The Postal Service Monopoly
In the United States economy most markets can be classified
into four different markets structures. But, each and every market in
the United States is completely unique from the others. Generally
the best type of market structure for the general public is per-
fect competition because it creates the lowest possible price
for the public. There are some exceptions were perfect
competition isn’t the best choice for the public on account of
various reasons. The United States Postal Service is one of them
and since the Postal Service is a monopoly, it is its own market.
This paper will discuss the budget dilemmas that the postal
service has faced for the past twenty years and if it is in the
best interest of the economy for the United States Postal Service to
continue as a monopoly.
The first time there was talk of privatizing the Postal
Service was in 1979 when the Postal Service was losing vast amounts
of money in the long run. But since the Postal Service is a
necessity for America, the government had to subsidize the service
in order for it to continue in operation. In 1979 the United
States Postal Service had a cash flow of $22.5 Billion and was
additionally receiving $176 million from investing(#1, Intro).
Even with this added revenue the Postal Service was still greatly
under funded on its own (#1, Intro). During this time it was
discussed to privatize the postal service and introduce competition
because of the extreme losses that the service was experiencing. A
positive argument for privatizing the Postal Service was with
numerous competitors in the market there would be more
efficiency and the public would receive lower prices. But this
would also increase the usage of resources, for example airplanes and
cars. One of the problems the Post Office had was its receipts from
consumer purchases that were submitted the next day after the
transaction (#1, i). If the receipts were submitted earlier the postal
service would receive more money because they could invest that money
sooner (#1, i). Another way the Postal Service could increased
The case also states “A prohibition against expression of opinion, without any evidence that the rule is necessary to avoid substantial interference with school discipline or the rights of others, is not permissible under the First and Fourteenth Amendments” (Tinker v. Des Moines Independent Community School District). Because the students didn 't necessarily disrupt the education process, their First Amendment freedom of speech should not have been violated by the school officials.
When I researched which sectors of the economy are monopolized, I had a lot of mixed feeling about each industry. For example, I like that our health care industry is monopolized by the government because ordinary Canadians pay less for health care and prescription drugs. However, I dislike the monopoly in the telecommunications sector because of the poor customer 's service and quality of the product i.e. network throttling. Although, I believe this type of monopoly is necessar·y to more our network infrastructure forward.
Of particular importance is the deregulation of the telecommunications industry as mentioned in the act (“Implementation of the Telecommunications Act,” NTLA). This reflects a new thinking that service providers should not be limited by artificial and now antique regulatory categories but should be permitted to compete with each other in a robust marketplace that contains many diverse participants. Moreover the Act is evidence of governmental commitment to make sure that all citizens have access to advanced communication services at affordable prices through its “universal service” provisions even as competitive markets for the telecommunications industry expand. Prior to passage of this new Act, U.S. federal and state laws and a judicially established consent decree allowed some competition for certain services, most notably among long distance carriers. Universal service for basic telephony was a national objective, but one developed and shaped through federal and state regulations and case law (“Telecommunications Act of 1996,” Technology Law). The goal of universal service was referred to only in general terms in the Communications Act of 1934, the nation's basic telecommunications statute. The Telecommunications Act of 1996 among other things: (i) opens up competition by local telephone companies, long distance providers, and cable companies ...
This is a case of great importance because it addresses the issue of the broadness of the First Amendment as well as student’s freedom of speech rights being limited based on vicinity and because they are students. From this case it can be concluded that the courts were indecisive in their decision making process and that they will continue to interpret the First Amendment to their suiting and not as it is written. Finally, schools do need to have the right to enforce policies that are beneficial to the students.
On the other hand, students have the right to speak out for what they believe in without having any interference; they have the right to voice their opinion. This protection is all due to the first amendment protection. The first amendment protects the students and also the teachers’ freedom of speech, that includes during and out of school. With the protection of the first amendment no person is able to violate your right to freedom of speech. Any pers...
This organization belongs to the oligopoly market structure. The oligopoly market structure involves a few sellers of a standardized or differentiated product, a homogenous oligopoly or a differentiated oligopoly (McConnell, 2004, p. 467). In an oligopolistic market each firm is affected by the decisions of the other firms in the industry in determining their price and output (McConnell, 2005, P.413). Another factor of an oligopolistic market is the conditions of entry. In an oligopoly, there are significant barriers to entry into the market. These barriers exist because in these industries, three or four firms may have sufficient sales to achieve economies of scale, making the smaller firms would not be able to survive against the larger companies that control the industry (McConnell, 2005, p.
