Modest Proposal By Swift Essays - Pamphlets, A Modest Proposal

Modest Proposal By Swift In Jonathan Swift's essay, "A Modest Proposal", Swift proposes that the poor should eat their own starving children during a great a famine in Ireland. What would draw Swift into writing to such lengths. When times get hard in Ireland, Swift states that the children would make great meals. The key factor to Swift's essay that the reader must see that Swift is not literally ordering the poor to cannibalize. Swift acknowledges the fact of the scarcity of food and empathizes with the struggling and famished souls of Ireland through the strange essay. Being of high society Britain, which at the time mothered Ireland, Swift utilizes his work to satirically place much of the blame on England itself. Through his brilliant stating of the fact that the children cost money as well as aid in the drought of food and necessities the reader can get an idea of the suffering on going in Ireland; this brings the reader to see that instead of keeping the children their parents should either eat them or sell them on an open market. By wasting the scarce food in Ireland, the people are killing themselves; thus the children can be consumed saving food and at the same time making food. It is interesting to see how well Swift conveys his view towards the poor in this odd manor. Swift sees how the poor are treated by the affluent who may think that the impoverished are the reason for Ireland's food problems. In fact, the entire essay is nothing more than sarcastic piece that deeply imbeds the blame upon the rich who he feels might have just as much or even more blame on Ireland's food problems than the poor ever have. Swift intelligently uses his common sense logic in a strange way to convey his feelings about this predicament. Swift goes to great lengths to intelligently show these feelings. The ways at which Swift camouflages his ideas and thoughts throughout this essay brought many readers at the time to think that he actually wanted Ireland to revert to eating their children. His employment of such literary elements of irony, mix cynicism, and pure contextual reaction from the reader help to map the entire essay. Thoughout the work, Swift persistently relies upon the use of irony. It is quite apparent that no rational human being would bring themselves to eating the flesh of another, which also adds to the irony of the story. Another interesting point of reflection is the fact that although Swift has children of his own, his are grown and his wife can no longer bear any more. Because of this fact, it is clear that further analysis would show that this work is purely fictional and cannot be taken literally. Many people of the time actually did take Swift's recollections literally, which brought about much condemnation to Swift as a literary writer. Cynical readers of the time had come to expect such a voice from one like Swift. From the first sentence of the essay, Swift begins to fool the reader by applying the dreary atmosphere of starvation in Ireland. For example, Swift keenly routes to the beggars in the streets with there starving children close at hand. It must be brought to attention that Swift's piece shows much remorse for the poor especially the children of the poor, even though it doesn't state this quite so clearly. Swift does not feel that the starving children are of no use for the Irish people, except for being expended of. He may state that the children of the rich hold Ireland's future in hand and the children of the poor. It is his combination of feelings between the rich and impoverished which brings the reader to see all directions to which the essay will embrace. Furthermore, this roots to the many underlying statements, which emerge all throughout the story. Swift clearly holds deep resentment directed to those who blame those who are forced on bringing themselves to begging for food and wandering the streets. Though he indifferently speaks of the needy as "dead and rotting," Swift is being nothing more than satirical. What better way of ending poverty and strife in Ireland than wiping out all of the young generations, which would delete all of the destitute generations to come. Bringing the children to an open market would allow the wealthy citizens to purchase them for dining reasons. The skins of the ?carcasses' could be utilized to make gloves for the ladies. The hardened soles of

Whats the Difference Between AP Physics 1, 2, and C Which Should You Take

What's the Difference Between AP Physics 1, 2, and C Which Should You Take SAT / ACT Prep Online Guides and Tips Are you interested in taking AP Physics? You might have noticed that the AP program offers more than one physics course. So what’s the difference between the different AP Physics classes- AP Physics 1, AP Physics 2, and AP Physics C? We will introduce you to them and help you decide which one to take. What AP Physics Classes Are Offered? The AP Program used to offer three physics classes: AP Physics B, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. However, the AP program recently replaced AP Physics B, a one-year course, with two one-year courses: AP Physics 1 and AP Physics 2. These are both algebra-based physics courses, which means they don’t require a math background beyond Algebra II. The AP program still offers AP Physics C, which is broken into two courses and exams: Physics C: Mechanics and Physics C: Electricity and Magnetism. Many schools teach these as the same class, or just teach one topic. Both of these courses are calculus-based. This means that there are now four AP Physics exams: AP Physics 1 AP Physics 2 AP Physics C: Electricity and Magnetism AP Physics C: Mechanics The fact that there are now four AP Physics exams can be confusing. So do you take Physics 1, Physics 2, and Physics C in order? What’s new about Physics 1 and Physics 2? We will introduce you to all of the courses