Shakespeare’s Audience: Research Synthesis

The uneducated lower class audience was interested in the violence Shakespeare's plays consisted of. The Elizabethan era's culture was violent and cruel. For example, if an individual did not enjoy plays, they could witness a â€Å". public execution by hanging, beheading, or any number of gruesome ways. † (Wave ; Davis, 109). To keep his violent audience entertained and engaged in his plays, Shakespeare had to include an ample amount of violence throughout them. Sometimes, audience members would become fatigued.To really excite and give them a rush to awaken his audience members, he would spontaneously throw in ction scenes right after, or in the middle of a tragic, or comedic event. One example can be found in Shakespeare's Romeo and Juliet. Not too long after Romeo and Juliet are married, a fight occurs, and after Romeo heard Tybalt has killed his beloved friend, Mercutio, he tells Benvolio â€Å"†¦ La] fire-eyed fury be my conduct now!†¦. for Mercutio's soul! â €Å"(Romeo and Juliet Shakespeare). Romeo, who had remained calm throughout Tybalt and Mercutio's dispute, later kills Tybalt to avenge Mercutio.Directly after their marriage, a calm and Joyous scene, Shakespeare has an abrupt ction scene imputed to thrill his audience. Although the lower class enjoyed a good comedy, they also went to the theater to watch the newest foray into suicide, debauchery, and murder. Once again in Shakespeare's Romeo and Juliet, he has a thought out plan that seems well, transform into a violent and disastrous one. After Juliet sees her lover has killed himself, she is left alone by Friar, while she is awaiting Friar, she becomes frightened by the watchman entering the tomb and says â€Å"O happy dagger!This is thy sheath; there rust and let me die. â€Å"(Romeo and Juliet Shakespeare). She was fearful of the watchman seeing she was still alive, and in turn committed suicide. Shakespeare mislead his audience through a bloody, twist ending, which was exac tly what they would have enjoyed watching. The lower class members of Shakespeare's audience enjoyed his anatomical humor. He wanted his audience members to have sterling Junctures while watching his plays, so he included an abundance of sexual innuendos.Shakespeare was at times too â€Å"bawdy, sometimes vulgar, many times pushing the bounds of good taste. † (Cork Milner). Shakespeare at some points was abrupt and too direct with ome of his Jokes, but audience members still enjoyed them. Shakespeare is known for his masterful way with words. Some say he was clever at playing around with them. One area where he used this talent is when he inserted sexual innuendos into and find that the clever wit of his sexual innuendo not only has comic significance, but is used to develop character, themes, and plot as well. â€Å"( transmedialshakespeare. ordpress. com). While using sexual innuendos to appeal to the lower class, Shakespeare was also using them to mold parts of his plays, which is why people often refer to him as one of the greatest play writes of all ime. He used every bit of his plays to his advantage, and through the use of sexual innuendos, he was able to mold parts his plays, while still entertaining his audience. Shakespeare knew how to give his audience members individually what they came for because â€Å"Shakespeare realized sexual Jokes, especially double entendres, put the twinkle in the performance,† Oohn Basil).He used his specialty of wordplay to conjure clever sexual innuendos and naughty puns throughout his plays. William Shakespeare's educated spectators were allured by his use of mythological allusions. Only the upper class was able to afford an education and were able to understand all of the â€Å"references from Greek & Roman mythology in his plays†¦ they are an identifier with ancient tales, and also tie in stories most of the populace