ECON 103-06 (MacNeil) The In-Class Assignment on March 26th SPRING 2015
On Thursday, March 26th there will be no lecture in class. Instead, we’ll have the 3rd quiz of the semester, andwe’ll have the “in-class assignment.” The in-class assignment will consist of some of the following questions. Since this document with the questions is available on Blackboard in advance, you have a shot at answering them all correctly and scoring all of the 120 points the in-class assignment is worth. The questions you will have to answer in class won’t be changed in any way from what you see below, but you won’t be asked all of them, and the order in which they are asked may be different from their order below.
1. If a portion of a demand curve obeys the law of demand, than that portion of the curve:
(a) slopes up and to the right.
(b) slopes down and to the right.
(c) is horizontal.
(d) is vertical.
2. If a portion of a supply curve obeys the law of supply, than that portion of the curve:
(a) slopes up and to the right.
(b) slopes down and to the right.
(c) is horizontal.
(d) is vertical.
3. According to the law of demand, the relationship between the quantity demanded of a good and its price is a relationship (ceteris paribus), so when graphed demand slopes .
A. positive; up
B. positive; down
C. negative; up
D. negative; down
4. According to the law of supply, the relationship between the quantity supplied of a good and its price is a relationship (ceteris paribus), so when graphed supply slopes .
A. positive; up
B. positive; down
C. negative; up
D. negative; down
Table 1:
Supply by company #1Supply by company #2Supply by company #3
P QS P QS P QS
($/lb.)(lbs./month)($/lb.)(lbs./month)($/lb.)(lbs./month)
30 9 30 8 30 5
20 8 20 4 20 4
10 7 10 1 10 2
5. Suppose there are only 3 companies that supply a product to the market. Each company’s supply is shown in Table 1 above. Fill in the table that’s just below this question to show market supply of the good.
Market Supply
P QS
($/lb.)(lbs./month)
30
20
10
6. Suppose company #2 in Table 1 goes out of business. Fill in the table that’s just below this question to show market supply of the good.
Market Supply
P QS
($/lb.)(lbs./month)
30
20
10
7. Consider your answers to questions 5 and 6. When company #2 went out of business supply
A. increased (the supply curve shifted to the right).
B. increased (the supply curve shifted to the left).
C. decreased (the supply curve shifted to the right).
D. decreased (the supply curve shifted to the left).
Table 2:
Demand by person #1Demand by person #2Demand by person #3
P QS P QS P Q ...
http://finishedexams.com/homework_text.php?cat=3
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document is a multiple choice quiz about demand, supply and markets. It contains 37 questions that test understanding of key concepts like demand curves, shifts in demand and supply, equilibrium price and quantity, surpluses and shortages. The questions cover how changes in factors like price, income, technology, taxes and the number of producers/consumers can cause the demand and supply curves to shift, resulting in changes to equilibrium price and quantity in the market.
This document contains a multi-part economics homework assignment involving supply and demand curves. It includes:
1) Graphing demand and supply curves for MSU sweatshirts and calculating the original equilibrium price and quantity.
2) Analyzing a news article showing a market equilibrium change and illustrating it with supply/demand graphs.
3) Drawing supply/demand diagrams to show how equilibrium changes with shifts in demand or supply for milk.
4) Multiple choice questions about supply, demand, and factors that shift the curves.
This document contains multiple choice questions testing understanding of concepts related to supply and demand. It covers topics like the definition of wants vs demands, how demand and supply curves work, the law of demand and supply, equilibrium price and quantity, surpluses and shortages, shifts in demand and supply, substitutes and complements, and factors that influence demand and supply. The questions are testing comprehension of key economic ideas including how price impacts quantity demanded and supplied, the slope and position of demand and supply curves, and how equilibrium is established through market interactions of buyers and sellers.
This document contains a practice test for an agricultural economics and marketing licensure examination with 55 multiple choice questions covering topics such as:
- Microeconomics and macroeconomics concepts
- Demand and supply models
- Market equilibrium
- Production possibilities frontier
- Cost concepts
- Perfect competition
- Consumer choice theory
This document contains a microeconomics quiz with multiple choice and true/false questions that assess fundamental microeconomic concepts such as scarcity, demand and supply, equilibrium, opportunity cost, and production possibilities frontiers. It also includes sample exam questions requiring the use of demand/supply diagrams and production possibilities frontier graphs to illustrate economic scenarios and analyze shifts in equilibrium.
All right, in this working with diagrams feature were goi.docxarnit1
>> All right, in this working
with diagram's feature we're going to look at and exhibit
in chapter three titled Shifts and the Demand Curve.
So, let's start with the demand curve.
We've got our axis here.
We've got quantity demanded on the horizontal axis and price
of the good on the vertical axis and we're going
to look a given demand curve, D1.
And we're going to pick a point on this demand curve point A
and we're going to say that that point goes along with a price
of 20 dollars and it goes along
with a quantity demanded let's say a 500 dollars.
And then, we're going to take a point, point B, I'm going to say
that goes along with the price of 10 dollars
and a quantity demanded we're going to say of 700.
All right.
Now, we want to increase demand, what does it mean
if we increase the demand for a good?
Well, that means that individuals are willing and able
to buy more units of this good at each [inaudible] price.
So, instead of let's say buying 500 or quantity demanded 500
at 20 dollars, at 20 dollars, let's say they want to buy 600.
I want to put a point here C and it goes along
with a quantity demanded of 600.
And let's suppose that at 10 dollars,
instead of buying a quantity demanded
or having a quantity demanded of 700,
they want a quantity demanded or they want to buy 800, right?
So now, if we connect point C and D,
we get a new demand curve, all right?
So an increase in demand,
an increase in demand is diagrammatically illustrated
by rightward shift in the demand curve,
the demand curve shifts right.
Again, an increase in demand is represented diagrammatically
as rightward shift in the demand curve.
Well, what about a decrease in demand?
Let's start with a demand curve once again.
So, here is quantity demanded and price of a good and again,
we're going to draw a demand curve D1 and we're going
to pick a point, point A and we're going to say that goes
with 20 dollars and with a quantity demanded let's say
of 500.
Now, we're going to pick another price, 10 dollars and again,
that's going to go
with a certain quantity demanded let's say of 700.
Now, we have a decrease in demand
or what does a decrease in demand mean?
It means that individuals are willing and able to buy less
of the good at each and every price.
So at 20 dollars, instead of wanting to buy 500 units,
let's say they want to buy 400 units.
So, I'm going to put a point here,
I'm going to call it point C, label this point down here,
point B. I'm going to call it point C and we're going to have
that going along with 400.
And then at 10 dollars, instead of individuals wanting
to buy 700, we're going to have them want to buy 600.
So we're going to put a point right here, point D
and we're going to have
that point D correspond the 600, right?
Now, if we connect this point C and D,
we get a new dema ...
The document summarizes the key concepts of demand theory including:
1) The law of demand states that there is an inverse relationship between price and quantity demanded, with all other factors held constant.
2) A demand curve illustrates this relationship graphically.
3) A change in price results in movement along the demand curve, while other factors like income, tastes, and prices of related goods can cause a shift in the demand curve.
4) The market demand curve is the horizontal sum of individual demand curves for a good in the market.
http://finishedexams.com/homework_text.php?cat=3
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document is a multiple choice quiz about demand, supply and markets. It contains 37 questions that test understanding of key concepts like demand curves, shifts in demand and supply, equilibrium price and quantity, surpluses and shortages. The questions cover how changes in factors like price, income, technology, taxes and the number of producers/consumers can cause the demand and supply curves to shift, resulting in changes to equilibrium price and quantity in the market.
This document contains a multi-part economics homework assignment involving supply and demand curves. It includes:
1) Graphing demand and supply curves for MSU sweatshirts and calculating the original equilibrium price and quantity.
2) Analyzing a news article showing a market equilibrium change and illustrating it with supply/demand graphs.
3) Drawing supply/demand diagrams to show how equilibrium changes with shifts in demand or supply for milk.
4) Multiple choice questions about supply, demand, and factors that shift the curves.
This document contains multiple choice questions testing understanding of concepts related to supply and demand. It covers topics like the definition of wants vs demands, how demand and supply curves work, the law of demand and supply, equilibrium price and quantity, surpluses and shortages, shifts in demand and supply, substitutes and complements, and factors that influence demand and supply. The questions are testing comprehension of key economic ideas including how price impacts quantity demanded and supplied, the slope and position of demand and supply curves, and how equilibrium is established through market interactions of buyers and sellers.
This document contains a practice test for an agricultural economics and marketing licensure examination with 55 multiple choice questions covering topics such as:
- Microeconomics and macroeconomics concepts
- Demand and supply models
- Market equilibrium
- Production possibilities frontier
- Cost concepts
- Perfect competition
- Consumer choice theory
This document contains a microeconomics quiz with multiple choice and true/false questions that assess fundamental microeconomic concepts such as scarcity, demand and supply, equilibrium, opportunity cost, and production possibilities frontiers. It also includes sample exam questions requiring the use of demand/supply diagrams and production possibilities frontier graphs to illustrate economic scenarios and analyze shifts in equilibrium.
All right, in this working with diagrams feature were goi.docxarnit1
>> All right, in this working
with diagram's feature we're going to look at and exhibit
in chapter three titled Shifts and the Demand Curve.
So, let's start with the demand curve.
We've got our axis here.
We've got quantity demanded on the horizontal axis and price
of the good on the vertical axis and we're going
to look a given demand curve, D1.
And we're going to pick a point on this demand curve point A
and we're going to say that that point goes along with a price
of 20 dollars and it goes along
with a quantity demanded let's say a 500 dollars.
And then, we're going to take a point, point B, I'm going to say
that goes along with the price of 10 dollars
and a quantity demanded we're going to say of 700.
All right.
Now, we want to increase demand, what does it mean
if we increase the demand for a good?
Well, that means that individuals are willing and able
to buy more units of this good at each [inaudible] price.
So, instead of let's say buying 500 or quantity demanded 500
at 20 dollars, at 20 dollars, let's say they want to buy 600.
I want to put a point here C and it goes along
with a quantity demanded of 600.
And let's suppose that at 10 dollars,
instead of buying a quantity demanded
or having a quantity demanded of 700,
they want a quantity demanded or they want to buy 800, right?
So now, if we connect point C and D,
we get a new demand curve, all right?
So an increase in demand,
an increase in demand is diagrammatically illustrated
by rightward shift in the demand curve,
the demand curve shifts right.
Again, an increase in demand is represented diagrammatically
as rightward shift in the demand curve.
Well, what about a decrease in demand?
Let's start with a demand curve once again.
So, here is quantity demanded and price of a good and again,
we're going to draw a demand curve D1 and we're going
to pick a point, point A and we're going to say that goes
with 20 dollars and with a quantity demanded let's say
of 500.
Now, we're going to pick another price, 10 dollars and again,
that's going to go
with a certain quantity demanded let's say of 700.
Now, we have a decrease in demand
or what does a decrease in demand mean?
It means that individuals are willing and able to buy less
of the good at each and every price.
So at 20 dollars, instead of wanting to buy 500 units,
let's say they want to buy 400 units.
So, I'm going to put a point here,
I'm going to call it point C, label this point down here,
point B. I'm going to call it point C and we're going to have
that going along with 400.
And then at 10 dollars, instead of individuals wanting
to buy 700, we're going to have them want to buy 600.
So we're going to put a point right here, point D
and we're going to have
that point D correspond the 600, right?
Now, if we connect this point C and D,
we get a new dema ...
The document summarizes the key concepts of demand theory including:
1) The law of demand states that there is an inverse relationship between price and quantity demanded, with all other factors held constant.
2) A demand curve illustrates this relationship graphically.
3) A change in price results in movement along the demand curve, while other factors like income, tastes, and prices of related goods can cause a shift in the demand curve.
4) The market demand curve is the horizontal sum of individual demand curves for a good in the market.
ECONOMICS - LESSON PLAN - CLASS 11 - CH 11 PRICE DETERMINATION.docRavikumar B
This lesson plan outlines a 4 period economics class for 11th grade students covering price determination and simple applications of demand and supply. The topics to be covered include determining market equilibrium, effects of changes in demand and supply, simple applications, and price ceilings and floors. Teaching methods will include text copies, real-world examples, and a PowerPoint presentation.
This document discusses the economic concepts of supply and demand. It begins by asking questions about factors that affect supply and demand, and how supply and demand determine price and quantity. It then defines key terms like market, competitive market, demand schedule, demand curve, individual demand versus market demand. It discusses factors that can shift the demand curve, like number of buyers, income, prices of related goods, tastes, and expectations. It then defines the supply schedule, supply curve, individual supply versus market supply. Finally, it discusses factors that shift the supply curve, like input prices, technology, number of sellers, and expectations.
The document provides definitions and explanations of key economic concepts related to demand and supply. It tests the reader's understanding through 30 multiple choice questions that cover topics like demand curves, market demand, the law of demand, determinants of demand, supply curves, market supply, the law of supply, and equilibrium price and quantity. The questions assess comprehension of how price impacts quantity demanded and supplied, how to derive market curves from individual curves, and how shifts in demand and supply affect equilibrium outcomes.
This document is an assignment cover sheet for a microeconomics course. It lists the student's name and ID, course details, and learning outcomes which include explaining impacts of government policy, calculating consumer and producer surplus, discussing how market structure affects price and output, and demonstrating budget preparation.
The assignment contains 20 multiple choice questions testing concepts like laws of supply and demand, price elasticity, market equilibrium, and how shifts in supply and demand curves affect equilibrium price and quantity. It also contains an open response section asking to analyze a supply and demand schedule for oil, calculate equilibrium price and quantities, determine how total revenue and elasticities change with price changes, and advise how to return to equilibrium if price decreases.
The document discusses factors that determine the demand and supply of products, including price, income, tastes, population, and expectations. It defines demand and supply schedules/curves, and explains how movements along and shifts of the curves occur. Equilibrium price and quantity are explained as the point where the demand and supply curves intersect. The document also covers factors that influence a firm's product choices, size, and location decisions, such as costs, competition, resources, and proximity to markets and transportation. Key considerations for firms include profitability, demand, resource availability, and government policies.
Here are the steps to solve this problem using the midpoint method:
(a) Calculate the midpoint of the price and quantity demanded for each row when income is $10,000:
$8 and 40 DVDs => Midpoint = 24 DVDs
$10 and 32 DVDs => Midpoint = 31 DVDs
$12 and 24 DVDs => Midpoint = 27 DVDs
$14 and 16 DVDs => Midpoint = 16 DVDs
$16 and 8 DVDs => Midpoint = 12 DVDs
(b) Plot the midpoints on a graph with Price on the y-axis and Quantity Demanded on the x-axis. Connect the points to draw the demand curve when income
The document discusses the concepts of supply and demand. It defines demand as willingness to buy and supply as willingness to sell. It explains that demand curves have a negative slope, as price and quantity demanded move in opposite directions - as price falls, quantity demanded rises. Supply curves have a positive slope, as price and quantity supplied move in the same direction - as price rises, quantity supplied also rises. The document outlines several factors that can shift the demand and supply curves by impacting willingness to buy or sell, such as income, prices of related goods, technology, and consumer preferences.
A graph…….a.can be used to show either a positive or neg.docxssuser774ad41
A graph…….
a.
can be used to show either a positive or negative relationship between two variables.
b.
can illustrate both demand and supply.
c.
is used because it is impossible to describe any economic relationship verbally.
d.
all of the above.
e.
both a) and b) are correct.
2.
If less people buy coffee as income declines, then coffee is
a.
a complementary good.
b.
a substitute good.
c.
a normal good.
d.
an inferior good.
3.
Consider that when the price of a good increases, like hamburgers people buy less of that good and less of a complementary good such as ketchup.
Therefore if the price of hamburgers increases,
the quantity demanded of hamburgers will decrease and the demand curve for
ketchup will shift to the left.
the quantity demanded of hamburgers will increase and the demand curve for
ketchup will shift to the left.
the quantity demanded of hamburgers will decrease and the demand curve for
ketchup will shift to the right.
the quantity demanded of hamburgers will increase and the demand curve for ketchup will shift to the right.
4.
If insurance companies are compelled by law to decrease their rates 5% for high-risk drivers, what would be the most likely outcome for high-risk drivers according to supply and demand analysis?
a.
High-risk drivers will be better off since there will be an increase in the supply for insurance.
b.
High-risk drivers will be better off since there will be an increase in the demand for insurance.
c.
Many high-risk drivers may be unable to purchase insurance since the likely outcome of the law may be to cause a shortage of insurance for high-risk drivers.
d.
both b) and c) are correct.
5.
Which of the following forecasts for revenue are correct when the price of x declines?
a.
increased revenue in the price elastic case and decreased revenue in the price inelastic case
b.
decreased revenue in the price elastic case and increased revenue in the price inelastic case
c.
increase in revenue no matter what the elasticity coefficient is
d.
decrease in revenue no matter what the elasticity coefficient is
6.
