Russell and Phillips’ Views of Knowledge Essay Example

Russell and Phillips’ Views of Knowledge Essay Name: Tutor: Course: Date: We will write a custom essay sample on Russell and Phillips’ Views of Knowledge specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Russell and Phillips’ Views of Knowledge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Russell and Phillips’ Views of Knowledge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Russell and Phillips’ Views of Knowledge Knowledge is the information understood and applied by people through various concepts. The acquisition of knowledge by people depends on their ability to internalize concepts. The origin of knowledge is unknown since most people do not know the true source of the information they have, and that which they disseminate. Over the years, many ideas have been developed to understand what it means to possess knowledge. Research by Cahn describes the differences between assumptions and actual knowledge (74). In the article, Appearance and Reality by Bertrand Russell, he argues that all information known to humans is subject to doubt. He explains further that skepticism yields a closer understanding of various occurrences in life, but not knowledge. Skepticism is the nature of being doubtful of ideas. He tries to show that the daily occurrence and appearance of a setting is unknown. According to the article, the existence of specific items leads to the assumption of their knowledge. He evaluates the concept of skepticism, and its effect on general information. Skepticism gives rise to the assumptions made on a daily basis through doubting the existence of tangible items in a setting. In the article, What Can I Know? by Dewi Zephaniah Phillips, the author argues that in order to have information about an event or occurrence in a setting, extensive research should be done. He shows that people need to have prior information to a case before claiming that they have knowledge. The information should be self-gathered by the person seeks knowledge. To support his argument, he compares religion to philosophy. He questions the existence of God and relates it to philosophy. Russell gives an example of waking up and sitting on a chair and table of specific shape and color. On the table, he sees printed papers and other images. On the other hand, Phillips makes comparison of religion and philosophy. Both arguments have similarities in that; they use philosophy to discard knowledge. They are also similar because they use the occurrence of natural situations to take a stand. While Russell questions the difference in shades of color that affect the appearance of the table and the contents on it, Phillips questions the existence of God. This shows different ways of arguing by both writers, but the perception of knowledge is the same. The two arguments also have differences in relating their positions and challenging assumptions. Russell relates the general color of the table to the changes brought up by the different lighting conditions. This challenges the initial assumption of the color of the table. The explanation describes the different views of how things are perceived. Introducing the concept of lighting to describe the appearance of the table shows doubt. The example of this setting establishes his argument of doubting the existence of knowledge. On the other hand, Phillips dismisses the beliefs of God’s existence without seeing Him physically. As generations passed, this idea has formed different religions that had various definitions of God’s existence. Phillip states that people should discover God by themselves. This shows that people need further information in order to acquire knowledge. In support of his claim, he outlines the way he should know all other believers better than his perception of God, to acquire knowledge of his existence. His argument shows the difference between knowledge and belief. The relationship between religion and philosophy shows how assumptions affect the information that people perceive. He also shows the relevance of doing further research in order to convert an assumption to knowledge. Reasons That Make Russell a Skeptic Russell is skeptical due to his confusion because of philosophy. He does not believe in the existence of knowledge because of difficulties in tracing the origin and purpose of matter. His skepticism developed because he lacked valid explanations and proof of the occurrence of general settings. He says that personal ideas originating from the mind without any information elsewhere are most probable. He is also skeptical because he believes that there is a difference between reality and appearances. Therefore, he dismisses philosophy because it does not have conclusive answers to the arguments raised. Works Cited Cahn, Steven M. Exploring Philosophy: An Introductory Anthology. New York: Oxford University Press, 2012. Print

Chopra essays

Chopra essays Ones background is usually associated with an individuals identity in a society. A society of individuals belonging to different cultural/ethnic backgrounds helps diversify and enrich ones community as people belonging to different faiths and beliefs come together on a common platform to share their knowledge and to apply it to make progress in various spheres of life.America coined as the land of opportunity is a typical example of one such society , where people belonging to all parts of the world come to find their piece of the pie I originally belong to India , a country diversified with numerous cultures , faiths , religions and tradition. India, although not based on such a stable economic Infrastructure as the USA , still has a lot to offer , primarily being its diversity in various cultures , numerous traditions and its society that holds together people from different religions e.g. Hindu , Muslim , Sikh , Christian. India has a rich traditional background which is respected by millions around the globe, who find this feature in ones society quite remarkable , especially in this age of high tension living where people are so caught up with their personal lives , being hard pressed on time even for their kids, that issues like culture , tradition and moral values have no space in their busy schedule. India was ruled by the British empire for nearly 200 years. The English came to India with the sole purpose of plundering its wealth. Known as the golden eagle India was robbed of many of its resources, but there are things that the British could not strip from us, things that allow us to identify ourselves as unique in this world ;...

