Essay For Future Plan In Medicine

Respected Madam,I am an international medical graduate from WHO medical school directory listed institute –SMIMER (Surat Municipal Institute of Medical Education & Research) during year 2013. During next 10 years, I dream to become Infectious Diseases specialist, as hospitalist as well as academician who serve all the time for better health of patient and society. I believe it is important to learn advanced practice and systemic approach in the field of Internal Medicine of developed country. In several under-developed and developing countries, in remote and suburban areas, population is increasing fast which will be in dire need of better and affordable health care.As academician, I want to share knowledge and train future generation clinician to follow best practices. I believe with graduation in Internal Medicine form United States of America will help me to serve them and realize my dream. I wish to enhance my knowledge and learn practice by being shadow of physicians and staff in the â€Å"INTERNAL MEDICINE† department at your esteemed  institute. The experience will provide me opportunity to have close observation of health care system in USA. With participation global observership program, I can definitely advance step further in my future plan & also provide me institutional level experience for my Internal Medicine.Residency & post graduate program will fulfill my thrust in research field which is totally ignored area in home country. The opportunity will also boost my performance and prospect of getting a â€Å"INTERNAL MEDICINE† residency match when I apply next September. I will be obliged to become part of one world’s most advanced healthcare systems. I understand that the observership program does not involve direct patient interaction and it may not be remunerated. I am willing to follow any instructions and regulations you deem necessary. I will be very grateful if you can place me for a month of JULY-AUGUST 2014 ob servership rotation in the internal medicine department.Yours Sincerely,  Jugal Chahwala

Cold Start 2013

The ambiguous status of its military doctrine may be no bad thing for India, if the end result is what Thomas Schelling described as ‘the threat that leaves something to chance’,76 but, as Delhi has discovered, issuing even embryonic threats can be counterproductive. Cohen and Dasgupta observe that ‘Cold Start has been a boon for the Pakistan establishment’, in that ‘its diplomats and generals can contend on the international stage that India is in fact an aggressive country’. 77 And far from leaving something to chance, the prevailing arrangements are widely accepted as aspirational at best.Third, inter-service rivalry has crippled a number of modernisation efforts in the past, and doctrine appears to be no exception. India’s wars have historically been disjointed affairs. In the humiliating defeat by China in 1962, airpower was glaringly absent. 78 Three years later, the Indian Air Force (IAF) preferred strategic bombing to close air su pport. 79 Chari et al. , Four Crises and a Peace Process, 175. Ibid. , 177. 74 Khan et al. , ‘Pakistan’s motivations and calculations for the Kargil con? ict’. 75 Mukherjee, ‘The Absent Dialogue’. 76 Thomas C.Schelling, The Strategy of Con? ict (Cambridge, MA: Harvard UP 1960), 187. 77 Cohen and Dasgupta, Arming without Aiming, 66. 78 R. Sukumaran, ‘The 1962 India-China War and Kargil 1999: Restrictions on the Use of Air Power’, Strategic Analysis 27/3 (2003), 341. 79 The limited amount of close air support furnished by the IAF was disastrous. It was characterised by ‘dismal conduct’, including the in? iction of casualties on Indian 73 72 Downloaded by [Harvard College] at 13:28 22 July 2013 526 Shashank Joshi Downloaded by [Harvard College] at 13:28 22 July 2013And although it played important roles in subsequent con? icts, it resists being co-opted for the Army’s purposes. The Indian Navy (IN) has ssimilarly carved out an independent role for itself in recent years, following minimal involvement in India’s wars. 80 Its doctrine ‘presents war? ghting as one of four equally important roles, with the other three – diplomatic, constabulary, and soft power functions – being broader in geographic scope and less dependent on combat power’. 81 The IAF and IN have abiding fears of being marginalised and subordinated by an overweening Army.This has ensured that Indian Chief of Defence Staff (CDS) or Chairman of Joint Chiefs of Staff (CJCS) positions have never materialised, despite the coordination bene? ts of such an of? ce, whose existence was mooted as early as 1949 and the case for which has been made recurrently since. 82 India is not unique in this regard. Industrialised democracies often face inter-service wrangling. 83 In Britain, anticipated austerity has prompted each service chief to vigorously defend the relevance of his force structure, with an emphasis on costly platforms. 4 Such debates over force structure, such as the analogous questions over the utility of the F-22 in an age of irregular warfare, everywhere affect posture. 85 However, the Indian context is characterised by particularly rigid service identities and a de? ciency of overarching political orchestration. Cold Start threatens the organizational essence of the IAF. 86 This is unsurprising: as a doctrine for conventional limited war, it characterises airpower as ancillary to the movement of ground forces. Insofar as Cold Start is a strategic package rather than one operational manoeuvre personnel.

Professional Abilities Essay

There are several organizations for each professional for example: teachers, social workers, accountants and business owners just to name a few. Then there are sororities and fraternities which consist of all of these professionals in one melting pot. The professional organization which I will describe in the paper is the National Association for the Education of Young Children (NAEYC). As an employee in a Child Care Facility being apart of this organization can help improve my career if I choose to become the director in a few months. The following paragraph describes the history of the organization and what it has done for the early childhood program. As a mother of 5 with 4 attending school in the public school system this organization is in the public eye and moving forward with efforts to improve the early childhood system and help teachers, parents and congress to understand how important our children’s education should be to us. I can join this organization and help to change laws that can have an impact for not only my children but also grandchildren, nieces, nephews and the children that attend my Childcare facility my eyes could be open to new information, meeting people from all aspects of life at the national meetings and even go to Washington DC to help influence them to increase the funding, or make changes to existing policies regarding early childhood education. NAEYC’s mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources. National Association for the Education of Young Children has become the nation’s premier organization for early childhood professionals—setting research-based standards and providing resources to improve early childhood program quality, enhance the professional development and working conditions of program staff, and to help families learn about and understand the need for high quality early childhood education. Through position statements, work with other organizations, and its national voluntary accreditation system, NAEYC has been the leader in promoting excellence in early childhood education for all young children from birth through age 8. NAEYC’s roots extend to the 1920s when professional researchers and educators began organizing nursery schools for young children. Concerned about the quality of the proliferating programs, Patty Smith Hill identified a multidisciplinary group of 25 individuals, among them Arnold Gesell, Lois Meek (Stolz), and Abigail Eliot, to consider the need for a new association. A public conference was held in Washington, DC in 1926. By 1929, the group was organized as the National Association for Nursery Education (NANE) and had published its first book—Minimum Essentials for Nursery Education. In 1964, NANE was reorganized as the National Association for the Education of Young Children (NAEYC). Also that year, the federal Head Start program was launched, focusing public attention on preschool education. In the early 1980s, concern about the quality of early childhood services available to the burgeoning numbers of families seeking child care and preschool programs for their young children led NAEYC to begin planning a national voluntary accreditation system for early childhood programs. NAEYC’s work in developing position statements and setting standards for different aspects of early childhood education continued throughout the 1990s. The National Institute for Early Childhood Professional Development focuses attention on improving the quality of preparation and ongoing professional development for teachers of young children by providing a place to learn from researchers about new developments and evaluations of pedagogy, curriculum, assessment, and teacher education. By its 75th anniversary in 2001, the association was engaged in a project to reinvent its accreditation system (scheduled to be fully implemented in 2006). Funding provided by a variety of contributors has been instrumental to the success of this effort. In addition, a comprehensive restructuring of its affiliate groups (most of which successfully re-affiliated in 2004) had also been launched. Interest Forums were established as a membership benefit in 2001 to encourage communities of learning on issues related to the NAEYC mission. Funding provided by the Doris Duke Charitable Foundation enabled NAEYC to establish the Supporting Teachers, Strengthening Families project to prevent child abuse and promote children’s healthy social development by helping teachers better communicate with families on difficult issues. The Association also adopted standards for professional preparation associate degree programs in early childhood education and launched plans to develop an accreditation system for these institutions. This effort has been generously supported by a number of contributors. The results of earlier efforts to build the Association’s policy presence are clearly visible in 2004. Affiliates and members receive training, technical assistance and resources to help them improve the capacity of their efforts to promote good public policies and investments in affordable, high quality early childhood education programs. NAEYC is recognized as a leading voice in Congress and in state capitols on what is needed to help improve early childhood programs and services for all young children and their families, ranging from child care and Head Start, to early elementary grade reading programs and appropriate assessment. Early childhood educators look to NAEYC for journals, books, and other resources that combine a solid research base and information and features that make them highly accessible and useful for practitioners, teacher educators, and policy makers. NAEYC Conferences continue to be the meetings that just can’t be missed, serving a critical convening function for the early childhood profession and providing a valuable professional development opportunity. Approaching its 80th anniversary, NAEYC is proud of its traditions, but also looks to the future. The Association is committed to becoming an ever more high performing inclusive organization that invites all individuals, families, communities and organizations to work together to improve the lives of all young children. They offer an Associate Degree Accreditation Program too many Universities that have programs in Early Childhood to make sure they are preparing their students for their career. They also offer Early Childhood professionals resources to improve their practice through training and professional development. After reading all the above information we should all be apart of this type of organization that cares greatly for the education system that our child (ren) participate in on a daily basis.

Ways of Understanding Organization Essay Example | Topics and Well Written Essays - 2500 words

Ways of Understanding Organization - Essay Example This research will begin with the statement that an organization is a collective set of individuals who work hand in hand with each other to bring the processes and activities to a conclusion which is for the betterment of the business enterprise and the people who work under its aegis. The organization is therefore dependent on how well its resources are being deployed and the manner in which success is achieved in entirety. It is significant to comprehend how the organizational value will come about more so when the employees are focused on getting the job done, making use of resources that are available at their disposal. The need of the time is to make sure that the organization remains firm in its stance and completes the tasks as and when required. Managing an organization is all the more necessary because it is broad in its vision and wide in its horizon. The need of the hour is to make sure that the organization remains staunchly driven to achieve its end goals and objectives , and geared to reach the echelon of success, but this can only be achieved when a logical sequence of processes and activities is undertaken. The organizational life is therefore dependent on how well the organization spends its entire duration, and this is marked by the differences in its processes, steps, and behaviors. All of these tasks are quintessential towards achieving what the organization deems as pivotal – profits pouring in for the long-term success of the business enterprise, which indeed is the organization itself. The organizational understanding is an important one and that too for all the right reasons. The organization brings with it immense satisfaction and joy for the workers and employees who give their best time and again. The management realms play a significant role in the shaping up of values and morals that are present within it. These values are intricate elements which signify growth and development across the board. It also pinpoints the basis of success that organizations comprise of and look forward to building as far as their relevant future realms are concerned. The organizational understanding is all the more pivotal because it discusses how well the organization is well-knitted within its own basis, and how it embodies the foundations of success which will be built upon with the changing time dimensions. The organizational understanding, therefore, banks on the solid premise of building up of the organization to reap rich dividends for it in the long run.

