Bullying in the Workplace Essay Example

Bullying in the Workplace Essay Bullying in the workplace is a repetition of abusive actions against someone by colleagues or superiors at work. Workplace bullying can happen to anyone. It is important to learn the signs of bullying and the way to handle and solve the issue. Bullying can leave individuals with long lasting emotional damage. Research has shown that bullying is often only resolved when the victim leaves the work place. In recent years organizations have formed to fight against bullying. Numerous amount of research has now been done to try to understand bullying and improve the work environment. Hopefully this report will enlighten people to the serious issue of bullying so that we are all aware of our actions in the workplace. Bullying devastates its victims and the damage lasts a long time. Bullying is a repeated mistreatment of a person as a way to control the victim (Namie, 2000, p. 3). Bullying can happen to anyone who works with the same group of people every day. The results of bullying also differ, many may have physical, emotional, and economical problems (Namie, 2000, p. 55-57). Several people may leave the work place, others may fight back, and others may take the bullying every day. Lastly this paper will discuss the best ways to be successful in ending bullying without leaving the job. Problem Bullying has become an important issue over the years but still is not illegal, â€Å"either the law does not apply at all or the legal options make the case too difficult to build† (Namie, 2000, p. 6). We will write a custom essay sample on Bullying in the Workplace specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Bullying in the Workplace specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Bullying in the Workplace specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Research has shown that most people who report that the bullying has stopped said it did so only because they left their place of work (Namie, 2000, p. 271). Purpose The purpose of this report is to inform people and bring more awareness to the cause by including types of bullies, effects of bullying, and how to stop bullying in the workplace. Scope The topic discussed in this report is useful for most people. Anyone who works with the same group of people every day can benefit from reading thing; such as those who work in an office, nursing staff, or any company. Discussion Bullying covers a range between rudeness and violence (Namie, 2000, p. 10). Bullying often starts off as a small act and if not stopped it grows to more damaging actions or words. Among the various types of bullying are: Chronic bullying, Accidental bullying, and Opportunistic bullying. Chronic bullying is the worst type, it is frequently harassment to the victim. These bullies need to have power over people and situations, they are often very charming but cocky, they do not have empathy for others, and they feel threatened when someone challenges them (Chronic Bullies, 2012). Chronic bullies are always dominating, in work and out (Namie, 2000, p. 16). Accidental bullying is committed by people who are unconscious of its impact on the victim and they usually apologize and promise to not repeat it. â€Å"[They’re] awkward and child-like† (Namie, 2000, p. 17). Opportunistic (â€Å"climbers†) bullying is the most common and is committed to take personal advantage to get ahead (Namie, 2000, p. 16). These type of bullies are competitive in the work place, but when they are not working they can be charming, loving people. Other types of bullies also include the substance abusing bully, the constant critic, the two-headed snake, the gatekeeper, and the screaming mimi (Namie, 2000, p. 17-30). There are many things that someone can do to be considered bullying. Bullying actions include shouting or swearing at someone, singling someone out or criticizing them, excluding him or her from company activities, embarrassing them, or repeating practical jokes (Bullying Statistic, 2009). These actions can cause a lot of stress. Research has shown that being bullied has a great impact on the individual’s health status; bullying cause emotional damage, physical health damage, damage to social relationships, and economical damage (Namie, 2000, p. 55-57). Examples of changes or damages include, loss of sleep, moos swings, PTSD, nightmares, clinical depression, headaches, skin disorders, hair loss, weight swings, heart attack, wavering support from family, divorce, abandonment by friends, short-term or long-term disability, loss of home, and personal savings depletion (Namie, 2000, p. 56-58). Bullying is a treat to an individual’s freedom from fear, his or her health, dignity, reputation, respect, and more (Namie, 2000, p. 11). Although many organizations have been formed and awareness is spreading, bullying in the workplace still happens every day. Unlike children, adult need