Government Spending What Can Be Done Essay example

As a taxpayer, I wonder where all my hard earned money is spent. My biggest concern is the expenditure on welfare, the War on Drugs, and the War on Terror. I understand welfare can help those in need, that the war on drugs can prevent violence, and some may not view the spending wasteful. Although, these expenditures can be useful to an extent, I believe the spending should be decreased and monitored. Some argue welfare is pertinent to all who receive aid and that it should not be limited. However, welfare has increased significantly over the years with no measurable decrease in the national poverty level. Welfare expenses have increased from â€Å"$445 per person [†¦] in 1960† to â€Å"$13,061 per person† in 2012, which is an extremely large†¦show more content†¦Those who use drugs will go through any outlet to get drugs, but some outlets sell stronger drugs or even drugs laced with poison and other substances that kill. Those arrested for drugs have increased from â€Å"50,000 in 1980† to â€Å"half a million today,† which is more than twenty percent of all the people in jail (Drug Policy Alliance). The United States government alone has spent almost fifteen billion dollars on the War on Drugs this year add in state expenditures that adds up to more than 50 billion dollars. Legalizing marijuana alone could â€Å"bring in $45 to $100 b illion a year,† some economists say (Huffington Post). The legalization of drugs would bring about new jobs for the growing, selling, distribution, and quality control of drugs, which also would decrease the drug trafficking and decrease in death by accidental overdosing. Ending the war on drugs alone would save the United States fifty billion dollars a year. As George Santayana once said, â€Å"Those who cannot remember the past are condemned to repeat it.† Those who oppose me believe the War on Terror has been well worth the investment. I stand on the other side and believe that the war has not been very effective. Washingtons Blog states that terrorism â€Å"has been skyrocketing since 2004,† instead of decreasing like the United States would hope. Along with the increase in terrorism the death toll wasâ€Å"estimated at 225,000† back in 2011, which ImShow MoreRelatedCorruption Of Corruption And Corruption1445 Words   |  6 PagesHow can countries that are seen as corrupt function today? Why has corruption not constantly and consistently fallen and proved to be an inadequate way to rule? The role of corruption in today’s countries has proven to be weak, yet has held as a way of life for many around the world. As money and greed increase worldwide, the desire for these things increases as well. Learning what works, and what doesn’t is essential to the upkeep of many countries and their well-being. Does th e increase of theRead MoreDeficit Spending During The Great Depression768 Words   |  4 PagesDeficit Spending During the Great Depression, many people tried to save money and were spending less. Businesses produce less, unemployment rises and household incomes decline. There are few options available to reverse the effects of a recession on the economy. One specific option is deficit spending. Deficit spending is a government tool used to address serious economic issues. Deficit spending refers to government spending that exceeds federal income and taxes over a period of time. The governmentRead MoreNational Debt Essay1004 Words   |  5 Pagescountry would be for the US government to do things such as reform the tax code, reducing other spending, slow the growth of entitlement spending, and help the economic growth. In order to be able to complete these things the government will have to create an all-inclusive plan to successfully reduce the debt. By looking into what has caused for such a profound debt we can find ways to pay off it off, and hopefully reduce it for future generations. Federal spending can be summed to three major categories:Read MoreThe Deficit Spending And Why Is It Done857 Words   |  4 Pages What is deficit spending and why is it done. Deficit spending by the government is when the government spends more money than it is raising in taxes or generating from other sources over a given period. The main reasons for the government to do something like this would be to stimulate growth and stability in the economy. During periods of deficit spending the government must carefully consider the added debt and the intended effects of their spending plan. The tremendous borrowing/spendingRead MoreThe Federal Budget For The United States1348 Words   |  6 PagesStates is a very important part of what the president must put together every year so every department in the government can know what they will be able to spend in the upcoming year. Government spending generally exceeds the budget put in place which is why America is so far into debt, the good thing about the budget is that about 21% of it goes back into the economy. The fiscal policy is how the government spending and taxation influence the economy based on what goods and services are purchasedRead MoreHicks And The Is Lm Curve1298 Words   |  6 PagesIS-LM Curve While J.R. Hicks received the Nobel Prize for many of his accomplishments in both macroeconomic and microeconomic research, his development of what he then called the SI-LL model, but is now more famously known as the IS-LM model, was one of his greatest feats. The IS-LM model was Hicks’ reduction of aggregate demand analysis done by John Maynard Keynes in his book titled The General Theory of Employment, Interest, and Money published in 1936. The model’s purpose was to explain investorRead MoreFiscal And The New Classical Macro Models Analysis953 Words   |  4 PagesClassical macro models analysis. However, what it is clear is that the government has the tools to adjust to positive or negative responses of economic fluctuations. Fiscal and monetary policies must be timely adjusted to overpass economic phasedowns using government spending or taxes. Consequently, good decisions have to be done based on different factors that influence fiscal and monetary policies. The impact of fiscal policies in the government spending and taxes in the last years have shown severalRead MoreThe Country s National Debt933 Words   |  4 Pagesand then will be left without options. Looks like it is back to finances 101. In 2015 the Government revenue was approximately $3.18 trillion, but spent approximately $3.8 trillion. The government has accumulated a massive amount of debt and interest from borrowing money from other countries and the federal reserve. The evident problem is that spending is more than revenue, thus, requiring the government to borrow and with interest of course. Once a debt is owed it is not impossible to recover fromRead MoreThe Impact Of Austerity On Its Effects On The Economy931 Words   |  4 PagesAusterity Austerity as defined by Investopedia is a state of reduced spending and increased frugality in the financial sector. As defined by Merriam-Webster austerity is a situation in which there is not much money and it is spent only on things that are necessary. So what exactly do these two definitions mean and how do they correlate to what happens in an economy that is in a recession or depression? To me both definitions represent a state in which dire circumstances are faced and drastic cutsRead MoreUs National Debt1414 Words   |  6 Pagesdifferent questions: 1) What is the debt ceiling, and why does it exist? 2) Are we close to hitting the limit? 3) Will Congress raise the limit and what happens if they don’t? 4) Is the national debt’s growing size behind this â€Å"ceiling† controversy? 5) What would fiscal hawks like to achieve, in return for raising the ceiling? 6) Could the tea party spirit spark an outright refusal to raise the debt limit? 7) If this bogs down in a game of political chicken, how can the nation keep paying

