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    instructions and reading attached – ## Class51.pdf – ## Class5PPT.pdf – CompaExcerpt.pdf – TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf **## Class51.pdf** 1. Let's assume you have a friend who knows very little about collective bargaining or its history in the private sector in the U.S. Ple…

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    Assignment Prompt & Instructions

    instructions and reading attached

    – ## Class51.pdf

    – ## Class5PPT.pdf

    – CompaExcerpt.pdf
    – TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf

    **## Class51.pdf**

    1. Let's assume you have a friend who knows very little about collective bargaining
    or its history in the private sector in the U.S. Please explain the following: (1)
    how would you explain the NLRA and its evolution (through Taft Hartley and
    Landrum Griffin) over time and (2) how do would you explain the Trump
    administration's recent decisions and actions regarding the NLRB?

    Please feel free to use Google, Bing DuckDuckGo and/or ChatGPT as well as
    assigned materials to explore your answers to these questions but make sure to
    indicate when your information comes from one of these sources.

    2. Compare and contrast the Railway Labor Act (RLA) and the National Labor

    Relations Act (NLRA). Which do you think is more favorable to collective
    bargaining from the worker/union perspective?

    3. Some of the provisions of the National Labor Relations Act were subsequently

    amended by the Taft-Hartley Act. Which of these changes do you consider most
    significant in terms of altering the balance of power between employers and
    workers in organizing and collective bargaining? Explain.

    Reading:
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage
    -and-nlrb-structural-changes
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substant
    ive-provisions

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    **## Class5PPT.pdf**

    LABR/ECON 511 Class 5

    1. National Labor
    Relations Act

    2. Taft-Hartley and
    Landrum-Griffin Acts

    3. Trump Administration
    version 2.0

    1. NLRA

    Deceptively simple on the surface
    • New Deal Legislation (1935) that gave workers,

    the right to organize and bargain collectively
    • Enacted by overwhelming vote of the U.S. Senate

    (63-12) and simple voice vote of the House and
    signed by President Roosevelt on July 5, 1935

    • Despite its popularity when enacted it was
    difficult to enforce and continues to be extremely
    controversial

    The 1935 NLRA

    ü Encouraged collective
    bargaining among private sector
    workers and employers

    ü Identified employers as “deniers
    of labor rights”

    ü Prevented employer from
    campaigns or use consultants to
    discourage workers from
    supporting the union

    ü Right to have “union shop” was
    a federal matter. (There were
    no “right to work” state laws)

    ü Few restrictions on union
    concerted actions against
    employers

    Exemptions from NLRA

    üPublic-sector employees,
    üAgricultural workers
    üDomestic workers,
    ü Independent contractors
    üWorkers employed by a parent or spouse,
    üEmployees of air and rail carriers covered by the

    Railway Labor Act,
    üSupervisors (Taft-Hartley Act amendment

    removed)

    NLRA- *ULPs directed at Employers

    (3) to encourage or discourage
    membership in any labor
    organization by discrimination
    in regard to hire or tenure of
    employment or any other term
    or condition of employment;

    (4) to discharge or discriminate
    against an employee because he
    has filed charges or given
    testimony under the NLRA

    (1) to interfere with, restrain,
    or coerce employees in the
    exercise of their rights to
    collective bargaining and
    similar concerted activities;

    (2) to dominate or interfere
    with the formation or
    administration of any labor
    organization or contribute
    financial or other support to
    it;

    \* ULP = Unfair Labor Practice

    Employer Unfair Labor Practices

    Results
    ü Massive increase in unionization

    in the U.S. following the passage
    of the NLRA

    ü Unions won 80% of all elections
    following passage of NLRA

    ü World War II brought austerity
    measures and restraint on wages
    while corporate profits soared

    ü Post World War II brought wide-
    scale strike wave across the U.S.

    ü Wages perceived as stagnant,
    prices/inflation perceived as
    growing

    ü Labor wanted its share
    ü Perception that power tipped too

    favorably to organized labor

    Corporate Profits

    2. Taft-Hartley & Landrum Griffin Acts

    • The NLRA was changed
    by the Taft-Hartley
    (1947) & Landrum
    Griffin Act (1959)

    • Substantively changed
    (weakened) the NLRA

    Taft-Hartley Act 1947

    • Also called the Labor Management Relations
    Act

    • Was enacted into law over-riding President
    Truman’s veto

    • Increased the number of NLRB Board
    members from 3 to 5

    • Purpose was contested. Proponents argued
    fairness and balanced power. Opponents
    argued it would create slave labor.