to handle the situation, and handle it professionally. Document the Bullying Occurrence The best way to handle bullies is to document their behavior properly. This includes when it happened, where it happened, who did it, and how it made the victim feel (Workplace Bulling and Disruptive Behavior, 2011). Bullies like the chronic bullies will never change, it is just who they are (Namie, 2000, p. 14). At this point it is not important to know why the bully does what he or she does but how to stop it. Report to Competent Authorities After keeping notes of when, where, and how the bullying is mistreating its victim, the victim should report the bully. Reporting the bully makes managers or owners aware of what they might have not seen. If the authority figure is competent he or she will handle the situation. By reporting bullying it allows for change in the work place. Bullies like the opportunistic bully can change if the company starts to punish the mistreatment of others (Namie, 2000, p. 16). Solicit the Support of Trusted Co-workers It is important to have someone to talk to at work. Talking to co-works can relieve stress and can allow for group thinking on how to solve the situation (Namie, 2000, p. 24-25). Will your co-workers back you up? If all co-workers feel the same way about the bully it is easier to be heard by company higher-ups. Lastly having trusted co-works allows for goof relationship and within these relationship victim can learn to use humor and other techniques like yoga to distress (Namie, 2000, p21-31). Conclusion In conclusion, bullying in the work place is defined as a constant obvious persecution by a stronger colleague against a weaker employee. There are many types of bullying, but the three most common are chronic, accidental, and opportunistic. Although in some cases it might be helpful to know why the bullying is picking on the victim, it is most important to find a solution. The victim should always handle the situation professionally. Reporting the bully can be necessary. Lastly even though bullying is a hot topic right now it is not illegal and organization have been started to inform people. To stop bullying people need to be educated at a young age because its damage lasts a long time. Recommendations If employers were to use these recommendations they may have a lower turn-over rate within their company due to bullying by employees. They will also see a more productive environment, which in turn makes the company more money. 1. Provide a seminar against bullying. . Raise awareness of what constitute as bullying. 3. Clearly state and display company policies against bullying. 4. Conduct surveys on leadership personalities. 5. Allow for group work to build trusting relationships among co-workers. 6. Managers should always monitor for workplace bullying and investigate any issues that have been reported. Bullying must always be taking seriously. 7. Bul ly must be punished through either a written warning, retraining, transferring, or suspension. References Bullying Statistic. (2009). Stop Bullying, Harassment, and Violence. Workplace Bullying: Retrieved from http://www. bullyingstatistics. org/content/workplace-bullying. html Namie, G. amp; Namie, R. (2000). The Bully at Work: What you can do to stop the hurt and reclaim Your dignity on the job. Naperville, IL: Sourcebooks, Inc. Wave. (2012). Chronic Bullies. In Workplace against violence in employment: Retrieved from http://www. wave. org. nz/index. php/information/chronic-bullies Workplace Bullying and Disruptive Behavior: What everyone needs to know. (2011). What can Be done about bullying: Retrieved from http://www. lni. wa. gov/Safety/Research/Files/Bullying. pdf

The Othello Essay †Timeless Topics. BestEssay.education

The Othello Essay – Timeless Topics The Othello Essay Wow. Shakespeare took on a lot in this play – jealousy, envy, racism, and deceit. It is often considered one of Shakespeare’s â€Å"lesser plays,† if there can really be such a thing, and it is usually not studied unless a student takes a specific course on the playwright, but the beauty of writing an Othello essay is that the topics are just so timely today. A Tough Plot to Follow While the plot itself is pretty clear cut, what makes Othello a bit difficult is keeping all of the â€Å"players† in this tale of treachery and deceit straight. You may need to read it a couple of times and take some notes to keep track. But here are some key points in the plot that you need to remember: Othello is not the usual Italian hero. He is a Muslim living in a society of white Catholics, and his only claim to fame is his prowess as a military strategist and victor. He wants acceptance by this society, and the only way to get that is to keep being victorious in battle and, of course, to marry Desdemona, a white. This, he believes, will bring him the stature that he needs and make him a part of Italian society. There are