Maslows Hierarchy of Needs Explained

Maslow's Hierarchy of Needs Explained Maslows hierarchy of needs is a theory by Abraham Maslow, which puts forward that people are motivated by five basic categories of needs: physiological, safety, love, esteem, and self-actualization. Key Takeaways: Maslow’s Hierarchy of Needs According to Maslow, we have five categories of needs: physiological, safety, love, esteem, and self-actualization.In this theory, higher needs in the hierarchy begin to emerge when people feel they have sufficiently satisfied the previous need.Although later research does not fully support all of Maslow’s theory, his research has impacted other psychologists and contributed to the field of positive psychology. What Is Maslow’s Hierarchy of Needs? In order to better understand what motivates human beings, Maslow proposed that human needs can be organized into a hierarchy. This hierarchy ranges from more concrete needs- such as food and water- to more abstract concepts such as self-fulfillment. According to Maslow, when a lower need is met, the next need on the hierarchy becomes our focus of attention. These are the five categories of needs according to Maslow: Physiological These refer to basic physical needs, such as drinking when thirsty or eating when hungry. According to Maslow, some of these needs involve our efforts to meet the body’s need for homeostasis; that is, maintaining consistent levels in different bodily systems (for example, maintaining a body temperature of 98.6 degrees). Maslow considered physiological needs to be the most essential of our needs. If someone is lacking in more than one need, they’re likely to try to meet these physiological needs first. For example, if someone is extremely hungry, it’s hard to focus on anything else besides food. Another example of a physiological need would be the need for adequate sleep. Safety Once people’s physiological requirements are met, the next need that arises is a safe environment. Our safety needs are apparent even early in childhood, as children have a need for safe and predictable environments and typically react with fear or anxiety when these needs are not met. Maslow pointed out that, in adults living in developed nations, safety needs can be more apparent in emergency situations (e.g. war and disasters), but this need can also explain why we tend to  prefer the familiar  or why we do things like purchasing insurance and contributing to a savings account. Love and Belonging According to Maslow, the next need in the hierarchy involves feeling loved and accepted. This need includes both romantic relationships as well as ties to friends and family members. It also includes our need to feel that we belong to a social group. Importantly, this need encompasses both feeling loved  and  feeling love towards others. Since Maslow’s time, researchers have continued to explore how love and belonging needs impact well-being. For example, having social connections is related to better physical health and, conversely, feeling isolated (i.e. having unmet belonging needs) has negative consequences for health and well-being. Esteem Our esteem needs involve the desire to feel good about ourselves. According to Maslow, esteem needs include two components. The first involves feeling self-confidence and feeling good about oneself. The second component involves feeling valued by others; that is, feeling that our achievements and contributions have been recognized by other people. When people’s esteem needs are met, they feel confident and see their contributions and achievements as valuable and important. However, when their esteem needs are not met, they may experience what psychologist Alfred Adler called â€Å"feelings of inferiority.† Self-Actualization Self-actualization refers to feeling fulfilled, or feeling that we are living up to our potential. One unique feature of self-actualization is that it looks different for everyone. For one person, self-actualization might involve helping others; for another person, it might involve achievements in an artistic or creative field. Essentially, self-actualization means feeling that we are doing what we feel we are meant to do. According to Maslow, achieving self-actualization is relatively rare, and his examples of famous self-actualized individuals include Abraham Lincoln, Albert Einstein, and Mother Teresa. How People Progress Through the Hierarchy of Needs Maslow postulated that there were several prerequisites to meeting these needs. For example, having freedom of speech and freedom of expression, or living in a just and fair society, aren’t specifically mentioned within the hierarchy of needs. However, Maslow believed that having these things makes it easier for people to achieve their needs. In addition to these needs, Maslow also believed that we have a need to learn new information and to better understand the world around us. This is partially because learning more about our environment helps us meet our other needs; for example, learning more about the world can help us feel safer, and developing a better understanding of a topic one is passionate about can contribute to self-actualization. However, Maslow also believed that this call to understand the world around us is an innate need as well. Although Maslow presented his needs in a hierarchy, he also acknowledged that meeting each need is not an all-or-nothing phenomenon. Consequently, people don’t need to completely satisfy one need in order for the next need in the hierarchy to emerge. Maslow suggests that, at any given time, most people tend to have each of their needs partly met- and that needs lower on the hierarchy are typically the ones that people have made the most progress towards. Additionally, Maslow pointed out that one behavior might meet two or more needs. For example, sharing a meal with someone meets the physiological need for food, but it might also meet the need of belonging. Similarly, working as a paid caregiver would provide someone with income (which allows them to pay for food and shelter), but can also provide them a sense of social connection and fulfillment. Testing Maslow’s Theory In the time since Maslow published his original paper, his idea that we go through five specific stages hasn’t always been supported by research. In a 2011 study of human needs across cultures, researchers Louis Tay and Ed Diener looked at data from over 60,000 participants in over 120 different countries. They assessed six needs similar to Maslow’s: basic needs (similar to Maslow’s physiological needs), safety, love, pride and respect (similar to Maslow’s esteem needs), mastery, and autonomy. They found that meeting these needs was indeed linked to well-being. In particular, having basic needs met was linked to people’s overall assessment of their lives, and feeling positive emotions was linked to meeting the needs of feeling loved and respected. However, although Tay and Diener found support for some of Maslow’s basic needs, the order that people go through these steps seems to be more of a rough guide than a strict rule. For example, people living in poverty might have trouble meeting their needs for food and safety. However, these individuals still sometimes reported feeling loved and supported by the people around them- meeting the previous needs in the hierarchy wasn’t a prerequisite for people to meet their love and belonging needs. Maslow’s Impact on Other Researchers Maslow’s theory has had a strong influence on other researchers, who have sought to build on his theory. For example, psychologists Carol Ryff and Burton Singer drew on Maslow’s theories when developing their theory of eudaimonic well-being. According to Ryff and Singer, eudaimonic well-being refers to feeling purpose and meaning- which is similar to Maslow’s idea of self-actualization. Psychologists Roy Baumeister and Mark Leary built on Maslow’s idea of love and belonging needs. According to Baumeister and Leary, feeling that one belongs is a fundamental need, and they suggest that feeling isolated or left out can have negative consequences for mental and physical health. Sources: Baumeister, Roy F., and Mark R. Leary. â€Å"The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation.† Psychological Bulletin 117.3 (1995): 97-529. https://www.ncbi.nlm.nih.gov/pubmed/7777651ï » ¿Kremer, William, and Claudia Hammond. â€Å"Abraham Maslow and the Pyramid That Beguiled Business.† BBC (2013, Sep. 1). https://www.bbc.com/news/magazine-23902918Maslow, Abraham Harold. â€Å"A Theory of Human Motivation.†Ã‚  Psychological Review  50.4 (1943): 370-396. http://psycnet.apa.org/record/1943-03751-001Ryff, Carol D., and Burton H. Singer. â€Å"Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being.†Ã‚  Journal of Happiness Studies  9.1 (2008): 13-39. https://link.springer.com/article/10.1007/s10902-006-9019-0Tay, Louis, and Ed Diener. â€Å"Needs and Subjective Well-Being Around the World.†Ã‚  Journal of Personality and Social Psychology  101.2 (2011): 354-365. http://psy cnet.apa.org/record/2011-12249-001Villarica, Hans. â€Å"Maslow 2.0: A New and Improved Recipe for Happiness.† The Atlantic (2011, Aug. 17). https://www.theatlantic.com/health/archive/2011/08/maslow-20-a-new-and-improved-recipe-for-happiness/243486/

