Managing Diversity Research Paper Example | Topics and Well Written Essays - 4750 words

Managing Diversity - Research Paper Example The paper tells that the modern business environment is observed to become increasingly competitive undergoing constant alterations owing to globalization. This certain fact is in turn growing to be a major challenge for the survival of the organizations in the current day context. The rate of globalization is rapidly escalating, simultaneously triggering the need of increased communication in between the people with varied beliefs, backgrounds and cultures compared to the earlier times. Individuals are no more considered to exist in a limited marketplace as the factor of globalization makes them an integral part of the global economy and is believed to face competition from almost all the continents. Owing to such reasons, it becomes necessary for profit as well as non-profit organizations to entail and accept diversity so as to attain increased creativeness along with becoming open to different types of alterations. Capitalizing as well as maximizing on the element of diversity is developing to become quite a significant issue related to management in the present times. Diversity refers to the concept of comprehending, recognizing, accommodating and assessing along with commemorating about the dissimilarities that exists among individuals with regard to class, gender, mental stability, sexual-orientation, status related to public assistance, age, ethnicity, physical competence, race, and spiritual application. The issues associated with diversity are presently regarded as significant and are even anticipated to gain augmented significance in the upcoming days owing to the growing dissimilarities in the population. It is considered to be imperative for the organizations to concentrate on the element of diversity and seek for different ways in order to become completely comprehensive organizations. Diversity is believed to entail the prospective of reaping increased productivity level accompanied with competitive advantages. In this context, managing as well as assessing diversity is learnt to be a vital constituent associated with effectual people management which is competent of enhancing the productivity of the organizations (Rosado, 2006). Concept of Managing Diversity The international environment of business, increased requirements owing to the intense competitiveness and demographic alterations calls for the requirement of diversity. In this regards, managing diversity has been referred to the practice related to learning which paves the path towards overall organizational competence. The development of this competence is measured to be immensely important in a modern organization for the reason of effectually acting in response to the issues as well as prospects that are triggered owing to the existing socio-cultural form of diversity with regard to a particularly distinct social system. Management of diversity is believed to take place by pursuing a definite order of steps with the aid of which individuals as well as organization s progress from lack of knowledge. This is again associated with the definite topic till the stage or a level where the activities with regard to diversity manipulating the organizations, their consequences and their workforce is comprehended (Cox & Beale, 1997). Managing diversity is also referred to the constant process which helps in setting free of the different talents along with proficiencies that is brought into a particular organization, society and community by its respective diverse population with the aim to build a completely inclusive along with wholesome environment. This particular environment is believed to hold increased significance as it helps in effectively managing the differences along with making the most of the entire latent of all the involved individuals which proves to be beneficial for all from a cultural perspective (Rosado, 2006). Diversity is stated to be a budding notion in the current phenomenon. This specific term is believed to be both particular b eing centered on a definite individual and being contextual

Nursing assigment Essay Example | Topics and Well Written Essays - 2000 words

Nursing assigment - Essay Example Bearing these in mind, the significance of evidence-based practice is highly valuable in proving that health practices are safe for the public and cost-effective. In this paper, barriers and possible resolution of gaps between nursing research and their application are tackled, as well as their utilization through standardized clinical guidelines in relevantly managing smoke cessation in clinical settings. Discrepancies in Evidence-Based Practice Despite the long emergence of concepts in evidenced-based practice in health care sectors, success in fully translating research outcomes into care practices seemed lagging in progress. At large, four main sectors contextually represent the barriers to research employment: â€Å"health-care professional related, organizational-related, research related, and presentation-related† (Chau, Lopez, & Thompson, 2008, p.640). Each division indicates specific areas of clinical problems that probably weaken health professionals in fully respond ing to the positive sides brought about by solid research results. Health-care associated factors may range from personal demographics (educational level, social and economic status), personal characteristics and values, such as knowledge seeking behaviors to further one’s practice. With organizational barriers, these comprise viewpoints of affiliated institutions on its commitment to research adaptation and dissemination, facility maintenance, hierarchical culture and authority for change, administrative support, and lack of opportunities to develop and acquire research resources. As of research-related interference and presentation, types and comprehensiveness of research contents affect professional perceptions, including comparison of previous and present research for results and conflicting thoughts. As such, there is increased tendency to reject research composition and presentation should data fail to meet practical health needs of clinical personnel that research team s aim at satisfying. In more ways, the concerted results of practical nursing barriers create disparities that may unintentionally provide nurses with concrete excuses not to change their old ways. Common among perceived nursing barriers to full research application are said to be generated from organizational, and professionally-related factors. Funk, Tornquist and Champagne (1995, p.397) emphasized â€Å"insufficient authority to (clinical practice) change...and insufficient time to implement new ideas† as primary sources of research to practice discrepancies. The prevailing culture of inflexible organizational structures in most clinical institutions restricts the attitude of change and resource availability in such settings. Elaborately, it also affects sufficiency of time required to search, read, and substantially absorb relevant information from research journals and related materials. To top these off, Cummings, et al. (2007, p.S33) revealed the nature of occupation n urses suffers, where most of the time, exhaustion in both physical and emotional aspects reduce their quality of professional care. There is difficulty, then, to acquire suitable skills in search for relevant studies due