and help you decide which class is right for you. AP Physics 1 AP Physics 1 is an algebra-based, introductory, college-level physics course. It explores Newtonian mechanics (including rotational motion), work, energy, power, mechanical waves and sound, and circuits – in other words, fundamental physics concepts. AP Physics 1 was designed to be a first-year physics course which you can take without prior physics experience. This is the main difference from the old AP Physics B course, which was designed to be a second-year physics class. The AP program recommends that students have at least taken geometry and are concurrently taking Algebra II while taking this course. If you’re not that far along in math yet, consider taking a different science class until you’re caught up, as math is very important in physics. AP Physics 2 AP Physics 2 is also an algebra-based, college-level physics course. However, it delves into some more advanced topics than Physics 1. Physics 2 explores fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams and probability, electrostatics, electrical circuits with capacitors, magnetic fields, electromagnetism, physical and geometric optics, and quantum, atomic, and nuclear physics. AP Physics 2 was designed to be a second-year physics course. This means it could come after AP Physics 1 or any first-year physics course. Much of its content is similar to the old AP Physics B course. You can read the full descriptions of AP Physics 1 and Physics 2 at the Advanced Placement website. AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Both AP Physics C courses are calculus-based, meaning you should have already taken calculus or concurrently be taking calculus while you take either AP Physics C course. This is the main factor that makes Physics C more challenging than Physics 1 and Physics 2. But what’s the difference between AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism? Mechanics covers kinematics, Newton’s laws, work, energy, power, linear momentum, circular motion and rotation, oscillations and gravitation. As you can see, these are many of the same concepts explored in Physics 1. However, this course goes into more depth than Physics 1 and uses calculus, making it much more challenging. Electricity and Magnetism covers electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Notice there is some overlap with the Physics 2 curriculum, though again, Physics C will be more difficult since it incorporates calculus. The two topics are sometimes taught as the same course even though there are two different exams, with each topic being taught over one semester. When taught as a single class, Mechanics is usually taught first, and Electricity and Magnetism comes second. If schools only teach one topic, it tends to be Mechanics, since it builds on material most commonly taught in beginning physics classes (Newton’s laws, work, energy, power, etc). Each topic is supposed to be equivalent to one semester of college calculus-based physics. Because of this, AP Physics C is highly recommended to be at least a second-year physics course. You can read a full description of Physics C at the AP website. Which AP Physics Class Should You Take? Now that you know a little bit about the different AP Physics classes, you’re probably wondering which class you should take. Or, if you want to take more than one, you’re probably wondering the best order to take the classes in. We will present a few possible sequences, but we will also give you some steps to follow up with your school so you can choose the class that’s best for you! Option 1: Regular/Honors Physics, Then AP Physics 2 If your school doesn't offer AP Physics 1 or you don't want the first physics class you take to be an AP class, then one option is to start with a regular or honors physics class, where you learn the basic concepts of physics. Then, you can take AP Physics 2 as your second physics class. This option is ideal for students whose schools don't offer multiple AP Physics classes as well as students who don't have the time or desire to take multiple AP Physics classes. Physics 2 is the best AP Physics class to take after a regular or honors physics class (Physics 1 would pretty much just repeat what you already learned), although AP Physics C is also an option if you're taking/have already taken calculus. Option 2: AP Physics 1, Then AP Physics 2 The AP program says taking Physics 1 and 2 provide a solid physics background for future pre-med, geology, and life sciences students. They also say it’s a good option for students attending colleges where they will have to fulfill a science requirement but will not be studying science as their major. If your school teaches AP Physics 2 but not AP Physics 1, you can just replace AP Physics 1 with whatever introduction to physics course your school offers. Don’t jump straight into AP Physics 2 – it’s meant to be a second-year physics course! If your school teaches AP Physics 1 but not AP Physics 2, you could take Physics 1 and then take another natural science course (including chemistry and biology), a science elective, or consider taking AP Physics C if your school offers it. Option 3: AP Physics 1, Then AP Physics C AP recommends Physics C (along with AP Calculus AB or Calculus BC) for students aiming for engineering or physical science majors in college. However, taking AP Physics 1, Physics 2, and Physics C might be overkill – you would lose time for biology and chemistry. Getting exposure to all three natural sciences is important for a well-rounded, challenging high school career, especially if you're going into science or engineering. You also want to make sure you can fit in at least one of the AP Calculus classes. So if you want to take Physics C, start with AP Physics 1 (or a regular physics course), and then take AP Physics C, which will give you a total of two physics classes during high school. Physics C is intended