Prison System in England and Wales Essay Example | Topics and Well Written Essays - 2000 words

Prison System in England and Wales - Essay Example Hence, the crux of this paper concerns the possible solution of prison crisis through the increase in number of prisons after analysing the major causes of the problem so as to examine the best possible solution of the problem in the truest sense. Effective management of prisons is one of the greatest issues confronting any country in the world. Number of prisoners is increasing in all parts of the world exacerbating the crisis in the form of inefficient management, prisoner suicides, aggression, deteriorating hygienic condition and ineffective provision of educational facilities to prisoners. The condition in the prisons of England and Wales is no different; rather it is worse than many developed countries in the world and the most significant issue behind this crisis happens to be massive overcrowding in prisons soaring at a rapid rate. The prisons in England and Wales are severely overcrowded. According to Press Release (2002), the number of people in prisons exceeded 71,500 in 2002, which was about 45,800 in the year 1992. This reveals that the number of people in prison had almost doubled within a span of just 10 years, which in itself was a record. Within Western Europe, the rate of increase in the number of prisoners is the highest, which stood at 134 per 100,000 in the year 2002, and reached 141 per 100,000 in 2004 (National Offender Management Service, 2005). Prisons have no choice but to admit more and more people as court commands people to be incarcerated every day against different criminal charges. According to Page (2003), the number of women prisoners in 1992 was 1300, while it reached 4000 in the year 2002. It shows that the number of women in prisons has risen by about 3 times during a single decade. The number of children under the age of 18 has also increased three times over the last decade. Moreover, the number of old prisoners over the age of 60 in the year 1989 was 345, which after ten years rose to 1000. This is an alarming condition and if it continues in the same direction there is a threat that it will cripple the entire criminal justice system in England and Wales (Press Release, 2002). This menace is further exacerbated with expected rise in the number of prisoners in future. The government opines that the number of prisoners in UK will reach 100,000 by the year 2010 (Page, 2003). If this prediction becomes true, the situation and environment in prisons will further be worsened, as the system is not capable to bear pressure of soaring prison population to such an extent. With the increasing number of prisoners to be fitted in the same number of prisons and cells, the prisoners are being located in narrow cells that are not designed for two or three persons at the same time. The number of beds, toilets and other facilities intended for a single person are to be shared by more than one. According to a report by House of Lords/House of Commons Joint Committee on Human Rights (2004), this surging number of prisoners has caused massive overcrowding in prisons and about 17000 prisoners happen to have been accommodated two in a cell designed for one. National Offender Management Service (2005, p16) states that, "the ten most overcrowded prisons in England in 2004 accounted for 5,900 out of the 18,400 prisoners required to share a cell in crowded conditions". The

Use Cases Research Paper Example | Topics and Well Written Essays - 1250 words

Use Cases - Research Paper Example The diagrams also have attachments of informal text giving extra details similar to that which exists in the requirements document. Their level of use is normally during the analysis phase of the software. Through it, as designers the goal of meeting the demands of the system remains in scope. In figure 1 above, the stick figure shows an actor playing the role of an entity external to the system and its interactions. In this case, the actor is either another system or a person. The user in the ATM system can withdraw cash (Zhang & Yang, 2012). In other cases, the user is not always the real person, but it may consist of the duties played by a real person when in interaction with the ATM system. Other actors present in an ATM system include administrator who fills the cash in the dispenser before work commences. The client inserts their card into the slot in the ATM that reads the card. The bank then has to perform synchronization between the ATM and the bank through providing an identifier for the session. The system then deciphers the information in the ATM card before authenticating the customer to perform their transaction at the ATM. The client will then select the option to withdraw which will provide them with the options of how much to withdraw. The system will compare the users wishful amount with what it possess before allowing them to withdraw. Otherwise, if the amount is more than what they can withdraw, they will be requested to enter a smaller value. The ATM system will then eject the card from the bank. Dispense of cash takes place thus allowing the system to record a log of transaction for the withdrawal of that money. The latter marks the ends of the process. The transaction on depositing cash through the ATM is mapped by a request to the client to select the type of the account for which to deposit to from available options. The customer then enters the amount they wish to deposit through the ATM (Salerno, 2014). The transaction

