Mansfield Reformatory

Mansfield Reformatory The Mansfield Reformatory was built in the year 1886 and was originally built with intentions of humanely rehabilitating first-time offenders. The reformatory was initially applauded for creating a positive step forward for prison reform. It was later in 1978 that the reformatory’s legacy was one of abuse, torture, and murder. It had been denounced for â€Å"brutalizing and inhuman conditions†. Violence among inmates was an everyday way of life. Tales have been told of inmates being sliced by shanks, beaten by soap bars and even thrown from six-story high walk ways.These tragic deaths were all trigged from petty grievances. It has been told that on one occasion after a riot; approximately one hundred and twenty inmates had been confined for several days in â€Å"the hole† with only twenty rooms to hold these prisoners. One room consisted of a toilet and a bunk and was not spacious by any means. During this time at least one inmate had been m urdered and hidden in the corner of the room under bedding material for the several days to follow. The â€Å"sweat box† was a special type of torture used on African American inmates and Caucasian prisons escaped this punishment.Along with the murders of countless prisoners, a prison farmer and his family, the warder and his wife also had died at the Mansfield Reformatory. After ninety-four years of operation, 154,000 inmates had passed through its gates as a working prison. Eventually in the year 1990 the Mansfield Reformatory was shut down. Mansfield Reformatory Preservation Society (MRPS) took over ownership and unsealed the prison to the public. Tours, over-night ghost hunts and ghost walks are now help on a regular basis at the reformatory.Since opened to the public as an attraction it has been considered among ghost hunters as the most active haunted place in the United States. Paranormal investigators have captured numerous EVPs, standing for electronic voice phenomen a which generated noises that resemble speech, have reports of unexplained cold spots and equipment malfunctions. The reformatory has earned itself much attention and has been the set for four movies including Harry and Walter Go to New York, Tango and Crash, Air Force One, and The Shawshank Redemption. Not to mention Godsmack made this he scene for their â€Å"Awake† music video and Marilynn Manson has done photography inside this spooky building. The history inside the walls of the Mansfield Reformatory makes it an interesting place to tour first hand. Tours are held on Saturdays and Sundays, there are four guided tours to choose from. The West Tower Tour includes a tour from the guard tower. From a higher perspective you can see the view of the cemetery where prisoners have been buried and assigned number is marked on their headstone. This tour takes you through the Big Dig, which is the underground tunnel system. This torn consists of excessive stair climbing.The East Cel l Block Tours travels through the length of the east cell block, the world’s largest freestanding steel cell block. A visit to the Catholic Chapel and insight on the living quarters is also part of this tour. The Hollywood Tour shows the office of the warden in the Shawshank Redemption, the Parole Board Room and Andy Dufresne's escape tunnel. Hazard a trip into the sinister â€Å"hole. † View the 1886 West Cell Block used as a Russian prison in Air Force One. This tour also involves extensive stair-climbing. The Behind the Senses Tours ventures behind the scenes allowing access to areas not open to the general public.There is also a view of the West Attic and where guides share stories of inmate punishment. Guides will also take the tour through â€Å"The Yard† where Andy and Red would sit and talk also from the Shawshank Redemption. Admission for all tours is five dollars per person plus an additional fee of nine dollars per adult or seven dollars per child, se nior, college students and military veterans. These tours are full of history and interesting facts. You can still see props left behind after filming had finished. I encourage everyone to take a tour and see for you what an amazing experience it is.

Evaluate the morality of specific actions Essay

Imagine a pilot enter the cabinet and flies the plane to great heights beyond the reach of the eyes; that is his normal job. And suddenly, storms begin to wage war against the plane and the passengers. It is the responsibility of the pilot to find ways to maintain order, protect the lives and property of the passengers above every other thing. In this situation, with the necessary assistance, he would stretch his mind and brain to pilot the plane to safety. Or imagine a doctor at the emergency ward; he is confronted with a large number of rescuers from a nearby road traffic accident, he can not procrastinate his intervention. By that, people would die. That’s not good; it is wickedness. He must rise to the occasion and give his best to resuscitate those lives; otherwise he stands the risk of prosecution for negligence of diet. A reporter makes a mistake in a magazine article, you can run a correction; but when a health care worker makes a mistake, someone can die. A close and in-depth thought of this profound statement would show that we need to hold people in certain professions to higher standards of legal accountability and responsibility. Humans are liable to errors but such errors should be limited within the spectacle of manageable danger. The outcomes of some errors are more dangerous than others. This is reason ethics have become an integral part of major professions. It underscores the need for accountability as a means of maintaining order and balance within organization. As much as some errors can not be avoided or better still are unprecedented, ethics guides into an error-free environment. With the aforementioned examples and the place of ethics, one would realize that it is important to attach the appropriate standard to different professions based on the outcome of a mistake. It is indeed possible to rewrite a report than replace a life. Occupations that deal directly with life should attract the highest standard; such include health care, transportation, and food and drugs production. This helps to maintain reduce casualties resulting from mistakes. There is also improved service. However, such a relative distribution can encourage lackadaisical input from such ‘lowered’ professions accrued lower standards. And this may not be good for the nation. In any way, ethics per profession continues to be the standard. This position is indeed consistent with the moral philosophy propagated earlier. To whom much is given much is expected. There is no deviation form the philosophy earlier propagated.