The demand for food is likely to be more
than the demand for meat.
The relates to the elasticity determinant of
________.
a.
elastic – price relative to income
b.
inelastic – price relative to income
c.
elastic – number of substitutes
d.
inelastic – number of substitutes
7.
If you enjoyed wine so much that the more you had, the better it tasted, then the marginal utility of additional wine would be
a.
positive and declining
b.
negative
c.
zero
d.
increasing
8.
If the demand for corn shifts to the right, it may have been caused by
a.
the price of corn declining.
b.
more people needing corn for recipes.
c.
the price of corn increasing.
d.
both a) and b) are correct.
9.
The paradox of value suggests that one will pay
a. more for water than diamonds.
b. more for a luxury cruise than water.
c. more for .
The document summarizes key concepts related to demand, supply, and market equilibrium. It defines the laws of demand and supply, explaining the inverse relationship between price and quantity demanded, and the direct relationship between price and quantity supplied. It discusses how demand and supply curves are determined from schedules and how they interact to reach market equilibrium. The summary also outlines factors that can cause shifts in demand or supply and how these shifts impact equilibrium price and quantity. Disequilibrium situations like surpluses, shortages, price floors and ceilings are also covered.
This document discusses how shifts in both supply and demand can impact the equilibrium price and quantity in a market. It provides an example where the supply of salmon decreases due to a drought and the demand for salmon increases due to a medical report on its health benefits. Graphically, a decrease in supply shifts the supply curve left and an increase in demand shifts the demand curve right. The combined effect is an increase in the equilibrium price, but the impact on equilibrium quantity is ambiguous as the shifts counteract each other along the quantity axis.
1. The law of demand implies that sellers will offer .docxkarisariddell
1. The law of demand implies that:
sellers will offer less on the market at lower prices.
consumers will buy more at lower prices.
sellers will offer more on the market at higher prices.
consumers are not responsive to price changes.
2. An increase in the demand for gasoline today caused by concerns that gasoline prices will be
higher tomorrow is most likely attributable to a change in:
consumer preferences.
consumer expectations.
income.
prices of other goods.
3. If the price of hamburger decreased, it would probably result in _____ in the demand for
hamburger buns.
random fluctuations
no change
an increase
a decrease
4. A decrease in supply is caused by:
an advancement in the technology for producing the good.
an increase in the price of goods that are used in production.
an increase in the number of producers.
suppliers' expectations of lower prices in the future.
5. Figure: The Demand and Supply of Wheat
Reference: Ref 3-6
(Figure: The Demand and Supply of Wheat) Look at the figure The Demand and Supply of
Wheat. If a price of $8 temporarily exists in this market, a _____ of _____ bushels will
result.
surplus; 6,000
surplus; 4,000
shortage; 2,000
shortage; 4,000
6. If the market for buffalo meat is in equilibrium, the price of buffalo meat will probably
_____ in the near future.
decrease
increase considerably
increase
not change
7. Figure: Four Markets for DVDs
Reference: Ref 3-9
(Figure: Four Markets for DVDs) Look at the figure Four Markets for DVDs. Which of the
graphs illustrates what may happen in the market for DVDs if D1 or S1 is the original curve
and D2 or S2 is the new curve and if the cost of producing DVDs falls?
C
D
A
B
8. Figure: Shifts in Demand and Supply II
Reference: Ref 3-11
(Figure: Shifts in Demand and Supply II) Look at the figure Shifts in Demand and Supply II.
The graph shows how supply and demand might shift in response to specific events. Suppose
scientists discover that eating pomegranates causes aging. Which panel BEST describes how
this will affect the market for pomegranates?
panel C
panel B
panel D
panel A
9. Figure: Shifts in Demand and Supply III
Reference: Ref 3-12
(Figure: Shifts in Demand and Supply III) Look at the figure Shifts in Demand and Supply
III. The figure shows how supply and demand might shift in response to specific events.
Suppose consumer incomes increase. Which panel BEST describes how this will affect the
market for designer boots, a normal good?
panel B
panel C
panel A
panel D
10. For consumers, pizza and hamburgers are substitutes. A rise in the price of a pizza causes
_____ in the equilibrium price of a hamburger and _____ in the equilibrium quantity of
hamburgers.
a rise; a decrease
a fall; an increase
a rise; an increase
a fall; a decrease .
1. During a recession the economy experiencesa. rising employm.docxadolphoyonker
1. During a recession the economy experiences
a.
rising employment and income.
b.
rising employment and falling income.
c.
rising income and falling employment.
d.
falling employment and income.
2. Most economists use the aggregate demand and aggregate supply model primarily to analyze
a.
short-run fluctuations in the economy.
b.
the effects of macroeconomic policy on the prices of individual goods.
c.
the long-run effects of international trade policies.
d.
productivity and economic growth.
3. The classical dichotomy refers to the separation of
a.
prices and nominal interest rates.
b.
taxes and government spending.
c.
decisions made by the public and decisions made by the government.
d.
real and nominal variables.
4. According to classical macroeconomic theory, changes in the money supply affect
a.
variables measured in terms of money and variables measured in terms of quantities or relative prices
b.
variables measured in terms of money but not variables measured in terms of quantities or relative prices
c.
variables measured in terms of quantities or relative prices, but not variables measured in terms of money
d.
neither variables measured in terms of money nor variables measured in terms of quantities or relative prices
5. Most economists believe that money neutrality
a.
does not hold in the short run.
b.
does not hold in the long run.
c.
does not hold in either the short run or long run.
d.
holds in the short run and the long run.
6. The aggregate demand and aggregate supply graph has
a.
quantity of output on the horizontal axis. Output can be measured by the GDP deflator.
b.
quantity of output on the horizontal axis. Output can be measured by real GDP.
c.
quantity of output on the vertical axis. Output can be measured by the GDP deflator.
d.
quantity of output on the vertical axis. Output can be measured by real GDP.
7. Aggregate demand includes
a.
the quantity of goods and services the government, households, firms, and customers abroad want to buy.
b.
neither the quantity of goods and services the government, households, nor firms want to buy nor the quantity of goods and services customers abroad want to buy.
c.
the quantity of goods and service the government wants to buy, but not the quantity of goods and services households, firms, or customers abroad want to buy.
d.
the quantity of goods and services households and firms want to buy, but not the quantity of goods and services the government wants to buy.
8. Other things the same, a decrease in the price level motivates people to hold
a.
less money, so they lend less, and the interest rate rises.
b.
less money, so they lend more, and the interest rate falls.
c.
more money, so they lend more, and the interest rate rises.
d.
more money, so they lend less, and the interest rate falls.
9. When the dollar depreciates, U.S.
a.
net exports rise, which increases the aggregate quantity.
The document discusses the fundamental economic concepts of supply and demand. It explains that demand refers to how much of a product is desired by buyers at different prices, while supply represents how much of a product producers are willing to offer at different prices. The relationship between these two concepts, supply and demand, determines the price and quantity of a good sold in a market. The document outlines the laws of demand and supply, which describe how quantity demanded and supplied change in response to price changes. It also discusses how equilibrium price and quantity are reached when supply and demand are equal, and how disequilibrium can occur when supply and demand are not equal.
This document provides solutions to homework problems in an economics course. It addresses questions about indifference curves, demand curves, elasticity, and consumer choice. For question 1, the summary discusses how indifference curves can slope upward if one good is "bad" and consumers prefer less of it. For question 3, it summarizes that Janelle will spend all her budget on gas mileage while Brian will spend equal amounts on styling and gas mileage. For question 9, it states that if prices increase 10% for computer chips and disk drives, chip sales will fall 20% while being elastic, and drive sales will fall 10%, keeping revenue the same.
The document summarizes key concepts from Chapter 3 of Principles of Macroeconomics relating to demand and supply. It includes 24 figures that illustrate the demand curve shifting in response to various factors, the supply curve shifting due to cost changes, and how equilibrium price and quantity are impacted by shifts in demand and supply. The figures also demonstrate consumer and producer surplus and how price ceilings and floors can create shortages or surpluses by preventing the equilibrium price from being reached.
The document discusses the economic model of demand. It defines demand as the amount of a good or service a consumer wants to buy and is able to buy. The standard model of demand states that the quantity demanded depends on the good's own price, income, prices of other goods, and consumer preferences. It describes the demand curve as showing the quantity demanded at different prices, with all other factors held constant. The law of demand is that quantity demanded is negatively related to price. Changes in factors other than price cause the demand curve to shift.
This document discusses demand, supply, and market equilibrium. It defines key concepts such as demand curves, supply curves, and how equilibrium price and quantity are determined by the intersection of supply and demand. Determinants of demand and supply are outlined. The document also discusses how shifts in supply or demand curves impact equilibrium. Consumer and producer surplus are introduced as measures of efficiency in competitive markets.
This document provides an overview of supply and demand, which is a fundamental concept in economics. It defines supply and demand, and explains the laws of supply and demand. Supply refers to how much of a good or service producers are willing to provide at a given price, while demand refers to how much is desired by consumers at a given price. The law of demand states that demand increases as price decreases, while the law of supply states that supply increases as price increases. Equilibrium occurs when supply and demand are equal, resulting in an efficient allocation of resources. The relationship between supply and demand determines the price in a market economy.
The document discusses the market forces of supply and demand. It defines demand and supply, and explains how demand and supply curves are determined by various factors. The demand curve shows the relationship between price and quantity demanded, while the supply curve shows the relationship between price and quantity supplied. The market reaches equilibrium when quantity demanded equals quantity supplied at the market price.
This document provides definitions and explanations of key economic terms related to unemployment and inflation. It defines stagflation as high inflation combined with rising unemployment. The labor force is defined as non-institutionalized individuals over 16 who are working or looking for work. To be counted as unemployed, one must have no job but looked for work in the last four weeks. The labor force participation rate is the ratio of the labor force to the working age population. Seasonal and structural unemployment are also defined. Demand-pull and cost-push inflation are explained as outward and inward shifts of the aggregate supply and demand curves, respectively.
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
More Related Content
Similar to ECON 103-06 (MacNeil) The In-Class Assignment on March 2.docx
ECONOMICS - LESSON PLAN - CLASS 11 - CH 11 PRICE DETERMINATION.docRavikumar B
This lesson plan outlines a 4 period economics class for 11th grade students covering price determination and simple applications of demand and supply. The topics to be covered include determining market equilibrium, effects of changes in demand and supply, simple applications, and price ceilings and floors. Teaching methods will include text copies, real-world examples, and a PowerPoint presentation.
This document discusses the economic concepts of supply and demand. It begins by asking questions about factors that affect supply and demand, and how supply and demand determine price and quantity. It then defines key terms like market, competitive market, demand schedule, demand curve, individual demand versus market demand. It discusses factors that can shift the demand curve, like number of buyers, income, prices of related goods, tastes, and expectations. It then defines the supply schedule, supply curve, individual supply versus market supply. Finally, it discusses factors that shift the supply curve, like input prices, technology, number of sellers, and expectations.
The document provides definitions and explanations of key economic concepts related to demand and supply. It tests the reader's understanding through 30 multiple choice questions that cover topics like demand curves, market demand, the law of demand, determinants of demand, supply curves, market supply, the law of supply, and equilibrium price and quantity. The questions assess comprehension of how price impacts quantity demanded and supplied, how to derive market curves from individual curves, and how shifts in demand and supply affect equilibrium outcomes.
This document is an assignment cover sheet for a microeconomics course. It lists the student's name and ID, course details, and learning outcomes which include explaining impacts of government policy, calculating consumer and producer surplus, discussing how market structure affects price and output, and demonstrating budget preparation.
The assignment contains 20 multiple choice questions testing concepts like laws of supply and demand, price elasticity, market equilibrium, and how shifts in supply and demand curves affect equilibrium price and quantity. It also contains an open response section asking to analyze a supply and demand schedule for oil, calculate equilibrium price and quantities, determine how total revenue and elasticities change with price changes, and advise how to return to equilibrium if price decreases.
The document discusses factors that determine the demand and supply of products, including price, income, tastes, population, and expectations. It defines demand and supply schedules/curves, and explains how movements along and shifts of the curves occur. Equilibrium price and quantity are explained as the point where the demand and supply curves intersect. The document also covers factors that influence a firm's product choices, size, and location decisions, such as costs, competition, resources, and proximity to markets and transportation. Key considerations for firms include profitability, demand, resource availability, and government policies.
Here are the steps to solve this problem using the midpoint method:
(a) Calculate the midpoint of the price and quantity demanded for each row when income is $10,000:
$8 and 40 DVDs => Midpoint = 24 DVDs
$10 and 32 DVDs => Midpoint = 31 DVDs
$12 and 24 DVDs => Midpoint = 27 DVDs
$14 and 16 DVDs => Midpoint = 16 DVDs
$16 and 8 DVDs => Midpoint = 12 DVDs
(b) Plot the midpoints on a graph with Price on the y-axis and Quantity Demanded on the x-axis. Connect the points to draw the demand curve when income
The document discusses the concepts of supply and demand. It defines demand as willingness to buy and supply as willingness to sell. It explains that demand curves have a negative slope, as price and quantity demanded move in opposite directions - as price falls, quantity demanded rises. Supply curves have a positive slope, as price and quantity supplied move in the same direction - as price rises, quantity supplied also rises. The document outlines several factors that can shift the demand and supply curves by impacting willingness to buy or sell, such as income, prices of related goods, technology, and consumer preferences.
A graph…….a.can be used to show either a positive or neg.docxssuser774ad41
A graph…….
a.
can be used to show either a positive or negative relationship between two variables.
b.
can illustrate both demand and supply.
c.
is used because it is impossible to describe any economic relationship verbally.
d.
all of the above.
e.
both a) and b) are correct.
2.
If less people buy coffee as income declines, then coffee is
a.
a complementary good.
b.
a substitute good.
c.
a normal good.
d.
an inferior good.
3.
Consider that when the price of a good increases, like hamburgers people buy less of that good and less of a complementary good such as ketchup.
Therefore if the price of hamburgers increases,
the quantity demanded of hamburgers will decrease and the demand curve for
ketchup will shift to the left.
the quantity demanded of hamburgers will increase and the demand curve for
ketchup will shift to the left.
the quantity demanded of hamburgers will decrease and the demand curve for
ketchup will shift to the right.
the quantity demanded of hamburgers will increase and the demand curve for ketchup will shift to the right.
4.
If insurance companies are compelled by law to decrease their rates 5% for high-risk drivers, what would be the most likely outcome for high-risk drivers according to supply and demand analysis?
a.
High-risk drivers will be better off since there will be an increase in the supply for insurance.
b.
High-risk drivers will be better off since there will be an increase in the demand for insurance.
c.
Many high-risk drivers may be unable to purchase insurance since the likely outcome of the law may be to cause a shortage of insurance for high-risk drivers.
d.
both b) and c) are correct.
5.
Which of the following forecasts for revenue are correct when the price of x declines?
a.
increased revenue in the price elastic case and decreased revenue in the price inelastic case
b.
decreased revenue in the price elastic case and increased revenue in the price inelastic case
c.
increase in revenue no matter what the elasticity coefficient is
d.
decrease in revenue no matter what the elasticity coefficient is
6.
The demand for food is likely to be more
than the demand for meat.
The relates to the elasticity determinant of
________.
a.
elastic – price relative to income
b.
inelastic – price relative to income
c.
elastic – number of substitutes
d.
inelastic – number of substitutes
7.
If you enjoyed wine so much that the more you had, the better it tasted, then the marginal utility of additional wine would be
a.
positive and declining
b.
negative
c.
zero
d.
increasing
8.
If the demand for corn shifts to the right, it may have been caused by
a.
the price of corn declining.
b.
more people needing corn for recipes.
c.
the price of corn increasing.
d.
both a) and b) are correct.
9.
The paradox of value suggests that one will pay
a. more for water than diamonds.
b. more for a luxury cruise than water.
c. more for .
The document summarizes key concepts related to demand, supply, and market equilibrium. It defines the laws of demand and supply, explaining the inverse relationship between price and quantity demanded, and the direct relationship between price and quantity supplied. It discusses how demand and supply curves are determined from schedules and how they interact to reach market equilibrium. The summary also outlines factors that can cause shifts in demand or supply and how these shifts impact equilibrium price and quantity. Disequilibrium situations like surpluses, shortages, price floors and ceilings are also covered.
This document discusses how shifts in both supply and demand can impact the equilibrium price and quantity in a market. It provides an example where the supply of salmon decreases due to a drought and the demand for salmon increases due to a medical report on its health benefits. Graphically, a decrease in supply shifts the supply curve left and an increase in demand shifts the demand curve right. The combined effect is an increase in the equilibrium price, but the impact on equilibrium quantity is ambiguous as the shifts counteract each other along the quantity axis.
1. The law of demand implies that sellers will offer .docxkarisariddell
1. The law of demand implies that:
sellers will offer less on the market at lower prices.
consumers will buy more at lower prices.
sellers will offer more on the market at higher prices.
consumers are not responsive to price changes.
