the ones in charge of tap water are the ones that benefit from the idea enormous economic scale. Such industries are known as natural monopolies.

           Monopoly industries tend to face multiple competitions when it comes to international affairs. Several governments are supporting their industries’ involvement in international business. One of the significant characteristics of international business is that they tend to be full of competition (Carare, 2016). This is because the whole idea involves different countries that have their specific industries. Local monopoly enables organizations to adapt to international requirements, which are quality on most occasions.

Disadvantages of monopoly

Industries that dominate a particular market tend to exploit their target audience. There are multiple occasions in which organizations decide when to increase or decrease the prices of their goods. The target audience usually adheres whenever there is a price change because they have limited options for acquiring goods (Meagan, 2018). Organizations can lower their service delivery quality because they are the only organization within a particular market. Organizations have an opportunity to discriminate against the target audience in terms of prices. This is evident whereby organizations can either set high or low prices of goods for specific consumers.

           Monopoly tends to favor the idea of lack of improvement in service delivery towards a precise target audience. This is because industries prone to monopoly barely have competition; thus, they have the freedom to conduct activities the way they want (Carare, 2016). The consumer preference can also be ignored with ease.

 

Conclusion

The whole idea behind the monopoly has precise characteristics such as maximization of prices amongst others. Several factors favor monopoly in various regions, such as the high cost of production. On the other hand, the government plays a significant role in the monopoly by creating rules that either favors their industries or precise organizations that work in conjunction with them. There are multiple advantages and disadvantages when it comes to monopoly. One of the significant advantages of monopoly is the idea of enabling a precise organization to compete effectively when it comes to international affairs. Monopoly also tends to exploit target audience who depend on particular industries for products and services.

References

Carare, P. M. (2016). Monopoly: Advantages and Disadvantages. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1787089

Meagan. (2018). Advantages and Disadvantages of Monopolies – TO CONSUMERS AND SOCIETY. Getrevising.co.uk. https://getrevising.co.uk/grids/advantages-and-disadvantages-of-monopolies-to-2

Monopolistic Markets – Overvierw, Characteristics, and Regulation. (2020). Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/knowledge/economics/monopolistic-markets/

mzacharias. (2019, March 10). Are There Monopolies in 2019? Fordham.Edu. https://news.law.fordham.edu/jcfl/2019/03/10/are-there-monopolies-in-2019/

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