was familiar with†(wcuenglish. net).Shakespeare's use of Theseus as the Du ke of Athens and Hippolyta as his queen immediately allows the educated audience to make a mythological connection in A Midsummer Night's Dream. As the audience identified one character from Greek mythology, they then naturally associated the other characters with this mythology if they were a member of the pper class and had an education. For example, two other characters, Oberon and Titania, could be compared with their mythological traits to be viewed similar to Zeus and Hera.His audience could make connections and know when that when Theseus says â€Å"Now, fair Hippolyta, our nuptial hour Draws on apace† (A Midsummer Night's Dream Shakespeare) that the story was a mythological allusion of Theseus and could recognize his Amazonian queen Hippolyta, and understand the specific myth being drawn. Another example that the upper class would be able to point out would be Puck relating to Eros, the Greek god of sexual love and beauty. The love Juice that Puck places over characte rs' eyes to make them fall in love with the first thing they see after waking is equivalent to Eros' golden arrows, having the same effect.The audience could correlate these distinct characters due to their connection to Theseus. Shakespeare more directly compares the two characters when Oberon says â€Å"Flower of this purple dye†¦ Hit with Cupid's archery†¦ Sin in apple of his eye† (A Midsummer Night's Dream Shakespeare). Lastly, Shakespeare appealed to the upper class through clever wordplay. Shakespeare was an ingenious man, an ample amount of these puns are in all of his plays and â€Å"Like most Elizabethans, Shakespeare loved puns†¦ the average per play was around eighty.Many of Shakespeare's original puns depended on words that were spelled different, but sounded alike† (Wave & Davis, 54). Shakespeare's brilliant word play could only be enjoyed by the upper class, because of their education; they were able to understand the multiple meanings of s ome of the words. Enjoying the genius and humor in Shakespeare's work of clever word play, was something the ower class was sadly not privileged with. One example of the clever word play Romeo that â€Å"tomorrow you shall find me a grave man. â€Å"(Romeo and Juliet Shakespeare).In this Shakespeare meant grave as Mercutio being serious, but here it also alludes to his imminent death, aimed towards his educated audience members who would be able to infer this. Shakespeare's clever word play required a trained ear to be able to fully understand all of what Shakespeare intended to get across. For instance when Mercutio says â€Å"Sure wit, follow me this Jest now till thou ast worn out thy pump, that, when the single sole of it is worn, the Jest may remain, after the wearing, solely singular. † (Romeo and Juliet Shakespeare).This one is a double pun. One meaning is that the sole of the shoe, the pump they are talking about, is single, which is to say, it has only one layer of leather. Shakespeare puns the sole of a shoe with â€Å"solely† trying to say only, exclusively and puns the word single with â€Å"singular† meaning one of a kind, unique and says that his Joke is exclusively unique, or solely singular. Shakespeare knew only the educated would be able to atch his double meaning wordplay and perhaps, he would also test them on how much they would receive from his word play.William Shakespeare tried captivating his audience while they watched his plays, but certain aspects included in they were specifically aimed for different classes. He used mythological allusions and clever word play for the upper and the violence and sexual innuendos were meant for lower uneducated class audience. Shakespeare was an ingenious play write and knew what his audience members were entertained by and he knew exactly how to appeal to their tastes of theatre.