forces working against him, however, in the name of Roderigo, who loves Desdemona and will do anything to make the marriage fail. He and his co-conspirator Lago concoct a plot to convince Othello that his wife is unfaithful, knowing that the proud military man will not stand for it. And there is a second benefit to all of this. By painting Cassio, one of Roderigo’s enemies, as the lover, they can get rid of him too. Othello jealousy will certainly mean that Cassio will be killed. Against this backdrop, Othello is left without a battle to fight and so has lost his value to Italy. All of the characters have travelled to Cyprus to fight invaders who never come. So there sits Othello, no battle and only time to â€Å"stew† on the rumors and mounting evidence that his wife is being unfaithful. In the end, as the truth unfolds, Othello has lost his reputation and his wife both, and the only option is suicide. Essay Questions That Will Provide Topics Essays on Themes: Shakespeare’s themes are always timeless, and Othello is no exception. Where, in all of history, has there not been jealousy, deceit, racism, and isolation? Here are some possible essay topics: Does Othello have a single fatal flaw or more than one? Certainly, jealousy is one, but is there also envy? Is he longing to be a part of a society that only accepts him because of his military stature? Maybe his flaw is that he wants too much to â€Å"belong.† Without purpose, Othello feels isolated and alone. His â€Å"cheating† wife only adds to this. How does his sense of isolation contribute to the tragic events? Who are the â€Å"racists† in the play? Does Desdemona represent the person who has truly risen above racism? Othello Essays of Characterization A great analysis essay could be written about any number of this play’s characters, for they mirror people who have existed for all time. Here are some potential topics for you: Analyze Emilia’s character. Is she an opportunist with no moral principles? How does she change in the end? Is Lago an opportunist or a racist? Or both? What motivates him to take part in the treacherous deceit to bring Othello down? If Desdemona has a flaw, what is it? Is she a woman ahead of her time? In what way? Once you have read Othello, you may indeed find that you like it better than some of Shakespeare’s more touted plays. One of the reasons for this is that he addresses some really important issues that must be faced in our own time – the struggles for minorities in a society for acceptance and opportunity and the value we place on humans based upon their achievements, sometimes at the cost of who they are. The bottom line is this, however: if you need to write that Othello essay, you have plenty of possible toics! Othello, William Shakespeare’s lesser known tragedy, deals with some pretty hefty themes, certainly for the times in which he wrote. Many consider it a very early treatment of race relations and the struggle for minorities to find acceptance in a white-dominated society. However, you see it, there are plenty of topics for some great essays here.

Outsourcing offshore At Darden restaurants Essay

Outsourcing offshore At Darden restaurants - Essay Example It was also set to be the leading distributor of food items, for example, olive garden (Anguish, 1) The Company has immensely grown over the years since its inception in the US. Currently, it has several subsidiaries and business units in US and Canada. These are set to aid its product distribution to satisfy consumer needs. The company manufactures and supplies seafood products that include red lobster, olive garden, Smokey bones barbeque and grill. Darden restaurant is a high-rank global business organization that produces nutritional food items. Since its initiation in 1967, the institution produces products that conform to consumer specifications. Its popular product brands include olive garden and red lobster that give it a competitive edge in the dynamic business environment (Heizer & Barry, 2). The company operate under sound strategic business system that is propelling its growth. Currently, it serves more than 3000 million meals to various individuals annually and has over 1700 distribution centres. This facilitates timely delivery of services and adherence to consumer needs. Indeed, the company has well established supply chain and distribution network that enhances delivery of services. It also operates under effective outsourcing guidelines that are set to facilitate the optimization of resources (Anguish, 1). The restaurant’s management focuses on lean administration system that is adopted to ensure that qual ity is guaranteed with minimal wastage. The major outsourcing services include cleaning services, maintenance of websites, marketing activities and human capital. This explains the company’s growth that is due to continuous implementation of transformational development plans. As indicated by xxx the corporation has well established supply chain that is set with an aim to enhance timely delivery of seafood items to customers. The broad supply chain is in adoption as a performance strategy and a