Customer Relation Management Essay Example | Topics and Well Written Essays - 1000 words

Customer Relation Management - Essay Example The incident reported by Christina Pazzanese of Boston Globe, recounts a dissatisfying service in getting a train-delay refund attributed to slow and inefficient customer service. Considering the amount involved in a train refund, it is relevantly cheap; however, such dissatisfaction breeds anger and frustration on the part of the client. The problem is service related. According to Bowen et. al., â€Å"customers also care about fair treatment in connection with two service experiences they might have – the service delivery itself [†¦] and what the business does to recover when customers are disappointed by the service delivery.† (1999). It is thereby essential that when first service encounter with the customer fails, a recovery step should be carried out to ensure that the expected obligation by the client is fulfilled. In the case of Pazzanese’s report, the first service encounter has already failed whereby the train is behind schedule. From such a dissat isfying service, the company attempts to compensate by providing a refund. The refund procedure is another failure because of the long delay that client had to wait therefore defeating the purpose of service recovery. Adding to such discomfort is a series of complaints relayed by the client such as the missing indication of date and time of the refund in the notification slip to identify the specific period and separate one delay refund from another and the lack of rejection notice sent to the client to notify client of the reason for the rejection.

Assignment Example | Topics and Well Written Essays - 250 words - 238

Assignment Example Eating healthy and taking regular exercises is basic in this aspect (Melkus, 2006). However, these alone can never help in the regulation of diabetes and therefore, requires the use of medications in addition to the healthy eating and regular exercise. For Dr. Pepper’s case, the most effective drug will be tradjenta. Tradjenta works by preventing the degradation of the incretin hormones glucagon-like peptide-1 (GLP-1) and glucose-dependent insulinotropic polypeptide (Drum and Zierenberg, 2006), which are core in managing diabetes. The drug is taken orally and works in increasing concentrations of active incretin and hence plays a substantive role in the reduction of glucagon in secretion. Some effects of tradjenta include instances of adverse reactions, which include nasopharyngitis especially for a patient such as Dr. Pepper who has renal impairment (Burant, 2008). This indeed calls for the use of an alternative treatment options. For effective treatment of diabetes by the use of tradjenta, is mostly exercising and good diet as indicated above. However, there are certain drugs that can be used mainly as inhibitors. These include meglitinides and

The theory of Financial Repression and its Application in Economies of Essay

The theory of Financial Repression and its Application in Economies of Different Countries - Essay Example This essay describes the concept of financial repression, and illustrate the mechanism of its action, using the cases of different countries. The studies conducted by experts confirm that the restrictions imposed on the financial sectors of these two countries have indeed negatively impact on their respective economies giving credence to the McKinnon-Shaw hypothesis. Financial repression must have been fundamentally influenced by Keynesian economics as well as provoked by the instability of the early 20th century events. Financial repression is underpinned by the theory that the state should intervene in financial matters to ensure lesser demand for money that should be channeled instead to the capital/labour sector. It was McKinnon and Shaw, who called attention of the world to the negative effects of such practices. Their hypothesis recommended the liberalisation of the financial sectors from such restrictions to stop stagnation and initiate economic growth. They asserted that financial repression causes economic stagnation and that countries must therefore liberalise their financial sectors. This assertion is confirmed by other studies and models as well. Nonetheless, a number of cases exists that point to a contrary finding such as the cases of Korea and Malaysia that were both placed under financial repression in the 1980s to avert financial collapse. This paper presented the cases of India and China, both of which are considered emerging global super economies, where the provisions of the theory proved to be accurate. ... The existence of financial repression can be deduced from the presence of the following factors: unsystematic distortions in financial prices such as interest and exchange rates; interest rates with ceiling caps and nominal interest at fixed rates, which lead to low or even negative real interest rates; high reserve ratios; guided credit programmes, and; ineffective credit rationing (Bhole 16). Gupta (2004), however, narrowed down the elements of financial repression into interest rate ceilings, high reserve requirements and compulsory credit allocation. The consequences of these intermediary measures are: the implementation of high reserve and liquidity ratio for the purpose of easing budget deficits forcing banks to hold government bonds and money; private bond and equity markets remain undeveloped because of the difficulty of getting government money from private securities, and; government measures adopted to discourage private financial entities from competing with the public se ctor and to spur low-cost investment characterise the banking sector with interest rate caps (2). Financial repression is an economic tool usually employed by developing countries and was popular before the last quarter of the 20th century. It was said to be a knee-jerk reaction to the events of the first half of that century. History shows that the first half of the 20th century was blighted by two financial catastrophic events: the Wall Street Crash in 1929, and; the Great Depression, which was instigated by the Crash. These two events were themselves thought to be two of the underpinning reasons for the outbreak of WWII. The lesson that these events brought was that command economies were more stable and that the state can take the

Implementation of Infrastructure Research Paper

Implementation of Infrastructure - Research Paper Example A structured communication network is always required for a company to maintain a smooth and viable information and communication system in the company. If it is not sustained, it will surely create problems in the overall operation of the company. An inefficient communication network will increase the employee working problems. Due to impending difficulties, the workers would delay in accomplishing their work and get frustrated in their professional life. Significance of the ProblemThe information technology (IT) sector is grossly responsible for the growth of the global economy since 1980. Efficient IT in U.S. is responsible for its competitive advantage over many economies in the world. This division has not only helped in the development of the military segment of U.S. but has also helped for the industrial progress of the country. Since 1990, the Internet has become a popular topic of public discussion forums. Business firms and individuals have started using computers for both information manipulation and communication. This has augmented importance of IT in the economy. The information learned from this research will help any IT company to set up an appropriate communication system that would, in turn, serve its smooth operation (Samuelson & Varian, 2001). In order to show the empirical relevance of the research, the researcher has introduced a primary survey, which encompasses a questionnaire session to a random sample of 37 IT professionals within the age group of 18 to 45 years.... but has also helped for the industrial progress of the country. Since 1990, the Internet has become a popular topic of public discussion forums. Business firms and individuals have started using computers for both information manipulation and communication. This has augmented importance of IT in the economy. The information learned from this research will help any IT company to set up an appropriate communication system that would, in turn, serve its smooth operation (Samuelson & Varian, 2001). Statement of the Research Question The research question for the project is: Q1. Will an efficient and optimal communication network help a company reduce its gross cost and save more money? Q2. Does improper networking result in extensive time and revenue expenditure for a company? Data Sources In order to show the empirical relevance of the research, the researcher has introduced a primary survey, which encompasses a questionnaire session to a random sample of 37 IT professionals within the age group of 18 to 45 years. Instrument Reliability The sample chosen for the questionnaire session is not stochastic in nature. The result and conclusions will be same, no matter what random sample of individuals is drawn from the IT market. Instrument Validity The researcher will not alter the validity for the sample survey. The sample will be 100% valid as per the mentioned features. Survey Questions The researcher may add this additional question: Q1: What is the speed of your processor? Option 1= less that 3 GHz; Option 2.66 = greater than or equal to 3 GHz. Distributional Method The survey questions will be distributed to the IT professionals through SurveyMonkey or any other popular websites. Treatment of the Data The researcher has used an analysis of variance (ANOVA) test to

Ethical issues Assignment Example | Topics and Well Written Essays - 750 words

Ethical issues - Assignment Example On one hand, there is accountability, while there is confidentiality on the other. While the counsellor’s decision making on a case is limited by the premise of indirectly allowing positive decision making from a list of options availed to the client, it is not always easy. Counsellors are expected to induce positive thinking on the part of the client but when faced with stubborn hard-line stances by the clients, it becomes a presenting challenge in itself. The client’s HIV status, the fiancà ©Ã¢â‚¬â„¢s unawareness, the client’s unwillingness to disclose to the fiancà © and the short duration of time to the alleged wedding appear to be major diagnostic problems of the case. This case falls in the category of relationships which definitely require the involvement of both partners at one point of the therapy. Since the client does not want the fiancà © to be involved in the details of the case poses the confidentiality issue of ethics. Whereas the details of the case are required to be positively progressing, the client wants to be fixated and progressing at the same time. Intrusive counsellor input is required in the manner of streamlined options with deep influential implications to the client. In other words, the counsellor needs to be assertive in case the stubbornness does not tone down. The only hard part in achieving this is the short duration time to the wedding, an action which changes the details of the case to a fundamentally difficult level (Corey, 2008). The counsellor client relationship is built on trust, which would be compromised if the counsellor informed his fiancà © of the risks involved in marrying the client. It is equally important that the counsellor understands the details of the client’s level of intimacy with his fiancà ©, because if they have been having a sexual relationship without protection, it could change the direction of the case (Sommers and Sommers, 2004). The counsellor must obtain all formation on the client to such a level

Pop Art- Andy Warhol Research Paper Example | Topics and Well Written Essays - 1500 words

Pop Art- Andy Warhol - Research Paper Example The essay "Pop Art- Andy Warhol" states the art of Andy Warhol. To understand the concepts and techniques employed in the pop art, this paper will analyze Andy Warhol through the period of his work. This will include the techniques and themes he employed in his work the origin and the implication of the art movement as well as the work of Andy Warhol through analysis of literature and internet sources in the form of annotated bibliography. Pop art originated in Britain much earlier than it did in North America, but their origins were independently motivated. The beginning of pop art in the United States marked the reemergence of the hard-edged composition of art and the use of representational art. The representational nature of art was achieved through pop art by the artists using mundane reality, impersonal, parody and irony to mask the personal symbolism. â€Å"The works of pop artists were at their greatest high in America in 1960’s and the term pop art was introduced in December of 1962 during a Symposium on pop art that was organized by the museum of modern art†. Freeman, asserts that the generation of American pop artists in its prime duration of the 1960’s had to search deeply for dramatic styles that would help in the creation of a demarcation between the art and the well-designed commercial material. The prime period of the pop art was known as the pop art movement that was marked by a new level of fascination with the popular culture that was meant to influence and reflect the post-war society.