2. An increase in the demand for gasoline today caused by concerns that gasoline prices will be
higher tomorrow is most likely attributable to a change in:
consumer preferences.
consumer expectations.
income.
prices of other goods.
3. If the price of hamburger decreased, it would probably result in _____ in the demand for
hamburger buns.
random fluctuations
no change
an increase
a decrease
4. A decrease in supply is caused by:
an advancement in the technology for producing the good.
an increase in the price of goods that are used in production.
an increase in the number of producers.
suppliers' expectations of lower prices in the future.
5. Figure: The Demand and Supply of Wheat
Reference: Ref 3-6
(Figure: The Demand and Supply of Wheat) Look at the figure The Demand and Supply of
Wheat. If a price of $8 temporarily exists in this market, a _____ of _____ bushels will
result.
surplus; 6,000
surplus; 4,000
shortage; 2,000
shortage; 4,000
6. If the market for buffalo meat is in equilibrium, the price of buffalo meat will probably
_____ in the near future.
decrease
increase considerably
increase
not change
7. Figure: Four Markets for DVDs
Reference: Ref 3-9
(Figure: Four Markets for DVDs) Look at the figure Four Markets for DVDs. Which of the
graphs illustrates what may happen in the market for DVDs if D1 or S1 is the original curve
and D2 or S2 is the new curve and if the cost of producing DVDs falls?
C
D
A
B
8. Figure: Shifts in Demand and Supply II
Reference: Ref 3-11
(Figure: Shifts in Demand and Supply II) Look at the figure Shifts in Demand and Supply II.
The graph shows how supply and demand might shift in response to specific events. Suppose
scientists discover that eating pomegranates causes aging. Which panel BEST describes how
this will affect the market for pomegranates?
panel C
panel B
panel D
panel A
9. Figure: Shifts in Demand and Supply III
Reference: Ref 3-12
(Figure: Shifts in Demand and Supply III) Look at the figure Shifts in Demand and Supply
III. The figure shows how supply and demand might shift in response to specific events.
Suppose consumer incomes increase. Which panel BEST describes how this will affect the
market for designer boots, a normal good?
panel B
panel C
panel A
panel D
10. For consumers, pizza and hamburgers are substitutes. A rise in the price of a pizza causes
_____ in the equilibrium price of a hamburger and _____ in the equilibrium quantity of
hamburgers.
a rise; a decrease
a fall; an increase
a rise; an increase
a fall; a decrease .
1. During a recession the economy experiencesa. rising employm.docxadolphoyonker
1. During a recession the economy experiences
a.
rising employment and income.
b.
rising employment and falling income.
c.
rising income and falling employment.
d.
falling employment and income.
2. Most economists use the aggregate demand and aggregate supply model primarily to analyze
a.
short-run fluctuations in the economy.
b.
the effects of macroeconomic policy on the prices of individual goods.
c.
the long-run effects of international trade policies.
d.
productivity and economic growth.
3. The classical dichotomy refers to the separation of
a.
prices and nominal interest rates.
b.
taxes and government spending.
c.
decisions made by the public and decisions made by the government.
d.
real and nominal variables.
4. According to classical macroeconomic theory, changes in the money supply affect
a.
variables measured in terms of money and variables measured in terms of quantities or relative prices
b.
variables measured in terms of money but not variables measured in terms of quantities or relative prices
c.
variables measured in terms of quantities or relative prices, but not variables measured in terms of money
d.
neither variables measured in terms of money nor variables measured in terms of quantities or relative prices
5. Most economists believe that money neutrality
a.
does not hold in the short run.
b.
does not hold in the long run.
c.
does not hold in either the short run or long run.
d.
holds in the short run and the long run.
6. The aggregate demand and aggregate supply graph has
a.
quantity of output on the horizontal axis. Output can be measured by the GDP deflator.
b.
quantity of output on the horizontal axis. Output can be measured by real GDP.
c.
quantity of output on the vertical axis. Output can be measured by the GDP deflator.
d.
quantity of output on the vertical axis. Output can be measured by real GDP.
7. Aggregate demand includes
a.
the quantity of goods and services the government, households, firms, and customers abroad want to buy.
b.
neither the quantity of goods and services the government, households, nor firms want to buy nor the quantity of goods and services customers abroad want to buy.
c.
the quantity of goods and service the government wants to buy, but not the quantity of goods and services households, firms, or customers abroad want to buy.
d.
the quantity of goods and services households and firms want to buy, but not the quantity of goods and services the government wants to buy.
8. Other things the same, a decrease in the price level motivates people to hold
a.
less money, so they lend less, and the interest rate rises.
b.
less money, so they lend more, and the interest rate falls.
c.
more money, so they lend more, and the interest rate rises.
d.
more money, so they lend less, and the interest rate falls.
9. When the dollar depreciates, U.S.
a.
net exports rise, which increases the aggregate quantity.
The document discusses the fundamental economic concepts of supply and demand. It explains that demand refers to how much of a product is desired by buyers at different prices, while supply represents how much of a product producers are willing to offer at different prices. The relationship between these two concepts, supply and demand, determines the price and quantity of a good sold in a market. The document outlines the laws of demand and supply, which describe how quantity demanded and supplied change in response to price changes. It also discusses how equilibrium price and quantity are reached when supply and demand are equal, and how disequilibrium can occur when supply and demand are not equal.
This document provides solutions to homework problems in an economics course. It addresses questions about indifference curves, demand curves, elasticity, and consumer choice. For question 1, the summary discusses how indifference curves can slope upward if one good is "bad" and consumers prefer less of it. For question 3, it summarizes that Janelle will spend all her budget on gas mileage while Brian will spend equal amounts on styling and gas mileage. For question 9, it states that if prices increase 10% for computer chips and disk drives, chip sales will fall 20% while being elastic, and drive sales will fall 10%, keeping revenue the same.
The document summarizes key concepts from Chapter 3 of Principles of Macroeconomics relating to demand and supply. It includes 24 figures that illustrate the demand curve shifting in response to various factors, the supply curve shifting due to cost changes, and how equilibrium price and quantity are impacted by shifts in demand and supply. The figures also demonstrate consumer and producer surplus and how price ceilings and floors can create shortages or surpluses by preventing the equilibrium price from being reached.
The document discusses the economic model of demand. It defines demand as the amount of a good or service a consumer wants to buy and is able to buy. The standard model of demand states that the quantity demanded depends on the good's own price, income, prices of other goods, and consumer preferences. It describes the demand curve as showing the quantity demanded at different prices, with all other factors held constant. The law of demand is that quantity demanded is negatively related to price. Changes in factors other than price cause the demand curve to shift.
This document discusses demand, supply, and market equilibrium. It defines key concepts such as demand curves, supply curves, and how equilibrium price and quantity are determined by the intersection of supply and demand. Determinants of demand and supply are outlined. The document also discusses how shifts in supply or demand curves impact equilibrium. Consumer and producer surplus are introduced as measures of efficiency in competitive markets.
This document provides an overview of supply and demand, which is a fundamental concept in economics. It defines supply and demand, and explains the laws of supply and demand. Supply refers to how much of a good or service producers are willing to provide at a given price, while demand refers to how much is desired by consumers at a given price. The law of demand states that demand increases as price decreases, while the law of supply states that supply increases as price increases. Equilibrium occurs when supply and demand are equal, resulting in an efficient allocation of resources. The relationship between supply and demand determines the price in a market economy.
The document discusses the market forces of supply and demand. It defines demand and supply, and explains how demand and supply curves are determined by various factors. The demand curve shows the relationship between price and quantity demanded, while the supply curve shows the relationship between price and quantity supplied. The market reaches equilibrium when quantity demanded equals quantity supplied at the market price.
This document provides definitions and explanations of key economic terms related to unemployment and inflation. It defines stagflation as high inflation combined with rising unemployment. The labor force is defined as non-institutionalized individuals over 16 who are working or looking for work. To be counted as unemployed, one must have no job but looked for work in the last four weeks. The labor force participation rate is the ratio of the labor force to the working age population. Seasonal and structural unemployment are also defined. Demand-pull and cost-push inflation are explained as outward and inward shifts of the aggregate supply and demand curves, respectively.
Similar to ECON 103-06 (MacNeil) The In-Class Assignment on March 2.docx (20)
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
Annual Report to the Nation on the Status of Cancer,Part I .docxjack60216
Annual Report to the Nation on the Status of Cancer,
Part I: National Cancer Statistics
Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3;
Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5;
Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6
BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer
Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates
on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI-
funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the
National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all can-
cers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the
annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec-
tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to
2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015
decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5-
year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18
most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14
of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal
(men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and
women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men
only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial
and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other
racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men
and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from
2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV)
for colorectal cancer, from 55.
Annotated BibliographyDue 1212019 @ 12pm Eastern Time (Unite.docxjack60216
Annotated Bibliography
Due 12/1/2019 @ 12pm Eastern Time (United States)
3-5 pages
Must be in APA format
Must use a minimum of 8
scholarly article
Must be submitted through turnitin and submit the report
Instructions are attached
.
Annotated BibliographyFor this assignment, you will create an .docxjack60216
Annotated Bibliography
For this assignment, you will create an annotated bibliography on social determinants.
- Select five articles you wish to annotate. Make certain to select different types of disparities, such as race, gender, SES, age, language, liability status, etc.
For more information about the elements of an
Annotated Bibliography
.
Attached, you will find a document that can provide more in-depth information on how to construct an annotated bibliography, including samples.
FREE OF PLAGIARISM (TURNITIN ASSIGNMENT)
.
Annotated bibliography due in 36 hours. MLA format Must incl.docxjack60216
Annotated bibliography due in 36 hours.
MLA format
Must include 8 sources
Annotations should be between 4 to 7 sentences.
PLEASE PLEASE PLEASE review ALL attachments because they are very important and are beneficial for the next part (research paper).
The book is Things Fall Apart by Chinua Achebe.
I also included an attachment for the research paper so you can know what to focus on for the annotated bib.
.
Analyzing a Short Story- The Necklace by Guy de MaupassantIntro.docxjack60216
Analyzing a Short Story- The Necklace by Guy de Maupassant
Intro
- 5 to 8 line and thesis = what you think is the major theme of the story at end of the intro just a one sentence.
Plot
- What is the plot? (2-3 lines summary)
Understandable or too complex?
Tension/conflict?
Too fast/slow? Appropriate?
Characters
- Indentify major character(s)
Descriptions of major characters; must have at least one physical description and one personality description for each major character
Stereotypes and break in stereotypes of major characters
Setting
- Geographical (city/state/country)
Time period (year/time of year/day/time of day)Specific (house/village, etc)
Cultural (any prevailing social/ political /religious conditions that affect/ influence the story )
Narrator
- Is it internal (one of the characters in the story)Or is it external (someone outside the story)Which do you prefer and why?
Images/Symbols- Images or symbols used (must have at least one human and one non-human) Must explain what each one symbolizes.
Theme/Message-
What is the main message of the story? Explain how you arrived at your answer.
Conclusion (1 Para, exactly 10 lines)
Length: 4 pages
(not counting Works Cited)
Length starts with first word of intro para (NOT top of first page)
Make sure on each full page you have 23 lines total; otherwise, you will have to make up those lines on the last page to meet the minimum length requirement.
must be original writing and no plagiarism and cannot use any other website then the short story that is provided.
sample of essay example provided below.
.
Andy Sylvan was the assistant director of the community developm.docxjack60216
Andy Sylvan was the assistant director of community development in Greenwood. He helped the Governor uncover financial mismanagement of a state grant by Sylvan's boss, Rose Almindinger. However, after helping the Governor, Sylvan's career suffered - he was passed over for a promotion, received a poor performance review, and faced ostracization at work. He eventually left his job and took a teaching position with less pay due to how he was treated after blowing the whistle on corruption.
Annotated Bibliography Althaus, F. U.S. Maternal Morta.docxjack60216
Annotated Bibliography
Althaus, F. “U.S. Maternal Mortality Has Continued Its Decline, but Risk Remains Higher
among Minority Women.” Family Planning Perspective, vol. 23, no. 3, May 1991, pp.
140–141. EBSCOhost, doi: 10.2307/2135829.
According to the article by F. Althaus, the development in the American health system
has continuously transformed the health sector and the delivery environment among expectant
mothers. When compared to the previous era, expectant White-American mothers are delivering
safely, specifically those who live in states where the quality of health infrastructure and services
are high. Unfortunately, though, the population of people of color’s maternal mortality rate is
increasingly reporting the highest in minority communities due to the low quality of health
infrastructure and services in their living environments. Althaus presents that both maternal and
child mortality rates among Black mothers are three times that of Whites. This author stretches
the discussion to address the long history of birth oppression among Black mothers and the
strategies that have been applied to suppress these oppressions. The author outlines that the
Black, marginalized, population contributes significantly to the American ecosystem. Therefore,
providing quality service, especially for the expectant mothers of color, should be something the
federal government sees as a must do instead of coming up with illegal family planning
approaches with a hidden agendas. It is imperative that equity prevails for all races during
maternity and childbirth.
El Sayed, Abdulrahman M., et al.: Social Environment, Genetics, and Black-White
Disparities in Infant Mortality."Paediatric & Perinatal Epidemiology, Vol.29. no.6.
November.2015.pp.546-551.EBSCOhost.doi:10.1111/ppe.12227
The above article presents information on genetics and one’s surroundings as the factors
that interplay and produce the wellness of the population within a given place. The article
discusses parental race differences and vulnerabilities of infant mortality rates through studying
how genes and a person’s environment could shape these perinatal vulnerabilities. El Sayed
found that the dynamic of child deaths continue to increase among the black community with
said improvement in the health sector impacting only the white population. Instead of genetics
being the main impact on child deaths, it is shown that race-driven prejudice and structural
socio-economic opportunities of social surroundings is a great explanation of why there are
racial differences in infant mortality rates. Despite these factors being proven to be contributing
to the number of deaths among infants, the government does little to address the associated risk
factors. The author recommends that the federal government could mitigate the social factors and
introduce more diverse healthcare providers to promote wellness among Black-American
expectant mothers.
.
Ann, a community nurse, made an afternoon home visit with Susan and .docxjack60216
Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. "I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn't let me help him with his laundry. I felt terrible! I am at my wits' end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan's father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.
.
Andrea Walters Week 2 Main Post The key functional area of n.docxjack60216
Andrea Walters' Week 2 Main Post: The key functional area of nursing informatics relevant to me is education and consultant. Education is relevant as newly hired nurses need education to be competent with the electronic health records (EHR) used in the specialty. I precept nurses new to oncology and educate them on how informatics is used in oncology, how data is placed into the EHRs and how then used by informaticists. Consultant is relevant when there has been an issue, I have been used as a consultant and a liaison between nursing science and computer science. I have given my knowledge to the EHR developers on how they may better serve other oncology practices. Although I have been used as a consultant, oncology is constantly changing. Technology informatics guiding education reform (TIGER) has core competencies for specific areas. One core competency area under direct patient care is enhance information and knowledge management (Hubner et al., 2018). This competency will aid me to become more proficient in oncology and using a database by engaging in researching upcoming and new evidence-based practice. This competency is necessary to help identify problems and become part of the solution instead of waiting on the organization to develop solutions. The plan for developing this competency is to subscribe to an oncology journal, such as The Oncology Nurse to further my education outside of work, and research evidence-based practice through the organization’s research database, CINHAL. I will set aside 30 minutes twice weekly to research and read to develop this competency. Developing this competency will help refine and improve my skills and move from being a good to an expert nurse consultant and educator. Continuing education concentrating on informatics is necessary for all nurses in order to productively participate with content and dialogue that correlates to the informatics realm as nursing informatics is a rapidly changing field (Yen, Kennedy, Phillips & Collin, 2017). References Hubner, U., Shaw, T., Thye, J., Egbert, N., Marin, H., Chang, P., ... Ball, M. (2018). Technology informatics guiding education -TIGER. Methods of Information in Medicine, 57(S 01), e30-342. doi: 10.3414/ME17-01-0155 Yen, P., Kennedy, M., Phillips, A., & Collins, S. (2017). Nursing informatics competency assessment for the nurse leader. The Journal of Nursing Administration, 47(5), 271-277. doi: 10.1097/NNA.0000000000000478
.
and emergency CPR all changed ways of thinking about risk of death.docxjack60216
and emergency CPR all changed ways of thinking about risk of death, so too did the idea of organs moving among family members, friends, or even strangers open up social and familial obligations to being expressed via emerging medical-technical means.” (p. 166)
Using this quote as a point of entry, write about 2-3 pages (double-spaced) about how the practice of medicine in the US has “opened up” new ways of living in a world imbued with social, cultural and political meanings and values. You can use any examples and materials you want (either covered in class or not). Make sure you quote your sources.
Choose a picture that best illustrates for you the social and/or cultural and/or political significance of the Covid-19 public health crisis. It can be a picture taken by you or found somewhere else (mention the sources either way). Write a mini-essay of about 200 words, explaining why that particular image captures, in your opinion, something important about the pandemic. Give a title to your mini-essay. Be as creative as you would like. Upload the picture and the text in one document.
