Mokshagundam Vishveshwariah Essay Example for Free

Mokshagundam Vishveshwariah Essay Mokshagundam Vishveshwariah, KCIE,, (popularly known as Sir MV; 15 September 1860 – 14 April 1962 was a notable Indian engineer, scholar, statesman and the Diwan of Mysore during 1912 to 1918. He was a recipient of the Indian Republics highest honor, the Bharat Ratna, in 1955. He was knighted as a Commander of the British Indian Empire by King George V for his myriad contributions to the public good. Every year, 15 September is celebrated as Engineers Day in India in his memory. He is held in high regard as a pre-eminent engineer of India. see more:bangalore essay He was the chief designer of the flood protection system for the city of Hyderabad, as well as the chief engineer responsible for the construction of the Krishna Raja Sagara dam in Mysore. He is also revered a lot in the state of Karnataka. Sir MV was born in 1861 in a Telugu Brahmin family to Mokshagundam Srinivasa Shastry and Venkatalakshmamma in Muddenahalli village, 40 miles from Bangalore, India. Their family migrated from Mokshagundam village in Prakasam district in Andhra Pradesh. His father was a Sanskrit scholar and an authority on Hindu Dharmashastras (theology), besides being an Ayurvedic practitioner. Visvesvaraya lost his father at the age of 15. He enrolled for primary school in Chikballapur and attended high school in Bangalore. He earned his Bachelor of Arts from Central College,Bangalore affiliated to Madras University in 1881 and later studied civil engineering at the prestigious College of Engineering, Pune, popularly known as CoEP. Upon graduating as an engineer, Visvesvaraya took up a job with the Public Works Department (PWD) of Mumbai and was later invited to join the Indian Irrigation Commission. He implemented an extremely intricate system of irrigation in the Deccan area. He also designed and patented a system of automatic weir water floodgates that were first installed in 1903 at the Khadakvasla Reservoir near Pune. These gates were employed to raise the flood supply level of storage in the reservoir to the highest level likely to be attained by a flood without causing any damage to the dam. Based on the success of these gates, the same system was installed at the Tigra Dam in Gwalior and the Krishna Raja Sagara (KRS) Dam in Mandya/ Mysore,Karnataka. In 1906-07, the Government of India sent him to Eden, Africa to study water supply and drainage system and the project prepared by him was implemented in Eden[disambiguation needed] successfully. Visvesvaraya achieved celebrity status when he designed a flood protection system for the city of Hyderabad. He was instrumental in developing a system to protect Visakhapatnam port from sea erosion. Visvesvaraya supervised the construction of the KRS Dam across the Cauvery River from concept to inauguration. This dam created the biggest reservoir in Asia when it was built. He was rightly called the Father of modern Mysore state (now Karnataka): During his period of service with the Government of Mysore state, he was responsible for the founding of, (under the Patronage of Mysore Government), the Mysore Soap Factory, the Parasitoide Laboratory, the Mysore Iron Steel Works (now known as Visvesvaraya Iron and Steel Limited) in Bhadravathi, the Sri Jayachamarajendra Polytechnic Institute, the Bangalore Agricultural University, the State Bank of Mysore, The Century Club, Mysore Chambers of Commerce and numerous other industrial ventures. He encouraged private investment in industry during his tenure as Diwan of Mysore. He was instrumental in charting out the plan for road construction between Tirumala and Tirupati. He was known for sincerity, time management and dedication to a cause.

