Opium War Essay Example | Topics and Well Written Essays - 500 words

Opium War - Essay Example The First Opium War was majorly caused by Chinas isolationist trade relations with the West particularly the British. Tension further arose between China and British because China would accept only silver from the British. Opium addiction was also the main and direct cause of the wars. During this time, opium addiction was an epidemic for the people of China. The British took this advantage of the high demand and began illegal exportation of opium which angered the Chinese. Furthermore, the trade was considered as disrespectful to the emperor and was in a violation of Chinese law. The tension then built more, and none of the countries were willing to compromise. All was as a result of China to spoil trade for British, and they engaged in the war to show their frustration. The consequences of the Treaty of Nanjing were more like the impact of the Opium War itself since the Treaty was as a result of the Opium War. In the treaty, the British as a country were given Hong Kong and free access to five ports. The ratification humiliated China, and their demand were never considered. According to the ratification â€Å"†¦. The Emperor of China agrees to abolish that practice in future at all Ports where British Merchants’’ (Article V). This was more like a humiliation as apart from the port accusation China was compelled to pay a huge sum of fine. In these five ports, the British Nationals had the right of extraterritoriality. This is to say, they were not subject to laws of China. In immediate resolution, these were not all that significant. Moreover, they represented the start of a series of humiliating episodes in where the Chinese were forced to open up more to the West. The treaty, for instance, has been considered significant in mod ern day Sino-foreign relations (Wang, 2005). There are various historical lessons that one can learn from opium war. The war is important as it humiliated the Chinese. Chinese

Internet Personal Security Is Not Absolute Essay Example for Free

Internet Personal Security Is Not Absolute Essay Internet is the most trending and most widely used in today’s generation, either it is used for communication, used for sharing files and documents, for making new acquaintances, or just for own enjoyment. People can also use the internet when they want to socialize with others, when they want to share what’s on their mind and the on goings of their lives, when they want to know what the trending topics like news and scandals, or when they want to post some pranks or scum other people. Internet usability can either be a great help to everyone or it can impose a threat to someone or somebody. People think that when they post something online, whether it is good, bad, privately, or publicly, that information is safely sealed and secured. But the truth is, it can be freely access or easily steal from them. Hacking, viruses, trojans, and especially own self are some of the reasons that threaten internet security. Among all of these examples, hacking is on the top list. Even though there are some laws against hacking like the Republic Act No. 10175, also known as the Cybercrime Prevention Act of 2012, it is not enough assurance to protect the people against hackers and it doesn’t improve the internet security. Changes need to be made in the law to increase internet security, and find and punish cyber criminals. Additional laws to stop cybercriminals and necessary, unenforceable, and could infringe upon interest users rights to privacy and the growth of the internet. The issue here is that the internet security is not that secured for users or for people to rely upon. People can hide their files thoroughly or limit the number of people who can access his or her private account but sooner or later that information will be publish and revealed publicly with or without his or her approval. There are different explanations on why this information once hidden and now visible seen by many people, but the most common reason is that â€Å"your file/ information is being hacked†, it can be an expert hacker or you have been chosen for someone’s prank or hobby. In strict definition of â€Å"hacker†, according to Rouse, M. (October, 2006): â€Å"Hacker is a term for â€Å"a clever programmer† who wanted to break into someone’s computer systems. These are people who enjoy learning details of programming language or system. They want to further their knowledge and skills in a particular computer language. Typically, the hacker is either proficient programmer or engineer with technical knowledge on the weakness and vulnerability of the computer system. (Rouse, M. (October, 2006). Definition: hacker. Search Security. Retrieved on January 23, 2013 from http://searchsecurity.techtarget.com/definition/hacker).† Like the given definition, because of the hacker’s hobby of exploring and gaining more knowledge on his preferred programming language, he will not give a care on whose account he is butchering, as long as he increases his understanding and skills on his chosen subject. He will not consider if it is personally- owned or government-owned accounts, as long as it interests him, he will do anything on his power to hack that website. Like for example the issue of hacking some government and civil society websites in the Philippines. According to Kabiling, G. D. (October 2, 2012): â€Å"The Anonymous Philippines (as what the hackers describe theirselves) hacked different government and civil society websites, namely: Police Community Relations Group (PCRG) of the Philippine National Police (PNP), Maritime Industry Authority (Marina), Intellectual Property Office (IPO), and Department of the Interior and Local Government (DILG). The reason for their attacked is to voice out their pr otest and opinions on implementing the Cybercrime Prevention Act of 2012. (Kabiling, G. D. (October 2, 2012). More Gov’t Websites Hacked: Cybercrime law in effect starting Wednesday. Manila Bulletin Publishing Corporation. Retrieved on January 24, 2013 from http://www.mb.com.ph/articles/375681/more-gov-t-websites-hacked#.UQGDCScUuBw).† There is also a hacking issue on American banks, which according to Staff, R. (September 20, 2012): â€Å"The hacking of websites and corporate networks at Bank of America, JP Morgan Chase Co and Citigroup began in late 2011 and escalated this year. According to one of their sources, the attacks were in response to U.S. sanctions on Iranian banks.† The two issues are both similar and different. It is similar because they reported about different hacker’s interfere someone’s computer system. Different because on the first issue, hacking the government websites, the hackers introduced their group and post the reason why they block the websites and on the second issue, the hacker denied their involvement even though many evidences are pointing towards them. Hacking is the most dangerous hobby. Even though the Philippine government implemented the Cybercrime Prevention Act of 2012, it cannot give assurance on protecting the people. The Philippine government must change this law and focus more on the most problematic cybercrime issues. Government must strengthen the internet security in order to lessen the attacks of the hackers to the innocent people who freely use the internet. And in order to accomplish the changes they must first know why the internet security is absolute? Who are the people affected and can use the internet security? How someone knows if the internet security they use can either be helpful or can trigger harm to them?