Aoc vs the Constitution Essay Example for Free

Aoc vs the Constitution Essay The Articles of Confederation and the Constitution are only six years apart in history. Knowing this you would think that they have very few differences but it is the complete opposite. As soon as the Articles of Confederation were ratified, it got everyone thinking about how to create a good system of government. That is where the Constitution came in. The Constitution changed almost everything from the Articles of Confederation making the national government a lot more powerful. The Articles of Confederation were ratified in 1781. The goal of the Articles was to balance the need for national coordination of the War of Independence with the fear that centralized political power was a threat to liberty of the people. The Articles stated that the new national government was to be a perpetual union. The Articles gave the thirteen states their individual sovereignty, freedom and independence. Under the Articles the national government had a one house Congress, where each state cast one vote. There was no president and no judiciary. Major decisions needed the approval of nine states to be passed. There were only a few powers given to the national government which were to declare war, conduct foreign affairs, and make treaties with other governments. Congress did not have financial resources. It did not have the power to levy taxes or to regulate commerce. Revenue came from contributions from the states and in order to amend an Article you needed a unanimous decision from the states. This made it hard to amend or to change anything. The Articles basically made it impossible to have a national government on a large scale. The Constitution of the USA was adopted in 1787. The Constitution created a legislature, an executive, and a national judiciary. Congress was given the right to raise money without having to rely on the states, like in the Articles, and states were prohibited from infringing on the rights of property. The idea was that the government would represent the people. The Constitution established a two house Congress consisting of a Senate and a House of Representatives. The Senate would include two members from each state and the House of Representatives would have members appointed according to the population of the state. Senators would be chosen by state legislatures while the Representatives would be elected by the people. This was the first step toward the expansion of democracy. The Constitution did not set any rules for qualifications to vote; they left that up to the states. The Constitution strengthened national authority. It gave the president the job of enforcing the law and commanding the military. It gave Congress the right to levy taxes, borrow money, regulate commerce, declare war, and foreign policy. The Constitution declared the national legislature as the supreme Law of the Land. It did however leave the majority of day to day affairs up to the states such as education and law enforcement. It created a checks and balances system between the states and the national government. This was the idea to prevent any branch of the national government from dominating the other two. I think that the Constitution did a better job protecting liberty. This is because even though there were way more provisions and what seems like way more restrictions, it actually gave guide lines so that your basic rights would not be taken away from you. It also made the voting system more fair and the fact that the House of Representatives were proportioned to the population size also made a lot of sense. It also gave strict provisions to insure that the state could not infringe your land. I also think that the Constitution did a way better job running a government. First of all it was a lot more specific so it cleared up a lot of confusion. Second the two house Congress was a much better idea and the checks and balances were also smart because it ensured that no one ever got too powerful. I also think it is a good thing that they insisted on picking a leader, president, for the whole country because I think you need one man to lead the country and make the decisions rather than a few arguing all the time. Also giving the national government some of the powers that the states once had ensured that the law would be fair to everyone, not just the ones making them in the states. As you can see the differences between these two significant documents of our history are tremendous. While the Articles set a few provisions basically empowering the states, the Constitution did the exact opposite putting the national government in charge. Obviously this was the way to go because this is the document that our country still runs by today.

Domestic Violence: The Tracy Thurman Story :: Violence Against Women Essays

There is one particular case that stands out in my mind when I think of domestic violence. The Tracy Thurman Story. Tracy Thurman was a Connecticut housewife. She suffered a horrendous abuse at the hands of her husband. As the days got older so did the beatings and was more horrified each day.   Ã‚  Ã‚  Ã‚  Ã‚  When Buck and Tracy got involved she realized that he had a gambling problem. She had confronted him about him losing money while gambling in front of his friends. Buck became furious and punched the door working his way around Tracy. Buck then starts yelling and saying how his mother put a gun to his head and asked Tracy never to leave him. Seeing his vulnerable side, Tracy felt sorry for him. This showed Tracy that Buck had a shattered soul and a sense of humanity.   Ã‚  Ã‚  Ã‚  Ã‚  Not too long, after Tracy found out she was pregnant. After telling Buck the news, he beat her for the first time. Tracy then leaves from Florida to Connecticut, her hometown and stays with a close friend. Buck follows her to Connecticut and begs, pleads, and promises that it will never happen again. They then get married, stayed in Connecticut, and had a baby boy.   Ã‚  Ã‚  Ã‚  Ã‚  Buck is unable to find work and convinces Tracy to move back to Florida. After losing a game of cards, he goes to rage and beats Tracy again leaving her two black eyes. Tracy moves back to Connecticut, only to have Buck follow her and takes the baby away from Tracy.   Ã‚  Ã‚  Ã‚  Ã‚  At this point Tracy gets a restraining order against Buck. He is not allowed in the state of Connecticut, and Tracy’s home. She sees Buck standing in front of her home and calls the police. The police cannot find the court order against Buck. When the officer comes to the house and tells Tracy that her husband has a right to stand in the street and it would be easier if they weren’t married.   Ã‚  Ã‚  Ã‚  Ã‚  A couple days later, Buck is outraged. He goes to Tracy’s house again screaming for her to come out of the house. This time he doesn’t let up. Tracy then calls the police again and tells them that Buck is outside her house again and wants a patrol car to come by the house. The officer takes a detour back to the station. The officer takes forever to get to the house.

