Native American Women

Significant development of America depends on the efforts of American nation including the men and women. Beside men, women contributed in the political, economical, social and cultural development of America. Native American men and women both worked side by side with vigorous aspiration. Advertising We will write a custom essay sample on Native American Women specifically for you for only $16.05 $11/page Learn More In particular, enthusiasm of Native American women is remarkable in the American history as they participated in the war fields, domestic, politics and other activities. This essay shall analyze the changing experiences of Native American Women from the context of the book â€Å"Through Women’s eye: An American History† written by Ellen DuBois and L. Dumenil. This essay shall discuss the prominent factors that affected views and social values of Native American Women in the late nineteenth century, variation of White and Nativ e American women, boarding school experiences of Native American, and attempts of Americanization. In early nineteenth century, lives of Native American women were entirely depend on men and believed in ‘submission to men’. They worked in home to nurture their children and worked less in the fields but still played a dominant role in the family (Dubois Dumenil, 2008). By the end of the nineteenth century, an astonishing change in the lives of native women took place. Christian missionaries encouraged the social mores of the native women. This mainly appreciated their cultural values and developed confidence to interact. Apart of working in homes Native women participated in the wars, economical and political phases of life (Dubois Dumenil, 2008). A value of native women differs on the bases of their cultural activities. White women were urbanized as compared to native women as they were educated and literate whereas the native women belonged to conservative environme nt (Simonsen, 2006). The values of white women and Native women differs on the basis of the work they performed, the white women worked as imperials of domesticity and native women worked as a domestic labor. Native women were more enthusiastic towards participating in wars their work was prominent, but the white women participated in other political activities (Simonsen, 2006).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Native Women lived a life of restrictions because of living bounded life. Going out for boarding schools was impossible and unpredictable experience for them. Native girls were pushed to learn English after the era of war. Even though they attended school, they still had to go through a certain degree of discrimination. Native girls were brought up in a family system where independence and self-sufficiency was considered as a taboo for women (Bari Cayleff, 1993). Native women w ere sent to boarding schools where they were not even allowed to meet their parents at all. Native women had to suffer discrimination as they were sent to work as servants for white people. Consequently, they were treated as savages that appeared as a discouraging manner for them. Boarding school were not a good experience for native women because it somewhat opposed their cultural and traditional rituals (Bari Cayleff, 1993). It has been noted that there are two classes of women who have rather opposed or supported the attempt of Americanization. As a matter of fact, it became to observation that native women greatly opposed the concept of Americanization. The reason behind their opposition was the fact that Americanization did not respect their traditional and cultural values (Bok, 2005). Although they worked besides the white women but still they were victims of discrimination which was a result of Americanization. On the other hand, supporters thought that attempts of America nization can be helpful in excluding discrimination and cultural gaps between people and will provide platform for prosperity (Bok, 2005). References Bari, B., Cayleff, S. (1993). Wings of gauze: women of color and the experience of health and illness. Michigan: Wayne State University Press. Bok, E. (2005). The Americanization of Edward Bok. New York: Cosimo Inc.Advertising We will write a custom essay sample on Native American Women specifically for you for only $16.05 $11/page Learn More Dubois, E., Dumenil, L. (2008). Through women’s eyes: an American history with documents. Michigan: Bedford/St. Martin’s. Simonsen, J. (2006). Making home work: domesticity and Native American assimilation in the American West, 1860-1919. Carolina: UNC Press Books. This essay on Native American Women was written and submitted by user Leona Deleon to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Election of 1876 essays

Election of 1876 essays Why Hayes Should Not Have Won the Election The position of President is the most important position in the United States government. Wouldnt you think that we should have the very best man in that position that we can get? I, Samuel Tilden, feel that the Election of 1876 was a disgrace to the history of our government. I still believe that I should have won that election because of corruption of the voting process itself, he didnt have the organization a president should have and because the people wanted me to win, not Rutherford. I certainly believe that the chosen president should reflect the peoples choice. One reason why Hayes should not be president is because of the Election of 1876 itself. When the votes were counted and sent in to Washington, I was the clear winner; 203 to 165 electoral votes (Haworth 76). However, the vile Republicans decided to change the votes of the three states they still controlled by throwing away Democratic votes! Obviously this isnt how the leaders of the United States should be acting. You cant change what the people want by throwing out votes. Later, when Congress held a meeting to decide whom the winner should be, there was an unfair amount of Republicans over Democrats, so we were bound to lose. We accepted the Compromise of 1877 because another Civil War would not be worth it (Robinson 111). After Hayes became president, he didnt know what to do with his new position. He didnt have the confidence a President of the United States should have. Of course, he had a couple of ideas he wanted to try, such as wiping out the color line and abolishing sectionalism, but his major plans didnt work (Haworth 125). When he assigned a southerner as postmaster general and withdrew troops from the south, the last two Republican states turned Democratic. Hayes was quoted saying, I am reluctantly forced to admit that the experiment was a failure ...