Outputs and Outcomes in Public Sector Essay Example | Topics and Well Written Essays - 1000 words

Outputs and Outcomes in Public Sector - Essay Example Such outcomes should be classified as outputs as they reflect what the institution has accomplished; they do not reflect what (or how much) students have learned. Nor do they answer the questions outlined above; in fact, they do not measure changes in the students as a result of their college experience. As opposed to outcomes that measure aggregated statistics on an institution-wide basis, student learning outcomes are concerned with attributes and abilities, both cognitive and affective, which reflect how the student experiences at the institution supported their development as individuals. Students are asked to demonstrate acquisition of specific knowledge and skills, generally: In a coordinated effort to answer these results-oriented questions, higher education governing and monitoring bodies have been working to address this need for accountability. They have (and are continuing to do so) reviewed and revised the standards that institutions use to demonstrate their efficiency and effectiveness. At the national level, both the American Association for Higher Education (AAHE) and the Council for Higher Education Accreditation (CHEA) have advocated the need to increase awareness, the value, and necessity for measuring and reporting student learning as outcomes. However, because of the decentralized structure of accreditation of higher education in the United States, it has become the responsibility of the regional higher education institutional accreditation associations to develop standards by which to hold institutions accountable through evaluation, including the imposition of student learning outcome measures. (McMurtrie 2000) In the past, prescriptive standards that regional accrediting bodies established to accredit individual higher education institutions have been inputs- and outputs-based, focused on measuring and reporting the processes and structures concerning the delivery and use of institutional services. To increase accountability practices, regional accrediting bodies are placing more pressure on institutions to measure what students learn by applying assessment processes, replacing traditional standards with less prescriptive standards seeking outcome measures--institutional outcomes and student learning outcomes. Furthermore, several of the regional accreditors are requesting their member institutions to prepare assessment plans that measure outcomes, especially student learning outcomes, within the institution. (Hernon 2002) Student learning outcomes might be envisioned as applying only to undergraduates, when, in fact, they could be appropriate to graduate students, be they master's or doctoral students. At the same time, such measures could be appropriate for other constituent groups that the library serves. Moving beyond student learning outcomes, research outcomes are appropriate for graduate students, especially doctoral students, and for the faculty. As we noted in An

Calculating National Income and Gross Domestic Product (GDP)

Calculating National Income and Gross Domestic Product (GDP) 1.0 Introduction of Task 1 In task 1, this task are about the economy of Europe and Japan grow rapidly, this will increase growth of real Gross Domestic Product (GDP) in the United States. The three country have their own market. Japan is free market and the economy of the United States is the worlds biggest single national economy. 1.1 Economy of Japan Japans industrialized and free-market economy. Japan is the third-largest country in the world. Japan economy is the highly efficient and competitive in areas linked to international trade, but productivity is lower and far in protected areas such as distribution,agriculture and services. Japan have some natural resources, and trade helps Japan to earn the foreign exchange needed to purchase the raw materials for its economy. As the worldwide demand for its goods tumbled, the Bank of Japan reported the real GDP growth of -5.5% in the final year of 2009. Japan recovered the slightly in year 2010 and reported the real GDP growth of 4.4 percent. 1.2 Economy of Japan United States (US) of GDP When the US economy slowdown or rebound, the comparisons to Japan seem to follow. Though the comparisons are debated, there has one idea which isn’t is the idea that Japan has had a â€Å"lost decade†. The main data for supporting this is the Nikkei, which still hasn’t returned to its 1990 peaks and Japanese GDP which has grown at a down pace for decades. It’s debatable whether an equity of average moving from extreme overestimate the territory to more reasonable valuations is a reflection of a stagnant economy. What’s not quite as debatable though is that growth of GDP has lagged the US. To refer appendix 1 . 