“Death of a Salesman” by Arthur Miller, Essay

In the books Death of a Salesman by Arthur Miller, and Fences by August Wilson, there are common themes that run throughout the book. Among these are two, hard working men that can be a bit disillusioned by life. The main character of each book, Willy Loman and Troy Maxson are similar in many ways. They both try hard to be good men and fathers, but unfortunately, they are imperfect in both aspects. Troy distances his self from his youngest son, and many could say that he is too hard and cold towards him. Willy in a way believes that his grown sons could not have done any wrong when they were younger and do no wrong now. But these two fathers are not totally bad. There are many good personal traits that they both display in these books. But as stated as before, they weren’t perfect at all. In many ways, both Willy and Troy were in fact good fathers. They worked hard to provide for their families and tried to set an example for their sons by their own actions. Willy was extremely supportive of Biff’s high school football success and went to all the games. Troy tries to instill certain values such as responsibility into his son Cory and explains to him that he shouldn’t go through life worrying if people like him or not. He tells him he takes care of him not because he likes him, but because it is his duty. Troy seems to be a bad father more visibly. He does not encourage Cory’s high school football career in anyway, in fact he tells him to tell the scout he is not interested and thinks having a job is more important. His attitude toward Cory the majority of the time is cold and harsh, as if he regards his son as someone he must deal with and take care of. Willy had a few problems of his own. First he let himself get caught with his mistress by his son, which devastated him. He also acted like his sons were perfect, which they weren’t. He should have made sure his son passed math so he could have graduated, but he put that into the hands of their next-door neighbor, Bernard. Willy also sets a bad example telling his sons that being â€Å"well-liked† is very important and holds it as a measure of success. He also leads them to believe that he is doing well financially, when in fact he is not. He has to get $50 from his next-door neighbor and Bernard’s father Charley. Although Willy and Troy weren’t the best or worse fathers they did raise their sons. The outcome of these men are different, however. Cory, who did not have a good father-son relationship or interaction with Troy moved out and joined the United States Marine Corps. Seven years later he returns for Troy’s funeral, no doubt successful and providing for himself. Biff and Happy, on the other hand, who both had a pretty decent relationship with their father ended up with menial jobs living with their parents at the age of 34. Happy is a philanderer with horrible ethics that sleeps with his supervisors’ girlfriend. Biff is unable to hold a steady job and has a new money making idea every week. It is hard to judge both Willy and Troy as good or bad if we aren’t in their shoes. Whether others may agree or disagree, it can be said that both fathers raised their sons the best that the could under their circumstances and most likely the best they knew how. The outcome of a person does not wholly depend on his or her parent. Their outlook on life and how much they want to accomplish while on this earth are other factors

Personal statement for graduate school Example | Topics and Well Written Essays - 1000 words

For graduate school - Personal Statement Example That night was the turning point in my life. It made me realize a few things that I should be grateful for. However, feeling appreciative of these amazing gifts was not the only way to express my gratitude for what I have been privileged to possess. Rather, it is the contribution I could make in the society in order to share what I have been fortunate to have that actually matters. I understood right at that moment that the only way I could repay my parents for all the sacrifices they made for me in getting a good education is to do what my father had hoped I could do best in the society; that is, to help and share my knowledge in the field of Applied Math and Statistics. As the years passed, I have come to realize that the road to my goal was not that easy. Like most students who grew up in a normal school in the United States, every day was a challenge. I went to class, wanting to excel. Unlike others who go to a boarding school where they are disciplined in a stricter way than in a normal school, no one supervised my performances in the classroom. As such, I could have been lazy and lax in my studies. Although my parents were furnished with my grades, they do not get involved in my scholastic performance. It was not because my parents did not support me and help me with my responsibilities in school. Rather, it was their trust in me. They allowed me to direct my studies, from elementary to college and even at present. Furthermore, I did not want to bother my parents with any of my school responsibilities as they already have so much to handle, raising our family and ensuring there was enough food on the table. As such, having only myself to depend on was a far better challenge than obtaining the highest Grade Point Average or GPA in college. Intrapersonal struggle, I have come to realize, was a lot more difficult. Free will becomes a disadvantage instead of an advantage. There was no one else to blame for the consequences of the wrong decisions I would make except myself. Exercising my own free will was so tempting that I thought I just had to exercise mine by choosing not to do my homework assignments, skip classes, and party. There were just so many things I thought I could do that would make my life in school a lot easier. Nevertheless, the thought of an obscure future as a result of choosing the easy way in college was more stressful than doing the right things that were expected of me. My professors and family deserved to see they had trained me well. Others may think being in a normal school from primary up until college is easy, but the truth is, it is the contrary. Because one has more freedom to do things in a normal school than boarding school, practicing diligence is much harder. Nonetheless, it has shaped my personality and my attitude towards learning. The challenge of facing myself and my weaknesses was the toughest, yet the most rewarding. If it had not been for these personal difficulties I had to overcome, I would not recognize my strength in academics. To encourage myself to focus my interests in school, I had to search for that one thing that would ignite my passion for learning. Even at a young age, I had already found myself fascinated by the way mathematics works. This realization of the fun I had while I taking my Math classes from elementary to high school was my motivation. My love for numbers, analyzing problems and solving them kept my life in school on track. I wanted things to be as precise as they could be, just as