The Truth In Hard Determinism Philosophy Essay

The Truth In Hard Determinism Philosophy Essay Over the years the problem of free will versus determinism has been a phenomena to philosophers for many years. It has been a huge issue, because without the presence of free will there cannot be morality, no wrong or right, no good or evil. Everyones behavior would be determined before hand and people would have no creativity or choice. Everything one does on a daily basis in ones life somehow involves the process of decision making or choice selection, whether it be mental or physical. From the moment one wakes up to the second one sleeps, decisions and choices are being made. There are some decisions that one makes that are extremely obvious to oneself because of the need of reflecting on the choices before choosing. But most of the decisions one makes throughout the day are made with little thought. Furthermore, many people are mostly unaware that they are making decisions because of preference and habituation. Before continuing further, the terms free will, and determinism must be defined. Free will is the idea that an individual is free to make decisions that are unhindered by external forces. Whereas determinism states that the conditions of a specific moment are the result of from the previous conditions of previous moments. The position that this paper encourages is that of hard determinism. The general hard determinist believes that no human action is free. Paul Holbach was a hard determinist philosopher who wrote an article called The illusion of Free Will. In it he explained how everything one does is caused by things that is beyond ones control. Generally speaking , people are motivated to pursue pleasure and avoid pain, but people cannot help what gives them pain or pleasure. No matter what one does, the endless chain of causes and effects leads ones doing is inevitable. An important example that Holbach used was the poisoned water. It demonstrated that whatever one does they do it for a reason, and that these reasons are simple changes that the brain makes which determines what one chooses to do. Since one cannot control the changes in the brain that causes one to choose what one chooses, then that would mean that no one cannot control their own actions. Hard determinism also gives a more rational perspective of humans and their choices. It focuses on the causes instead of the instant causes for ones actions. Also the implications of being determined are taken more seriously, and it does not make one responsible for the decisions one makes because they are beyond the individuals control. Furthermore, hard determinism tries to take into fact of how people feel that they are free when they really are not. Halbach believed that the main cause of why people think that they make their own decisions is because they are ignorant to the cause and effect chain that determines their behaviors. The motives and causes are just too complex for people to understand them. People do not also naturally question where the causes behind their choices come from, which gives humans the idea of having free will. Moreover, hard determinism has many advantages to it. It could be helpful in courts of law and in the legal system, that is when it would be most convincing . A person who maybe standing on trial may use hard determinism as a defense by stating that the individuals actions were caused by events that occurred in the past which were ultimately beyond the persons control. If hard determinism is successfully persuasive in court, then it should be accepted that both free will and determinism are incompatible. However hard determinism does have its flaws. While soft determinism views that humans are unique, because they possess free will; hard determinism refutes humans that important component that makes humans distinctly different form animals. Humans are also no more free than robots. In addition, it would be wrong to punish a criminal, because they just could not help it; and that would ultimately lead to an unstable society filled with mayhem and troubles. Ultimately hard determinism argues that humans may feel free but it is nothing but a mere illusion, and some people would argue against this and believe that it is free of choice. Continuing on the pros of the hard determinist view, libertarianism brought up many new points to the argument. Libertarianism was about the idea that humans are all free and that free will is not compatible with determinism. Libertarians argue that because one can easily create ones choices it gives one libertarian free will, and that ones choices in the future are undetermined. Furthermore libertarianism has far too many problems and disadvantages. The first disadvantage is that there is scientific data and empirical evidence that proves that humans are psychologically and scientifically determined,(this discovery was made by Skinner, who was also a hard determinist). It is through classical conditioning that human behavior is a response to the stimuli an individual is in or exposed to. Thus, ones decisions are caused the external environment around that certain individual which accounts for ones choice. Eventually, once the psychological evidence is shown, such as operant conditioning and scientific determinism, it becomes a challenge to see how humans are not determined, and that leaves little room for the libertarian perspective to prosper. One other argument against the libertarian perspective of free will and determinism is the explanation that everything has a cause. Where in the natural free word everything that exists is ca used by something; and equivalently ones choices has to have causes and determinism. However a hard determinist philosopher by the name of T. Honderich who wrote an article called A defense of Hard Determinism, disagreed with the libertarian view. He believed that the human mind must be determined, and that the mind should not be separate from the rest of the body, as it has been demonstrated that the mind highly dependent on physical brain activity. Finally, the criticism above has shown that libertarianism is unconvincing and has many poke able holes, as libertarians believe that the mind is in charge of making ones decisions. Ultimately, there are many perspectives that are related to the question of free will being either compatible with determinism or it being incompatible with determinism. From the evidence presented within this paper, hard determinism is the most consistent theory to follow when it comes to the question of free will and determinism. This is because a choice t hat is not under ones control must be determined by something else; and that certain something according to Holbach is either an external or internal force that drives every human being to make certain decisions. Even though it is hard to accept, Holbach explains that humans must accept it because it is the truth. Humans are not free to choose their actions.