BOTH prompts are mandatory. Upload them on BlueLine by November 24 at 5 pm.
.
analyze, and discuss emerging ICT tools and technologies present.docxjack60216
analyze, and discuss emerging ICT tools and technologies presenting the potential to enhance policy making. Visualization tool are discussed in
Visualization tools help users better understand data and provide a more meaningful view in context, especially by presenting data in a graphical form.
Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans.
Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
Initial Post:
Create a new thread. As indicated above, (1) Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans. (2) Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
In order to receive full credit for the initial discussion post, you must include at least two citations (APA) from academic resources
.
Analyzing a Research ArticleNote Please complete this dis.docxjack60216
Analyzing a Research Article
Note
: Please complete this discussion before completing the assignment in this unit.
For this discussion, select one of the peer-reviewed
In your initial post:
Cite the article and provide your own analysis of it. Use the general outline for analyzing a research article from the Analyze Results page (link given in the resources).
State why this specific article is important to your course project.
Post according to the Faculty Expectations Response Guidelines. Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation should be from materials you have read during this unit. It may be from course textbooks, assigned readings, or an outside source.
Overprescribing antiobics
References
Brink, A. J., Messina, A. P., Feldman, C., Richards, G. A., Becker, P. J., Goff, D. A., ... & Alliance, N. A. S. S. (2016). Antimicrobial stewardship across 47 South African hospitals: an implementation study.
The Lancet Infectious Diseases
,
16
(9), 1017-1025.
Dobson, E. L., Klepser, M. E., Pogue, J. M., Labreche, M. J., Adams, A. J., Gauthier, T. P., ... & Task, S. C. P. A. S. (2017). Outpatient antibiotic stewardship: Interventions and opportunities.
Journal of the American Pharmacists Association
,
57
(4), 464-473.
.
Analyze the Civil Rights Movement of the 1950s and 1960s. What p.docxjack60216
Analyze the Civil Rights Movement of the 1950s and 1960s. What progress did the movement make in the U.S. Supreme Court? How did southern segregationists react to the Court’s decisions? Who was Emmett Till, and what happened to him? Explain the Montgomery Bus Boycott and its impact. What style of protest did Martin Luther King, Jr. (MLK) and civil rights activists practice? How did college students become engaged in the movement? Who were the Freedom Riders? How did Civil Rights activists advocate for voting rights and address social and economic inequities in the United States? What is the legacy of the Civil Rights Movement?
.
Analytical Research Project InstructionsINFA 630 – Intrusion.docxjack60216
Analytical Research Project Instructions
INFA 630 – Intrusion Detection and Intrusion Prevention
Summary
This is a paper describing the results of an analytical research project, worth 25% of your total grade. Your paper should be 10-12 pages, double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. Your paper must use APA formatting with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. Following UMUC policy, all students must upload their papers to Turnitin.com (following instructions provided by your instructor), produce and review an originality report, and submit the final version of the paper to your Assignment Folder prior to the submission deadline.
Paper Topic Selection
Prior to writing your paper, you must submit a short, ungraded, topic proposal. You should submit your intended research paper topic by the end of Session 3. The purpose of this preliminary milestone is to provide your instructor the opportunity to confirm the appropriateness of your proposed topic, sufficiently early in the course to allow for topic revision if necessary. It will be helpful if you include, with your proposed paper topic, the sort of research you intend to do and any specific sources you may have already found or plan to use in researching your topic. Your instructor will provide feedback on the suitability of the proposed topic by the start of Session 5. Students who do not provide a proposed topic will be preparing their research papers "at risk;"
i.e.
, they will run the risk of delivering a paper reflecting research that is not suitable for this course.
Analytical Research Project
The purpose of the Research Project is to develop an in-depth understanding of the intrusion detection and/or prevention technology and the way in which such technology is used to protect specific computing environments against specific threats. To arrive at this understanding, your project may choose to follow either one of two analytical approaches:
1. Analysis of a tool or technique including functional applicability and limitations
2. Analysis of environmental security requirements and technologies to meet those requirements
Tool-centric Research
: Projects of the first type will focus on a specific tool, technique, or method used in intrusion detection or intrusion prevention. Choosing a topic for this type of project will mean selecting the tool you want to research and analyze and developing a research question or thesis statement that your research is intended to answer. The analysis for a tool-centric research project should emphasize the use and application of the tool, technique, or method rather than a simple explanation of its features. If you choose a product or tool with a broad set of capabilities, you may choose to provide an analysis of one or more aspects of the tool. The paper distills fundamental issues, focuses on one available solution, a.
Analyze the performance of the leadership of an organization (Netfli.docxjack60216
Analyze the performance of the leadership of an organization (Netflix). The focus of this paper (4-6 pages) will be on the actions taken by the corporate leadership in the face of the global financial crisis since 2007. For the purpose of assurance of learning, one score will be given, based on the articulation of the situation, interaction style, goal-setting process, and leadership behaviour. Figure out exactly what was the reaction to the difficult business environment. Just pick a few things (or even only one and go in detail).
.
Analyze the subjective portion of the note. List additiona.docxjack60216
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
ABDOMINAL ASSESSMENT NOTE
Subjective:
• CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
• PMH: HTN, Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs
• Allergies: NKDA
• FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
• VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Skin: Intact without lesions, no urticaria
• Abd: soft, hyperactive bowel sounds, pos pain in the LLQ
• Diagnostics: None
Assessment:
• Left lower quadrant pain
• Gastroenteritis
.
Analyze the measures your state and local community have in pl.docxjack60216
Analyze the measures your state and local community have in place to prepare hospitals for two (2) different types of threats to public health. Question whether the design of these measures allows for the sufficient protection of the population in the face of an imminent threat. Justify your response.
Examine two to three (2-3) changes to the preparedness policies of your chosen state and federal government agencies. Determine the significant social, political, or environmental factors that have influenced these changes. Provide support for your rationale.
.
Analyze two (2) advantages and two (2) disadvantages of creati.docxjack60216
Analyze two (2) advantages and two (2) disadvantages of creating portable learning assets for an LMS.
Research alternatives to Shareable Content Object Reference Model (SCORM). Determine at least one (1) alternative to SCORM and recommend a way for an organization of your choice to package its assets to make them portable. Explain your rationale.
.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ECON 103-06 (MacNeil) The In-Class Assignment on March 2.docx
1. ECON 103-06 (MacNeil) The In-Class Assignment on
March 26th SPRING 2015
On Thursday, March 26th there will be no lecture in class.
Instead, we’ll have the 3rd quiz of the semester, andwe’ll have
the “in-class assignment.” The in-class assignment will consist
of some of the following questions. Since this document with
the questions is available on Blackboard in advance, you have a
shot at answering them all correctly and scoring all of the 120
points the in-class assignment is worth. The questions you will
have to answer in class won’t be changed in any way from what
you see below, but you won’t be asked all of them, and the
order in which they are asked may be different from their order
below.
1. If a portion of a demand curve obeys the law of demand, than
that portion of the curve:
(a) slopes up and to the right.
(b) slopes down and to the right.
(c) is horizontal.
(d) is vertical.
2. If a portion of a supply curve obeys the law of supply, than
that portion of the curve:
(a) slopes up and to the right.
(b) slopes down and to the right.
(c) is horizontal.
(d) is vertical.
3. According to the law of demand, the relationship between the
quantity demanded of a good and its price is a relationship
(ceteris paribus), so when graphed demand slopes .
A. positive; up
2. B. positive; down
C. negative; up
D. negative; down
4. According to the law of supply, the relationship between the
quantity supplied of a good and its price is a relationship
(ceteris paribus), so when graphed supply slopes .
A. positive; up
B. positive; down
C. negative; up
D. negative; down
Table 1:
Supply by company #1Supply by company #2Supply by
company #3
P QS P QS
P QS
($/lb.)(lbs./month)($/lb.)(lbs./month)($/lb.)(lbs./month)
30 9 30 8
30 5
20 8 20 4
20 4
10 7 10 1 10
2
5. Suppose there are only 3 companies that supply a product to
the market. Each company’s supply is shown in Table 1 above.
Fill in the table that’s just below this question to show market
supply of the good.
Market Supply
P QS
($/lb.)(lbs./month)
30
20
10
3. 6. Suppose company #2 in Table 1 goes out of business. Fill in
the table that’s just below this question to show market supply
of the good.
Market Supply
P QS
($/lb.)(lbs./month)
30
20
10
7. Consider your answers to questions 5 and 6. When company
#2 went out of business supply
A. increased (the supply curve shifted to the right).
B. increased (the supply curve shifted to the left).
C. decreased (the supply curve shifted to the right).
D. decreased (the supply curve shifted to the left).
Table 2:
Demand by person #1Demand by person #2Demand by person
#3
P QS P QS
P QS
($/lb.)(lbs./month)($/lb.)(lbs./month)($/lb.)(lbs./month)
36 2 36 8
36 5
24 4 24 4
24 4
12 6 12 1 12
2
8. Suppose there are only 3 people that demand a good. Each
person’s demand is shown in Table 2, above. Fill in the table
just below this question to show market demand for the good.
Market Demand
P QD
($/ton)(tons/month)
4. 36
24
12
9. Suppose person #1 in Table 2 stops demanding the good.
Fill in the just below this question to show market demand for
the good.
Market Demand
P QD
($/ton)(tons/month)
36
24
12
10. Consider your answers to questions 8 and 9. When person
#1 stopped demanding the good market demand for the good
A. increased (the demand curve shifted to the right).
B. increased (the demand curve shifted to the left).
C. decreased (the demand curve shifted to the right).
D. decreased (the demand curve shifted to the left).
11. On the graph of demand for a good, an increase in demand
will show up as
A. a shift to the right by the demand curve.
B. a shift to the left by the demand curve.
C. movement up and to the right along a stationary demand
curve.
D. movement down and to the right along a stationary demand
curve.
E. movement up and to the left along a stationary demand curve.
F. movement down and to the left along a stationary demand
curve.
12. On the graph of demand for a good, a decrease in demand
will show up as
A. a shift to the right by the demand curve.
5. B. a shift to the left by the demand curve.
C. movement up and to the right along a stationary demand
curve.
D. movement down and to the right along a stationary demand
curve.
E. movement up and to the left along a stationary demand curve.
F. movement down and to the left along a stationary demand
curve.
13. If demand for a good obeys the "law of demand," then an
increase in the price of the good causes
A. a shift to the right by the demand curve.
B. a shift to the left by the demand curve.
C. movement up and to the right along a stationary demand
curve.
D. movement down and to the right along a stationary demand
curve.
E. movement up and to the left along a stationary demand curve.
F. movement down and to the left along a stationary demand
curve.
14. If demand for a good obeys the "law of demand," then an
increase in the price of the good causes
A. an increase in the quantity of the good demanded, but no
change in the demand for the good.
B. a decrease in the quantity of the good demanded, but no
change in the demand for the good.
C. an increase in demand for the good.
D. a decrease in demand for the good.
15. If demand for a good obeys the "law of demand," then a
decrease in the price of the good causes
A. a shift to the right by the demand curve.
B. a shift to the left by the demand curve.
C. movement up and to the right along a stationary demand
curve.
6. D. movement down and to the right along a stationary demand
curve.
E. movement up and to the left along a stationary demand curve.
F. movement down and to the left along a stationary demand
curve.
16. If demand for a good obeys the "law of demand," then a
decrease in the price of the good causes
A. an increase in the quantity of the good demanded, but no
change in the demand for the good.
B. a decrease in the quantity of the good demanded, but no
change in the demand for the good.
C. an increase in demand for the good.
D. a decrease in demand for the good.
17. If supply of a good obeys the "law of supply," then an
increase in the price of the good will cause
A. an increase in the quantity of the good supplied, but no
change in the supply of the good.
B. a decrease in the quantity of the good supplied, but no
change in the supply of the good.
C. an increase in the supply of the good.
D. a decrease in the supply of the good.
18. If supply of a good obeys the "law of supply," then a
decrease in the price of the good will cause
A. an increase in the quantity of the good supplied, but no
change in the supply of the good.
B. a decrease in the quantity of the good supplied, but no
change in the supply of the good.
C. an increase in the supply of the good.
D. a decrease in the supply of the good.
19. On the graph of the supply of a good, an increase in supply
will show up as
A. a shift to the right by the supply curve.
7. B. a shift to the left by the supply curve.
C. an increase in the slope of the supply curve.
D. a decrease in the slope of the supply curve.
E. movement up and to the right along a stationary supply
curve.
20. On the graph of the supply of a good, a decrease in supply
will show up as
A. a shift to the right by the supply curve.
B. a shift to the left by the supply curve.
C. an increase in the slope of the supply curve.
D. a decrease in the slope of the supply curve.
E. movement down and to the left along a stationary supply
curve.
21. If supply of a good obeys the "law of supply," then an
increase in the price of the good will cause
A. an increase in the quantity of the good supplied, but no
change in the supply of the good.
B. a decrease in the quantity of the good supplied, but no
change in the supply of the good.
C. an increase in the supply of the good.
D. a decrease in the supply of the good.
22. If supply of a good obeys the "law of supply," then a
decrease in the price of the good will cause
A. an increase in the quantity of the good supplied, but no
change in the supply of the good.
B. a decrease in the quantity of the good supplied, but no
change in the supply of the good.
C. an increase in the supply of the good.
D. a decrease in the supply of the good.
23. On the graph showing demand, quantity is on the axis and
price is on the axis.
A. horizontal; vertical
8. B. vertical; horizontal
24. On the graph showing supply, quantity is on the axis and
price is on the axis.
A. horizontal; vertical
B. vertical; horizontal
P QD QS
($/lb.)(lbs./day) (lbs./day)
9 1 6
7 5 5
5 8 4
3 12 3
1 17 0
Suppose the table above shows supply and demand in a market
for a good. Use it to answer questions 25 – 27.
25. The market equilibrium price is $ per lb., and the market
equilibrium quantity is lbs. per day. (You need to get both parts
of this right.)
26. If for some reason the market price is actually $9 per
pound, then in the market there will be a
[surplus shortage] of lbs. per day. (Answer by circling one of
the two words in brackets, and then by writing the correct
number in the blank. You need to get both parts of this right.)
27. If for some reason the market price is actually $3 per
pound, then in the market there will be a
[surplus shortage] of lbs. per day.
28. If supply and demand obey their laws then when the demand
for cement rises and the supply of cement doesn’t change
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE) of cement will rise.
9. B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
29. If supply and demand obey their laws and the demand for
cement falls and the supply of cement doesn’t change then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
10. M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
30. If demand and supply obey their laws and the demand for
cement doesn’t change and the supply of cement rises then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
31. If demand and supply obey their laws and the demand for
cement doesn’t change and the supply of cement falls then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
11. C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
32. Suppose in a market it is observed that the price of the good
has increased and the quantity being sold has increased. Which
one of the following could cause that?
A. An increase in supply.
B. A decrease in supply.
C. An increase in demand.
D. A decrease in demand.
33. Suppose in a market it is observed that the price of the good
has increased andthe quantity being sold has decreased. Which
one of the following could cause that?
A. An increase in supply.
B. A decrease in supply.
C. An increase in demand.
D. A decrease in demand.
34. Suppose in a market it is observed that the price of the good
has decreased andthe quantity being sold has increased. Which
12. one of the following could cause that?
A. An increase in supply.
B. A decrease in supply.
C. An increase in demand.
D. A decrease in demand.
35. Suppose in a market it is observed that the price of the good
has decreased and the quantity being sold has decreased. Which
one of the following could cause that?
A. An increase in supply.
B. A decrease in supply.
C. An increase in demand.
D. A decrease in demand.
36. If supply and demand obey their laws and the demand for
cement rises and the supply of cement rises then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
13. 37. If supply and demand obey their laws and the demand for
cement falls and the supply of cement falls then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
38. If supply and demand obey their laws and the demand for
cement rises and the supply of cement falls then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
14. J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
39. If supply and demand obey their laws and the demand for
cement falls and the supply of cement rises then
A. the market equilibrium price (PE) of cement will rise, and
the market equilibrium quantity (QE)of cement will rise.
B. PE will rise and QE will fall.
C. PE will rise and QE will stay the same..
D. PE will rise and QE might rise or fall or stay the same.
E. PE will fall and QE will rise.
F. PE will fall and QE will fall.
G. PE will fall and QE will stay the same.
H. PE will fall and QE might rise, or fall, or stay the same.
I. PE will stay the same and QE will rise.
J. PE will stay the same and QE will fall.
K. PE will stay the same and QE will stay the same.
L. PE will stay the same and QE might rise or fall or stay the
same.
M. PE might rise or fall or stay the same and QE will rise.
N. PE might rise or fall or stay the same and QE will fall.
0. PE might rise or fall or stay the same and QE will stay the
same.
P. PE might rise or fall or stay the same and QE might rise or
fall or stay the same.