Wisdom A Philosophical Take Essay - 978 Words

Introduction: What is Wisdom? When the question, What is Wisdom? is asked, philosophers always have a view from the question. Each philosopher has their own interpretation of what wisdom is. But, what does wisdom really mean? Is it knowledge, science, or just common sense? I believe it is a mixture of all these things and more. There are many books written on the subject; from the dictionary, which defines it, to the Bible and Socrates. Websters New World Dictionary defines the word wisdom as the quality of being wise; power of judging rightly and following the soundest course of action, based on knowledge, experience, understanding, etc.; good judgment; sagacity (penetrating intelligence and sound judgment). In this paper, I†¦show more content†¦However, (in Platos The Trial and Death of Socrates) the reader finds Socrates asking questions not to gain knowledge or wisdom, but to take apart wisdom (Kolak 4) Through his constant questioning and challenging of thoughts and r esponses Socrates is attempting to reveal to the subject of his questions that they are not truly as wise as they believe themselves to be. Socrates argued that there were, in fact, real and ‘objective values, and that reason could be used not only to win arguments but to discover the most important truths about human life. (Solomon 34) Socrates point was not just to destroy other peoples claims and arguments, even though he rarely gave the answers to his own questions. His point was to strengthen others to seek the answers themselves, and Socrates, unlike some of the Sophists, seemed confident that there was an answer to the basic questions about life. Truth be told, Socrates was not contrasting to the Sophists; even though he was the first to admit from his own ignorance, he tended to believe in something. Socrates believed that virtue is the most important from all possessions, that truth lies beyond the shadows from our everyday experience, and that the proper business of t he philosopher is to show us how little we reallyShow MoreRelatedSocrates’ Philosophy-The Republic And The Apology. Plato1522 Words   |  7 PagesThe Republic, Socrates is mainly used as a mouthpiece to communicate Plato’s philosophy. Socrates follows a philosophy best explained as â€Å"I do not know†, whereas Plato tries to find the ultimate solution to philosophical problems. In this essay, I will argue how Socrates has the best philosophical approach compared to that of Plato. Throughout The Apology, the way Socrates defends himself is through logic, or logos. Socrates develops what is known as the â€Å"Socratic Method†, which was developed to betterRead MoreThe Philosophical Method Of Philosophy1208 Words   |  5 Pages What is Philosophy Philosophy according to its literal translation is the devotion to wisdom. But exactly what kind of wisdom does Philosophy entail? This question is answered by the subject matter of Philosophy (metaphysics, epistemology, value theory). The societal impact of acculturation has presented a problem to philosophical thinking. However, the philosophical method has also allowed for an abstract thinking outside that of which we typically inherit through tradition. In a way everyoneRead MorePolitical Philosophy: Steering the Middle Course1334 Words   |  6 Pagesphilosopher’s life is a constant struggle between the political and the philosophical. He sees the contradictions that exist at all times in both worlds and lives with the questions more so than others. For these reasons, the true political philosopher is neither purely political nor purely philosophical. Nevertheless, a political philosophical life is worth living if the proper balance between the political and the philoso phical is obtained. Socrates, founder of political philosophy, believes it necessaryRead MoreIntro to Philosophy955 Words   |  4 Pagesas a person. The knowledge of philosophy will help you to reach your full potential in life as an individual. As a student, the study of philosophy will take your vision of what you want to be in life and make it reality. Philosophy can more broadly be defined by examining the four major philosophical areas of inquiry which are wonder, wisdom, truth, and the dynamic process. Philosophy begins with wonder. Wonder is a search for unity of knowledge and the desire to answer the great questions ofRead More Confessions Essay987 Words   |  4 Pages Augustine titled his deeply philosophical and theological autobiography Confessions to implicate two aspects of the form the work would take. To confess, in Augustines time, meant both to give an account of ones faults to God and to praise God (to speak ones love for God). These two aims come together in the Confessions in an elegant but complex sense: Augustine narrates his ascent from sinfulness to faithfulness not simply for the practical edification of his readers, but also because he believesRead MorePolitical Philosophy: Steering the Middle Course Essay1614 Words   |  7 Pagespolitical philosopher’s life is a constant struggle between the poli tical and the philosophical. He sees the contradictions that exist at all times in both worlds and lives with the questions more so than others. The true political philosopher can never be purely political or purely philosophical. Nevertheless, a political philosophical life is worth living if the proper balance between the political and the philosophical is obtained. Socrates, founder of political philosophy, believes it necessaryRead MoreSiddhartha by Herman Hesse875 Words   |  4 Pagesabandons his wealth and leaves the Samanas. The river is like life, it flows in a certain direction, depending on the journey you want to take. The function of the river is that it will give one answers depending on the direction it takes. Because of the philosophical meaning of the river, if one understands it, they will achieve enlightenment. Vasudeva’s philosophical belief is that one must listen to the river for answers. The river provides one with knowledge without words. Siddhartha’s reward forRead More The Utopian Philosophy of Shangri-La in James Hiltons Lost Horizon883 Words   |  4 Pagesto become educated and achieve calmness and profundity, ripeness and wisdom, and the clear enchantment of memory (155). Surprisingly, the paradise is rich in culture. It contained work of art that museums and millionaire alike would have bargained for (94). Along with the arts, Shangri-Las library contains a multitude of books †¦ that the whole atmosphere was more of wisdom than of learning (95). The distinct philosophical views of Shangri-La create the essence of the novel. Hilton effectivelyRead MoreSocrates : The Suicide Of Socrates1405 Words   |  6 Pagesof 280 to 220. Socrates was sentenced to death by drinking a cup of poison, Socrates would end up being his own killer. When Socrates was teaching Aristophanes and Xenophon, he would take money for living and that was his only source of income. But according to Plato’s records Socrates would not take any payments from his students, which lead him to having a poor lifestyle. Socrates also had a wife named Xanthippe and they had three children named Menexenus, Sophroniscus, and Lamprocles.Read MoreApology of Socrates Summart924 Words   |  4 Pagesmen. Recognizing his ignorance in most worldly affairs, Socrates concluded that he must be wiser than other men only in that he knows that he knows nothing. In order to spread this peculiar wisdom, Socrates explains that he considered it his duty to question supposed wise men and to expose their false wisdom as ignorance. These activities earned him much admiration amongst the youth of Athens, but much hatred and anger from the people he embarrassed. He cites their contempt as the reason for his

Comprehensive Annual Financial Report Breifing Free Essays

It is very important to comprehend how government accounting works in comparison to for profit accounting. Government accounting’s foundation is fund accounting, where the government has different funds, which are mostly mandated by federal and state laws, in order to trace the flow of capital used on a day to day basis (Copley, P. A. We will write a custom essay sample on Comprehensive Annual Financial Report Breifing or any similar topic only for you Order Now 2011). Every fund generally has a required budget that it must work within the limits of. This capital is then detailed on comprehensive annual financial report also known as the CAFR which describes the whole government entity. One of the major differences between government and for-profit accounting is how the accumulate revenue and expenses (Copley, P. A. 2011). With for-profit accounting they make a profit from the sale of products and services. For-profit accounting utilizes what is called the matching concept when it comes to documenting and computing profitability. The use of this type of concept identifies capital when it is made and spent when it happens. The use of fund accounting, as a government entity calculates the flow of present profitability. Income is the inflow and expenses are the outflows of the government’s present state of economic resources. This type of accounting is known as the modified-accrual basis of accounting (Copley, P. A. 2011). The CAFR is the official annual report of the city of Chicago which is a government agency. Taking a look at the management discussion and analysis also known as the MDA we will explore all the different things that could be found in the CAFR and how they are generally reported. Looking at the MDA city of Chicago has government funds that come from different types of income and business activities that are the result of services provided to the community. Revenue that the city of Chicago reports fall into two categories one being programs revenue and the other general. Under the program category they have, Licenses, Permits, Fines and charges for services, operating grants and contributions, and capital grants and contributions. In the general revenue category you will find, property tax, and other taxes, non restricted grants and contributions and other (Ahmad, Emanual, Scott, 2010). To offset these revenues they have expenses such as; general government, public safety, streets and sanitation, transportation, health, cultural and recreational, interest and long term debt, water, sewer, midway international airport, Chicago O’Hare international airport, and Chicago skyway (Ahmad, Emanual, Scott, 2010). Government-Wide Financial Statements are set up on the accrual basis, where they calculate the flow of all of the city of Chicago’s financial income as a whole on both a long term and a short term basis (Ahmad, Emanual, Scott, 2010). The services that fall under governmental activities are all the things listed under the city’s revenue and expense. Majority of the cities incomes comes from taxes, the grants they city receives differ each year depending on the amount of spending can be done in the program. Public safety was the biggest expense which increased due to the increase in wages and benefits. As of 2010 the city was governmental activity deficit was at about 3300 million dollars (Ahmad, Emanual, Scott, 2010). The services that fall under proprietary funds also known as enterprise activities are, water, sewer, midway international airport, Chicago O’Hare international airport, and Chicago skyway. The proprietary funds unlike government funds are funds supported by charges paid by users based on the amount of the service they use. This also uses an accrual basis to report that provided the same type of information but in better detail. These funds created an increase for the city of Chicago of about 250 million dollars because of the price increase of services and rent. According to the cities CAFR they use their general fund income and expenses at the end of 2010 had a balance of about 81 million in unreserved which happen to be an increase of about 78 million from prior year (Ahmad, Emanual, Scott, 2010). Once more, each fund is independently accountable for its budget of income and expenses and the CAFR reports this accountability. According to GASB the financial reporting objective’s public accountability is believe to be the foundation that all other financial reporting objectives are built upon. In the MDA we were able to view the management’s opinion of all the information and different aspect of the entity provided in the comprehensive annual financial report. With this we were provided great detail about the city of Chicago and how they budget, what they find important, where their resources come from, and where the fall in reporting. REFERENCES Ahmad, A. Emanual, R. , Scott, L. ( 2010). City of Chicago Comprehensive Annual Financial Report. Chicago: http://www. cityofchicago. org/content/dam/city/depts/fin/supp_info/CAFR/2010/CAFR2010. pdf. Copley, P. A. (2011). Overview of Financial for State and Local Government. In Essentials of Accounting for Governmental and Not-For-Profit Organizations, 10e https://ecampus. phoenix. edu/content/eBookLibrary2/content/DownloadList. aspx? assetMetaId=a8 9920bb-8e04-4cd3-bb43-6fc9358dbce9assetDataId=b8792931-36bf-44f8-8666-81ede819e563. How to cite Comprehensive Annual Financial Report Breifing, Papers