    Taft-Hartley Changes to the NLRA
    ü Changed who is covered by

    the NLRA: Excluded
    independent contractors,
    and front line supervisors
    who had formerly been
    covered

    ü Gave employers the right to
    file election petitions after
    receiving request for
    voluntary recognition-
    potential strategic
    advantage

    ü Created categories of ULPs
    against labor unions

    Taft-Hartley Changes to the NLRA

    (3) Allowed the creation of bargaining
    unit for purposes of voting that had
    nothing to do with how the workers had
    organized

    (4) Prohibited representation elections
    for 12 months after a union vote failed

    (5) Required pre-election hearings giving
    employers the opportunity to delay
    elections if they desired to do so

    (1) Required NLRB use set election
    procedure whereas formerly they had on
    occasion used other methods to
    determine majority worker support for
    unionization e.g. authorization cards

    (2) Allowed employers “free speech” to
    discourage employees from organizing as
    long as the speech does not coerce or
    threaten employees, i.e. campaign
    against union

    Union Unfair Labor Practices

    Taft-Hartley Changes to the NLRA
    Notice Requirements & New
    Agency
    ü Required 60 day notice

    period in order to be able
    to amend or terminate an
    existing collective
    bargaining agreement

    ü Created the Federal
    Mediation and
    Conciliation Services
    (FMCS) and required
    notice to them as well if
    no agreement reached

    Taft-Hartley Changes to the NLRA
    ü Restriction on Strikes and other

    Union Concerted Activity
    ü No strikes within 60 day notice

    period
    ü Restriction on “secondary boycotts”

    in which a union pressures a
    company not to do business with the
    employer with which the union has a
    dispute.

    ü Specified legal reasons for strike and
    prohibited recognition strikes,
    sympathy strikes, strikes to induce
    employers to agree to industry-wide
    bargaining

    ü Empowered the President to become
    involved if a strike or lockout impacts
    an entire industry

    Landrum-Griffin Act (1959)

    • Further restricted unions tightening some of the
    Taft-Hartley provisions such as restrictions on
    secondary boycotts, picketing by unions for
    recognition

    • Financial Reporting by labor and employer
    representatives to the Dept. of Labor

    • Devolution of authority over elections to Regional
    Directors of the NLRB

    • Code of conduct guaranteeing rights of union
    members

    3. Trump Administration 2.0
    • Fired General Counsel

    appointed by Biden (this is
    normal)

    • Rescinded policy on college
    athletes as “workers” for
    purposes of organizing

    • Fired NLRB Board Member
    arguably in violation of the
    law and leaving the Board
    without a quorum –
    essentially stopping the
    agency’s work completely

    Historical Perspective

    • Long periods of hostility
    towards unions and
    collective bargaining

    • Very short period of
    ascendant NLRA before
    amendments (1935-1947)

    • Some attempts at +
    reform under Biden

    • Significant changes early
    in Trump administration
    version 2.0

    **CompaExcerpt.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compaexcerpt-pdf)

    **TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trumpsnlrbpurgeisaboutwaymorethancrushingunions-pdf)

    **TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trumpsnlrbpurgeisaboutwaymorethancrushingunions-pdf)

    **## Class51.pdf**

    1. Let's assume you have a friend who knows very little about collective bargaining
    or its history in the private sector in the U.S. Please explain the following: (1)
    how would you explain the NLRA and its evolution (through Taft Hartley and
    Landrum Griffin) over time and (2) how do would you explain the Trump
    administration's recent decisions and actions regarding the NLRB?

    Please feel free to use Google, Bing DuckDuckGo and/or ChatGPT as well as
    assigned materials to explore your answers to these questions but make sure to
    indicate when your information comes from one of these sources.

    2. Compare and contrast the Railway Labor Act (RLA) and the National Labor

    Relations Act (NLRA). Which do you think is more favorable to collective
    bargaining from the worker/union perspective?

    3. Some of the provisions of the National Labor Relations Act were subsequently

    amended by the Taft-Hartley Act. Which of these changes do you consider most
    significant in terms of altering the balance of power between employers and
    workers in organizing and collective bargaining? Explain.

    Reading:
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage
    -and-nlrb-structural-changes
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substant
    ive-provisions

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    **## Class5PPT.pdf**

    LABR/ECON 511 Class 5

    1. National Labor
    Relations Act

    2. Taft-Hartley and
    Landrum-Griffin Acts

    3. Trump Administration
    version 2.0

    1. NLRA

    Deceptively simple on the surface
    • New Deal Legislation (1935) that gave workers,

    the right to organize and bargain collectively
    • Enacted by overwhelming vote of the U.S. Senate

    (63-12) and simple voice vote of the House and
    signed by President Roosevelt on July 5, 1935

    • Despite its popularity when enacted it was
    difficult to enforce and continues to be extremely
    controversial

    The 1935 NLRA

    ü Encouraged collective
    bargaining among private sector
    workers and employers

    ü Identified employers as “deniers
    of labor rights”

    ü Prevented employer from
    campaigns or use consultants to
    discourage workers from
    supporting the union

    ü Right to have “union shop” was
    a federal matter. (There were
    no “right to work” state laws)

    ü Few restrictions on union
    concerted actions against
    employers

    Exemptions from NLRA

    üPublic-sector employees,
    üAgricultural workers
    üDomestic workers,
    ü Independent contractors
    üWorkers employed by a parent or spouse,
    üEmployees of air and rail carriers covered by the

    Railway Labor Act,
    üSupervisors (Taft-Hartley Act amendment

    removed)