40. Suppose the demand for a good is perfectly inelastic with
respect to price. If so, then if the supply of the good obeys the
15. law of supply, and the supply of the good rises, this increase in
supply will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
ALL 3 parts of the question).
40G. Be ready to sketch a graph of the situation described by
question 40. Label the horizontal axis Q and label the vertical
axis P. Label demand D. Label the first supply curve S1, and
label the second supply curve S2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 40G wrong.
41. Suppose the demand for a good is perfectly inelastic with
respect to price. If so, then if the supply of the good obeys the
law of supply, and the supply of the good falls, this decrease in
supply will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
ALL 3 parts of the question).
41G. Be ready to sketch a graph of the situation described by
question 41. Label the horizontal axis Q and label the vertical
axis P. Label demand D. Label the first supply curve S1, and
label the second supply curve S2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 41G wrong.
42. Suppose a market is in equilibrium, and then supply rises.
Assume supply and demand obey their laws. The increase in
16. supply will cause the market to move to a new equilibrium. If
in the case of this change demand is relatively inelastic, the
increase in supply will cause the market equilibrium price of the
good to [rise fall stay the same], we can expect that people
will buy [more less the same amount] of the good and as a
result total revenue of the sellers (and total spending by the
buyers!) will [rise fall stay the same]. (Circle the correct
answer to ALL 3 parts of the question).
43. Suppose a market is in equilibrium, and then supply falls.
Assume supply and demand obey their laws. The decrease in
supply will cause the market to move to a new equilibrium. If
in the case of this change demand is relatively inelastic, the
decrease in supply will cause the market equilibrium price of
the good to [rise fall stay the same], and we can expect that
people will buy [more less the same amount] of the good.
As a result total revenue of the sellers (and total spending by
the buyers!) will [rise fall stay the same]. (Circle the
correct answer to ALL 3 parts of the question).
44. Suppose a market is in equilibrium, and then supply rises.
Assume supply and demand obey their laws. The increase in
supply will cause the market to move to a new equilibrium. If
in the case of this change demand is relatively elastic, the
increase in supply will cause the market equilibrium price of the
good to [rise fall stay the same], and we can expect that
people will buy [more less the same amount] of the good.
As a result total revenue of the sellers (and total spending by
the buyers!) will [rise fall stay the same]. (Circle the
correct answer to ALL 3 parts of the question).
45. Suppose a market is in equilibrium, and then supply falls.
Assume supply and demand obey their laws. The decrease in
supply will cause the market to move to a new equilibrium. If
in the case of this change demand is relatively elastic, the
decrease in supply will cause the market equilibrium price of
17. the good to [rise fall stay the same], and we can expect that
people will buy [more less the same amount] of the good.
As a result total revenue of the sellers (and total spending by
the buyers!) will [rise fall stay the same]. (Circle the
correct answer to ALL 3 parts of the question).
46. Suppose a market is in equilibrium, and then supply rises.
Assume supply obeys its law. The increase in supply will cause
the market to move to a new equilibrium. If in the case of this
change demand is perfectly elastic, the increase in supply will
cause the market equilibrium price of the good to [rise fall
stay the same], and we can expect that people will buy [more
less the same amount] of the good. As a result total revenue
of the sellers (and total spending by the buyers!) will [rise
fall stay the same]. (Circle the correct answer to ALL 3 parts
of the question).
46G. Be ready to sketch a graph of the situation described by
question 46. Label the horizontal axis Q and label the vertical
axis P. Label demand D. Label the first supply curve S1, and
label the second supply curve S2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 46G wrong.
47. Suppose a market is in equilibrium, and then supply falls.
Assume supply obeys its law. The decrease in supply will cause
the market to move to a new equilibrium. If in the case of this
change demand is perfectly elastic, the decrease in supply will
cause the market equilibrium price of the good to [rise fall
stay the same], and we can expect that people will buy [more
less the same amount] of the good. As a result total revenue
of the sellers (and total spending by the buyers!) will [rise
fall stay the same]. (Circle the correct answer to ALL 3 parts
of the question).
18. 47G. Be ready to sketch a graph of the situation described by
question 47. Label the horizontal axis Q and label the vertical
axis P. Label demand D. Label the first supply curve S1, and
label the second supply curve S2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 47G wrong.
48. Suppose demand for a good obeys the law of demand. The
market for the good is in equilibrium, and then demandrises,
causing the market to move to a new equilibrium. If in the case
of this change supplyisperfectly inelastic, the increase in
demand will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
ALL 3 parts of the question).
48G. Be ready to sketch a graph of the situation described by
question 48. Label the horizontal axis Q and label the vertical
axis P. Label supply S. Label the first demand curve D1, and
label the second demand curve D2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 48G wrong.
49. Suppose demand for a good obeys the law of demand. The
market for the good is in equilibrium, and then demandfalls,
causing the market to move to a new equilibrium. If in the case
of this change supply is perfectly inelastic, the decrease in
demand will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
19. ALL 3 parts of the question).
49G. Be ready to sketch a graph of the situation described by
question 49. Label the horizontal axis Q and label the vertical
axis P. Label supply S. Label the first demand curve D1, and
label the second demand curve D2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 49G wrong.
50. Suppose demand for a good obeys the law of demand. The
market for the good is in equilibrium, and then demand rises,
causing the market to move to a new equilibrium. If in the case
of this change supply is perfectly elastic, the increase in
demand will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
ALL 3 parts of the question).
50G. Be ready to sketch a graph of the situation described by
question 50. Label the horizontal axis Q and label the vertical
axis P. Label supply S. Label the first demand curve D1, and
label the second demand curve D2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 50G wrong.
51. Suppose demand for a good obeys the law of demand. The
market for the good is in equilibrium, and then demandfalls,
causing the market to move to a new equilibrium. If in the case
of this change supply is perfectly elastic, the decrease in
demand will cause the market equilibrium price of the good to
[rise fall stay the same], and we can expect that people will
buy [more less the same amount] of the good. As a result
20. total revenue of the sellers (and total spending by the buyers!)
will [rise fall stay the same]. (Circle the correct answer to
ALL 3 parts of the question).
51G. Be ready to sketch a graph of the situation described by
question 51. Label the horizontal axis Q and label the vertical
axis P. Label supply S. Label the first demand curve D1, and
label the second demand curve D2. Label the first equilibrium
E1, and label the second equilibrium E2. (That’s all the
labeling required.) If you don’t do all of this correctly you’ll
be graded as having gotten the answer to 51G wrong.
The table below gives you two points on a market demand
curve, and two points on a market supply curve. Both curves
are linear (that is, both are straight lines). Use this information
to answer questions 52 and 53.
52. Fill in the missing values of QD and QS in the table below:
P QD QS
($/lb.)(lbs./day) (lbs./day)
12
10 5
8
6
4 4
2 5 1
53. The market equilibrium price is $ per lb., and the market
equilibrium quantity is
lbs. per day.
54. Suppose the market demand shown in the table above
doubles (that is, it increases by 100%). Assume supply hasn’t
changed, and fill in the missing values in the table below for
this case. P QD QS
($/lb.)(lbs./day) (lbs./day)
21. 12
10 5
8
6
4
2 1
Use your answer to 54 to answer 55:
55. The market equilibrium price is $ per lb. and the market
equilibrium quantity is
lbs. per day.
294
Nonwage Issues in
Bargaining
Wage and nonwage issues are not completely separable. Both
have eco-
nomic consequences for the employer. For example, provisions
relating
to hours of work frequently specify when overtime premiums
begin. This
chapter considers issues associated with hours and terms and
conditions
of employment and then examines the effects of unions on
nonwage out-
comes for employees and employers.
Nonwage issues are important to both union members and
employ-
ers. For employers, the length of the contract, the design of
work, and the
22. scope of management rights clauses are important. For union
members,
job security provisions (particularly those related to promotions
and lay-
offs), grievance procedures, and work schedules are important.
To secure
its representation rights, the union would like employees to be
required
to join the union. How promotions and layoffs are handled
influences
outcomes that are important to each party.
As you study this chapter, consider the following questions:
1. What effects do federal regulations and contract provisions
have on
management decision making as it relates to scheduling work?
2. How do discipline and discharge procedures operate, and
what pro-
cedures are available for employees to redress improper
discipline by
management?
3. How do job classification and job design affect the
employment
relationship?
4. What effect do seniority clauses have on employee
behavior?
5. What impact does collective bargaining appear to have on
the job satis-
faction of represented employees?
Chapter Ten
23. Chapter 10 Nonwage Issues in Bargaining 295
NONWAGE PROVISIONS OF CURRENT CONTRACTS
Certain types of nonwage contract clauses appear in a
relatively large pro-
portion of collective bargaining agreements. Table 10.1
displays nonwage
subjects that are often included in collective bargaining
agreements.
TABLE 10.1
Basic Nonwage
Clauses in
Contracts, 1995
Source: Compiled from
Collective Bargaining
Negotiation and Contracts
(Washington, DC: Bureau of
National Affairs, 1995).
Clause
Contract term:
One year
Two years
Three years
Four years or more
Contract reopeners
Automatic renewal
Discipline and discharge:
24. General grounds for discharge
Specific grounds for discharge
Grievance and arbitration:
Steps specified
Arbitration as final step
Hours and overtime:
Daily work schedules
Weekly work schedules
Overtime premiums
Daily overtime premiums
Sixth-day premiums
Seventh-day premiums
Pyramiding of overtime prohibited
Distribution of overtime work
Acceptance of overtime
Restrictions on overtime
Weekend premiums
Lunch, rest, and cleanup
Waiting time
Standby time
Travel time
Voting time
Holidays:
None specified
Less than 7
7, 7½
8, 8½
9, 9½
10, 10½
11, 11½
12 or more
Eligibility for holiday pay
25. Clause
Bumping permitted:
Manufacturing contracts
Non manufacturing contracts
Leaves of absence:
Personal
Union
Maternity
Family
Paternity, child care, or adoption
Funeral
Civic
Paid sick
Unpaid sick
Military
Management and union rights:
Management rights statement
Restrictions on management
Subcontracting
Supervisory work
Technological change restrictions
Plant shutdowns or relocations
In-plant union representation
Union access to plant
Union bulletin boards
Union right to information
Union activity on company time
Union-management cooperation
Seniority:
Probationary periods at hire
Loss of seniority
Seniority lists
26. As factor in promotions
As factor in transfers
Status of supervisors
Strikes and lockouts:
Unconditional pledges (strikes)
Unconditional pledges (lockouts)
Limitation on union liability
Penalties for strikers
Picket line observance
(Continued)
296 Labor Relations
UNION AND MANAGEMENT GOALS FOR NONWAGE
ISSUES
Chapter 9 suggested that unions are concerned with equity,
ability to
pay, and standards of living in formulating wage demands and
have
simultaneous economic and job security goals. Employers are
expected
to resist demands that create uncertainty about their likely
future costs or
that interfere with their ability to be flexible or to respond to
changes in
their operating environment through the introduction of new
production
technologies.
Unions want to maintain the representational role they won
during
27. organizing. This means that they will want newly created jobs
placed
within the union’s jurisdiction. They also want to emphasize job
security
and the use of seniority as the primary criterion for
determining entitle-
ments to promotions and avoiding layoffs.
DESIGN OF WORK
Work design involves determining what tasks, duties, and
responsibili-
ties (TDRs) are bundled together and assigned to a particular
employee.
Usually, several employees will have virtually similar TDRs
assigned to
TABLE 10.1
Basic Nonwage
Clauses in
Contracts, 1995
(continued)
Clause
Layoff, rehiring, and work sharing:
Seniority as criterion
Seniority as sole factor
Notice to employees as required:
No minimum
1–2 days
3–4 days
5–6 days
7 or more
Clause
28. Union security:
Union shop
Modified union shop
Agency shop
Maintenance of membership
Hiring provisions
Dues checkoff
Vacations:
3 weeks or more
4 weeks or more
5 weeks or more
6 weeks or more
Based on service
Work requirement for eligibility
Vacation scheduling by management
Working conditions and safety:
Occupational safety and health
Hazardous work acceptance
Safety and health committees
Safety equipment provided
Guarantees against discrimination:
Guarantees mentioned
EEO pledges
Chapter 10 Nonwage Issues in Bargaining 297
them—in other words, they are assigned to positions in the same
job.
Jobs can be characterized as narrow or broad. Narrow jobs have
a rela-
29. tively small number of duties assigned to them, broad jobs a
relatively
large number. Jobs can also be defined in terms of their depth.
Relatively
deep jobs require sophisticated skills, while the skills for
shallow jobs
are relatively simple to acquire and use. The design of work is
very
important to both employers and unions and has evolved
substantially
over time.
Work Design History
Prior to the industrial revolution, virtually all products were
produced by
a single individual. This meant that production was highly
labor-intensive
and that any complex product required very high skills. The
industrial
revolution introduced machinery into the production process.
Products
could be produced at a lower price, and as a result, demand
increased. As
the amount of goods sold increased, job specialization was
implemented
and skill requirements dropped quickly.
Taylorism
Near the beginning of the 20th century, interest in efficiency
increased.
Industrial engineering was in its infancy. Frederick Taylor
introduced
“scientific management” to design work in the most efficient
way possible
given the capital equipment in use. Efficiency was promoted by
narrowing
30. jobs and concentrating on how to make repetitive operations
more auto-
matic and less fatiguing. Little or no attention was paid to
psychological
reactions to work design, and except for training on how to be
more effi-
cient in the current job, little was included on how to develop
employees
for higher-level jobs. The work design also included a
hierarchical organi-
zational and supervisory structure in which rank-and-file
workers had no
say in the workplace.
Fordism
Henry Ford’s work design transformed the automobile industry
in the
early decades of the 20th century. His production technology
enabled
the mass production of complex products. Major innovations
included
the development of close manufacturing tolerances, which
allowed inter-
changeable parts, and the introduction of the assembly line,
which required
that employees perform relatively few steps in the production
process. The
latter innovation substantially deskilled jobs in automobile (and
other)
manufacturing. As a result, Ford, and others who imitated this
technology,
could focus primarily on hiring for motivation rather than
ability, since few
skills were required to perform the work.
Ford introduced a darker aspect to the Tayloristic assembly-
31. line
approach—an internal security force to monitor employee effort
and to
quickly identify pockets of malcontents in the workforce. As the
decades
298 Labor Relations
went by, this security force increased in size and used
particularly brutal
tactics to deter unionization. 1
The Drive System
The drive system developed concurrently with Taylorism and
Fordism.
Under the drive system, the production floor was controlled by
foremen
(supervisors). Foremen had unlimited authority to govern the
workplace.
They decided who was hired, who was fired, how employees
were to
be paid, and how the work was to be done. Employees had no
voice
and depended on their relationship with their foreman for their
continued
livelihood.
The work design aspects of Taylorism, combined with the
internal secu-
rity force of Fordism and the monarchic influence of the
foreman under
the drive system, ultimately intensified the interests of
unskilled workers
in unionization.
32. The Corporatist Environment
Following World War II, a 30-year corporatist environment
developed. For
most large organizations, this meant that the design of work was
collec-
tively bargained. Specific jobs were established, and promotion
structures
were defined. Most large firms employed work designs that
required
firm-specific skills. These skills led to enhanced production
quality and/or
efficiency. Jobs were relatively narrow, but employee
experience enhanced
productivity. Employees could look forward to jobs with lower
physical
requirements, as they were able to bid into them with increasing
senior-
ity. Wage rates were associated with specific jobs so that if a
person was
temporarily transferred to a job with higher levels of
responsibilities, the
wage rate would change for as long as the person was in that
job. Super-
visory control was substantially checked by the union compared
to the
drive system, but rank-and-file employees had little or no
responsibility
for workplace decision making. This design worked quite well
during a
period of relative price stability and little global competition.
Workplace Transformation
In the late 1970s and early 1980s, a transformation in American
workplaces
began that continues to the present. 2 Changes included
33. removing several
layers of management, thereby increasing the importance of
production
worker decision-making skills, increasing attention to quality,
reduc-
ing the amount of material and in-process inventory to free up
working
1 For more details, see N. Lichtenstein, The Most Dangerous
Man in Detroit: A History of
Walter Reuther and the UAW (Charlottesville: University of
Virginia Press, 1995).
2 See T. A. Kochan, H. C. Katz, and R. B. McKersie, The
Transformation of American Industrial
Relations (New York: Basic Books, 1986).
Chapter 10 Nonwage Issues in Bargaining 299
capital, creating teams of broadly skilled workers that would be
able to
adapt quickly to changing product volume and mix, and
reducing staffing
levels to enhance efficiency.
With this transformation, unions faced demands for radical
work
design and work rule changes. Unions generally resisted these
changes
without increases in job security guarantees. Successful changes
often
required reorienting the labor-management relationship toward a
more cooperative approach (detailed in Chapter 13) and
incorporating
productivity-based gainsharing programs (as described in
34. Chapter 9).
Manufacturing employers have been particularly interested in
reducing
the number of distinct job classifications in both production and
mainte-
nance to gain flexibility in staffing and avoid idle time during
maintenance
operations due to narrow job jurisdictions. Broader capability
requirements
in broader job classifications reduce the need for supervision.