Tuckman’s model and team work Essay Example for Free

Tuckman’s model and team work Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People live and work within the framework of some kind of organization, a context that provides written and unwritten, formal and informal rules and guidelines about how its members should conduct themselves. Individuals belong to different families and each family has distinct religious beliefs that differ from another family.   This paper is anchored on the theoretical viewpoint of Bruce Tuckman referring to how groups are formed whether these groups can be seen in formal or informal organizations and set-ups of all kinds. This is especially applied on the teamwork and/or teambuilding. Discussion Description of the model   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuckman introduced his theory of how groups emerge and better known by the concepts that he ascribed to the stages. His theory arose out of years of scientific observations and research in various types of groups (Tuckman, p.1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The forming stage is described as consisting of orientation, testing, and dependence that are usually present in almost all of the groups studied. The second phase or stage is more seen by the type of characteristic behaviors or attitudes manifested by the people or individuals of a particular group where concepts such as conflict and polarization arise which in the process characterize more the resistance that is being experience by the group’s immediate scope of influence. This second stage is called the storming stage (Tuckman, p.2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The third phase is known as norming when eventually most of the conflicts and/or resistance has been resolved giving way to an â€Å"in-group feeling† or â€Å"group cohesiveness. More often at this stage, individual members are more open, expressing themselves more and have shed their guardedness (Tuckman, p.2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fourth phase is called the performing stage which is more known by the characteristic traits manifested by individual members where they become more yielding to the roles and they become more cooperative to the functions whatever they may be. In addition they also are able to let their energies be directed to the tasks that are supposed to be responded to in the first place (Tuckman, p.2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The last stage is an addendum or an additional stage to the four stages mentioned, which is adjourning and is described as the implied achievement or attainment of goals (usually) where dependency is at a minimum, where the tasks were already completed and the roles are no longer necessary and functional hence the group most likely must be dissolved (Tuckman, p.2). Application to Teamwork and Teambuilding   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understandably, before teamwork is effectively put in place and in operation, the first three stages or phases should have taken place. People adjust to new things and new situations and as Tuckman describes it, it is inherent in the process that progression from non-cohesiveness to more cohesiveness; which also implies that people cooperate less and then if the norming is achieved, will exhibit cooperativeness among themselves. This is also the process of teambuilding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sadly, many organizations have not manifested teamwork or have not acgieved the performing stage where tasks become important to everybody but not only that, all contributions from all members are crucial and necessary. What are the salient factors within the first two to three stages that need to be addressed? ~Team Conflicts   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disagreements with how one sees life situations are just a few of the reasons that conflicts happen so ordinarily. Just as conflicts are also integral parts of daily existence so does negotiating through them (Amason, 1996; Amason, Thompson, Hochwarter, Harrison, 1995). Studies reveal that there is â€Å"no one size fits all† when it comes to navigating the disagreements and weather through storms where conflicts are concerned. However, there are principles that are observed when successful conflict management has taken place. Managers, group leaders or any person who handles a team must have the abilities to handle people problem before this proceeds or develops into a team problem or before this affects performance. Conflicts therefore must be confronted and understood at the individual level where a person experiences inner personal struggles at varying degrees. However, this short study tackles in detail a much larger picture as it attempts to provide a succinct look at conflict resolution strategies in the area of team dynamics by examining, describing and explaining various concepts as to the understanding of these significant concepts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individual personal conflicts are inevitable occurrences that are usually taken for granted because of its â€Å"ordinariness.† Unless people undertakes a formal study on conflict management, he/she goes through life hitting and missing (at most) at ways of resolving issues and inner conflicts and in all probabilities, somehow manages to escape conflicts. The following important features in team dynamics are specifically indicated and described because these are crucial points in developing effective management of conflicts and developing efficient team dynamics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Defining conflict, it is the state of disharmony brought about by differences of impulses, desires, or tendencies (Rayeski Bryant, 1994, p. 217). There are benefits as to the presence of conflicts but definitely when these are worked out. Benefits of working teams in relationship to conflict resolution strategies   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Working teams in relationship to conflict resolution strategies provide benefits including personal and team growth as team members acquire insights with relationships and how these relationships are utilized to better reach worthwhile goals. In addition, working teams have optional choices rather than solitary attempts at confronting conflicts, such as higher possibility arriving at the solutions of the problems, promoting cohesiveness among the team, and increasing the involvement or participation of members. Types of Conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on the study presented by Johnson (2005), few researches actually â€Å"describe how to identify conflict.† There are seven types of conflicts depending on â€Å"who is in conflict with whom† (Fisher et al, 1995; in Johnson, 2005). These are:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~an individual with inner conflicts totally unrelated to the team but whose best performance for the team is not achieved due to the personal problem, thus influencing the whole team   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~two distinct members are in direct conflict with each other   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~one against all members   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~all against one member   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~a lot of members against a lot of others as well   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~one whole team as against another team   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~all of the team as against one person not a part of the team.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another type of conflict focuses on two kinds of conflict existing in a team: task (Jennsen et al., 1999) and affect (Amason et al., 1995) types of conflict. The first type is usually beneficial as it relates to objectives and goals that are to be achieved essentially in a group. The second involves relationships which entails personal preferences and the like. Most conflicts boil down to the level of affect type and more difficult to deal with especially when people really do not want to cooperate. This can also occur at the same time. Managing Conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since conflict and disagreements are integral to the growth and performance of teams, it is therefore necessary that individual members and as a group, go through an education process to understand the nuances of conflict. They necessitate the learning to distinguish what healthy debates are, brainstorming and normal exchange of ideas which are important to team achieving corporate goals (Johnson, 2005). Studies by Tjosvold and colleagues (1999) show that when disagreements are brought into the open and talked about, conflicts are minimized and feelings of frustration, anger and doubts or suspicions are abated. How to prepare or prevent conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The presence of a team facilitator can help prepare people in conflict in confronting their fundamental disagreements and/or prevent conflicts to escalate at alarming levels. A good or excellent team facilitator can be the team leader, supervisor or an outside who knows very well the dynamics of conducting team resolutions. He/she aids everyone involved into the process and assists them to air out their grievances in a careful, non-violent manner much like in a healthy debate (Bens, 1997). Team agreements   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Team agreements start off with ground rules to be able to achieve or attain at something. Coordination in any given work must take into careful account that everyone starts at somewhere and