The Conflict between Territorial Integrity and Self-Determination Essay

The Conflict between Territorial Integrity and Self-Determination - Essay Example Such a classic perspective of statehood with respect to territorial integrity has manifested a simmering tension with another international principle. Recent events, equated with the collapse of the USSR, illustrate that the concept of self-determination shows a tendency to conflict with this long-held principle in international law. The embrace of territorial integrity by international law has something to do with international security and stability and there is a gnawing concern that the burgeoning concept of self-determination may pose a challenge to the status quo. Nonetheless, one need not necessarily neutralize or render the other principle void. While territorial integrity still finds relevance in the present times, the world must find a place for self-determination for the purpose of resolving existing conflicts and avoiding the escalation of violence or the eruption of wars. The international community must seek ways to moderate the build-up of tension between these two see mingly contending international principles. Territorial Integrity and Self-Determination: Definition of Concepts The origin of the concept of self-determination can be traced back to the 1789 American Declaration of Independence and later in the 1792 French Declaration. It originally refers to the entitlement endowed to the state by the populace to govern on their behalf with their consent as well as represent them in the international community as a separate, independent and co-equal entity alongside other states (Castellino p.11). Simply put however, self-determination was just perceived as â€Å"the right of nations to sovereign independence† (cited Schwed p. 447) According to the Finnish international law professor Koskenniemi, the concept of national determination can be viewed from two perspectives. The first has a patriotic facet while the other a secessionist element. The first model has a classical or Hobbesean underpinning because it sees the nation as a state and s elf-determination as closely related to the presence or absence of procedural mechanism that the state adopts to allow its citizens to participate in decision-making. Anything outside of this decision-making procedure, therefore, is â€Å"destructive, irrational passion† according to this model (Castellino pp. 9-10). The implication of this perspective is that the state is placed at the center of everything and that self-determination is legitimate only when it preserves the state as an organized body and when it prevents bellum omnium or what Hobbes called â€Å"a war by all against all,† which occurs in the absence of a civilized society (Leviathan Chapter 13). On the other hand, the second model of self-determination has a more romantic underpinning to it as it is largely based on Rousseau’s social contract theory. In this model, procedure is relegated to the background while purpose and goal take center stage. Moreover, this model does not see a nation as me rely an artificial entity, but as an authentic community. Self-determination from this perspective is thus, an expression, rather than a procedure, of the will of the community geared towards the collective good, not necessarily of the state (Castellino pp. 9-10).An example of the classical or Hobbesian model is the Palestinian claim against Israel, while the South Ossenian-Georgia conflict illustrates the romantic or Rousseauesque model. On the other hand, the concept of territorial integrity has underpinnings from the concept of state as a person of international law under the

Case Scenario Assignment Example | Topics and Well Written Essays - 500 words - 1

Case Scenario - Assignment Example er or siblings but only his mother and the criminal gangs, is sufficient evidence to say that his social environment compromised his rational thinking to opt joining the criminal gangs hence making this case scenario being in tandem and well explained by the Social Disorganization Theory’. Virginia’s case can be well explained by the theories of Biology, genetics & Evolution, which articulate that the behavior of individuals can be genetical, biologically or evolutionary influenced to make individuals commit crime. Given that either Virginia’s mother or her twin sister have been accused or convicted of a crime, it implies that Virginia’s crime behavior of shoplifting is genetically inherited, hence influencing the choices she makes. Therefore, I can authoritatively say that Virginia was born criminal since this can be identified through her identification or stigmata characteristics. Further, we can say that the processes of natural selection, which result in tendencies of criminal genetics that are passed from generation to