Managers
believe unions’ resistance to change will be higher where
technological
change requires negotiation. 3 Unions, however, will
generally accept tech-
nological change as long as bread-and-butter issues are
protected. 4 Auto
industry evidence indicates a reduction in job classifications is
associated
with a reduction in the supervision required, small
improvements in the
quality of output, and a small increase in total labor hours
required for an
equivalent level of output. 5
Taken together, these changes in organizational and work
design are
components of so-called high-performance work organizations
(HPWO).
Firms that implement HPWOs have higher productivity and
financial
performance and higher wage levels. 6 Companies that had
introduced
HPWOs by 1992 had more layoffs by 1997 than those without
HPWOs.
35. Unions reduced the incidence of layoffs; however, a variety of
innova-
tions such as teams, quality circles, and total quality
management were all
associated with increased layoffs. The layoffs that occurred
tended to be
selective because total employment continued to grow. Fewer
contingent
workers were used, and flatter organizational structures had
been imple-
mented. 7 Where teamwork has been implemented, the role of
supervisors
3 B. Bemmels and Y. Reshef, “Manufacturing Employees and
Technological Change,” Journal
of Labor Research, 12 (1992), pp. 231–246.
4 U. E. Gattiker and D. Paulson, “Unions and New Office
Technology,” Relations Industrielles,
54 (1999), pp. 245–276.
5 J. H. Keefe and H. C. Katz, “Job Classifications and Plant
Performance in the Auto Industry,”
Industrial Relations, 29 (1990), pp. 111–118.
6 J. Godard, “Unions, Work Practices, and Wages under
Different Institutional Environments:
The Case of Canada and England,” Industrial and Labor
Relations Review, 60 (2007),
pp. 457–476.
7 P. Osterman, “Work Reorganization in an Era of
Restructuring: Trends in Diffusion and Effects
on Employee Welfare,” Industrial and Labor Relations Review,
53 (2000), pp. 179–196.
300 Labor Relations
36. changes to training and facilitation while workers gain
substantial discre-
tion and control over their work. Their satisfaction increases
and their jobs
become more secure, while supervisors experience the opposite.
8
In return for job security guarantees, employers negotiated
team-
oriented production designs, where workers are responsible for
several
tasks and can be assigned to a variety of jobs. “Cell-
manufacturing” tech-
niques require substantially more knowledge and skill in
tracking inven-
tories, measuring quality, and determining how production
activities will
be undertaken. This approach requires that employees have
higher skill
levels, thereby potentially decreasing their interest in
unionization as the
lines between professional and production employees are
blurred. 9 At the
same time, unionized blue-collar employees have an increased
likelihood
of receiving off-the-job training. 10
When new technology is introduced, union-represented jobs are
more
likely to be deskilled if management is successful in designating
the jobs
that are to be outside the bargaining unit. Contractual seniority
require-
ments may entitle jobs to employees who are not the most able
to fully
operate new equipment. Management is particularly unwilling to
37. include
jobs requiring programming within the bargaining unit when
new tech-
nology is installed. 11 In telecommunications, the
reclassification of posi-
tions from bargaining unit to either professional or managerial
categories
has reduced the proportion of the workforce that is unionizable
from
about 75 percent to 40 percent. Slightly less than 30 percent of
the work-
force is currently organized. 12
Some work rule changes try to increase efficiency by using
equipment
more fully than it had been (as in the case of Teamster drivers
previously
hauling less-than-full loads). 13 Other work rule changes
increase flexibility
through greater skills and management’s ability to assign
employees to
an increasingly wide variety of tasks. However, unionized
employers are
generally less able to use flexible staffing arrangements (part-
time and tem-
porary workers), but their ability to subcontract is generally not
affected.
In turn, the ability to subcontract has a generally positive effect
on core
bargaining-unit workers’ wages. Job flexibility contributes to
job security
8 R. Batt, “Who Benefits from Teams? Comparing Workers,
Supervisors, and Managers,”
Industrial Relations, 43 (2004), pp. 183–212.
9 K. Knauss and M. Matuszak, “Responding to Technological
38. Innovations: Unions and Cell
Manufacturing,” Labor Studies Journal, 17, no. 1 (1992), pp.
29–48.
10 P. Osterman, “Skill, Training, and Work Organization in
American Establishments,” Industrial
Relations, 34 (1995), pp. 125–146.
11 M. R. Kelley, “Unionization and Job Design under
Programmable Automation,” Industrial
Relations, 28 (1989), pp. 174–187.
12 J. H. Keefe, “The Future of Work and Labor Organizations
on Telecommunications Networks,”
Proceedings of the Industrial Relations Research Association,
51 (1999), pp. 227–236.
13 Kochan et al., Transformation of American Industrial
Relations, pp. 117–118.
Chapter 10 Nonwage Issues in Bargaining 301
and enables the employer to specialize in markets for new
products. 14
Labor flexibility is greater in companies without unions, but
flexibility in
the use of other inputs is higher in unionized firms. 15
Work rules reserving certain responsibilities to certain jobs
reduce effi-
ciency, but they may preserve employment levels. One study of
the con-
struction industry found that restrictive work rules increase
labor costs by
about 5 percent. However, building trade unions appear willing
to give up
5 percent in wages to increase staffing levels by 3 percent. 16
In construction
39. it’s important to note that the union supplies labor in the
unionized sector
since employees are referred from the union hiring hall. Thus,
it’s to the
median voter’s interest to concede wages to get more
employment since
most work is for a relatively short period with a single
contractor, followed
by a return to the union for the next referral. Exhibit 10.1
covers some of
these issues.
HOURS OF WORK
Setting hours of work is a mandatory bargaining issue and is
regulated
by federal and state wage and hour laws. Union campaigns for
shorter
work hours have been a priority since the early 1800s, with the
National
Labor Union proposing an eight-hour day after the Civil War.
The federal
14 C. L. Gramm and J. F. Schnell, “The Use of Flexible Staffing
Arrangements in Core
Production Jobs,” Industrial and Labor Relations Review, 54
(2001), pp. 245–258.
15 E. Magnani and D. Prentice, “Unionization and Input
Flexibility in U.S. Manufacturing,
1973–1996,” Industrial and Labor Relations Review, 59 (2006),
pp. 386–407.
16 S. G. Allen, “Union Work Rules and Efficiency in the
Building Trades,” Journal of Labor
Economics, 4 (1986), pp. 212–242.
JOB TARGETING IN THE CONSTRUCTION
40. INDUSTRY
Some [building trades] unions have used a con-
troversial tactic known as job targeting. Under
this approach, the union gives a contractor a
rebate covering part or all of the difference
between union and open-shop rates so the con-
tractor can land a particular project that other-
wise would have gone to the open shop. This
approach has proven popular in some locals
because all members pay into the fund, thereby
spreading the cost of the concession beyond
those working at a particular job site.
Source: S. G. Allen, “Developments in Collective
Bargaining in Construction in the 1980s and 1990s,”
in P. B. Voos, ed., Contemporary Collective Bargaining
in the Private Sector (Madison, WI: Industrial
Relations Research Association, 1994), p. 438.
Exhibit 10.1
302 Labor Relations
government regulated work hours for civil servants during
President Van
Buren’s administration and imposed overtime penalties for
private-sector
employers beginning in the 1930s.
Federal Wage and Hour Laws
In 1937, the Fair Labor Standards Act (FLSA) was enacted
to regulate
wages, hours, and working conditions of private sector
41. employers involved
in interstate commerce. Briefly, the legislation requires that
employees
who are not in supervisory roles, outside sales positions, or jobs
requir-
ing independent discretion using complex knowledge must be
paid a 50
percent premium over their regular pay rates for more than 40
hours per
week. This premium requirement covers all employees whose
work is of a
routine nature or requires close supervision and direction.
Employees who
are entitled to an overtime premium are often referred to as
nonexempt
employees, while those who are not entitled are called exempt
employees.
The legislation also established a minimum wage and prohibits
persons
under age 16 or 18 from working in specific occupations or
industries.
Congress had previously enacted the Davis-Bacon and
Walsh-Healy
acts, which required overtime premiums after 40 hours per week
for
employees in the same types of jobs as are covered by the FLSA
and pay-
ment of wages equal to those paid in the local area or industry
for the jobs
to which they were assigned if employees were doing
government con-
tract construction work or producing manufactured goods for
the federal
government. These laws, enacted during the Depression, were
intended to
42. stimulate expanded employment and take wages out of
competition for
federal government work. Employers would save by hiring more
employ-
ees rather than by having existing employees work overtime.
In 2004, the Department of Labor issued new administrative
rules
increasing the amounts that employees must earn to be exempt
from over-
time, regardless of job characteristics, and relaxed the
regulations regard-
ing what types of training and job activities would lead to an
employee
being classified as exempt. No jobs requiring supervision or
primarily
manual work changed classifications, but some nursing jobs
requiring
that position holders supervise teams did become exempt. As
before, any
job that was paid on an hourly basis, regardless of job duties,
continued to
qualify for overtime (be classified as nonexempt).
Collective Bargaining and Work Schedules
Unions have continually favored reducing the workweek and
workday.
A 40-hour week is typical in most contracts, and employers
strongly
resist further reductions. Unionized workers work fewer hours
than
nonunion workers in more heavily unionized sectors of the
economy,
but full-time schedules are more likely in unionized sectors, 17
although
43. 17 J. S. Earle and J. Pencavel, “Hours of Work and Trade
Unionism,” Journal of Labor
Economics, 8 (1990), pp. S150–S174.
Chapter 10 Nonwage Issues in Bargaining 303
mandatory overtime in some unionized sectors, particularly in
the auto
and telecommunications industries, has been the subject of
intense nego-
tiations and strikes. Exhibit 10.2 is an example of the
Communications
Workers’ position in the 2000 Verizon strike in which it won
restrictions
on mandatory overtime.
Entitlements to and Restrictions on Overtime
Contracts usually specify rules for assigning overtime.
Overtime is often
rotated among workers based on seniority, balancing hours in
the work
group before returning to the senior worker to begin a new
cycle. Some
contracts allow employees to refuse more than a specified
number of over-
time hours per week. Employees who have not met this
threshold would
be subject to discipline for refusing to work scheduled
overtime.
Shift Assignments and Differentials
In firms where continuous-flow operations are most efficient
(such as
chemical manufacturers and refiners) or where product demand
44. levels
and heavy plant investment justify multishift operations,
contracts specify
work schedule assignment rules. Seniority generally governs
entitlement
to shift preference among employees with similar types of
skills. Shifts
may also rotate. For example, an intact shift might work from
midnight to
8 a.m. for four weeks, rotate to the 8 a.m. to 4 p.m. shift for
four weeks, and
then rotate to the 4 p.m. to midnight shift for four weeks.
Alternative Work Schedules
A variety of alternative work schedules have been designed to
meet employ-
ee’s desires and employer requirements. Most have been
implemented
WHY WE MAY GO ON STRIKE AGAINST
BELL ATLANTIC (VERIZON) BECAUSE
STRESS AND OVERTIME ARE MAKING
US SICK
There are not enough employees to meet the
exploding demand for Bell Atlantic’s new ser-
vices. For you, that means long waits for instal-
lations, changes, repairs, or questions about
your bill.
For workers, it means forced overtime, even
when we have kids to pick up from day care
or other obligations. It means work speed-ups,
unfair discipline, and lousy training. It means
we can’t give you the good service we’d like to
because we’re pressured to move too quickly
45. from one customer to the next. And as Bell
Atlantic turns up the stress and pressure, the
chance for errors goes up as well.
Source: Communications Workers of America Web
site content available during August 2000.
Exhibit 10.2
304 Labor Relations
in nonunion organizations, and most have expanded daily work
hours and
shortened the number of days in the workweek. 18
Unions often oppose long-workday schedules because they
have
stressed fatigue, safety, and long-term health impacts in arguing
for
shorter days. But worker satisfaction improves and fatigue does
not
appear to be a problem even in strenuous occupations. 19
Where employ-
ees want to work fewer days and off-job demands in a given day
are not
great, compressed workweeks may benefit both employers and
employ-
ees. The union must be aware of member preferences. In one
case, a union
opposing compressed work schedules was threatened with
decertifica-
tion if it did not go along with the schedule change. 20
Paid Time Off
46. Paid time off includes holidays, vacations, and defined leave
periods.
Paid time off is relatively straightforward, although
management may
restrict entitlements or use. For example, employees must
normally work
the days before and after a holiday to receive holiday pay.
Employers
may also restrict vacation schedules. If operations are highly
integrated
and insufficient numbers of employees are available to continue
in the
absence of vacationing workers, management usually sets aside
a period
for vacations and shuts down. Other organizations may require
that vaca-
tions be taken during slack periods. Flextime is becoming more
important
to many employees and can be expected to increase in
importance in
future negotiations.
LENGTH OF CONTRACTS
Most contracts exceed one year in length, with most being
three or four
years. Some provide for wage reopeners during the agreement,
especially
when COLAs are not included. Employers try to avoid one-year
contracts
because they believe short contracts lead to more strikes and
contract
administration problems, lower employee morale, and higher
and more
unpredictable labor costs. 21 Longer-term contracts are more
difficult to
47. negotiate, especially if economic environments are changing.
Renegotiat-
ing long-term contracts was found to be harder when global
competition
is great; where capacity utilization, the firm’s product prices,
and the
18 For a complete summary of these innovations, see J. L.
Pierce, J. W. Newstrom,
R. B. Dunham, and A. E. Barber, Alternative Work Schedules
(Boston: Allyn & Bacon, 1989).
19 H. R. Northrup, “The Twelve-Hour Shift in the North
American Mini-Steel Industry,” Journal
of Labor Economics, 12 (1991), pp. 261–278.
20 H. R. Northrup, J. T. Wilson, and K. M. Rose, “The Twelve-
Hour Shift in the Petroleum and
Chemical Industries,” Industrial and Labor Relations Review,
32 (1979), pp. 312–326.
21 S. M. Jacoby and D. J. B. Mitchell, “Employer Preferences
for Long-Term Union Contracts,”
Journal of Labor Research, 5 (1984), pp. 215–228.
Chapter 10 Nonwage Issues in Bargaining 305
number of vacant positions substantially vary during the
contract period;
where buyer or seller concentration in the industry is high
among larger
employers; and during periods of high inflation. 22 Contract
durations
have increased independently of many of these factors to
provide greater
certainty for both labor and management. 23 Most contracts
have automatic
48. renewal provisions if not renegotiated. Recall that contracts
covered by
the Railway Labor Act do not have expiration dates but rather
have dates
at which they are amendable. Negotiations begin at that point
rather than
needing to be concluded by that date.
UNION AND MANAGEMENT RIGHTS
Contracts specify the union’s representation rights. Most relate
to the
number of union stewards or representatives permitted within
the bar-
gaining unit, their rights to access employees in various plant
areas, the
amount of time off available for union representation activities
and who
is responsible for compensating this time, office space, access
to bulletin
boards, and access of nonemployee union officials to the
workplace.
In most contracts management reserves the right to act in areas
not
constrained by the agreement. Typical reserved rights include
the right
to subcontract work that could be performed by the bargaining
unit, 24 to
assign bargaining-unit work to supervisors in emergencies or to
train new
employees, to introduce technological changes to improve
efficiency, and
to determine criteria for plant shutdowns or relocations. 25
When man-
agement does not reserve these rights, the union is entitled to
49. bargain
during the course of the contract if changes involving job
security occur.
For example, if a plant closure would result in layoffs, the
absence of a
clause leaving this determination to management requires
bargaining on
its effects if the union requests it.
22 J. M. Cousineau and R. Lacroix, “Imperfect Information and
Strikes: An Analysis of Canadian
Experience, 1967–82,” Industrial and Labor Relations Review,
39 (1986), pp. 377–387.
23 K. J. Murphy, “Determinants of Contract Duration in
Collective Bargaining Agreements,”
Industrial and Labor Relations Review, 45 (1992), pp. 352–365.
24 The Supreme Court decision in Fibreboard Paper Products v.
NLRB, 379 U.S. 203 (1964),
requires bargaining by management if a union requests when
subcontracting is being
considered, unless the union has expressly waived its right in
this area; however, this rule has
been relaxed somewhat by First National Maintenance v. NLRB,
107 LRRM 2705 (U.S. Supreme
Court, 1981), and later by the NLRB when it held that removal
of union work to another
facility of the company would be permissible if bargaining has
reached an impasse [Milwaukee
Spring Div. of Illinois Coil Spring Co., 115 LRRM 1065 (1984),
enforced by the U.S. Court of
Appeals, District of Columbia Circuit, 119 LRRM 2801 (1985)],
or for a legitimate business
reason if there were no antiunion animus [Otis Elevator Co.,
115 LRRM 1281 (1984)].
25 Unless the basic nature of the operation is changed,
relocation is a mandatory subject
50. of bargaining. See C. J. Griffin, Jr., and M. A. Jones, “Work
Relocations—The Changing
Rules Represent a Victory for Organized Labor,” Employee
Relations Law Journal, 17 (1991),
pp. 389–404.
