HPV Vaccination Research Paper Example | Topics and Well Written Essays - 2750 words

HPV Vaccination - Research Paper Example A study on the "Impact of HPV Vaccination & Sexual Activity of Adolescent Girls" needs to be undertaken to asses the situation statistically and to undermine the long term implications considering Social & Religious practices. The purpose of this study is to identify whether vaccination against HPV will impact sexual activity in teenager girls. The health benefits are clear, but receiving the vaccine is dependent upon parents' perspectives, values and belief systems. Opponents believe that vaccinating teens as young as 9 could encourage teenage promiscuity. Some religious groups are worried the vaccine will be given to adolescents without warning them that it still doesn't make sex "safe"(May et al) .Also of concern is if this vaccine is required in schools, then will this infringe on parental rights regarding their child's sexual health According to the Center for Disease Control (CDC) approximately 20 million people in the United States are infected with HPV. The 4 million of the 6.2 million new cases of genital HPV infection this year will be teenagers. According to the 2003 YRBS, 37% of males and 29% of females in the ninth grade have had sexual intercourse, and 7% of students had sexual intercourse before age 13 (CDC) "However, many parents in this study were concerned about how to explain the HPV vaccine to a child and whether the vaccine would encourage unsafe sexual practices" (Mays et al). Problem: Initiation of sexual intercourse in adolescence is accompanied by considerable risk of STIs and pregnancy. Long-term consequences of STIs in women increase the risk of pelvic inflammatory disease (PID) which can include infertility tubal pregnancy, fetal and infant demise, chronic pelvic pain, and cervical cancer (CDC). Recommendations: The CDC's Advisory Committee on Immunizations Practices (ACIP) has recommended that the newly developed quadrivalent HPV vaccine be routinely given to girls beginning at age 11 or 12 as part of comprehensive strategy to eliminate HPV transmission in the United States. Initiation: Due to increasing numbers of STI's, the U.S. Department of Health and Human Services in 2001 published the "Healthy People 2010". An initiative aimed at reducing the number of STI cases in adolescents, it has been identified as a leading national health concern. On June 8, 2006, the Food and Drug

Standing Long Jump Essay Example | Topics and Well Written Essays - 2000 words

Standing Long Jump - Essay Example The most important technique variable is the selection of takeoff angle. A japanese athlete studied the effects of changes in takeoff angle on performance in the standing long jump. The aim was to identify the "optimum take off angle" and to explain the underlying biomechanics of the standing long jump. When indoor arenas were built, the standing long jump began to disappear as an event. Today, the only country where the standing long jump is a national championship event is Norway. The Norwegian Championships in Standing Jumps (long jumps and high jumps) has been held in Stage every winter since 1995. The performance of standing long jump was often used or adopted to examine the fitness of school children, but the tests had frequently underestimated the subject's true potential when the subject did not use the best possible technique. The most important methods that promote the jumping performance is the selection of optimum take off angle and technical use of the arms. In previous researches, many researchers used the force plates to study the long jump and suggested the technique of long jumps. They later concluded that increasing the take off velocity of the jumper's supporting leg would increase the jumping distance. Numerical models were used by other researchers and found there were no significant inclination angles in the magnitude of the peak ground reaction force. Previous standing long jump study, compared body configuration and joint moment analysis in children and adult males. They suggested that skilled 6 year old children have not developed either hip negative work during preparatory movement or body configuration in the flight phase. The difference in body configuration showed the jumping performance and cross-sectional of the skeletal muscle correlate positively. They also verified that standing long jump performance improved when arm movement was employed. In recent studies, researchers investigated the explosive movements concerned mainly with vertical jump. Although jumping for distance received a lot of attention, most of these works were centered on long or triple jump in athletics. There were no attempts to relate the coordination of hands swing and starting knee angles in standing jumping distance. The difference in initial knee angle in the study has not been investigated in other studies. The performance of standing long jump and its relationship to the body configurations as well as the possible other reasons for the difference are still not so clear. Furthermore, there are no information about trajectory of body center of mass in the standing long jump, but other basic motor skills like walking, running , kicking, and vertical jump had been investigated by using the center of mass analysis. The study efforts were directed towards the investigation of the effects on the arm movement and initial knee joint angle employed in st anding long jump by the ground reaction force analysis, three dimensional motion analysis, and analyzing changes in the force-time characteristics, magnitude of peak ground reaction forces, impulses generated in preparing phase and mass center's pathway characteristic during standing long jump and investigating how the jump performance is related to the body confi

Theory of employability

Theory of employability Chapter 1 1. Introduction The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Little (2001) suggests, that it is a multi-dimensional concept, and there is a need to distinguish between the factors relevant to the job and preparation for work. Morley (2001) however states that employability is not just about students making deposits in a bank of skills, Knight (2001) further considers the notion of employability to be: â€Å"A synergic combination of personal qualities, skills of various kinds and subject understanding†. (Knight and Yorke. 2001) The understanding of employability can be seen to be more complicated than the emphasis that Dearing (1997) has placed on students personal qualities, which suggests less emphasis on these qualities and more on generic academic skills. However, it could be assumed that the individuals personal skills could have considerable bearing on a particular students success in the employability stakes. The jobs market is rapidly changing with new sectors emerging, changing the nature of work and the way employees perceive the workplace. Graduates will have to be flexible and have the personal capabilities to manage changing and challenging work situations. Employers are looking to recruit graduates who fit into the organisational culture and utilise their abilities and skills to transform the company by facilitating innovative teamwork. (Harvey et al., 1997) According to Yorke and Knight (2004b) employability is seen to be influenced, amongst other things by students self efficacy beliefs, students self-theories and personal qualities. They highlight that what is of critical importance is the extent to which students feel that they can â€Å"make a difference†. This, importantly, not only broadens the focus to include a wider range of attributes required to be successful within employment but also includes the attributes required to manage ones career development in ways that will sustain ones employability. Its important to identify the significance of self-efficacy in influencing career intentions since the level of self-belief which individuals have in their ability to be successful in the quest of a particular career is likely to control which path is chosen. Individuals will require higher levels of self-efficacy if they are to select a route which is perceived as difficult, challenging or non-traditional. According to Bandura (1997) self-efficacy beliefs are â€Å"beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments†; indeed, â€Å"peoples level of motivation, affective states, and actions are based more on what they believe than on what is objectively true† (Bandura, 1997, p.3). The literature review will look in turn first at, the employability definition, second, employability and transferable skills, third, employability attributes and finally, personal and self-efficacy attributes 1.1 Methodology and methods 1.2 Aims of the research project The main aims of the research project are to: Provide an evaluative summary of the literature on employability (through the provision of a literature review) Present a picture of graduate employability to employers Explain how self-efficacy has a major influence in the graduates employability profile. Make recommendations for further research on graduate employability. 1.3 Personal aims include: Completion of the compulsory component for the award of an Honours degree in Business Management Preparation for employment 1.4 The objectives of the research project are to discover: Identification of the definition of employability. How graduate employability is viewed by employers and Government. The role of universities in graduates employability attributes. Higher education influences on student personality. Employers approaches in recruiting graduates. How self-efficacy contributes to employability. 1.5 Literature search and review Secondary data will be accessed through Library and Information Service using a selection of tertiary and secondary information sources such as Blackboard, commercial bibliographic databases and Internet search engines and directories. Sources accessed and retrieved will be used to write the literature review. 1.6 Source critique of secondary data The criteria for source critique are authenticity, time relation, independency, and tendency avoidance. Authenticitymeans that the source should be correct and not misleading. Timerelationmeans that the source should be up-to-date. However this does not mean that all old sources should be rejected, as these can include valuable information that is still useful. Independency and tendency avoidanceimply that sources for example should be impartial and objective. The above criteria have been considered to greatest possible extent throughout the work with this paper. To ensure authenticity, the use of original secondary sources will be used, by doing this there is minimal risk of misinterpretations and there is opportunity for the reader to look up and evaluate the original source. To ensure authenticity and high quality of sources only peer-reviewed and well cited sources have been used. There is however a few sources that are not frequently cited. These though have been included to bring interesting and broader aspects to this work. 1.7 Scope and limitations of the study The literature search will aim to be comprehensive; however restricted access to primary literature, for example due to the commercialisation of some of the material sought, will exclude consideration of some sources in the actual literature review. 1.8 Statement of the Problem Which employability skills are desired in todays local workplace for an entry-level applicant? There is a suggestion from some graduate recruiters that students are not prepared for work. However, through efforts from universities and government directives is it the case that employers and universities have not synchronised the expectancy of what makes a graduate employable? Determining what employers want and matching the needs with under-graduate courses can only be achieved if universities obtain the specific needs articulated by potential employers, and keep up with the changes that are taking place in todays workplace, and produce a graduate ready for the world of work. 1. 9 Delimitations The specific delimitations imposed on the study depict what issues the study dealswithand what issues it covers. It therefore can be argued that this study focuses on hypothetical, rather than on practical argument; the picture given of different aspects of the processes of employability will be somewhat limited in comparison to an empirical/practical study of issues of the same processes. A study with a purely theoretical focus will inevitably tend to simplify some aspects of process studied. However, in the process of more or less ignoring certain aspects that otherwise might have contributed to the over-all portrayal of a biased reality, other aspects can be examined, described and analysed with further rigidity. Chapter 2 2 Literature Review 2.1 Literature Review Introduction Defining employability is a difficult process; as Hillage and Pollard (1998) suggests, it is a term used in a selection of contexts with a variety of meanings and can lack clearness and accuracy as concept. This literature review is an attempt to analyse the concepts of employability in regards to UK graduates. And further exploring the affects, self-efficacy has on students ability to be successful in the workplace. 2.2 Employability Baruch (2001) suggests that individuals assume responsibility for their ongoing employability while employers provide opportunities for development. This simplistic view of employability is where individuals manage their careers across employment opportunities and organisations, who in turn offer employment as long as the person is needed. Hillage and Pollard (1998), however, see employability as being capable of getting and fulfilling work through the ability to be self sufficient within the labour market, to realise the potential through sustainable employment. Further, their finding from their report for the DFES for developing a framework for policy analysis on employability, found that employability is about having the capability to gain initial employment, maintain that employment and if necessary find new employment. Knight and Yorke (2003), however, define Employability as: â€Å"A set of achievements, understandings and personal attributes that make individuals more likely to gain employment and be successful in their chosen careers.† (Knight and Yorke, 2003) Employability of a graduate is the predilection of the graduate to show attributes that employers predict will be required for the future successful functioning of their organisation.(Harvey, 1997) He further suggests that graduates will need to be flexible due to the increasing number of short time contracts and part-time work in the work place.(Harvey, 2000) From the HEIs perspective, employability is about producing graduates who are capable and able, Williams and Owen (1997) state the most perceived graduate qualities are the ability to learn, intelligence, ideas and imagination and communication skills. Billing (2003) adds employers want employees who are â€Å"effective communicators, problem solvers and critical thinkers, and can work well within a team†. (Billing, 2003) To understand employability requires a consideration of the various component parts and the different ways in which it is described and evaluated, the generic transferable skills nurtured through university, through to competencies required for employment. This suggests that employability is likely to be less about nurturing attributes, techniques or experiences just to enable a student to get a job; it is about learning with less emphasis on ‘employ and more on ‘ability. The prominence is on developing critical and reflective skills, with a view to empowering and enhancing the learner. Employment is a by-product of this enabling process (Harvey, 2003; Lees, 2002; Knight and Yorke, 2002). Therefore if employability is defined as the ‘set of personal attributes acquired by the under-graduate as a result of their investment in higher education, then what are the attributes that make graduates employable? Much of the literature broadly defines employability attributes as: key, core, generic, personal transferable skills, work/employment related skills (Holmes 2001). However Lees (2002) suggests this imprecision makes it difficult to pinpoint exactly what is meant by the term ‘employability skills. It can be argued, it is where various employers needs and individuals attributes meet. 2.3 What are employability skills? Competencies such as ability, aptitude and qualities developed in context that can be applied to an occupation or career can be identified as employability skills. These competencies might develop employability skills as a result of the teaching and learning process in higher education or from work experience. Employers generally see a good degree as an essential entry requirement to any graduate position. It is widely accepted for graduates to be competitive in the labour market, which is seeing a massive reduction in recruitment numbers due to the economic situation; they need to have additional skills to complement their academic achievement. Surveys by AGR, an independent voice of UK-based graduate recruiters, highlighted the following deficiencies in employability skills: ‘Softer skills such as team-working, leadership and project management Awareness of their chosen industry sector; commercial awareness and business/organisation understanding. (AGR, 2007) AGR state that more than 70% of their members use competency-based selection methods. They further suggest that graduates lacking these qualities, or evidence that they have them, will find it more difficult to secure graduate jobs. It is seen as one of the toughest challenges for employers to recruit from an increasing number of graduates, with employers realising that the future of their organisation depends on the selection of the best candidates to add value. The CIPD reports that since the 1980s the number of students entering HE has significantly increased by more than double, but further states, that even with this increase employers still have difficulty in recruiting the types of employees they need. (Chartered Institute of Personnel and Development, 2007a, b, c) It is recognized that having a degree will no longer be enough to get a graduate job. There is evidence that graduate recruiters are looking beyond qualifications; they are looking for people with qualities to enable them to cope with the changing demands of the job in an uncertain and competitive world. Employability has been used as a performance indicator for higher education institutions (Smith et al, 2000) and represents a form of work specific (pro) active adaptability that consists of three dimensions: career identity, personal adaptability and social and human capital (Fugate et al, 2004). At the same time, Knight and Yorke (2004) have put forward the four broad and interlocking components of USEM account of employability: Understanding (of the subject discipline) Skilful practices in context Efficacy beliefs Meta-cognition Nabi (2003) says that employability is about graduates possessing an appropriate level of skills and attributes, and being able to use them to gain and remain in appropriate employment. From a human resource development view, employability is a concept that emerged through the 1990s along with a growing perception among employees that they cannot count on their employers for long-term employment. Employability is a promise to employees that they will have the skills to find new jobs quickly if their jobs end unexpectedly (Baruch, 2001). Prior to this, Harvey (2001) has defined employability in various ways from individual and institutional perspectives. Individual employability is defined as graduates being able to demonstrate the attributes to obtain jobs. Commonly, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment outcomes of graduates are not an indicator of institutional employability. 2.4 Transferable Skills Amongst the numerous listings which identify the skills and attributes sought by employers, AGCAS Employability Briefing7(2003), suggests the most important are: â€Å"motivation and enthusiasm, interpersonal skills, team working, oral communication, flexibility and adaptability, initiative, productivity, problem solving, planning and organisation, managing own development and written communication†. (HEA, 2006) Atkins (1999) questions how transferable key skills are into employment contexts. Often, the skills most in demand by employers, as measured by the wide range of skills asked of future employees, are typically the least in supply, as measured by the skills, abilities, and competencies that university graduates bring to the job. Eraut (1994) sees transfer as a learning process in its own right, although this may be easier for skills in relation to objects, rather than the ‘softer skills of interacting with and managing people effectively. Brown (1999) believes that the learning development, and transferring the understanding of that learning, is most likely to be effective if the learning situation closely resembles the work place. Knight and Yorke (2000) suggest that for there to be a transfer of learning from one context to another, the learner needs to use that knowledge in a variety of different situations. From these comments, it would seem that practice in a number of contexts is fundamental for the development of employability skills and attributes. Dearing (1997) regarded key skills to consist of four components: communication, numeracy, information technology and learning how to learn. He further proposed that it was essential that these were developed at undergraduate level. The department for Education and Skills (DFES) adds teamwork and problem solving to this list. There are many different lists of key skills, although there is general agreement about the importance of communication, numeracy, teamwork, IT and problem solving (Dunne et al., 2000). These are considered to be generic skills as they represent skills that can be used to support study in any discipline. The possession of some key skills IT, numeracy, for example, will facilitate the acquisition of subject understanding (Yorke, 2001), as using IT for research will enable students to learn more about their discipline. 2.5 Personal Attributes There are many factors that cause organisations to change, but in this current economic downturn it seems the main problem is downsizing and redundancy, therefore the graduate will need to be equipped with the relevant skills and attributes to cope with a flexible and perhaps short term jobs market. Employers themselves want graduates who can quickly adapt to the organisational culture, and utilise their abilities and skills to facilitate innovative collaboration. (Harvey et al, 1997) The CBI (2008) highlights the importance employers place on the ‘softer skills that make people more employable. This means being a good team-worker, communicator and problem-solver is vital, and getting work experience goes a long way with a future employer. ‘Employability is having a set of skills, knowledge, understanding and personal attributes which make a person more likely to choose and secure occupations in which they can be satisfied and successful. (Dacre Pool Sewell, 2007) It is widely accepted that lifelong learning through acquiring new skills improves employability. However despite there being different concepts to analyse the make up of â€Å"employability†, the consensus of these is that there are three key qualities when assessing the employability of graduates: These are: 1) Job specific skills: reading, language, and numeric capacity, listening, written communication, oral presentation, global awareness, critical analysis, creativity and self-management. Lees (2002), Harvey (2001), Little (2001), Mason et al (2003). 2) Process skills: Problem solving, decision making, planning and delegating, understanding business and its commercial interests, prioritizing, team work, and negotiating. These skills are developed through work experience rather than through academia. 3) Personal qualities: AGR states that their research has shown that employers are looking for qualities that include â€Å"self-confidence, self-control, self- esteem, social skills, honesty, integrity, adaptability, flexibility, willingness to learn, emotional intelligence, stress tolerance, punctuality, efficiency and the ability to reflect.† These qualities are very much embedded with the personality type and shaped through life-experiences. Researchers have been seen to classify these qualities in various ways; the common denominator amongst them is that there is a distinction between core skills and soft skills, with soft skills being learned from different experiences. Martin (2007) states that: â€Å"Therefore, it is to be emphasized that an employer with employability focus is looking for an individual with potentials to be realized, rather than suitable skill sets.† (Martin, 1997) Further research from the UK government stated that: â€Å"Our higher education system is a great asset, both for individuals and the nation. The skills, creativity, and research developed through higher education are a major factor in our success in creating jobs and in our prosperity. Universities and colleges play a vital role in expanding opportunity and promoting social justice. The benefits of higher education for individuals are far-reaching. On average, graduates get better jobs and earn more that those without higher education.† (The Future of Higher Education White Paper. 2003, p4) The ‘Skills plus Project highlights and emphasises the importance of ‘personal qualities and their insertion into the model of employability, further stating how these can have a considerable bearing on student success. (Knight and Yorke, 2001, 2002, 2003; Yorke, 2001) From the work of Dweck (1999) and Bandura (1997), there is recognition of the two broad categories of self-belief: an individual/permanent/fixed belief, intelligence for example, that cannot be changed, and an incremental/variable/flexible belief that development is achievable and even likely. They further make assumptions that students with a fixed belief about their intelligence are likely to be discouraged by failure; this is derived from the belief that failure is a lack of intelligence. From this assumption it could be fair to say that these students may avoid more demanding work for fear of disappointment. On the contrary, students with a malleable self-belief are more likely to characterise failure to a lack of effort, and believe that poor performance should lead to further learning. ‘Hence, it is the learning that becomes a source of self-esteem. (Dweck1999. Bandura, 1997) A range of cognitive, social, emotional and behavioural sub-skills will not be enough on their own, but these skills will have to be integrated into the challenges faced. (Yorke, 2001) Therefore, perceived self-efficacy or capability will play an important role in career choice and personal development. This in turn is essential in the individuals employability. Personal qualities are also important in the acquirement of subject understanding and the improvement of skills. â€Å"A willingness to learn, often from mistakes, implies a preparedness to tolerate a degree of stress in order to achieve success† (Knight and Yorke, 2001; Yorke, 2001). The self-construct characteristic of self-confidence enables the individual to have a positive, realistic view of their selves or in situations they find themselves. This characteristic refers to the individuals expectation of their ability to achieve, an influential factor in ensuring personal potential is realised. (Stevens, 2005) This statement suggests that a person high in self-confidence has a pragmatic view of themselves and their abilities, which gives them resolution in their endeavours. According to Neill (2005), self-esteem and self-efficacy in combination is what constitute self-confidence. Neill (2005) defines self-esteem as a general feeling of self-worth or self-value. It is widely recognised that an individual with low self-esteem believes that they are insignificant or insufficient, while a person who has high self-esteem believes otherwise. Self-efficacy on the other hand is the belief in ones capacity to succeed at tasks. Self-efficacy according to Neill (2005) can be general or specific where general self-efficacy is belief in ones general capacity to handle tasks, and specific self-efficacy refers to beliefs about ones ability to perform specific tasks in certain things. Self-efficacy is also sometimes used to refer to situation specific self-confidence. From this, academic self-confidence can be viewed as self-efficacy. (Zimmerman, 1990) There is a close link between self-efficacy, self-confidence and self-esteem in providing the relationship between understanding, perception, skills, practice and personal attributes and employability. According to Bandura (1995, p. 2): â€Å"Perceived self-efficacy refers to beliefs in ones capabilities to organize and execute the course of action required to manage prospective situations. Efficacy beliefs influence how people think, feel, motivate themselves and act†. (Bandura, 1995) He further suggests that there are several sources of efficacy beliefs relevant to employability: Mastery experiences. Vicarious experiences provided by social models. Social persuasion. Mastery experiences occur when people are given the opportunity to try a particular task themselves, such as work experience. â€Å"Mastery experiences are the most effective way of creating a strong sense of self-efficacy, and so play a vital role within employability.† (Bandura, 1995) Vicarious learning occurs when learners decide, after viewing the actions of others, what types of actions will be effective or non-effective for their own performance of a task. The closer the others are in similarity to themselves, the more effective the experiences are. The attitudes and behaviours of other people or groups frequently change our own attitudes and behaviours. Conforming ones attitude and behaviour to a person or group who can exercise authority or to an influential power, is a sensible strategy for receiving further benefits as a basic social skill in general. Social persuasion occurs when people are convinced that they possess the capabilities needed to succeed in a particular activity. This encourages them to put in more effort and stay motivated in order to achieve success. . Bandura (1995, p. 17) further expands his discussion by saying that: â€Å"A major goal of formal education should be to equip students with the intellectual tools, efficacy beliefs, and intrinsic interests to educate themselves throughout their lifetime†. (Bandura, 1995) It can be presumed from Banduras work that by providing the opportunities for in learning of mastery experiences, vicarious experiences and social persuasion, and encouraging reflection on and evaluation of these experiences, self-efficacy can be increased. A graduate who believes they can do whatever is necessary is far more likely to gain a position and be successful in whatever occupations they choose than a graduate who does not have that self-belief. If self-efficacy is seen as an idea that one has the ability in a particular situation, then self-confidence could be seen as the way this is shown to the outside world. Self-confidence appears to be something that can be seen from a persons manner and behaviour. According to Goleman (1998, p. 68) people with self-confidence are able to present themselves with self-assurance and have â€Å"presence†. It has been suggested that self-confidence can be either a trait or something that is specific to certain situations. Norman and Hyland (2003) point out that if self-confidence is seen as a trait, which personality theorists suggest are relatively stable over time, then those who lack self-confidence would be unlikely to develop it through a learning activity. If, however, if it is viewed as a position specific concept, then it is possible for students to enhance their levels of self-confidence for any given situation. An increase in self-efficacy should be reflected by a boost in demonstrated self-confidence. As a sub-set of employability skills, Meta skills can enable the student to expand and exploit the ranges of other skills they have developed. There is an understanding that reflection is a key graduate skill that can contribute to employability, the belief that the employability of students will be enhanced by their ability to reflect on their own learning. Knight and Yorke (2003b) describe employability as being a blend of self confidence and of meta-cognition, which includes students ability to be reflective about their own progress. Chapter 3 3 Discussion 3.1 Define Employability? Personal attributes and attitudescan be connected to an individuals personality and educational background. According to Dench (1997) examples of attributes that are of great significance for employers are honesty, integrity, and reliability, generally fitting in, and playing the game. However, it is essential not to generalise since companies usually search for different attitudes and attributes. (Dench, 1997) Organisations generally put great effort into finding future employees with a personality profile that fit into the organisation, while others are more concerned with finding people with particular job experience skills. (Dench, 1995) Due to the economic climate and the need for employers to recruit the ‘right individuals for their organisations there has been a emphasis on personal attributes and skills. However, researchers have shown difficult to unifying a common vocabulary. Among the most common terms used are behavioural, generic, transferable, core and key skills. These skills give indications of an individuals behaviour and how the person could function in the workplace. However it is recognised that personal skills involve abilities regarding teamwork, problem solving, negotiation and communication. From the research literature it is argued whether or not that these attributes are taught or increased. There are arguments stating that skills are innate, while others claim it is a matter of training. Nevertheless, something that many researchers agree upon is that service is becoming increasingly important due to, for instance, customer demands, more knowledgeable customers, and increased quality che ck-ups. (Dench, 1997) Skills are perceived, analysed and measured differently by different people. Storey (2007) suggests â€Å"it is about individual attributes and capacities people have for performing certain activities†. 3.2 Who values transferable skills and qualities? The review of the available literature has shown that graduate employers are looking for graduates with a range of transferable skills: skills that can be demonstrated in selection processes. The research undertaken by Harvey et al. (1997, p. 63) to establish the values placed on skills in the world of work concluded that: â€Å"There are a large number of graduates looking for jobs and employers, as we have seen, no longer recruit simply on the basis of degree status. A degree might be necessary or desirable but employers are looking for a range of other attributes when employing and retaining graduates†. In the recruitment of graduates, the most common perceived graduate qualities are an ability to learn, intelligence, ideas and imagination, and good communication skills. The DfEE (1997, p. 2) endorses such standards and attitudes held by graduate recruiting organisations, and it further considers that national targets for education and training support its aim of improving the UKs international competitiveness by raising standards and attainment levels in education and training. To be part of a flexible and adaptable workforc

Objective Psychology and Psychoanalysis Essay -- Sigmund Freud, Melani

1. Objective psychology and psychoanalysis have much in common. Wulff compares these studies on page two hundred and fifty eight by stating â€Å"both reject unaided introspection as a means of gathering fundamental data.† In other words, in neither psychoanalysis nor objective psychology, can a person take an observation made from themselves about themselves and consider it fundamental data. Another similarity would be â€Å"that human conduct is the outcome of complexly determined casual events that lie outside awareness† (258). In this particular case, both types of science believe that the way we act is an outcome of more than one event that may have occurred outside of our knowing. An example could be being stressed out or feeling anxiety. Both psychoanalysts and objective psychologists â€Å"are [considered] the self-conscious products of a positivistic and materialistic world-view [that are] dedicated to saving humankind from its deep-rotted delusions and self-defeating ignorance† (258). This point in particular relates to the idea that both studies believe they are saving people and society from what is not real. A point in case would be if a person were a person believed in God. Because you cannot feel, touch, smell, or see God, he would be considered unreal scientifically. Wulff points out that both â€Å"have issued radical challenges to religious faith† (258). However, both sciences share the view of empirical science meaning the both agree that the studies should be based on sensory experiences. Although psychoanalysis and objective psychology have many similarities they also have a few dissimilarities. The difference that is most observant would be the one of subjectivity. The best way to explain the subjectivity was wr... ...in 1950 that â€Å"whatever the origins of a religious expression may be, its significance or meaning in the present must be viewed independently allowing for possibility of fundamental change† (317). One example of this is â€Å"Freud’s . . . view that, contrary to appearances, religion has undergone no real historical development† (317). Although Freud was wrong on a few aspects of religion he taught scientists many things. Wulff states on page three hundred eighteen that â€Å"among the lessons we have learned from Freud is the insight that nothing is ever as simple as it first appears . . . psychological phenomena prove again and again to be indefinitely complex . . . on a variety of different levels.† 3. Melanie Klein was a psychoanalyst who emphasized an â€Å"unprecedented degree [to] the early modes of infantile sexuality and the principle of the death impulse† (328).

Freedom of speech from the perspective of mass media, to what extend it has been practiced in Malaysia? Essay

Introduction Mass media are means of communications (as newspapers, radio, or television) that is designed to reach the mass of the people1. Besides playing the role to inform individual with news, the media together with a sound legal system and an independent judiciary is part of a triumvirate that is essential for a well-functioning democracy2. In a democratic system of government, mass media is performing a number of essential functions. First, they serve on information or surveillance function. Second, they serve an agenda-setting and interpretation function. Third, they help us to create and maintain connections with various groups in society. Fourth, they help us to socialize and to educate us. Fifth, they persuade us to buy certain items or accept certain ideas. Sixth, they entertain us. Freedom is the power or right to act, speak or think freely. We are now living a media culture and its influence is become very pervasive. The number of hours we spend on the media is mind-boggling. Although the freedom of the media should not be in toto, yet the degree of the freedom of the media will affect the function of the media. Citizens of countries that are democratic see media freedom as a right, not a privilege. Nevertheless, there is no mention of freedom of the press or freedom of the electronic media in our Constitution. However, freedom of media to exercise its role and functions in society has been enshrined as a fundamental human right by way of recognition for the right to freedom of speech, expression and opinion.3 Pre-independence In 1930-1940, there are nearly 80 newspaper and magazines published in the Malay State, such as Utusan Melayu, Saudara, Warta Malaya and Majlis. In Warta Malaya, it published article that talk about the social and economic problems faced by the Malay. However, it did not ask for the British to be chased out. The newspaper, Majlis, discussed the political issues. Majlis not only brings to the awakening and fights for Malays right, their office became the place for the nationalist to meet up and exchange their thoughts. In the newspapers Saudara, there was a column named ‘Persaudaraan Sahabat Pena’ where the Malay readers exchanged their point of view. British was worried on the development of this column and therefore took the step to  overseen those who involved in the said column. In view of the number of publications that existed during the time and the situation whereby those newspapers are free to discussed any issues, and the fact that the newspapers has played a vital role in the movement towards independence, we can conclude that under the administration of British, the media was enjoying the freedom of speech. The law on the freedom of speech became clearer during the time prior to independence. Certain law has been introduced to the Malay State. One of the laws which governed the freedom of speech at that time was the Sedition Act 1948. Section 4 of the Act makes it an offence to make, prepare, or to conspire, to do a seditions act, to utter seditious words, and to propagate or import any seditious publications. Section 3 provides that a seditious tendency is one which tends to (a) bring hatred or contempt to the government or excite disaffection against any Ruler or government, (b) excite the countrymen to revolt, (c) bring into hatred or contempt or excites disaffection against administration of justice, (d) raise discontent or disaffection among the countrymen, or (e) promote feelings of ill-will and hostility amongst the inhabitants of the country. Besides, there were two ordinances specifically deal with the printed media at that time, i.e. Printing Press Act 1948 (Ord 12 of 1948) and Control of Imported Publications Act 1958 (Ord 14 of 1955). The former deal with the publisher in the Malay State while the later governing the printed material from other country. Those laws were limiting freedom of speech of the media at the British colonial the light of the freedom of speech only shine at the colonial since 1956, when an attempt to draft a Federal Constitution started. The recommendations were submitted by Reid Commission in 1956-1957 Reports. In the report, there were two paragraphs provides under the title ‘Fundamental Rights’ 161. A Federal Constitution defines and guarantees the right of the Federation and the states; it is usual and in our opinion right that it should also define and guarantee certain fundamental individual right which  are generally regarded as essential conditions for a free and democratic way of life. The rights which are recommend should be defined and guaranteed are all firmly established now throughout Malaysia and it may seen unnecessary to give them special protection in the Constitution. But we found in certain quarters vague apprehension about the future. We believe such apprehensions to be unfound, but there can be no objection to guaranteeing these rights subject to limited exceptions in conditions of emergency and we recommend that this should be done†¦.. 162. our recommendations afford means of redress, readily available to any individual, against unlawful infringements of personal liberty in any of its aspects†¦ we further recommend (Art 10) that freedom of speech and expression should be guaranteed to all citizens subject to restrictions in the interest of security, public order or morality or in relation to incitement, defamation or contempt of court†¦ For the Malaysian citizen, the objectives of those who framed the Federal Constitution were but little affected by the epidemic of human rights in the Western world4. It has been observed that the commission’s recommendation on the freedom of speech has been vague, particularly on the importance of the rights. The commission only devoted two paragraphs. The reason why it was so was clear in the paragraph itself. The draft Article 10 in our Constitution was as follow: 10 (1) every citizen shall have the right to freedom of speech and expression, subject to any reasonable restriction imposed by federal law in the interest of the security of the Federation, friendly relations with other countries, public order, or morality, or in relation to contempt of court, defamation, or incitement to any offence. Mr. Justice Abdul Hamid on his note of dissent stated that â€Å"the word ‘reasonable’ wherever it occurs before the word ‘restrictions’ in the three sub-clauses of Article 10 should be omitted. Right to freedom of speech, assembly, and association has been guaranteed subject to restrictions which may be imposed in the interest of security of the country, public order and morality. If the Legislature imposes any restrictions in the interest of the aforesaid matters, considering those restrictions to be reasonable, that legislation should not be challengeable in a court of law on the ground that the restrictions are not reasonable. The Legislature alone should be the judge of what is  reasonable under the circumstances. If the word ‘reasonable’ is allowed to stand, every legislation on this subject will be challengeable in court on the ground that the restrictions imposed by the legislature are not reasonable. This will in many cases give rise to conflict between the views of Legislature and the views of the court on the reasonableness of the restrictions. To avoid a situation like that it is better to make the Legislature the judge of the reasonableness of the restrictions. If this is not done the legislatures of the country will not be sure of the state of the law which they will enact. There will always be fear that the court may hold the restrictions imposed by it to be unreasonable. The laws would be lacking in certainty.† Later, when the Constitution comes into force, the Article 10 provides that: (1) subject to clause (2): (a) Every citizen has the right to freedom of speech and expression; (2) Parliament may by law impose: – (a) on the rights conferred by paragraph (a) of clause (1), such restrictions as it deems necessary or expedient in the interest of the security of the Federation, friendly relations with other countries, public order or morality and restrictions designed to protect the privileges of Parliament or of any legislative Assembly or to provide against contempt of courts, defamation, or incitement to any offence; There are one case regarding to press reported prior to independence i.e. Public Prosecutor v. The Straits Times Press Ltd5 In this case, upon the application of the Public Prosecutor, the Respondents, who are the proprietors of the Straits Times Press Ltd, were alleged contempt in publishing a report of the trial of Tan Seng Ann of the Straits Times dated 5 August 1948. The report appeared which, it is now admitted, was misleading and inaccurate in that it gave the impression, contrary to the facts, that the first step in the proceedings in that case was a voluntary confession by Tan Seng Ann that he was in possession of a fire-arm and that his arrest was made solely as the result of such voluntary confession in the issue. The Notice of Motion having set out the terms of the letter complained of went on to allege inter alia that the criminal case referred to in the letter was sub judice when the letter was published in that an appeal was pending; that the terms of the letter did not constitute a fair or accurate account of the trial nor fair comment  thereon; and that its publication tended to prejudice the fair disposal of the proceedings and tended to bring into contempt the administration of justice by that Court. Spenser-Wilkinson J held that: â€Å"†¦I would hesitate to follow too closely the decisions of English Courts on this subject without first considering whether the relevant conditions in England and this country are at all similar. Quite apart from the present emergency in this country, I do not think it could be suggested that the development of the Press, the general standard of education or the composition of the general public in the two countries are at all comparable and it may, therefore, be necessary to take a stricter view here of matters which pertain to the dignity of the Courts and the impartial administration of justice than would be taken at the present time in England.† Newly Independence (1957-1980) At this period, Art 10 Federal Constitution has been amended twice. The first amendment was on 19636 where the words ‘Clause (2) and (3)’ had been substituted for the words ‘clause (2)’ of clause (1) with effect from 16 September 1963.and the words ‘or any part thereof’ were added to the Art10(2)(a). Further, clause (3) which provides that: â€Å"Restrictions on the right to form a associations conferred by paragraph (c) of clause (1) may also be imposed by any law relating to labour or education.† The second amendment was made on 19717 after considering the trouble of May 1969. This time, Clause (4) was added with effect from 10 March 1971. Article 10(4) provides that Parliament may pass laws prohibiting the questioning of four sensitive matters: right to citizenship under Part III of the Constitution; status of the Malay language; position and privileges of the Malays and the native of Sabah and Sarawak; and prerogatives of the Malay Sultans and the Ruling Chiefs of Negeri Sembilan. The constitutional changes enable Parliament to amend the Sedition Act of 1948 in order to add a new definition of ‘seditious tendency’8. The amended sections were: Section 3 (1) A seditious tendency is a tendency (f) To question any matter, right, status, position, privilege, sovereignty or prerogative established or protected by the provisions of Part III of the Federal Constitution or Article 152, 153 or 181 of the Federal Constitution Section 2 â€Å"seditious† when applied to or used in respect of any act, speech, words, publication or other thing qualifies the act, speech, words, publication or other thing as one having a seditious tendency; Official Secrets Act 1972 is a new law that be introduced at that time. This is the most important statute on government secrecy. The gist of the law is that ‘official secrets’ cannot be received, retained, released or used without prior authorization.9 The Act is drafted in the widest possible terms and is not limited in its operation to spies, saboteurs, traitors and mercenaries. The term ‘official secret’ is not defined in the Act. The courts have given the term the broadest possible definition, and on the generally accepted construction any communication pertaining to the Executive would constitute an offence.10 The right to free speech can be further eclipsed by the special provisions of Art 149 and 150 relating to subversion and emergency. Art 149 authorises legislative action designed to stop or prevent subversion, organized violence and crimes prejudicial to the public. Art 150 permits any legislative action required by reason of emergency. The grounds enumerated above permitting curtailment of free speech are so broad and comprehensive that in 49 years no Act of parliament even been found by the courts to have violated the Constitution. Besides printed media, television was introduced in Malaysia in 1963. The television was under the control of the Department of Broadcasting (RTM). What is apparent is that television and more generally broadcasting in Malaysia was form its inception closely aligned to the government. Both the RTM channel were established via decisions made by the then Alliance coalition government. Because of the circumstances at that time, there was no any specifics rule to govern the broadcasting. One of the cases that being heard at that time was Melan bin Abdullah v Public Prosecutor.11 The fact of the case was that On 6 April 1971 the Utusan Melaya newspaper published a report of a talk given by given by Inche Musa Hitam, a prominent Malay leader and member of Parliament, at the National Education Congress held in the Dewan Bahasa dan Pustaka, Kuala Lumpur.. In the report was an editorial sub-heading, which in the English translation reads: â€Å"Abolish Tamil or Chinese medium schools in this country.† The first appellant was the editor-in-chief of the Utusan Melayu,  and the second appellant the author of the sub-heading inserted in the report. Sanction for their prosecution was given under s 5(1) of the Sedition Act 1948, and they were tried in due course in the special sessions court on a charge of publishing a seditious publication in contravention of s 4(1)(C) of the Sedition Act, punishable under the same section. The learned special president held the publication to be seditious, that the first appellant â€Å"was responsible for all publication in the Utusan Melayu†, that the second appellant was the author of the impugned subheading, and that consequently they were both guilty. They were convicted and fined the sum of $500 and $1,000 respectively, in default one month and two months’ imprisonment, both appellant appealed. CJ Ong, on hearing of the appeal accepted the first appellant evidence that he had organised seminars and discussions, relating in particular to the â€Å"sensitive issues† and had instructed his staff on the relevant law as he understood it. He had sponsored a talk to journalists given on this subject in February 1971 by the Attorney General as well as the Solicitor-General. Therefore, the first respondent appeal was allowed. But the court dismissed the second respondent appeal. Another case is Public Prosecutor v Straits Times (Malaya) Bhd.12 The Public Prosecutor applied in this case for leave to issue a writ or writs of attachment for contempt of court on the respondents for publication of articles in The Straits Times. The grounds upon which relief was sought was that â€Å"the publications of the said articles contain matters which are tendentious and constitute contempt of court, because they are prejudicing and embarrassing the applicant in the exercise of his statutory functions and also prejudicing a fair trial concerning the circumstances of the death of one Robert Lee.† Abdul Hamid J held that: ‘I do not think that it is reasonable to construe these words as having any special meaning. There is no dispute that the reports do reveal that there had been an assault, a commotion and firing of a shot and that allegedly, a police officer was involved. But these facts are not challenged. As regards the previous episode encountered by Robert Lee there is nothing to show that this was not true. Further it is not uncommon for newspapers to publish matters concerning scholastic achievement of and other good deeds rendered by a person on his death particularly if  the dead person enjoys a certain standing in the community or he is in one way or another related to any prominent personality. For that reason it is unreasonable to isolate certain passages from the reports and construe them unfavourably or to impute improper motive on the publisher. What may appear to be an embarrassment or prejudicial if that part is read in isolation may not be so if the reports are read as a whole taking into account the circumstances surrounding such publication particularly if it relates to a matter which will promote public sensation or a matter of unusual occurrence.† The application was therefore dismissed. Malaysia under Tun Dr. Mahathir (1981-2002) Over this period, more laws are introduced and come into force to govern the media. In 1984, Printing Presses and Publications Act came into force on the 1st of September 1984 as a consolidating Act, and in turn repealed the Printing Presses Act 1948 and the Control of Imported Publications Act 1958. The Act is designed ‘to regulate the use of printing, presses and the printing, importation, production, reproduction, publishing and distribution of publications and for matters connected there with’. Through such control, the government uses it power to determine what it is the public has a right to know, or exactly what form freedom of speech should take13. This is an Act designed clearly to ensure that the press does not get out of line, imposes both a system of licensing and censorship14. Section 3 of the Act makes it mandatory to obtain a license to own a printing press. The Minister has absolute discretion on giving, refusing, and revoking a license15. Further, judicial review of the Minister’s discretion is not allowed16 and the Minister is not required to give the parties a prior hearing 17. The period of the license is 12 months or shorter period as minister specifies18. This means that all publishers in this country must suffer the pangs of uncertainty about whether their permit will be renewed for the following year. There is less control of what may be written in foreign publications, controls have been exercised through deliberate delay in distribution and sometimes outright ban on their sale where officials deemed reports to be offensive or inaccurate19. In 1988, another law governing the media came into force on 1st August i.e. The Broadcasting Act 1988. The preamble to the Act states: ‘An act to provide for the control of  broadcasting services and for matters connected therewith’. The Act is both stringent and inflexible. It bestows enormous powers on the government to determine the type of television made available to the Malaysian public. In the midst of the supposed ‘deregulation’ of broadcasting, the Act now gives the Minister of Information virtually total powers to determine who will and who will not broadcast and the nature of the broadcast material. Under the Act, any potential broadcaster would need to apply for a licence from the minister beforehand. Later, the Act was amended on October 1996. By the amendment, this already-stringent piece of legislation were aimed at taking into account the introduction of new services, such as cable and satellite television, satellite radio, pay TV and video-on demand. Due to the drastic development in the electronic media, the Legislature has to repeal the old Telecommunication Act 1950 and the Broadcasting Act 1988 and introduced a new law which is the Communications and Multimedia Act 1998. The Act’s breakthrough was to bring together the previously disparate industries of broadcasting, telecommunications and internet services combined under legislation and more importantly, one regulator the Communications and Multimedia commission.20 The Communication and Multimedia Act brings to the creation of Communication and Multimedia Commission Act 1998. the Communication and Multimedia Commission performing several functions including advising the Minister all matters concerning the national policy objectives for communication and multimedia activities and implementing and enforcing the provisions of the communications and multimedia law. Interestingly, Information Malaysia 1980-81 and Information Malaysia 1985 revealed that between 1981 and 1985 alone, the number of titles of local newspapers, magazines, and journals in circulation increased from 56 to 10221. However, the increase in number cannot be the proof supporting the allegation that during that time, the media was enjoying freedom of speech. There are some facts that we should not forget. In 1987, during the Operasi Lalang, a number of newspapers were closed by the government22. Later, Harakah being categorizes as publications of political parties meant for party members and there is law forbids the publication being openly sold to the public. Besides, Barisan Nasional owned and controlled major Malaysian media organization. Further, prior to Dato Seri Anwar’s sacking, expulsion, and detention, the editor of Utusan Malaysia and Berita Harian, and the  director of operations of TV3 were forced to resign because they were allied to Anwar. In 1990, there was a case of Aliran Kesedaran23 In this case, the respondents had applied for a permit under s 6(1) of the Printing Presses and Publications Act 1984 to print and publish in Bahasa Malaysia a magazine under the name and style of Seruan Aliran. The application was refused by the Minister of Home Affairs. The respondents applied for an order of certiorari to remove into the High Court for the purpose of quashing the decision of the Minister and for an order of mandamus directing the Minister to hear and determine the application for the permit according to law. The High Court made an order quashing the decision of the Minister and ordered that the Minister shall hear and determine according to law the application for the permit. The appellant appealed. The court allowing the appeal and held that; ‘Section 12(2) of the Printing Presses and Publications Act 1984 gives the Minister of Home Affairs ‘absolute discretion to refuse an application for a license or permit’. So unless it can be clearly established that the Minister for Home Affairs had in any way exercised his discretion wrongfully, unfairly, dishonestly or in bad faith, the High Court cannot question the discretion of the Minister.† One of the significant cases during this period was the case of Irene Fernandez. The facts were that in 1995, Tenaganita released a report documenting beatings, sexual violence against detainees by prison guards, and inadequate food and water in Malaysia’s immigration detention camp. Irene Fernandez was arrested and charged with malicious publication of false news under the Printing Presses and Publications Act. Magistrate Juliana Mohamed found Irene guilty and was sentence to one year imprison. Current Situation (2003-2006) Between these periods of time, there is no any new law designed to control the media. However, recently, Government has released the Media Council Bill (2006) which seeks to ameliorate some of the worst excess of the Printing Presses and Publications Act in regard to the local media. On page 4 of the Bill, it was stated: â€Å"An Act to establish the Malaysian Press Council for the purpose of preserving, promoting and protecting the freedom of the Press, of maintaining and improving the ethical and professional journalistic standards of newspapers, press publications and news/press  agencies in Malaysia.† Nevertheless, there is fear in public that this piece of legislation will create another unnecessary public body with wide powers to curb press freedom despite its apparent duty to uphold that right. It might also act as a censorship board, only dealing with complaints against the press organisations and journalists and not against denial of freedom of expression by other entities such as ministers or organisations whose actions effectively suppress the right of freedom of expression. Besides, bear in mind that all the laws governing the media before this are still firmly in place and the main stream media also continue to be owned by interests directly or indirectly tied to the main component parties of the BN, especially UMNO and MCA. Some incidents happened during this time of period, showing to us that despite of the changes of the head of the Government, the media are not freer compared to the years before. The government shut down the Sarawak tribune for the editors made a mistake of reprinting caricatures of Prophet Muhammad following Muslim protests of a Danish paper that first published them. Another incident was that the Minister of Information, Datuk Zainuddin had sought the sacking of top NST editor at a meeting of UMNO’s information bureau because he was unhappy with the way the NST had played up certain issues such as the religious rights of minorities and the government’s policy on bumiputras.24 The government also delays in reviewing the publishing permit of the Oriental Daily and censor certain news that the government were not comfortable with. Moreover, the debate on Ninth Malaysia Plan was given wide publicity in the media, but it was the official view and rationale for the Plan that enjoyed one-sided coverage. The leader of the opposition who spoke foe six hours on the Plan did not get any substantive coverage.25 Another issue was that Tun Dr. Mahathir had called a press conference to express his deep disappointment after Datuk Seri Abdullah dismissed the ‘crooked bridge’ project. However, the mainstream media hardly covered it. Conclusions The freedom of the media has seen become more restrictive from the time prior to independence until now. At the early day, the British Colonial has a freer media compare to the media after independence. This might be because of the British regarded the individual freedom as up most important. When came to the early day after independence, the laws being designed were more restricted. However, this was understandable as the situation at that time, where Malaysia was in an Emergency. Unmindful speech might cause riot to the nation. Therefore, the government had to take step to prevent this. In 1970-1985, there was more cases on freedom of speech, after the stand of the courts are clear in these issues, there was lesser cases. During the time frame from 1981 to 2002, many laws were designed and many existing laws were amended. Tun Dr. Mahathir tried to justify this by saying that: ‘the truth is that there is no absolute press freedom anywhere in the world, be it in a liberal democratic country or in countries governed by dictators.†26 He further claimed that journalists and foreigners read a few newspapers which support the government and immediately concluded that there is no press freedom in Malaysia. This was in conjunction with his view points that: â€Å"Malaysian newspapers are free. But this freedom does not mean freedom to criticize the government alone. It also means freedom to support the government.