Clinical Integration in Aged Care for Registered Nurses -myassignmenth

Question: Discuss about theClinical Integration in Aged Care for Registered Nurses. Answer: According to the Australian Bureau of Statistics (2013), the proportion of population aged above 65 years is estimated to increase to 5.8 million by the year 2031 (Abs.gov.au, 2017). Aged care specialties in hospitals aim to assess the needs of old and frail people. The registered nurses (RN) are involved in improving the wellbeing and health of frail old patients by delivering high quality services. RNs play a vital role in residential aged care services by monitoring and delivering evidence-based practices for quality improvement of their clients. Registered nurses and their aged clients are particularly susceptible to manual handling injuries. Nurses are involved in patient handling tasks that increase their susceptibility to musculoskeletal disorders such as back pain. Manual handling operations involve supporting or moving patients by providing bodily effort. Handling patients includes the use of a force to push, lift, pull, carry, lower, move or support the concerned client (Tr inkoff et al., 2008). Musculoskeletal injuries related to manual handling tasks that involve high risks such as adjusting beds, moving patient trolleys or lifting people are a major safety concern. The risks of injuries related to handling of patients get increased when the registered nurses are made to perform duties in which they have not received adequate training. Data from studies suggest that musculoskeletal disorders arising due to inappropriate handling of patients lead to disc degeneration. Tasks that require sudden nonneutral posture movements predispose RNs to risks of back injuries. Transfer of patients often requires rotation, flexion and shear forces that lead to back pain and fracture among the frail old patients. Maintaining body posture for a prolonged period of time during manual handling, lead to the occurrence of shoulder and back pain among both the clients and their caregivers (Oakman, Macdonald Wells, 2014). Failure to lift patients safely is responsible for fall related injuries and death. Pushing or pulling patient trolleys are associated with shoulder injuries. On the other hand, nurses suffer from arm and neck injuries when they are involved in stoop ing or lifting patients. Elderly patients often face safety threat during toileting. It is often done without any assistance and involves a number of manoeuvres and lifts (Kay, Evans Glass, 2015). Therefore, it can be said that the safety and health status of a patients and registered nurses can be protected only by providing proper manual handling training to the staff and by supplying lifting equipments such as slings, handling belts, slide sheets, transfer boards and hoists to ensure safety of the staff and the patients. Sharing of healthcare related information is crucial to the wellbeing of both the carers as well as their patients. If the carers are not included while taking important decisions involving their clients, serious personal, practical and ?nancial consequences can arise for both of them. The carers often know their patient and act as a source of constant emotional support. However, there are certain barriers to the process of sharing information. Professionals who are involved in patient care need to follow their duty of abiding by the professional codes of law, practice and statute related to confidentiality (Treasure Todd, 2016). Carers belonging to the mental wards do not receive adequate training to deal with confidentiality related complex issues. They fail to address the specific needs of their clients and lack confidence. It is a matter of worry for some professionals that if carers are involved more while discussing patient information, they may not have sufficient time to pro vide holistic care to their patients. All carers are required to keep patient information confidential. There are several privacy laws that cover access to patient records and allow sharing of related information only for the purpose of providing care (Herring, 2007). These laws permit disclosing patient health information while finding missing person, to campaign for funding, under a court warrant or to prevent imminent threat. Carers can breach these privacy terms and can give rise to complexities. The most essential issue in this respect is patient agreement on information disclosure to the carer. Many carers and their clients are unaware of this (Wilson et al., 2015). They fail to realize that prior consent from a patient must be taken before sharing any relevant health information. Complexities arise when the patient suffers from dementia or other acute episodes and is unable to provide informed consent. Another condition that acts as a barrier is when the carers first notice changes or abnormalities in the sleep patterns of their patients. The changes may not be realized by the client themselves. Hence, they may not want to contact any professional in such situations and may interpret the action of their carers as a breach of confidentiality and trust (Hattingh et al., 2015). Thus, it can be stated that although carer wellbeing can improve greatly by including them in the team while sharing patient information, there are certain legal and ethical obligations that bind the professionals working in healthcare sector and prevent any breach of conduct of patient confidentiality. References Abs.gov.au. (2017).3101.0 - Australian Demographic Statistics, Jun 2013.Abs.gov.au. Retrieved 11 October 2017, from https://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/3101.0Feature%20Article1Jun%202013?opendocumenttabname=Summaryprodno=3101.0issue=Jun%202013num=view= Hattingh, H. L., Knox, K., Fejzic, J., McConnell, D., Fowler, J. L., Mey, A., ... Wheeler, A. J. (2015). Privacy and confidentiality: perspectives of mental health consumers and carers in pharmacy settings.International Journal of Pharmacy Practice,23(1), 52-60. Herring, J. (2007). Where are the carers in healthcare law and ethics?.Legal Studies,27(1), 51-73. Kay, K., Evans, A., Glass, N. (2015). Moments of speaking and silencing: Nurses share their experiences of manual handling in healthcare.Collegian,22(1), 61-70. Oakman, J., Macdonald, W., Wells, Y. (2014). Developing a comprehensive approach to risk management of musculoskeletal disorders in non-nursing health care sector employees.Applied ergonomics,45(6), 1634-1640. Treasure, J., Todd, G. (2016). Interpersonal maintaining factors in eating disorder: Skill sharing interventions for carers. InBio-Psycho-Social Contributions to Understanding Eating Disorders(pp. 125-137). Springer International Publishing. Trinkoff, A. M., Geiger-Brown, J. M., Caruso, C. C., Lipscomb, J. A., Johantgen, M., Nelson, A. L., ... Selby, V. L. (2008). Personal safety for nurses. Wilson, L. S., Pillay, D., Kelly, B. D., Casey, P. (2015). Mental health professionals and information sharing: carer perspectives.Irish Journal of Medical Science (1971-),184(4), 781-790.

Opportunity and Threat of Airasia free essay sample

Huge Market Potential In a country of a billion people, the Indonesian aviation industry is puny. Indonesia have 12 million people who travel by air every year against 3 million passengers who fly everyday in the US, even though its population is one-fourth that of Indonesia. Even if we assumed that only one-fourth of that large middle-class could afford and would be willing to travel by air, it would call for at least a 5-6-fold increase in capacity. This points to a huge opportunity for AirAsia and the aviation industry in general. However, this large market is recognized by all and is the reason why new players are waiting to enter the Industry to exploit this potential. It is pertinent to note that the number of air travelers in Indonesia has grown during the last there of 2005-08 as compared to the same period last year, as per estimates of Amadeus Worldwide. We will write a custom essay sample on Opportunity and Threat of Airasia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Product differentiation – At present, AirAsia differentiates its no frills product by offering less features at substantially low fares. However, this strategy will become generic with the entry of low cost carriers waiting in the wings. At that stage, low cost competition will each need to try and â€Å"be different†. Limited product differentiation is an opportunity, but mustbe approached with extreme caution. This has happened in the West and by trying to differentiate; some low-cost airlines also losetheir bearing and begin adding frills like assigned seating, hot meals and in-flight entertainment to attract some of the more comfort-seeking customers. But that leaves themexposed to being undercut by a new competitor who focuses exclusively on price. Anything(like frills) that adds costs and reduces price competitiveness is a bad trade-off. gt;gt; THREAT *Skiller competition *– The Asia Region skies are witnessing a bloody battle for market shares. A much anticipated fare war has broken out across Asia Region skies. AirAsia is still a gowing airline company, but a medium-big player in the Asia Region skies. They are vulnerable to price cuts by large-existing players with deep pockets. Aviation expert s are betting could start a debilitating price war to push the fledgling no frills airlines off the tarmac permanently. Oil price fluctuations – Oil price hikes spare no airline. Aviation turbine fuel (ATF) cost andother operational costs (all government controlled) are the same for all airlines, whether it is alow cost airline or not. This adds significantly to costs of carriers like AirAsia, especially since fuel costs as a percentage of total costs are higher at 26% for low cost airlines, compared to 20% for full service airlines. Overcapacity – Aircraft manufacturers continue to build and deliver new aircraft, adding new capacity. In off peak periods and on certain routes, this leads to overcapacity problems. Overcapacity fuels an imminent price war in the hope of filling empty seats. Worldwide, overcapacity pressures have at times lowered ticket prices to unreasonable levels, erodingbottom lines and acting as a threat. Diminishing yields per passenger Overall, industry-wide demand for air travel in Asia Region has increased, but fares (average per flight) have not. Although more passengers are flying, they are paying less to do so. Not only are full service airlines collecting less fare revenue from the passengers they fly, they are also flying fewer passengers than they used to. Low-cost airlines are flying more passengers at lower prices. Controlling costs and maintaining cost differentiation is absolutely critical to overcome this threat. Open skies policy – The opening up Asia Region skies to foreign carriers is being debated at great length by the Regional Government. Should this happen, there will be an influx of global players in the Regional market. Their long years of experience in markets abroad and financial strength will be a threat to AirAsia. Poor Airport Infrastructure – Airlines like AirAsia can buy more airplanes and put them in the air. But how do they take the aircraft and people through the terminals? There are notenough gates, not enough counter space, not enough parking bays. Lack of secondary airport infrastructure In Europe as well as the US, low-cost airlineshave one more way to shave off costs but one that is a source of cost advantage unavailableto AirAsia or its followers for some time to come. Abroad, low cost airlines avoid flying into mainland airports and, therefore, dont incur high parking and landing fees.