    NLRA- *ULPs directed at Employers

    (3) to encourage or discourage
    membership in any labor
    organization by discrimination
    in regard to hire or tenure of
    employment or any other term
    or condition of employment;

    (4) to discharge or discriminate
    against an employee because he
    has filed charges or given
    testimony under the NLRA

    (1) to interfere with, restrain,
    or coerce employees in the
    exercise of their rights to
    collective bargaining and
    similar concerted activities;

    (2) to dominate or interfere
    with the formation or
    administration of any labor
    organization or contribute
    financial or other support to
    it;

    \* ULP = Unfair Labor Practice

    Employer Unfair Labor Practices

    Results
    ü Massive increase in unionization

    in the U.S. following the passage
    of the NLRA

    ü Unions won 80% of all elections
    following passage of NLRA

    ü World War II brought austerity
    measures and restraint on wages
    while corporate profits soared

    ü Post World War II brought wide-
    scale strike wave across the U.S.

    ü Wages perceived as stagnant,
    prices/inflation perceived as
    growing

    ü Labor wanted its share
    ü Perception that power tipped too

    favorably to organized labor

    Corporate Profits

    2. Taft-Hartley & Landrum Griffin Acts

    • The NLRA was changed
    by the Taft-Hartley
    (1947) & Landrum
    Griffin Act (1959)

    • Substantively changed
    (weakened) the NLRA

    Taft-Hartley Act 1947

    • Also called the Labor Management Relations
    Act

    • Was enacted into law over-riding President
    Truman’s veto

    • Increased the number of NLRB Board
    members from 3 to 5

    • Purpose was contested. Proponents argued
    fairness and balanced power. Opponents
    argued it would create slave labor.

    Taft-Hartley Changes to the NLRA
    ü Changed who is covered by

    the NLRA: Excluded
    independent contractors,
    and front line supervisors
    who had formerly been
    covered

    ü Gave employers the right to
    file election petitions after
    receiving request for
    voluntary recognition-
    potential strategic
    advantage

    ü Created categories of ULPs
    against labor unions

    Taft-Hartley Changes to the NLRA

    (3) Allowed the creation of bargaining
    unit for purposes of voting that had
    nothing to do with how the workers had
    organized

    (4) Prohibited representation elections
    for 12 months after a union vote failed

    (5) Required pre-election hearings giving
    employers the opportunity to delay
    elections if they desired to do so

    (1) Required NLRB use set election
    procedure whereas formerly they had on
    occasion used other methods to
    determine majority worker support for
    unionization e.g. authorization cards

    (2) Allowed employers “free speech” to
    discourage employees from organizing as
    long as the speech does not coerce or
    threaten employees, i.e. campaign
    against union

    Union Unfair Labor Practices

    Taft-Hartley Changes to the NLRA
    Notice Requirements & New
    Agency
    ü Required 60 day notice

    period in order to be able
    to amend or terminate an
    existing collective
    bargaining agreement

    ü Created the Federal
    Mediation and
    Conciliation Services
    (FMCS) and required
    notice to them as well if
    no agreement reached

    Taft-Hartley Changes to the NLRA
    ü Restriction on Strikes and other

    Union Concerted Activity
    ü No strikes within 60 day notice

    period
    ü Restriction on “secondary boycotts”

    in which a union pressures a
    company not to do business with the
    employer with which the union has a
    dispute.

    ü Specified legal reasons for strike and
    prohibited recognition strikes,
    sympathy strikes, strikes to induce
    employers to agree to industry-wide
    bargaining

    ü Empowered the President to become
    involved if a strike or lockout impacts
    an entire industry

    Landrum-Griffin Act (1959)

    • Further restricted unions tightening some of the
    Taft-Hartley provisions such as restrictions on
    secondary boycotts, picketing by unions for
    recognition

    • Financial Reporting by labor and employer
    representatives to the Dept. of Labor

    • Devolution of authority over elections to Regional
    Directors of the NLRB

    • Code of conduct guaranteeing rights of union
    members

    3. Trump Administration 2.0
    • Fired General Counsel

    appointed by Biden (this is
    normal)

    • Rescinded policy on college
    athletes as “workers” for
    purposes of organizing

    • Fired NLRB Board Member
    arguably in violation of the
    law and leaving the Board
    without a quorum –
    essentially stopping the
    agency’s work completely

    Historical Perspective

    • Long periods of hostility
    towards unions and
    collective bargaining

    • Very short period of
    ascendant NLRA before
    amendments (1935-1947)

    • Some attempts at +
    reform under Biden

    • Significant changes early
    in Trump administration
    version 2.0

    **CompaExcerpt.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compaexcerpt-pdf)

    **TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trumpsnlrbpurgeisaboutwaymorethancrushingunions-pdf)

    **## Class51.pdf**

    1. Let's assume you have a friend who knows very little about collective bargaining
    or its history in the private sector in the U.S. Please explain the following: (1)
    how would you explain the NLRA and its evolution (through Taft Hartley and
    Landrum Griffin) over time and (2) how do would you explain the Trump
    administration's recent decisions and actions regarding the NLRB?