Quality Customer Service Research Paper Example | Topics and Well Written Essays - 1000 words

Quality Customer Service - Research Paper Example It would tell the individuals concerned that the organization looks after them and wants to give them what they deserve the most – impeccable service that is of serious quality. This paper shall discuss the five significant techniques which play a role at implementing superior service quality within organizations and which have remained as a metaphor beyond despair in the present times as well as the times to follow. These five techniques that are deemed as pivotal here comprise of winning with the customer, showing a positive attitude, identification of the customer needs, providing for the needs of the customers, and lastly making sure that the customers come back for more sales that shall benefit the organization in the long run. One must remember that these five techniques include a number of other sub points as well which shall be discussed within the entirety of this paper here. To start with, the first technique to achieve and implement superior service quality is that of winning with the customer which takes into account the determination to make it happen for both the organization and the customer in essence. It is imperative that the organization which is imparting superior service is winning right next to the customer himself. How this will happen is something that shall have to be comprehended properly. First of all, quality customer service needs to be identified and its description is made note of (Lin, 2011). When this has been done, the next step is to be aware of the fact that the end customer gets the satisfaction that is asked of the entire premise. If this does not take place, customer satisfaction has failed to fulfill its role and there are other avenues that need to be touched upon to reap success under such domains. The reasons for service quality’s importance are discerned as to whether they shall uplift the business in financial terms or provide relief in the wake of bringing in serious sales returns. The second technique is to demonstrate a positive attitude. It is because a positive attitude is the basis of solving half the quandaries that are related with customer service. If the organization wants to achieve supremacy within such departments, positive attitude is the solution to make it happen. Being an optimist always creates more room for understanding, especially on the part of the customers who are always looking for answers that would satisfy them in entirety. It is important however that the service levels communicate the best possible image no matter how difficult or trying the circumstances turn out to be. With that being done, staying energized all this while; while the service quality levels are being ensured refer to success within such realms. The third technique is to identify the customer needs. What this means is that this technique brings the customers in direct communication with the service team as to how the actual problem will be given a remedy that shall solve it in the firs t place (Martin, 2009). This will also aim to study the inherent areas where basic needs are understood and then worked upon to bring about a solution for the end customers. It is quintessential to stay one step ahead of the customer requirements and to fulfill them through a proactive approach, which is

Macbeth and Lady Macbeth in Act 2 Scenes 1 and 2 Essay Example for Free

Macbeth and Lady Macbeth in Act 2 Scenes 1 and 2 Essay Introduction The Macbeth play was written around 1603 by William Shakespeare. During this play, Macbeth and Banquo started off as best friends, after they met the three witches, they gave Macbeth some predictions about his future. Macbeth was delighted whereas his wife, Lady Macbeth becomes power crazed about this. She persuaded him to kill the king, Duncan (in Elizabethan times, it was the biggest crime that can be committed). Afterwards his mind started to play tricks on himself, so he decided to go back and revisit the three witches; they then told him three new prophecies. Others now have suspected that Macbeth killed Duncan, so when Macduff went to England, he decided to kill Lady Macduff and her children. When Macduff came back and heard that his family is all killed he was furious and decided to have his revenge. When he arrived, to kill Macbeth, Macbeth on the other hand thought he cannot be harmed due to one of the prophecy that the witches told him but all at the end Macduff won. During the Elizabethan, all of audience believed in many supernatural things such as, witchcraft, religion, owls etc. In this play, the witches show us that they are creepy and unreliable due to all those set ups for Macbeth. This constructs a feeling for the Elizabethan audience that they are horrifying things. Shakespeare presented Macbeth as a brave and loyal person towards the King, he respected the King and is a really good fighter, but later on the play, he started to be controlled and changed into a horrific person. Lady Macbeth made Macbeth kill many innocent people; she is power crazed and evil and would do anything to be the queen. Start of this play, the themes mainly about murders and how Macbeth and Lady Macbeth changed. Section 1 Throughout Act 1 Scene 3, Macbeth was delighted when he heard the three witchs prediction of his future, Stay, you imperfect speakers. Tell me more, this quote demonstrates that he wants to know more about his future and he is keen to find out what great things will lie ahead of him. Furthermore, he called the three witches imperfect speakers, this might due to the fact that he does not really know what they are as he might not seen them before. In addition, the word imperfect lets me think of that the three witches are not telling the truth and are hiding some secrets. Macbeth uses a high tone of voice when talking to the three witches, Speak if you can, from this quote it creates a feeling that Macbeth is from a higher social class who is looking down onto the three witches, perhaps he is trying to give the impression that he is the Thane of Glamis. Macbeth also seemed to be confused that the witches told him, he will become the Thane of Cawdor, But how of Cawdor?, from this quote it portrays that Macbeth do not really know how he will become the Thane of Cawdor, he currently is quite happy that he is Thane of Glamis. Shakespeare put in this historical question to make people hooked in, as the audience will ask themselves lots of questions such as, how is he going to become the Thane of Cawdor?, how do those witches know? Etc. When the witches finished talking to Banquo and Macbeth, the three witches vanished into the air, Melted, as breath into the wind. Would they have stayed, this quote shows us that Banquo and Macbeth wondered what happened to them, Shakespeare uses this is due to that during the Elizabethan audience would really believed in witchcraft, this makes people wonder more and ask themselves further questions. Macbeth started off in a really good relationship with his friends and the king. King Duncan really respects Macbeth also Macbeth was a fine fighter for him. O worthiest cousin, this quote demonstrates that Duncan trusts him a lot and that he is really loyal towards the king. Duncan likes Macbeth, he even call him cousin which in my point of view is that Macbeth is like one of Duncans cousin and is really kind towards him. The king called him by the title My worthy Cawdor; this quote suggests that Duncan knows that he is a brave, loyal person. The word Cawdor which indicates that he actually is really pleased that Macbeth is the Thane of Cawdor. Near the start of the play, after Lady Macbeth read the letter, she thought that he would not make it to become the king as he is very weak and too kind, this shows us that the relationships between these two are weak, It is too full othmilk of human kindness, this quote indicates that she thinks Macbeth is too kind and would not have the strength to become the King, from this we could really tell that their relationship is very awful. On the other hand, Macbeth and Banquo was best friends near the start of the play, they were two friends that would never break up, Worthy Macbeth, this quote gives the impression that he really trust in Macbeth and that he is also confident in him, he knows that they would always be friends. Lady Macbeth started off in Act 1 Scene 5 where after she read the letter, she did not have any hope in Macbeth at all, That I may pour my spirits in thine ear, this quote signifies that she want to tell him what to do so he will not ruin this up as she does not have any trust in him. She described him as being weak and cannot do anything right, It is too full othmilk of human kindness, from this it portrays that she think he is like milk which is pure and white and he does not have any darkness in him. Shakespeare made Lady Macbeth seem really nasty, he probably wants us to know that Lady Macbeth and Macbeth never get on with each other so that it gives us a bad feeling that she is evil and horrible towards other people. Lady Macbeth is also two-faced, she is talks about how to get rid of King Duncan and come up with lots of plans but when she meets the King, she is really kind and pleasant, All our service, from this quote it shows us that Lady Macbeth is kind and loyal, she wants to give good impression towards the king so that King Duncan will think that Lady Macbeth and Macbeth are very helpful and kind towards people. This gives the audience a feeling that she is very evil and full of darkness. Section 2 For Act 2 Scene 2, it was set during the night when it is dark, with a torch-bearer before him, this quote suggests that during that time there was no light, only one that the servant is carrying, by setting it in darkness gives people the feeling that someone is going to get murdered, in addition, it gives the Elizabethan audience a feeling of something frightful is about to happen. Shakespeare wants the audience to consider that the place is starting to get suspicious due to that it is dark, Theres husbandry in heaven, Their candles are all out, this quote indicates that the night is really dark, darker than normal, as he is saying that there is no stars. This gives the audience a feeling that something is like messing with the heaven, this builds up the tension for the play also it hooks the audience to it. Near the start of this scene, Banquo had a feeling that something frightening is about to happen. When someone was coming, Banquo asked for his sword and held out his sword straight away, Give me my sword, this quote implies that Banquo does not know who it is and he suddenly prepared himself for unexpected visitors. This lets people think of that Banquo is really worried, but he does not know what is going to happen. Shakespeare uses this to give the audience a feeling that Macbeth is up to something and due to late night and still has not gone to sleep. Banquo had a feeling that something is not right which causes him cant sleep, And yet I would not , this quote gives the impression that Banquo is expecting something to happen so he cannot get to sleep. Banquo mentioned about the three wield sisters, I dreamed last night of the three weà ¯Ã‚ ¿Ã‚ ½rd sisters, this quote portrays that Banquo is testing out Macbeth, he wants to know what reactions Macbeth will have, as Banquo knows that one of the prophecies became true, he is testing out Macbeth to see if he thinks about them. The audience would know that Macbeth thinks about the witches a lot, Shakespeare wants people to understand what kind of person Macbeth is. From this part of the play onwards, the audience would start to see that their friendship is starting to break due to them testing each other because they are trying to find out more about each other. Macbeth responds to it as if he is really surprised about it, I think not of them, this quote indicates that he quickly tells Banquo that he does not, he do not want Banquo to be suspicious about him as he is about to kill the king. Macbeth wants to talk the three witches, We would spend it in some words upon that business, If you would grand the time, this quote shows that clearly Macbeth talk about the three witches, also this quote indicates that he is testing Banquo as well to see if he wants to talk about the three witches. In addition, I believe that Macbeth is starting to feel guilty about what he is about to do, he knows he does not want to but have to do it. Macbeth also tests Banquos loyalty to him, If you shall cleave to my consent, when tis, It shall make honour for you, this quote suggests that Macbeth is testing Banquos loyalty to him, he wants Banquo to listen to him but Banquo does not want to betray Duncan, maybe he does not want their friendship to break up, he knows that it will end. Shakespeare keeps the audience entertained by making them worrying about if everything will turn out well, . This makes Banquo suspicious about it, as he does not know why he is saying that as Macbeth knows that Banquo will still be loyal towards the king. Shakespeare uses this to show us that both of them are testing each other to see what and how they will respond to it. Section 3 Shakespeare made Macbeth in a nervous state of mind, Is this a dagger which I see before me, this quote signifies that Macbeth is already seeing the crime that he is about to commits. He is confused, does not know why he can see the dagger, he thinks the vision is telling him to kill Duncan. Shakespeare uses this to show us that Macbeths mind is playing tricks on him, is encouraging him to commit the crime and that he has some evilness in him. The audience would think that he is now crazy and seeing things which is just his mind persuading him to do it. Macbeth is now asking lots of question, Proceeding from the heat-oppressà ¯Ã‚ ¿Ã‚ ½d brain? this quote portrays that he does not know why he can see the dagger, he is wondering that it might be his brain is over-heated, this makes the audience wonder more about how he can see it, they might even ask themselves question. Shakespeare wants the audience to have a picture in their minds of Macbeth following the dagger and to give us a vision that he can see it but cannot touch it. A quote could be And such an instrument I was to use, this quote represents that Macbeth got the dagger from his pocket and he is about to use it. Shakespeare made the soliloquy long is to show us how nervous he is, he might want us to think about Lady Macbeth and how evil she is, by persuading Macbeth to kill Duncan. Macbeth shows us that he is really mixed up, he cannot sort out the right from the wrong, and just simply following his wifes orders. Shakespeare uses a lot of imageries in this part of the soliloquy to increase the tension, And on thy blade and dudgeon gouts of blood, this quote indicates that the dagger starts to get dripping blood yet he has not committed a crime. Shakespeare uses foreshadowing to build up the tension for when Macbeth kills the king, maybe he wants to create a feeling like as if we were there next to Macbeth, this hooks in the audiences attention. Macbeth been controlled by the witches, Pale Hecates offrings and withered murder, this quote demonstrates that the goddess of the witches is like controlling him to kill the king, he does not want to do it but the witches are making him do it. The Elizabethan audience believed in witchcraft, they understood that witches are evil. In my opinion, I think that Macbeth knows it is wrong to do but Lady Macbeth convinces him to do it. In Macbeths imagination, he sees murder as a withered man, Alarumed by his sentinel wolf, this quote portrays that he is called to action to kill Duncan. The audience would think that he is been called for the opportunity to kill another victim. Shakespeare uses this to compare Macbeth with other murders and creatures, he wants us to understand the murder he is about to do is massive and that he is like other murders (such as Murders sentinel) going to commit a huge crime. At this point, Macbeth describes the murder as moving, thus with his stealthy pace, this quote shows that he is now pacing like murder itself, walking towards the kings bedroom. He wants the place to be silent, With Tarquins ravishing strides, towards his design, this quote indicates that he is like Tarquin asking the earth to be unable to hear, so he can like moves like a ghost towards the kings room. Shakespeare uses Tarquin is because all the Elizabethan audience would know that Tarquin was the murderous rapist in Roman, this builds up the tension for when he kills Duncan. Due to the present silence of the night suits the horror of what he is about to do, we see Macbeth, a man who wants to be in the silent and deadly figure of horror. As Macbeth still has not done the murder yet, and he has been saying many threatening things, all the things he said inspired him to do the deed. Then when he heard the bell, A bell rings this quote shows that Macbeth finally moves from horrifying words to a horrible deed only when Lady Macbeths bell tell him it is time. Section 4 At the start of the scene, Lady Macbeth was excited, That which hath made them drunk, hath made me bold; What hath quenched them, hath given me fire, this quote suggests that she listens intently, as though she could actually hear the murder being committed. The word them refers to are the Kings two personal guards. Lady Macbeth has drugged the grooms possets. Lady Macbeth, herself has also had some wine, but she feels bold and fierce, this gives the audience a feeling that she feels happy now that the king has died. From this, it shows us the darkness inside Lady Macbeth. But Lady Macbeth also seems to be nervous about it, An Owl shrieks and Hark, peace! It was the owl that shrieked, the fatal bellman, Which gives the sternst good-night. He is about it, from these quotes it portrays that she jumped and thought that she was caught when the owl shrieked, she think it as a good omen due to the screech owl is a natures own fatal bellman, the noise of a screech owl foretells the death of a person, therefore, Lady Macbeth is happy about this. Shakespeare also tries to make the Elizabethan audience jump as well because people did not like owls and crickets which they thought that they are horrible animals that bring evilness. She was still nervous when Macbeth arrived, I heard the owl scream and the crickets cry. Did not you speak?, this quote indicates that she is still frightened and nervous, she asks lots of questions, this shows the lack of security. She even asks her husband if he heard it or not. When Lady Macbeth sees her husband, she thinks that he is a fool, A foolish thought, to say a sorry sight, this quote represents that she thinks that he is worrying too much about it, she is telling him that it is great. Lady Macbeth does not want Macbeth to be weak. This makes the audience think that she is trying to calm Macbeth down as his mind is like somewhere else. She tries to be kind to Macbeth to quiet him down, Why, worthy thane, You do unbend your noble strength to think, this quote signifies that she calls him by the title to make him feel happier and she saying that he is strong and brave, as she knows he likes to be the Thane of Cawdor. Shakespeare uses this to try making the audience think that she is cruel and mean on the inside but kind on the outside. After he calmed down, she changes back into a nasty woman, Go get some water And wash this filthy witness from your hand. Why did you bring these daggers from the place?, this quote demonstrates the filthy witness is the blood from Duncan, which acts as a witness to Macbeths crime. She is telling Macbeth to do all the work, maybe she does not want to be involved in this. She is also annoyed at Macbeth for bring back the daggers, she demands him to take it back. The audience might think that she does not want Macbeth to be caught, she wants Macbeth to make the grooms look guilty instead of them. Shakespeare wants us to think that she is taking care of all the things and knows what to do, this gives the impression that she is bossy. They must lie there. Go carry them this quote shows us that she wants Macbeth to do it instead of her. The audience would think that she does not want to get her hands dirty and let her husband do all the work, it gives us the impression that she is looking down on Macbeth and he is like her assistant. Macbeth feels really guilty about the murder he has committed, they pluck out mine eyes Will all great Neptunes ocean wash this blood Clean from my hands? this quote portrays that Macbeth feels guilty about what he has done, he known that the crime will never be forgotten, from this we could really tell that he feels sorry for the king, Shakespeare uses hyperbole, metaphor and historical question in this quote to create a image that makes the audience feeling that all the water in the universe cannot erase the witness he has committed also it makes it more realistic. It frightens him when he looks at his hands, he looks at them as though he had never seen them before, and he feels that looking at them is like getting his eyes gouged out. It is the blood on his hands that causes this horrible fascination, and he feels that the blood can never be washed away. Before his hands are clean, they will make all the seas of the world turn red(shows how big his crime was). Macbeth describes how the blood will turn seas red, The multitudinous seas incarnadine, Making the green one red, this quote signifies that nothing will clear away the witness, he will always remember it. We now know that Macbeth feels guilty comparing to Lady Macbeth who thinks it is easy and effortless. A little water clears us of this deed. How easy is it then!, from this, we could understand that she thinks there is nothing to worry about as no one will ever find out. She said it fast and simple; this gives the audience a feeling that she is not loyal to the king and is full of evilness. She said it easily and effortlessly, Shakespeare uses this to show us that she has no kindness and uses this to compare to Macbeth where he described it complicatedly/complex. Lady Macbeth tried to bring back her husband into the reality by comparing herself with him, My hands are of your colour, but I shame To wear a heart so white, this quote indicates that her hands are red, too (because she has been busy smearing the Kings blood on the grooms), but that she would be ashamed to have a heart as white as Macbeths. A white heart is white because it has no blood, and the person with a white heart is a coward. As she delivers this insult, we hear the knocking again, and Lady Macbeth takes her husband away so that they can wash up. In her opinion, it will only take a little water to make them innocent. The audience would think that Lady Macbeth is being too unforgiving and cruel on Macbeth, also she tells him that its childish to be afraid of the sleeping or the dead. Lady Macbeth also tells him he must put on his night-gown, so that if they have to get up and talk to whoever is knocking, it wont look like theyve been up all night. The word knocking makes me feel that someone is watching them talking about the murder, also Shakespeare added in many knocking sounds is because he might want us to think that Duncan has not died yet to calm the audience. He is unresponsive near the end of the scene, To know my deed, twere best not know myself, this quote demonstrates that he seems lost in his thoughts, when Lady Macbeth tells to snap out of it, he thinks about what she has become and the thinks they have done. Now he fully understands what he has done and knows that what a monster he has become. This makes the audience notice that he does not want to know that monster (himself), he knows that he cannot help to do anything better. At the very last, we hear the knocking again, Macbeth wishes none of it had ever happened, as he calls out Wake Duncan with thy knocking: I would thou couldst, this quote indicates that the knocking showed up a few times which Shakespeare might want us to think about why there is knocking, to ask ourselves questions. Conclusion Shakespeare maintains fear and horror throughout the play by reference to the supernatural, such as animal(owl, cricket), this help the play as the Elizabethan audiences does not like these kinds of creatures as they find them evil. He also uses lots imageries such as metaphors, similes etc. to make the audience entertained and hook into the play and also it helps to build up the tension. Shakespeare has also included soliloquy, hyperbole, asides and the use of the tone of voice, these make the play more realistic and them creepy but enjoyable to watch. Macbeth is a person who is scared at fear, at the beginning of the play, Macbeth is described as a brave, loyal man who is kind, but his wife manipulates him by accusing him of being a coward, and throughout the play he denies his own fears. I think that Macbeth is a fine war lord who is loyal to the king, but he shows some of his cruel side, mostly during the middle part of the play. At first, it appears that Lady Macbeth is the dominant partner that is evil and cruel, but after the murder of King Duncan she loses her grip on her husband and becomes weird as she could not even control herself. She is a two-faced woman who pretends that she is kind and lovely to people, especially the king.