Equivocation and Double Meanings in Macbeth :: GCSE Coursework Macbeth Essays

Equivocation and Double Meanings in Macbeth Shakespeare uses equivocation not to confuse but to either get across multiple meanings or to leave dialogue and events in the play open ended. Equivocation can be seen with the witches and whenever they talk. The witches are themselves a vague set of characters who talk in a puzzling riddle-like manner. For instance when Macbeth goes to see them for the second time they are very vague about predicting his future, intentionally confusing him and making him overly confident. An example of this riddled dialogue goes like this: All (three witches): Listen, but speak not to't. Apparition: Be lion-mettled, proud, and take no care Who chafes, who frets, or where conspirers are: Macbeth shall never vanquish'd be until; Great Birnam wood to high Dunsinane hill Shall come against him. Macbeth: That will never be: Who can impress the forest, bid the tree ... That excerpt shows how the witches twist and play with Macbeth's mind and feelings. By the end of the Apparition's lines, Macbeth is convinced he can not be killed by anyone, and so grows in confidence till seething and almost rupturing with it. It also shows Shakespeare's use of equivocation and how, unless certain lines are studied, their true, if vague, meaning cannot be seen or understood. The quoted phrase, â€Å"fair is foul and foul is fair† is used frequently, the phrase itself is an oxymoron. Early in the play the reader sees Macbeth as the hero because he has saved all of Scotland from the Norwegians. Duncan, honoring Macbeth, says, â€Å"More is thy due than more than all can pay.† (Act 1, Scene ) Towards the middle of the play the reader suddenly begins to pity Macbeth, slowly realizing his encroaching insanity for what it is, a downward spiral of death and increased mistakes. Finally, at the end of the play, the reader's opinion of Macbeth moves more towards hate and a feeling that Macbeth is unmistakably evil. As the second witch said: By the pricking of my thumbs, Something wicked this way comes: (-Act 4, Scene 1) Such is Macbeth's fair to foul story in a flash. There is also Lady Macbeth, Macduff, Malcolm, and Donalbain, and perhaps even Banquo. Each of these character's development follows the â€Å"fair is foul and foul is fair† format.

Benefits of a Yoga Practice

History of Yoga The exact history and origins of yoga is uncertain; however, there are pieces that have been connected and allow some conclusions. Stone carvings depicting figures in Yoga positions have been found in archeological sites in the Indus Valley dating back 5,000 years or more. In ancient times, the desire for greater personal freedom, health and long life, and heightened self-understanding gave birth to this system of physical and mental exercise which has since spread throughout the world. The word Yoga means â€Å"to join or yoke together,† and it brings the body and mind together into one harmonious experience.One of the earliest texts about Yoga was compiled by a scholar named Patanjali, who talked about the most common Yoga theories and practices of his time in a book called Yoga Sutras as early and the 1st and 2nd century B. C. or as late as the 5th century A. D. The system that he wrote is known as â€Å"Ashtanga Yoga† or the eight limbs of Yoga, gene rally known as Classical Yoga today. The eight steps include yama, niyama, asana, pranayama, pratyhara, dharana, dhyana, and Samadhi. Yoga arrived to the United States somewhere around the late 1800s, but hadn’t become commonly known until the 1960s.It is well known that the techniques of Yoga can contribute to general health and well-being. Many physicians recommend Yoga to patients who suffer from heart disease, back pains, depression, arthritis, insomnia, asthma, and other chronic conditions. Philosophical Roots and Principles The philosophy of yoga has been passed on from teacher to student for many generations over the last 5,000 years. There is no true definition on what yoga really is. Some may say it is only a way to relax, others say it is a form of excersice, and others say it is a way of life.In essence, yoga practice aims to align the body with the mind through fluid movement and controlled breathing. At the base of the yoga practice, there are five basic principl es: exercise, breathing, relaxation, diet, and meditation. Exercise: This principle revolves around the idea that our physical body is meant to move and exercise. One’s spiritual health begins with physical health. Yoga benefits every part of your body – joints, muscles, blood circulation, digestion, etc. Practicing Yoga makes your body relaxed, gives you more strength and energy, and rejuvenates the various systems of the body.Breathing: Yoga’s lifestyle is centered around breathing. Yoga emphasizes attention to breath, and taking long, deep inhalations, making use of all the parts of your Lungs to increase your oxygen intake. Proper Breathing should be deep, slow and rhythmical. This increases lung capacity and oxygen flow throughout the body, which clears and cleanses the mind. Relaxation: One achieves inner peace through proper relaxation. Relaxation begins in the physical body, losing all tension within the muscles. This then extends to the mind, and positi vely affects one’s actions throughout the day.Diet: A proper diet should accompany a yoga practice to maintain a healthy physical body. Improper diet results to mental inefficiency and blocks spiritual awareness. A proper diet should nourish both mind and body. It should consist of eating only natural foods, and only when one is hungry. Meditation: The most important aspect of yoga is positive thinking and meditation. Everything in the physical body is controlled through the mind. Meditation allows ones self to control the mind to channel positive thinking and spiritual health. This allowing a more relaxing Yoga practice, which leads to a calm and positive day,Why is nutrition important in yoga? The basic principle of nutrition in yoga is to eat small quantities of high quality foods without producing toxins. It is easy to result to heavily processed, nutrition poor, calorie dense foods within a normal life that’s full of stress. Eating unhealthy puts you at more risks of diseases, while a well-nourished body makes it easier to cope better, while also reducing your possibility of disease and reducing your stress levels. The body requires food to supply energy to function normally. It also needs it to repair tissue and organs. The perfect balance in diet is different for ach person. To find balance, it is important to know one’s own individual needs, the best preparation methods, the properties of foods, and to choose a broad range of high quality foods. When a good attitude and ample exercise are combined, one finds no limit to total health of the mind, body, and spirit. Five Yoga Poses Downward facing dog: Come to your hands and knees with the wrists underneath the shoulders and the knees underneath the hips. Curl the toes under and push back raising the hips and straightening the legs. Spread the fingers and ground down from the forearms into the fingertips.Outwardly rotate the upper arms broadening the collarbones. Let the head hang, mo ve the shoulder blades away from the ears towards the hips. Engage the quadriceps strongly to take the weight off the arms, making this a resting pose. Rotate the thighs inward, keep the tail high and sink your heels towards the floor. Dragonfly Pose: Begin standing in mountain pose. Shift your weight into your right leg and bring the left ankle to cross your right thigh just above the knee. Your shin will be parallel to the floor. This is same position from which you enter flying crow.Come into a forward bend, bringing the palms of the hands to the floor. Bend the right leg (the standing leg) and twist your torso to the right, walking your hands over until your palms come in front of the right foot. This is a similar arm position to side crow. Bend your elbows down to chaturanga position and bring the sole of your left foot onto the shelf created by your left upper arm. Try to get the foot as high up your arm as possible. Bring the right thigh to rest on the left upper arm as well. Tip forward, bringing your weight into your arms as the right leg straightens out to the side and right foot leaves the floor.To come out, bend the right knee and bring the right foot back to the floor. Half Moon Pose – Ardha Chandrasana: From Trikonasana, soften the right knee and bring the left hand to your hip. Bring the right hand to the floor about a foot in front of the right foot with the fingertips on the floor. Begin to straighten the right leg while simultaneously raising the left leg. Open the hips, stacking the left hip on top of the right hip. Bring the left leg straight and parallel to the floor, flexing the left foot with the toes facing forward.When you feel balanced on the right leg, reach the left arm up toward the ceiling, opening the chest and making a straight line with the right and left arms. Finally, bring the gaze up toward the left fingertips. Child's Pose – Balasana: From Downward Facing Dog, drop the knees to the floor. Spread the knees as wide as the mat, keeping the big toes touching. Bring the belly to rest between the thighs and the forehead to the floor. There are two possible arm variations: Either stretch the arms in front of you with the palms toward the floor or bring the arms back alongside the thighs with the palms facing upwards.Do whichever feel more comfortable to you. Bridge Pose – Setu Bandha Sarvangasana: Come to lie on the back. Bend the knees, bringing the soles of the feet parallel on the mat close to the buttocks. Lift the hips up towards the ceiling. Interlace the fingers behind your back and straighten the arms, pressing them down into the mat. Roll one shoulder under and then the other. Lift the hips higher. Draw the chest toward the chin, but do not move the chin toward the chest. Make sure the feet stay parallel. Release the hands and bring the upper, middle, and then lower back down. Rest, allowing the knees to knock together.