as at least a second-year course, so don’t jump into it unprepared. Also make sure you have taken or are taking calculus while you take AP Physics C. Next Steps Now that you have a better idea of what the AP Physics classes cover and the general order they should be taken in, what should you do next? Read this section for the five steps you should follow. #1: Meet with your guidance counselor and find out which physics courses your school teaches. Do they offer both AP Physics 1 and AP Physics 2, or do they just offer a basic introductory physics course? Do they teach AP Physics C? If so, do they teach Mechanics, Electricity and Magnetism, or both? Getting these answers is the first step to planning your schedule. Also keep in mind that since Physics 1 and Physics 2 are new classes, schools might still be working them into their schedules over the next few years. #2: During the meeting, ask about the recommended physics course sequence at your school. There may be required prerequisite courses or placement tests for the AP Physics courses, or your school might have a recommended order of science classes that includes biology and chemistry. #3: Find out who teaches the AP Physics classes Ask your counselor and ask other students. You can ask other students currently taking AP Physics what they think of the teacher and how prepared they feel for the AP test. You can ask your counselor what the AP Physics test pass rate is like at your school. Getting some background on how the classes are taught at your school can help you decide if AP Physics is right for you. As a brief example, at my high school, our AP Physics class included a lot of independent work and self-studying. It was great for students who were self-motivated, but challenging for students who wanted more support. Many students decided whether to take AP Physics based on whether they thought they could handle the independent nature of the class. #4: Ask for the syllabi for the different physics classes if you want to find out about the workload and topics they cover. This might help you choose between taking a regular introduction to physics course or AP Physics 1, or choose between AP Physics 2 and AP Physics C. #5: Find out about any summer assignments. AP courses often have summer assignments. AP Physics C in particular is likely to have summer work, especially if your school teaches both topics. Make sure to consider your schedule and summer commitments (like camps, jobs or trips) before signing up. And finally, be aware that Physics 1 and 2 are fairly courses so there are still kinks to be worked out. They won't have as many old-free response questions and other official practice materials to study with. If your school has a very strong, established AP Physics C class, it might be a better option for you if you’re up to the challenge. Bottom Line Aim to take AP Physics C if you are a future engineer or natural sciences major – but take it alongside or after taking calculus. If your school doesn’t offer Physics C, take AP Physics 2 or honors physics if you can. Taking AP Physics 1 and Physics 2 is plenty if you aren’t going to study natural sciences or engineering, but want to take challenging science courses in high school. If you’re considering college engineering but aren’t sure if it’s right for you, taking AP Physics C could be a good way to find out if you are up to the challenge and enjoy the topics you would continue to explore in college. What’s Next? Want to dip your toe into the physics pool to see if physics is the right AP science for you? We have straightforward articles on the law of conservation of mass, the specific heat of water, and the three formulas you need to calculate acceleration. How many AP courses total should you take? What if you want to get into an Ivy League school? Read our advice on AP course load here. Also studying for the SAT/ACT? Learn the difference between the two tests, including why one tests science and one doesn’t. Also figure out which test you will do best on. Curious about what it takes to get a perfect SAT score? Read advice from our full-scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Domestication of Animals and its Impact on World Civilizations Essay

The Domestication of Animals and its Impact on World Civilizations Over Time - Essay Example Both Eastern and Western hemispheres experienced huge progress in uniquely different ways. One innovation that largely affected the development of societies and contributed to their progress was the domestication of animals. The domestication of animals positively impacted civilizations around the world by advancing agricultural and economic development, improving trade and international relations, and expanding cultural expression. The advancement of agriculture and economic aspects occurred in many different civilizations including the Chinese, Egyptian, and even Neolithic societies as a result of the domestication of animals. During the time span of the Xia dynasty to the Han Dynasty, the Chinese domesticated animals such as chickens, ducks, pigs, and dogs (Gascoigne). These ducks, pigs, and dogs were used as their fresh food source. Chickens also served as a food producer of eggs, a food commonly consumed in the Chinese diet. In addition to supplying a fresh source of food, domesticated animals in China were also used to help produce crops. The Chinese utilized oxen to pull plows, which helped humans more efficiently plow their land and positively affected the agricultural growth as a result of the increased production of crops. Therefore, the domestication of animals shaped both the Chinese diet and improved its economy through the increase of agricultural efficiency. In Egypt, cattle and pigs were raised t o supply major food products as well. Later on during the New Kingdom, Egyptians started to domesticate chickens, which served the same purpose for the Egyptians as it did for the Chinese.