Relationship Between Motivational Beliefs and Education

Relationship Between Motivational Beliefs and Education Background to Research Adequately meeting the varying needs of an increasingly diverse population of students is a major challenge for education. To face this challenge educational researchers have explored a variety of areas within the students educational experience to examine the effects on students. Many studies of the experiences, characteristics and needs of students at various grade levels and age groups have been conducted. There is a general consensus that the needs, interests, preferences and characteristics of the students change with the social, economic, and technological changes around them. Provision of the best environment and conditions that support better learning and development of students is on the educational reform agenda worldwide (UNESCO, 1998). Research has emphasized the need and importance of students views and opinions about their learning experiences, while planning and providing supportive conditions and facilities for learning (Leckey Neill, 2001, Nicholls, 2002). The Islamic Republic of Pakistan came into being in 1947. It has an estimated population of 164.8 Million (Population Census organization, 2008) with an overall literacy rate of 51.6 % (Government of Pakistan, 2005). Education in Pakistan is divided into five levels, Primary (grades one through five), Middle (grades six through eight), High (grades nine and ten, leading to Secondary School certificate), Intermediate (grades eleven and twelve, leading to a higher Secondary School Certificate), and Higher Education (education above grades 12) leading to a bachelor degree (BA/BSC) after two years of study mostly at affiliated colleges. A Masters Degree or Postgraduate degree is mostly undertaken at universities and requires another two years of study. At the time of independence in 1947 there were only two universities, the University of the Punjab, Lahore and the University of Dhaka. At present there are 67 universities in the public sector and 57 in the private (Higher Education Commission, 2005). Currently there are approximately 32, 8603 students enrolled in postgraduate programmes (MA/MSc) with more females (53%) than males currently enrolled (Government of Pakis tan, 2003). Since independence the quality of education at all levels has been a concern in Pakistan. Most of the efforts directed at quality enhancement have been targeted towards primary and secondary education, but during late 1990s higher education became the major concern of the government and this has been expressed in its policies and plans (Government of Pakistan, 1998, 2004, 2005). Responding to unprecedented expansion in higher education, formalized and systematic quality assurance mechanisms began to evolve in the early 2000s, with the establishment of Higher Education Commission (HEC). Most of the efforts at reform designed to improve the quality of higher education have been directed toward physical inputs, teacher training, and material resources (Government of Pakistan, 2004, 2005). There has also been increasing recognition that conventional approaches to curriculum, pedagogy and organization in higher education do not always lead to excellence and quality (Government of Pakistan , 2001). However what is missing in these discussion concerning strategies for enhancing quality of higher education in Pakistan is students opinions about their learning and their learning experiences. Being a part of the higher education community in Pakistan, issues of higher education quality have been of increasing concern and interest to me. My experience of teaching at the University of the Punjab (Lahore), Pakistan, during the last ten years have led to the development of an interest in the study of motivational beliefs and learning experiences of the postgraduate students. The University of the Punjab is one of the oldest and largest universities of Pakistan. Established in the 1882, the University is comprised of 4 Campuses, 13 Faculties, 9 constituent colleges, and 64 Departments and Centers. Currently students feedback about their learning is obtained at the level of individual units or courses but there is no systematic procedure for evaluating students overall experience of learning at the level of whole course or degree. In Pakistan postgraduate students join the university after completing 10 years of study at school and 4 years of study at college. Postgraduate stud ents who attend university in Pakistan are thus engaged in higher education for a minimum of four years. Their long academic experience means they are in a position to judge the nature and quality of their experiences of learning at university but they are never given a chance to do so except at the unit level and they are not asked about their goals, aspirations and motivations. Research in western higher education systems shows that the students are best placed to comment about many aspects of quality of education and their ratings are considered to be valid, multidimensional and reliable (Marsh, 1987; Ramsden 1991; Leckey Niell, 2001). Many studies have also been conducted on students motivational beliefs and learning in higher education and well developed instruments such as Course Experience Questionnaire (CEQ) and Motivated Strategies for Learning Questionnaire (MSLQ) have been employed to explore the motivational beliefs of the students and to study the impact of various other factors on the students experiences of teaching, curriculum and assessment and learning in western higher education. A systematic use of the findings of these studies has provided a strong basis for the improvement of the quality of student learning in higher education (Watson, 2003; Harvey, 2003). Much of the research on student learning and higher education has been conducted in developed countries like the USA, UK and Australia (Watson, 2003; Harvery, 2003, Pascarella Terenzini, 1998; Wilson .Lozzio Ramsden, 1997; Diseth, 2003; Diseth Pallesen, Hoveland Larsen, 2006) with very few studies be conducted in the Asian contexts (see Salili, 1996). No studies of this nature have been conducted in the Pakistani context. However the researchers in the field of motivation and learning have increasingly highlighted the importance of conducting research in different cultural and social contexts (Byrne Flood, 2008; Schunk, Pintrich Meece, 2008; Kaplan Maehr, 2006).According to Pintrich and Zusho (2007) cultural and social context can have mojor effect on the motivational beliefs as well as on the outcomes of education and research is needed to explore whether various models of learning and motivation can be generalized and do the various motivational constructs operate similarly among various cultures. Therefore findings and implications of the research on hig her education in western contexts, need to be explored further in the social, economic and cultural context of Pakistan. Such research is needed to get an insight into motivational profile and learning experiences of the student at the postgraduate level in Pakistan, where the percentage of female students at postgraduate level (53 %) is higher than male students. These figures for females sit in stark contrast to the lower literacy rate for females (39.2%) across the country (Government of Pakistan, 2005) and where future job prospects for qualified people are very low (Husain, 2005).The overall unemployment rate in Pakistan is 7.8 % (Government of Pakistan, 2008) whereas no statistics are available for different groups such as people with bachelors degrees, masters degrees and professional degrees. There is hardly any research conducted in Pakistan that could provide an insight into students motivational beliefs and their experiences of learning at the postgraduate level. A literature search identified just two recent studies about students approaches to learning in higher education in Pakistan. Siddiqui (2006) investigated study approaches of Pakistani students in tertiary institutions by using a revised version of the Study Process Questionnaire (R-SPQ-2F). The sample comprised 13,331 students who appeared at 15 centers for National Postgraduate Scholarship Examination in December 2003. The results showed that the students predominantly had higher scores on deep approach. No statistically significant differences were observed on the basis of gender, age and highest qualification, but there were significant differences for various fields of study. Akhtar (2007) conducted a comparative study of approaches to study used by students in pre-service teacher education programs at th e University of the Punjab (Lahore), Pakistan and the University of Edinburgh, UK. The study showed that the students from both universities perceived their learning environment in a similar way, but that a surface approach to learning was found to be more dominant among the Pakistani students. Due to lack of research on higher education students in Pakistan, my proposed study of the motivational beliefs and the experiences of learning in various disciplines of study at the University of the Punjab is expected to be the first in Pakistan to investigate the relationship between the motivational beliefs and learning at postgraduate level in Pakistan. This study will provide an understanding of the factors affecting the learning processes at the University of the Punjab and may serve as a basis for the improvement of academic programs and students learning experiences in Pakistani universities more generally. In a range of Western countries, many research studies have established the impact of motivational beliefs on self regulation and educational achievement (Pintrich DeGroot, 1990; Eccles, Wigfield Schiefele, 1998); Pintrich Zusho, 2007) but no research has explored the relationship between motivational beliefs and experiences of learning at postgraduate level. This is a n important issue in Pakistan where postgraduates do not necessarily expect to find suitable work after completion of their qualification. The results of the study will also help to understand and suggest to the Higher Education Commission of Pakistan, some practical and feasible initiatives to highlight the importance of students views in the current efforts of the Government to enhance the quality of university education. Literature Review The following section discusses and examines the concept of students learning experiences in higher education sector. After a brief review of recent changes in the higher education and how the exploration of student experiences have been used to improve the quality of education, this review discuses various perspectives on learning to provide an account of how experience of learning has been conceptualized so far and what is needed to be explored further to develop our understanding of student learning in higher education. The Changing Face of Higher Education Worldwide there has been shift in the nature, structure, function and the financing of the university system (Biggs, 2003). In universities in developed countries these changes are quite evident through the expansion of technology, more diverse student population, increased demand for accountability and emphasis on research and performance related funding. Studies in Australia and other countries of the world serve to highlight some of the significant changes in the nature of student population over the last decade. For instance, in the UK 21% of full-time students at the start of their degree in 2005 were over the age of 21 (Robotham, 2008). Similarly, Studies by McInnis, James Hartley (2000) in Australia reveal other important changes when they note an increase in the proportion of full-time students who are working part-time and students seeking more choice in the subjects, delivery modes, assessment activities and facilities provided by the universities. Due to this growing diversity of the student population and rapidly changing social, technological and economic contexts, mass systems of the higher education in USA and Australia are now faced with the challenge of complexity of the student learning (James 2001, Pascarella and Terenzizni, 1998). According to Biggs (2003) a greater proportion of school leavers with diverse experiences, socio- economic status and cultural backgrounds are now joining higher education, they have to pay more tuition fees, study in large class sizes with fewer teachers and have to choose from more vocationally oriented courses. While discussing the challenge of the growing diversity of the student population and the influences of a number of demographic, institutional, economic and technological forces in the context of the USA, Pascarella and Terenzizni (1998) argue that these changes have significant implications for understanding the impact of college on students and require us to rethink about students experiences of learning. They further argue that these challenges require us to rethink students experiences of learning and redefine the outcomes of college and university education. In developed and developing countries like Pakistan more students are now aspiring to join institutions of higher education and there is a significant increase in the number of universities accommodating this new student population. Over the course of the later part of the twentieth century there was a world wide expansion of higher education institutions and enrollments. In 1900 roughly 500,000 students were enrolled in higher education institutions world wide, representing only one percent of college age population, whereas by the year 2000, this number had grown two hundredfold to approximately 100 million people, or 20 percent of the cohort worldwide (Schofer Meyer, 2005). At the time of the creation of Pakistan in 1947, there were only two universities, but after 1999-2000 there was a sharp increase in the number of public and private universities as the government showed the clear commitment to improving the higher education (Government of Pakistan 2004)., There was a significant increase in the spending on tertiary education (15.7% of the total Ed. Expenditure). At present there are 67 universities in public sector in Pakistan and 57 in the private. Despite the fact that only 3.7 percent of the 18 to 23 age cohort participates in higher education, the student enrollment at the University of the Punjab alone has increased from 10,000 to 30,000 over the last eight years (Iqbal, 2008). There are no empirical studies and little literature available on the demographic and economic characteristics, expectations, and experiences of students in Pakistani higher education institutions. To sum up, it can be said that as a consequence of the changes in the nature and context of higher education, the relationship between universities and students has also changed (James, 2001). Further, learning at university has become far more complex than it has been before. With the changing face of higher education, the factors that can have an impact on student learning in higher education have also become manifold, including personal factors (e.g. age, gender, prior experience and motivation of students) and contextual factors (e.g. teaching and learning activities, courses and content of study, facilities, resources and social environment. In other words, the impacts of wider changes in the context of higher education appear to be filtering down to the level of the individual student. Student Views and Quality of Higher Education Changes in the nature and provision of higher education have meant that the collection of feedback from students and the importance of students views and experiences of learning is on the agenda world wide. Students evaluations of courses and teaching are considered to be an important measure and indicator of educational quality (Marsh, 1987; Leckey Neill, 2001, Harvey, 2003). Universities in the UK, USA and Australia regularly