    Please feel free to use Google, Bing DuckDuckGo and/or ChatGPT as well as
    assigned materials to explore your answers to these questions but make sure to
    indicate when your information comes from one of these sources.

    2. Compare and contrast the Railway Labor Act (RLA) and the National Labor

    Relations Act (NLRA). Which do you think is more favorable to collective
    bargaining from the worker/union perspective?

    3. Some of the provisions of the National Labor Relations Act were subsequently

    amended by the Taft-Hartley Act. Which of these changes do you consider most
    significant in terms of altering the balance of power between employers and
    workers in organizing and collective bargaining? Explain.

    Reading:
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage
    -and-nlrb-structural-changes
    https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substant
    ive-provisions

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-passage-and-nlrb-structural-changes)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    [https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions](https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1947-taft-hartley-substantive-provisions)

    **## Class5PPT.pdf**

    LABR/ECON 511 Class 5

    1. National Labor
    Relations Act

    2. Taft-Hartley and
    Landrum-Griffin Acts

    3. Trump Administration
    version 2.0

    1. NLRA

    Deceptively simple on the surface
    • New Deal Legislation (1935) that gave workers,

    the right to organize and bargain collectively
    • Enacted by overwhelming vote of the U.S. Senate

    (63-12) and simple voice vote of the House and
    signed by President Roosevelt on July 5, 1935

    • Despite its popularity when enacted it was
    difficult to enforce and continues to be extremely
    controversial

    The 1935 NLRA

    ü Encouraged collective
    bargaining among private sector
    workers and employers

    ü Identified employers as “deniers
    of labor rights”

    ü Prevented employer from
    campaigns or use consultants to
    discourage workers from
    supporting the union

    ü Right to have “union shop” was
    a federal matter. (There were
    no “right to work” state laws)

    ü Few restrictions on union
    concerted actions against
    employers

    Exemptions from NLRA

    üPublic-sector employees,
    üAgricultural workers
    üDomestic workers,
    ü Independent contractors
    üWorkers employed by a parent or spouse,
    üEmployees of air and rail carriers covered by the

    Railway Labor Act,
    üSupervisors (Taft-Hartley Act amendment

    removed)

    NLRA- *ULPs directed at Employers

    (3) to encourage or discourage
    membership in any labor
    organization by discrimination
    in regard to hire or tenure of
    employment or any other term
    or condition of employment;

    (4) to discharge or discriminate
    against an employee because he
    has filed charges or given
    testimony under the NLRA

    (1) to interfere with, restrain,
    or coerce employees in the
    exercise of their rights to
    collective bargaining and
    similar concerted activities;

    (2) to dominate or interfere
    with the formation or
    administration of any labor
    organization or contribute
    financial or other support to
    it;

    \* ULP = Unfair Labor Practice

    Employer Unfair Labor Practices

    Results
    ü Massive increase in unionization

    in the U.S. following the passage
    of the NLRA

    ü Unions won 80% of all elections
    following passage of NLRA

    ü World War II brought austerity
    measures and restraint on wages
    while corporate profits soared

    ü Post World War II brought wide-
    scale strike wave across the U.S.

    ü Wages perceived as stagnant,
    prices/inflation perceived as
    growing

    ü Labor wanted its share
    ü Perception that power tipped too

    favorably to organized labor

    Corporate Profits

    2. Taft-Hartley & Landrum Griffin Acts

    • The NLRA was changed
    by the Taft-Hartley
    (1947) & Landrum
    Griffin Act (1959)

    • Substantively changed
    (weakened) the NLRA

    Taft-Hartley Act 1947

    • Also called the Labor Management Relations
    Act

    • Was enacted into law over-riding President
    Truman’s veto

    • Increased the number of NLRB Board
    members from 3 to 5

    • Purpose was contested. Proponents argued
    fairness and balanced power. Opponents
    argued it would create slave labor.

    Taft-Hartley Changes to the NLRA
    ü Changed who is covered by

    the NLRA: Excluded
    independent contractors,
    and front line supervisors
    who had formerly been
    covered

    ü Gave employers the right to
    file election petitions after
    receiving request for
    voluntary recognition-
    potential strategic
    advantage

    ü Created categories of ULPs
    against labor unions

    Taft-Hartley Changes to the NLRA

    (3) Allowed the creation of bargaining
    unit for purposes of voting that had
    nothing to do with how the workers had
    organized

    (4) Prohibited representation elections
    for 12 months after a union vote failed

    (5) Required pre-election hearings giving
    employers the opportunity to delay
    elections if they desired to do so

    (1) Required NLRB use set election
    procedure whereas formerly they had on
    occasion used other methods to
    determine majority worker support for
    unionization e.g. authorization cards

    (2) Allowed employers “free speech” to
    discourage employees from organizing as
    long as the speech does not coerce or
    threaten employees, i.e. campaign
    against union

    Union Unfair Labor Practices

    Taft-Hartley Changes to the NLRA
    Notice Requirements & New
    Agency
    ü Required 60 day notice

    period in order to be able
    to amend or terminate an
    existing collective
    bargaining agreement

    ü Created the Federal
    Mediation and
    Conciliation Services
    (FMCS) and required
    notice to them as well if
    no agreement reached

    Taft-Hartley Changes to the NLRA
    ü Restriction on Strikes and other

    Union Concerted Activity
    ü No strikes within 60 day notice

    period
    ü Restriction on “secondary boycotts”

    in which a union pressures a
    company not to do business with the
    employer with which the union has a
    dispute.