How do comparative advantage and Internet technologies act as driving Essay

How do comparative advantage and Internet technologies act as driving forces for the creation of global markets Provide a speci - Essay Example The leadership style and the management techniques of Japanese firms were also elements of these firms’ systemwide advantages. These advantages were gradually transformed incorporating other elements, such as the brand name advantages (Porter, 1986, p.38). Through the decades the Japanese firms managed to improve their position in the global market using their comparative advantages – as explained above – in order to make their brand names popular. From this point of view, it could be stated that comparative advantage can have a crucial role in the creation of the global market. Internet technologies had also a crucial role in the creation of the global market. This fact is proved by the case of Amazon bookstore; the above enterprise managed to expand its activities worldwide by developing an effective electronic marketing scheme (Hollensen, 2007, p.87). Through the Internet the firm has been able to communicate with customers worldwide, to collect important data on the consumers’ preferences – in the context of the international market – and to arrange the delivery of its products in customers around the world (Hollensen, 2007, p.87). It is made clear that without the Internet technologies, the specific firm would not be able to enter the global market. References Hollensen, S. (2007). Global marketing: a decision-oriented approach.

Business marketing report Case Study Example | Topics and Well Written Essays - 2250 words

Business marketing report - Case Study Example The gist of this is the need for an effective marketing plan that carefully takes into consideration all of the available data, with the end goal of helping MMG achieve its yearly revenues target of $1 million, or a turnover of 100 guitars on a monthly basis (Finnbogason). II. Discussion A. Analysis of the Case Facts The total guitar market in Canada is $59 million, and the revenue targets of MMG accounts for a small fraction of that, indicating a certain amount of realism in the sales targets, given that the MMG play is purely online. The total market is made up of 2.5 million people, while the sales target is 1,200 guitars annually out of total potential sales of 146,000 acoustic guitars. Again this numerical target is realistic, and is just a small fraction of all unit sales in the country. Meanwhile, among age groups, those between 15 and 24 years and over 55 years had the most leisure time, and they are natural potential target markets for guitars, as a leisure product (Finnboga son). China is the traditional manufacturing base for MMG, but given a one percent increase in tariff and rising labor costs and transport logistics costs, there is some concern whether China remains viable moving forward. Scale is a factor in this decision, and given that MMG only moves 1,200 units a year by target, there is the question of whether the scale is significant enough that any upward movements in labor costs, shipping costs, and tariffs would be material increases in the cost structure of MMG, given profit margins exceed 50 percent of costs, as projected for the new dreadnaught product to be launched in June of that year (Finnbogason). That MMG guitars suffer from a quality perception problem over the fact that its guitars are made in China., even though its guitars in actuality are of high quality and are preferred by seasoned musicians even in TV-broadcasted blind tests, is not a deal breaker, and can be assuaged and managed with advertising. In this sense endorsement deals help. Likewise, word of mouth can be a powerful form of endorsement from ordinary players who become customers as well. In other words, this problem of quality perception is not really a major problem, assuming that the right marketing interventions are implemented in the context of a holistic marketing plan for all of MMG (Finnbogason). The table on pricing reveals that the two Summer Wages models have thinner margins than the premium Signature Dreadnaught model, which has a margin of 40 percent. The two basic models sell at $799 for the Tofino model and $899 for the Dionisio model, with margins at 30 percent and 35 percent respectively. In terms of sales contribution currently the premium model accounts for 50 percent of sales, and the latter two models 40 percent and 10 percent respectively. All of the models are substantially cheaper than respective competing models from other makers. On the other hand, the new product launch would make the sales mix different from the ab ove status quo, with the new mahogany-based dreadnaught model taking market share from the premium line and from the Dionisio line, to take up 25 percent of all revenues,

You can decide the topic whatever you want by those requirements I Essay

You can decide the topic whatever you want by those requirements I pasted - Essay Example Hanna is a police detective who is highly interested in bringing the criminal activities of De Niro and his group to an end. In the quest to complete his mission, Hanna faces several difficulties as well as issues in the family. On the other hand, De Niro if quite successful in his endeavors but admits of the feeling of loneliness. The two individuals are obsessed with their carriers and encounter loneliness in different instances, in the movie. This research introduces the film by reviewing it general storyline. Crime has incorporation in the film. The work of the detective is clearly stated and the hurdles to face in the search for fight crime in Los Angeles. The research tries to bring out the effects of work ethics and the way commitments affect different people in their line of duty. This research reviews the film ‘Heat’ focusing mainly on the elements of filming and they have been put together to bring out best quality views that concur with the film’s theme. The report analyses camera movements and it is of use to compliment other elements in the movie. The sound quality and perfect inclusion in the film have a clear analysis in the research paper’s body. The research also analyses Cinematography as used in the film, ‘Heat’ how the cinematographer was able to present real life experiences of different characters in the film. This has accomplishment by looking into the film’s main theme and how the cinematographer was able t o presents this theme to attract the attention n of public. The research reviews how the producer was able to combine the professionalism of the crew including the actors, writers, cinematographers, directors and the engineering team to produce such quality work. The research paper concludes by giving the setbacks of combining drama and crime in the film eliminating it from thriller category. The conclusion

The Mississippi River Essay Example | Topics and Well Written Essays - 1500 words

The Mississippi River - Essay Example Archaeologists use the term Mississippian to refer to the number of native Indian tribes that existed between about 750 and 1500 AD (or after) all over the Mississippi, Tennessee, and Cumberland River valleys. The Mississippian existence can be identified with a number of common characteristic traits: potteries generally ‘tempered’ with compressed ‘mussel shell’, rural-based maize cultivation, big ‘flat topped’ mounts placed in the vicinity of the town marketplace are all common features of Mississippians (Thomas, 1999, p. 151). Over the last few centuries, extensive archaeological works have been done in this region to know more about the Mississippian people. Their progress from dependence on forests to adoption of maize as a chief source of food is now linked up. Also, comparative studies between different regions forming the Mississippi, Tennessee, and Cumberland River valleys show that a common history united them and there were exchanges o f goods and art items between them. Bow and arrow were used by Mississippians. They related their agricultural vocation with religion. Mississippians worshipped a deity resembling fire-sun and travelled extensively. During the time when Mississippian tribes thrived, they use to organize large ceremonies in sites now called Cahokia, Moundville, Spiro, and Etowah. The Mississippian aristocracy was powerful with holdings of hundreds of small farmers who used to live in smaller fenced colonies and farms. A large part of eastern North America did not adopt the Mississippian culture. However, economies of all were relied on some degree to the Mississippian economy. Offspring of the great American Indian Confederacies of the American southland together with so-called Five Civilized Tribes are profoundly linked with their Mississippian heritage (Thomas, 1999, pp. 151). Cahokia is often called by the archaeologists as Mississippi City of the sun. Cahokia is one of the most important sites fo r archaeologists to understand the civilization of early Mississippians. Cahokia was the biggest city in the native North America. Situated on the extensive tidal plain that links the Mississippi river and the Missouri river, Cahokia possessed fertile soil and abundant wildlife. Around 700 AD, efficient villages were set up by late Woodlanders who depended on forests and also grew few farm products, including little maize. Cahokia was purposely situated near the main farmland belt, linked to the land and water routes and connecting the city to both nearby and faraway communities (Thomas, 1999, pp. 152, 154). According to Thomas, the more broad-based Mississippian culture evolved later, around 850 and 900 AD. Despite the fact that sedentary lifestyle of Mississippians varied distinctly from the forest-based Woodland community, it is believed that there was probably a genetic link between the two. Between 800 and 1100 AD, Mississippian people explored beyond customary Woodland-style f arming of native plants to opt for import of Mexican maize. Maize has been cultivated intensively throughout eastern North America long before, which was perhaps the reason for emergence of its more multifarious sociopolitical arrangement. Finally, the maize cultivation would be the backbone for the emerging Iroquoian federation of the Northeast, the Fort Ancient confederation beside the middle Ohio

Theory Synthesis Essay Example | Topics and Well Written Essays - 2500 words

Theory Synthesis - Essay Example For instance, in this paper, we focus on the postulation that there exists a gap in practice theories where nurses show partiality in the manner they treat outpatients as compared to the manner of treating the patients who are admitted. Introduction The study in the theoretical structures that govern nursing practices reveal that nurses care for patients holistically (patients as well as their family members) more when they are admitted than when they are on the outpatient setting. Therefore, there is the need to breech the gap in the holistic care of outpatients in order to restore effectiveness and efficiencies in the nursing profession. All patients, regardless of being admitted or treated under outpatient settings rely on the nursing services as advanced by the nursing practitioners. The nursing profession on the other hand has been shown to rely on the theoretical frameworks in order to actualize the effective delivery of caring services to patients. Therefore, nursing theories complement the nursing practice in servicing patients. From the previous literature review, a gap is established between the nursing practice and theory and this forms the basis of this paper. Synthesize the knowledge gained in the area you studied during this course The study of the interrelationship between theoretical and practical aspects in the nursing profession has revealed a lot of incites which form the basis of this paper. Among other features noted, nursing is purely a scientific discipline whose success wholly depends on the proper adoption and application of scientific theories (Swanson, 1991; Risjord, nd ). Scientific theories are frameworks that have been in application over decades in explaining scientific phenomena and are testable and universally accepted. Nursing as a profession is therefore based on scientific research and hence runs under the guidance of such defined theoretical frameworks. However, research studies have been used to reveal that there exists som e gap between the existing theories and the actual practice by the nursing professionals. In often times, the inpatients enjoy higher attention and improved care by the nurses as compared to the patients receiving care in the outpatient department. This gap shows that there is inadequacy in the existing theories to guide the nursing professionals in attending to needs of patients; both at the customized care set up within hospitals inpatient programs as well as at the outpatient departments. We therefore note that there is great need to breach the gap existing between practice and the nursing theories. Our particular attention will be on breaching this gap by proposing and evaluating the provisions of a theory that addresses a patient as an entity, the family and community from which the patient hails as well as the nurse as most critical component in the recovery process. Though there lacks particular theories to address the disparity between nursing practices towards inpatients as and outpatients, there are some theoretical formulations which holistically empowers nurses to play a critical role in recovery process of patients; both admitted and the outpatients. Propose a component of a theoretical framework that addresses a gap following the theory development procedure you learned It is worth noting that the formulation of theories

About Wine Essay Example for Free

About Wine Essay What is wine? It is one of the most sensual and tasteful drinks you have ever drunk. It has been over hundreds of years and till today, wine has never disappointed our mouth feels. The most important of selling wines are the packaging, because the value packaging as a marketing tool. But how many companies know how to put up their wines into markets, and who know that packaging is the first step to extract customer. In this century, a lot of people have problem to choose a bottle for dinner or for any occasion, the mainly is too many bottle of wines for them to choose from and some of the wines label are not too clear to read and it might be a problem for customer. See more:Â  Manifest Destiny essay So means that wines marketing as wines packaging as label are so important to target customer. Nowadays most wines are sold in glass bottle and are sealed using corks as the packaging. Most the wines producers have been using alternative closures such as plastic corks, screw caps and tap. The mainly is because of the costs of produces and also to prevent cork taint. In this day, some of the wines are packaged in thick and heavy plastic bags with cardboards boxes cover as label. The wines are normally connected with tap on the side of the box, the box wine can stay up to one week after opening or less, it depends how much oxidized has been mixed in. This is another newest packaging in wines in the world, so that it also extracts some new people to buy it. But the important are the wines label, have to descript clearly and bit more extractive to the customer.

History of the Ming Dynasty

History of the Ming Dynasty The Ming Dynasty was one of great importance in Chinese history, and from its humble beginnings in 1368 came the most impressive architectural achievement in China – The Forbidden City. This city, built by three master architects chosen by Emperor YongLe, became the center of all diplomatic activity for the emperor and those closely associated with him. Over a thousand great buildings were created for the Forbidden City, all to be used by the emperor and his servants. Palaces for domestic life, several more palaces for the empress and her servants, religious buildings, buildings used for political work, and lavish gardens all filled the grounds of the new capital. However, what was most interesting about Emperor YongLes Forbidden City was not that of all the buildings themselves, but the premises upon which they were built, premises of religion and symbolism that remain important to Chinese society to this day. Following the demise of the Ming Dynasty, the Qing Dynasty emerged and Emperor Qianlongs six extravagant art collections emerged along with it. These six art collections, some bearing Western influenced, included an assorted amount of ceramics, paintings, sculpture, bronze ware, jade and other minor arts, and all were enmeshed with the art previously brought in to the Forbidden City by Emperor YongLe. The stylistic architectural decisions instituted by Emperor YongLe while building the Forbidden City, along with Emperor Qianlongs six art collections, reflect the importance of religion, symbolism, and art in Chinese culture, and remain to be important aspects of China in present times. The grandson of a peasant who was one â€Å"of only three peasants ever to become an emperor of China,† Emperor YongLe was the third emperor in the Ming Dynasty. YongLe â€Å"fought alongside his father in the Yunnan campaign to clear the country of the last bastion of Mongolian resistance,† and despite being considered as exemplary, he was overlooked as emperor. Instead, the elder emperor, having bypassed his son, chose to make his grandson the emperor. This did not sit well with Emperor YongLe who later usurped his nephew and changed his reign name to that which he is remembered by, YongLe, or â€Å"Perpetually Happy.† YongLe ruled from 1403 to 1424 and tended to be remembered as one of the emperors who had done the most for China, most notably, moving the capital of China from Nanjing to Beijing in the North. It was here that YongLe was approached by one of his spiritual advisors, who told the emperor of a vision he had of a great Imperial city. It was under this particular advisement that the Emperor decided to build this Forbidden City, the center of all life for the emperors, not only during YongLes reign, but for the reigns of emperors during other dynasties as well. In the introduction of the book The Palace Museum: Peking, author Wan-go Wen asserts that â€Å"for every supreme ruler of China, his capital was the center of the earth – not merely the seat of government but a solemn symbol of imperial power and authority and of the ideal polity,† and the Forbidden City was an ideal example of this center of the earth for Emperor YongLe. This imperial palace, was actually named â€Å"the Purple Forbidden City,† and was named as such â€Å"after the Purple Luminous Constellation with Polaris, the North Star, in its center – a heavenly equivalent of the earthly residence of the supreme ruler.