Ethical Decision on Smoking Policy Essay

A town council serves as a settlement court in the areas that cover their jurisdiction. I It is their job to hear the complaints and problems of their constituents and try to develop ethical decisions that will resolve the issues or complaints brought before them. One of the most common ethical issues brought before them is the right of an individual to smoke in public. Smokers also have human rights that are protected by the constitution. One of these is the freedom to choose. If they choose to smoke, we cannot stop them. But, what we can do is limit the exposure of non smokers to the smoking population in order to accommodate the health concerns of the latter. But what ethical decisions can we make regarding restaurants and buildings where both parties freely mingle? I have a few suggestions that may help ease the growing tension and often times violent encounters of the two parties. Restaurants must accommodate both smokers and non smokers without adding to the already building tension regarding smoker’s rights. It may sound like a return to segregation but the only solution to this problem would be to require restaurants, bars, and other public dining or drinking areas to have al fresco dining areas with tent covers for the snow or rain seasons, which will be assigned as the sole smoking area of the restaurant. All non smokers must be seated in the air conditioned area indoors wherein smoking will be strictly prohibited. In offices where there is a mixture of non smoking and smoking employees, there must be full compliance of the non smoking in enclosed spaces rules. The office should however, designate smoking areas to accommodate the smokers. This area may be the rooftop of the building that must be designed as some sort of garden where live plants must be planted in order to absorb the toxic smoke and provide the area with fresh air for the people staying there to enjoy a smoke. Smokers may not believe they need protection from their habits but we have to do our part in protecting them from themselves. The town council ruling regarding smoking in public places is not a perfect law, it should be open to revisions and addendums as complaints arise to be dealt with. The town council must also acknowledge that maybe the smokers may have some ideas that will benefit or indulge their habit without damaging the non smokers in public places. So the town council should set up an office or a desk that will accept suggestions from both smokers and non smokers in the hope of accommodating the rights of both parties. As such, the town council should be open to amending the non smoking in private places ruling using the suggestions from the parties concerned. In the end, there is no need to alienate either the non smokers or smokers. Even though there have been countless medical studies, results, and warnings aimed towards the public regarding the hazards of both first hand and second hand smoke, smoking has become a legalized addiction that we have to learn to tolerate or, as the case may be, accommodate. There are a number of ways wherein we can accommodate smokers and non-smokers needs provided that both parties are open to cooperating with each other. The Town Council must to its part as the mediator between the two parties and help them to come to terms and agreements that will be beneficial to all concerned.

SETI essays

SETI essays Bertrand Russell wrote, There are two possibilities. Maybe we are alone. Maybe we are not. Both are equally frightening (Jakosky 1). The question of life in the universe is one that leaves many in a state of bewilderment. It becomes even more interesting when it leads to another question that of intelligent life in the universe. Finding other intelligent civilizations among the interstellar space would greatly affect every aspect of our existence. Conversely, not finding such a civilization would force us to examine the purpose of our own existence. To help answer the question, astronomers and scientists set up a program in search for extraterrestrial intelligence. This program, or SETI, was set up to verify, by observation that extraterrestrial life does exist. SETI tries to prove this by picking up and analyzing radio signals by means of satellites and advanced computers (Heidmann 116). The history of the SETI program is quite interesting. It started back in 1959 with the help of two famous Cornell University physicists, Guiseppi Cocconi and Phil Morrison. Both claimed that it would be possible to communicate with other potential extraterrestrial life in space by the use of techniques used in radio astronomy (Heidmann 112). Together, they voiced their belief that if other alien astronomers elsewhere in the universe possessed radio telescopes, that it would be possible to converse between the two (Heidmann 112-113). A young astronomer by the name of Francis Drake agreed with the theories of Cocconi and Morrison. He proposed building a radio receiver in order to listen for waves of sound being transmitted through space. It wasnt until the spring of 1960 that Drake began his first project of SETI, Ozma. In this project, he was the first to conduct a search for signals transmitted from other solar systems. For two tedious months, Drake pointed an eighty-five foot antenna...