collect student feedback to improve the quality of higher education. According to Leckey and Neill (2001) many papers have been written about students evaluation of teaching quality and many authors (such as Marsh, 1987, Kuh, 1999, Vesper Kuh, 1997) have published the review of these thereby supporting the continuing use of student evaluations. The importance of student feedback to universities can be seen in the growth of student involvement in university decision-making. For example in Sweden the Swedish government passed a bill in 2000 to give representat ion to students in university decision-making bodies (Swedish Government, 1999) In the UK a variety of mechanisms is being used both at the local level (faculty, school, course, and module) and institutional level (for example, graduate surveys) to get students feedback (Leckey Neill, 2001). At the national level, student surveys were introduced in 2005, to collect feedback from students on the quality of courses in order to contribute to public accountability, as well as to help inform the choices of future applicants coming to higher education (Harvey, 2003). In the USA there are three major types of surveys used to gather data on students experiences of learning, namely the College Student Experience Questionnaire (used since 1983 by about 500 colleges and universities), the College Students Expectation Questionnaire (used since 1996, with over 61,000 students at more than 60 institutions) and the National Survey of Student Engagement (began in 1998). The National Survey of Student Engagement (NSSE) obtains, on an annual basis, information about student participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college (NSSE, 2003). Similarly, in Australia, since 1993 all graduates in universities have been invited annually to complete the Course Experience Questionnaire. As a result of various investigations and analyses of these surveys since then, many important aspects (e.g quality of teaching, availability of recourses and social climate of the institutions) of learning in higher education have been discovered. Differences in students evaluations have been noted within different subject areas and disciplines (Ramsden, 2003). The Graduate career Council of Australia (GCCA) considers students perceptions of curriculum, instruction and assessment as key determinants of their approach to learning and the quality of the outcomes of that learning. The CEQ is considered a valuable instrument for the purpose of improving the quality of teaching in universities and also for informing student choice, managing institutional performance and promoting accountability of the higher education sector (McInnis, Griffin, Jame s Coates, 2001). A synthesis of the literature from the above section shows that students self reported surveys and questionnaires are the most commonly used method for getting feedback from students and evaluating their experiences of learning. Self report questionnaires are considered to be very useful for assessing those outcomes of higher education that can not be measured by achievement tests (Kuh Vesper, 1997, Watson, 2003). Further Pike (1995) has argued that self reports of experiences were found to be highly correlated with relevant achievement test scores. The literature shows that student evaluation of teaching quality in higher education is a well-recognised practice in the developed countries. There has been growing support for the use of student satisfaction surveys as an indicator of teaching quality (Alridge Rowley, 1998). Furthermore, Murray (1997) reports that the use of these surveys has led to measurable improvements in teaching quality. As such, student feedback can be used as an effective tool for quality enhancement. Harvey (1995) also emphasised that student satisfaction goes hand in hand with the development of a culture of continuous quality improvement. In contrast to developed countries the concept of inclusion of the students in the mechanisms of quality improvement is comparatively new to the developing countries like Pakistan. Currently students evaluations of the individual teachers at the University of the Punjab, Pakistan are generally used as a means of providing feedback to the teachers rather than as means o f improving the quality of student learning. According to Byrne and Flood (2004) the evaluation of teaching at the course level (i.e. full course of study such as degree program) rather than at individual unit/module level is more positively accepted by staff and is considered to be more appropriate for maintaining and enhancing quality at institution level .My study of students experiences of learning may provide basis for the development of a systematic way of obtaining student feedback at the level of whole course/degree, on regular basis and to use it as a means for the improvement of quality of student learning at University of the Punjab. The Contemporary Perspectives on Learning Experiences The experience of joining an institution of higher education is a significant event or turning point for an individual (Wintage, 2007), in that it provides for a transition to another stage of education and life experiences. Research indicates that the early experiences of students in higher education systems are vital in establishing attitudes and outlooks that are carried forward throughout the course and that these views and beliefs are critical to success (Wintage, 2007). However, these effects sometimes do not show themselves until the second year of a program of study or even later (Wright, 1982). Most of the research on learning in higher education has been focused on the undergraduate students, while postgraduate students have been a comparatively neglected group (Lindsay, Breen Jenkins, 2002). Although a substantial number of studies (see Schevens, 2003; Meyer Kiley; 1998; Rowley Slack, 1998; Haggis, 2002) have been conducted with postgraduate research students and intern ational postgraduate students exploring the issues of cultural and academic adjustment in international universities, it is hard to find studies specifically conducted to explore the experiences of postgraduate students enrolled in taught degrees which is the case in Pakistan. However the research on various aspects of higher education has lead to a better understanding of student experiences of learning (i.e students needs, problems, preferences and choices) in higher education. Learning in higher education is considered to be complex and multidimensional in nature and it has been viewed from various perspectives as discussed in the following section. Approaches to Learning Perspective The origins of approaches to learning perspective can be traced back to a series of studies conducted by Marton and Sà ¤ljà ¶ in the late 1970s (Cuthbert, 2005). Using phenomenography, these researchers looked at the qualitative aspects of the university students learning. The group of researchers under this perspective focused on the outcomes of learning and described different categories of learning outcomes in terms of the intentions of the students in starting a learning task and the process used to carry out those tasks. Originally two approaches i.e. deep and surface were formulated by Marton and Saljo (1976) and subsequent research by Entwistle and Ramsden (1983) added to this pair the strategic approach. This perspective has provided an explanation of various outcomes exhibited by students. For example, a surface approach to learning was associated with a focus on rote learning, memorisation and reproduction, a lack of reflection, a preoccupation with completing the task an d extrinsic value, whereas a deep approach was associated with holistic style with an intention to understand, the use of a wide variety of information and intrinsic value (Entwistle Tait, 1990). Approaches to learning comprise both what students do (when learning) and why they do it. After the qualitative and experimental work carried out by Marton and Saljo in 1976, Entwisle and Ramsden (1983) and Biggs (1987) were considered to be among the first to develop quantitative tools such as Course Perceptions Questionnaire (CPQ), Approaches to Study Inventory (ASI) and the Study Process Questionnaire (SPQ) for looking at a broader sample of university students approaches to learning. According to Entwistle (1997) the approaches to learning perspective drew attention to the outcomes of learning, which are congruent with the aims of teaching and made us think about the quality of learning in higher education. This perspective is also considered to have provided a great deal of knowledge about leaning in higher education (Case, 2008). Whereas Cuthbert (2005) says that the approaches to learning perspective provided knowledge about differences in the quality of engagement of the learner such as, learning for understanding, learning for reproduction or learning for achievement and that the learners approach to the learning task is dependent upon his/her conscious choices for learning. He further says that intentions for different tasks depend upon the nature of the task and the context; therefore it is possible to manipulate students intentions and achievement by manipulating the task and the context of learning. There have also been several criticisms of the approaches to learning perspective. One argument is that this perspective pays too much attention to the learning context and too little attention to the importance of student context such as cognitive issues, gender and past experience (Cuthbert, 2005). Therefore it is considered to have greater impact on teachers to improve their practice (Prosser Trigwell, 1997). Similarly the recent longitudinal study conducted by Case and Gunstone, (2006) pointed out the limitations of the approaches to learning perspective in ignoring the influence of students emotional condition, awareness, control, motivation, and end goals. Similarly, I am concerned about the limitations of our understanding that result from these studies that rather narrowly conceive of the students learning experiences. My study is designed to explore how students perceive their learning experiences taking into account personal factors such as gender, motivational beliefs, personal goals and career aspirations. Alienation and Engagement Perspective In response to the criticism of the limited scope of the approaches to learning perspective, Mann (2001) proposed the concepts of alienation and engagement and argued that these provide a broader and more contextualized picture of the learning experience. The concept of alienation has been very narrowly defined in the literature. Several authors (Mann, 2001; Case, 2008) have referred the concept of alienation as the state or experience of being isolated from a group or an activity to which one should belong or in which one should be involved (Oxford English Dictionary). In explaining the concept of alienation Mann (2001) has pointed out that several factors, such as current socio-cultural conditions, pre-existing experiences, cost to individual, loss of creativity, distribution of power, and assessment practices lead to student alienation while learning in higher education. He argued that we should reframe our view of students experiences of learning, from a focus on surface/strategi c/deep approaches to learning to a focus on alienated or engaged experiences of learning in higher education. In contrast to alienation, engagement is concerned with point of intersection between individuals and things that are critical for learning (Coates, 2006). While discussing the concept of engagement Fredricks, Blumenfeld Paris (2004) refer to three types of engagement: behavioral engagement, emotional engagement and cognitive engagement with each type being associated with positive academic outcomes and persistence in education. Several factors such as classroom structure, relationship with peers and teachers, nature of task, assessment type, autonomy and support in learning, previous grades, family background and available facilities are considered to have an impact on the nature and quality of engagement in learning (Fredricks et al, 2004; Case, 2008). The concept of student engagement is considered to be a useful means for assessing and responding to the significant dynamics, challenges and opportunities facing higher education institutions (AUSSE, 2008). This concept has recently gained considerable significance in the discussions about quality in education (Fredricks et al, 2004; AUSSE, 2008) and important reflections of this are to be found in the USA National Survey of student Engagement (NSSE) (NSSE, 2003) which started in 1999 and Australian Survey of Student Engagement (AUSSE, 2008) conducted for the first time in 2007. Although AUSSE and NSSE provide an insight in to the student learning in higher education by evaluating the experiences of academic challenge, active learning, relationships with staff, learning support and work integrated learning, they do not take account of motivational beliefs of the students, and how these impact on the students experience of learning in higher education. Though the concepts of alienation and engagement as discussed above and provide a useful picture of aspects of student learning in higher education, the critical dimension of how the students experience is formed and the students motivational profiles are not taken into account. Despite a great deal of knowledge and research about engagement there are several gaps in the literature and the definitions of the construct, measures and designs do not capitalize on what the concept of engagement can offer about learning (Fredricks et al, 2004). Therefore students experiences of learning and motivational beliefs need further exploration. The role of motivation in learning has been well established through extensive research at almost all educational levels (Schunk, 1982; Pintrich De Groot, 1990; Eccles, Wigfield, Harold Bluemenfeld, 1993). Motivation is the process by which goal-directed activity is instigated and sustained (Schunk,et al, 2008). Motivation can influence what, when and how we learn (Schunk et al, 2008) and it bears a reciprocal relationship to learning and performance (Pintrich, 2003; Shunck, 1995). Though the perspectives discussed above take into consideration the various aspects of learning higher education, the impact of motivational factors on the experiences of learning in higher education needs further exploration and research. Experiences of Learning from the Perspective of Motivational Beliefs In higher education, the experiences of learning can only be partially understood if the motivational beliefs of the students are not taken into account. There is thus a need to explore students experiences of learning in the context of motivation for learning. There have been several interpretations of the motivational beliefs of students, however in the literature on student motivation three motivational constructs of expectancy, value and effect are most widely referred to (Bandura, 1997; Pintrich and De Groot, 1990; Pintrich and Schunk, 2002; Wigfield and Eccles, 2000). These constructs have their roots in the social cognitive theory and work on the postulate that motivational processes influence both learning and performance (Schunk, 1995). Several achievement motivation theorists have attempted to explain peoples choice of achievement tasks, persistence on those tasks, vigor in carrying them out and performance on them (Eccles et al, 1998; Pintrich Schunk, 1996). One longstanding perspective on motivation is expectancy-value theory. In general expectancy-value theorists consider behavior choice, persistence and performance to be a function of the degree to which individuals judge their capabilities to perform designated courses of action (expectancy) and how they value these activities. According to expectancy-value theory three motivational components are very signifi