Community Based Corrections

Community Based Corrections The annotated bibliography on impacts of community based corrections on the criminal justice system covers the issues discussed below.Advertising We will write a custom annotated bibliography sample on Community Based Corrections specifically for you for only $16.05 $11/page Learn More Thesis Statement The proponents of community based corrections argue that there is need to find an alternative to imprisonment of nonviolent offenders which is low cost given the financial constraint the federal government is facing and the increasing jails populations. This alternative to incarceration has been widely adopted in United States of America and other countries in the world. This can be attributed to its ability to punish, rehabilitate, reintegrate and counsel convicted offenders. The results are safer and more productive communities. Therefore, community based correction programs have had positive impacts hence its wide adoption. Introduction Community based corr ections in the criminal justice system are programs that offer an alternative to jail term for convicted offenders. This is based on the fact that convicted offenders will eventually return into the community and therefore the need to repair the damage done to victims of crime and reform the offender in order to reduce the risk of re-offending potential. The proponents also believe that only a small percentage of these crimes committed necessitate capital punishment or incarceration. The petty offenders can also be punished using more humane and productive modes that consume fewer resources. The history of community based corrections The roots of community corrections shall be discussed. Criminal justice was seen as a harsh system especially to minor offenders. In the Nineteenth century judges had powers to delay sentences to offenders as long as they continued to behave well. This was eventually adopted and developed to incorporate a variety of community based sanctions. Administra tion of community based correction programs This part discusses the roles, positions and assumptions on which the criminal justice system is operated and how community corrections fit correctional goals. The actors in the community based corrections are also discussed and their roles in the criminal justice system The future of the community based corrections shall be discussed The role of community based corrections at the three major decision points After the arrest of an offender community based corrections play a crucial role at the decision points. The three decision points which are bail, sentencing and reentry will be discussed in details.Advertising Looking for annotated bibliography on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The goals of community based corrections The main goals of community based corrections are punishing the offenders while at the same time ensuring the safety of the public, addre ssing victim’s needs and curbing future acts of crime. This is done through various ways which will be discussed in the paper. Conclusion This part will cover the summary of the major topics discussed in the paper. Annotated bibliography Alarid, L.F., Cromwell, P.F., Carmen, R.V. (2007). Community-Based Corrections. Boston, MA: Cengage Learning. Community based corrections in the criminal justice system generally refer to an alternative mode of punishment for convicted offenders of non-violent and petty offenses. This has been popularized by the belief that convicted offenders need a form of correction that reintegrates them into the society and the need to use scarce government resources in a productive way. Alarid, Cromwell and Carmen (2007) in their book Community-Based Corrections gives in detail an in depth look into community based corrections including their goals and assumptions they are bases on, the three major decision points in which the system takes and their go als. This book also goes on to introduce the history of parole and reentry of prisoners into the society after parole and how community-based corrections can be incorporated into juvenile justice. Clear, T.R., Cole, G.F., Reisig, M.D. (2008). American Corrections. Boston, MA: Cengage Learning. Probation and community correction practice and procedure in America is discussed by Clear, Cole and Reisig (2008) in their book American Corrections. This traces the history of corrections programs from their introduction to development in America and how they are implemented today. This text also gives the legal aspects of probation, community corrections and the intermediate sanctions used in justice system in America. Colorado Legislative Council. (2003). An Overview of Community-Based Corrections in Colorado. Web. An overview of the community based corrections practice in the state of Colorado is given by a research publication by the Colorado Legislative Council (2003), Criminal Justice Community Based Corrections Overview 2003. An Overview of Community-Based Corrections in Colorado. This mainly gives a comparison of the correctional supervision across United States.  It continues to discuss in details the probation practice in the state, community correction programs in the state and how parole is carried out and the stakeholders involved. Conly, C. (1999). Coordinating Community Services for the Mentally Ill Offenders  Maryland’s Community Criminal Justice Treatment Program. Web. Conly (1999) in a report, Coordinating Community Services for the Mentally Ill Offenders: Maryland’s Community Criminal Justice Treatment program, produced for the Institute of Justice discusses Maryland state community criminal justice treatment programs in regard to the mentally ill offenders. She discusses in detail how these programs are carried out in the state, the target population and the stakeholders involved and their contribution.Advertising We will write a custom annotated bibliography sample on Community Based Corrections specifically for you for only $16.05 $11/page Learn More Cromwel, P. Carmen, R.V. (1999). Community Based Corrections. Belmont, CA: West Wadsworth. Community based corrections are discussed in detail by Cromwel and Carmen, (1999) in their book Community-Based Corrections Fourth Edition. They discuss the legal foundations and history of probation from early criminal law in Europe and America to what it is today. Issues regarding parole practice and the various methods of community based corrections are discussed such as boot camps and community service. Gibbons, S.G. Rosecrance, J. (2004). Probation, Parole, and Community Corrections  in the United States. Denver, CO:  Pearson/Allyn and Bacon. Rosecrance, a veteran with over twenty years of experience in probation and corrections in the system shares his opinions and experiences with Gibbons (2004) in the book Probation, Parole, and Co mmunity Corrections in the United States. The text discusses the history of probation and parole and their founding champions. It also details the three topics of probation, parole and community corrections giving practical experiences the authors have witnessed. It also gives recommendations for implementation to make the systems more effective. Lurigio, A.J. (ed) (1996). Community Corrections in America: New Directions and  Sounder Investments for Persons with Mental Illness and Co-disorders. Rear, Collingdale, PA: Diane Publishing. Community based corrections in regard to the mentally ill offenders is outlined in a monograph Community Corrections in America: New Directions and Sounder Investments for Persons with mental Illness and Co-disorders by Lurigio (Ed) (1996).. This describes how the punitive measures of the traditional criminal justice system affected the mentally ill and how the community corrections programs are administered in regard to the mentally ill today and th e positive effects this has had. Molly, A. (2003). Community-based Corrections: Seeking Court Support for a  Growing Need. Washington DC: US Judicially. Community based corrections are also discussed by Molly, (2003) in an article titled Community Corrections: Seeking Court Support for a Growing Need. The author gives an overview of the topic and the growing need to adopt this alternative in USA not only due to the growing budget but also to serve the goal of correction better. Finally the author proposes that courts play a big role in facilitating community corrections. Ortmeier, P.J. (1999). Public Safety and Security Administration. Oxford, UK: Butterworth Heinemann. In another discussion by Ortmeier in his book Public Safety and Security Administration, (1999), chapter six, he outlines the correctional process, the philosophies it is based on. He continues to differentiate between institutional corrections and non institutional corrections and how juvenile justice is handled i n regard to community based corrections. Sieh, E.W. (2006). Community Corrections and Human Dignity. Burlington, MA: Jones and Hartlett Publishers. In the book Community Corrections and Human Dignity, Sieh (2006) discusses community based corrections with regard to human dignity. The book also goes into detailed discussion of probation from how it started to how it is implemented today and the risks, needs and responses involved. It also links community corrections with human dignity and the alternatives we should consider for the future. References Alarid, L. F., Cromwell, P. F. Carmen, R.V. (2007). Community-Based Corrections. Boston, MA: Cengage Learning.Advertising Looking for annotated bibliography on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Clear, T. R., Cole, G. F. Reisig, M. D. (2008). American Corrections. Boston, MA: Cengage Learning. Colorado Legislative Council. (2003). An Overview of Community-Based Corrections in Colorado. Web. Conly, C. (1999). Coordinating Community Services for the Mentally Ill Offenders  Maryland’s Community Criminal Justice Treatment Program. Web. Cromwel, P. and Carmen, R. V. (1999). Community Based Corrections. Belmont, CA: West Wadsworth. Gibbons, S. G. Rosecrance, J. (2004). Probation, Parole, and Community Corrections  in the United States. Denver, CO:  Pearson/Allyn and Bacon. Lurigio, A. J. (ed) (1996). Community Corrections in America: New Directions and  Sounder Investments for Persons with Mental Illness and Co-disorders. Rear, Collingdale, PA: Diane Publishing. Molly, A. (2003). Community-based Corrections: Seeking Court Support for a  Growing Need. Washington DC: US Judicially. Ortmeier, P. J. (1999). Public Safety and Security Administration. Oxford, UK: But terworth Heinemann. Sieh, E. W. (2006). Community Corrections and Human Dignity. Burlington, MA: Jones and Hartlett Publishers.