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

John Brown :: essays research papers

Born in Torrington, Connecticut on May 9, 1800, John Brown was the son of a wandering New Englander. Brown spent much of his youth in Ohio, where he was taught in local schools to resent compulsory education and by his parents to revere the Bible and hate slavery. As a boy, he herded cattle for General William Hull's army during the war of 1812; later he served as foreman of his family's tannery. In 1820, he married Dianthe Lusk, who bore him 7 children; 5 years later they moved to Pennsylvania to operate a tannery of their own. Within a year after Dianthe's death in 1831, Brown wed 16-year-old Mary Anne Day, by whom he fathered 13 more children. During the next 24 years Brown built and sold several tanneries, speculated in land sales, raised sheep, and established a brokerage for wool growers. Every venture failed, for he was too much a visionary, not enough a businessman. As his financial burdens multiplied, his thinking became increasingly metaphysical and he began to brood over the plight of the weak and oppressed. He frequently sought the company of blacks, for 2 years living in a freedmen's community in North Elba, N.Y. In time he became a militant abolitionist, a "conductor" on the Underground Railroad, and the organizer of a self-protection league for free blacks and fugitive slaves. By the time he was 50, Brown was entranced by visions of slave uprisings, during which racists paid horribly for their sins, and he came to regard himself as commissioned by God to make that vision a reality. In August of 1855, he followed 5 of his sons to Kansas to help make the state a haven for anti-slavery settlers. The following year, his hostility toward slave-staters exploded after they burned and pillaged the free-state community of Lawrence. Having organized a militia unit within his Osawatomie River colony, Brown led it on a mission of r evenge. On the evening of May 23, 1856, he and 6 followers, including 4 of his sons, visited the homes of pro-slavery men along Pottawatomie Creek, dragged their unarmed inhabitants into the night, and hacked them to death with long-edged swords. At once, "Old Brown of Osawatomie" became a feared and hated target of slave-staters. In autumn 1856, temporarily defeated but still committed to his vision of a slave insurrection, Brown returned to Ohio. There and during 2 subsequent trips to Kansas, he developed a grandiose plan to free slaves throughout the South. John Brown :: essays research papers Born in Torrington, Connecticut on May 9, 1800, John Brown was the son of a wandering New Englander. Brown spent much of his youth in Ohio, where he was taught in local schools to resent compulsory education and by his parents to revere the Bible and hate slavery. As a boy, he herded cattle for General William Hull's army during the war of 1812; later he served as foreman of his family's tannery. In 1820, he married Dianthe Lusk, who bore him 7 children; 5 years later they moved to Pennsylvania to operate a tannery of their own. Within a year after Dianthe's death in 1831, Brown wed 16-year-old Mary Anne Day, by whom he fathered 13 more children. During the next 24 years Brown built and sold several tanneries, speculated in land sales, raised sheep, and established a brokerage for wool growers. Every venture failed, for he was too much a visionary, not enough a businessman. As his financial burdens multiplied, his thinking became increasingly metaphysical and he began to brood over the plight of the weak and oppressed. He frequently sought the company of blacks, for 2 years living in a freedmen's community in North Elba, N.Y. In time he became a militant abolitionist, a "conductor" on the Underground Railroad, and the organizer of a self-protection league for free blacks and fugitive slaves. By the time he was 50, Brown was entranced by visions of slave uprisings, during which racists paid horribly for their sins, and he came to regard himself as commissioned by God to make that vision a reality. In August of 1855, he followed 5 of his sons to Kansas to help make the state a haven for anti-slavery settlers. The following year, his hostility toward slave-staters exploded after they burned and pillaged the free-state community of Lawrence. Having organized a militia unit within his Osawatomie River colony, Brown led it on a mission of r evenge. On the evening of May 23, 1856, he and 6 followers, including 4 of his sons, visited the homes of pro-slavery men along Pottawatomie Creek, dragged their unarmed inhabitants into the night, and hacked them to death with long-edged swords. At once, "Old Brown of Osawatomie" became a feared and hated target of slave-staters. In autumn 1856, temporarily defeated but still committed to his vision of a slave insurrection, Brown returned to Ohio. There and during 2 subsequent trips to Kansas, he developed a grandiose plan to free slaves throughout the South.