concur at a particular set of guidelines to direct the group to definite goals. Uncoordinated teams will still definitely go somewhere but perhaps not where they or someone in charge of them would want them to be. What are involved then in team agreements? Team agreements develop, protect and help preserve unity and the aspects this specifically takes on are the responsibilities and expectations, communication, participation, decision making and problem solving, managing those disagreements, conduct of participants or â€Å"cooperators† during and between meetings and consequences. The baseline agreements like these are different when management of conflict is the issue. Research reveals that whenever teams utilize this strategy, difficulties and even conflicts are reduced to a minimum (Davison, 2003). Solutions to conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Preparation to any eventuality tops the list when it comes to coming up with a solution to conflict. This means that understanding of the whole gamut of team dynamics including potential destructive behavior is important and essential to preventing and providing solutions to conflict. Skills by any member towards conflict resolutions, facilities to allow participants to express or ventilate themselves without threat or fear of censure are also vital. Of course, per advices by experts, those techniques and approaches that increase enhance task-related conflict and reduce affect-related conflict help reduce the presence of conflict and even remove its threat from the group. Effective planning is also a good strategy as it minimizes the conflict from escalating to a point that it becomes hard to manage already. Employing a conflict checklist can be an excellent ingredient as well in resolving and minimizing the incidence of conflict. ~Team Communication Organizations in whatever form or state thrive fundamentally on communication. Inherent in the understanding of progress, development and growth of any institution is the reality that in order to be ahead, its members should be able to know what its goals are and are united towards accomplishing those goals. As expected, team communication is a must for this to occur. It is very important that communication is always flowing and open to everyone involved. Without effective communication, an organization as teamwork, like a human body, will experience atrophy at some point and eventual deterioration of the whole system if the problem is not addressed early on. However, overdoing the system of communication or doing little for crucial areas can also become detrimental for the overall organizational health (Guffey, 2003). It is then important to consider the (1) Nature and timing of communication, (2) the Methods or technology necessary for implementation and effectiveness, and (3) the Various functions or placements of individuals and team members within that communication network (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Many more can be added on the list except that these three are the most important when it comes to building a strategic structure on team communication. It is precisely through this rationale that a team is able to survive or flourish in the context of a bigger organization. When its individual members have highly developed communication skills then the whole team will enjoy the benefits of its resources which include the achievement of its goals. Nature or Timing of Communication   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This means firstly, that the team leader knows what he needs to communicate. It is to establish a clear goal or inspiring purpose statement that can jumpstart as well as sustain all team members in the process of achieving the team’s overarching objectives. Bear in mind also that constant change is the only thing that anybody can expect in this technology – oriented society. The team must be constantly updated and able to cope and compete in such a milieu. Because of this a sensitivity to change is a must for a leader and for the rest of the team to be on the cutting edge and never waning in the process of time. Again, what is crucial here is the identification of who will be involved, what are at stake, what limitations should be imposed so as to provide focus and measurable steps for the team (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Methods and/or Technology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To develop a communication strategy, the determination of different kinds of work need to be dealt with at the outset and constantly reinforced so as to align and create an effective network of team players. This portion precisely gears toward the understanding of the nitty gritty of the whole system.   Details of the job become easier to comprehend and implement when every member is placed strategically based on their known skills, abilities and interests. There is of course, a need for apparatuses or tools other than the human resource that are provided to enhance and speed up the process. Also important is the classification of what is routine, what are the usual problems encountered on a regular basis, and also whether there are new patterns that come into view and perhaps need to be addressed in the soonest possible time (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Various functions or placements of individuals or team members within that communication network.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a sports game like basketball, the positioning of players is critical to the winnability of the team. It is not to be taken for granted.   The accurate placement of the players’ capability and ability ascertains, to a large extent, the possibility of the team’s becoming the champion in the duration of the game. The coach does not leave to chance their aim to win the game; rather, he sees to it that his team is positioned to such a degree that winning is not only a probability but a surety. On the other hand, imagine that the players are all misplaced. A supposed â€Å"guard† has been placed to the center role, and the center player plays as a â€Å"forward†, the latter then plays as a â€Å"guard.† Obviously, this kind of team is a total mess. Being in that position guarantees the team a loss and not a victory. The human resource is unpredictable and complex. Effective communication strategies between and among team players on their specific functioning on how they perform and relate should be made and reinforced constantly. According to Lisa Kimball, â€Å"The nature of communications among the team about different parts of the work – including the frequency, the volume, and the degree of interactivity is different depending on where that work falls in the matrix† (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). As stated above, to avoid information overload, there should always be only a right measure of communication because to overdo it will diminish the interest of team members either to listen or to communicate. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Vital to the life and continuity of a team or organization is the proper dissemination of information. This includes enough knowledge of those things and people that are involved in the whole set-up. When team communication is prioritized, teamwork is enhanced and the achievement of goals is within reach. There are many more qualities that can enhance team communication; nevertheless, this paper limits its approach to only three strategies. However, the smallness of amount of strategies in this thesis does not mean lack of comprehensiveness in dealing with the need for effective communication. The points herein discussed are generic and therefore applicable to any given situation and can be expanded to cover other details necessary to secure good communication in a team. Reference: Amason, A. C. (1996). Distinguishing the effects of functional and dysfunctional conflict on strategic decision making: Resolving a paradox for top management teams. Academy of Management Journal, 39(1), 123-148. Amason, A. C., Thompson, K. R., Hochwarter, W. A., Harrison, A. W. (1995). Conflict: An important dimension in successful management teams. Organizational Dynamics, 24(2), 20-35. Bens, I. (1997). Facilitating conflict. In M. Goldman (Ed.), Facilitating with ease! (pp. 83-108). Sarasota, FL: Participative Dynamics. Davison, Sue Canney. 2003. Creating Working Normas and Agreements. Accessed April 26, 2008 www.genderdiversity.cgiar.org/CreatingWorkingAgreementsDavison3.doc Kimball, Lisa. Developing the Team’s Communication Strategy accessed Feb.15, 2007 at http://www.groupjazz.com/pdf/matrix. Guffey, Mary Ellen. 2003. Business Communication. Thomson learning, Mason Ohio, Ch.1, p.3. Fisher, K., Rayner, S., Belgard, W. (1995). Tips for teams: A ready reference for solving common team problems. NY, NY: McGraw-Hill, Inc. Jennsen, O., Van De Vliert, E., Veenstra, C. (1999). How task and person conflict shape the role of positive interdependence in management teams. Journal of Management, 25(2), 117-141. Johnson, Debbi-Wagner. 2005. Managing Work-Team Conflict: Assessment and Preventatve Strategies. Center for Collaborative Organizations, University of North Texas.   All rights reserved. Rayeski, E., Bryant, J. D. (1994). Team resolution process: A guideline for teams to manage conflict, performance, and discipline. In M. Beyerlein M. Bullock Tjosvold, D., Morshima, M., Belsheim, J. A. (1999). Complaint handling on the shop floor: Cooperative relationships and open-minded strategies. International Journal of Conflict Management, 10(1), 45-68. Tuckman, Bruce. â€Å"Forming, storming norming and performing in groups.†file:///C:/DOCUME~1/ew_tuckman-forming,storming,normingandperformingingroups.htm