Equity and Cost Methods in Accounting Essay Example | Topics and Well Written Essays - 250 words

Equity and Cost Methods in Accounting - Essay Example The cost method, therefore, shows a bigger value for the investment than the equity method. Since dividends under the cost method are a form of revenue, they create taxable income. For example, if the Investee Corporation pays out $1.50 per share in dividends in 2011, Investor Corporation’s income is $12,000. In the 25 percent tax bracket, its tax liability would be $4,000. The equity method affects income greatly and hence has an effect on income taxes. Suppose Investee Corporation records income of $100,000 in 2011. Investor Corporation would record income of $20,000. The tax liability would $5,000. Income is more volatile than the dividend yield hence the equity method is more likely to affect the Investor Corporations tax liability. Since earnings of the investee corporation keep changing from year to year, it would be recommendable that the Investor Corporation should use the fair value method. That would help it avoid reporting the share of the investee’s earnings and losses that it bears. The changes in earnings of the Investee over the years will, therefore, have little effect on the value of the investment over

Satellite Communications Essay Example | Topics and Well Written Essays - 2250 words

Satellite Communications - Essay Example This paper seeks to highlight the concept of multi-channel communications satellite systems, the concept of systems operation, the advantages and disadvantages of the system and how to improve performance and reliability of the system in the presence of man-made interference and atmospheric noise. Satellite communication, heavily relies on the use of a spacecraft in orbit around the Earth. The spacecraft is able to receive and re-transmit signals mainly radio signals. The use of satellite systems for communication, have over time undergone evolution. They have been in use for some time now and many changes have been made enabling higher performance of these satellites. Communications satellites are not only able to amplify and route signals but they are also able to sort these signals. Earlier on they used to function like the ground microwave repeaters but as mentioned earlier, these systems have undergone great evolution and now they are quite different from ground microwave repeaters. Whereas ground microwave repeaters relay radio signals between two fixed points, the satellite communication systems are able to interconnect a multiple of locations both fixed and mobile. This is the superiority of these systems over the ground microwave repeaters. As far as evolution of the se systems is concerned, the current functions of both switching and rerouting of signals with the switchboards being onboard and airborne. Communications Satellite Orbits The choice of orbit is very important to the performance of communications satellites. In fact, the height of the satellite which is in a circular orbit determines not only the time of orbit but also the coverage. For instance, a 35,860 km orbital satellite has a corresponding orbital period of about 23 hours 56 minutes and 4 seconds (roughly one day). The orbit of the satellite may coincide with the equatorial plane and this will therefore mean that the satellite will hover in one fixed point in relation to the rotating earth and as such it is said to be geostationary. A geostationary satellite has the capacity of supporting two fifths coverage of the earth's surface and this therefore implies that three geostationary satellites are able to support world coverage. Most of the satellites that support communications (fixed and mobile) are the satellites which are in geosynchronous equatorial orbit (Korhonen, 2003: pp1-7). The geostationary satellites have much capacity for coverage but are not able to cover the high latitude regions. These regions require that other types of satellites are used which are inclined at an angle with respect to the equatorial plane. For instance, the Russians launched a satellite with its orbit inclined at 63.50 in 1965. This satellite was meant for their domestic communications. The Molniya system is the type of this satellite system because it is found in the Molniya orbit and it was launched at 63.50 orbit inclination with respect the equatorial plane with the following specifications: Perigee - 500 km Apogee - 40,000 km Orbital period - 12 hours As far as the above inclination is concerned, there is no rotation of line of the aphides and as such there is reduced orbit correction sand manoeuvres (Takashi et al, 2003: pp168-172). The satellites need

Structural theory and family development applied to a hypothetical Assignment

Structural theory and family development applied to a hypothetical case - Assignment Example The nurse will also work in collaboration with the spiritual leaders to uplift hope in life Ungar (2010). Additionally, the nurse will be instrumental in seeking the assistance of local or government authority that would offer them help, in this case Mrs. Jones. In this particular scenario, family structural and development theory can be of great help. In the case of household development theory, the family as a unit is viewed in biological, social and psychological perspective and development. For the event of the biological needs, the member of the family in needs, will be taken care of more. For the babies in the family, will need more of the care than the teenage. The biological need for the chronically ill patient needs to be more than the healthy one. According Ungar (2010) the social development of the family can be affected by the culture and the society and development. For the nurse taking care of the family need to put the culture and the society in consideration. The psychological development of the family can be compared with individual stage of growth. Since in this scenario the family is mature, and the mother has grandchildren, so the approach needs to be mature. The family structural theory, on the other hand, the persons character is a function of our relations with others. This family behavior will be developed in accordance with relation with others. This family has many relations where the widow is a mother with the chronic illness, the daughter who is the bread winner and the grandchildren. The interrelation of the family needs to be robust to have good behavior in the family. Family education in this scenario is very vital. The information is given on how to live positively and reinforced with knowledge to help this family to have control over and allow them have improved health. This will enable the family to shift the focus from just the behavior