generation were inherited by Virginia from her mother, hence giving a good explanation of her twin sister and her criminal behavior. Police have no legal right to storm into your home, house or apartment and start ransacking it without probable cause or warrant unless it an emergency. The criminal defense law 407-894-0055 allows you not to allow police enter into your house without a warrant. However, there are some instances when police do not need a warrant to search your house e.g. in case of plain view or when they want to stop a crime in progress. Therefore, given that the police officers are trained narcotic and drug officers, it is probable that the plant they have recognized would indeed be marijuana. Thus, since they have sufficiently determined beyond reasonable doubt that Lucy is a trafficker, they can, therefore, storm at Lucy’s apartment and search for the incriminating evidence without a warrant. Under the Federal

Communicating with Children Essay Example for Free

Communicating with Children Essay ‘Communication is fundamental to development’ (Crow et al, 2008, p. 11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with. The word ‘communication’ basically means ‘to share’ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on ‘theoretical knowledge, cultural understanding and experience’ (Crow et al, 2008, p. 7). It involves an ‘interchange of thoughts, opinions, or information’ (www. efinitions. net/definition/communication) which are transmitted through body language, ‘touch, listening, tone of voice, gesture, playing, observing, reassuring, explaining [†¦] and reflecting’ (Crow et al, 2008, p. 7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause ‘confusion, discriminat[ion], alienat[ion], [†¦] or create problems’ (Crow et al, 2008, p. 7). One such barrier is seen due to cultural differences. Through efficient communication, children learn the social rules of non-verbal communication, which includes body language and gestures. Learning these social rules are essential in order to communicate competently, however, communication is socially constructed, and body language and gestures therefore bear different meanings between and within cultures. The differences within sub-cultures are due to ‘language acquisition, linguistic differences or [a]different mother tongue’ (Crow et al, 2008, p. 30). It is also not uncommon for children to develop their own language and signs through the use of modern technology. This, on the one hand, is a positive aspect of communication, as developing bilingually can lead to future success, and technology allows for innovation and promotes relationships, but, not all children are as resilient as each other, and learning two languages at once, be that spoken or sign language, can confuse them a great deal. New forms of communication can also be confusing for practitioners with little experience of modern technology, which can lead to a reluctance to communicate and socialise, especially between generations. Cultural differences can therefore ‘inhibit as well as influence communication’ (Crow et al,2008, p. 0) with children. Socialisation is of great importance for communication with children. Gerhardt (2004, cited in Crow et a. , 2008, p. 11) claims that it should start from birth because ‘communication between carer and baby plays a key role in the development of the infant’s brain’. These first dydadic relationships and further experiences of socialisation contribute crucially towards a child’s communication progress as they allow for empathic responses, interpretation of non-verbal communication and the understanding of emotions at a later stage. Children who are not communicated with as babies are reported to suffer restricted brain growth and global delay (Crow et al, 2008, p. 12) due to deprivation of social contact and care. This can create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and they still learn to communicate. Hart and Risley’s (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families suggests that the rate of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary. The nature/nurture debate therefore seems at large here in that babies may have an innate predisposition to learn spoken language but that it is their experience of communication and articulation with key members in their environment that shapes / hinders their capacity to learn. A positive environment can therefore promote communication with children; however, a child’s environment can also be of hindrance in numerous other ways. Children with sensory sensitivities, especially those diagnosed with an Autism Spectrum Disorder (ASD), can face profound barriers which could affect their communication. This is due to difficulty processing everyday sensory information in colourful/lively so called child friendly classrooms. These