Rainsberger XII, Understanding Labor Law

Per the syllabus, your readings for this week are Rainsberger XII, Understanding Labor Law chapter 5, and a journalistic article from December of 1996 (David Bacon, “The New Face of Unionbusting.”) As usual, your discussion is due by or before 6 PM on Saturday. But this is one of those modules (every 3rd one) where you have to do “double duty” by also writing a paper which is due 24 hours later – by or before 6 PM on Sunday. The paper is to be an answer to the question posed at the end of the overview introduction to the module.

Aside from the journalism piece, the readings for this module all concern the issue of ensuring that a labor organization (union) is a genuinely independent organization of the workers themselves, not a creature of the employer or unduly internally influenced by or in collusion with that employer. Both readings cover Section 8(a)(2) of the NLRA which states that it is illegal for an employer to dominate, interfere in the internal affairs of, or financially or otherwise support a union. Rainsberger’s reading also brings in Section 302 of the Act, which forbids things like kickbacks, bribes, and extortion. There also is a Section 8(b) provision forbidding union a union from interfering in the internal affairs of an employer by trying to coerce it into using (or not using) a particular individual to engage in its collective bargaining with the union.

In general, the idea of all of this is to maintain an “arm’s length” relationship between the two entities (employer and union) so that the union can fulfill its function of independently representing the interests of the workers it represents.

I think that all the readings are rather easy to follow and are quite clear. So, this overview will be shorter than most because the readings pretty much speak for themselves. I can point out the main issues you should know thoroughly by the end of this module:

(1) “Company unions” which are purely creations of the employer, and their use to combat genuine unions prior to the passage of the Wagner Act (NLRA). These are illegal as a result of Section 8(a)(2).

(2) The importance of defining what is a “labor organization” in deciding what violates 8(a)(2). The definition is given in Section 2(5). The key wording is “dealing with” an employer concerning workers’ conditions.

(3) The illegality of an employer favoring one union over another (this would be “interference.”)

(4) The illegality of an employer supporting a union financially (with exceptions needed for the orderly carrying out of the bargaining relationship between the two). Section 302 adds to the restrictions by specifically outlawing employer payments to financially benefit a union leader or representative (considered bribery, extortion, etc.).

(5) Section 302 also bans unions having more than 50% control over negotiated pension or trust funds that employers contribute to. The usual practice today for such funds is control by a board that is 50% union representatives and 50% employer representatives.

(6) Finally, there is the issue of modern worker participation groups or labor-management cooperation groups, and which ones are legal under Section 8(a)(2). As the readings should make apparent, there is a fine line that such groups or programs must observe if they are to be legal, although it does not seem to be all that difficult as long as they stay away from issues concerning employee conditions of work. The Understanding Labor Law reading also gives a more extensive discussion of the politics of this issue. Anti-union politicians and their allied forces have been attempting to modify Section 8(a)(2) to once again make company unions legal as long as they don’t officially engage in collective bargaining culminating in a signed contract. Legislation of this nature was vetoed by President Clinton in the 1990s. The issue continues to be a contentious one.

(7) The journalism piece by David Bacon (link is provided here in this module) covers the issues raised in the above, but also details many topics covered in the previous two modules. It is clearly an advocacy piece supportive of unions which subsumes all the tactics used by employers to resist unions under the concept of “unionbusting.” It provides a “real world” flavor to many of the dry legal concepts we have been covering in the last two modules. Read it with an eye to the many of its topics that you have been learning about in this course.

To complete this module you are to write a 2-5 page paper (due by or before 6 PM this coming Sunday) addressing the following question:

QUESTION:
David Bacon’s article “The New Face of Unionbusting” was written in December of 1996. It journalistically describes a number of situations that illustrate the real-world application of the laws we have been covering in the last two modules, at least from the author’s point of view.

In your paper I want you to identify every instance you can find in this article of potential violations of Section 8(a)(1) or 8(a)(3) or 8(a)(2). (Look for all instances.) Briefly explain why there is an issue under the relevant section in each case you identify. Finally, analyze his article from your own point of view: what does it say about the state of labor law in this country? (Clearly, Bacon writes as a union supporter, and you need not necessarily agree with him on this [although of course you can, if you share his viewpoint]. Whatever your stance on that, I do want to you make an argument and come to a conclusion about whether our labor law, as currently interpreted and implemented, is working well in its stated purpose of protecting the right of workers to freely join together, take concerted action, and form unions.)

Along with this website:

https://dbacon.igc.org/Unions/02ubust0.htm

Please use as ARGUMENT format.

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Fight Club: A novel by Chunk Palahniuk

Fight Club: A novel by Chunk Palahniuk ISBN :0-393-32734-5 …..pages (1-101)

PART ONE: Identify and analyze one of each ‘type’ of conflict (as defined by Literary Studies in Bedford) that the main character faces in the text. Your analysis should state the type of conflict, how it is presented in the text (including specific quotes), its purpose in relation to the themes of the text, and how the main character responds to and/or overcomes the conflict. I highly recommend that you utilize Bedford and the literary terms as part of your preparation and completion of this part of the assignment. DUE DATE: Monday by Noon

PART TWO: Respond to 3 posts from your classmates (not your own) in a manner which furthers and deepens the analysis of one of the conflicts that classmate identifies and its relation to the themes of the text. When you respond, reply directly back to their forum post and include the type of conflict you are responding to. For this part of the assignment you will be assessed on the depth of engagement and analysis you offer in response to the original post by your classmate.DUE DATE: Wednesday by Noon

PART THREE: Respond to your classmates’ responses to YOUR original post. You should expand upon their ideas and offer suggestions for going even further into depth in analysis of the text based upon their response. DUE DATE: Friday by Noon

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Does the paper provide sufficient evidence for its hypothesis or claim

Details:
Your job is to critically read the assignment and make corrections/comments using track changes and comments in Microsoft Word. Be sure to assess the paper using the following criteria:

1. Does the paper provide sufficient evidence for its hypothesis or claim?

2. Does the flow of the paper and sentence structure make sense?

3. Should it be organized in a different manner?

4. Are all the items listed in the assignment guidelines and rubric covered and in sufficient depth?

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

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Rome empirical architecture

Roman Architecture Many centuries before the birth of Christ, the city of Rome grew, prospered, and developed into a thriving Republic. As in most cultures, Rome’s buildings became more elaborate and impressive. They developed fantastic building technologies and ideas. The feats of Roman engineers were groundbreaking, and many structures built by this culture still stand today.

Assignment: After watching videos below talk about the fantastic building and ideas they develop.

Engineering an Empire
https://www.youtube.com/watch?v=T0JJoEes4i4

Circus Maximus

Seven wonders of Rome
https://www.youtube.com/watch?v=DvUMuu1WrT0
https://www.youtube.com/watch?v=RcrT9WxyQhM

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Identify and discuss issues of diversity and justice in organizational contexts as reflected in Black Boy, by Richard Wright.

1. personal reflections and insights into own lived work/life experiences. Write about experience as it occurs to you while reading (i.e., is prompted by) the reflections that Richard Wright shares from his own experiences. Note the passages from the book that remind you of your own experience(s) and talk about the connections you make with the book or other readings from the course. This component should be 2-3 pages.

2. Include a discussion of a connection that you made between an issue raised in Black Boy and current diversity issues in the workplace. This component should be 3-4 pages.

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Reflection Essay: Specific clinical situation involving a woman and/or baby in your direct care that is relevant to a topic or topics the course module to which it is posted

1. Begin with a brief description of a specific clinical situation involving a woman and/or baby in your direct care that is relevant to a topic or topics the course module to which it is posted. NB: you are advised to choose an incident/event that enables you to undertake the full reflective process, including the plan for future action
2. Analyse your experience of this situation, exploring your feelings and your perception of the feelings of others in this situation (based on their behaviour)
3. Identify what you most needed to learn in order to be more effective in future (in line with course content)
4. Provide evidence of scholarly inquiry by discussing knowledge that is directly relevant to clinical situation (include at least five primary references, do not cite only textbooks).
5. Return to the experience and provide a plan for future action (Based on findings from your scholarly inquiry), describing how you would prevent a similar situation arising and/or, how you would more effectively manage a similar situation and/or, how you would assist another caregiver to more effectively manage a similar situation.
6. Always use pseudonyms (and state that you have).

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BOOK REVIEW : review must also include a critical appraisal of the book and the reasons for such appraisal

Imagine that you are the book review editor of the New York Times. Review one book from the Book Review List. The review must be two to three pages in length, doubled spaced. The review must consist of a summary of the principal points and sub-points of the book, a delineation of the structure of the book with concrete citations and references. The review must also include a critical appraisal of the book and the reasons for such appraisal. Presuppose that the reader of your paper has not read the book reviewed.

BOOK LIST
Arnove, Anthony (ed), Iraq Under Siege: The Deadly Impact of Sanctions and War, Boston, South End Press, 2002
Baldwin, James, Another Country, New York, Vantage Press, 1993
Blum, William, Killing Hope: U.S. Military and CIA Interventions Since World War II, Monroe, ME, Common Courage Press, 1995
Boyd, Herbert (ed), Race and Resistance: African Americans in the 21st Century, Cambridge, MA., South End Press, 2002
Chase-Riboud, Barbara, Hottentot Venus, New York, Doubleday, 2003
Farah, Nuruddin, Gifts, London, Serif, 1993
Galeano, Eduardo, Upside Down: A Primer for the Looking Glass World, New York, Metropolitan Books, Henry Holt and Co., 2000
Kunnie, Julian and N. Goduka, Indegenous Peoples’ Wisdom and Power: Affirming Our Knowledge Through Narratives, Aldershot, England and Burlington, VT., Ashgate Publishing Limited, 2006
LaDuke, Winona, All Our Relations: Narrative Struggles for Land and Life, Boston, South End Press, 1999
Moore, Marijo (ed), Genocide of the Mind, New York, Thunder’s Mouth Press /Nation Books, 2003
Robinson, Randall, The Debt: What America Owes to Blacks, New York, Dutton Penguin Group, 2000
Ruppert, Michael, Crossing the Rubicon: The Decline of the American Empire at he End of the Age of Oil, Gabriola Island, B.C., Canada, New Society Publishers, 2004
Sale, Kirkpatrick, The Conquest of Paradise, New York, Plume, 1991
West, Cornel, Democracy Matters: Winning The Fight Against Imperialism, New York, Penguin Press, 2004
Dyson, Michael, Eric, Debating Race, New York, Basic Civitas Books, 2007
Manning, Marable, Dispatches From The Ebony Tower: Intellectuals Confront The African American Experience, New York, Columbia University Press, 2000

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Evaluate their mother and your mother by a compare and contrast evaluation

Your best friend from high school has just asked you to evaluate their mother and your mother by a compare and contrast evaluation. Your best friend assures you that they will be your only audience for your written evaluation. Because your best friend is a real stickler for details, they ask that the compare and contrast evaluation be based on five criteria.

1) What five criteria will be used? Why did you choose those five? How are they defined? How are they measured?
2)Can any two mothers be evaluated with your criteria? Why or why not?
3)Would this evaluation be strengthened with more or less than five criteria? Why?
4)Would you have selected the same criteria if the audience for your evaluation was your ENG 105 professor? Why or why not?
5)What visual would strengthen your evaluation? Why?
6)If you were going to use a scholarly source to strengthen this evaluation, what would be the topic of the source material?

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Artistic Criticism

You are required to write a criticism of a work of art. Let me answer the questions I anticipate you will have about this assignment.

What type of art must I choose?

You may choose any of the art forms included in this course–film, drama, music, painting, literature, sculpture, or architecture.

Can I go to any film or musical performance, etc.?

Please try to select something you think is a work of art.

Do I have to go to a theater, performing arts center, or museum in order to do this assignment?

I encourage you to do that, but I also encourage you to seek out reasonably priced or free experiences. If you cannot attend a live performance or visit a museum or gallery, you may watch a videotaped or televised version of a drama, film, or musical performance. You could also critique a painting included in a good art book. You may also read a book, which is a work of literature.

You may NOT criticize a work of art discussed in the text.

How do I do the criticism?

I want you to do a descriptive, interpretative, and evaluative criticism of the work of art. Your textbook discusses these forms of criticism and gives examples of each kind. I encourage you to draw as much from the text as you can to perform your criticism. I do not require you to do any additional research, such as background research on the artist or the school of art he/she represents, but this type of information will help you do the interpretive criticism.

How long does it have to be?

3 – 4 typewritten (word processed), double-spaced pages.

Do you have any special instructions about the format?

For the body of the paper, use any style sheet you prefer. Include a cover page on which you list your name, Humanities 110, the date, the title of the work of art, and where you experienced it.

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