Fahrenheit 9/11 Essay -- Michael Moore Movie Persuasion Essays

Fahrenheit 9/11 Michael Moore’s latest film, â€Å"Fahrenheit 9/11,† presents a critical look at the administration of George W. Bush and the War on Terrorism. In this film Moore investigates the rapid growth of the United States government and its trend of trampling the rights of individuals, and the corporatism that is spawned out of the close ties between big government and big business during wartime. Michael Moore may not convince all audiences, but is successful for its factual accuracy in which the evidence spoke for itself, and at the same time proclaimed Moore's artistry in transposing and splicing scenes to create impressions that supported his allegations and opinions. Michael Moore has employed two main techniques in an attempt to successfully influence his audience; psychological means of strategy, and cinematic techniques of persuasion. These methods, coupled with how they are presented to the audience, and how the audience react, are what Moore uses to create a scheming effect.   Ã‚  Ã‚  Ã‚  Ã‚  Humor and emotional appeals is what Moore has used in Fahrenheit 9/11 to aid the effect of persuasion. For humor, Moore reaches for an ‘ad populum’ with his audience, looking to exert his opinion as a justification for his claim. An example can be with the Florida election, where Moore has used a fast tempo background piece of music. This sounds much like a stereotypical ‘hillbilly/country’ song; which can be related to Bush’s southern US state background. This music has several functions, including helping Moore’s rapid delivery of facts, but in this case it illustrates Moore’s opinion of the nature of the election – that it can be seen as some sort of ‘joke’. By providing a taunt at Bush’s background, Moore has given the audience humor. Comedy makes these messages more effective as it increases the liking for the source [Moore], and the choice of humor might illustrate a shared sense of hi larity that hints at a similar set of underlying ideas that the audience hold. In â€Å"Fahrenheit 9/11† Moore specifically uses anger as his primary emotion in order to persuade the audience, the anger of Lila Lipscomb, whose son died whilst in combat duty in Iraq. Moore’s interview with Lila Lipscomb provides an insight into the pain felt by families whose children had died during the war in Iraq. Moore presents the audience with the nature of Lipscomb’s anger directed at th... ...ainst its own subjects and its object is not the victory over either Eurasia or East Asia but to keep the very structure of society intact." The aim of this is to strengthen Moore’s view of the drive of the ruling class of modern hierarchical society imposing essentially permanent warfare. Moore reads the quote before the end of the movie. This tactic is used by Moore to give a more memorable and powerful statement, leaving the audience his solidarity attempt to question their leader’s action. Michael Moore brilliantly manipulates the conventions of film to make the audience see and feel these political and moral issues the way he does. Moore, an outspoken loather of the President has shaped his film like a cinematic bullet, with character assassination as his priority. â€Å"Fahrenheit 9/11† shows a series of solemn images and sound bites, arranged as a critical history of the President’s actions since he took office, including the abuse of power and use of fear tactics that have been employed for his monetary and narcissistic gains. Regardless of personal political leanings, â€Å"Fahrenheit 9/11† is an amazing accomplishment of individual expression and anti-government aggression.