    ü Specified legal reasons for strike and
    prohibited recognition strikes,
    sympathy strikes, strikes to induce
    employers to agree to industry-wide
    bargaining

    ü Empowered the President to become
    involved if a strike or lockout impacts
    an entire industry

    Landrum-Griffin Act (1959)

    • Further restricted unions tightening some of the
    Taft-Hartley provisions such as restrictions on
    secondary boycotts, picketing by unions for
    recognition

    • Financial Reporting by labor and employer
    representatives to the Dept. of Labor

    • Devolution of authority over elections to Regional
    Directors of the NLRB

    • Code of conduct guaranteeing rights of union
    members

    3. Trump Administration 2.0
    • Fired General Counsel

    appointed by Biden (this is
    normal)

    • Rescinded policy on college
    athletes as “workers” for
    purposes of organizing

    • Fired NLRB Board Member
    arguably in violation of the
    law and leaving the Board
    without a quorum –
    essentially stopping the
    agency’s work completely

    Historical Perspective

    • Long periods of hostility
    towards unions and
    collective bargaining

    • Very short period of
    ascendant NLRA before
    amendments (1935-1947)

    • Some attempts at +
    reform under Biden

    • Significant changes early
    in Trump administration
    version 2.0

    **CompaExcerpt.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compaexcerpt-pdf)

    **TrumpsNLRBpurgeisaboutwaymorethancrushingunions..pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trumpsnlrbpurgeisaboutwaymorethancrushingunions-pdf)

    – 1
    – 2
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  • [Solved] EXCEL REPORT

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    This case study will grant you the opportunity to utilize your critical thinking and data analysis skills. In business, surveys are often a common way to gauge consumer sentiment. In the provided data set, you will analyze Excel data gathered from a customer satisfaction survey for those who complet…

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    Assignment Prompt & Instructions

    This case study will grant you the opportunity to utilize your critical thinking and data analysis skills. In business, surveys are often a common way to gauge consumer sentiment. In the provided data set, you will analyze Excel data gathered from a customer satisfaction survey for those who completed a rebate program for an energy company. You will analyze the data collected using the Excel skills that we have been cultivating in our course.
    **Please note that this is an individual assignment.**
    ## Instructions:
    1. Open the Excel file [Case Study.xlsx](https://unt.instructure.com/courses/133496/files/33469181?wrap=1 "case study fall 2025 data.xlsx") [Download Case Study.xlsx](https://unt.instructure.com/courses/133496/files/33469181/download?download_frd=1).
    2. Calculate the frequencies for all the respondents for each question (column B to N). Here you will go through each column B to N in the provided spreadsheet and compute the frequency for each question, i.e. for the first column or column B you will count how many males and how many females responded to the survey. You will proceed to do so with each column.
    1. As a helpful hint, for categorical data use the countif or filter function to compute (i.e. gender, marital status, etc).
    3. Create a separate chart demonstrating the survey responses **for each question** (Column B to N). These charts will be based off your calculations for frequency in Instruction Sample charts may include pie charts, bar charts, column charts, and line charts.
    4. For the age question (Column D), compute the average, median, 25% percentile or quartile, 75% percentile or 3rd quartile, minimum, and maximum ages of respondents.
    5. For column I, the likelihood to recommend the program to a friend, compute the average, median, minimum, and maximum values for customer rankings for respondents.
    6. For column J, the likelihood to participate in another rebate program, compute the average, median, minimum, and maximum values for customer rankings for respondents.
    7. For column K, the likelihood of purchase without the rebate program, compute the average, median, minimum, and maximum values for customer rankings for respondents.
    8. For column M, the satisfaction of the rebate program, compute the average, median, minimum, and maximum values for customer rankings for respondents.
    9. Provide a detailed report in Microsoft Word enumerating your findings. Your analysis must contain the below details:
    1. Identify in your report appropriate charts and graphs showing the results. Make sure you have appropriate chart titles and data labels showing for each chart.
    2. What conclusions can you draw from the existing rebate programs? (Example: Do you find any similarity in age groups or their educational background making any significant impact on their rebate usage?)
    3. How can the programs improve? (Is there a group that doesn’t show much interest in the program? Can you think of a way to grab their attention?)
    4. What recommendations do you have for the company offering rebates?
    You should target this report to be around ten to twelve pages with appropriate graphs. Please make sure that you are succinct in your report.
    1. Submit your Excel file with the calculations for 1-7 of the instructions, and your report in Word on Canvas.
    2. Please note that this is an individual effort. Make sure that your work is original and not shared. We will use Turnitin to verify any incidents of cheating. Any submission greater than a score of 40 on Turnitin will automatically receive a zero on this assignment and be subject to academic sanctions.
    ## Rubric
    1. Frequency calculations (1 pt per question 13 points)
    2. Chart per question (13 questions)
    3. Age calculations (4 points one point per calculation)
    4. Columns I, J, K, & M calculations (12 points, 0.75 point per calculation)
    5. Report & Discussion (Findings – 30 points, Recommendations – 38 points) (68 points)
    Total Points: 110
    \
    casestudyfall2025data3.xlsx](https://www.sweetstudy.com/files/casestudyfall2025data3-xlsx "casestudyfall2025data3.xlsx")

  • [Solved] Business Finance – Economics Homework

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    \ IMG_7183.jpeg](https://www.sweetstudy.com/files/img-7183-jpeg "IMG_7183.jpeg")

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    \
    IMG_7183.jpeg](https://www.sweetstudy.com/files/img-7183-jpeg "IMG_7183.jpeg")

  • [Solved] Business Finance – Accounting assignment

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    In-depth study guidance and analytical solution covering Business Finance – Accounting assignment.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] MATH120

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    SEE ATTACHMENT – ## WEEK3.docx **## WEEK3.docx** **Conditional Probability:** What affect does a condition have on the probability? Let's compare and find out. Example: Let's look at a standard deck of 52 playing cards. No replacement: What is the probability of getting 2 kings assuming that the fir…

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    SEE ATTACHMENT

    – ## WEEK3.docx

    **## WEEK3.docx**

    **Conditional Probability:**

    What affect does a condition have on the probability?  Let's compare and find out.

    Example:   Let's look at a standard deck of 52 playing cards.

    No replacement:  What is the probability of getting 2 kings assuming that the first one is not replaced?  (Note:  There are 4 kings in a deck of cards.  And a deck of cards has 52 cards.)

    Answer:  4/52 * 3/51 = 1/13*1/17= 1/221

    Replacement:  What is the probability of getting 2 kings assuming that the first one is replaced?

    Answer:  4/52 * 4/52 = 1/13 * 1/13 = 1/169

    **Make up a similar example to the above problem using (a) with replacement and (b) without replacement. You may use playing cards, or a similar scenario, however be sure that you can represent both with and without replacement.  Flipping a coin 10 times is not appropriate because it only represents the "without replacement" condition. Do not solve your own problem – that will be done by your classmates.**

    **## WEEK3.docx**

    **Conditional Probability:**

    What affect does a condition have on the probability?  Let's compare and find out.

    Example:   Let's look at a standard deck of 52 playing cards.

    No replacement:  What is the probability of getting 2 kings assuming that the first one is not replaced?  (Note:  There are 4 kings in a deck of cards.  And a deck of cards has 52 cards.)

    Answer:  4/52 * 3/51 = 1/13*1/17= 1/221

    Replacement:  What is the probability of getting 2 kings assuming that the first one is replaced?

    Answer:  4/52 * 4/52 = 1/13 * 1/13 = 1/169

    **Make up a similar example to the above problem using (a) with replacement and (b) without replacement. You may use playing cards, or a similar scenario, however be sure that you can represent both with and without replacement.  Flipping a coin 10 times is not appropriate because it only represents the "without replacement" condition. Do not solve your own problem – that will be done by your classmates.**

  • [Solved] MGMT496

    ✓ Verified Academic Solution Available

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    SEE ATTCHMENT – ## WEEK3.docx **## WEEK3.docx** **250-300 WORDS ANSWERING THE FOLLOWING QUESTION** This week explain who the potential audience for your e-portfolio will be. How will you ensure that your e-portfolio is well received by the audience? What acronyms do you use in your workplace that ca…

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    SEE ATTCHMENT

    – ## WEEK3.docx

    **## WEEK3.docx**

    **250-300 WORDS ANSWERING THE FOLLOWING QUESTION**

    This week explain who the potential audience for your e-portfolio will be.  How will you ensure that your e-portfolio is well received by the audience?  What acronyms do you use in your workplace that can cause confusion?  If you are including a resume, review your resume for acronyms.  Here is an example, CSM= Customer Service Manager or Certified Scrum Master; very different jobs.

    **MY DEGREE IS IN BUSINESS MANAGEMENT BTW**

    **## WEEK3.docx**

    **250-300 WORDS ANSWERING THE FOLLOWING QUESTION**

    This week explain who the potential audience for your e-portfolio will be.  How will you ensure that your e-portfolio is well received by the audience?  What acronyms do you use in your workplace that can cause confusion?  If you are including a resume, review your resume for acronyms.  Here is an example, CSM= Customer Service Manager or Certified Scrum Master; very different jobs.