† Author Yu Zhuyon claimed that â€Å"fixed in time and space, [the Pole Star] was to be found at the apex of the vault of heaven and the gods of all the other stars revolved around it in homage,† and as the emperor was the leader of all of his people, the idea of Polaris coincided with the idea of the Forbidden City. This religious idea, and comparison of the Emperor to the deity in his â€Å"apex of his vault of heaven,† showed not only how important the Emperor was to his people, but also how the Emperor himself was revered as a god-like incarnation on Earth. Before the Forbidden City was even built, Emperor YongLe put much thought and effort into its construction, bringing in three master architects who were to adhere to the strictest set of religious rules, such as the idea of yin and yang, in the construction and building of the Forbidden City. There were three important aspects in the planning of the City itself, and all three were noted by Yu Zhuyon. The first of these three points was the fact that there was no natural water supply to the Forbidden City itself, so â€Å"water was channeled into it from the Great Liquid Pool at the northwest corner† and this channeling aided in bringing water into the Inner Court. The second of these three points stemmed from the Emperors desire to have a long walkway in his City, much like the wide walkway used at the palaces of the Northern Song dynasty. With careful research and precision, these builders applied the â€Å"Song Layout,† from the aforementioned Northern Song dynasty, which allowed for â€Å"the grandeur of the wide avenue,† which was what the Emperor desired. Finally, Yu Zhuyon explains the third point that was important in the pre-construction of the Forbidden City, that being the creation of a moat behind the Forbidden City in the style that â€Å"corresponded to the arrangement at the Ming palace in Nanjing,† which was built specifically to make the city more secure for the empress, as well as the emperors concubines. It was at this point that construction of the Forbidden City could begin and all the planning could evolve from mere plans to reality. When it finally came time to build the thousand buildings that make up the Forbidden City, three things were done to prepare for it: the collection of timber, the production and transportation of bricks and tiles, and the transportation of large quarrying stones. The work that went into gathering all these items was done by a large amount of people, and many of these people who built the Forbidden City put themselves in grave danger to acquire these supplies. To secure the use of this timber â€Å"involved first rolling [logs] into the dry mountain gullies. They were lashed together to form rafts and left to await the torrents which plunged down the mountainside during the rainy season†¦Ã¢â‚¬  and then, when this timber finally made arrived at its destination, it was put in massive storerooms until it was to be used. The production and transportation of the surface bricks for the walls of the city were not the mud bricks that were commonly used, because these bricks, over time, suffered from a great deal of wear. Instead, the Forbidden City was built with clay bricks which were made first by mixing water and clay together, and then put in the sun to dry. These were not the most important aspects of the building materials in the city – those were the roof tiles that were symbolically representative of the Five elements and the â€Å"golden brick† floor tiles from Suzho. These â€Å"golden bricks† were â€Å"the finest floor tiles, smooth and dense,† and called â€Å"golden bricks† because they sounded like metal when they were hit. Finally came the moving of the heavy quarrying stone, which involved the creation of a slippery slope that builders could push said quarrying stone along. These stones held particular importance in the creation of the Forbidden City, because these specific stones relied on the ideas of space and distance which, when paired with the ideas of yin and yang and the Five elements, reflected many of the major aspects of Chinese cultural beliefs. The idea of space and distance, when applied to the architecture of the Forbidden City correlated with the ideas of â€Å"cosmic environment for the imperial family,† which intertwined itself with the idea of the Emperor being a deity. The theory of the five Elements and the omnipotent idea of yin and yang were also important in the architecture of the Forbidden City as both were pivotal parts of Chinese history. The idea of yin and yang emerged during the Han dynasty in 207 B.C. and has remained a part of the Chinese lifestyle. Under the idea of yin came the ideas of â€Å"maleness, the sun, creation, light, heat, Heaven, dominance, and so on,† while the opposite fell under the ideas of yang. According to Washington State University professor Richard Hooker, all aspects of life could be explained by these two opposite ideas of yin and yang, and these two ideas were applied to the building of the YongLes city. Where even numbers take precedence in the Inner Court (such as the six Western palaces for the empress, and the emperors concubines), odd numbers are dominant in the Outer Court or â€Å"the system of the three halls and five gates.† Following the use of yin and yang in the architecture of the Forbidden City was the use of the Five elements, which were fire, water, metal/gold, wood, and Earth, and each person and creation carried some combination of these elements around in them. These elements all were represented by different colors, and these colors were used in the architecture of the city itself, such as green tiles that represented â€Å"the tenderness of spring and corresponds to the east† being used to tile the Hall that was used for study. The carefully thought out application of yin and yang, as well as the citys Five elements of water, fire, metal/gold, wood, and Earth, reflected the symbolism of these two ideas that, as mentioned previously, still play large roles in the lives of Chinese citizens. To enter the Forbidden City, one must first remove their shoes, and leave their horses and carts outside the palace doors. Inside, the city contains over a thousand buildings, each of these buildings being significant in their own way. There is not a building in the entire compound that is out of place, they all mean something, and have symbolic representations that were well planned out ahead of time. One of the most important of these buildings is the Gate of Great Harmony (also known as the Gate of Supreme Harmony), known as the greatest gate in the entire Forbidden City. The Gate of Great Harmony is the pathway that one must take to reach the Three Great Audience Halls, which are three large buildings that â€Å"occupy the main space of the Forbidden City, covering an expanse of 85,000 sq. m.