Assiduous Athletes :: essays papers

Assiduous Athletes Not many people know the onus of being a student athlete in college. This burden set on them has caused the graduation rate of scholarship players to average at about fifty percent from 1995 to 1998. In order to be eligible to play, the athletes must be full-time students , which means taking at least twelve units a semester. Because these athletes are taking so many classes, they must make time for a considerable amount of studying and homework. Then add up the amount of practice their sport requires and I doubt they will find a second to rest. Student athletes are the hardest working students in college. Most student athletes have a demanding and rigorous schedule. This is partly because of the required twelve units minimum a semester to qualify as a full-time student. Without the full-time student status, they would be ineligible to play sports. That means at least three hours a day of courses on average. My schedule is similar to this, in that I am taking fourteen units this semester. It averages out to about three and a half hours of class a day. Scheduling the class times can also be a burden. It took my friend, Chris Carter, who plays baseball for Chapman University, two weeks to plan his class schedule around his job and his training. An athlete cannot have class on Fridays because some games occur on Fridays. Therefore, it makes it even harder to plan. My physical therapist, Jim Hairston, is a teacher at Chapman University and he said that many of his students who play sports have a harder time staying awake because of lack of sleep. These could all attribute to the recent fall in the graduation rate. Another conundrum student athletes must face is finding time for studying and homework. With classes half the day and training the other half, that leaves the night for studying. Most athletes do not get started until about eight o’clock because of late practices. Mr. Reames, a teacher at Foothill High School, said that we should expect to spend about four hours a night studying , and that does not include homework. Even if the athlete had only two hours of homework he would not get to bed until two o’clock in the morning. Many students have jobs to support them because they do not have full scholarships.

Puberty Blues Study

Society has changed dramatically since the 1970’s, especially for teenagers and the newer generations. Although in some ways it is still similar. It seems the biggest impact on these changes all result from technology. The introduction of the internet, mobile phones and social networking, in my eyes, has changed everything. The way families communicate is one of the major differences I have noticed after watching ‘Puberty Blues’, a television series set in the 1970’s, about a series of families and teenagers making their way through life, puberty and problems they might encounter on a daily basis.The show previewed the way people communicated with each other, always using a voice. Either they called each other via home phone, which meant minimum privacy from your parents. Or talking face-to-face†¦ In one scene, the family were sitting down to dinner when the phone kept ringing, her mother, assuming it was her best friend, said it can wait. It was then from a murmur that it was established by the parents that it was in fact a boyfriend calling for her.These forms of communications are in itself rare today as a majority of teenagers and adolescents text or message each other and these portable devices with locks and codes means maximum privacy. Today, we meet people on Facebook and other social networking sites. And it’s from these profiles that you can establish many things about a person and make a first judgement. Statistics show 34% of Australia’s population with a Facebook account are of those between 13 and 24. Not to mention the issue of fake accounts and predators online that can ‘groom’ vulnerable teenagers and drain personal information out of them.School during these two different periods of time are quite similar. Cliche groups were very noticeable, the popular kids ECT. For instance in the show, the ‘North Cronulla’ teenagers were picked on and seen as weird, not as cool. You had the students who truanted, rebelled against their teachers although it was noticed how much bullying occurred back in the day, where as now, it is frowned upon, a majority of students are against it and will defend one-another. Another difference noticed was of sexual relationships, boyfriends and girlfriends, expectations and behaviour.Knowledge about sex and expectations has been learnt very differently in the past. School sex education is important, yet most of us learn little of what we know about sex from our schooling especially in the 1970’s. We’re it appeared everything was learn from friends, from family whereas today the media has an effect on our knowledge and recourses. Professor Michael Reiss said the following about sex education in the 70’s†¦ ‘By the start of the 1970s, school sex education was beginning to change significantly, no doubt largely in response to the great social changes of the 1960s and ‘70s.Biology textbooks start ed to provide fuller accounts of the human reproductive systems, while methods of contraception began to be taught more widely. The emphasis was mostly on the provision of accurate information, and aims of sex education programmes included a decrease in ignorance, guilt, embarrassment and anxiety. Issues to do with relationships were probably more often discussed in programmes of personal and social education, or their