How Can A Serial Killer Change The Medical Field Professor Ramos Blog

How Can A Serial Killer Change The Medical Field An independent general practitioner (GP) named Harold Frederick Shipman was convicted for 15 killings, but in reality, it was up to 200 more victims at his care starting on 1975 to 1998. He prescribed high doses of diamorphine as a pain reliever. He was good at convincing his patients as if he really cared for them. In 1998, he was caught with the case of Mrs. Kathleen Grundy, an 81-year-old active lady who was killed with the lie that she was providing a blood sample to the Manchester’s University research on the aging process. However, she had no idea that it was an excuse from her doctor to obtain her signature and of other two patients to serve as witnesses for a future falsified testament. The next day, the doctor visit her home to take the supposed blood sample. Instead, he injected diamorphine on her veins and silently killed her. On the same day, he changed her medical history to cover his malicious act. Notwithstanding, the solicitant Angela Woodruff was shocked when notified the will arrangements of her mother, Mrs. Grundy, since she had the will in her possession for ten years. She compared the documents and the signature of the witnesses, she noticed that her mother’s wording was not her style and neither did she stated all of her estate possessions in the new will. The police started to investigate Dr. Shipman and found him guilty of more crimes than they expected. The arrest of Dr. Harold Shipman was a contributing factor that leads to an inquiry to make changes in the medical process in areas like the death certificates filling process, the regulation of drugs, and the evaluation of doctors. His nickname suits perfectly to his atrocities, Dr. Death. This monster camouflaged as a respected doctor in the city of Hyde. His monstrosity comes from the number of victims whose clearly exceeds the number of deaths a doctor can have, moreover for an independent one. He made patients trust him and then find the perfect moment to kill them. His patients fell for his hypocrisy, even when he was arrested there were some that still thought of him as a conscientious doctor (â€Å"Dr. Death†). Using the monster theories of Jeffrey Cohen, we see a relationship of this character to thesis three, â€Å"The monster always escapes because it refuses easy categorization†(6). He did not have patients to cure but kill. He disguised his serial killer mind with the professionality everyone seeks in a doctor, caring, responsible, easy to talk to, and available at all times for a medical visit. When the people in charge of the largest funeral firm in Hyde started to suspect the freque nt deaths that happened to be Dr. Shipman’s patients. Debbie Bambroffe one of the directors of the firm saw a pattern. People who died were mostly elderly women, not terminally ill, and found properly dressed in the living room rather than on the bed. For that reason, Alan Massey from the firm went to talk to Shipman, the doctor handed him the register of deaths confidently, and everything looked normal (â€Å"Dr. Death†). This occurred before he was accused of the murder of Mrs. Grundy. Dr. Shipman was prepared for everything that could raise suspicions or, so he thought. He saw flaws in the medical systems and used them to cover his killings. To give some context, at that time when a patient died the doctor to whom the person was attending had to fill the death certificate specifying what he or she believed was the cause of death (â€Å"Learning from tragedy† 8). That is why Mr. Massey did not saw anything strange because Shipman altered the real causes of dea th to cover his traces of murder while earning an extra pay for filling the legal document. For this reason, in the inquiry the government proposed to improve the process of death certification by passing the responsibility to examine the body by an independent medical examiner; who will have access to medical records and talk to the family of the deceased to discuss the cause (â€Å"Learning from Tragedy† 19-20). This was to avoid any alterations on legal documents. In fact, when investigating the cause of death for Mrs. Grundy, the police had to dig the bodies of some patients from the graves and do an autopsy to see a pattern of killing. This is how they officially found that the cause of death was for diamorphine, a drug. During the investigation of Shipman was found a criminal charge for forging prescription of drugs years ago. Since there was a Misuse of Drugs Act in 1971. In 1976 the policy was to not keep controlled drugs, that is why Dr. Death did not have records of where he obtained the drugs. Shipman mentioned that when required he prescribed and picked it from a pharmacy, however, no pharmacy had any history of him asking for drugs. Concluding that he secretly had controlled drugs on his own (â€Å"Harold†). Hence, after his arrest, the government sought ways to control the management of drugs for medical purposes. Therefore, a proposal was to have a new controlled drugs inspectorate, strength an audit trail, limit the people that could prescribe them, as well as having to account an officer responsible of the management of drugs (â€Å"Learning from tragedy† 11, 20). This is another reform that came about because of Dr. Death. Now, controlled drugs prescription is monitored to detect abnormalities in the doses. Plus, the regulations make it difficult to obtain and misuse-controlled drugs. The third effect from Dr. Death is the reevaluation of doctors. Dr. Death had a lot of advantages for having his own clinic, The Surgery. He could make his own schedule, be unsupervised, kill without witnesses, and not be fired for undesirable behavior. Having his case as an example of the damaging implications a doctor can do without strict regulations, the idea of assessing doctors was reinforced. Consisting that â€Å"the GMC [General Medical Council] will be asked to develop clear generic standards to determine whether a doctor is or remains fit to practise [sic]†(â€Å"Learning from Tragedy† 25). Doctors will be periodically assessed on his persona and performance. Probably, if Dr. Death was assessed regularly his criminal charges prior to murder would not have allowed him to continue with his career. This is a good implementation to the medical field since patients need to have the security that the person attending his health is appropriate for the task. From the ory four, â€Å"the monster is difference made flesh, come to dwell among us† (Cohen 7). Harold Shipman represents the fear of death and anxiety to be assisted by a person you know little about. Thus, the new reform might diminish the fear of patients to go to a doctor and the fear of doctors to be called Dr. Death as well. Nearly 23 years of homicides by a doctor. He abused his authority as a member of the medical field and a moment of greed was what caught him. Cohen writes in thesis seven, monsters â€Å" asks us to reevaluate our cultural assumptions† (20). Dr. Shipman brought awareness on the security of the history of patients and raised questions on how a person could kill without almost any suspicions for so long. He was a ‘professional’ monster whose patients probably had a smile on their face for believing he was saving them. No one would have thought he was a serial killer, he looked like a normal person. He is England’s most infamous criminal. â€Æ' Annotated Bibliography Cohen, Jeffrey Jerome. Monster Theory: Reading Culture. University of Minnesota Press, 1996. I used it as a scholarly use to describe why is he a monster. â€Å"Dr. Death Harold Shipman.† YouTube, Jun. 2018, youtu.be/vODNjhGnSok. In the documentary, the story of Harold Shipman is told by members of the police who investigated his case, the staff of the funeral service, patients or family of the dead patient, school friends, and the priest. For all of them was a surprise the assumable conscientious doctor was a murderer. The information can serve me to describe how people perceived the behavior of the doctor before any arrest and how they find out his mal-intentioned actions. I might rely on it as a primary source of my research. â€Å"Harold Shipman’s clinical practice 1974–1998† Department of Health, murderpedia.org/male.S/images/shipman-harold/reports/shipman-clinical-practice.pdf It is a report of the clinical audit of Shipman’s case. It outlines the registered patients, the cremation forms, the restricted drugs, the pattern of deaths, and a summary of the case. I used this source to describe the problems of the management of drugs and how Shipman was able to prescribe that many drugs. It is reliable since it was created by members of the clinical department. â€Å"Learning from Tragedy, Keeping Patients Safe Overview of the Government’s Action Programme in Response to the Recommendations of the Shipman Inquiry†. Crown Copyright. Feb. 2007, assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/228886/7014.pdf. I liked this text because it explains medical processes and compares it to the case of Shipman. I will use it to point out flaws in the system at the time. It is credible because is presented to Parliament by the Home Secretary and the Secretary of State for Health by Command of Her Majesty. Photos Cole, Clarissa. â€Å"Harold Shipman – ‘Paging Doctor Death!.† The Criminal Code, 18 July 2017, thecriminalcode.com/index.php/2017/07/18/harold-shipman-paging-doctor-death/. Harold Shipman.† Guts and Gore, 27 Dec. 2012, gutsandgore.co.uk/harold-shipman/. â€Å"The Dying Art Of Courtroom Art.† The Unravelling Of Al Cook, 15 Oct. 2013, alancook.wordpress.com/2013/10/15/the-dying-art-of-courtroom-art/. â€Å"Times opinion.† Times Opinion on Tumblr, 19 July 2012, timesopinion.tumblr.com/post/27513111067/dr-harold-shipman-britains-most-prolific-serial.