† This Gate of Great Harmony, described by Weng as â€Å"elegant and expansive,† was oftentimes used by the emperor himself when he spoke to the people in the Forbidden City. To create this gate, â€Å"a new architectural element is now introduced to define the inner style: marble terraces, with intricately carved railings,† which, prior to this time, had never been used. After some time had passed, however, the emperor ceased to use this gate at all. Despite this fact, this particular gate played a role in the symbolism of Heaven on Earth because the Hall of Supreme Harmony, which was built to recreate the aforementioned Heaven on Earth, was accessed through this gate. The Hall of Supreme Harmony is the largest courtyard in the Forbidden City and carries both religious and symbolic importance. Zhuyon wrote that â€Å"this courtyard truly gives rise to the feeling that Heaven is high and earth is broad,† and it was true, as this expansive garden is home to some of the most elaborate pieces of sculpture in the entire Forbidden City. This Hall of Supreme Harmony is also one of religious importance, as it is a Taoist temple that, although not used by YongLe, was in fact used by those who followed after him. The Hall also manages to show symbolic importance because it reflects YongLes application of yin and yang in the Imperial Garden. Just as important, if not more important, than the Outer Court, was the Inner Court, or the domestic area where the emperor and those closely associated to him lived and carried out their daily lives. Though the idea of space and distance was highly regarded and used in the Outer Court with great diligence, it was much harder for the Inner Court to be so spacious. Instead, these palaces and other buildings were built closely together. The Inner Court was the yang to the Outer Courts yin, and everything related to the Inner Court corresponded evenly, such as the Six Western and Six Eastern Palaces that were constructed to house all of the Emperors concubines. The two key features of the Inner Court were not these Six Western and Six Eastern Palaces, but instead remained to be the Palace of Heavenly Purity and the Palace of Earthly Tranquility, the two palaces which were not only home to the Emperor and the Empress, but also the palaces where the Emperor conducted business with his advisors, and where the Emperor â€Å"the emperor lay in state immediately following his death.† Over time, both of these Palaces would undergo incredible amounts of architectural renovation, specifically under the reign of Emperor Qianlong. Emperor Qianlongs renovation to YongLes vision was not his only contribution to the Forbidden City. Instead, his six extravagant art collections were in fact, his greatest contribution to the city itself. These six collections included beautiful pieces of ceramics, paintings and calligraphy, sculpture, bronze ware, jade, and so-called â€Å"minor arts† that remain on display in the Palace Museum in modern times. Though much of the architecture in the Forbidden City reflects the architectural decisions made by YongLe, the art is all reminiscent of Emperor Qianlong and his time in the Palace. Of all the art collections in his possession, it was noted that the collection of paintings and calligraphy were what Emperor Qianlong had the most of. In fact, Qianlong â€Å"practiced [painting and calligraphy] personally and thus saw from the viewpoint of an artist as well as a connoisseur.† Despite seeing from the viewpoint of an artist as well as a connoisseur, Qianlong was not very good at either painting or calligraphy, but that did not deter him from practicing or collecting, and Qianlong actually went so far as to use the example of fourth century artists handwriting to better his own calligraphy. Chinese calligraphy was a great art, with broad, sweeping strokes and vivid colors which were reminiscent of great paintings. These paintings have always been incredibly important in Chinese culture, and the paintings in the Forbidden City were no exception to this. The first Chinese paintings were simple black ink brush strokes on parchment paper, but â€Å"the efforts of later artists in their search for the expression of spirit or essence of all animate and inanimate objects extended from figure painting to landscape and bird and flower paintings†¦Ã¢â‚¬  and this expression of spirit was what Chinese artists became most known for. Zhu Jiajin claimed that â€Å"porcelain is one of Chinas great inventions, achieved through an amalgamation of the two disciplines of science and art,† and this is true. Chinas most important family of art is still to this day ceramics, or â€Å"china.† Though Emperor Qianlongs vast art collection contained pieces of china, some of these were beautiful vases and plates from the Ming Dynasty. Some artisans made vases out of vibrant colors such as blue, red, and black, while others made sculptures out of â€Å"pure white clay called kaolin.† Kaolin was not the only kind of clay that was available, and as time proceeded, many different types of ceramics also originated, and â€Å"under glaze decoration, a technique invented at the Changsha kilns† was used. In this form of decoration, the craftsman would decorate his vase or sculpture with a color, and then they would glaze the art and put it in the kiln. All these styles of ceramic artistry paved the way for other craftsmen in this same style. Sculptures were another form of art that made their way to the Forbidden City, and, as mentioned earlier, some of the most beautiful of these sculptures can be seen in the courtyard of the Hall of Supreme Harmony. â€Å"Stone, bone, horn, ivory, jade, shells, bamboo, and wood† were the chosen mediums that sculptors used to carve important figures of people and animals. One of the greatest discoveries of sculptures associated with the Forbidden City was the tomb of the first Qin Emperor. In this particular tomb was a monumental find that no one had known about, and this was a collection of life-sized clay soldiers and horses that were standing guard over the tomb of this great Emperor. It was said that, though the life-sized sculptures were made of clay, they were buried â€Å"with real chariots and weapons of that time, numbering more than seven thousand – an army sufficient to guard the supreme ruler in his afterlife.