Gang Leader for a Day Essay

In the book, Gang Leader for a Day, a rogue sociologist passionately dives into the lives of one of Chicago’s toughest housing projects in an attempt to develop an insight as to how the urban impoverished lived. Throughout the text it becomes clear that a conflict paradigm is being reflected. A conflict society is based on social inequality, in which some individuals benefit and thrive more than others, which tends to lead to conflict and thus change. This is evident both in the housing projects where a gang known as the â€Å"Black Kings† take over and also in the surrounding neighborhoods where the more elite citizens, including persons from the authors university, shy away from associating with the nearby poor black nearby public, thus creating unbalanced communities. In the text the author, Sudhir Venkatesh, observes how elites use their power to control the less powerful. This is evident in the Robert Taylor Homes, where the Black Kings profit from drug sales that control the community, while the rest of the families are struggling to survive. There even appear to be hierarchies within a hierarchy. For example, within the Black Kings gang there were leaders such as a man known as â€Å"J.T.†, who would make thousands in profits from commanding others and then there were young teenage men who actually sold the drugs and barely earned minimum wage (256). Aside from the drug sale employees, other workers such as those who ran shops or did menial work from their high rises were also controlled by the gangs, who would use fear tactics to implement various taxes upon them. Clearly the majority of the society is being controlled by the middle and upper-class from surrounding neighborhoods and also the gangs in the lower-class community, creating social inequality. However, conflict and change do appear by the end of the book when the Chicago Housing Authority along with President Clinton decides to demolish Robert Taylor Homes in hopes of eliminating the hierarchy of gangs and stimulating a more prosperous society (269-270). There are many different factors presented in the text that lead to the disadvantage of poverty, including social, institutional, economic, and political influences. The obvious social influences were the relationships between and within the gangs. Although members within the gang act as a family, always protecting each other, the members who weren’t as fortunate to be party of their inner circle were treated unjustly, such as C-Note (62). Since gangs took over the disadvantaged community, they had control over who was allowed to move up in the social ladder and who was not. Since the community was filled with violence, thefts, drug abuse, and prostitutes, people tended not to trust each other, which would explain why it must have been so hard for the citizens to keep steady relationships and jobs (105). If there was no trust within relationships, clearly it would be hard to make yourself known in the community as a decent and honorable person who can handle a job. I believe it was because of these unstable relationships that so many persons in Robert Taylor Homes had to succumb to menial work as their source of income. Institutions such as work, school, and hospitals also influenced the sustainment of poverty. For example, the police refused to patrol Robert Taylor Homes because they believed it was too risky and there were only â€Å"two social-service centers for nearly twenty thousand children† (37). Similarly, hospital’s rarely ever responded to shootings in the neighborhood and when children dropped out of school there wasn’t much encouragement to get them back in. The lack of public assistance was clearly a factor in creating and maintaining poverty since the citizens had a lack of resources to free themselves from their difficulties. Furthermore, even if the police or other institutions were present, they were extremely flawed. This is evident in the fact the certain police would raid gang parties and steal their belongings, openly violating the law themselves (231). If cops displayed law breaking, how could they expect their citizens to dutifully follow the law? Another flawed institution was the Chicago Housing Authority, which demolished public housing to replace it with recreation (262). Not only did they take away the only homes the poor had, but also ineffectively relocated them to a community where they could thrive. One of the main economic problems that many people, particularly gangs, in Robert Taylor faced was the fact that they didn’t want to trade in their status for entry-level jobs because in many cases, gang leaders made far more than they would have if they worked minimum wage jobs (72). Many of the gang leaders such as J.T. held the false belief that the drug economy was â€Å"useful for the community, since it redistributed the drug addict’s money back into the community via the gang’s philanthropy† (115). However, the drug economy is not a stable or lucrative economy compared to your average jobs because it was clearly very hard for people to get ahead in gangs, thus no one ever had a fair shot of earning more money in their life span. Nevertheless, the situation can tend to be a grey area of debate since a lot of the residents did