How to use commas - Emphasis

How to use commas How to use commas Compared with pondering the placement of the much less familiar semi-colon or the enigmatic apostrophe, the ubiquitous comma might seem hardly worth worrying about. They’re ten a penny, arent they? Why not just sprinkle them at will or leave them out entirely? Unsurprisingly, we don’t recommend doing either. They may seem a common or garden item of punctuation, but – just like the elderly in society – we can learn much from commas and should treat them with respect. So, use them: Â   Â   Â  to denote a natural pause, such as if you were reading aloud Unfortunately, commas are often underrated. Â   Â   Â  after a secondary clause that’s been put at the beginning of a sentence Although the comma had been left out of the speech, he still paused for dramatic effect. Â   Â   Â  to separate items in a list My job involves typing, proofreading, answering the phone and stocktaking commas. I’m looking for a tall, dark, handsome lover of punctuation. Â   Â   Â  to make it clear exactly how items are split (to avoid confusion, usually when the word ‘and’ is involved in the list) The courses on offer were Introduction to colons, Intensive comma revision, Hyphens and dashes, and Figures and numbers. Â   Â   Â  in pairs, for information additional to the main point (that could be lifted out to leave a sentence that still makes complete sense) The phone call, which lasted ten minutes, was mostly about Mary’s incorrect use of punctuation. However, the information contained by the two commas has to be ‘non-defining’ (not vital to the overall gist of the sentence); if it is ‘defining’, you would use no commas at all: The phone call that was about Mary’s poor punctuating was full of awkward pauses. Â   Â   Â  to introduce short quotes He said, ‘Let’s take a short break here.’ Changing sense Given the often ambiguous nature of our language, it is important to give pause to where you place your commas. Otherwise you may end up saying something other than you intended, or leaving your reader rather confused. Compare: However, you might feel the report is irrelevant [and we may take that into consideration] with However you might feel, the report is irrelevant [your opinion doesn’t really matter]. Or I donated, myself, to that charity [I, like you, am a philanthropist] and I donated myself to that charity [not sure how much use they’ll have for me]. Or even The Wombles of Wimbledon Common are we [thats why the Common is so tidy] and The Wombles of Wimbledon, common are we [can’t move for wombles while watching the tennis]. Commas can make subtle distinctions too. Observe the nuances: Our boss, who is based in Basingstoke, will be at that seminar and Our boss who is based in Basingstoke will be at that seminar. In the first example, there is only one boss. He may be based in Basingstoke, but that is not vital information (it is ‘non-defining’). The main point is that he’ll be at the seminar. In the second example, there are presumably several bosses. But it is specifically the one lucky enough to be based in Basingstoke who will attend the seminar. We’ve said it before and we’ll say it again: punctuation matters. Particularly if you want your writing to end up meaning what you meant it to.

Kosovo Independence Essay Example | Topics and Well Written Essays - 1250 words

Kosovo Independence - Essay Example Social order and political progress in most societies emerge from the interplay of the way social institutions are managed and run, as well as its overall relation with social forces. As a result, most societies become victims of social and political conflict when social institutions fail per se to regulate the social behaviors of diverse population and interest groups (Raeder p.1). Kosovo gained independence in 2008 when major international states recognized and ratified its charter for statehood. The culmination of Kosovo independence came about after witnessing one of the worst political conflicts that disintegrated the larger Yugoslavian nation. The post-independence Kosovo has become of great interest to many political analysts who in various capacities evaluates the interplay of social and political forces, together with their ability to motivate conflict in the society. Therefore, it is important to evaluate post-Kosovo independence within the major social and political stages proposed in Edmund Burke theory. Stage 2: Society becomes divided by the change (Independence) Kosovo has various political parties, but the two leading parties are the Democratic Party of Kosovo (PDP) and the Democratic League of Kosovo, with former being the largest and newest, which also reigns in the country, and the latter being the second largest party and the oldest party in the country. These two parties are predominantly composed and supported by the Albanians, with the Serbians, who are the second largest community being represented by the Independent Liberal party. Independence is associated with changes that political leaders and other interest groups envision for the new society. On large scale and even smaller, the independence changes may be the source of discontent and subsequently some people, groups, and civil society may be opposed to the new changes. Edmund Burke observes that society in this stage manifest some level of discontent that eventually results into social, political, and cultural divisions. As a result, the people together with discontent groups may become vocal in speaking against the changes proposed or carried out by the new power and this form of opposition may be in words or violence. Immediately after Kosovo was declared independent in 2008, internal discontent and discomfort between two major ethnics Serbs and Albanians emerged, which led to violent incidents in the Northern Mitrovica in December 2008 (Notholt p.33). Despite this independence, the two communities have always been in conflict, with the Serbs feeling ill-treated by the majority Albanians to an extent that they have always advocated for separation of the assembly among ethnic lines. The violence continued up to the first few weeks of 2009. At the same time, during April 2009, there was ethnic conflict between Serbs and Albanians again this time due to returning Albanians families to their homes in North Mitrovica. The gravity and intensity of these violent protests were eased by the intervention of Kosovar police and KFOR troops after a few days. What surveys have revealed is that in the larger Kosovar state, there is still dissatisfaction among the population about the economic, social and political progress (Eifler and Seifert p.157) and the blame of the population has shifted from UNMIK to the Kosovo government. People see the government as doing little to rectify and make their life better. In post-independence period, Kosovo cannot be described to have succumbed to this stage of independence and conflict as proposed by Edmund Burke. What can be said is that social, economic, and political divisions in the country have to be addressed through restructuring of economic, social, and political aspects that are framed on an inclusive