The Reform Movements DBQ

The Reform Movements DBQ American society has been developed over reforms and revolutions. Within the early 19th century to early 20th century, numerous movements took place that helped to shape American society into what it is today. Reforms such as the womens rights movement and the temperance movement were significant as they helped to influence todays society. Both of these reforms had different events that led to the development of the development and each had different outcomes. Alcohol was a severe issue in America in the 19th century. The temperance reform began as the Civil War approached; economic change and urbanization were accompanied by increasing poverty, ordinances were relaxed and alcohol problems increased dramatically. In some places around the country the issue of alcoholism was extreme to the point of social disruption. More than three-fourths of the pauperism (extreme poverty), three-fourths of the crime, and more than half the insanity in the community were created by people under the influence of alcohol (Document 4) In addition, because of these actions, prison, asylums and locations to hang people were created. This soon got out of hand, with the number of alcoholics rising. In order to try and fix this problem, the United States government tried prohibition. It was a national ban on the sale, manufacture, and transportation of alcohol, in place from 1920 to 1933. The Eighteenth Amendment to the U.S. Constitution mandated the ban. In addition, on November 18, 1918, before the ratification of the Eighteenth Amendment, the United States Congress passed the temporary Wartime Prohibition Act. This banned the sale of alcoholic beverages having an alcohol content of greater than 2.75%. Because of this event, the temperance reform was thrown into action, with the prohibition banning the sale and purchasing of alcohol. However, this created more problems. Various images of lawbreaking and local bootleggers were a common thing in everyday society. This generated the conception that a widespread belief that violations were taking place with unacceptable frequency. Furthermore, the weak attempts at trying to regulate bootlegging created an impression that the gover nment was unable to cope with lawbreakers by using traditional methods, which meant that new powers were needed to accomplish (Document 5). Because of this, prohibition soon became ineffective, as the enforcement wasnt enough to cope. To a medium extent, the temperance movement was successful. This is because although people still managed to sell and buy illegalized alcohol, the idea of banning alcohol and the reduction of it was able to get spread. Before the movement, people believed that alcohol was a beneficial thing, but after the prohibition, it was discovered that is a poison (Document 6). This helped the public see the dangers of alcohol and the influence of it on the body. Now, although no longer a severe problem, alcohol is still a social problem ins some parts of the country. In addition to the temperance movement, Women had their own movement. Similar to African-Americans, women had little or no rights in the 1850s. They were treated differently than men and were viewed as a lower rank in society. The womens rights movement began during the 19th century where began to agitate for the right to vote and participate in government and law making. They believed that they perform similar tasks to men; they had to care of the family, clean the house, and watch over family affairs. Yet, they werent able to participate in political issues. In addition, they didnt even have custody of themselves, let alone their children or the house. All of these belonged to the husband, yet it was the woman who took care of all these things (Document 1). Women such as Lucy Stone found this to be unbearable and so she took matters into her own hands. She spoke out for womens rights and against slavery at a time when women were discouraged and prevented from public speaking. Stone was the first recorded American woman to retain her own last name after marriage. She was one of the pioneer activists who sparked the Womens Rights Movement. One of the most famous cases of Womens rights getting recognized was in Seneca Falls. The Seneca Falls Convention was an early and influential womens rights convention held in Seneca Falls, New York. The meeting spanned two days and six sessions, and included a lecture on law, a humorous presentation, and multiple discussions about the role of women in society. An accompanying list of resolutions, to be debated and modified, was crafted to get signatures. This document stated that women wanted suffrage, the right to vote. Although not many states were affected by this convention, in places like Colorado, women were given more rights than in other states. The woman ballot helped to give women better wages for equal work; second, it led immediately to a number of laws the women wantedà ¢Ã¢â€š ¬Ã‚ ¦ (Document 2). However, the process was still slow. In 1869 the proposed Fifteenth Amendment to the United States Constitution, which gave the vote to black men, caused controversy as it did not give the vote to women. The conflict caused two organizations to emerge, the National Woman Suffrage Association, which campaigned for womens suffrage. It wasnt until the Civil Right Act of 1964 was passed until Women got their equal rights as men: voting and equality. To a medium extent, the womens rights movement was successful. It helped many inequalities be identified and resulted in the Civil Rights Act of 1964 to be passed. However, even in modern society, women are still often not considered equals. Even though they got suffrage, discrimination and prejudice didnt stop. Women still lacked equal access with men to those professions especially the lawà ¢Ã¢â€š ¬Ã‚ ¦(Document 3). In addition, when women ran for political office, they had little or no support from the public. This means that they rarely win, unless they are from a high politically ranked family. In todays society, this has changed quite a bit, but sometimes there are still cases of sexism in offices around the world. Furthermore, women in third-world countries are still mistreated, given little rights, and mishandled by men.

ad assignment warrant :: essays research papers

â€Å"Advertisement Analysis: Warrant† The implicit warrant in this advertisement is that simple and quick products are superior. In our society this statement is becoming increasingly true. We are always looking for the new quicker faster way to do our tasks. New products come out all the time that claim to do tasks faster and it is assumed that they do it at nearly the same quality, but this does not matter as much as the need to get tasks done quickly.   Ã‚  Ã‚  Ã‚  Ã‚  Washing and waxing our cars are no exception. Many of us who wash and wax our cars do so on the weekend, because the process is rather time consuming. The process of washing the car is not so much the part that takes a lot of time, but rather the second part of waxing the car. First, the car must be completely dry and moved to a cool shaded spot to start the waxing process. Second, take the buffing applicator and add some liquid wax. Now take the applicator and buff the car in a circler motion making sure that no spot is missed on the car. After this is done the wax needs to dry to a haze, which can take anywhere from 20 minutes to and hour. Once the wax has dried to a haze the wax must now be buffed off with some force. The car should now shine and be almost as smooth as glass.   Ã‚  Ã‚  Ã‚  Ã‚  There are a few problems that can occur when waxing a car. Since, the wax has to dry on the car one major problem that one might encounter is the wax drying in the grooves of the car. I waxed my car about three months ago and still have white spots of wax in a few of the grooves. Another problem happens when wax gets on the plastic parts of the cars exterior. When this happens those plastic parts have a look like they have faded making the car look has though it is older and not well-taken car of. This look is the opposite of what people who wax their car are looking to achieve. ad assignment warrant :: essays research papers â€Å"Advertisement Analysis: Warrant† The implicit warrant in this advertisement is that simple and quick products are superior. In our society this statement is becoming increasingly true. We are always looking for the new quicker faster way to do our tasks. New products come out all the time that claim to do tasks faster and it is assumed that they do it at nearly the same quality, but this does not matter as much as the need to get tasks done quickly.   Ã‚  Ã‚  Ã‚  Ã‚  Washing and waxing our cars are no exception. Many of us who wash and wax our cars do so on the weekend, because the process is rather time consuming. The process of washing the car is not so much the part that takes a lot of time, but rather the second part of waxing the car. First, the car must be completely dry and moved to a cool shaded spot to start the waxing process. Second, take the buffing applicator and add some liquid wax. Now take the applicator and buff the car in a circler motion making sure that no spot is missed on the car. After this is done the wax needs to dry to a haze, which can take anywhere from 20 minutes to and hour. Once the wax has dried to a haze the wax must now be buffed off with some force. The car should now shine and be almost as smooth as glass.   Ã‚  Ã‚  Ã‚  Ã‚  There are a few problems that can occur when waxing a car. Since, the wax has to dry on the car one major problem that one might encounter is the wax drying in the grooves of the car. I waxed my car about three months ago and still have white spots of wax in a few of the grooves. Another problem happens when wax gets on the plastic parts of the cars exterior. When this happens those plastic parts have a look like they have faded making the car look has though it is older and not well-taken car of. This look is the opposite of what people who wax their car are looking to achieve.