1.3 Economy of Europe The European Economy since 1945 is a convenience, broad and frank account of the extraordinary development of Europes economy since the end of World War II. Barry Eichengreen is an American economist. He argues that the continents of history has been critical to its economic performance, and that it will be continue to so going forward. Economic growth was the facilitated by unite-centered trade unions, cohesiveness of employers associations, and growth minded of governments for all legacies of Europes earlier history. For example, these institutions worked together to mobilize savings, finance investment, and stabilize wages. 1.4 Economy of Europe United States (US) of GDP According to earlywarn (Stuart Staniford, 2012) showed that the graph about US and Europe real GDP of year 2007. Eurostat came out with the 4 number for GDP and, expected given the data stream of contractionary looking data out of the Europe lately. It showed a moderate of (0.3%) drop over the prior quarter. It was the contrast for both and it to the rather stronger for US data. The level of real GDP for both economies with both normalized to set Q4 of year 2007 to 100. The data are from Eurostat and the BEA. To refer appendix 2. 1.5 GDP of United States (US) The economy of the United States is the worlds biggest single national economy. The United States is a mixed economy and has maintained a stable overall of GDP growth rate,a moderate unemployment rate, and the high levels of research and capital investment. Its have five largest trading partners are Canada, China, Japan, Mexico and Germany. According to UsaToday (Pual Davidson, 2014) showed that he nations gross domestic product in the last three months of year 2013 increased at a 2.6% annual rate, up from the previous estimate of 2.4percent. Thats the governments third and final estimate of fourth-quarter of growth.The economy of US grew more briskly than the government previously estimated in the fourth quarter on stronger consumer of spending, among other factors. To refer appendix 3. 1.6 Conclusion of Task 1 In the conclusion of task 1, Europe and Japan both also will affect the US GDP. When the US economy slowdown or rebound, comparisons to Japan seem to follow. Europe and US GDP both are contrast for both and it to the rather stronger US data.The level of real GDP for both economies with both normalized. 2.0 Introduction of Task 2 In task 2 have A and B question. Question A are about the problem encounterd in calculating the national income. Question B are about the table of Country Xanadu for year 2012. 2.1 Task 2 (A): The Problems of Calculating the National Income. Accordig to Fahim Patel, the Content Manager of guesspapers.net showed that the problems will faced while calculating the national income.There have some of the problems and the difficulties that are usually faced while calculating the national income are as follows. When calculating the national income, there is that what should be included and what excluded with the respect to the services and product produced. This is one of the greatest difficulties of calculating the national income. Next problem is the calculation of the depreciation. The main cause of behind it is that because of both the amount and the composition of jour capital will change from time to time. There are no standard and concept rules of depreciation that can be applied. When depreciation is an estimate of correct deduction can be made until or unless these accurate depreciation estimates are not deducted from the estimate of net national product the net national income is bound to false. In addition to, the treatment of the government also is the problem while calculating the national income. Government will have some expenditures such as the defiance and administration expenditure, social welfare expenditure, payment of interest on national debts and the miscellaneous development expenditure. The reality problem that is faced relates to which of the above should be included in the national income. Another problem is the income from foreign firms. This is the major problem of relates to the fact that are weather the income arising from the activities of the foreign firms operating in a country should be included in the countries national income or not. Besides, double counting also is the problem. The proper of care is required for calculating national income so that double counting may not take place. This problem usually will occur in those countries where proper the documentation or statistics are unavailable. Lastly is the value of inventories. It is not easy to calculate the value of raw materials, semi finished the product and finished the goods in the custody of producers there fore it creates some problems. 