U.K.FILM INDUSTRY Essay Example | Topics and Well Written Essays - 3000 words

U.K.FILM INDUSTRY - Essay Example On waking up, The Bride sets out on a bloody trail of vengeance killing her ex-colleagues one-by-one, leaving Bill for the end, thus deriving the eponymous name of the movie. Written and directed by Quentin Tarantino, the movie is divided into ten chapters, five per volume. Chronological fragmentation leaves the viewer guessing till the start of Volume 2 (Chapter six: Massacre at Two Pines) as to the exact motivations behind The Bride's gory path of violence. Most reviews were positive with some critics calling it a masterpiece. Detractors pointed to its questionable morality, pop-culture dialog and graphic depictions of extreme violence. Many scenes were filmed on location in China, Japan and North America and completed over eight months of shooting. Produced by Miramax Films a subsidiary of The Walt Disney Company (Disney), it had an initial budget of US $42 million which shot to $60 million plus under the direction of Miramax' golden boy -Tarantino. Miramax, founded by brothers Harvey and Bob Weinstein in 1979, started life as a independent film distribution company before being acquired by Disney in 1993 for $80 million. From the beginning, the Weinstein brothers focused on the independent film segment, generally shunned by the big studios due to the perceived lack of commercial viability. A string of stellar hits made them an acquisition target for Disney and Harvey Weinstein grew to become the "darling" distributor of the experimental and independent feature film world and ultimately emerged as one of the most powerful and influential moguls in Hollywood.2 Kill Bill was distributed in the UK by Buena Vista International, the global distribution arm of Disney. Research Methods: The primary source of information in researching this paper has been the Internet. Material on subjects of popular culture like movies is exhaustively available, giving one a wide range of perspectives to study and analyze. One of the dangers with Internet based research is the larger scope for factual errors due to source inaccuracies. This has been largely mitigated by cross verifying the information from different sources. For example, the Harry Weinstein biography referenced here has been reviewed at Wikipedia3 as well as IMDB (Internet Movie Database)4 and Yahoo! Movies5. Evidence of Commercial Relevance: Originally, Kill Bill was written and filmed as a single movie extending slightly over four hours. Harvey Weinstein fearing audience fatigue over such a long movie hit upon the idea of editing it and shrewdly released it as two films during the last quarter of 2003 and the first quarter of 2004. The timing proved to be a stroke of marketing genius. The films featured in the top ranks in two consecutive years in addition to raking in a huge commercial gross. They were a big success ranking in the top 25 at the UK box office in both years of release, with combined worldwide receipts exceeding US $331 million6 ( 190 million). In the UK, their combined box office gross was over 20 million7. Video rental and DVD sales have also shown very strong numbers with rental figures touching $25 million (as of 25th April 2004) and first day US DVD sales reaching $40 million. Background: Movie genre classification is problematic in that most movies have long since crossed over from a rigid formulaic approach to entertainment with central themes spanning

World Rankings Paper Research Example | Topics and Well Written Essays - 500 words

World Rankings - Research Paper Example A Superpower can also be described as a country that has the capacity to project the dominating power and the influence to other countries. This may lead the world to attain the status of the global hegemony. This term came first into effect in the year 1944 to the British Empire, the Soviet Union, and the United States of America. This was due to the World War 2 from the year 1939 to the year 1945. What followed in the British Empire are the change of its colonies to attain independence and a consequent change to common wealth countries from colonies. The United States and the Soviet Union remained as the only superpowers in existence. However, there developed a period commonly known as the cold war era where by the United States and the Soviet Union differed in terms of policies. The United States supported the capitalist economies whereas the Soviet Union supported the communist economies (Socijalisticki & Jugoslavije, 2011.) In order to be considered a superpower nation, several aspects have to be taken into consideration. However, there are no distinctive aspects but mostly what is considered as a superpower is the countries dominance in military, economic, political, and cultural aspects.

Borrowed Theories guiding practice Essay Example | Topics and Well Written Essays - 250 words

Borrowed Theories guiding practice - Essay Example Knowles further theorizes adults need to be aware of why they need to learn something. Adults exhibit self-directed concept when learning. Adults have a plethora of experience, which can be conducive to learning new things. Adults want to learn things that may help them solve real-life problems. For adults, learning is problem-centered. Adults are motivated to learn to solve immediate/practical problems (McEwen & Wills, 2014). The theory of adult learning focuses â€Å"on the immediate value to the needs of the learner† (Gatti-Petito et al, 2013, p. 273) and problem-solving (Gatti-Petito et al, 2013). When performing patient education, the APN can employ Knowles concepts and assumptions to creating a successful educational outcome. This will leave the APN satisfied in knowing aspects of the teaching were absorbed. This will also leave the patient self-confident in conquering health issues and being an active, integral participant in their own healthcare. Gatti-Petito, J., Lakatos, B. E., Bradley, H. B., Cook, L., Haight, I. E., & Karl, C. A. (2013). Clinical Scholarship and adult learning theory: a role for the DNP in nursing education. Nursing Education Perspectives, 34(4), pp.

