identify three central ideas in the article, "New York School Bus Strike: Sign of National Pressure on Unions". For each central idea, cite at least one example of evidence that develops the central idea over the course of the article. Use paragraph numbers to cite your evidence.
Central Idea 1: The article presents the New York school bus strike as an example of increasing pressure on unions and workers' rights in the United States.
Evidence: The article refers to the school bus strike as the "latest manifestation of the national trend away from protectionism" (para. 1). The author notes that the strike was prompted by the city's removal of job security provisions for veteran drivers (para. 3). Additionally, the strike is compared to other instances of union protests, such as the Chicago teachers' strike and Wisconsin collective bargaining battles (para. 6-7).
Central Idea 2: Mayor Bloomberg's stance on the strike highlights the ideological divide between union supporters and policymakers focused on market competition and cost-cutting measures.
Evidence: The article points out that Mayor Bloomberg justified the removal of job security provisions by arguing that they were outdated and favored "inside deals" over competitiveness and cost efficiency (para. 3). Furthermore, the author highlights Bloomberg's opposition to the strikers by quoting the mayor: "We cannot let any one interest group stop our schools" (para. 5). The article contrasts Bloomberg's stance with that of the striking drivers and matrons, who argue that their job security is motivated not by greed but by a desire to ensure safety on the buses (para. 11-12).
Central Idea 3: The school bus strike exemplifies the broader implications of similar labor conflicts for public service provision and the well-being of vulnerable populations.
Evidence: The article emphasizes the impact of the strike on New York City's public school students and their families, with 152,000 students affected and 54,000 of them having special needs (para. 8). It also highlights parents' concerns about the potential consequences of a prolonged strike, such as having to pay for transportation (para. 9) and students missing school days (para. 10). This underlines the article's broader message about the ramifications of labor conflicts involving publicly funded services, which often extend beyond those directly involved in the dispute.