children, by not being able to cope with all the information surrounding them are likely to become anxious, stressed, cross, or even feel physical pain which can result in challenging behaviour due to their failure to communicate their emotions. There is a clear physiological explanation for this behaviour in that the ‘perception of threat causes the release of the hormones cortisol and adrenalin which block cognitive and memory processes and trigger the fight, flight or freeze reaction’ (Crow et al, 2008, p. 4). It is not only the communication of children diagnosed with ASD that are affected by emotions though. Children who have experienced neglect, abuse or who are being bullied can all suffer in silence. Furthermore, the emotions of practitioners themselves can have an impact on communication with children. If practitioners are angry, sad or not feeling themselves, their emotions and means of logical thinking can become impaired. Practitioners therefore need to find better ways of communicating with children, especially those who face particular barriers on a daily basis. A starting point would be to acclimatise themselves with what ‘studies of communication skills and processes have suggested [†¦] vital to model in work with children’ (Crow et a. , 2008, p. 22), namely expressive skills, listening skills and process skills. Expressive skills are vital to convey messages to others so that they understand what is being communicated. These skills involve facial expressions and body language. Listening skills involve the total opposite to expressive skills, and requires the listener to obtain and understand the messages and information conveyed by the other person. Both these sets of skills are important as they allow the practitioner to understand how they come across to others and to read emotions. Process skills are needed to manage communication, and they essentially help the practitioner to make appropriate choices, retrieve information/ knowledge or collect necessary tools in an orderly manner in order to interact with a child. Practitioners need to be very aware of their expressive skills and distinctive use of language, especially in light of cultural diversity. As Valerie Daniel (The Open University, 2013 a) stated, ‘body language says a lot’, and alongside gesture, it bears distinct meanings between cultures. Eye contact is one significant area of concern. It is one of the most forthright modes of communication, and where and how you look at someone can alter the interaction. Staring at someone you are communicating with can cause that person to feel uneasy, yet it is important to look at him/her in order to show that you are paying attention. Some cultures however discourage eye contact all together, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one black pupil commented that ‘around the school when it’s white boys it’s a group but when it’s black boys it’s a gang and I think it’s wrong’(London Department Agency, 2004 cited in Crow et al, 2008, p. 16). It is important therefore that practitioners take care in their use of language as what people hear influences their perception (Kay and Kempton, 1984, cited in Crow et al, 2008, p. 5), and perceptions and understanding shape’s the experience of other’s. Practitioners therefore should use their process skills to gain cultural knowledge in order to be aware of the different implications of expressions and language before judging the actions of a child, as judgments are always based on personal experience. In doing so they can develop a rapport based on respect, and open up communication pathways so that children can ‘develop their own communication skills and [†¦] understanding of their society and culture’ (Crow et a. , 2008, p. 1) As communication methods develop, experience indicates that practitioners need to prioritise ways of communicating their services through modern technology. According to Turner (2003, cited in Crow et al, 2008, p. 11), one attribute children saw in an inadequate practitioner was that they are not interested. It is therefore important for practitioners to engage as much as possible with children and young people’s interests in order to get them to participate and communicate openly, rather than become introvert due to frustration over lack of understanding. Some may argue that ‘information technology is damaging children’s ability to communicate articulately and effectively’ (Crow et al. , 2008, p. 38). Nonetheless, as Vikki Butler (The Open University, 2013, b) suggests, ‘no one wants to participate in something that’s not relevant to them’, and in today’s technological age, it is modern technology that is embedded in children’s lifeworlds. Despite lack of training opportunities and funding, practitioners need to find a way of familiarising themselves with children’s culture. Children