attempt to hold blue-collar jobs but continued to get laid off (60). In this case, the underground economy of drug sales may have been the only choice for residents looking for an income. Another way the gangs play into the economic situation is when there are drive by shootings, in which case parents would have to take time off from work to stay home with their kids (105). This further goes to show the negative widespread effects of gangs on urban, poor communities in that their illegal drug sales or shootings sustained the low SES of parents with real jobs. The political economy of outlaw capitalism evident in the text is another flawed institution creating poverty (37). As touched upon earlier, if the government allows certain communities to run these underground social systems where only one group benefits, then the community will obviously continue to be poorly balanced. The majority of the community will be fighting for a means of income while the various gangs benefit from the only wealth available. Another political flaw is that members of the community were told how to vote. It appeared that the gangs had a misconstrued depiction of how to go about political reform. Their idea of responsible voting was to gather in meetings and choose the alderman who would best keep the police away from their drug economy, â€Å"there was no discussion of platform, no list of vital issues† (77). The lack of knowledge of real political issues was ultimately detrimental to the community as a whole, as the cycle of outlaw capitalism would ju st continue to rule Robert Taylor. As mentioned before, Robert Taylor was heavily run by gangs, leading to various social factors such as marginalization, alienation, disempowerment, and social Darwinism to overtake the community. Robert Taylor residents were marginalized by the gangs within their community and also as a whole by the larger community through government neglect and vicious rumors to alienate them from the more elite neighborhoods (36). This ties in to the disempowerment in Robert Taylor, which is highly evident in the gangs where there are leaders who control drug dealers, squatters, foot soldiers, etc. (50-51). In this hierarchy, if a member of the gang disobeys the rules, such as by withholding money, then the leader will disempower that individual, forbidding them to sell drugs for a week or even a month – in effect, decreasing their income. Similarly, social Darwinism is evident in drug dealers because the process is essentially based off of the idea that those who are â€Å"fittest† or most able will thrive while the so-called â€Å"weak† are left to die. For instance, if drug dealers are fearful they could be shot, if mothers refuse to sell their bodies, they could have no food for their children that week. Even residents with real, marketplace jobs are subjected to this theory, as none of their jobs are very stable and they could succumb to an absence of income at any time. I believe it is both a â€Å"culture of poverty† and a lack of resources that are responsible for the â€Å"deviant† behavior and poverty in Robert Taylor. Clearly there is a high lack of resources, such as the police or hospital who won’t respond to calls in the neighborhood (37, 48). For example, if there are no police then gangs can get away with beating each other up instead of letting the law handle it (226) . Yet at the same time it is the gangs who encourage the younger generation to become part of their culture, instilling violent behaviors in them from a young age (258). Due to the absence of government assistance programs for the poor, citizens grew up with the belief that they were infinitely bound to poverty. In effect, they developed traits that would benefit their lifestyle, such as the drug economy, but did not bother developing skills that would extend beyond their culture of poverty, such as an education. Even when residents had a chance to make a better life for themselves and escape the projects, they would become â€Å"lonely† and move back (248). It is because of this continual neglect from society that the residents develop feelings of helplessness and marginality, ultimately leading to a â€Å"culture of poverty.† In the text, the author was able to get a very personal insight into the lives of those living in the projects, something that definitely expanded the sociological depiction of poverty (43-44). However, the fact that he failed to inform the university of what he was doing or follow any reporting requirements was not very ethical of him in acquiring his research (119). Before becoming part of the lives of gang members, he should have become informed on the fact that there is no research-client confidentiality for academic researchers (186). His lack of pursuit of this knowledge was immoral because he could have jeopardized the lives of Robert Taylor residents if he ever had to testify against them. One line the author should not have crossed was becoming a gang leader for a day, making what was supposed to be a research-client relationship far too casual. It is the fact that he knowingly crossed the line from observer to participant on multiple occasions by â€Å"hearing jokes, shari ng a beer, and loaning someone a dollar† that made his methods unethical (107).