equivalents, rather than in biology lessons. In the case of ‘Puberty Blues’ the relationships were based very much on sex life. The males had high expectations of the females, it didn’t seen to affect the kids (except some females) if they didn’t talk or have fun as it was all about sexual activities. A majority of the males treated the girls horribly and talked disrespectfully to their mates about their sexual encounters. The girls would do anything to be accepted, to have a good relationship (although the standard of a decent relationship wasn’t very high).In the case of the protagonists in the series, they both began as regular students, in no particular group; they were at first bullied by the ‘cool kids’. It was then that they started participating in dangerous activities just to fit in (drinking alcohol and smoking), this wasn’t quite peer pressure, but under the circumstances of wanting to fit in, they felt it was necessary, which sadly worked for them. The pressure began after they had been accepted and became romantic with other boys; they were forced into sex by not only the males but the more experienced girls in the group.The consequences that came with these actions included hurting their self respect and general morals, sneaking behind parents backs that wouldn’t approve and having to give their black-mailing brother cigarettes to keep him quiet. They may have also gained a reputation in societies eyes, especially other parents and their own. Today, relationships are enti rely different for teenagers. Yes in some cases there is an expectation for sexual activity down the track but nothing immediate like in ‘Puberty Blues’.It’s more important to have a healthy and trustworthy relationship, to be able to talk and have fun, enjoy each other’s company. I can’t exactly speak on behalf of males but I still feel there is a touch of disrespect towards women in terms of the privacy of relationship details. According to ‘Teens Health’ the 7 necessities for a healthy relationship are- Mutual Respect, trust, honesty, support, fairness/equality, separate identities and good communications which the relationships in ‘Puberty Blues’ and even most today were lacking some or a lot of. Other risk taking behaviour included drink driving and smoking for adults too.At this stage in time, the severity and impacts smoking can have on someone had not been specified or broadcasted compared to what it is today. The o nly restriction was to younger people, not that it stopped them. Quote Terry Martin (article writer, 70’s smoker) – ‘When I was a young smoker back in the mid 70s, attitudes about tobacco were a lot different than they are today. A person could light up just about anywhere, and while we all knew that cigarette smoking was hazardous to our health, we were in the dark ages about just how dangerous it really was.Smokers were accepted by society and smoking was tolerated to a degree we can't fathom today. ’ Drink driving was also swept under the carpet, it wasn’t seen as quite a big deal, whereas after many crashes and lives lost over the years, people started to spread awareness and bring in stronger law enforcement into place. Lastly, drug use was showed a lot on the series , notably by the teenage boys mainly smoking weed, as it is also quite relevant still today in high school students. In both scenarios it has been and is still illegal although thi s remains to change little to the situation.Overall a lot has changed over the years, but this sense of rebellion by the younger generation remains and will continue too. We can only hope that after seeing so much improvement over the years after watching ‘Puberty Blues’ that we can appreciate it and continue to improve it for years to come. http://www. socialbakers. com/facebook-statistics/australia http://www. open. edu/openlearn/body-mind/health/health-studies/brief-history-sex-education http://quitsmoking. about. com/od/antismokingresources/a/tobaccoepidemic. htm Puberty Blues Study Society has changed dramatically since the 1970’s, especially for teenagers and the newer generations. Although in some ways it is still similar. It seems the biggest impact on these changes all result from technology. The introduction of the internet, mobile phones and social networking, in my eyes, has changed everything. The way families communicate is one of the major differences I have noticed after watching ‘Puberty Blues’, a television series set in the 1970’s, about a series of families and teenagers making their way through life, puberty and problems they might encounter on a daily basis.The show previewed the way people communicated with each other, always using a voice. Either they called each other via home phone, which meant minimum privacy from your parents. Or talking face-to-face†¦ In one scene, the family were sitting down to dinner when the phone kept ringing, her mother, assuming it was her best friend, said it can wait. It was then from a murmur that it was established by the parents that it was in fact a boyfriend calling for her.These forms of communications are in itself rare today as a majority of teenagers and adolescents text or message each other and these portable devices with locks and codes means maximum privacy. Today, we meet people on Facebook and other social networking sites. And it’s from these profiles that you can establish many things about a person and make a first judgement. Statistics show 34% of Australia’s population with a Facebook account are of those between 13 and 24. Not to mention the issue of fake accounts and predators online that can ‘groom’ vulnerable teenagers and drain personal information out of them.School during these two different periods of time are quite similar. Cliche groups were very noticeable, the popular kids ECT. For instance in the show, the ‘North Cronulla’ teenagers were picked on and seen as weird, not as cool. You had the students who truanted, rebelled against their teachers although it was noticed how much bullying occurred back in the day, where as now, it is frowned upon, a majority of students are against it and will defend one-another. Another difference noticed was of sexual relationships, boyfriends and girlfriends, expectations and behaviour.Knowledge about sex and expectations has been learnt very differently in the past. School sex education is important, yet most of us learn little of what we know about sex from our schooling especially in the 1970’s. We’re it appeared everything was learn from friends, from family whereas today the media has an effect on our knowledge and recourses. Professor Michael Reiss said the following about sex education in the 70’s†¦ ‘By the start of the 1970s, school sex education was beginning to change significantly, no doubt largely in response to the great social changes of the 1960s and ‘70s.Biology textbooks start ed to provide fuller accounts of the human reproductive systems, while methods of contraception began to be taught more widely. The emphasis was mostly on the provision of accurate information, and aims of sex education programmes included a decrease in ignorance, guilt, embarrassment and anxiety. Issues to do with relationships were probably more often discussed in programmes of personal and social education, or their equivalents, rather than in biology lessons. In the case of ‘Puberty Blues’ the relationships were based very much on sex life. The males had high expectations of the females, it didn’t seen to affect the kids (except some females) if they didn’t talk or have fun as it was all about sexual activities. A majority of the males treated the girls horribly and talked disrespectfully to their mates about their sexual encounters. The girls would do anything to be accepted, to have a good relationship (although the standard of a decent relationship wasn’t very high).In the case of the protagonists in the series, they both began as regular students, in no particular group; they were at first bullied by the ‘cool kids’. It was then that they started participating in dangerous activities just to fit in (drinking alcohol and smoking), this wasn’t quite peer pressure, but under the circumstances of wanting to fit in, they felt it was necessary, which sadly worked for them. The pressure began after they had been accepted and became romantic with other boys; they were forced into sex by not only the males but the more experienced girls in the group.The consequences that came with these actions included hurting their self respect and general morals, sneaking behind parents backs that wouldn’t approve and having to give their black-mailing brother cigarettes to keep him quiet. They may have also gained a reputation in societies eyes, especially other parents and their own. Today, relationships are enti rely different for teenagers. Yes in some cases there is an expectation for sexual activity down the track but nothing immediate like in ‘Puberty Blues’.It’s more important to have a healthy and trustworthy relationship, to be able to talk and have fun, enjoy each other’s company. I can’t exactly speak on behalf of males but I still feel there is a touch of disrespect towards women in terms of the privacy of relationship details. According to ‘Teens Health’ the 7 necessities for a healthy relationship are- Mutual Respect, trust, honesty, support, fairness/equality, separate identities and good communications which the relationships in ‘Puberty Blues’ and even most today were lacking some or a lot of. Other risk taking behaviour included drink driving and smoking for adults too.At this stage in time, the severity and impacts smoking can have on someone had not been specified or broadcasted compared to what it is today. The o nly restriction was to younger people, not that it stopped them. Quote Terry Martin (article writer, 70’s smoker) – ‘When I was a young smoker back in the mid 70s, attitudes about tobacco were a lot different than they are today. A person could light up just about anywhere, and while we all knew that cigarette smoking was hazardous to our health, we were in the dark ages about just how dangerous it really was.Smokers were accepted by society and smoking was tolerated to a degree we can't fathom today. ’ Drink driving was also swept under the carpet, it wasn’t seen as quite a big deal, whereas after many crashes and lives lost over the years, people started to spread awareness and bring in stronger law enforcement into place. Lastly, drug use was showed a lot on the series , notably by the teenage boys mainly smoking weed, as it is also quite relevant still today in high school students. In both scenarios it has been and is still illegal although thi s remains to change little to the situation.Overall a lot has changed over the years, but this sense of rebellion by the younger generation remains and will continue too. We can only hope that after seeing so much improvement over the years after watching ‘Puberty Blues’ that we can appreciate it and continue to improve it for years to come. http://www. socialbakers. com/facebook-statistics/australia http://www. open. edu/openlearn/body-mind/health/health-studies/brief-history-sex-education http://quitsmoking. about. com/od/antismokingresources/a/tobaccoepidemic. htm