in turn will learn to respect practitioners for their interest and for not dismissing their innovative skills (Crow et al, 2008, p. 38), allowing communication and socialisation through the formation of collaborations. Providing opportunities for socialisation through group interactions could further develop practitioners’ communication with the children they work with as it allows the chance to ask open ended questions, which demand reactions longer than single word answers. Practitioners must not however ask too many questions in their quest to extend learning, as children tend to become wary and refuse to open up. Practitioners must also make use of their listening skills by listening to the child’s intent as well as content, not interrupting them and reflecting empathetically on their answers in order to show the child that they are interested in what they have to say. A group interaction such as circle time is a good method to improve both children’s and practitioner’s communication. It must be based on interests though because when ‘children are interested in what they do, [ ] you will be surprised at what they achieve’ (Valerie Daniel, The Open University, 2013, a). Ground rules of considerate communication must be set however, and these could be negotiated together as a group, but in the long run could result in helping children with their concentration, taking turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who missed out on being spoken to as babies. Practitioners can also provide younger children the chance to communicate and socialise through play. Play allows the practitioner a myriad of opportunities to gain knowledge regarding a child’s understanding of the world (Crow et al, 2008, p. 33). It also allows time to observe how a child feels at any given time. Further experience indicates that by providing toys such as puppets, toy animals or dressing up clothes, the practitioner provides the child with a means of expression in a safe environment, allowing him/her to detach themselves from an emotional situation. This can also be seen on the DVD material, (The Open University, 2013, b) where the child, an elective mute, used karaoke machines and puppets as a medium of communication. Ensuring safe havens would therefore promote practitioners communication methods with children who place importance on feeling safe. Children often suggest that practitioners could provide security by recognizing bullying as a real problem among pupils (The Open University, 2013, b). Practitioners could therefore prioritise emotional literacy by providing ways of expressing emotions such as placing bully boxes in classrooms. Ensuring equal opportunities between boys and girls would see the practitioner as being fair, which is an important issue during childhood. They could also ensure that every child feels valued at the setting by simply being friendly or by showing care and support for them. This could be done by a simple hand on the shoulder or reciprocating spontaneous hugs (The Open University, 2013, a), however practitioners, especially males, need to be aware of policies and the implications of touch, as contact can be misinterpreted. Actions must therefore always be above any criticism. Nonetheless, allowing a means of safety and ensuring a place where a child feels content can inhibit frustrations and improve a child’s self-esteem. This can only lead to better communication channels with practitioners. Cultural, social, environmental and emotional factors can therefore create barriers and affect children’s communication. Still, as communication is a social construct, the extent to which it is inhibited depends on time and place. Practitioners, through knowledge of vital skills can alleviate these barriers in order to assist children suppress their frustrations and emotions, and develop their communication skills along the way. Simultaneously, practitioners gain an insight into the way they are perceived, allowing them to reflect and become better communicators with the children with whom they work. As already stated therefore, ‘communication is vital for development’ (Crow et al, 2008, p. 11), however it is now clear that it has been, presently is, and will be equally vital to the progress of both children and practitioners in the future.

The Medicinal, Industrial, Recreational, and Commercial Uses of Marijua