Mobile Phones In Schools

Mobile Phones in Schools Recently read Frances Child's news article and personally I couldn't be any more outraged than am now, with her choice of words. Yes she's identified an issue with today's generation, but the way in which she puts this across is exaggerating the truth. Find it hard to believe how such a poorly written article managed to get published in this day and age, without being rectified. One statement which really jumped out at me, as being bias is â€Å"Very few teachers, especially female teachers, want to physically grapple a student, to confiscate their mobile phones†.This statement couldn't be much further than the truth! In my school, if a pupil is caught on their mobile phone, the teacher will simply ask for their phone and nine times out of ten they'll hand it over without hesitation. On the rare occasion of them refusing to hand it over the teacher would email SALT, and the problem is resolved in a matter Of minutes. I noticed that all of the examples which she used in her article are very rare occurrences. Personally I have never experienced such horrific reactions to a teacher wanting to take someone's phone.Of course they do append, but they're very uncommon. There's always some people who just love to cause havoc for attention in every school, whether its bunking lessons, play fighting, or in this case refusing to hand over their mobile phones. However Child's suggests the majority of students are belligerent which is not the case. Child's opens her article with the following statement, â€Å"Mobile phones are a poison in our schools but don't blame the teachers – Blame the parents! I literally cannot believe how such a bias statement can be used in this day and age. Teachers are not entirely to blame, but some do not help he cause, by not following the basic protocol of confiscating phones at first sight. As well as this teachers are responsible for enforcing the rules and the students are expected to follow them. Th en again parents can be seen to be partly to blame; this is because they're buying their son/daughters smart (addictive) phones. I agree some parents may not be supportive of the school but they aren't solely to blame.I personally believe that students are most at blame, at 1 1-18 years old they're more than old enough to be able to decide when and where to use their phones. â€Å"Porn is gloated over in class with little tempt to disguise what is happening. Sometimes a phone is openly passed around. It's unpleasant and embarrassing. † Frances Child's claiming that porn is constantly being watched during class has shocked me! In my five years at secondary school have not once witnessed such explicit material being shared among students.Although some schools may be different, what gives her the right to assume all students are as bad as each other? Really could go on all day, mentioning all of the reasons why this article is a disgrace, however I'm certain this is more than en ough evidence to express to you my utter most disgust at this article. My solution to this problem Of mobile phones in the classroom is to make punishments stricter than they are now. As well as confiscation, schools could introduce more physical punishments such as litter picking etc†¦Parents should be informed of this problem also, so they can do their bit to help resolve it. Banning mobiles all together just creates other problems, how will teenagers contact home in an emergency? Clearly Frances Child's hasn't thought of that†¦ Writing to Inform or Argue Some people love school, yet others hate every single second of it. Either way, they have absolutely no say in whether they go to school, or stay at home playing computer games. So at the end of the day, why not just let it be and get some Gases out of the whole process?Don't get me wrong, some people try their very hardest throughout their time at school, but then there are the troublemakers†¦ Most badly behaved s tudents end up with a poor set of grades, which means that they'll struggle to find a decent, well paid job. A recent survey found out that 83% of people who have been suspended or excluded from school end up with either no job or a poorly paid job when hey turn eighteen, and even more concerning is that 77% of those people surveyed regret misbehaving in school. What a waste of over ten years Of your life!All of those lessons wasted messing about all for attention, or even just to be considered ‘cool'. It's a well known fact that a lot of out of work youths end up in gangs. Not only is this one of the easiest ways to get on the wrong side of the law, it can also lead to serious injury or even death before their early twenties. However if they weren't disruptive at school they'd have a decent job, and would not even be in a gang in the first place. A lot of people say, ‘What is the point in trying hard when I know I cannot achieve high grades? I find this to be a very poo r excuse as most modern day jobs in the tertiary employment sector don't require high grades, just a good work ethic and attitude towards the workplace. It's only really the top end jobs that require a high amount of intelligence in order to fulfill their specification/ quota. One thing that really annoys me about badly behaved students is how they look down on clever students in such a way that they try their utmost best to try and intimidate them. They go around in their groups approaching he clever pupils, and often saying something on the lines of ‘You're a Geek. Ores this as jealousy towards the high grades in which the clever students are achieving. Before I started writing this article, I spent a bit of time researching how the poor behavior of certain students reflects on those who want/like to learn.