306 Labor Relations
Outsourcing some part of an operation to another employer
increas-
ingly concerns unions since it threatens job security and leads
to pressure
for concessions, particularly if the new source is a lower-wage
nonunion
operation. Unions are also concerned with an employer’s selling
or spin-
ning off part of its operations to another company or
establishing a new
firm. In these instances, the new owner or firm is often more
able to reduce
wages and/or employment.
Management rights clauses specify rights to direct the
workforce,
establish production levels, and frame appropriate company
rules and
policies. Establishing rules and procedures and directing the
workforce
form a base for clauses relating to discipline and discharge.
DISCIPLINE AND DISCHARGE
Most contracts specify that employees can be discharged or
disciplined for
51. just cause. Some reasons are spelled out in the contract, and
others relate
to violations of rules the employer may promulgate under power
retained
in a management rights clause.
Specific grounds in discipline and discharge clauses most often
cover
intoxication, dishonesty or theft, incompetence or failure to
meet work
standards, insubordination, unauthorized absence, misconduct,
failure
to obey safety rules, violations of leave provisions, or general
violations
of company rules. 26 Committing a violation does not
necessarily mean an
offender will be automatically discharged but rather means that
he or she
will be subject to discipline. However, an employer must be
consistent
in the way discipline is imposed to successfully defend its
disciplinary
actions against grievances.
Discipline and discharge clauses also spell out the due process
proce-
dures necessary before discipline can be imposed. Renegotiation
of a long-
term contract frequently requires that disciplinary action
records from
before a certain point be removed from employees’ files.
Employees are expected to follow the directions of their
supervisors
and to carry out their job duties. There may be situations in
which employ-
52. ees believe that an assignment is not within the duties of their
jobs or that
an assignment is unsafe. An employee runs a risk of being
disciplined
for insubordination for failing to carry out a job direction.
Employers,
however, must be careful to avoid disciplining a group of
employees who
protest a supervisory direction because this would likely be
determined
to be “protected concerted activity.” Discipline might constitute
an unfair
labor practice.
26 For more details, see Collective Bargaining Negotiations and
Contract (Washington, DC:
Bureau of National Affairs, updated as necessary), tab sect. 40.
Chapter 10 Nonwage Issues in Bargaining 307
GRIEVANCE AND ARBITRATION
Grievance procedures are a high-priority bargaining issue for
unions
because they allow employees to object to unilateral
management action
during the term of the agreement. For example, assume an
employee
believes a supervisor unjustly suspended him or her for a work
rule viola-
tion. Without a grievance procedure, no review of the
supervisor’s action
would be possible. Grievance procedures are also useful to
management
53. because the aggrieved employee is expected to use this forum
when an
alleged violation occurs, rather than refusing a work assignment
or walk-
ing off the job.
Grievance procedures usually specify who receives a grievance,
the
right of employees to representation at various steps in the
process, the
path a grievance follows if it cannot be resolved by the parties
when it is
filed, and the time limits at each step before some action is
required. Chap-
ter 14 will discuss grievance procedures in considerable detail.
Most contracts specify that when parties cannot agree on the
disposi-
tion of a grievance, a neutral third party will arbitrate the
dispute and
render a decision binding on both parties. The contract specifies
how an
arbitrator is selected, how arbitrators are paid, the powers of the
arbitrator,
and the length of time an arbitrator has to render a decision.
Arbitration of
contract interpretation disputes will be covered in Chapter 15.
High grievance rates are associated with decreased
productivity.
While low morale might be a hypothesized cause, productivity
decreases
also occur because employees and supervisors are involved in
grievance
processing rather than production. 27 Where production rates
and meth-
54. ods change, grievance rates might be influenced. For example,
in a long-
term study of an aircraft manufacturer, the level of planned
production
and an increase in the variety of production methods to be used,
which
would cause frequent job classification changes, were both
associated
with higher grievance rates. 28 Thus, grievance rates may
reduce produc-
tivity and follow from higher productivity requirements.
STRIKES AND LOCKOUTS
Pledges by unions and managements to avoid strikes and
lockouts while
the agreement is in force appear in most contracts.
Managements fre-
quently demand a no-strike agreement in return for arbitrating
unresolved
grievances. Unions usually do not give up the right to strike
during the
27 C. Ichniowski, “The Effects of Management Practices on
Productivity,” Industrial and Labor
Relations Review, 40 (1986), pp. 75–89.
28 M. M. Kleiner, G. Nickelsburg, and A. Pilarski, “Monitoring,
Grievances, and Plant
Performance,” Industrial Relations, 34 (1990), p. 89.
308 Labor Relations
contract if management refuses to comply with an arbitration
award.
55. Some work stoppages are permitted by contracts, including
refusing to
cross picket lines of other unions striking the same employer
and perform-
ing struck work. Some contracts reserve the right to strike over
work rule
changes during the contract’s duration.
Many contracts require that if unauthorized work stoppages (
wildcat
strikes ) occur, the union will disavow the strike and urge
employees to
return to work. If employees continue a wildcat strike, many
contracts
specifically permit these employees to be discharged.
UNION SECURITY
Because the union is the exclusive representative of employees
in the
bargaining unit, the union would like employees to be required
to join
and pay dues for the representational services the union renders
on their
behalf. Different levels of union security may be negotiated.
Except in
states with right-to-work laws, contracts may contain agency or
union-
shop clauses. The following are definitions of various forms of
union
security:
1. Closed shop requires that employers hire only union
members.
Although this requirement is illegal, a contract clause can
require
56. that the employer offer the union an opportunity to fill vacant
assign-
ments. These arrangements occur most frequently in the
construction,
entertainment, and maritime industries, where many employers
are
relatively small and have relatively short-term demands for
certain
occupations.
2. Union shop requires that any bargaining-unit employee
employed
with the firm for a specific time (not less than 30 days, or 7
days in con-
struction) must become a union member (to the extent of paying
dues)
as a condition of continued employment.
3. Modified union shop requires that any bargaining-unit
employee
who was hired after a date specified in the agreement must
become
a union member within a specific time as a condition of
continued
employment.
4. Agency shop requires that any bargaining-unit employee
who is not a
union member must pay a service fee to the union for its
representation
activities.
5. Maintenance of membership requires that any bargaining-
unit
employee who becomes a union member must remain one as a
condi-
57. tion of continued employment as long as the contract remains in
effect
(but members can legally resign and retain employment). 29
29 Pattern Maker’s League of North America v. NLRB, 473
U.S. 95 (1985).
Chapter 10 Nonwage Issues in Bargaining 309
Contracts often include a dues checkoff in which employers
deduct
union dues from members’ pay and forward the amount directly
to the
union. The process generally benefits all parties. First, it avoids
workplace
disruptions involved in collection. Second, it insulates
employees from
union disciplinary action for nonpayment of dues. Third, it
ensures a
smooth cash flow for the local union’s financial operations.
Unions usually bargain for the highest form of union security
attain-
able, but some might argue that a union or agency shop is not in
the indi-
vidual member’s best interest. If union membership were not
compulsory,
those who joined or remained members would make sure that
the union
accomplished important ends efficiently. State right-to-work
laws enable
a preliminary test of whether union membership is influenced
by the effi-
ciency of the local union, because individuals can choose
58. whether to join.
One study found that the costs of a local’s operation were lower
in right-
to-work states but that no differences in dues levels, provision
of benefits
or services, compensation of union officers, or profitability of
investments
existed. 30 Right-to-work laws increase free riding (union
representation
without paying dues) by about 8 percent. Of the employees who
freeride,
about 30 percent appear to do so because union membership
cannot be
required, while the other 70 percent would not work in an
establishment
where union membership was compulsory. 31 Right-to-work
laws have a
significantly negative effect on union density in the private
sector. 32 Some
evidence shows that the proportion of union members in the
bargaining
unit influences the union’s bargaining power because wage
levels increase
with higher membership. 33
WORKING CONDITIONS AND SAFETY
Working conditions and safety clauses deal with the provision
of safety
equipment, the right to refuse hazardous work, and the creation
of
management-union safety committees. Many health and safety
collective
bargaining concerns have been superseded by the Occupational
Safety
and Health Act (OSHA). Unions may negotiate higher standards
59. than
what the act requires. 34 Unions have an additional effect
beyond OSHA,
30 J. T. Bennett and M. H. Johnson, “The Impact of Right-to-
Work Laws on the Economic Behavior
of Local Unions—A Property Rights Perspective,” Journal of
Labor Research, 1 (1980), pp. 1–28.
31 R. S. Sobel, “Empirical Evidence on the Union Free-Rider
Problem: Do Right-to-Work Laws
Matter?” Journal of Labor Research, 16 (1995), pp. 346–365.
32 J. C. Davis and J. H. Huston, “Right-to-Work Laws and
Union Density: New Evidence from
Micro Data,” Journal of Labor Research, 16 (1995), pp. 223–
234.
33 S. Christenson and D. Maki, “The Wage Effect of
Compulsory Union Membership,”
Industrial and Labor Relations Review, 37 (1983), pp. 230–238.
34 For an extended overview of occupational safety and health
issues, see H. G. Heneman, III,
D. P. Schwab, J. A. Fossum, and L. D. Dyer, Personnel/Human
Resource Management, 4th ed.
(Homewood, IL: Irwin, 1990).
310 Labor Relations
however. In construction, unionized worksites are visited by
OSHA
inspectors more often, maintain a higher level of safety, and
have higher
penalties for violations. 35 A British study found that safety
committees
appointed by the union rather than management were more
effective in
60. reducing accidents. 36
In one health and safety study, petrochemical workers
perceived
greater risk from, and worried more about exposure to,
dangerous car-
cinogens if they were union members or contract workers and
had low
job control. Regarding concerns about explosions, risk
perceptions were
related to job demands and being a contract worker, but not a
union
worker. Contract workers felt their union had less influence on
work-
place safety than core employees did for their union. 37
Employers have also taken initiatives in the health and safety
area
with programs aimed at detecting and reducing substance abuse.
Many
employers have adopted prehire drug screening programs, over
which
unions have no control because applicants do not have
representation
rights. Unions and employers may potentially clash about
bargaining over
and administration of periodic or random drug tests, with unions
arguing
the tests constitute an invasion of privacy and may not be
supported by
just cause, while employers argue they are entitled to control
the operation
of the workplace and need to operate as safely as possible. 38
SENIORITY AND JOB SECURITY
61. Seniority issues cut across several of the economic and
noneconomic bar-
gaining issues. Seniority may entitle employees to higher pay
levels or to
overtime, preferences on vacation periods, lengths of vacations,
eligibility
for promotions and transfers, and insulation against layoffs.
Seniority pro-
visions have been shown to positively influence the pay level of
blue-collar
workers represented by unions. 39
A distinction must be made between benefit- and
competitive-status
seniorities. Benefit-status seniority is related to entitlement to
organi-
zationwide or bargaining-unit-wide benefits established in the
contract.
35 D. Weil, “Building Safety: The Role of Construction Unions
in the Enforcement of OSHA,”
Journal of Labor Research, 13 (1992), pp. 121–132.
36 B. Reilly, P. Paci, and P. Holl, “Unions, Safety Committees,
and Workplace Injuries,” British
Journal of Industrial Relations, 33 (1995), pp. 275–288.
37 J. E. Baugher and J. T. Roberts, “Perceptions and Worry
about Hazards at Work: Unions,
Contract Maintenance, and Job Control in the U.S.
Petrochemical Industry,” Industrial
Relations, 38 (1999), pp. 522–541.
38 For more details, see E. C. Wesman and D. E. Eischen, “Due
Process,” in J. A. Fossum,
ed., Employee and Labor Relations, SHRM-BNA Series, vol. 4
(Washington, DC: Bureau of
National Affairs, 1990), pp. 96–100.
39 K. G. Abraham and H. S. Farber, “Returns to Seniority in
62. Union and Nonunion Jobs: A New
Look at the Evidence,” Industrial and Labor Relations Review,
42 (1988), pp. 3–19.
Chapter 10 Nonwage Issues in Bargaining 311
For example, if the contract specifies that vacation length
depends on
seniority, then the date of hire (as adjusted by any layoffs or
leaves)
establishes a benefit status. Most contracts base benefit
entitlements on an
employee’s total length of employment since being hired.
Competitive-status seniority relates to entitlement to bid on
promo-
tions and transfers and to avoid layoffs. Benefit- and
competitive-status
seniorities occasionally overlap, but competitive-status
seniority is usually
accumulated within a job or department. Assume that an
employee with
five years’ total service who currently works in an assembly job
bids on an
inspection job. Competitive-status seniority among the
inspectors would
begin as of the date of the job change. If a subsequent layoff
occurred in
which employees with four or fewer years of service on the job
were fur-
loughed, this inspector would be laid off. The inspector’s
benefit-status
seniority would be five years, but his or her competitive-status
senior-
63. ity would begin only from the date that he or she obtained the
inspec-
tor job. Competitive-status seniority is more likely to be
companywide
than departmentwide when the employer is small and capital-
intensive,
there is a single-employer bargaining unit, and the production
technology
requires that the employer provide substantial training. 40
Layoff Procedures
Layoffs are usually in inverse order of seniority, protecting the
most sen-
ior worker for the longest period. Many contracts specify
layoffs on the
basis of departmental seniority; some permit bumping ,
whereby a senior
employee is entitled to displace a junior employee in another
department
or job as long as the senior employee is qualified for it. In
almost 60 per-
cent of the contracts surveyed in a recent sample, seniority was
the sole
provision for determining layoff or job retention rights during
cutbacks. 41
In another 30 percent of the contracts, seniority was the
determining factor
if the individual was qualified for the remaining jobs.
Promotions and Transfers
The Collective Bargaining and Negotiating Contracts survey
found that
seniority is less frequently a criterion for promotions and
transfers than
for layoffs. In about half of contracts, seniority is the sole or
determining
64. factor for promotions if qualifications are essentially equal. For
transfers,
seniority is also a sole or determining factor in half of the
contracts. 42
Depending on the contract, seniority for someone promoted out
of
the bargaining unit (e.g., to first-line supervision) may continue
to be
accumulated, frozen, or lost after time. Employers usually
desire clauses
40 J. F. Schnell, “An Ordered Choice Model of Promotion
Rules,” Journal of Labor Research,
8 (1987), pp. 159–178.
41 Collective Bargaining Negotiation and Contracts
(Washington, DC: Bureau of National
Affairs, updated as necessary), tab sec. 60.
42 Ibid., tab sec. 68.
312 Labor Relations
protecting accumulated seniority for supervisors because rank-
and-file
employees may be more willing to vie for promotions where
risks of job
loss are less if they fail or if employment is later reduced.
Time Away from Work
Contracts usually provide for holidays, vacations, rest periods,
and leaves.
Each year the average unionized employee enjoys one more paid
holiday
than the national average.
65. Contracts also include provisions related to paid breaks,
lunches,
changing and cleanup, and other periods in which no production
work
occurs but employees are compensated.
Most vacation clauses link entitlement to length of service,
with some
contracts allowing five weeks or more, usually after 20 or more
years of
service. Employers experience higher vacation costs for senior
employees
because of both the greater time away from work and the higher
pay that
senior employees are likely to be earning.
A variety of situations in which paid or unpaid leave will be
granted are
also included. Paid leaves often include time for funerals of
close relatives,
sick leave, and jury duty. Unpaid leaves are available for civic
responsi-
bilities (such as elected office), union work (such as local
president), and
family leave (over and above that required by law).
No Discrimination
Virtually all contracts have a no-discrimination pledge. This
enables
employees who allege discrimination to have their complaints
heard
quickly under the terms of the grievance clause without giving
up rights
to later pursue claims under civil rights law provisions.
66. EFFECTS OF UNIONS ON NONWAGE OUTCOMES
Unions influence nonwage outcomes for both employers and
employees,
predominantly in hiring, promotions, transfers, turnover, and
retirement.
Employee satisfaction is also related to union membership. This
section
explores research on the effects of unions on these types of
nonwage
outcomes.
Union Infl uences on Hiring
Lower-skilled workers prefer union jobs; thus for lower-skilled
jobs, a
unionized employer will have a larger pool from which to
select. Appli-
cants who do not obtain union employment when they are young
see
union jobs as less attractive as time passes because promotion
opportu-
nities are at least partially related to seniority. 43 Among the
unemployed,
43 J. S. Abowd and H. S. Farber, “Job Queues and the Union
Status of Workers,” Industrial and
Labor Relations Review, 36 (1983), pp. 354–367.