    **MY DEGREE IS IN BUSINESS MANAGEMENT BTW**

  • [Solved] final db week

    ✓ Verified Academic Solution Available

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    Using the same company and annual reports that you chose for your Reading and Using the Annual Report Case Study discussion forum in Week 1, PEARSON – Prepare a comparative balance sheet, income statement, and statement of cash flows, and perform a horizontal analysis of the company’s balance sheet,…

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    Using the same company and annual reports that you chose for your Reading and Using the Annual Report Case Study discussion forum in Week 1, PEARSON
    – Prepare a comparative balance sheet, income statement, and statement of cash flows, and perform a horizontal analysis of the company’s balance sheet, income statement, and statement of cash flows for the most recent 2 years. Identify at least one significant change (increase or decrease) from one year to the next in a balance sheet account, income statement account, and statement of cash flows account.
    – Identify the causes of the change in each of these accounts.
    – Discuss the implications of each of these account changes, and your assessment of the company based on these changes. Do these changes reflect positively or negatively on the company, and what is your assessment of the outlook for the company?
    Your initial response should be a minimum of 200 words. AT LEAST 1 CREDIBLE (SHOLARLY) REFERENCE
    DB2
    Using the same company and annual reports that you chose for your Reading and Using the Annual Report Case Study in Week 1, PEARSON
    – Prepare common-size balance sheets, income statements, and statements of cash flows for your chosen company for the latest 2 years. Identify one company that competes with your chosen company, obtain their financial statements for the most recent two years, and prepare common-size balance sheets, income statements, and statements of cash flows for your chosen company for the latest 2 years.
    – Explain why common-sized financial statements are a convenient way to compare financial statement items within the same period, between periods, and between competing companies.
    – Perform a vertical analysis of at least one item on the common-size balance sheet, income statement, and statement of cash flows you prepared for the most recent year. Compare each item to the same item on the common-size financial statements for the previous period and to the same item on the common-size financial statements you prepared for the competing company.
    – Discuss what this comparison tells you about your chosen company’s current financial condition, how it compares to the previous year, and how it compares with the financial condition of your chosen company’s competitor.
    Your initial response should be a minimum of 200 words. 1 SCHOLARLY REFERENCE

  • [Solved] capstone 5

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    **Assessment 5** **NCHL Leadership Self-Assessment, Reflection, and Personal Development Plan** [**Instructions**](https://courseroom.capella.edu/courses/46124/pages/assessment-5-instructions?module_item_id=2319646&content_id=832922)**:**Assess the development of your healthcare leadership competenc…

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    **Assessment 5**
    **NCHL Leadership Self-Assessment, Reflection, and Personal Development Plan**
    [**Instructions**](https://courseroom.capella.edu/courses/46124/pages/assessment-5-instructions?module_item_id=2319646&content_id=832922)**:**Assess the development of your healthcare leadership competencies over the course of your MHA program using a STAR Format Competency Rating Table. In addition, write a one-paragraph reflection on your capstone experience, and create three SMART goals for your future healthcare leadership development.
    ## **Introduction**
    Throughout their careers, healthcare leaders must regularly assess their individual competencies and how those competencies align with organizational needs and priorities. Changing laws, regulations, technology, consumer preferences, medical treatment advances, and external environmental shifts can affect the skill sets needed for effective leadership. An accurate self-assessment is the first step in identifying potential gaps and in developing an action plan to close those potential gaps.
    This assessment provides an opportunity for you to examine your leadership skills with respect to the NCHL health leadership competencies and assess your progress in developing those skills as you have advanced through your program.
    **Note:** Each assessment of your capstone project is built on the work you have completed in previous assessments. Therefore, you must complete the assessments in the order they are presented.
    ## **Assignment Introduction**
    You have been practicing NCHL competencies throughout the program. Now is an ideal time to reflect upon your growth, and to set a few specific action steps for future career development. Examining your growth in each of the healthcare executive competencies is a helpful way to identify behavioral examples of skill execution.
    This assessment has three parts:
    **Part 1: Leadership Self-Assessment**
    Assess the development of your leadership skills over the course of your MHA program.
    **Part 2: Reflection**
    Write a paragraph reflecting on your capstone project and what you learned about your own leadership abilities.
    **Part 3: Personal Development Plan**
    Identify measurable action steps for future career development by creating three SMART goals for future healthcare leadership competency development.
    ## **Instructions**
    **Part 1: Leadership Self-Assessment**
    Complete a self-assessment of your health leadership competencies using the [**STAR Format Competency Rating Table**](https://courseroom.capella.edu/courses/46124/files/8755372?wrap=1) [Download STAR Format Competency Rating Table](https://courseroom.capella.edu/courses/46124/files/8755372/download?download_frd=1). Instructions for filling in the table are included in the document.
    In completing the self-assessment, make sure you do the following:
    – Assess personal progress toward developing NCHL health leadership competencies.
    – Compare your baseline competency rating at the start of your program with your current competency rating.
    – Explain any new insights from your competency assessment.
    – Describe specific examples of how you have demonstrated NCHL health leadership competencies, with the intent of improving healthcare outcomes.
    **Part 2: Reflection**
    Write a succinct one-paragraph reflection about your experience completing the capstone project. Include what you learned about your own leadership abilities as you worked on the project.
    Describe an example of inspirational team leadership you have experienced. Who provided the leadership? What was inspirational about it? What leadership traits did it demonstrate?
    Include your reflection in the space provided toward the bottom of the [**STAR Format Competency Rating Table**](https://courseroom.capella.edu/courses/46124/files/8755372?wrap=1) [Download STAR Format Competency Rating Table](https://courseroom.capella.edu/courses/46124/files/8755372/download?download_frd=1) **.**
    **Part 3: Personal Development Plan**
    Create three SMART goals for your future development of healthcare leadership competencies. Include at least one SMART goal related to creating an organizational climate that values and supports employees and colleagues in healthcare settings.
    You will recall that SMART goals are specific, measurable, achievable, relevant, and time-bound. Using these parameters as you create your goals helps ensure that your objectives are attainable within a certain time frame.
    Include your SMART goals in the space provided toward the bottom of the [**STAR Format Competency Rating Table**](https://courseroom.capella.edu/courses/46124/files/8755372?wrap=1) [Download STAR Format Competency Rating Table](https://courseroom.capella.edu/courses/46124/files/8755372/download?download_frd=1) **.**
    ## **Optional Activity**
    You may find the following suggested activity helpful as you pursue your career goals. This activity is not graded.
    **Track 1:** Meet with your proposal reviewer or supervisor and share your competency growth and development plans. Ask for suggestions for exploring career advancement opportunities.
    **Track 2:** Meet with your proposal reviewer or an attendee at your final data analysis report presentation and share your competency growth and development plans. Ask for suggestions for exploring career advancement opportunities.
    ## **Submission Requirements**
    Submit your completed **Assessment 5 STAR Format Competency Rating Table** as well as a leadership reflection paragraph and three SMART goals. Include the reflection paragraph and SMART goals in the space provided at the end of the **Assessment 5 STAR Format Competency Rating Table**.
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Execution: Translate strategy to develop and maintain optimal organizational performance in health care settings.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    – Competency 2: People: Create an organizational climate that values and supports employees and colleagues in health care settings.
    – Identify SMART goals for future development of healthcare leadership competencies including a goal related to creating an organizational climate that values and supports employees and colleagues.
    – Competency 5: Team Development: Develop high performing teams by inspiring individual excellence and leading talent development in healthcare organizations.
    – Describe an example of inspirational team leadership that has been experienced.
    – Competency 6: Self Leadership: Develop and enhance existing leadership skills through introspective investigation and reflection of personal tendencies, strengths, and weaknesses.
    – Assess personal progress toward developing NCHL health leadership competencies.
    – Describe specific, personal examples of how one has demonstrated NCHL health leadership competencies, with the intent of improving health care outcomes.
    – Reflect on the experience of completing a data analysis project and on what was learned about leadership abilities.
    \
    cf_STAR_format_competency_rating_table.docx](https://www.sweetstudy.com/files/cf-star-format-competency-rating-table-docx "cf_STAR_format_competency_rating_table.docx")