Journalist Freedom Contempt

Journalist Freedom Contempt Journalist Freedom Contempt â€Å"The protection of a journalists source is of such vital importance for the exercise of his right to freedom of expression that it must, as a matter of course, never be allowed to be infringed upon, save perhaps in very exceptional circumstances† (Judge de Meyer, Goodwin v. UK, 1996). Consider whether section 10 of the Contempt of Court Act 1981, as judicially interpreted and applied, reflects the above position. This paper will look to effectively consider whether section 10 of the Contempt of Court Act 1981, as judicially interpreted and applied, reflects Justice Meyer’s view in Goodwin v. United Kingdom. Therefore, it will be necessary to outline what is meant by the ‘freedom of expression’ and section 10 of the Contempt of Court Act (‘CCA’) 1981, in the context of journalists and the protection of their sources, so as to determine their nature and scope. Then, following on this, it will be necessary to consider how the two interrelate and the problems with looking to recognise this relationship, before looking specifically at the decision in Goodwin v. United Kingdom, how the law has since developed, and how such matters have been dealt with in another jurisdiction, so as to effetively conclude upon this issue. Therefore, to begin with it is important to recognise the fact that, for any journalist, protecting the confidentiality of their sources is an integral part of their work because of the fact that they would be unable to carry out their jobs effectively without the trust of primary sources on the scene of some of the biggest news stories Accordingly, throughout the past two decades English courts have stressed the growing importance of freedom of expression and have become more willing to countenance the citation of authority from other jurisdictions Therefore, in some cases, English courts have even gone so far as to incorporate a statement of principle from First Amendment doctrine, as it is also widely understood the European human rights system generally supports journalists’ right to refuse to reveal their sources. This is effectively illustrated by the nature and scope of Article 10 of the European Convention on Human Rights (‘ECHR’) 1950 that was effectively codified into our domestic legal system by the enactment of the Human Rights Act 1998. Accordingly, in keeping with their membership of the European Community as a whole UK domestic law also offers some form of protection for journalists and their sources before a court of law under section 10 of the Contempt of Court Act (‘CCA’) 1981. However, whilst section 10 of the CCA 1981 codifies the idea that there is not a court in the country that can require someone to disclose the source of information that is contained in the publication that they are responsible for, and nor are they guilty for refusing to do so, unless it is effectively established that disclosure is necessary in the view of the courts in the given circumstances, it is important to recognise the fact that this provision may not be keeping with Justice Meyer’s aforementioned view. Moreover, as several journalists have recognised, journalists can only appeal against an order for disclosure if they are personally party to litigation and, where this is allied with section 14 of the same Act it would seem that domestic law in this area is particularly stringent. However, it must be stressed that neither the ECHR 1950 nor domestic law confers a right upon anyone to ‘broadcast time’, since Article 10 simply confers a right not to have access to public media denied on discriminatory, arbitrary, or unreasonable grounds. This view is effectively illustrated by the Privy Council decision in Benjamin v. Minister of Information Broadcasting where the court quashed the respondent’s decision to suspend Mr Benjamins phone-in programme on Anguillan radio. Therefore, the Privy Council held that although Mr Benjamin had no right to broadcast, he did have the right not to have his access denied on arbitrary and capricious grounds. As a result, it must also be recognised that, according to the courts in this country, the ‘necessity’ for any restriction on freedom of expression must be convincingly established, according to the decision in Sunday Times v. United Kingdom. This is because the court in this case was â€Å"faced †¦ with a principle of freedom of expression†, but â€Å"it is not sufficient that the interference involved belongs to that class of the exceptions listed in article 10(2) †¦ neither is it sufficient because its subject-matter fell within a particular category or was caught by a legal rule formulated in general or absolute terms†. Moreover, their has been some judicial discourse regarding what is meant by the limited circumstances proscribed in section 10 of the CCA 1981, where the courts may find journalists in contempt for looking to protect their sources, and as to whether this is a fair reflection of Article 10 of the ECHR 1950 by comparing the views of Lord Justice Schiemann in Camelot Group plc v. Centaur Communications Limited and Lord Justice Sedley in Financial Times Ltd v. Interbrew SA. This is effectively illustrated by the decision in Secretary of State for Defence v. Guardian Newspapers Ltd where Lord Diplock said, â€Å"exceptions include no reference to ‘the public interest’ generally and †¦ the expression ‘justice’ †¦ is †¦ in the technical sense of the administration of justice in the course of legal proceedings†. Therefore, ‘The Guardian’had to reveal the identity of Sarah Tisdall, a government employee who photocopied a document showing American cruise missiles due to arrive in England, who was jailed as a result. However, despite the fact that it was stated in the decision of Ashworth Security Hospital v. MGN Ltd that â€Å"there can be no doubt now that both section 10 and article 10 †¦ enhance the freedom of the press by protecting journalistic sources†, it is perhaps little wonder the European Court of Human Rights (‘ECtHR’) has ruled that a journalist has the right to protect confidential sources except in these narrowly-defined circumstances. This is because, under Article 10 of the European Convention on Human Rights (‘ECHR’) 1950, a journalist must reveal a confidential source â€Å"where vital public or individual interests [are] at stake†. But it is very difficult to prove when such circumstances will arise. This is because, specifically, in the decision of Goodwin v. United Kingdom, the journalist in this case (a William Goodwin) refused to reveal the confidential source of damaging information relating to a particular company Tetra – and the information supplied to Goodwin was found to have come from a draft secret corporate plan that had gone missing from the company so that Tetra suspected a disloyal employee or collaborator. As a result, the company in question alleged that the information was stolen and that its publication could damage the company’s reputation and future business prospects, so this meant that the domestic tribunals in the UK sided with the company, barring the publication of the information and ordering the journalist to reveal his source. However, the journalist refused and was held in contempt of court and fined  £5,000 under section 10 of the Contempt of Court Act 1981 that was upheld by the Court of Appeal and then the House of Lords. This meant the House of Lords specifically applied the principle expounded by Lord Reid in the decision of Norwich Pharmacal Co v. Customs Excise Commissioners when upholding the Court of Appeal’s decision that stated â€Å"if through no fault of his own a person gets mixed up in the tortious acts of others †¦ he †¦ comes under a duty to assist the person who has been wronged† But the journalist then looked to file a complaint with the European human rights system, arguing that his right to freedom of expression under the ECHR 1950 had been violated. Therefore, the ECtHR ruled the order to reveal the journalistic source and the fine imposed on the journalist for refusing to do so was incompatible with the ECHR 1950. Such a view was decided upon because the Court reasoned the â€Å"[p]rotection of journalistic sources is one of the basic conditions for press freedom† because â€Å"[w]ithout such protection, sources may be deterred from assisting the press in informing the public on matters of public interest†. This was supported by the fact that it was recognised in the decision of Goodwin v. United Kingdom that the â€Å"Protection of journalistic sources is one of the basic conditions for press freedom †¦ and is affirmed in several international instruments on journalistic freedoms† because otherwise â€Å"sources may be deterred from assisting the press†. Therefore, this would mean â€Å"the ability of the press to provide accurate and reliable information may be adversely affected† so that â€Å"source disclosure †¦ cannot be compatible with article 10 of the Convention unless it is justified by an overriding requirement in the public interest†. The decision followed on from that of the House of Lords in X Ltd v. Morgan-Grampian (Publishers) Ltd so that Lord Bridge of Harwich echoed their consensus as they indicated how the approach to be adopted to section 10 of the CCA 1981 involved very much the same balancing exercise as is involved in applying Article 10 of the ECHR 1950. Lord Bridge reasoned that as to â€Å"whether disclosure is necessary in the interests of justice gives rise to a more difficult problem of weighing one public interest against another† and so, when commenting on Lord Diplock’s dictum in Secretary of State for Defence v Guardian Newspapers Ltd, â€Å"to construe ‘justice’ as the antonym of ‘injustice’ in section 10 would be far too wide. But to confine it to ‘the technical sense of the administration of justice †¦ seems †¦ too narrow† Therefore, people â€Å"should be enabled to exercise important legal rights and to protect themselves from serious legal wrongs†. This means it â€Å"will not be sufficient †¦ to show merely that he will be unable without disclosure to exercise the legal right or avert the threatened legal wrong on which he bases his claim†. As a result, â€Å"the judge’s task will always be to weigh †¦ the importance of enabling the ends of justice to be attained in the circumstances of the particular case †¦ against the importance of protecting the source†. However, the House of Lords decision in Reynolds v. Times Newspapers altered the approach to qualified privilege because it established common law qualified privilege could apply to media publications and traditional duty