Is there a market for wool suits that are washable Essay

Is there a market for wool suits that are washable - Essay Example The strategies for the future will be regarding the expansion of the market, cost of production, cost effectiveness and market vulnerability of the strategies of the company. As the management comprises of directing and controlling the company, the coordination is required. This needs harmonizing the group towards accomplishing a goal. The resources available to the company are assessed and are divided into human, financial, technological and natural resources. The management deals with the power by position and this combined with leadership qualities involves the influence in marketing the product. When the company is one of the market leaders its products, the management qualities can be combined with leadership qualities and can be used for growth of the company. As the analysis of the company in this paper is not a new company, the management with the combination of the leadership can be discussed when needed. 1 The stand taken in this paper is that the family name strategy is more effective than the single name strategy. This is because in this case, each product will have a separate name under a family brand name. This will be viable for the companies that produce diversified product line. This in turn requires product line management to make the company successful in keeping the family brand name popular by quality and marketing. The company may lose its dominant position and fails to capitalize on its position if its strategy fails. The strategy of the company that uses high technology to produce its goods represent unique challenges from other or competitors in the industries. 2.2 Product line strategy: The company should follow the changes in technology that brings about remarkable changes in the quality of the products. When the technology is advancing rapidly the lifetime of the product is short and at this juncture and period, the family brand name helps the companies to market the products on the brand value of the family name.

The Role of Engineer in Nation Building Essay Example for Free

The Role of Engineer in Nation Building Essay Why should a privileged person help an underprivileged person? As the definition suggests that the privileged person is someone who is having the special rights, advantages or immunities or having the rare opportunity to do something that brings particular pleasure. On the other hand the unprivileged person is someone who is not enjoying the same standard of living or rights as the majority of the people in the society. So in a socio economic point of view the presence of both the class cannot be ignored but with proper ratio. A society can’t only have one of the two to improve or else we can say the wheel of the society can’t be moved freely without the presence of the two but of course there should be a proper balance between these two. The law of the nature says that the stream flows from the top to bottom likewise the privileged person should come and hold the hand of the underprivileged person to move the society in a proper pace. Now it’s the time to think of the human values and morality of a human being if he/she is gifted with some advantages or right then it’s the duty of them to come and help the people who are deprived of. On the other hand the underprivileged person should be thankful and have sense of gratitude for the person whom he/she is grateful in any sense be it money, values or spiritualism. Even Mahatma Gandhi told this in another aspect such as: I want to write many new things but they all must be written on Indian state. I would gladly borrow from the west when I can return the amount with decent interest. So borrowing things from others is not a crime but one should not forget about to return with something greater to the person whom he/she is grateful to. This is a cycle of civilization and one can’t break the chain. The society is mixed with people and cultures, one should be aware of the fact that everybody is equally important and they should help each other to form a warm and healthy atmosphere to live for the next generations to come. Even the Nobel Laureate Amartya Sen in his book The Idea of Justice (2009) explained that ideal democracy demands to take from the rich and use honestly and wisely for the people. Moreover, Sen notes that in famines only a very small proportion of the population is affected—much less than 10%. Political pressure from this group alone would not be enough to force a democratic government to respond. It is the pressure from the non-suffering members of society that makes the difference. But if government officials in democracies don’t care about the starving unless they are threatened with a loss of power, why do members of the population who are not starving care about the starving? It seems that if compassion or solidarity moves non-starving citizens to advocate for famine victims, it would move government officials to respond to the famine. Even Bentham and Mill explained that west democracy instills an idea for the greatest good of the largest number. M.K.Gandhi denies the principle and said that it should be greatest good for all. So on a nutshell we can conclude that for maintaining a true democracy it is the need of an hour to help unprivileged people for the greatest good of the civilization.