Is Your Glass Half Full or Half Empty Essay

Shakespeare quotes â€Å"there is nothing good or bad but thinking makes it so. † These are words of wisdom, as Shakespeare had discovered centuries ago that are still relative to the daily events that occur for the average twenty-first century adult. People often waste too much time thinking about small negative aspects of their day which creates added stress that is not necessary. Like over analyzing every detail of a minor nuisance you’ve encountered. Stress from daily negative occurrences throughout the day everyday add up and have significant harmful effects on mental and physical health. Stress, however is subjective and lies in the eye of the beholder. Therefore stress really does not exist at all, it is all in your mind and you are the one that makes the decision to over analyze every little detail of a situation or not, which allows your thinking, perceptions, attitudes, and appraisals of events to determine what is stressful to you. What initially causes stress is anything that you look upon that is bad or negative in some way. It is how and what we perceive to be negative that brings upon stress on one’s daily life. A decision is based on one’s judgments of their own estimation of value, worth, and quality given a specific situation. According to Cannon-Bard’s theory of emotion, the response comes after the fear experience. Therefore one will experience fear, or stress from threats, illness, change, danger, pressure, conflict, long term frustration, or anxiety. Stress and fear can evolve from any form of threat that is real or perceived. Cognitive reactions are the result of Shakespeare’s quote, therefore the responses to stress after the initial threat or fear. Cognitive reactions teach you methods to change your perception of the way you think for future prevention. Neuroticism is the response that includes emotional, anxious, insecure, and vulnerable aspects regarding stress. Health consequences include both physical and psychological effects. Physical effects include hypertension, eating disorders, procrastination, low immune system, and high levels of cortisol. Psychological effects include impaired memory, impaired performance, and inability to respond to a situation. Health psychology is the most current approach to increase the potential of general well-being. Health psychologists believe in prevention rather than treatment. Therefore they help to predict the onset before an episode. Changing one’s behavior plays a huge role in the resolution of healthy living. Cognitive Therapy is the modern approach which involves changing the way you think and understanding the reason to abandon your old reasoning for a new different perspective on the same thought. The ABC model, where the B in the model stands for beliefs is the most crucial part when analyzing Shakespeare quote. The problem is that people have different believes, opinions, and perceptions of what is good and bad. Unconsciously we begin to form a belief system of what we believe is good and bad from parents, peers, and school. We use beliefs to interpret ourselves, other people and the world in general. In conclusion, the essence on Shakespeare’s quote is to never say anything bad about yourself therefore you avoid the entire idea of the negative pessimistic attitude. The power of positive thinking will change your perspective and feelings. From a cognitive perspective, you can create happiness by decreasing your negative thoughts and increasing your positive optimistic thoughts and views and reducing stress to live a healthy and positive life. When analyzing the question â€Å"is your glass half full or empty? † is hinting at how you view life in general either with an optimistic or pessimistic view. The decision is ultimately up to you.

Communications Coordinator Essay

As the Communication Coordinator for this national drug manufacturer, today we will need to brainstorm and discuss how we will address the negative effects that our medication are causing to the public. The local news has already started a witch hunt by allegedly reporting that one of our local officials has suffered from adverse side effects from our medications. How can we address the public regarding this issue without losing business and the trust we created with our investors and our consumers? In today’s meeting we will decide which communication tactic is the most suitable for this situation, while making sure that we stay within the HIPPA guidelines. We will start by discussing the advantages and disadvantages of using traditional media. Traditional media can include newspapers, magazines, radio, and television. There are some great advantages n whey these media outlets would be great in reaching our audience regarding this health scare. Two great traditional methods are newspapers and magazines; they can help because we can be precise and explicit when discussing our issues. Additionally, these methods would provide use with a permanent record of our attempt to reach the public (Advantages and Disadvantages of written communication, 2012). Two other good traditional methods are radio and television. These methods are great because they are very cost effective and will allow us to reach our audience directly and will allow us to show emotion and concern regarding this matter. All of these methods seem like they would work but there are disadvantages with sticking to traditional media outlets instead of using electronic or social media sites. Some valid concerns we have with using electronic or social media sites. Some main concerns we have with using traditional media is that it can only reach a limited amount of people and we are restricted to a small scope of listeners and readers. In addition, feedback is not immediate like electronic or social media sites.

Observations and child interactions Assignment Example | Topics and Well Written Essays - 2250 words