Workable methodology II Research Proposal Example | Topics and Well Written Essays - 750 words

Workable methodology II - Research Proposal Example In this regard, in order to have an insight of the current situation, the study will gather information from incarcerated offenders and facilities staff. The study will be concerned about the current programs used by Alabama Department of Corrections and their effectiveness in relation to modifying the behaviors of women offenders. The women will be requested to provide their views in relation to what contributed to their incarceration, how different they feel being in the correction center, and what they expect after their release. This will give a base on what can be done to improve the situation. On the same note, the study will also gather information from former incarcerated women. This will help the researcher in gaining an insight of their experiences in prison and after they were released. Basically, the respondents will provide information such as their views on whether the programs they were subjected to during their jail term helped in modifying their behaviors or not. In addition, the researcher will seek to know if there are any after release/follow up programs in place, and if there are, their perception on their effectiveness as far as behavior modification is concerned. In addition, since the current programs seem to be applied to both male and female offenders, it would be necessary to have male offenders included in the study. This will help the researcher to have an understanding of the differences of effectiveness that these programs have for female and male offenders. This will help to modify the existing treatment programs or identify new programs that will be more effective than the current ones. In this regard, the researcher will purposively sample male offenders and former male offenders, who have been subjected to treatment programs similar to those that selected female offender participants, have been subjected. This will help to evaluate the impact these programs have to both male and female offenders. In addition, facilities staff will play a crucial role in highlighting major challenges or achievements they experience in their line of duty. The use of questionnaire The questionnaire will be utilized to collect information from the service provider (staff members) because they are help to be straight forward and less time consuming for both the researcher and the participants. Use of questionnaires will make it possible to reach correction centers staff members participating in the study since they will only be required to fill in the questionnaire at their own convenient time (Bryman & Bell, 2003). The questionnaire will contain closed and open-ended items that are meant to capture the responses of the participants regarding the issue under investigation. Use of the interview guide On the other hand, interview method will be used to gather information from offenders since it offers high response quality, and offers an in-depth scrutiny of the phenomena at hand information (Bryman & Bell, 2003). This will be useful in determining how treatment programs are effective in behavior modification of female offenders. Validity and reliability/pilot project In regard to testing the validity and reliability of the instruments to be used for the study, the instruments will be given to two independent experts from the counseling psychology. The views from the two experts will be welcome. The recommended changes in the instruments will be made accordingly. This process is vital because it will ensure reliability and consistency of measurement before the actual research. With a sensitive case like the current phenomena, it is always important to have accurate instruments in place. In addition, before the actual study, there will be a pilot test of the instruments, which will be

Borrowed Theories guiding practice Essay Example | Topics and Well Written Essays - 250 words

Borrowed Theories guiding practice - Essay Example Knowles further theorizes adults need to be aware of why they need to learn something. Adults exhibit self-directed concept when learning. Adults have a plethora of experience, which can be conducive to learning new things. Adults want to learn things that may help them solve real-life problems. For adults, learning is problem-centered. Adults are motivated to learn to solve immediate/practical problems (McEwen & Wills, 2014). The theory of adult learning focuses â€Å"on the immediate value to the needs of the learner† (Gatti-Petito et al, 2013, p. 273) and problem-solving (Gatti-Petito et al, 2013). When performing patient education, the APN can employ Knowles concepts and assumptions to creating a successful educational outcome. This will leave the APN satisfied in knowing aspects of the teaching were absorbed. This will also leave the patient self-confident in conquering health issues and being an active, integral participant in their own healthcare. Gatti-Petito, J., Lakatos, B. E., Bradley, H. B., Cook, L., Haight, I. E., & Karl, C. A. (2013). Clinical Scholarship and adult learning theory: a role for the DNP in nursing education. Nursing Education Perspectives, 34(4), pp.

Do You Know What It Means to Lose New Orleans by Anne Rice Essay

Do You Know What It Means to Lose New Orleans by Anne Rice - Essay Example Her thesis was also based on the irritating utterances made by some eminent people and journalists concerning the flood crises in the area. Rice has relied on her thesis in writing the whole essay. The entire essay revolves around the author main thesis. The thesis is very relevant and acceptable to the situation which occurred in the New Orleans during the flood crises. To start with, the city is very important to its residents and the entire United States of America economy. It accommodates a very unique subculture in America known as Africa-America. On the other hand, the city has its own history ranging from as early as in 1800s and United States of America history is not complete without the inclusion of New Orleans city. Additionally, the city offers employment and accommodations for thousands of people who reside in the area. There are also very many churches, universities and other infrastructures which are extremely imperative for the development of America and the entire wo rld. Compared to other states in United States of America, New Orleans is extremely peaceful and accommodates a substantial number of black Americas. The city is also very beneficial to United States of America economy as its unique music and essays attract both local and foreign tourists in the country. It is also only in New Orleans where there exist peaceful societies where people maintain their family institutions, love each other as well as caring for other people welfare. Therefore, according to Rice, New Orleans ought to be given appropriate attention in the times of crises just like any other state in America (Anne 1). Does the other have good support for her thesis? Rice has adequate and concrete support for her thesis. In the initial stage of explaining her thesis, Rice provides a history of New Orleans city and its important to America. He quoted others writers who had come together to writes essays on the important of New Orleans to American in early 1840s. According to Rice, many people who reside in the states declines to go to other states because of the favorable condition in the state. Rice also explains the important of the city to the United States of America as a country. He quotes some of the most crucial structures which exist in the city and their relevant to America and the world at large. According to her observations, universities such as Xavier and Dillard University are very crucial to black America. On the other hand, in her essay, Rice talks about the state harmony and attractive music which is exceptionally appropriate in attracting local and international tourist thus leading to economic development in the country. Does the author have strong argument or weakness? What makes it strong or weak? Rice has a very strong argument in her essay. To justify her argument, the authors has started by analyzing the history of New Orleans in explaining the important of the city to its residents and to the entire Americans. She refers to old days writers who have written about the important of the city to America. On the other hand, the author talks about the reality in New Orleans. The city is occupied by both whites and blacks in America. The harmony of the country is brought about by the caring status of the city’s residents. She provided an example in which residence of New Orleans offered adequate assistance to flood victims. As a matter of fact, the area is occupied by middle class and