Literary Analysis †Mr Van Gogh Essay

Owen Marshall’s ‘Mr Van Gogh’ addresses the inevitable issue of marginalisation of an individual. Through language features he influences the reader to reflect and consider action of the attitudes towards the socially marginalised. The social rejection of an individual is described through the voice of the town bully, and the cowardly acts of the narrator. Set in a small town in New Zealand it serves as a microcosm of contemporary society. Marshall presents a parable to educate the reader so they understand that there is only inclusion when there is exclusion. Marshall aims to influence the reader to take action and act in ways that challenge the universal social norms. Through the voice of the town bully Marshall presents the issue of Frank’s rejection. Marshall achieves this by emphasising the mockery demonstrated toward Frank. In, ‘†¦ a local turn to entertain the visitors. â€Å"Was he any good though, this Van Gogh bugger? †Ã¢â‚¬â„¢, Marshall uses direct speech from Mr Souness to tease Frank about his fondness of Van Gogh. Vincent Van Gogh is Frank’s passion, he admires him like nobody else. The rhetorical question that Souness derides Frank with is appropriate because it shows the reader colloquialism that Souness uses whilst he talks down to Frank. Frank is used as entertainment for the townspeople who sadistically take pleasure by ridiculing Frank’s devotion toward Van Gogh. This arouses guilt in the reader because it relates to the broader social context, showing the truth about society; Marshall uses representative characters to show that society must have â€Å"outcasts†. The reader realises that you can either be part of society or have individuality. The isolation of Frank is further evident in, ‘†¦ old bugger is holding up the democratic wishes of the town’, this shows the parallel relationship between Van Gogh and Frank through Marshall creating repetition in diction through the repetition of, ‘bugger’. Marshall used an extended metaphor, which further developed the character of Frank by relating him to Van Gogh, who was also marginalised. Ironically by calling Frank, ‘Mr Van Gogh’, the community are isolating him, destining him to follow Van Gogh’s fate – a misjudged genius dying alone, unrecognised in his ifetime for his work. The exclusion that Marshall created through the voice of the town bully is additionally seen through the acts of the bystanders in the community. The marginalisation of Frank is reflected through the cowardly acts of the narrator. The townspeople have no interest in standing up for Frank; he stands up for himself. In, ‘Mr Van Gogh was stand ing before the laughter with his arms outstretched like a cross’, the simile accentuates to the reader that Frank is derided, the town bully and his accompanies laugh at the fight he reluctantly devotes himself to. The Biblical allusion emphasises the use of the simile by connecting Frank to Jesus; this shows that Frank and Jesus have a parallel relationship – Frank is being used as a sacrifice for the entertainment of the townspeople, sacrificing himself by standing up for his hero, Van Gogh. The community proceeds to be spectators even if they believe the ridiculing is wrong; they convince themselves that the discrimination is not their business, highlighted in, ‘I went away from the fence without watching anymore’. Pontius Pilate walked away, ‘washed his hands’ of responsibility of Jesus’s crucifixion; the narrator relates because he sees Frank being used as a human sacrifice, yet he turns his back and walks away – not wanting to be part of the taunting acts, and too fearful for his own self worth if he stood up for Frank. Marshall elaborates to the reader the unwillingness to risk ourselves for others is human behaviour; such as following in the role of others. The community mirrors Souness; whereas Frank chooses to create his own path. By destroying Frank’s house Marshall symbolises the destruction of Frank’s individuality. Marshall shows the community is unconsciously making efforts to destroy any forms of individuality. In, ‘It rose like a phoenix in its own flames, and he wasn’t part of it anymore†¦ the colour, and purpose, and vision of Mr Van Gogh had gone out of himself and was there on the walls about us†, the listing of abstract nouns accentuates to the reader creating a link between Frank and Van Gogh – they both dedicated their lives to their passion. The relation to the mythical creature, phoenix, certify the resurrection of Frank; his soul is carried through his work, his house. This Classical allusion is used to demonstrate to the reader the symbolic aspects of the house, such as Frank’s originality. The simile in, ‘the house collapsed like an old elephant in the drought surrounded by so many enemies’, compares the townsfolk to scavengers – they are seen as cowards, only attacking when their prey seems weak. Marshall uses this because elephants symbolise sensitivity; the relation to an ‘elephant in drought’ underlines the vulnerability of the house whilst Frank is not present to protect his individuality. The author positions the reader to feel sympathy and horror about the destruction of the house, and evokes the sense of powerlessness within the reader because the majority overwhelms the individual. Marshall portrays to the reader that group mentality of the majority attempts to overwhelm individuality. Due to the concept of binary construction, society is predicated on inclusion and exclusion; in order to achieve a sense of community, marginalisation is inevitable and universal. Marshall’s short story makes the reader reflect about the hypocritical ways in which society works. There will always be Van Gogh as long as there are those who express their individuality; there will always be forms of exclusion through inclusion. In, ‘†¦ Souness kept laughing, †¦ rubbed his knuckles into his left eye because of the dust’, the Biblical allusion refers to the Book of Luke through, ‘dust’, emphasising the message, ‘Why point at the speck in your brother’s eye, when there is a plank in your own? First remove the plank from your own eye†¦ ’. Hypocrisy is shown by the townspeople judging others on their personal values, when they themselves have them. Marshall has caused the reader to realise the hypocrisy in their lives, the reader follows in majorities’ lead of society. Marshall causes the reader consider action by changing the ways they think about social marginalisation. It is important for young people to read this story to raise awareness of the reality of society; the social marginalisation in the story is an example of what happens in reality. People are laughed at for being different, however, they should be laughing because society is all the same.

Learn ESL Through Movement

Learn ESL Through Movement If youve tried, and struggled, to learn English as a second language (ESL) the usual ways, its time to try it Dr. James Ashers way- through movement. With a student seated on each side of him, Asher demonstrates his technique by asking them to do what he does. Thats all. They dont repeat what he says, they just do what he does. Stand,  he says, and he stands. They stand. Walk, Asher says, and he walks. They walk. Turn. Sit. Point. Within minutes, he gives commands as complicated as, Walk to the chair and point at the table, and his students can do it by themselves. Heres the clincher. In his DVD, he demonstrates in Arabic, a language nobody in the room knows. In study after study, Asher has found that students of all ages can learn a new language quickly and stress-free in just 10-20 hours of silence. Students simply listen to a direction in the new language and do what the instructor does. Asher says, After understanding a huge chunk of the target language with TPR, students spontaneously begin to speak. At this point, students reverse roles with the instructor and utter directions to move their classmates and the instructor. Voila. Asher is the originator of the Total Physical Response approach to learning any language. His book, Learning Another Language Through Actions, is in its sixth edition. In it, Asher describes how he discovered the power of learning languages through physical movement, and the lengths to which he went to prove the technique through scientific experimentation involving the differences between the right and left brain. Ashers studies have proven that while the left brain puts up a fight against the memorization of new languages that occurs in so many classrooms, the right brain is completely open to responding to new commands, immediately. He is adamant about the need to comprehend a new language silently, by simply responding to it, before attempting to speak it, much like a new child imitates his or her parents before beginning to make sounds. While the book is on the academic side, and a little dry, it includes Ashers fascinating research, a lengthy and comprehensive QA that covers questions from both teachers and students, a directory of TPR presenters around the world, comparisons to other techniques, and get this, 53 lesson plans. Thats right- 53! He walks you through how to teach TPR in 53 specific sessions. Can learning take place if the students remain in their seats? Yes. Sky Oaks Productions, publisher of Ashers work, sells wonderful full-color kits of different settings such as home, airport, hospital, supermarket, and playground. Think Colorforms. Remember the pliable plastic forms that stick on a board and easily peel off to move? Responding to imperatives with these kits has the same result as physically moving. Asher also shares samples of mail he has received from people around the world. One of his letters is from Jim Baird, who writes that his classroom has wall-to-wall white boards on which he has created communities and complete countries. Baird writes: Students are required to drive, walk (with their fingers), fly, hop, run, etc. between buildings or cities, pick up things or people and deliver them to other places. They can fly into an airport and rent a car and drive it to another city where they can catch a flight or a boat, all kinds of possibilities. Sure is fun! Asher is generous with the materials and information he provides on his Sky Oaks Productions website, known as TPR World. He is clearly passionate about his work, and its easy to see why.

International Monetary Fund Essays - Foreign Exchange Market

International Monetary Fund Essays - Foreign Exchange Market International Monetary Fund -International Monetary Fund- Addressing Fundamental Economic Goals On an International Level The International Monetary Fund is an important function that makes world trade less strenuous. The International Monetary Fund, or IMF as it is called, provides support and supervision to nations in all stages of economic progress. International trade is a key element to enable nations, large and small, to strengthen their economic positions. Larger nations need the international market to export their goods and services, and smaller nations also need this world scale market to import products so they are able to produce more efficiently. In order to achieve these goals, one major component must be in place. The ability to value other nation's currency. Throughout the years, many different ways have been used to do this, mostly ending in failure. There is no perfect way to accurately measure the true value of another country's currency. The International Monetary Fund is an effort to see each country's economic position, offer suggestions, and provide the fundamental economic securi ty that is essential to a thriving (world) economy. Many of the domestic economic goals are reiterated by the INF on an international level. To understand the current INF we will investigate the events leading up to its existence. Between 1879 and 1934 major nations used a method of international exchange known as the Gold Standard. The Gold Standard was simply a fixed-rate system. The rate was fixed to gold. In order for this system to function properly three things had to happen. First, each nation had to define its currency to gold (this definition then could not change). Second, each nation must than maintain a fixed relationship to its supply of money and its amount of actual gold. Third, the on-hand gold must be allowed to be exchanged freely between any nations throughout the world. With all of those policies successfully in place, the exchange rates of the participating countries would then be fixed to gold, therefore to each other. To successfully maintain this relationship some adjustments had to be made from time to time. For example, two countries A and B are doing international business together and A buys mo re of B's products than B buys of A's. Now B doesn't have enough of A's currency to pay for the excess products purchased. B now has what's called a balance of payment deficit. In order to correct for this deficit the following must occur; Actual gold must now be transferred to A from B. This transfer does two things. First, it reduces B's money supply (a fixed ratio must be maintain between the actual amount of gold, and the supply of money) hence lowering B's spending, aggregate income, and aggregate employment, ultimately reducing the demand for A's products. Second, A's money supply is now increased, raising A's spending, aggregate income, and aggregate employment, ultimately raising the demand for B's products. These two events happen simultaneously stabilizing the exchange rate back to its equilibrium. The Gold Standard served the world's economy very well until one unfortunate event happened. The Great (worldwide) Depression of the 1930's presented the world with a new set of problems to be dealt with, not only domestically, but throughout the entire world. The situation was bad, so bad that nations would do anything to dig themselves out of economic disaster. Nations now would break the biggest rule of the Gold Standard. Nations started to redefine the value of there currency to gold. This act of devaluation, as it was called, disrupted the entire world's perception of the relationship of each country's currencies to there own. Bartering systems were tried, however, eventually the Gold Standard failed. After The Depression international trading was crippled. A new method of international currency exchange had to be developed. Many ideas were listened to, but not until 1944 would a new entirely accepted method be adopted. During this year in Bretton Woods, New Hampshire a modified adjustable-peg system was formed, in addition to this new innovative system, the International Monetary Fund was formed. For many years the Bretton Woods adjustable-peg system worked well. This system became more and more dependent of the United States currency's value. Since from the inception of the IMF in 1946 the