Rap Music Is Not Music Essay -- Art

Rap Music Is Not Music Describing the (disenchanting) chanting of â€Å"Rap Music† as singing or as music is indeed (in either case) a capital misnomer. Real Music is the careful arrangement of organized sounds in the form of notes that then result in a smooth blend of rhythm, tone, and pitch that when united, is quite pleasing to the ear. Rap is not music. The unpleasant-sounding horror is chaotic dissonance and certainly not elegant consonance. Rap is veritable noise pollution that is tastelessly amplified from a cumbersome boom box. Generally speaking, unlike black soul music and traditional black rhythm and blues, Rap is both heartless and soulless. Standard love songs show respect and consideration for a member of the opposite gender but most contemporary Rap lyrics promote a hedonistic â€Å"me first† ghetto survival theme that is cruelly perpetuated upon its afflicted listening audience. When Rap songs first appeared I believed that the clamorous nonsense would be another fad phenomenon that would gradually vanish like ‘70s disco music had slowly but surely lost its clout (along with our attendant intrigue and curiosity). But unfortunately the dunce-like Rap lyrics herald the worst elements of society and the brazen inflammatory words glamorize sex, drugs, random and deliberate violence’ and gang intimidation themes that through-and-through reek with sexism, racism and the glorification of the ghetto mentality. In most Rap song themes the dysfunctional dregs of the inner city are elevated to hero status while the â€Å"entertainers† sound like disgruntled grunting angry contemporary cavemen’ who are advocating the downfall of â€Å"white America† with vitriolic words expressing rage, rebellion and social revolution. This expansion of the â€Å"easy-money anti-establishment ghetto mentality† is fueling resentment and hostility among â€Å"disenfranchised† inner city youth as well as contaminating the gullible and vulnerable minds of suburban teens. But the entire reprehensible in-progress-brainwashing technique that â€Å"Rap Music† demonstrably utilizes is both a sham and a canard that is trafficking affected teens down a treacherous One-Way-Street that leads only to a permanent lackluster socio-economic cul-de-sac. What a pathetic and ignoble social disaster! In the ‘50s and early ‘60s black rhythm and blues imaginatively captured the hopes, the dreams, the ideals and t... ...lity has replaced compassion. To add to the ongoing dilemma other benign abstractions also have been viciously assaulted. In the â€Å"Rap Music World† defiance has replaced respect, sex has replaced courtship, using others for personal gain has replaced basic courtesy and wanton rape has replaced teen romance. â€Å"Rap Music† (in general) is definitely a harmful and dangerous factor to American civilization because the colossal scourge equates (in innocent adolescent minds) pervasive corruptive moral fallacies purporting that: adventures tragically equals thugs and drugs, that freedom is social anarchy, that love is the same thing as sex, that justice is a vigilante-oriented lifestyle, that truth can only be represented as deplorable ghetto misery, that honor is nothing more than revenge and last but not least, that Thomas Jefferson’s â€Å"Pursuit of happiness† is really only the pursuit of selfish pleasure. In conclusion, the flimflam known as â€Å"Rap Music† is not bona fide music because the blight is without grace, without beauty and without love, the fundamental truly joyous qualities that are vitally necessary in order to make life both satisfying and worthwhile in any given civilization.