How the judicial branch rules in cases relating to the 1st and how they relate that to all the rights of public school students. This includes anything from flag burning to not saluting the flag to practicing religion in school. The main point of this paper is to focus on the fact that schools have a greater ability to restrict speech than government.
*Every semester I teach college Sociology classes I always have my students play a game of Monopoly. They don't play normal Monopoly though but one with special rules designed to teach them about how social class and wealth impact success and failure in life.*
In conclusion, the Academic Achievement has been fueled by society's presets, minority students' lack of effort, and the failures of the schooling system in America. There has been some challenging setbacks, but the Gap can be fixed to create a common ground for all prospective members of America's society to excel on equally. By realizing that change can be achieved, there are little to no limits for minority students to create a better mindset towards education. Students, parents, and teachers have to be willing to work together, as well as tackle obstacles upheld by society, and the economic deficiencies that effect schools across America. This will, in turn, take America one step closer to closing the Academic Achievement Gap in America.
The First Amendment, usually equated with freedom of speech, affords five protections: Establishment Clause, Free exercise of religion, Freedom of speech, Freedom of press, and Freedom to peaceable assemble. Students (and student groups) in public colleges and universities enjoy full protection under the First Amendment; however, this right depends greatly on the context in which a student might raise a free speech claim. Once an institution creates a limited public forum for a student or group, administration cannot deny recognition to particular student or groups based on viewpoints. Given the great freedom students are afforded, the freedom is not absolute. The courts have allowed administrators to place reasonable restrictions on location, time, and manner of students and groups. In Tinker v. Des Moines, the court made it clear that, students do not “… shed their constitutional rights when they enter the schoolhouse door." To strengthen the importance of free speech on campus the court said, in Shelton v. Tucker “The vigilant protection of constitutional freedoms is nowhere more vital than in the community of American Schools.” These rights allow students to be able to take courses in a wide variety of subject matter, which may include topics often considered controversial. Moreover, student must have the ability to explore and discuss those topics without fear censorship or retaliation.
Students’ rights in schools are limited or just taken away. Kids are forced to do whatever the officials at their school, either the principal or the teachers, tell the students to do. One of the main right that gets taken away or limited is students’ first amendment rights, which is the freedom of expression. Students can gets suspended by just doing things the staff at the school does not like, including saying things that they don 't like or supporting a religion that the school does not support. Also, if something is said about the school or the people attending the school is said on social media that student can also get in a lot of trouble. Students should be able to have more first amendment
In late 19th century, as Social Darwinism grew, riches were God’s favor and the poor became inferior people. According to the saying of “the fittest survives”, most entrepreneurs did everything they could control the competition that threatened the growth of their business empire. They monopolized the business and controlled the biggest market power, which are called trusts. Monopolies and trusts impacted American society politically, economically, and socially by eliminating the competition, controlling the government, and controlling the prices of supplies.
Ever thought about who controls the decisions you make regarding your daily activities? You may think you control every aspect of your life, but some philosophers have questioned such notions. Many schools of thought explain the analogy of free will, and they present the argument of whether we have the freedom to act or other causes and effects determine our destiny. Free will in this context is defined as the freedom to choose and act where there several alternative courses of action. Theologically, the concept of free will is presented as the power to make decisions on our own without necessarily been influenced by external or predetermined courses.
Moritz Schlick and A.J. Ayer were both logical positivists, and members of the Vienna Circle. They had differing yet concentric views on the foundations of knowledge, and they both shared the quest for truth and certainty.
Over the years, there has been an extended running controversial debate as to whether free will truly needs an agent to encompass a definite ability of will, or whether the term “free will” is simply a term used to describe other features that individuals may possess, which leads to the controversy of whether free will really does exist. The result of free will is assumed to be human actions, that arise from rational capabilities, which as a result means that free will is depended normally on are those events, which leads us to believe that the opportunity of free action depends on the leeway of free will: to state that a person acted freely is simply to say that the individual was victorious in acting out of free choice (Van Inwagen 1983).