and interest requirements could be satisfied by media publications so that publishers had no defence even if they were not careless or published the material to serve a general public interest. Therefore, with a generic approach, all such media publications would be protected unless claimants proved malice so that this means that, under the influence of the ECHR 1950, journalists’ confidential sources are accorded very strong protection in England, which makes it extremely difficult to prove malice. Moreover, a generic approach was rejected because its scope would be too narrow Instead, the House of Lords concluded common law qualified privilege should focus on the publication’s public interest qualities Similarly in the more recent decision of Ashworth Security Hospital v. MGN Ltd it was decided that the â€Å"care of patients at Ashworth is fraught with difficulty and danger† and â€Å"The disclosure of the patients’ records increases that difficulty†. This is because the court had had to decide whether to order disclosure of the identity of a hospital employee who had supplied confidential medical records on the Moors murderer Ian Brady to the Daily Mirror’s investigations editor. Accordingly â€Å"The source’s disclosure was wholly inconsistent with the security of the records and the disclosure was made worse because it was purchased by a cash payment†. As a result the court took a strict line with this decision because of the risk of further confidential information being disclosed for profit, supported by the earlier decision in Interbrew v. Financial Times Ltd Others. Nevertheless, in looking to compare these decisions with another jurisdiction, it is interesting to consider the fact that when Turkey attempted to justify its interference with journalists’ rights to freedom of expression on national security grounds, the ECtHR resolved the journalist’s complaints against the State in its decision in the case of Halis v. Turkey In this case the Turkish government imprisoned a journalist for publishing a book review that looked to express positive opinions about aspects of the Kurdish separatist movement. Therefore, the journalist was convicted domestically for violating the provisions of the Turkish Prevention of Terrorism Act 1991 through the dissemination of propaganda about an illegal separatist terrorist organisation. As a result, when the journalist filed a complaint with the ECtHR, the State defended that its restriction was necessary to protect national security. Accordingly, the ECtHR found that the restriction in these circumstances was made pursuant to Turkish law and that the sensitive security situation and the use of violence by a separatist movement in Turkey and the measures taken by the government had the legitimate aim of protecting national security and public safety. But the ECtHR found that the conviction and suspended sentence of the journalist was not necessary in a democratic society and that it violated the journalist’s right to freedom of expression. Similarly, in Sener v. Turkey, the owner and editor of a weekly Turkish paper was convicted of ‘disseminat[ing] propaganda against the State’ for publishing an article that referred to the military attacks on the Kurdish population as genocide, when Turkey again defended its interference with freedom of speech on national security grounds, and the ECtHRs held that the State had once again violated the applicant’s right to freedom of expression. Moreover, in the more recent decision of Dammann v. Switzerland, it was held that there had been a violation of Article 10 of the ECHR 1950 when a journalist had been prosecuted and fined for inciting a civil servant to disclose an official secret. The case arose because of the fact that the journalist had asked an administrative assistant to tell him whether a list of suspects of a recent robbery had any previous criminal convictions and she had supplied that information in breach of official secrecy law. Therefore, with this in mind, the Court held that the journalist’s source could be protected because the information supplied was a matter of great public interest and debate and the information in question could have been obtained by other means, such as through consulting law reports or press records. Similarly, the Irish Constitution has always recognised the freedom of expression because of the fact that, after centuries of British rule ended in 1921, the new Irish state chose to draft its own written constitution. Therefore, with this in mind, the current Irish constitution has recognised the right to freedom of expression and also calls for the country’s authorities to prevent the media from undermining public order or morality, whilst also preserving the medias right of liberty of expression. But, in spite of this codification, Irish journalists and law reformers understand that defamation decisions including Campbell-Sharp v. Independent Newspapers (IRE) Ltd have seriously impeded this right so that freedom of the press is seriously restricted. This is because of the fact that liability costs have discouraged investigative journalism and activists in this area have sought parity with the other jurisdictions under Article 10 of the ECHR 1950 in practice as well as in statute. In conclusion, this means that in looking to effectively consider whether section 10 of the Contempt of Court Act 1981, as judicially interpreted and applied, reflects Justice Meyer’s aforementioned view in Goodwin v. United Kingdom, it is clear that, whilst there is little doubt this provision provides the courts with an important protocol to protect journalists’ sources, section 10 does not give unequivocal reinforcement to journalists’ professional duty of confidentiality so that, worryingly, it is not just in exceptional cases that the statute’s protection is being overturned. However, whilst in view of the nature and scope of many of the more recent decisions, since that found in Goodwin v. United Kingdom, where the domestic courts have ordered disclosure, journalists still largely place their obligations towards their sources above anything to the court and the administration of justice under section 10 of the CCA 1981. This is because, in such circles, the freedom of expression under Article 10 of the ECHR 1950 is considered paramount and, as was the case in Goodwin v. United Kingdom, the matter can always be referred to the ECtHR for judgment should the domestic courts prove unduly restrictive. However, with this in mind, whilst one can only speculate what may be decided in cases like Ashworth Security Hospital v. MGN Ltd, it would appear, that specifically in this case, this might appear to fall within one of the exceptions provided by Article 10(2) of the ECHR 1950 – namely, â€Å"for preventing the disclosure of information received in confidence†. Therefore, section 10 of the CCA 1981 appears quite reflective of Justice Meyer’s aforementioned view because of the limited circumstances where it has been infringed upon in domestic law before and after the decision in Goodwin v. United Kingdom. But, on the basis of the decisions in Turkey, Switzerland and Ireland, by way of comparison, it is all too clear that even where one of the exceptions under Article 10(2) of the ECHR 1950 is cited, it must be proved to the ECtHR satisfaction otherwise it will still apply. This is because such a view arises from the fact that since, as we have already recognised, the European Court of Human Rights has categorically stated that the right to freedom of expression must be guaranteed not only for information and ideas that are favourably received, but also for those that shock the State Therefore, it must be recognised that the right to freedom of expression would be nonexistent if only statements acceptable to the government, and the majority, were allowed to be expressed so that all facts and opinions must be permitted, provided that they are not specifically restricted by the governing treaty. Bibliography Frazier. S ‘Liberty of Expression in Ireland the Need for a Constitutional Law of Defamation’ (1999) 32(2) Vanderbilt Journal of Transnational Law 391 Gordon. R. S, Ward. T Eicke. T ‘The Strasbourg Case Law: Leading Cases from the European Human Rights Reports’ Sweet Maxwell (2001) Hare. I ‘English Lessons in Comparative Public Law: Will the First Amendment have the Last Word?’ (2000) 10 Trinity Law Review 29 Hare. I ‘Method Objectivity in Free Speech Adjudication: Lessons From America’ (2005) 54(1) ICLQ 49 Moncrieff. M ‘No names†¦ unless the court decides otherwise’ The Guardian (08/04/02) (http://www.guardian.co.uk/media/2002/apr/08/mondaymediasection4) Pasqualucci. J. M ‘Criminal Defamation the Evolution of the Doctrine of Freedom of Expression in International Law: Comparative Jurisprudence of the Inter-American Court of Human Rights’ (2006) 29(2) Vanderbilt Journal of Transnational Law 379 Soames. M ‘Privilege, yes, but it is to protect the public’ The Times (26/07/05) (http://www.timesonline.co.uk/article/0,,8163-1705639,00.html) Weaver. R. L, Kenyon. A. T, Partlett. D. F Walker. C. P ‘Defamation Law Free Speech: Reynolds V. Times Newspapers and the English Media’ (2004) 37(5) Vanderbilt Journal of Transnational Law 1255 Table of Cases Ashworth Security Hospital v. MGN Ltd [2002] UKHL 29 Benjamin v. Minister of Information Broadcasting [2001] 1 WLR 1040 Camelot Group plc v. Centaur Communications Limited [1999] QB 124 Campbell-Sharp v. Independent Newspapers (IRE) Ltd No. 5557 (Ir. H. Ct. May 6, 1997) Dammann v. Switzerland (Application No. 77551/01) ECtHR 2 May 2006 Derbyshire County Council v. Times Newspapers Ltd [1993] AC 534 Fernando v. Sri Lanka Broadcasting Corporation (1996) 1 BHRC 104 Financial Times Ltd v Interbrew SA [2002] EWCA Civ 274 Goodwin v. United Kingdom (1996) 22 EHRR 123 Halis v. Turkey [2005] ECtHR 3 Interbrew v. Financial Times Ltd Others [2002] 1 Lloyds Rep 542 Jersild  v.  Denmarkjudgment  of 23rd September  1994,  Series  A  no.  298 Norwich Pharmacal Co v. Customs Excise Commissioners [1974] AC 133 R v. British Broadcasting Corporation, ex parte ProLife Alliance [2004] 1 AC 185 Reynolds v. Times Newspapers [2001] 2 AC 127 Scharsach News Verlagsgesellschaft v. Austria (2003) ECtHR 596 Secretary of State for Defence v Guardian Newspapers Ltd [1985] AC 339 Sener v. Turkey [2000] ECtHR 377 Sunday Times v. United Kingdom (1979) 2 EHRR 245 X Ltd v. Morgan-Grampian (Publishers) Ltd [1991] 1 AC 1 Table of Statutes Bunreacht na hEireann 1921 (as amended) Contempt of Court Act 1981 European Convention on Human Rights 1950 Human Rights Act 1998 Turkish Prevention of Terrorism Act 1991