Labor Relations Research Paper

MG420 DL Labor Relations Research Assignment (Arthur Crump) (September 27, 2009) Professor Stroud 1. Define and discuss the term â€Å"collective bargaining. † Include and discuss [showing relevance or applicability] a current web-based news item/magazine article about a real life example of a collective bargaining action. Write a succinct and complete summary on the contents of the article you've provided along with your critical comments about that article. Support your findings with referenced research. (5 points) The Honolulu Advertiser recently published an article which cites on-going contract bargaining negotiations between the University of Hawaii (UH) Professional Assembly (who represents the faculty) and UH (http://www. honoluluadvertiser. com/article/20090918/news07/909180373). Currently, negotiations are at a stale-mate due to UH submitting its final contract offer to the UH Professional Assembly asking for a 5% pay reduction as well as a 10% reduction in the state’s contribution to their health insurance premiums. Due to this final offer issuing an ultimatum stating that the university will be â€Å"unilaterally imposed if not accepted by the union,† may force the union â€Å"to take legal action or strike. † The reasons cited by the university for their terms are despite increased enrollment, they’ve experienced significant budget reductions. This article is a great example of collective bargaining because the faculty is afforded the opportunity to have some efficiency, equity, and voice (Labor Relations, pg. -12) regarding their work terms. Additionally, this article also displays the definition of multilateral bargaining which is negotiating between multiple parties which in this case include: Board of Regents, the UH president, and the State’s Governor (Labor Relations, pg 296) Unfortunately this particular case is affected by the economic element for the bargaining environment due to the reduced budget cuts. (Labor Relations, pg 286) 2. Identify three laws that support collective bargaining. Include and discuss [showing relevance or applicability] a current web-based news item/magazine article about each. Write a succinct and complete summary on the contents of the article you've provided along with your critical comments about that article. Support your findings with referenced research. (30 points) The National Labor Relations Act of 1935, also known as the (Wagner Act), supports collective bargaining by eliminating the disparities in equity between Labor and the Employer, as well as protects labor’s right to unionize should they so desire. This law was initiated due to previous legislation being ruled unconstitutional, and placed more emphasis on law for private sector labor. (Labor Relations, pg 166) The following link: http://stlouis. bizjournals. com/stlouis/stories/2009/08/03/daily52. html cites an article about the Lumiere Place and President Casino of violating labor laws recognizing the employee’s union as their bargaining agent by the regional National Labor Relations Board (NLRB), office in St. Louis. After reviewing this article in its entirety, this case evolved over an issue resulting from a misunderstanding by the employer as to the exclusive representation of the majority of employees, and the employer’s stance appears to stem from this requirement of the Wagner act. Another law designed to support collective bargaining and protect union members’ from corruption from its union leaders is the Landrum-Griffin act. A perfect violation of this law is the City of New York against New York City’s Carpenter’s union. See ad link at: http://www. nytimes. com/2009/08/06/nyregion/06indict. html. The union’s leadership is accused of accepting bribes by allowing contractors to rip off the workers, and in return, the union leadership would overlook these offenses and provide no representation which is totally contradictory to the purpose of union affiliation. The third law which supports collective bargaining is the Railway Labor Act. This law considered a win-win to both the labor and employers. It is considered a win to labor because it allows them to have bargaining rights despite being in an interstate industry which requires the employees to â€Å"work now and grieve later† concept: (http://www. papilot. org/media/rla. asp#What%20is%20the%20Railway%20Labor%20Act). As far as Employers and the Public, Congress implemented this act to protect the employer’s, employees, and the public’s interest since rail was the main transportation of the day, and any disruptions due to strikes would have had an adverse impact on interstate commerce as a whole. Th is law also covers parcel drivers for UPS and FedEx, but an amendment to the law was introduced to amend the law as it is now, to only limit individuals who hold an FAA-certified job. FedEx feels this would have a negative impact on its operations in the event of a strike by removing the work now grieve later concept from its other driver employees, and revert them back to the National Labor Relations Act. (http://www. joc. com/node/409948). 