Essay --

Abortion. Don’t Do It Women get abortions all over the world, and there are several reason why they get them. What they don’t know is that they’re hurting themselves. They’re hurting another human being. Scientist did a study and it shows that the fetus can feel pain while being aborted. A women should not get an abortion, because they are killing a being that didn’t ask to be here,the fetus can feel pain , it can cause post traumatic stress disorder, and other bodily issues. The fetus that is being aborted had no choice on whether or not it wanted to be here or not. Since it’s not right to murder someone outside of the womb, how is murdering an infant, a person inside the womb any different? The fact of the matter is it’s not. Abortion is murder that goes unnoticed by the law. It takes away a defenseless life that probably could’ve been a great asset to the world. Alot of people don’t know that the fetus can feel pain. Some doctors tell the patient that the fetus can’t feel anything.Truth is the fetus can feel every bit of it, and getting an abortion causes a violent a...

Observation Report on Pre School Essay

Share details about your family, your relationship and views on your parents, spouse, brothers and sisters. I truly believe that being a member of a family is a priceless membership, that we can pay nothing for, but love, with that note I would like to briefly describe the family I was born in, my mother is a science teacher in Pinnacle school for more than a decade. My father, a mechanical engineer is serving Lloyd’s Insulation for more than 30 years. Almighty has been very kind to let me play a role of a big sister to my very special younger brother. Now about the family I was married into, my husband a wonderful man is a software engineer. In my family I have parents in law, a wonderful sister in law, and a very adorable daughter who is Five years old. 1) What was your most significant experience in childhood? My childhood was an amalgamation of experiences difficult to pinpoint any one. One experience which I can recall was that of building a nest for a baby bird which fell out of its nest. We group of friends nurtured and looked after that bird for as long as we can , gave it a nice cozy handkerchief box which I made in my school in the S.U.P.W class. As we grew and went to college my group of friends one day purchased a tiny puppy from the by lanes of Karol Bagh. Got the puppy back home and happily took turns to look after the puppy. One of the significant experiences of childhood was going to Aurangabad for my graduation. It taught me a lot about life and how to deal with the real world. 2) What were your memories of school days? Did you enjoy them? I have fond memories of the beautiful church our school compound had which I use to visit as a child early in the morning after getting down from the school bus. Our school had a little pond which had lot of Tadpoles in it. As kids I really enjoyed feeding them during recess time. I also enjoyed our dance class which we had in the school, sound of Ghungroo’s is still their in my memories. I enjoyed my music class at school we learnt a lot of beautiful songs their. I also remember standing Fifth in the fifth standard after burning the midnight oil. 3) Which teachers have the most impact and influence on you? Why? As a child till reaching college I came across many special teachers which left a mark on me. One such teacher was Mr.Jairam in my college in Aurangabad; He taught us Revenue management in college. His dedication to teach his subject was very well reflected in his lectures. For a tough question he uses to often say â€Å"This is not rocket science†. Another teacher which is close to my heart was an art teacher whom I use to go to as a child. She bought out so much creativity in me and made paint most difficult of paintings. She use to often treat us with goodies like Cookies and apple juice. 4) Why did you decide to consider teaching as a career? I discovered my love for children and teaching after my daughter was born. Being a hotel management graduate I decided to switch to teaching purely to express my love for children. It gives me great platform to express my creativity and carry back so much home to talk to my dear daughter. 5) As Head of school what are the innovative programs you would introduce? As Head of school I would like to introduce an evening school for the deserving children who want to study but economically can’t afford it. I would like training and workshops for the teachers for self improvement and their growth. 6) What are your personal strengths and which areas do you need to improve? My personal strength is to make people talk. Being a patient person I don’t give up on my students I keep getting back to them till they get the lesson. Areas I need improvement in can be in organizing things in advance.

Final Exam Blue Print Essay

Gowns: prevent soiling clothing during contact with patient Masks: should be worn when you anticipate splash or spray of blood or body fluid and satisfy droplet/airborne precautions. Protective eyewear: should be worn for procedures that generate splashes or splatters Gloves: prevent the transmission of pathogens by direct/indirect contact. This equipment protects you from waste materials such as wounds, blood, stool, and urine. Indwelling urinary catheters – causes of risk for infections An indwelling urinary catheter obstructs the normal flushing action of urine flow. The presence of a catheter in the urethra breaches the natural defenses of the body. Reflux of microorganisms up the catheter lumen from the drainage bag or backflow of urine in the tubing increases the risk of infection. Surgical asepsis uses verse medical asepsis Surgical asepsis is used during procedures that require intentional perforation of patient’s skin, when skin’s integrity is broken, or during procedures that involve insertion of catheters. * Sterile objects remains sterile only when touched by another sterile object * Place only sterile objects on sterile field * Sterile object/field out of the range of vision or held below waist is contaminated * Sterile object/field becomes contaminated by prolonged exposure to air. * When sterile surface comes in contact with a wet, contaminated surface, the sterile object/field becomes contaminated by capillary action * Sterile object becomes contaminated if gravity causes contaminated fluid to flow over the objects surface * The edges of sterile field/container are considered to be contaminated. Medical asepsis, or clean technique, includes procedures for reducing the number of organisms present and preventing the transfer of organisms. Hand hygiene, barrier techniques, and routine environmental cleaning are examples of medical asepsis. Nursing intervention when assessing bradycardia radial pulse Can cause pulse deficit. To assess a pulse deficit 2 nurses are needed to assess radial and apical pulse simultaneously and compare rates. The difference between apical and radial pulse is the pulse deficit. Assess the ability of the heart to meet the demands of body tissue for nutrients by palpation a peripheral pulse or using a stethoscope to listen to heart sounds (apical rate) Pulse sites Temporal, carotid, apical, brachial, radial, ulnar, femoral, popliteal, posterior tibial, Dorsalis pedis Critical Thinking- chapter 15 Examples of application of critical thinking (you may have to scan the chapter, no specific section to apply to the question) Know what would be considered critical thinking * Critical thinking involves recognizing that an issue exists, analyzing information about the issue, evaluating information, and making conclusions. * Critical thinking is a continuous process characterized by open-mindedness, continual inquiry, and perseverance. * Diagnostic reasoning: determining a patient’s health status after you have assigned meaning to the behaviors and symptoms presented. * Inference: process of drawing conclusions from related pieces of evidence. * Clinical decision making: careful reasoning so the best options are chosen for the best outcomes. * Nursing process: five-step clinical decision-making approach. Five components of critical thinking. * Knowledge base * Experience * Critical thinking competencies * Attitudes * Standards Professional standard for critical thinking * Intellectual: the intellectual standard is a guideline or principle for rational thought. * Professional: the professional standard refers to evidence-based ethical criteria for nursing judgments used for evaluation and criteria for professional responsibility. Patient Safety- chapter 27 Patient safety during seizures * Seizure precautions encompass all nursing interventions to protect the patient from traumatic injury, position for adequate ventilation and drainage of oral secretions, and provide privacy and support following the seizure. * Seizure precautions are nursing interventions to protect patient from traumatic injury, positioning for adequate ventilation and drainage/oral secretions, and providing privacy and support after event. Fall risk prevention and interventions The plan for a patient who has high risk for falls. 1. Select nursing interventions to promote safety according to patient’s developmental and health care needs. 2. Consult with OT and PT for assistive devices 3. Select interventions that will improve the safety of patients home environment Interventions * Nursing interventions for promoting safety are individualized for patients’ developmental stage, lifestyle, and environment. * Note the safety locks and anti-tip bars on the wheelchair. * Nurses contribute to a safer environment by helping patients meet basic needs related to oxygen, nutrition, and temperature. * Adequate lighting and security measures in and around the home, including the use of nightlights, exterior lighting, and locks on windows and doors, enable patients to reduce the risk of injury from crime. * Modifications in the environment will easily reduce the risk of falls. To reduce the risk of injury in the home, remove all obstacles from halls and other heavily traveled areas. * Prevention of accidental fires and poisons requires awareness of precautions such as not smoking in bed and keeping hazardous substances out of reach of children. * Safety bars provide excellent prevention against falls. Safety risk-Risk at developmental stages * Children younger than 5 years of age are at greatest risk for home accidents that result in severe injury and death. * The school-aged child is at risk for injury at home, at school, and while traveling to and from school. * Adolescents are at risk for injury from automobile accidents, suicide, and substance abuse. * Threats to an adult’s safety are frequently associated with lifestyle habits (smoking, drinking, hazardous work, etc.). * Risks for injury for older patients are directly related to the physiological changes of the aging process. Risk * 16-19 : car accident * 75 and up: falls and car accident * Older adults have decreased vision acuity and hearing loss making them at risk for MVA and hearing sirens or horns. Decrease reflexes occur with aging. * Lead can be in paint, soil, water and can be inhaled or swallowed. * 64 years and older; decreased vision, orthostatic hypotension, gait and balance problems, urinary incontinence, use of walking aids, effects of various medications (sedatives, anticonvulsants, hypnotics, analgesics. * Falls occur due to inadequate lighting, barriers along walk paths and stairways, and lack of safety devices in home. * Patients most at risk of injury are those with bleeding tendencies (disease or medications), and osteoporosis (results in fractures). Every developmental age involves specific safety risks: * Children younger than 5 years of age are at greatest risk for home accidents that result in severe injury and death. * The school-aged child is at risk for injury at home, at school, and while traveling to and from school. * Adolescents are at risk for injury from automobile accidents, suicide, and substance abuse. * Threats to an adult’s safety are frequently associated with lifestyle habits (smoking, drinking, hazardous work, etc.). * Risks for injury for older patients are directly related to the physiological changes of the aging process. Priority planning patient care (this is using your critical thinking skills and wouldn’t be found in a section of the book) * In many situations, patients present with multiple nursing diagnoses. Use a concept map to visualize how nursing diagnoses interrelate. * Establish goals with the patient’s self-care abilities and resources in mind, and focus on maintaining or improving the condition of the skin and oral cavity. * Patient’s skin is clean, dry, and intact without signs of inflammation. * Patient’s skin remains elastic and well hydrated. * Patient’s skin is free from areas of pressure. * Timing is also important in planning hygiene care. * In hospital or extended care settings, work closely with nursing assistive personnel, who often provide hygiene care. * Collaborate with other health team members as indicated (e.g., work with physical therapy and occupational therapy to enhance the patient’s independence with self-care activities). * When a patient needs assistance as a result of a self-care limitation, the family often becomes a valuable resource to the nurse an d helps with hygiene measures.