2.2 Task 2 (B) : The Table of Calculate from Country Xanadu 2012 Formula Answer (RM) Gross Domestic Product at Market Price Private consumption expenditures + Gross investment +Government consumption expenditure + (Exports – Imports) 900 + 1000 + 800 + (2000 1000) =3700 Gross Market Price at Market Price Gross Domestic Price at Factor Cost Gross Domestic at Market Price + Subsidy – Indirect taxation 3700 + 200 – 500 = 3400 Net National Product at Factor Cost Gross Domestic Price at Factor Cost + (Exports Imports) Depreciation 3400 + (2000+ 1000) – 200 = 4200 Net National Output at Market Price Gross Domestic at Market Price + Net factor income from foreign countries Depreciation 3700 + 900 – 200 = 4400 The Net Investment Gross Investment Depreciation 1000 – 200 = 800 Corporate Profit 2.3 Conclusion of Task 2 In the conclusion of task 2, there have some problem will occur when calculating the national income. We have to avoid the the problem recurs again by more practice of the calculating the national income. References Staniford, S. (2012). Early Warning: US vs EU GDP Growth. [online] Earlywarn.blogspot.com. Available at: http://earlywarn.blogspot.com/2012/02/us-vs-eu-gdp-growth.html Patel, F. (2014). Difficulties Faced while Calculating National Income | guesspapers.net. [online] Guesspapers.net. Available at: http://www.guesspapers.net/1337/difficulties-faced-while-calculating-national-income/ Statista, (2014).United States Gross domestic product (GDP) growth rate 2014 | Statistic. [online] Available at: http://www.statista.com/statistics/263614/gross-domestic-product-gdp-growth-rate-in-the-united-states/ Murakami, Y., Patrick, H. and Yamamura, K. (1987). The Political economy of Japan. 1st ed. Stanford, Calif.: Stanford University Press. Neal, L. (2007). The economics of Europe and the European Union. 1st ed. Cambridge: Cambridge University Press. Stone, R. and Stone, G. (1962). National income and expenditure. 1st ed. Chicago: Quadrangle Books. Hiroyuki, O. (1992). Growth through Competition, Competition through Growth : Strategic Management and the Economy in Japan. 1st ed. [ebook] Oxford, GBR: Clarendon Press, p.203. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10274571p00=japan%20economy Kemal, S. (2009). Measuring the Economy : GDP and NIPAs. 1st ed. [ebook] New York, NY, USA: Nova, p.15. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10671149p00=united%20states%20gdp Steve, V. (2001). U.S. and Japan Relations in a Changing World. 1st ed. [ebook] Washington, DC, USA: Brookings Institution Press, p.262. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10026222p00=japan%20united%20states Appendix Appendix 1 Appendix 2

The Sexual harassment Issue

Sexual harassment is an issue that grabbed all of America when we saw Anita Hill accuse then Supreme Court nominee Clarence Thomas of harassing her while she worked in his office. It has been years since that incident brought question of what constitutes sexual harassment to the forefront of legal and business attention. During those years thousands of cases have weaved their way through our court system helping to clear the issue and make it something more easily understood. The business world now has more specific guidelines on how to recognize harassment and how to handle its various forms. Although there are still plenty of gray areas regarding the issue people are now more informed on how to avoid potential problems and how to deal with them if they do arise. This is all well and good but is the workplace the only environment where sexual harassment rears its ugly face? The answer to that question is rather simple. No. One major area where people are still trying work through the issue of harassment is the institute of higher education. Some might say that harassment in our colleges and universities may be handled similarly to they way we handle the problem in the business world and that viewpoint has allies in very high places such as the Supreme Court. In Davis v. Monroe County Board of Education the Supreme Court was faced with deciding whether a school could be held liable for a 10 year old boy making sexual statements and advances to one of his female classmates. The result of this case sent shockwaves through not only elementary schools but also any educational institution receiving federal funding. Justice Sandra Day O†Connor delivered the majority opinion for the court which â€Å"held that the school would be liable for student-on-student sexual harassment if it acted with deliberate indifference to known acts of harassment in its programs or activities provided that the harassment is so severe, pervasive, and objectively offensive that it effectively bars the victim†s access to an educational opportunity or benefit â€Å"(Coulter, 1999)†. Now you ask what does that mean and how would this institute affect higher education. The answer is that the opinion applies the hostile-environment paradigm