†27 Further in Tun Dr. Mahathir speech at the national union of Journalists dinner on 15th June 1990, he stated that: ‘According to an old English proverb, power corrupt and absolute power tends to corrupt absolutely. If there are restrictions on press freedom, especially pertaining to reports on violence, sex and obscenity, then they are imposed because no one should be given absolute power. This is to prevent the possibility of ‘absolute corruption’. This constraint no way suggests there is no press freedom in Malaysia. Government leaders in this country have no absolute power. The people can change the government while the courts can reverse government decisions. Therefore, newspapers in Malaysia must accept these restrictions. This is done in the national interest and not aimed at destroying press  freedom†. It is true that freedom of the media has to be limited but over limiting will only result to a closed society. Looking at the current situation, many are thinking that the new government would promote media freedom in view of the government transparency policy. However, one should bear in mind that since Datuk Seri Abdullah took over the government until today, it was only three years passed. It is unfair to judge him at this moment. Whether or not there is free media under Datuk Seri Abdullah, we shall wait and see. Comparing to our nearest neighbor, Singapore, media in Malaysia enjoy more freedom. Singapore as a police state, the press is mobilized to explain and support the policies of the Singapore government, as an aid to development rather than assuming a counter-checking posture. In Chee Siok Chin case28, the Singapore court held that: â€Å"it bears emphasis that the phrase ‘necessary or expedient’ confers on Parliament an extremely wide discretionary power and remit that permits a multifarious and multifaceted approach towards achieving any of the purposes specified in Art 14(2) of the constitution. In contrast to the Indian Constitution, there can be no questioning of whether the Legislations are ‘reasonable’. The court’s sole task, when a constitutional challenge is advanced, is to ascertain whether an impugned law is within the purview of any of the permissible restrictions.† As for electronic media, the media Corporation of Singapore, an evolution from a series of government owned broadcast Corporations, dominances the broadcasting media. The PAP government guards the broadcast turf with rigour, grudgingly allowing foreigner broadcasters to operate for commercial and public relations reasons but legislating them off local politics. Today, Malaysian society has an economic level of existence which provides for basic needs, health facilities, adequate housing and equal opportunities to education. Therefore, there is no reason why freedom of speech and free media should be restricted. Values of freedom of expression, exposure to  critical thinking and the importance of a civil society should be emphasizes. After 49 years of independence, Malaysian should not only concern with earning a livelihood and basic quality of life issues. Society shall have desire to acquire knowledge especially in social concerns such as freedom of speech. Bibliography: 1. â€Å"A Case of the Media Freedom: Report of the SUHAKAM†, Workshop on Freedom of the Media at Kuala Lumpur, Aug. 1, 2002. (Kuala Lumpur: Suruhanjaya Hak Asasi Manusia Malaysia, 2003). 2. Abdul Aziz Bari, ‘Freedom of Speech and Expression in Malaysia After Forty Years’, (1998) 27.3 INSAF 149-161. 3. Abraham, C.E.R., â€Å"Freedom of Speech for Whom? The Malaysian Case†, (1998) 27.3 INSAF 1-8. 4. Asian Human Rights Commission, homepage, 10 Sept. 2006 5. Asian Human Rights Commission, homepage, 10 Sept. 2006 6. Broadcasting Act 1988 (Act 338). 7. Centre for Independent Journalism, 10 Sept. 2006 8. Communications and Multimedia Act 1998 (Act 588). 9. Communication and Multimedia Commission Act 1998. (Act 599). 10. Constitution (Amendment) Act 1971 (Act A30). 11. Control of Imported Publications Act 1958 (Ord 14 of 1955) 12. Cyrus V. Das, â€Å"Press Freedom & Contempt of Court†, (1986) 19.3 INSAF 61. 13. Faruqi, Shad Saleem, â€Å"Access to Information†, [1993] 4 Malaysia Current Law Journal xxiii. 14. —, â€Å"Curbing Excesses of Free Speech†, Sunday Star, 10 Feb, 2002, Focus. 15. —, â€Å"Cyber Challenge to Freedom of Speech†, Sunday Star, 27 Jan, 2002, Focus. 16. —,†Keeping A Tight Lid on Official Secrets†, Sunday Star, 17 Feb, 2002, Focus. 17. —, â€Å"Life-blood of Free Society†, Sunday Star, 20 Jan, 2002, Focus. 18. —, â€Å"Pifalls for the Unwary Media†, Sunday Star, 3 March, 2002, Focus. 19. —, â€Å"Principles That Govern Free Speech†, Sunday Star, 3 Feb, 2002, Focus. 20. Federal Constitution. 21. â€Å"Freedom of the Press? A Quick Look At the Borneo Mail Affair and the Question: How Free Is the Local Press?†. 1994 (June) Malaysian Law News, 36-37. 22. Hashim Makaruddin, ed., Ensiklopedia Dr. Mahathir Bin Mohamed: Perdana Menteri Malaysia, (Cairo: Dar al-Kitab al-Masri, 2005). 23. Hickling, R.H., Hickling’s Malaysian Public Law, (Petalng Jaya: Longman, 2003). 24. â€Å"I Know How The People Feel†, (1986) 19.4 INSAF 18. 25. Kanesalingam, A., â€Å"Democracy and the Law†, (1998) 27.4 INSAF 105-115. 26. Mahathir Mohamed, â€Å"Freedom of the Press: Malaysian Perspective†, 1990 (Aug) Malaysian Law News, 521-522. 27. Malaysia Act 1963 (No.26/63). 28. Merriam-Webster Online Dictionary 3 Sept. 2006 29. Mohamad Ariff Yusuf, â€Å"Freedom of the Press in Malaysia†, 10th Law Asia Conference, (Kuala Lumpur, June 21 – July 4, 1987). 30. Mustafa K. Anuar, Anil Netto, â€Å"Malaysian Ready for Press Freedom†, 5 Sept. 2006, 31. —, Joint Coordination, Charter 2000, Aliran Online, 6 Sept. 2006 32. Officials Secrets Act 1972 (Act 88) 33. Officials Secrets (Amendment) Act 1983 34. Officials Secrets (Amendment) Act 1986 35. Padmanabha Rau, â€Å"Federal Constitutional Law in Malaysia & Singapore†, 2nd ed., (Singapore: Butterworths Asia, 1997). 36. â€Å"Press Council Bill A Farce†, Aliran Online, 5 Sept. 2006 37. Printing Press Act 1948 (Ord 12 of 1948) 38. Printing Presses and Publications Act 1984 (Act301). 39. Printing Presses and Publications (Amendment) Act 1987 (Act684) 40. Reme Ahmad, â€Å"Malaysia Former Media Bosses Duel Over Press Issues†, Asia Media News 22 Feb. 2006, 9 Sept. 2006 41. Ruslan Zainuddin, Fauziah Soffie, â€Å"Sejarah Malaysia† (Selangor: Penerbit Fajar Bakti, 2001). 42. .Salleh Buang, â€Å"The Broadcasting Act 1988†, 1994 (April) Malaysian Law News, 5&14. 43. Shafruddin Hashim, â€Å"The Constitution and the Federal Idea in Peninsular Malaysia†, (1984) Journal of Malaysia and Comparative Law, 139-178. 44. Sheridan, L.A. & Groves, Harry E., â€Å"The Constitution of Malaysia†, 5th ed., (Singapore: Malaysian Law Journal, 2004). 45. Sedition Act 1948 (Revised – 1969) (Act 15). 46. Sopiee, Mohamed Nordin, â€Å"Freedom of the Press†, 10th Law Asia Conference, (Kuala Lumpur: June 29 – July 4, 1987). 47. Tan, Kevin & Thio Li-Ann, â€Å"Constitutional Law in Malaysia & Singapore†, 2nd ed., (Singapore:  Butterworths Asia, 1997). 48. â€Å"The Officials Secrets (Amendment) Bill 1986: Why Are They Taking Away Our Rights?† 1986, 19.4 INSAF 1. 49. Tun Mohamed Suffian, ed., â€Å"The Constitution of Malaysia: Its Development: 1957-1977†, (Kuala Lumpur: Oxford University Press, 1978). 50. Wong, Kok Keong, â€Å"Propagandists for the BN (Part 1)†, 2004 Vol. 24 No. 5 Aliran Monthly, 14-17. 51. —, â€Å"Propagandists for the BN (Part 2)†, 2004 Vol. 24 No. 6 Aliran Monthly, 13-17. 52. —, â€Å"Freer Media Under PM Abdullah?†, Aliran Online 3 Sept. 2006 53. Zaharom Naim, Mustafa K Anuar, â€Å"Ownership and Control of the Malaysia Media†, World Association for Christian Communication, homepage, 10 Sept. 2006 54. Zalina Abdul Halim, â€Å"Media Law†, 2000 Survey of Malaysian Law, 411-439. 55. —, â€Å"The media System and Co-operative Regulatory Systems in the Media Sector of Malaysia†, Hans-Bredow-Institut, 2 Sept. 2006

Bucket List Destination

Our trip to Italy We were planning a trip, but we were not sure where to go. Our options were to go to Europe or South America. After checking prices and the offers we decided it was better to go to Europe. But we concentrated the trip only to Italy, because it seemed to be the best option for its history and food. We left from PR on a Saturday morning, next stop was NY City. At the airport we got chill at some bar and get ready for a lot of hours in a flight.At the airplane, as usual, we where boring, watching a lot of movies, eating bad food, and desperate to get at our destination. Finally, at Venice! Once we got there we take a bus that leave us close to the hotel, but like good pertinacious, we don't read or look at the map to see where was the exact location of the hotel. We walked for almost 2 hours to see where was the hotel. After walking under the rain and freezing we decided to ask where was our hotel. It was close to the bus station, only 5 minutes walking!!!We do the che ck in and took a little nap. I was so tire because of the flight. Every day we wake up at 8:00 a. M. To enjoyed the breakfast and after that walked all day to see the different museums and places in Venice. After a few day eating pasta and drinking wine I was looking forward to our next place, Florence! At Florence we walked like the airwoman race, a lot of miles to get to our destiny. It was the first time I used a train, a really fast train! It was awesome! We enjoyed the view of the place, the wineries, the houses, everything was pretty.When we where at Florence it was Easter celebration, we saw all the Catholic rituals and it was amazing to see all the people getting together to celebrated that holiday, a lot of people celebrating the same. As usual, we walked a lot every day. In the last day at Florence we got a reservation at Ditto's Restaurant to taste a Bisect Florentine, it was a piece of meat almost raw, so bloody and red, I can't eat it, but the owner was very nice. The n ext day went to Rome, my favorite destination in the entire trip.We saw the culture, the famous places, the Coliseum, it was really awesome. When I finally saw the Coliseum I can't describe what I felt. A lot of history in front of my eyes, I can't compared that experience to anything before. During the entire trip I was really happy, I can't believe I went to Italy, one in the bucket list destination, I was happy as a child that goes to Disney Land for the first time. It was one of my best trips ever and I'm looking forward to go again to Europe. Bucket List Destination By shillelaghs