The Medicinal, Industrial, Recreational, and Commercial Uses of Marijuana "Penalties against possession of a drug should not be more damaging to the individual than the use of the drug itself" said President Jimmy Carter in a message to Congress in 1977 (Family Council on Drug Awareness). Unfortunately, congress did not and has not listened to him. Even though numerous government-sponsored studies have proven that the use of the cannabis plant is safe and has many benefits, it is still illegal. Cannabis sativa is a flowering plant that has two main variations: marijuana and hemp. Marijuana contains the chemical delta-9-tetrahydrocannabinol (THC) which alters the mind when smoked, eaten, drank, or taken in the pill form. It is often called grass, pot, reefer, Mary Jane, herb, weed, or one of over 200 slang terms (National Institute of Drug Abuse). Hemp is bred to have lower THC content so that it does not have mind-altering capabilities. It is often used to make fibers, clothing, oil, ropes, and to aerate the soil in crop rotation. The qualities of both str ains of the cannabis plant are not new discoveries to humankind. In fact, the Chinese first recorded use of marijuana in the year 2727 B.C. (Schleichert 5). People in every inhabited continent legally used marijuana for recreation and medicine for thousands of years. It was not until after the "Reefer Madness" campaign of the 1930s that marijuana became illegal in the United States. The campaign gave exaggerated stories and false information to scare people away from the use of cannabis. Ever since, studies have shown that marijuana is safe and beneficial and activists have pushed for legalization, but governments refuse to legalize it. Instead, they have harsh laws prohibit... ...: Should they be Legalized. New Jersey: Enslow, 1996. Potter, Dr. Beverley and Dan Joy. The Healing Magic of Cannabis. Berkeley: Ronin, 1998. Schleichert, Elizabeth. The Drug Library: Marijuana. New Jersey: Enslow, 1996. Simmons, Michael. Afterword. "The Madness Continues." Reefer Madness. New York: St. Martin's Griffon, 1998. 397-435. Swan, Neil. "Marijuana, Other Drug Use Among Teens Continues to Rise." NIDA Notes. Apr 1995. On-line. Internet. Available WWW: http://165.112.78.61/NIDA_Notes/NNVol10N2/Marijuanateens.html. Woolf, Marie. "Cannabis less harmful than aspirin, says scientist." Independent News 20 Oct 2000. On-line. Internet. 23 Jan 2001. Available WWW: http://www.independent.co.uk/news/UK/Health/2000-10/cannabis201000.shtml. Zimmer, Lynn, Ph.D. and John P. Morgan, M.D. Marijuana Myths, Marijuana Facts. New York: Lindesmith Center, 1997. The Medicinal, Industrial, Recreational, and Commercial Uses of Marijua The Medicinal, Industrial, Recreational, and Commercial Uses of Marijuana "Penalties against possession of a drug should not be more damaging to the individual than the use of the drug itself" said President Jimmy Carter in a message to Congress in 1977 (Family Council on Drug Awareness). Unfortunately, congress did not and has not listened to him. Even though numerous government-sponsored studies have proven that the use of the cannabis plant is safe and has many benefits, it is still illegal. Cannabis sativa is a flowering plant that has two main variations: marijuana and hemp. Marijuana contains the chemical delta-9-tetrahydrocannabinol (THC) which alters the mind when smoked, eaten, drank, or taken in the pill form. It is often called grass, pot, reefer, Mary Jane, herb, weed, or one of over 200 slang terms (National Institute of Drug Abuse). Hemp is bred to have lower THC content so that it does not have mind-altering capabilities. It is often used to make fibers, clothing, oil, ropes, and to aerate the soil in crop rotation. The qualities of both str ains of the cannabis plant are not new discoveries to humankind. In fact, the Chinese first recorded use of marijuana in the year 2727 B.C. (Schleichert 5). People in every inhabited continent legally used marijuana for recreation and medicine for thousands of years. It was not until after the "Reefer Madness" campaign of the 1930s that marijuana became illegal in the United States. The campaign gave exaggerated stories and false information to scare people away from the use of cannabis. Ever since, studies have shown that marijuana is safe and beneficial and activists have pushed for legalization, but governments refuse to legalize it. Instead, they have harsh laws prohibit... ...: Should they be Legalized. New Jersey: Enslow, 1996. Potter, Dr. Beverley and Dan Joy. The Healing Magic of Cannabis. Berkeley: Ronin, 1998. Schleichert, Elizabeth. The Drug Library: Marijuana. New Jersey: Enslow, 1996. Simmons, Michael. Afterword. "The Madness Continues." Reefer Madness. New York: St. Martin's Griffon, 1998. 397-435. Swan, Neil. "Marijuana, Other Drug Use Among Teens Continues to Rise." NIDA Notes. Apr 1995. On-line. Internet. Available WWW: http://165.112.78.61/NIDA_Notes/NNVol10N2/Marijuanateens.html. Woolf, Marie. "Cannabis less harmful than aspirin, says scientist." Independent News 20 Oct 2000. On-line. Internet. 23 Jan 2001. Available WWW: http://www.independent.co.uk/news/UK/Health/2000-10/cannabis201000.shtml. Zimmer, Lynn, Ph.D. and John P. Morgan, M.D. Marijuana Myths, Marijuana Facts. New York: Lindesmith Center, 1997.