of sexual harassment, (which arose in reference to the workplace) to any school system financially assisted by the federal government. The concept of the hostile-environment concept if applied to higher education must be used with extreme caution. Approximately 90% of the hostile-environment sexual harassment claims are not based on physical contact but on language â€Å"(Coulter, 1999)†. The ways in which language is used in academia differs greatly from the workplace. Due to the application of the hostile-environment paradigm students and instructors alike must speak very carefully and avoid certain controversial issues that were once openly discussed. The classroom experience may suffer greatly if what was once looked upon as First Amendment-protected speech is now viewed as sexual harassment. Because of O†Connor†s ruling schools must silence students and teachers who might contribute to a hostile learning environment or risk a rather pricey lawsuit â€Å"(Coulter, 1999)†. Since its beginning academia was a place where possibly offensive conversation could be used in order to increase a students understanding and assist in the quest for knowledge although now that quest has strict rules. Recently the Education Departments Office for Civil Rights (OCR) clarified how colleges should define sexual harassment and they followed the course set by Justice O†Connor. Applied through a federal law known as Title IX the OCR defined two types of sexual harassment. The first is known as quid pro quo and it occurs when a school employee threatens to base an educational decision such as a grade on a student†s submission to unwelcome sexual behavior. According to the OCR†s guidance a school is liable for even one instance of quid pro quo harassment â€Å"(Chmielewski, 1997)†. The second type of harassment is the hostile-environment situation described above and their definition mirrors the one delivered by Justice O†Connor. What exactly does all of this mean for college professors and their students? Ramdas Lamb a professor of religion at the University of Hawaii knows all to well the dilemma currently facing our educational institutions. Lamb taught â€Å"Religion, Politics, and Society† a course he designed to meet the student†s desire for relevance â€Å"(Thernstrom, 1999)†. Lamb wanted a course where passionate debate could aid the students to learn and on the first day of class he warned the students that every topic would be covered from all viewpoints and if one particular opinion was not represented that he would play devils advocate and represent it â€Å"(Thernstrom, 1999)†. After his warning three students left the class and Lamb felt confident about the remainder. A student by the name of Michelle Gretzinger was enrolled in the class and had a friendly history with Lamb. She was actively involved in the class but after a disagreement with Lamb during a debate over sexual harassment she became withdrawn and refused to participate in class. Gretzinger received a C in the class based on a lack of participation since that was a large part of the graded criteria. After the semester was over she filed a sexual harassment complaint alleging both of the above types of sexual harassment. Eventually Lamb was cleared of the charges and won a countersuit for defamation, although Gretzinger refuses to pay any of the $132,000 ordered by the court. Although vindicated Lamb is still deeply troubled by the harsh allegations made by Gretzinger. This situation displays just how serious sexual harassment allegations are and just how out of place the current standards are in the realm of higher education. In conclusion sexual harassment cannot be handled in academia as it is in the workplace. Victims need to be protected and no complaint should be taken lightly but the standards must reflect the environment they are applied to. Quid pro quo harassment standards can be the same across the board but what constitutes a hostile-environment in the workplace is extremely different than a hostile-environment in academia. By the nature of college courses the restrictions on free speech must be less stringent than they are in the traditional workplace. In order to aid in the learning process students and teachers alike must be permitted to use unpopular and even sometimes offensive speech. If we continue to apply the same standards to the academic world as we do in the business world the country will suffer. These sometimes-unpopular discussions lead to a better understanding of those whose opinions differ from our own. If the flow of discussion is restricted too much some issues may never be discussed leading to a lack of understanding between women and men. Any issue of a somewhat sexual nature may become taboo in the college classroom. If this happens it could compound the problems we currently have with sexual harassment could be compounded and society as a whole may suffer grave consequences.