† There has been no greater or monumental find of such size and artistry found since this time, with the excavation of this tomb taking many painstaking years. Prior to the use of bronze in the creation of beautiful pieces of art, bronze was used by the Chinese for tools. As time progressed, artists began to craft three beautiful types of vessels that served three specific purposes – vessels for foods, wine vessels, and water vessels. These bronze vessels were used by Chinese nobility and reflected the styles of the times. Some of these sacrificial vessels contained images of people, but in later dynasties, the vessels stopped containing representations of people and turned more towards representations of animals. Artists began to inscribe poignant Chinese characters into their bronze vessels, these â€Å"master craftsmen of over 3,000 years ago were skilled in the art of the making of moulds and casting the finished article and were able to produce superb works which were well balanced with a sense of visual rhythm and strength†¦Ã¢â‚¬  and it was these craftsmen and Qianlongs interest in them that made these bronze vessels exceptional. In all of China, jade is viewed as something that is highly treasure, even above such fine metals as gold. â€Å"Jade is a material of supreme merit, possessing beauty, character, and mystery,† and has been used to make beautiful sculptures, vases, and tools. Chinese poets wrote beautiful poetry about jade, and artisans spent extended amounts of time coming up with innovative ways to cut and style the stone into gorgeous figurines. One of the most exquisite pieces of art from this time period is a sculpture that weighs close to 2000 pounds. This sculpture, called The Nine Elders of Huichang, was carved out of a boulder and has been on display in the Forbidden City for many years. Not only did artists carve sculptures out of jade, they also carved their prose into the sculptures that they created. Qianlong was so much an advocate of jade that he had a workshop built and had artisans come in to make figurines, boxes, and ornaments for him. It was due to Qianlongs immense favoritism of jade that this period of time is viewed as â€Å"the single most eventful era in the history of jade carving,† and there are some accounts that assert that, as a novice artist, Qianlong himself might have attempted to carve jade as well. The last collection of art to remain as an important part of the Forbidden City is that which scholars call â€Å"minor art.† These arts included handicraft arts, lacquer wares, cloisonnà © art, glass blowing, bamboo carving and work done with copper and enamel. One of the most famous of these minor arts artists emerged from the Imperial Palaces artistry workshop. This craftsman, Wu Zhifan, was a prolific bamboo carver who was known to carve â€Å"pagodas, dragon boats and the intricate reticulated balls carved from a single piece of ivory, one inside another and all movable,† and still other craftsmen were handpicked by the emperor himself to come and carve sculptures and other pieces of art for him out of ivory and bamboo. Lacquer ware artists poured lacquer, put it in the sun and then in a damp area, and were able to mold lacquer ware boxes and cups out of it. Another form of art, glass blowing, is one with origins that are unknown to scholars. The artists would blow the glass into vases and then use a glaze to give the glass its â€Å"hardness, brilliance, and colorfulness, which approximate the magical attributes of precious and semiprecious stones.† All of these forms of art were incredibly time consuming, but the finished products were always intricate and beautiful. In China, the Ming and Qing Dynasties remain as two of the most important dynasties in Chinese cultural history. From its humble beginnings in 1368, the Ming Dynasty helped to shape Chinese history forever with the help of its third emperor, the Emperor YongLe. Over a thousand great buildings were created to fulfill Emperor YongLes great vision of a home for the gods on Earth, a Forbidden City that appeared to one of YongLes tutors in an extraordinary vision. This beautiful city that grew in the new capital of Beijing became the center for all activity in China. The most important part of this Imperial City lay in its careful planning and architectural execution. The ideas of symmetry, religion, and symbolism all played a large role in China and all of these ideas were applied to the layout of the city. The premises upon which the city was built remain as some of Chinas most important. Following the demise of the Ming Dynasty, many others followed, but none as important to the Ming Dynasty as the Qing Dynasty, because with the Qing Dynasty came a flourishing art workshop that provided the Palace with an assortment of beautiful art collections. Ceramics, paintings and calligraphy, bronze ware, jade, and other minor arts, were diligently created and enmeshed in the art that was the architecture of the Forbidden City. Emperor YongLes carefully created architectural decisions, paired with Emperor Qianlongs exquisite art collections, were important in reflecting the incorporation of religion, symbolism, and art, in Chinese culture in prior times, and remain as important aspects of China in the present.

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