Coopertaive Learning

Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proce ss (Slavin & Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson & Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percept ion gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson & Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society.

Students Face Risk Factors For The Academic Achievement

Academic Resilience is a process which refers to students who face risk factors and succeeds academically where the achievement gap claims they should fail. These students face risk factors such as racism, violence, and low socio-economic status and still manage to excel academically. Resilience Theory addresses that people demonstrate to rise and succeed as long as the risk factors are alleviated. The four factors associated with resilience theory are â€Å"risk factors, protective factors, vulnerability areas, and compensatory strategies.† (Page 5) The purpose of the study is to â€Å"know something is an essential step toward being able to replicate and spread it† and â€Å"the second reason is the ongoing goal of increasing general understanding of the experiences of the students, and giving them a voice.† (Page 6) Also the purpose of the study is to promote the academic achievement in America and give hope to those who belong to an ethnic minority group and low socio-economic status so they could succeed in terms of education. 2. What are the primary risk factors the students faced? The risk factors the students faced are they viewed themselves as â€Å"minorities† and â€Å"people of color† in which students have a disadvantage when it comes to competing academically.(Page 11) While describing their experiences they viewed their worlds different from white people since their race, ethnicity, and nationality is different. Another factor the students faced is that â€Å"half of the students spentShow MoreRelatedHow Does Low Socioeconomic Status Affect the Development and Academic Performance of Children?1654 Words   |  7 PagesAffect the Development and Academic Performance of Children? Introduction Throughout my classes at DePaul’s College of Education, I have wondered how and why socioeconomic factors have such a profound effect on childrens school readiness, development, and future of learning. 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This section will discuss the challenges and issues that educators face when serving English learners. Summary Thi Diem Hang Khong and Eisuke Saito examine types of challenges that educators will come across when teaching English learner students. They categorize these challenges into three groups: social, personal, institutional challenges. The social challenge identified by Khong and Saito is the growth in diversity of ELL students. Khong and Saito acknowledgeRead MoreA Study On The Mental Health Of Bilinguals1703 Words   |  7 Pagesand the Netherlands sought to understand whether there is a mental health advantage amongst 14-15-year-old immigrants from over 30 different countries of origin (Mood, Jonsson, and Là ¥ftman, 2016). The study administered questionnaires and tests to students from 480 schools and consisted of both immigrants and majority participants. The researchers found that immigrant youths have better mental health than the majority. This suggests that there is a correlation between policies of welfare states, the

Ashford 6 - Week 5 - Final Paper - 1927 Words

Final Paper 2 Final Paper It was the year 2007, and the potato chip industry in the Northwest was competitively structured and in long-run completive equilibrium. Firms were earning a normal rate of return and were competing in a monopolistically competitive market structure. In 2008, a couple of lawyers quietly purchased all the firms and began operations as a monopoly called â€Å"Wonks.† To operate efficiently, Wonk’s hired a management consulting firm, which estimated a different long run competitive equilibrium. The new company is now run as a monopoly, and this paper shall explain how this benefit’s the stakeholders involved, such as the government, businesses, and consumers. Furthermore, given the transition from a†¦show more content†¦Monopolistic competition requires specialized inputs because some product differentiation is compatible with perfect competition, (Carson, 2006). If we think of a good or service as a bundle of attributes, each different product could be a d ifferent combination of the same attributes. Perfect competition in the supply of each attribute could then result in perfect competition in the supply of products. Firms would be price takers, even though no two supply exactly the same good or service. It is when each firm imparts a unique attribute to its output one not exactly copied by any other supplier and therefore one which has no perfect substitute that we leave the world of perfect competition, both in attributes and in products. In order to supply an attribute that no competitor is able to provide, either a firm would have to be protected by a barrier that gives it a cost advantage in supplying this attribute, or else the advantage would have to come from possession of at least one indivisible input that is specialized to this attribute, and therefore to the firms product. Since there are no entry barriers under monopolistic competition, each seller must be the sole possessor of one or more specialized inputs. Without these product specialized inputs, it is hard to explain why monopolistic rather than perfect competition prevail. 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