Gender Differences in Discourse Essay Example for Free

Gender Differences in Discourse Essay The ability to communicate with our fellow human beings makes us distinct from other living beings. The chapter has made it very clear that speaking is not conversation. Conversation is a collaborative effort by both the speaker and the listener. Our success much depends on how well we can interact with people around us. It much depends upon understanding certain factors called ‘social dynamics’ in conversation. In the essay â€Å"Women Talk Too Much† Janet Holmes makes it very clear that it is a wrong notion to think that women talk more than men. She says it is an assumption based on stereotypes. On the other hand, she says that it is men who talk more. There is no proof to say that men are biologically programmed to talk more than women. It is just the social conditions that promoted the wrong notion that boys are more active than girls and they talk more. She says it is entirely disagreeable. I find quite interesting to know that it is boys who interact more in the class rooms than the girls. Then, the author claims, how it can be said that women talk more than men In the second essay of the chapter, Tony Kornheiser makes a distinction in the communication style of women and that of men. He feels that women are very particular about everything and they have more to say than men have. He makes a point saying that women do not think life is as simple as men believe it to be. A conversation that turns into a lecture is definitely boring as Deborah Tannen points out in the essay â€Å"I’ll Explain It to You†. The most frustrating experience for anyone is when a conversation turns into a lecture. I feel it is not only boring to women but also equally tedious to men. There has been much literature on gender biased language and there is a gradual change in the use of language to sound neutral. Ronald Macaulay also agrees with Janet Holmes and says that many of the notions are myth and they have no validity scientifically speaking. It is rather social conditioning that has played a key role in imparting opinions that have no basis. Clive Thompson’s essay on how computer software can identify accurately whether the writer is a man or woman is quite interesting, His questions the many of the commonly held ideas about the differences between the two sexes. (407 words) Chapter6: Media Speak. What we know about the world is from media only. Our perception of the world is influenced by the media which presents it. The billions of dollars spent on TV ads clearly indicate the power that the media enjoys. Undoubtedly, the advertisements that come on television and newspapers and magazines have tremendous influence on us. Within a span of a century there is a great change in the media. Now the world is increasingly dependent on oral media where as it was mostly written word in the beginning of the last century. With the aim of reaching more number of audiences, the quality of language used in TV news and shows has become very low. Neil Postman and Steve Powers, rightly point out that the dependence on the image has made a great shift in news making. The highly quality visuals have replaced good language with low level popular language. They argue that it is not just language but also our views and opinions about the world are getting corrupted. The general saying is â€Å"a picture is worth a thousand words† but in the present days when news is re-created or re-presented, it is equally true to say that â€Å"one word is worth a thousand pictures. † There is little doubt that the language used by the media is aimed at creating sensations to attract more audience. Then, I do believe that it is not exactly what happened i. e. news. The article ‘All the World in Pictures’ is very interesting and thought provoking. It has clearly explained how the language is used in mass media. It is aptly said that ‘Advertising is the driving force of consumer economy’. The world is filled with advertisements. Wherever there are people, there are advertisements. They appeal to all our weakness creating a world of fancy with eternal youth, power, enriched beauty, immediate happiness, and fulfillment of our inner needs. I feel the use of language in creating such emotional appeals is quite amazing. Advertising plays much on the psychology of people. A small fifteen second ad can effectively tempt the people appealing to their emotions by making fantastic appeals and promises. The article â€Å"With these Words, I can Sell You Anything† is very enlightening. It has made it clear how they twist the language to send their message effectively. It is a finely engineered language that creates strong images on the minds of audience. I have found it very exciting to know the how the advertisers play on the people with their language. (419 words) Chapter7: Censorship and Free Speech Freedom of speech is fundamental to American democracy. It enables every American to freely express his ideas, opinions and beliefs. Any limits to the freedom of speech are seen as a threat to the rights of Americans. It is interesting to note that the discussion lays emphasis on the equality in enjoying one’s rights. No man or woman has the right to hurt the feelings or sentiments of others. It is by respecting others rights that we can enjoy our rights well. The censorship is against the rights given in the constitution. However, it is required in some areas. The censorship and books, biased language and hate speech and certain limits on campus speech have lead to interesting debate. The first amendment has not only given the right to express ideas freely but it also has given the right to know others’ ideas. The censorship on books has been a much debated issue with different opinions. It is beyond my understanding why some books are banned totally and some are censored. When a book raises questions that lead to controversy and debate, it will help people to know what exactly the truth is. Banning is not the solution for it. The controversy over Harry Potter books, which have attracted millions of children all over the world, seems pointless. Censorship on books is dangerous as it blocks all new creative and original ideas. Censorship on biased language and hate speech is quite useful as it raises many questions in the practical use of language. It is very difficult and almost impossible to classify what makes a hate speech and biased language. I feel it is highly impossible to make a law in the absence of any valid principles regarding what comes under biased language and hate speech. Sometimes, the words may be good but the tone in which they are delivered could be full of hatred. Censorship on free speech on the campus has some good in it, as it reduces misunderstanding among the students who come different parts of the world. The campus is a place where tolerance is mostly needed. The rules prohibiting certain speech acts is good for the minority students. But it does not guarantee that no racist speech is ever heard on the campuses. (378 words) Chapter -8 The English Language Debate The debate whether English should be made official language of the US or not, is very interesting bringing out valid arguments on both the sides. The United States, the nation of immigrants, respects cultural differences of people coming from different countries. Respecting other languages, the US has not declared English as the official language. I find it very great quality of the American people for their respect other cultures. It shows their multi cultural tolerance and national unity. The unity of American people has come more from their like mindedness in political and social values and self respect than from having one language. The discussion on what is Standard English has made it clear how different forces work on language. Robert MacNeil has explored well what makes American English and what exactly it is. The argument for Standard English has its own merits with clear focus on clarity in thinking and what we are saying. It argues for care and caution in the use of language as it is central for identifying an individual. If a person neglects his language and uses it causally, it will not help him or her in the long run. As the author has rightly put it â€Å"casualization† everything in culture has led to casual attitude to language use as well. The ‘growing informality’ of language is one of the major concerns of linguists. The scholars and grammarians who prescribe rules on how language should be used are rightly called â€Å"Prescriptivists. † Especially, John Simon, who is called the Prince of Prescriptivists, holds the view that the present day language is poor, unhealthy and hopeless. He represents those who argue for perfect use of language as it helps you to communicate clearly what you are. It is with the use of language only that a person can show his distinction. If the distinction is lost, he or she will be among many who can not say clearly what they mean. It becomes a serious challenge. I feel there should be certain principles which can not be sacrificed in the use of language. The â€Å"Descriptivists†, on the other hand, just describe how the language is used by people. They do not dictate any rules regarding how English should be used. They are permissive and tolerate the new expressions and the informality in expressions. They argue that a language is called a living language only when it is spoken. When it is spoken it is natural to have changes in the language as no two people can pronounce the same word in the same way. They are free to allow new words into English as change the law of life and of language. It shows tolerance towards people who speak the same language with some regional differences. There are many examples when the language of the Black people is accepted by the grammarians and included in the dictionaries. It helps the language to grow and reflect the present day culture. The fears about what will happen to American English seem justified, but nobody can stop the changes that take place in society. I feel the changes in English are an indication of changes in society, and language is just reflecting the same. (534 words)

Integration of Technology in Higher Education

Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec Integration of Technology in Higher Education Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec