Poem Analysis- Robert Fross; Robert Browning; Anne Bradstreet Essay Example for Free

Poem Analysis- Robert Fross; Robert Browning; Anne Bradstreet Essay Robert Frost, â€Å"Out,Out—â€Å" 1. In line 15, Frost describes the saw as being sinister. He infers that the saw has a mind of its own, by stating that the saw jumped out of the boy’s hand and cut the boy’s hand terribly. Frost also makes it seem as if the saw is in a way, like a friend. He does this by demonstrating that using the saw is an advantage for the boy because it is making his job ten times easier. Without the saw, the boy would spend hours cutting through the wood. 2. In Frost’s poem, the people that surround the boy must be his family. It could also very much be friends, or members of his community, along with the doctor and nurses working on his injury. The tone of the poem leads me to conclude that the â€Å"they† in the poem weren’t very surprised or moved by the boy’s injury, or death, because this might have happened before, or they just didn’t care for the boy. 3. Frost’s reference to Macbeth’ contributes to my understanding of â€Å"Out, Out-â€Å"that this poem’s theme is about death. From the reference to Shakespeare play, Macbeth, I can expect read about someone dying, an unexpected death. In my opinion, the theme of this poem is the cruel, emotionless, merciless relationships adults had with their children back then in America. Children weren’t given the opportunity to enjoy their childhood. They had many responsibilities and tasks to fulfill. 4. Robert Frost’s â€Å"Out, Out-‘† resembles the medieval folk ballad, â€Å"Sir Patrick Spence,† in its theme. Both poems are relaying a message about death. In Frost’s poem, the boy acknowledges the fact that he is going to die when he realizes he is losing a lot of blood. In â€Å"Sir Patrick Spence,† the sailor realizes he is coming face to face with death when he reads the letter the king has sent to him. Both of the protagonists in the poems are on the verge of dying a sudden, unexpected death. Robert Browning, â€Å"My Last Duchess,† 1. Throughout the entire poem, it is almost impossible allocate who the Duke is addressing. Towards the end of the poem, lines 49-52, it is disclosed that the Duke is speaking to a servant, or worker of a Count. This specific Count seems to have the Duke interest, because he wants to marry the Count’s daughter. The Duke appears to be hosting some sort of gathering in his home. I inferred this from lines 47 and 48. 2. Throughout the poem, the Duke emphasizes on his last Duchess, kindness and flirtatious attitude. In the Duke’s opinion, and observance, the Duchess was easily impressed, and fulfilled. Everything and anything made her happy. She would always say thank you to anyone, and everyone that would bring her things, or do things for her. The Duke interprets the Duchess’ kindness, and mannered behavior as flirtatious, which leads to his distrust in her. Based on the Dukes description, the Duchess, in my eyes was a well mannered woman. She wasn’t mean, or sought herself above anyone. Which is how he, the Duke wanted her to act. He wished she’d be a greedier or unfulfilled character. 3. In lines 34-41, the Duke explains why he never sought to confront his Duchess on her behavior. He states he didn’t have the eloquent skills to do so. He claims that he didn’t posses the speech to confront her. â€Å"Who’d stoop to blame/This sort of trifling? Even had you skill/ In speech-(which I have not)-to make your will/† This in my opinion is a lame excuse. I believe that he was simply afraid of confrontation. The Duke also states that if he had confronted the Duchess on her behavior, she would have made an excuse for her actions. 4. From this poem, I conclude that the Duke himself murdered, or gave orders to murder his Duchess. There is no clear evidence to support this, but I believe it is a clear interpretation. The poet should have included the Duchess’ fate in the poem. It would leave little room to assume her fate. 5. Robert Browning makes a direct connection between the Duke’s art collection, and the attitude towards his wife. The Duke has the portrait of his wife; his last Duchess displayed in his home, behind a curtain. A curtain, which only he can draw back, or remove. In other words, he, the Duke, controls the Duchess; or he wishes to control his Duchess. The Duke wouldn’t want anyone to see the portrait of his Duchess, with her blushed cheeks, unless he was there. The same can be inferred from the last few lines of the poem, line 54-55, â€Å"Notice Neptune, though,/Taming a sea-horse, thought a rarity,/ Which Claus of Innsbruck cast in bronze for me!† The Duke is implying, that he himself is Neptune, and his last Duchess is the sea-horse. No one could have imagined that a sea-horse could be tamed, but Neptune achieved it. Identical to the way that the last Duchess herself was tamed. Adrienne Rich, â€Å"Aunt Jennifer’s Tigers,† In her poem, â€Å"Aunt Jennifer’s Tigers,† Adrienne is describing the protagonist’s feelings towards her marriage. In lines 9-10, the protagonist feels that she is a prisoner of her marriage, and will only be set free when she dies. The protagonist uses the tigers as a symbol of who she wished she could be. In the first stanza of the poem, Adrienne describes the tigers as being un-fearful of the men. A trait she wishes she possessed. Sharon Olds, â€Å"Rite of Passage,† 1. The speaker describes the first-grade boys at her son’s birthday party as men. Their behavior is pure imitation of the men they have been around. Her description of them is ironic, because how can first-graders realistically be grown men? She also uses the concept of violence a lot in the poem. 2. In the last two lines of the poem, the author compares the first-graders to generals, and states that they are playing war. This is ironic, because she is inferring how (grown) men glorify war. The first-graders are innocent and naà ¯ve to the truth behind war. They don’t understand the sadness, and deaths behind it. To them, it is a reason to celebrate and rejoice. What is even more ironic, are the lines prior to the last two lines of the poem. The speaker quotes what the little boy has said. In line 22, â€Å"We could easily kill a two-year-old†. Little boys should not be speaking of death. But just like (grown) man boost up their ego by feeling superior to others and educing violence, these first-graders are doing the same. 3. From line 15-20, the mother describes her son as being innocent. She paints her son to be better than the other first-graders, because she seeks him out to be more mature than they are. Throughout the rest of the poem, due to the speaker’s description of her son, it can be inferred that the speaker’s on is the leader of the group. He is the mediator; the peace maker. Suji Kwock Kim, â€Å"Monologue for an Onion,† 1. The tone of this poem is mocking, and judgmental. It implies that humans live their lives chasing false hopes; searching for a truth that does not exist. The poet symbolizes this by using the analogy of shaving an onion to get to its heart; searching for a heart that does not exist. It depicts that humans are hopeless, and helpless. Humans are viewed as lost creatures. The speaker expresses hostility towards the human. It begins to mock humans by describing them as an idiot, thirsty (to find the truth), soulless, foolish, and destined to die. The speaker does this by comparing how a human cuts an onion over and over again, even though the onion makes the cutter cry relentlessly. 2. In line two, â€Å"I mean nothing† is projected to be interpreted on two ways, â€Å"intend†, and â€Å"signify. The poet is saying that the onion’s intentions aren’t to make the â€Å"cutter/human† cry. As the onion is cut, it forces the cutter’s eyes to fill up with tears. A reaction that is not intended, but occurs automatically. The poet also uses the phrase â€Å"I mean nothing† to symbolize that the onion feels like it is no one. It feels as if it has no value, or meaning of existence. 3. If someone said this to me, it would prove how close-minded and naà ¯ve they are. Poems generally convey a meaning far beyond what the poem explicitly reads. In poetry, you must read between the lines to understand the underlying significance of the poem. The poet is using the analogy of an onion’s (chemical) reaction to a human’s tear ducts to deploy how foolish human beings can be, and are. Continuing to cut through an onion, knowing that the onion will force us to cry is foolish. This simple action is identical to human life. Human’s cut through life searching for a truth they never attain. 4. I personally feel that the author is trying to give everyone a wake-up call in this poem. Suji Kwock Kim is trying to give her readers a few words of wisdom. She is exploring, and revealing a new approach on how one should view the world. Trying to encourage her readers to refrain from what an onion cutter is doing: cutting away at life causing them harm. Anne Bradstreet, â€Å"The Author to Her Book† Anne Bradstreet’s poem, â€Å"The Author to Her Book† is a complex narrative concerning the conflicting emotions and thoughts an author can have for a piece of literature he or she has written. Through metaphor and personification, Bradstreet examines the similarities between being a parent and being an author. The love, discouragement, and fear that all come into play when something is going to be revealed to the world at large are present in both a parent and a writer. Metaphor is used to relate authorship to parenthood in order to convey to the reader the complex emotions the narrator is feeling about sending a book he or she wrote out into the world. As the narrator points out, â€Å"Thou ill-formed offspring of my feeble brain†, drawing the parallel between the author and a parent and all of the complicated emotions that go with it (line 1). The narrator refers to the book-child as â€Å"My rambling brat†, revealing the negative side of the emotion (l ine 7). As a frustrated parent with a child who will not behave, so the narrator feels towards the book because it is not as perfect as he or she would want and the narrator sees this as a reflection upon the author, just as a parent would see a naughty child as a reflection on themselves. But later the narrator writes, â€Å"Yet being mine own †¦ affection would thy/Thy blemishes amend† demonstrating the conflicting emotions associated with love (lines 10-11). The metaphor of the book as a child reflects the conflicting emotions of the narrator as the book is seen as an extension of the narrator, just as a child is seen as a reflection of a parent. Personification of the book as a child creates empathy within the reader and makes it easier for the reader to relate to the anguish and love felt by the narrator. â€Å"I washed thy face† the narrator writes, speaking to the book, giving it life even as the book’s qualities as an inanimate object are examined (line 13). The narrator cares for the book’s presentation to the world just as a parent would care for the presentation of a child to the world. â€Å"I stretched thy joint to make thee even feet† the narrator writes, emphasizing the care needed for the book (line 15). The personification of the book and the metaphor of the book as a child work together to give the reader a full and complete understanding of the complex emotions felt by the narrator towards the book. The understanding needed and the guidance required to make the book the best possible so that it reflects well on the narrator is cast in light of parenthood and the ways in which a parents must care for and bring up a child. There is shame and the love that go along with an imperfect child, but it all is ultimately overshadowed by the pride felt in the final product.

Comparing How Various Anthropologists Discovered Anthropology as a Care

Comparing How Various Anthropologists Discovered Anthropology as a Career Anthropologists have reasons for entering a field of work just like any other person has reasons for Choosing science over music or medicine over business. The reason a person may enter a particular career can be from stumbling upon a field that they knew little. Once discovering it they have ambitions of being the best they can be. It could also stem from a desire as a child to know more about a specific subject. Reasons may be distinct or similar to another person's in the same field. I will compare various anthropologists to how they started in anthropology and how they are different from one another. Anthropologists have stumbled upon or discovered the world of anthropology in their own ways. Barbara Smutts decided that she would study anthropology at the age of 13 (Rosenthal, 23). After reading Jane Goodall's first article about chimpanzees and with her love of animals and science she knew that anthropology would be her career (23). Adrienne Zihhnan, like Smutts, stumbled upon anthropology after reading an article. She read a book by Margaret Mead for a course at Miami University (Shell, 38). After reading it she changed her major and transferred to a college with the major (38). Zihhnan has made Paleoanthropology her specialized area. The origination of the two­legged gait has been her focus (Shell, 40). Smutts has studied Primatology and observed olive baboons and the bottle­necked dolphin (Roshenthal, 24 & 26). The discovery of a career through reading an article makes a person wonder if all big decisions could be that simple. Aslihan Yener discovered anthropology after transferring to Robert College to study art history (Bass, 64)... ...n/legkey http://www.anatomy.su.oz.au/danLiy/anthropology/anthro­1/bio­graphies/thorton "Linguistics." Encyclopedia of Cultural Anthropology: vol. 1, 1996. "Linguistics." The New Encyclopedia Britannica: vol. 7, 1993. Mead, Margaret. Leaders of Modem Anthropology: Ruth Benedict. New York: Columbia University Press, 1974. "Paleoanthropology." Academic American Encyclopedia: vol. 15, 1996. "Primatology." Encyclopedia of Human Evolution and Prehistory. 1988. Rosenthal, Elisabeth. "The Forgotten Female." Discover. Dec. 1991: 22­27. Shell, Ellen Ruppel. "Flesh and Bone. Discover. Dec. 1991: 37­42. Spencer, Robert F. Methods and Perspective in Anthropology. Minneapolis: The University of Minnesota Press, 1954. Steward, Julian H. Leaders of Modem Anthropology: Alfred Kroeber. New York: Columbia University Press, 1973.

How Music Influences Memory Essay

I lay in my bed listening to the endless stream of music coming through my headphones. My iTunes is on shuffle, some songs I skip but most of them I let play without interference. Zoning out only enough to let my mind wonder, I relax and take in the sounds surrounding me. I feel restful, at piece. A brief moment of silence from the time one song ends and another begins. I hear the first five notes on a piano — instantly, I have a lump in my throat, my heart quickens, and my eyes begin to sting. â€Å"Through the Years† by Kenny Rogers has just come on. After fifteen seconds of a piano introduction, Rogers’ soothing voice starts in, â€Å"I can’t remember when you weren’t there†¦ I am reminded of my family. I am taken back to a time when all my grandparents were still alive and well. My father’s mother’s face comes into view, she has been gone twelve years but I can almost feel her presence. I think of the love my family and I have for each other. I think of my sister. My cheeks and ears begin to feel warm. The air I’m breathing suddenly becomes thick, my vision is blurred by the water filling my eyes. The chorus begins, â€Å"Through the years†¦Ã¢â‚¬  My eyes overflow and tears silently fall down my face. After the second chorus the song builds on itself, it rises and keeps on rising. The tension is broken by Rogers’ voice full of love and sincerity at the bridge. I have graduated from softly crying to full on sobbing. My face, my ears, my neck and my pillow are wet with tears. What I am crying about, I am not entirely certain of. What I am certain of, however, is that this wave of emotion that I am drowning in was induced solely by this song. Now in the fetal position, cuddling the blanket and bear that I have had since I was born, I gasp and choke a deep breath in and cough it out as I sob. â€Å"As long as it’s okay / I’ll stay with you / Through the years† The song ends, and after a short while I return to the restful state I was in prior to my breakdown, noticeably more tired. All of this because of a song. This experience and countless others like it (varying in memories and emotions) that made me wonder about the power of music. We have all been influenced by music at one point in our lives; oose bumps, shivers, hair standing on end, tears, dancing, tapping to the beat. Music is all around us, and it is there no matter where you go; it transcends borders and cultures, it is the one universal thing that does. Henry Wadsworth Longfellow said it best: â€Å"Music is the universal language of mankind. † Music has the ability to elicit emotions and trigger memories of our past, transporting us to a specific moment or time in our lives. Music can help us cope, the proof of this is in the success of break-up songs. We rely on music. But, what is it about music that makes it so powerful? How is it able to influence us the way it does? Studying music from a scientific approach is relatively new practice, especially music and its effects on the brain. Thanks to advances in neuroscience such a study is made possible. Neuroscientists use fMRI and PET scans to study the brain and what music does to it. When we listen to music different parts of our brain are stimulated. What scientists have learned is that music activates more areas of the brain than anything else. Elena Mannes, author of the book The Power of Music: Pioneering Discoveries in the New Science of Song, identifies some of parts and functions of the brain that are used to process music: †¦the auditory cortex (first stage in the listening process, perception and analysis of tones), the motor cortex (foot tapping, playing an instrument), the prefrontal cortex (the creation of expectations triggered by musical patterns and the violation of patterns/expectations), the sensory cortex (tactile feedback, as in playing an instrument), the visual cortex (reading music), the nucleus accumbens and the amygdala (emotional reactions), the hippocampus (memory for music), the cerebellum (also movement and emotional reactions). (Mannes, 32). When we listen to music our brain is actually extracting something from the music and making sense of it. Some scientists believe that this could contribute to our brain’s ability to remember songs so well. (Kunz). An intriguing aspect of music and how we relate to it is our seemingly instinctual ability to analyze a piece of music. Daniel Levitin, a neuroscientist at McGill University, discusses in his book, This Is Your Brain On Music: The Science of a Human Obsession, how our brain perceives and understands music. When we start out we have thousands of neurons in our brains that are completely free, not tied down or associated to anything. However, as we grow and learn, these neurons are shaped by experience and make connections. Through our experiences our brains learn the rules of whatever music we are exposed to. For example, we have songs that we recognize as happy or sad, even if it is only an instrumental piece. We are able to recognize the mood or feeling of a song from its elements; in Western society we tend to associate a fast tempo with energy and spiritedness and a slow tempo with sadness. These associations, or connections, are learned from our experiences. (Levitin, 87-89). There are a variety of different factors that contribute to our physical and emotional reactions to music. Music often mirrors the natural world and picks up on cues that are prevalent in human behavior. Expectations not fulfilled, surprise, when something happens not as planned, often in life these are what elicit our strongest emotions. Composers employ structural devices that imitate these real-life occurrences and thereby prompt a reaction from the listener. An easily relatable physical reaction to music is called frisson, or more commonly referred to as goose bumps or shivers down one’s spine. These reactions can and are most commonly achieved through the use of an enharmonic change. A simple example (in simple terms, the following chords and notes do not actually exist) of an enharmonic change is when chord(x) is played and harmonizes melody note(a), (this chord is often played again at least once, if not more) then chord(y) is played and re-harmonizes melody note(a), so it is the same but different. The composer creates an expectation and then those expectations are not carried out and that elicits a reaction from the listener (Mannes, 283). A myriad of elements contribute to the influencing power music has over our emotions. Two of the main reasons people listen to music is for emotional impact and regulation (Chanda and Levitin, 180). Music can provide us with a wide range of feelings, such as happiness, sadness, excitement and tranquility Music is also known to produce feelings of euphoria, and what some even describe as a high. Scientists have discovered the reason for this so-called high: the areas in the brain that are activated by drugs or during sex are also activated by listening to music that we enjoy. Listening to pleasurable music activates the production of neurochemicals. The most recognizable chemical that is produced is dopamine, the feel-good hormone, a neurotransmitter responsible for mood regulation. Prolactin, the comfort or satisfaction hormone, normally associated with mothers breastfeeding their infant, is also produced. The third chemical produced is oxytocin, the cuddle or trust hormone commonly associated with sex and bonding with other people. The production of these hormones explain the â€Å"euphoric† feeling people sometimes experience when listening to music. These hormones also influence our mood and perception (Chanda and Levitin180; Mannes, 35). Another factor that contributes to our emotional response to music is our emotional connection to a song. Often times, memories that we associate with a particular song that we heard in a particular time in our lives are triggered when we hear that song. Researchers have found that there is a significant difference in brain activity when we hear a song that we have emotional connections to. A potential and simple explanation for this is that we are not only processing the music but we are also recalling past events. Memories are stored as proteins in different parts of our brains, when memories are triggered, different parts of the brain are put into action to recall those memories. Both functions (processing music and remembering) use a large portion of our brain on their own, combine the two and that is a lot of brain activity (Kunz). Memories triggered by music are often times much more powerful than when triggered simply by thought. For example, a friend might say, â€Å"Do you remember when†¦Ã¢â‚¬  and we reminisce with our friend about a time or an event of past. We may laugh, or feel a sentimental twinge of longing, but usually, not more than that. When a memory is triggered by a song, however, we are somehow transported back in time and are able to experience the feelings we had at that time. There has been speculation for why our memories are much more vivid when triggered by music. Some have theorized that because our brain has already done the work of processing a particular piece of music, we recognize that we have done it before. The recognition of that precise action manifests itself through our feelings. For example, when I hear the song â€Å"Crazy† by Gnarls Barkley, I am immediately taken back to the summer of 2006. I am instantly overcome with a feeling that I can only describe as being the feeling I felt the summer I was sixteen. It’s a happy feeling; a feeling of freedom mixed with confusion and carelessness. My senses are activated; I am able to smell the salt air from the beach, I can taste the Arizona Raspberry Iced Tea that I perpetually consumed, I am almost able to feel my jean shorts around my legs, I even have a clear vision of Highway 33 from the passenger’s seat of mine and my sister’s car as we make our way to the beach, the scene before me shaded by the sunglasses I wore. When a memory is triggered by one of the senses, the other senses are triggered as well. Our senses dictate what we perceive, and therefore, influence how we feel. At that time in my life when my brain was processing that song, it was also processing all of my other senses, all of these elements combined and gave me a very specific feeling. So now when I hear that song, my brain processes it and says something like, Oh, I have done this before, this is the result. It can be likened to muscle memory (Kunz). Intrigued by the power music has, I interviewed Matthew J. Kunz, a researcher currently exploring potential methods to treat patients suffering from neurological injuries and illnesses. One medium of particular interest to him is forms of music therapy. It has been proven that music engages and even enhances motor and auditory skills. Music could potentially serve as a form of physical therapy after an injury or an illness that has impaired an individual’s motor skills. A great example of this is Parkinson’s disease. Humans are instinctively able to march or walk to a beat. By providing someone with a rhythm track their actions, e. g. walking, could be improved if accompanied by music (Kunz). Another neurological illness that is being treated by music is Alzheimer’s disease. However severe a dementia is, even if the patient has lost language, they almost never seem to lose the memory or ability to respond to music. Not only can it assist in the recalling of memories but it can also strengthen areas of the brain. Some music therapists have the patient learn and play music. Somehow, the ability to do this stays in their brain, once the song is in there (their brain) it stays. Through learning and playing music the patient exercises their brain, and as a result, functions of the brain, like motor skills, are improved. Even severely demented patients will recognize old songs and be delighted by them. Kunz confesses, â€Å"If nothing else, the patients are able to experience joy. Even if that’s the only thing it gave them, it would be worth the work that is being done now. † Kunz’s heart is in the right place regardless of the outcome of the research, however, studies have already shown the positive benefits of the diverse forms of musical therapy (Kunz). Whether we want to feel rapture and be delighted by something, or shed a few tears, if we are in need of therapy, or simply want to break the silence, music is there for us. The power music holds is so strong that we depend on it and integrate it to nearly every aspect of our lives. Ill, or injured, or completely well, music is therapeutic to us all; it can bring groups of people together or provide a sense of company when one is alone. It makes our highest highs higher and our lowest lows lower, but that is the magic and power of music. I am certain that our existence and experience as human beings would be far less than what it is if it were not for music.

Teacher Strike - 1426 Words

The impact of the 7 day Chicago Public School teacher strike is a complex problem for each stakeholder. City officials, principals, teachers, parents and children all voice their frustrations and positions regarding the teacher strike. The strike was positioned as Emanuel vs. Lewis, but Lewis was contending with a union that installed her in order to take a more active stance and Emanuel’s plan, at least from publicly, was similarly aggressive. Inevitably, Emanuel and Lewis would meet. Consensus is that the CTU won, but Lewis admits that the actual contractual gains are unsatisfactory to her and the union. CTU came through over two decades of insufficiently strong (for the memberships desires) leadership, and Lewis took†¦show more content†¦Political stakeholders like our mayor, Mayor Emmanuel’s and his advisor thinks that by splitting the unions and outlining a long term plan to try to slip â€Å"good teachers† from organized labor grasps. Emanuel and his advisor issue is to separate the teachers from the unions because they are not the same thing. â€Å"The union basically is a bunch of politicians elected to do certain things- get more pay, get more benefits, less hours, more job security because that is what they are paid to do. They are not about the students, results, or taxpayers. The long term objective can be obtained if teachers can be then split off from the union’s leadership on the issues of evaluations and merit pay. â€Å"The good teachers would do fine because they have confidence†. â€Å"It’s the weak, lousy, ineffective and lazy teachers-unfortunately there are a number of those- are the ones that the union is protecting and that’s where there is a conflict of interest between the good teachers and the union bosses. The Mayor’s long term objective is to close as many as 120 more schools and the district wants more charter schools with nonunion teachers. Emanuel also says that â€Å"our evaluation system has not changed in 40 years- while our students and the world have. The mayor thinks that â€Å"this is in the best interest of our students, who need the very best teachers†. One spark of controversy the Teachers Unions addressed was the 2010 stateShow MoreRelatedWhy Teachers Go On Strike2019 Words   |  9 Pageswestern society today. Teachers pass on knowledge and values to children, prepare them for further education, and for the work life. As a profession however, teaching rarely gets the recognition it deserves. Teachers’ strike when collective bargaining fails and their responsibility is not being heard. The stress of striking can affect everyone in the school system: from administrators and staff to students and parents. In this paper, I will argue why teachers go on strike, the pros and cons of strikingRead MoreTeachers For Change : Bring Back Public Employee Strikes3436 Words   |  14 PagesTeachers for Change: Bring Back Public Employee Strikes in Florida Personal Connection Teacher. Coach. Facilitator. Leader. Grader. Data Analyst. Presenter. Confidant. Counselor. Educator. Instructor. No matter the title a teacher holds, a teacher wears many hats every day throughout the school year. I, for one, have a collection of hats that I change on a regular basis, which I now find an exhausting and draining task. I admit, I joined the education profession out of necessity, needing a realRead MoreEssay about The Chicago Teachers Union Strike and What Came out of It2088 Words   |  9 PagesOn September18th, the Chicago Teachers Union (CTU) voted to end its strike. After seven days of rumbustious protects, the CTU accepted the suggestions made by the city of Chicago. And there are many things we can think about through this strike. First of all, many national debates get involved this strike. In the surface, the CTU declared that this strike is a labor dispute over job security, in which way laid-off teachers would be hired back according to their seniority-pay, merit-pay and in someRead MoreReality of Education in America Essay970 Words   |  4 Pagespast handful of years America has had its fair share of problems- terrorist attacks, global warming, horrendous mass shootings, twerking, and so on. Most recently, however, angry strikes from frustrated, underpaid citizens have been in the headlines. Surprisingly, it was found that most of these demonstrators were teachers: angry with the government and the economical approach that was taken to â€Å"improve† fiscal issues. Within the United States, this approach was called the Deficit Reduction Plan (DRP)Read MoreBata Case Study765 Words   |  4 PagesDoes either side have a good BATNA? Do they know each other’s BATNAs? In both 2012 and in 2016, the Chicago Teachers Union (CTU) showcased the immense power of every unions BATNA under the NLRA: the ability to strike. 30,000 teachers took to the streets, 350,000 students were out of school, and hundreds of thousands of parents were forced to adjust their schedules. The strength of the strike option depends largely on the current political environment and the strength of the counterparty’s alternativesRead MoreThe Politicization Of Trade Unions.. It Has Been Unbearable949 Words   |  4 Pagesafter 18 years of Conservative Party rule and securing Tony Blair’s appointment as prime minister (Webb, 2019). The negative position of the State and DPSM in regard to industrial relations resulted in the trade unions to stage a strike, dubbed ‘mother of all strikes’ in the year 2011. The BOFEPUSU movement was left with no option but to throw support to a political party that showed concern of its demands and this was none other than the Umbrella for Democratic Change (UDC). On the other hand theRead MoreA Brief Note On Join A Trade Union1371 Words   |  6 Pagescollective bargaining agreements (Union ORG, 2015). Non Members can be fired at will for almost any reason where to fire a union member there must be a solid reason. Another major benefit of being part of a Union is having the collective power to go on strike (Union ORG, 2015). Unions are there to voice the opinion of the workforce. In recent years workers have declined the opportunity to become a member of Trade Unions. Trade Union members in their main job has fallen from 43% to 18% for employees whoRead MoreConflict Repeats Itself739 Words   |  3 PagesTeachers gathering up to protest against the Kent School District that then creates a strike. School days are getting canceled and a major issue arises. Conflicts are happening everywhere in the world, and most of them are things that happen over and over again, therefore history does repeat itself in regards to conflict. Different rulers (or people) from different time periods may have the same reasoning and opinions so they handle conflicts the same way, same types of conflicts which involve countryRead More Labor Unions Essays1096 Words   |  5 Pagessteadily declined from a high of 20.1 percent in 1983. The public sector also declined from 37.2 percent to 36.4 percent in 2004. The number of union members fell to 15.5 million the past year. Within the public sector, local government workers such as teachers, fire fighters, police officers had the highest union membership rate, 41.3 percent. Among the private sector transportation and uti lities had the highest union membership rate, at 24.9, but construction, information and manufacturing industriesRead MoreTest 04 05 061644 Words   |  7 Pagesstruck company has contracted work is unionized, its employees legally can refuse to perform the work. Such refusals are allowed under the Selected Answer: ally doctrine. Question 2 5 out of 5 points Which strike occurs when one union strikes to support another union s strike? Selected Answer: Sympathy Question 3 5 out of 5 points All of the following observations are true of fact-finding except Selected Answer: it has a short history in U.S. labor relations. Question