3. List four issues that are potential components of a collective bargaining agreement. Pick any two of the four issues you’ve listed and include and discuss [showing relevance or applicability] a current web-based news item/magazine article about each of those [two] collective bargaining issues in action. Write succinct and complete summaries on the article. Support your findings with referenced research. (18 points) The four issues that primarily make up a bargaining agreement consist of wages, benefits, layoff policies, and grievance procedures. Regarding wages and benefits, the following link refers to an article where an individual incurred an eye injury toward the end of his contract with the cruise line, and simultaneously, the cruise line which he worked for was undergoing a merger with another cruise line. The problem for the employee occurred because while he was out from work and the merger on-going, he felt that he was entitled to wages for the time which he was away due to obtaining surgery (sick leave). Since his contract expired 3 Oct 97, the district court which presided over the case ruled that due to the member’s closely approaching contract expiration date on or about 3 Oct 1997 in relation to the date of injury, he was not entitled to sick pay. Additionally due to the collective bargaining agreement in effect at the time of this member’s injury, the member was entitled to 63 days sick leave with pay under the original agreement. Since there was confusion as to which agreement was in effect due to the merger, this particular case was ruled in favor of the employer, and the employee wages claim for sick leave was denied. Definitely an unfortunate outcome for the employee since he was temporarily incapacitated from seeking additional employment, and hopefully a learning experience to have input with any future employment involving collective bargaining. (http://www. accessmylibrary. com/article-1G1-78635159/royal-caribbean-cruises-properly. html) 4. Describe the process of establishing a bargaining unit. Include and discuss [showing relevance or applicability] two current web-based news item/magazine article about any part of the process of establishing a bargaining unit. Write a succinct and complete summary on the contents of the article you’ve provided along with you critical comments about that article. Support you finding with reference research. (5 points) Establishing a bargaining unit has 8 steps each for both the employer and the union. The eight steps for the union consist of As capitalism continues to globe trot across China’s landscape, China is racing to establish unions in all fortunate 500 companies located there. Their recent accomplishment of setting up workplace unions in supposedly non-union Wal-Mart, led to them wanting to set up unions in at least 80 percent of the aforementioned companies and branches. Their current time-line calls for 10,000 workplaces to have new unions within 100 days. Additionally they are using a pattern bargaining structure from their Wal-mart feat (Labor Relations pg 291), in order to accomplish this enormous task. http://www. clntranslations. org/article/33/the-chinese-trade-unions-big-rush-to-set-up-unions-in-fortune-500-companies Two years after the All China Federation of Trade Unions (ACFTU) accomplished a breakthrough to set up workplace unions in Wal-Mart stores, on 11 June this year, after holding a meeting in Beijing, it announced that it would immediately launch a campaign to set up unions in at least 80 percent of the Fortune 500 company headquarters and branches. Up until now only some 50 percent of these companies have unions. This means that, including unions in these company’s branches, more than 10,000 workplaces have to have new unions. This ‘100-day focused action’ as the ACFTU calls it, will be in high gear until the end of September. The announcement was made with a sense of urgency and determination. Local unions were also instructed to take legal action against any companies that refuse to accept having a union. 1 It would have been a tall order had this union federation edict been issued in a country where there is freedom of association, especially in a place like the United States where unionization is met with stiff resistance and where labor laws and unionization procedures make setting up workplace unions extremely difficult – if not impossible. But using the establishment of the 100 Wal-Mart trade unions as a template, this is a feasible mission. After initially using the secretive method of setting up unions at about a dozen Wal-Mart stores (see http://www. clntranslations. org/article/4/wal-mart), the ACFTU abandoned this new organizing method and reverted to using the ‘consultative’ method, that includes management in the setting up of the union preparatory committee and the subsequent election process. The new grassroots unionization method used for the first dozen Wal-Mart stores is time consuming and may end up with elected trade union executive committees and chairpersons making demands on the company. The ACFTU has always been using the ‘above-ground’ method which, in their view, has stood the test of time. In light of the ACFTU’s goal to set up more than 10,000 workplace unions within three months, it can be safely predicted that these unions will be heavily dominated by management. To illustrate what these new Fortune 500 trade unions will probably be like, CLNT has chosen to translate a report form the Suzhou Daily, 8 July 2008, which is a transcript of a round-table discussion by 10 workplace trade union staff members from some Fortune 500 companies that have already had trade unions. They talked about their experiences and offered their own opinions on what ideal trade unions chairpersons should be. There was a consensus that the union is to be a channel of communication between workers and management, that the trade union chair should have the ability to use a common language to talk to both parties, that the union is the agent for a win-win situation for the