Free Essays on Global Strategy At General Motors

General Motors’ international expansion is being driven by a belief that emerging markets offer the greatest potential for future demand growth. GM is not alone in this belief. Not only are many other automobile firms pursing a similar expansion strategy, but so are firms from a wide range of industries. Although GM has long had operations overseas, until recently these took second place in the company’s Detroit-centric view of the world. Now GM is recognizing that to compete successfully in emerging markets, it is no longer enough to transfer outdated technology and designs from Detroit. It must build a globally integrated corporation that draws on centers of excellence wherever they may be in the world to engineer global cars and state-of-the-art production systems. For all of its economic benefits, though, the trend toward greater integration is clearly causing worry within GM’s units. They fear that an ability to respond to local market needs may be lost in t he process.... Free Essays on Global Strategy At General Motors Free Essays on Global Strategy At General Motors General Motors’ international expansion is being driven by a belief that emerging markets offer the greatest potential for future demand growth. GM is not alone in this belief. Not only are many other automobile firms pursing a similar expansion strategy, but so are firms from a wide range of industries. Although GM has long had operations overseas, until recently these took second place in the company’s Detroit-centric view of the world. Now GM is recognizing that to compete successfully in emerging markets, it is no longer enough to transfer outdated technology and designs from Detroit. It must build a globally integrated corporation that draws on centers of excellence wherever they may be in the world to engineer global cars and state-of-the-art production systems. For all of its economic benefits, though, the trend toward greater integration is clearly causing worry within GM’s units. They fear that an ability to respond to local market needs may be lost in t he process....

Have to and Must - ESL Grammar Lesson Plans

Have to and Must - ESL Grammar Lesson Plans Many students often confuse the usage of the modals must and have to. While meaning is generally maintained in incorrect usage in the positive forms, a mix-up in the negative forms can cause confusion. This lesson uses daily routines and an interviewing game to help students master these important modal forms. Aim: Learn the modal forms have to and must Activity: Grammar introduction/review, talking about daily routines and interview game Level: Lower levels Outline: Ask students to talk about their daily routines. Have them make a list of five things that they have to do every day.Introduce the grammar by having the students take a look at the grammar sheet below.Discuss the differences between have to and must in the positive form. Make sure to point out that have to is used for daily routines while must is used for strong personal obligation.Discuss the differences between dont have to and mustnt. Make sure to stress the idea that dont have to expresses the idea that the person isnt required to do something but may do so if he/she would like while mustnt expresses the idea of prohibition.In order to encourage students to favor the use of have to, spend the rest of the lesson focusing on daily responsibilities in the following exercises.Ask students to take out the list they created earlier and re-write the list using have to.Ask students to choose a job from the list provided (you might want to first check that students are familiar with the j obs listed) and think about what a person working in that profession has to do. Once you have given students a chance to think a while, play a variation on the 20 questions game. You can begin by choosing a profession and having students ask you 10 or 15 questions about what you have to do in this job. Questions can only be answered by yes, no or sometimes.The student who guesses the name of your profession should be the next to be asked the 15 questions. Another variation on this game is for students to play the game in pairs. Have to - Must Study the Use of Have to and Must in the Chart Below Must/Have To - Mustnt/Not Have To Listed below are examples and uses of must/have to/mustnt/not have to Example Chart Examples Usage We have to get up early.She had to work hard yesterday.They will have to arrive early.Does he have to go? Use have to in the past, present, and future to express responsibility or necessity. NOTE: have to is conjugated as a regular verb and therefore requires an auxiliary verb in the question form or negative. I must finish this work before I leave.Must you work so hard? Use must to express something that you or a person feels is necessary. This form is used only in the present and future. You dont have to arrive before 8.They didnt have to work so hard. The negative form of have to expresses the idea that something is not required. It is, however, possible if so desired. She mustnt use such horrible language.Tom. You mustnt play with fire. The negative form of must expresses the idea that something is prohibited - this form is very different in meaning than the negative of have to! Did the have to leave so early?He had to stay overnight in Dallas. IMPORTANT: The past form of have to and must is had to. Must does not exist in the past. Choose a profession from the list below and think about what a person doing that job has to do every day. Professions and Jobs - What do they have to do? accountant actor air steward architect assistant author baker builder businessman / businesswoman / executive butcher chef civil servant clerk computer operator / programmer cook dentist doctor driver bus / taxi / train driver garbageman (refuse collector) electrician engineer farmer hairdresser journalist judge lawyer manager musician nurse photographer pilot plumber police officer politician receptionist sailor salesman / saleswoman /salesperson scientist secretary soldier teacher telephone operator Back to lessons resource page

Securities act of 1933 Essay Example | Topics and Well Written Essays - 1750 words

Securities act of 1933 - Essay Example In fact, this law was brought into light after the great depression in 1929 in the US economy. By means of fraudulent activities, many companies sold fake securities based on false information and thus huge investment from the investors went in vain. So, underlying principle of 1933 act was to help potential investors get information about the company (issuer) and its securities that are offered for sale publicly. This overt expression from the issuer, thereby results a more concerned securities market because the investor were fully aware of the background of the company and their securities before investing money into purchase. Thus, it was a pressing need for a first major federal law which can govern the unstable situation in a uniform manner. In fact, from the buyer point of view, it was really inspiring step to make the issuers conformed to certain rules as to disclose their information accurately before they offer or sale securities. Regardless of whether securities must be registered, the 1933 Act makes it illegal to commit fraud in conjunction with the offer or sale of securities. A scammed investor can sue for recovery under the 1933 Act. Rule 144, promulgated by the SEC under the 1933 Act, permits, under limited circumstances, the sale of restricted and controlled securities without registration.. The amount of securities sold during any subsequent 3-month period generally does not exceed any of the following limitations: 1% of the stock outstanding, The avg. weekly reported volume of trading in the securities on all national securities exchanges for the preceding 4 weeks, and The avg. weekly volume of trading of the securities reported through the consolidated transactions reporting system (NASDAQ). Regulation S is a "safe harbor" that defines when an offering of 'securities' will be deemed to come to rest abroad and therefore not be subject to the registration obligations imposed under Section 5 of the 1933 Act. Civil Liability under the 1933 Securities Act Any violation of the registration requirements can be a cause to civil liability for the issuer and underwriters Sections 11, 12(a) (1) or 12(a) (2) of the Act. Additional