Natural monopoly Essay

I believe that times change and as they, change rules and regulations must adapt to the times. Therefore, the treatment of the different industries must represent the different industries as they grow. I do not think the Telephone and Broadcast should never have or ever be considered a â€Å"Natural Monopoly†. The concept of natural monopoly presents a challenging public policy dilemma. On the one hand, a natural monopoly implies that efficiency in production would be better served if a single firm supplies the entire market. On the other hand, in the absence of any competition the monopoly holder will be tempted to exploit his natural monopoly power in order to maximize its profits. A â€Å"natural monopoly† is defined in economics as an industry where the fixed cost of the capital goods is so high that it is not profitable for a second firm to enter and compete. There is a â€Å"natural† reason for this industry being a monopoly, namely that the economies of scale require one, rather than several, firms. Small-scale ownership would be less efficient. Natural monopolies are typically utilities such as water, electricity, and natural gas. It would be very costly to build a second set of water and sewerage pipes in a city. Water and gas delivery service has a high fixed cost and a low variable cost. Electricity is now being deregulated, so the generators of electric power can now compete. But the infrastructure, the wires that carry the electricity, usually remain a natural monopoly, and the various companies send their electricity through the same grid. Cable as a â€Å"Natural Monopoly† Nearly every community in the United States allows only a single cable company to operate within its borders. Since the Boulder decision [4] in which the U. S. Supreme Court held that municipalities might be subject to antitrust liability for anticompetitive acts, most cable franchises have been nominally nonexclusive but in fact do operate to preclude all competitors. The legal rationale for municipal regulation is that cable uses city-owned streets and rights-of-way; the economic rationale is the assumption that cable is a â€Å"natural monopoly. † The theory of natural monopoly holds that â€Å"because of structural conditions that exist in certain industries, competition between firms cannot endure; and whenever these conditions exist, it is inevitable that only one firm will survive. † Thus, regulation is necessary to dilute the ill-effects of the monopoly. [5] Those who assert that cable television is a natural monopoly focus on its economies of scale; that is, its large fixed costs whose duplication by multiple companies would be inefficient and wasteful. Thus, competitive entry into the market should be proscribed because it is bound to be destructive. The Competitive Reality 1. A skeptic hearing exhortations that cable television is a natural monopoly that should be locally regulated could have some questions at this point. First, if cable is a natural monopoly, why do we need to guarantee it with a franchise? Economists Bruce Owen and Peter Greenhalgh argue persuasively that given economies of scale, if a cable company â€Å"is responsive and efficient in its pricing and service quality then there will be little incentive for competitors to enter, and no need for an exclusionary franchise policy. â€Å"[9] Thus, if entry restrictions are necessary to arrest competition, the industry by definition is not a natural monopoly. 2. Second, if cable is a natural monopoly, is it necessarily a local monopoly? Some observers use the terms interchangeably, but there is no evidence that economic laws respect municipal boundaries. Given large fixed costs, does it make sense to award a local franchise to one company when another already has facilities in an adjacent community? Yet such â€Å"wasteful duplication,† as the natural monopoly proponents would call it, occurs frequently under the franchise system. Local franchises make no sense in a true natural monopoly setting. 3. These questions, however, go to the heart of natural monopoly theory itself, a doctrine that is under increasing attack. [10] In the face of crumbling conventional wisdom in this area, the burden should be on the natural monopoly proponents to demonstrate that competition is not possible, and further, that regulation is necessary. Such a demonstration will prove impossible in the cable context. Cable is both extremely competitive, facing both direct and indirect market challenges, and, in any event, is better left unregulated. For many decades, economic textbooks have held up the telecommunications industry as the ideal model of natural monopoly. A natural monopoly is said to exist when a single firm is able to control most, if not all, output and prices in a given market due to the enormous entry barriers and economies of scale associated with the industry. More specifically, a market is said to be naturally monopolistic when one firm can serve consumers at lower costs than two or more firms (Spulber 1995: 31). For example, telephone service traditionally has required laying an extensive cable network, constructing numerous calls switching stations, and creating a variety of support services, before service could actually be initiated. Obviously, with such high entry costs, new firms can find it difficult to gain a toehold in the industry. Those problems are compounded by the fact that once a single firm overcomes the initial costs, their average cost of doing business drops rapidly relative to newcomers. The telephone monopoly, however, has been anything but natural. Overlooked in the textbooks is the extent to which federal and state governmental actions throughout this century helped build the AT&T or â€Å"Bell system† monopoly. As Robert Crandall (1991: 41) noted, â€Å"Despite the popular belief that the telephone network is a natural monopoly, the AT&T monopoly survived until the 1980s not because of its naturalness but because of overt government policy. † I hope that the above facts help support my beliefs that these industries should not be considered Natural Monopolies. These companies just executed and had better site than other in the same industry had. Today ATT is just as strong as it ever was. References Benjamin, S. M. , Lichtman, D. G. , Shelanski, H. , & Weiser , P. (2006). FOUNDATIONS. In Telecommunications Law and Policy . (2nd ed. ). (pp. 437 – 469). Durham, NC : Carolina Academic Press. Foldvary, F. E. (1999). Natural Monopolies . The Progress Report. Retrieved January 9, 2012, from http://www. progress. org/fold74. htm Thierer , A. D. (1994). UNNATURAL MONOPOLY: CRITICAL MOMENTS IN THE DEVELOPMENT OF THE BELL SYSTEM MONOPOLY . 14(2).