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

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    1. describe how the four Ps can be used to attract existing and new customers back to the U.S. Park Southeast when it reopens, keeping the target demographics in mind. Your response should address the following: 1. Describe the plan to market the **product** to the identified target audiences. What …

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    1. describe how the four Ps can be used to attract existing and new customers back to the U.S. Park Southeast when it reopens, keeping the target demographics in mind. Your response should address the following:
    1. Describe the plan to market the **product** to the identified target audiences. What communication strategy will you use for the target audiences regarding the park services?
    2. Describe the **pricing strategy** that should be considered to drive new and existing customers. How will you communicate the value of your offering through an effective pricing model?
    3. Describe the role of **place** in attracting customers back into the park. Identify the appropriate communication method to share information about the safety measures you have taken.
    4. Describe **two promotional events** aimed at your two target audiences designed to drive attendance. Include one promotional event for each of the two target audiences. This element requires you to use your own creativity or previous exposure to promotional events.
    The considerations should be such that customer and business perspectives are well balanced. The company is open to ideas showing creativity and innovation but does not want to reinvent the wheel completely.
    1. Share your **expectations and understanding** about Milestone Two, including any questions or concerns you may have regarding:
    – Determining the right target audience
    – Consumer research methods
    – Trends in corporate social responsibility (CSR) impacting the park business
    – Marketing methods to be considered for the reopening of the parks
    – Search engine optimization

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    While traditional marketing methods are the cornerstone of any organization's growth, creativity, and innovation, within traditional marketing is a definitive way of energizing any business offering. By being innovative and creative in its marketing efforts, an organization lends itself to being see…

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    While traditional marketing methods are the cornerstone of any organization's growth, creativity, and innovation, within traditional marketing is a definitive way of energizing any business offering. By being innovative and creative in its marketing efforts, an organization lends itself to being seen as dynamic, open to feedback, and always improving its offering.
    In your initial post, answer the following:
    – Select two forms of traditional marketing channels from the following: TV, radio, print, and outdoor.
    – What is the appeal of each of your chosen channels to these target audiences? Ground your response in research and rich detail.
    – Baby boomers
    – Generation X
    – Millennials
    – Generation Z
    – Based on your selection, describe one creative or innovative form of traditional marketing you have personally encountered.
    – How did this creative or innovative approach influence your purchasing decision?
    – Share two "top" ideas to be considered for marketing the brand connected to Milestone Two in Module Six and explain your rationale.
    – Include one idea each for the following areas: consumer research and SEO.