Moab

In 1868, a stone was uncovered in the biblical city of Dibon, on which were recorded victories over the Israelites by Mesha, king of Moab. The Mesha stele or the Moabite stone described how Moab was conquered by Omri, King of Israel, as the result of the anger of the god Kemosh. Mesha’s victories over Omri’s son, over the men of Gad at Ataroth and at Nebo and Jehaz. Also it described Mesha’s public buildings, restoring the fortifications of his strong places and building a palace and reservoirs for water The first few lines are dedicated to Mesha’s father, Kemosh. His influences to Mesha and how he helped him develop into the great warrior and conqueror that he was. It can be deduced from the text that Moab like most of early states was governed by king whose throne was passed to blood heirs. He particularly described Israel and its king and how he defeated them in a series of his exploits. For a long time, Israel through his king Omri and his successors oppressed Moab to which Moab through Mesha intercession of Kemosh, revolted successfully. Their successful revolt was followed by Mesha’s strong conviction to bring down Israel and conquer all the states under its control. It can be seen in the lines describing Mesha’s victory over Omri’s son and over the men of Gad at Ataroth, and at Nebo and Jehaz that Mesha was dedicated in conquering the states that fell under the control of Israel and adding those teritorries to Moab. As can be seen in the beginning of the text, lines in the inscription indicate that Mesha attributed his feats and victories to Kemosh.   In line three, it was said that Mesha made a high place for Kemosh, since Kemosh gave Mesha victory over his enemies. It can be seen in line nine that Mesha also believed that Kemosh gave Moab back her territory.   In several lines it can be seen that his actions were indeed greatly influenced by Kemosh as when Mesha slew the people of Ataroth to satisfy Kemosh and when Mesha dragged the altar-hearth of Ataroth before Kemosh. And when he answered to Kemosh’s direction to attack the town of Nebo and after his victory he devoted the inhabitants of Nebo to Kemosh. Also, the altar-hearths of Yahweh from Nebo were dragged before Kemosh. In line eighteen and nineteen, Mesha believed that it was Kemosh who drove the king of Israel out of Jahaz. Mesha also believed that it was Kemosh who directed him to fight against Horanaim in which battle Kemosh gave him victory over Horanaim. His strong belief on the great powers of Kemosh which helped him in his feats, it can be seen that they are no different to other early civilizations which are also centered to their deities and gods. Mesha through his success in conquering hundreds of territories which he appended to Moab was able to create a state so vast and rich under his control. Not only did he conquer territories he was passionate dedicated in the development and progress of his state. As can be seen in the inscriptions n the rest of the inscription , Mesha tells of restoring and fortifying cities that rightfully belonged to Moab, he built gates and towers in Qarcho ; of building a palace for himself; of constructing reservoirs for water; of building cisterns ; and of constructing a military road. His dedication in building for the progress of the state which he created is indication of his visionary plans for the state. To take a territory and not develop it would have meant dissatisfaction from the conquered, but Mesha made it a point that all that was appended to Moab were rightfully developed and maintained. As can be deduced from the inscriptions, Moab has been in constant feud with Israel. In the account of the stone, Mesha has unceasingly pursued Israel in vengeance for the oppression they have suffered under Israel. According contemporary accounts(MidEast Web, 2007), Palestine has been in conflict with Israel since the return of the Hebrews from Egypt during the time of Moses, in modern times this was repeated when British issued the Balfour Declaration, viewed by Jews and Arabs as promising a â€Å"National Home† for the Jews in Palestine. Reference: Mideast Web. 2007 Canaan/Palestine/Israel: A Brief Early History in Maps. 3 May 2007