Chapter 10 Nonwage Issues in Bargaining 313
those with higher pay requirements, women, minorities, and
former
union members are more likely to wait for a union job opening,
but this
67. tendency is inversely related to unemployment levels and the
duration
of individual unemployment. 44 Unionized employers use
fewer recruit-
ing sources and methods, probably because of the availability of
more
applicants from chosen sources. However, this increases the
number
of selection hurdles, primarily because the likelihood of an
employee
quitting is lower and the ability to discharge unsatisfactory
workers
is decreased. Figure 10.1 shows a model suggesting why
these differ-
ences occur. 45
Minorities are a higher proportion of new hires in unionized as
com-
pared to nonunion organizations. 46
Employers that actively avoid unionization may attempt to
screen out
prounion applicants. This practice, while rare, violates the Taft-
Hartley
Act. Unfair labor practice charges are most likely to be upheld
when the
employer is involved in an organizing campaign or is openly
hostile to the
union or when the applicant is applying for a skilled position.
47
44 J. S. Heywood, “Who Queues for a Union Job?” Industrial
Relations, 29 (1990),
pp. 119–127.
45 M. J. Koch and G. Hundley, “The Effects of Unionism on
Recruitment and Selection
68. Methods,” Industrial Relations, 36 (1997), pp. 349–370.
46 J. S. Leonard, “The Effect of Unions on the Employment of
Blacks, Hispanics, and Women,”
Industrial and Labor Relations Review, 39 (1985), pp. 115–132.
47 T. L. Leap, W. H. Hendrix, R. S. Cantell, and G. S. Taylor,
“Discrimination against Prounion
Job Applicants,” Industrial Relations, 29 (1990), pp. 469–478.
FIGURE 10.1 Union Effects on Hiring Practices
Source: M. J. Koch and G. Hundley, “The Effects of Unionism
on Recruitment and Selection Methods,” Industrial Relations,
36 (1997), p. 352.
Reprinted with permission from Blackwell Publishing.
Union
Lower turnover
Reduced recruitment
Longer applicant
queues
Requires higher-quality
workers for firm to
be competitive
Increases demand for
information about
applicant attributes
More difficult to
remove lower-
69. quality employees
Union wage
premium
Voice effects
314 Labor Relations
Promotions, Transfers, and Turnover
Most contracts specify the methods for filling vacant positions
requir-
ing promotions or transfers. In nonunion organizations, unless
policy or
custom dictates otherwise, the employer may use any legal
criterion for
filling jobs.
Turnover in nonunion organizations is greater than that in
unionized
employers with equivalent jobs. Chapter 6 suggested that a
relatively
stable workforce is necessary for a successful organizing
campaign. A
plausible explanation for lower turnover following unionization
would be
the stable base preceding it. But employers with represented
workforces
are no more likely than other employers to hire innately stable
applicants. 48
Lower turnover is probably related to union wage premiums of
about
3 to 8 percent for taking a unionized job, while losses from
70. leaving one are
about 7 to 11 percent. 49
Contract provisions requiring that promotion and transfer
decisions be
based on seniority may explain union-nonunion differences in
quit rates.
The greater the weight given to seniority in job assignments, the
lower
the turnover rates. 50 Collective bargaining also provides
employees with a
voice in how the organization is managed. Grievance procedures
and con-
tract negotiations provide a vehicle for changing the work
environment.
Without collective bargaining, employees must quit to escape
unsatisfac-
tory conditions. 51
When nonunion employees have grievances, unless their
employers
have established grievance procedures, the employee must
accept the
employer’s unilateral action or quit (assuming the action was
not unlaw-
ful). In unionized employers, employees are entitled to due
process, and
grievances might be allowed. Lags in the grievance process will
extend
tenure until a grievance is finally decided against the employee.
Other
inducements to stay in a unionized firm relate to expected
progress in the
next round of negotiations and perceptions about the likelihood
of vacan-
cies for which the individual can qualify through seniority. 52
71. 48 R. B. Freeman, “The Effect of Unionism on Worker
Attachment to Firms,” Journal of Labor
Research, 1 (1980), pp. 29–61.
49 J. D. Cunningham and E. Donovan, “Patterns of Union
Membership and Relative Wages,”
Journal of Labor Research, 7 (1986), pp. 127–144; and P. Kuhn
and A. Sweetman, “Wage Loss
Following Displacement: The Role of Union Coverage,”
Industrial and Labor Relations Review,
51 (1998), pp. 384–400.
50 R. N. Block, “The Impact of Seniority Provisions on the
Manufacturing Quit Rate,” Industrial
and Labor Relations Review, 31 (1978), pp. 474–488.
51 R. B. Freeman, “Individual Mobility and Union Voice in the
Labor Market,” American
Economic Review, 67 (1976), pp. 361–368; see also J. T.
Addison and C. R. Belfield, “Union
Voice,” Journal of Labor Research, 25 (2004), pp. 563–596.
52 Freeman, “Effect of Unionism on Worker Attachment to
Firms.”
Chapter 10 Nonwage Issues in Bargaining 315
Unionization does not change layoff and discharge likelihoods,
but
laid-off unionized employees are much more likely to return
when recalled
than nonunion employees. 53 Compared to nonunion
employees, union-
ized employees are more likely to be recalled from layoffs but
are less
likely to find a new job if permanently separated. 54
Unionized employees
72. are 23 percent more likely to receive unemployment insurance
benefits
when laid off as compared to similar nonunion workers. 55 In
the absence
of supplemental unemployment benefit packages, unionized
employers
should have a cost advantage—recall that costs are lower
because of fewer
vacancies and new employees need less training. Management
can “store”
labor for future demand at relatively minimal costs. 56
Seniority provisions may also result from management
attention toward
the interests of senior bargaining-unit members (they are much
more likely
to be represented on negotiating committees than are junior
members) and
away from the impact of the external labor market on the
establishment of
employment policy. Thus, where cost differences are not
significant and the
experience of senior employees is related to productivity,
negotiated sen-
iority clauses may benefit both the employer and longer-tenure
employees.
Bargaining-unit members are probably more willing to ratify
contracts with
significant benefits for seniority because many of them are
likely to have
more seniority if turnover in union situations is less. Unionized
employees
may also anticipate achieving these benefits in later years.
If seniority clauses actually create opportunities for senior
employees,
73. over time unionized employees should have more internal job
changes
than nonunion employees. One study found that quit rates for
white
union members were substantially below those of nonunion
employees
and that transfer and promotion rates were significantly higher.
Almost
all union members who had been with the same employer for
more
than 10 years had made at least one internal job change.
Education was
negatively related to a bargaining-unit promotion but positively
related
to a promotion out of the bargaining unit. Promotions were
more likely
with more seniority in unionized situations, while they were
less likely
in nonunion employment. Unlike the nonunion situations in
which
women were less likely to receive promotions, gender made no
differ-
ences in situations where employees were represented. 57
Interests in
53 Ibid.
54 T. L. Idson and R. G. Valletta, “Seniority, Sectoral Decline,
and Employee Retention: An
Analysis of Layoff Unemployment Spells,” Journal of Labor
Economics, 14 (1996), pp. 654–676.
55 J. W. Budd and B. P. McCall, “The Effect of Unions on the
Receipt of Unemployment
Insurance Benefits,” Industrial and Labor Relations Review, 50
(1997), pp. 478–492.
56 J. L. Medoff, “Layoffs and Alternatives under Trade Unions
in U.S. Manufacturing,”
74. American Economic Review, 70 (1979), pp. 380–395.
57 C. A. Olson and C. J. Berger, “The Relationship between
Seniority, Ability, and the Promotion
of Union and Nonunion Workers,” in D. B. Lipsky and J. M.
Douglas, eds., Advances in
Industrial and Labor Relations (Greenwich, CT: JAI Press,
1983), pp. 91–129.
316 Labor Relations
career flexibility within the employer were found to be higher
among
unionized employees. 58
Retirement Programs
Many contracts establish a minimum service requirement for
full retire-
ment benefits. For example, the UAW agreement with the
automakers
provides that an individual can retire after accumulating 30
years of
service (25 in foundries), regardless of age. Thus, auto workers
might
retire as early as age 43 (with 25 years in foundry operations)
and
receive retirement benefits regardless of whether they are
reemployed
by a different employer. Early retirees would want health care
continued
because they would not be eligible for Medicare until age 65.
Chapter 9
detailed problems in funding retiree health care programs in
mature
and/or shrinking industries.
75. The Age Discrimination in Employment Act prohibits
negotiating
a mandatory retirement age. However, mandatory retirement
may be
required in situations where age has been ruled to be a bona fide
occupational qualification, as is the case for airline pilots and
police
officers.
Early retirement decisions appear to be strongly influenced by
the
retiree’s economic expectations and general health. The better
the expecta-
tions and the worse the health, the more likely the individual is
to retire
early. 59 Married men plan to retire earlier when they expect
larger pensions
from both private and public sources, when their pensions have
a known
benefit level, when they are homeowners, when they have
earned rela-
tively higher wages, and when they are in poorer health. 60
Union members
have greater predictability in benefits because a larger share is
covered by
defined benefit pension plans. 61
As benefit levels increase and as retirement decisions cover a
range of
time periods rather than a particular date, greater retirement
planning
by individuals and organizations is probable. Some contracts
provide
pension benefits that, when combined with social security and
tax advan-
76. tages, impose a cash penalty on an employee who continues to
work after
becoming eligible for social security.
58 K. E. Boroff and K. W. Ketkar, “Investigating Career
Flexibility among Union-Represented
Employees,” Proceedings of the Industrial Relations Research
Association, 46 (1994),
pp. 268–278.
59 R. Barfield and J. Morgan, Early Retirement: The Decision
and the Experience (Ann Arbor:
Survey Research Center, University of Michigan, 1969).
60 A. Hall and T. R. Johnson, “The Determinants of Planned
Retirement,” Industrial and Labor
Relations Review, 33 (1980), pp. 241–254.
61 J. Stewart, “The Retirement Behavior of Workers Covered by
Union and Nonunion Pension
Plans,” Journal of Labor Research, 18 (1997), pp. 121–136.
Chapter 10 Nonwage Issues in Bargaining 317
Job Satisfaction
Union effects on job satisfaction are not clear-cut. Chapter 6
noted dis-
satisfaction was a significant predictor of pro-union voting in
organizing
campaigns. 62 Receiving the benefits a union might gain is
expected to
increase job satisfaction, but a large-scale, cross-sectional study
found that
job satisfaction was lower among union members than nonunion
employ-
ees when other variables were held constant. 63
77. Job satisfaction increases for union members whose jobs
change as the
result of a transfer or promotion but not leaving the previous
employer.
The reverse was found for nonunion employees: Their
satisfaction
increased with turnover and did not change as the result of
internal job
movements. 64
A cross-sectional study found that job satisfaction among
unionized
employees was somewhat lower than it was among nonunion
employ-
ees, but results varied when facets of satisfaction were
compared. Union
members were more satisfied with their pay, valued it more, and
received
more pay than nonunion employees. Promotion satisfaction was
also
greater, largely because union members place lower value on
promotions
than other outcomes. This result can be partially accounted for
by rela-
tively lower pay differences between job levels in unionized
work. Union
members were less satisfied with supervisors and co-workers,
especially
with regard to supervisory behavior. They were also less
satisfied with
their jobs, which generally had less varied tasks than those of
nonun-
ion employees. 65 Unions influenced the satisfaction of
employees toward
supervisors and the job by pointing out potential sources of
problems the
78. union will help employees solve. However, within bargaining
units, one
study found no differences between union members and
nonmembers on
job satisfaction or intentions to quit. 66
Unionization in nursing homes influenced perceptions of job
quality
among employees. Other factors related to positive perceptions
included
being a skilled-care-provider facility, being owned by a chain,
having a
62 J. G. Getman, S. B. Goldberg, and J. B. Herman, Union
Representation Elections: Law and
Reality (New York: Russell Sage Foundation, 1976), pp. 53–57.
63 R. B. Freeman, “Job Satisfaction as an Economic Variable,”
American Economic Review,
69, no. 2 (1978), pp. 135–141.
64 Olson and Berger, “Relationship between Seniority, Ability,
and Promotion.”
65 C. J. Berger, C. A. Olson, and J. W. Boudreau, “Effects of
Unions on Job Satisfaction:
The Role of Work-Related Values and Perceived Rewards,”
Organizational Behavior and
Human Performance, 32 (1983), pp. 289–324; for additional
confirmatory evidence,
see S. Schwochau, “Union Effects on Job Attitudes,” Industrial
and Labor Relations Review,
40 (1987), pp. 209–234; for a comprehensive review, see T. H.
Hammer and A. Avgar,
“The Impact of Unions on Job Satisfaction, Organizational
Commitment, and Turnover,”
Journal of Labor Research, 26 (2005), pp. 241–266.
66 M. E. Gordon and A. S. DeNisi, “A Re-examination of the
Relationship between Union
Membership and Job Satisfaction,” Industrial and Labor
79. Relations Review, 48 (1995),
pp. 222–236.
318 Labor Relations
religious or ethnic affiliation, having private pay patients, and
having
trained administrators. 67
Finally, the strength of the union reduces fears that an
employer might
be able to increase work effort through threats. 68 At the
same time, the
degree of unionization appears positively related to job
satisfaction and
the willingness to cooperate, be productive, and reduce waste.
69
Summary Nonwage issues in contracts are related primarily
to hours of work,
lengths of contracts, management rights, union security, and
seniority
provisions. All of these have economic consequences for the
employer
and represented employees.
Work-hour issues relate to establishing the length of the
workday, enti-
tlements to overtime, shift assignments, and the number of days
worked
during given periods. Evidence suggests that employers may
prefer inno-
vative schedules with fewer days and longer hours in some
operations.
80. Management rights clauses spell out areas in which
management exer-
cises decision-making control. Management also establishes
rights to
make and enforce reasonable rules. Grievance and arbitration
clauses
provide due process rules for situations in which bargaining-
unit mem-
bers disagree with management’s interpretation and operation of
the
contract.
Union security clauses provide requirements related to dues
payment
and union membership. Union shops require that all bargaining-
unit mem-
bers belong to the union, while agency shop agreements require
that non-
members pay dues.
Seniority can be broken down into competitive- and benefit-
status sen-
iority. Competitive-status seniority relates to entitlements to
jobs, while
benefit-status seniority refers to compensation benefits.
Lower-skilled workers, particularly younger applicants, prefer
union jobs since seniority is a factor in promotions in most
union set-
tings. Promotions and transfers occur more often in unionized
settings,
and turnover is lower. Job satisfaction among union members is
about
equivalent to that among nonunion employees, but there are
differ-
81. ences in the levels of satisfaction for different aspects of the
employ-
ment relationship.
67 L. W. Hunter, “What Determines Job Quality in Nursing
Homes?” Industrial and Labor
Relations Review, 53 (2000), pp. 463–481.
68 F. Green and S. McIntosh, “Union Power, Cost of Job Loss,
and Workers’ Effort,” Industrial
and Labor Relations Review, 51 (1998), pp. 363–383.
69 M. Kizilos and Y. Reshef, “The Effects of Workplace
Unionization on Worker Responses to
HRM Innovation,” Journal of Labor Research, 18 (1997), pp.
641–656.
Chapter 10 Nonwage Issues in Bargaining 319
1. Is it to an employer’s advantage to enjoy the lower
turnover rates that
unionization seems to include?
2. Why are union officials likely to oppose flexible work hours
and other
innovative work schedules?
3. What potential problems and benefits are likely with early
or flexible
retirement programs?
4. Should either unions or managements be concerned with the
appar-
ently small effect of higher economic outcomes on overall union
mem-
ber satisfaction?
82. Discussion
Questions
Key Terms Seniority, 296
Fair Labor Standards Act
(FLSA), 302
Nonexempt, 302
Exempt, 302
Davis-Bacon Act, 302
Walsh-Healy Act, 302
Management rights
clause, 306
Grievance
procedures, 307
Wildcat strikes, 308
Union security, 308
Closed shop, 308
Union shop, 308
Modified union
shop, 308
Agency shop, 308
Maintenance of
membership, 308
Dues checkoff, 309
Free riding, 309
Benefit-status
seniority, 310
Competitive-status
seniority, 311
Bumping, 311
Case: GMFC Attitude Survey
GFMC is a member of the Heritage Group,
83. a consortium of employers with personnel
research departments that participate in
employment studies and share information.
All members agreed this year to administer
the same attitude surveys to their employ-
ees and relate the measures to variables such
as turnover and productivity. To gain union
cooperation in Central City, GMFC agreed
to share the results of the survey and the
broader study with Local 384. In return, Local
384 urged members to complete the surveys
they received.
When comparative information became
available, the results shown in the table were
sent to Central City.
If you were a union or management rep-
resentative, what would you make of the
results? What impact might this have on the
potential for negotiations in the next round of
contract talks?
Satisfaction Percentile
Central City Total
Pay 53 50
Promotions 36 50
Work itself 62 50
Supervisors 27 50
Co- workers 86 50
Turnover Percentile
Rate per 100 18 50