Observations and child interactions - Assignment Example He would pull himself up on couches, chairs and tables and very quickly do a scramble from one edge to another, but when he was about to stand without support, he would totter and fall quickly to his bottom. Sometimes this upset him and at other times he would just try again. The observations took place on two different days. Interpretations The first observation was made over the course of about five minutes. When the mother sat on the floor with her child, their bond was clear by the way he would respond to her movements. He understood her cues just like she could anticipate his movements. They had played this game on many occasions. She would hold out her hands with the palms up which would get him excited. He would slap at them until he placed his hands in hers, sometimes scooting a bit towards her on the floor. Pulling himself up by holding onto her hands, he would stand while making eye contact with his mother. She sucked in her breath and make a unique repeating blowing sound between her lips as she stood up on her knees, and then rose to her feet. Bending over with his hands in hers, she would then kiss his forehead and then say â€Å"so little man, where do you want to go?† The child responded by taking steps towards her, moving more quickly until he started to fall forward at which point she scooped him and swung him around as he laughed. The practice of walking was a game with a chronology that they both seemed to expect. This same ritual happened on both occasions when they were observed. This interaction was highly interactive with the child and the mother watching each other intently. She spoke in warm, happy tones as they both prepared for the end of the ritual. The relationship with the grandmother was a little different. The interactions between the grandmother and Kyle were done also on two occasions for about five minutes. The grandmother took Kyle’s hands rather than waiting for him to give them to her. She pulled him to his fe et, and then led him walking from one place to the other. Although Kyle was energetic and was enjoying moving from place to place, his focus was on his feet and where he could run, but he was not focused on his grandmother’s face. She eventually picked him up and kissed his neck, making him laugh and then clap. The second time I observed them she pulled him to his feet and let him around the room, but he tripped and fell, falling to the ground. She tried to sooth him but his mother came to intervene. The second interaction happened three days later in about 5 minutes each. The grandmother, the mother, and the child were all in the room. This time the grandmother went first. She lifted Kyle to his feet and began to walk him around the room, his feet stepping over one another as he pulled and she pulled in different directions. Kyle became frustrated and it ended with him in tears. His mother picked him up and soothed him. Eventually, she sat on the floor with him, kissing him and laughing with him, keeping her eye contact with him during the prelude. Eventually she put her hands out, but he did not immediately put them into hers. He did within a minute, however, and then they stood together. He took more tentative steps at first, but when he realized that he was in control of where they would go he began to step in different directions. He tired more quickly than he did than during the first observation,

Case analysis Essay Example | Topics and Well Written Essays - 750 words

Case analysis - Essay Example The NFL proposed a squad player salary of $ 1,000 per week. The union, however, insisted that the club owners give squad players benefits and protections similar to those provided regular players. After negotiations on the issue of developmental squad salaries reached an impasse, the NFL unilaterally implemented the developmental squad program by distributing to the clubs a uniform contract that embodied the terms of the program and the $ 1,000 proposed weekly salary. In 1990, 235 squad players brought suit in the United States District Court for the District of Columbia against the NFL and its member clubs, in which suit it was claimed that the employers' agreement to pay the squad players a $ 1,000 weekly salary violated the Sherman Act (15 USCS 1 et seq.). The District Court dismissed the petitioner's complaint. Thus, the case was brought to the Court of Appeals, which upheld the decision of the lower court. Petitioner then elevated the case to the Supreme Court on a writ of certiorari. A. The Supreme Court on certiorari said that the nonstatutory labor exemption shields from federal antitrust attack an agreement among several employers bargaining together to implement, after a collective bargaining impasse, the terms of the employers' last best good-faith wage offer. C. B. With respect to the application of the nonstatutory labor exemption to multiemployer collective bargaining, there was no basis for distinguishing football players from other organized workers. C. Stevens, J., expressed the view that neither the policies underlying the labor and antitrust statutory schemes, nor the purpose of the nonstatutory exemption, provided a justification for exempting from antitrust scrutiny collective action initiated by employers to depress wages below the level that would be produced in a free market. REACTION TO THE CASE The antitrust exemption applies to the employer conduct at issue here, which took place during and immediately after a collective-bargaining negotiation; grew out of, and was a directly related to, the lawful operation of the bargaining process; involved a matter that the parties were required to negotiate collectively; and concerned only the parties to the collective-bargaining relationship. The Court's holding is not intended to insulate from antitrust review every joint imposition of terms by employers, for an employer agreement could be sufficiently distant in time and in circumstances from the bargaining process that a rule permitting antitrust intervention would not significantly interfere with that process. The Court need not decide in this case