Managerial Decision Making Essay Example | Topics and Well Written Essays - 250 words

Managerial Decision Making - Essay Example Retribution: The first R is by far the most detrimental; the managerial application of retribution is little more than threatening. Managers in some situations resort to direct threats of punishment to create coercion. They may also utilize indirect threat’s to create an implied rather than stated punishment or coercion; this is a common form of intimidation. The major pros to utilizing retribution are the immediate effect and delivery of the manager’s task as specified. On the Con side retribution almost always creates resistance, resentment, & alienation. It also within the organization stifles innovation. Effective managers should very rarely resort to retribution as a tool; it should be reserved for crisis situations where direct action is required. Reciprocity: By definition reciprocity is nothing more than compliance by satisfying the needs of both parties. Reciprocity allows the manager to get results without creating resentment. The major pros revolve around mutual benefit. This enables the manager to achieve objectives without having to bargain or justify the objective with the employee. The Cons are the very basic prerequisite of trust and the inevitable negotiation process with the employee. From the stand point of the organization reciprocity undercuts group commitment. From the management standpoint it takes time to initialize and cannot be used effectively in a crisis situation. Reason: Reason creates a rational articulation of the management concept; subordinates recognize the value of the plan and are more supportive and positive about the manager’s task. The pros are seen as a higher group compliance and greater commitment to team principle. While reason is the most positive management tool it takes the longest period to initialize and requires the cohesion of a unified group trust and belief in the individual manager. Superiors usually rate managers that utilize reason as highly effective. Unfortunately,

Community health nursing clinical experiences Coursework

Community health nursing clinical experiences - Coursework Example In particular, the paper examines reflection of the specific clinical experiences, conversations, perceptions and new understanding. Objective I: Demonstrates caring nursing behaviors and safe, competent skills in community health settings for individuals, families, groups, and whole communities (all defined as â€Å"client†) across the health-illness continuum A critical analysis of the clinical experiences in community health reveals that nurses working in this particular area of care must demonstrate awareness of and respect to patient differences, preferences, values and uniquely expressed needs. In practice, I learnt that a professional caregiver meets patients from diverse backgrounds. I learnt that application of sensitivity to these issues could help one improve patient and treatment outcomes. For instance, in my encounter, I met patients from diverse cultural background. One patient stated, â€Å"†¦I have to fast, this requires Godly intervention’. This comment revealed how cultural barriers, especially those related to religious beliefs could affect care giving. My experience in the community nursing practice provided insights about the issue of privacy protection among other important issues concerned with confidentiality. I learnt that professional care givers working in community programs must demonstrate very high competence in addressing privacy issues. For instance, one patient with terminal disease appeared to withhold vital information about the clinical history of the disease. Upon further investigation, I established that she was uncomfortable if such details reached her husband. I convinced her about the confidentiality requirements and advised accordingly. This experience raised my awareness about legal and ethical issues of privacy and confidentiality of patient records. One of the most striking issues in the community

Early childhood learning Essay Example | Topics and Well Written Essays - 250 words

Early childhood learning - Essay Example Cognitive Development helps children in improving in areas such as music, art, mathematics, logical reasoning, recognition of symbols and manipulative skills. These types of areas improve the mental capabilities of children and help them in learning more though different forms. At very early age, children must be taught how to behave socially. Developing social and personal aspects includes learning through self-concept, temperament, aggression, stereotypes and different stages of social behaviour. Every person has to encounter with different situations and different people in life, therefore early development in these areas help children to deal with such people and situations with a comfortable position. Physical Development is as important as any other area because without proper health and hygiene children would not be able to concentrate and give best of efforts. Physical development can be attained by incorporating healthier food, sports and restful sleep in children’s daily routine. Generally, there is very less attention paid to this area which is the most important of all. If a child is taught to spend a substantial time in grooming and enhancing the spiritual areas than there is a chance that it will become a major part and something of considerable importance to him. Spiritual grooming is essential as it is necessary to detach one from the worldly things and to give some time to the nourishment of one’s inner

Analysis from InfoPlease Essay Example for Free

Analysis from InfoPlease Essay I am going to present to you through out this paper the history of the Iraq War and the many opposing views as to why the war should of never been, you will find many quotes and facts. Analysis from InfoPlease â€Å"The Second Persian Gulf War,. also known as the Iraq War, Mar. –Apr. , 2003, was a largely U. S. -British invasion of Iraq. In many ways the final, delayed campaign of the First Persian Gulf War, it arose in part because the Iraqi government failed to cooperate fully with UN weapons inspections in the years following the first conflict. † (Infoplease) â€Å"The election of George W. Bush to the U. S. presidency returned to government many officials from his fathers administration who had favored removing Saddam Hussein from power in the first war. After the Sept. 11, 2001, attacks on the World Trade Center and Pentagon, the United States moved toward a doctrine of first-strike, pre-emptive war to eliminate threats to national security. As early as Oct. , 2001, U. S. Defense Secretary Rumsfeld publicly suggested that military action against Iraq was possible, and in November President Bush asked Rumsfeld to undertake a war-plan review. In Jan. , 2002, President Bush accused Iraq. along with North Korea and Iran, as being part of â€Å"an axis of evil,† and with the Taliban forced from power in Afghanistan in early 2002, the administrations attention turned to Iraq. † (Infoplease) â€Å"Accusing Iraq of failing to abide by the terms of the 1991 cease-fire (by developing and possessing weapons of mass destruction and by refusing to cooperate with UN weapons inspections) and of supporting terrorism, the president and other officials suggested that the â€Å"war on terrorism† might be expanded to include Iraq and became more forceful in their denunciations of Iraq for resisting UN arms inspections, called for â€Å"regime change† in Iraq, and leaked news of 2 military planning for war. President Bush also called on the United Nations to act forcefully against Iraq or risk becoming â€Å"irrelevant. † As a result, Iraq announced in Sept. , 2002, that UN inspectors could return, but Iraqi slowness to agree on inspection terms and U. S. insistence on stricter conditions for Iraqi compliance stalled the inspectors return. † (Infoplease) â€Å"In October, Congress approved the use of force against Iraq, and in November the Security Council passed a resolution offering Iraq a â€Å"final opportunity† to cooperate on arms inspections. A strict inspections timetable was established, and active Iraqi compliance insisted on. Inspections resumed in late November. A December declaration by Iraq that it had no weapons of mass destruction was generally regarded as incomplete and uninformative, but by Jan. , 2003, UN inspectors had found no evidence of forbidden weapons programs. However, they also indicated that Iraq was not actively cooperating with their efforts to determine if previously known or suspected weapons had been destroyed and weapons programs had been ended. Despite much international opposition, including increasingly rancorous objections from France, Germany, and Russia, the United States and Britain continued their military buildup in areas near Iraq, insisting that Iraq was hiding weapons of mass destruction. Turkey, which the allies hoped to use as a base for a northern front in Iraq, refused to allow use of its territory, but most Anglo-American forces were in place in Kuwait and other locations by March. After failing to win the explicit UN Security Council approval desired by Britain (because Britons were otherwise largely opposed to war), President Bush issued an ultimatum to Iraqi president Hussein on Mar. 17, and two days later the war began with an airstrike against Hussein and the Iraqi leadership. Ground forces (almost exclusively Anglo-American and significantly smaller than the large international force assembled in the first war) began invading the following day, surging primarily toward Baghdad, the southern oil fields, and port facilities; a northern front was opened by Kurdish and airborne Anglo-American forces late in March. † (Infoplease) 3 â€Å"By mid-April, 2003, Husseins army and government had collapsed, he himself had disappeared, and the allies were largely in control of the major Iraqi cities. The allies gradually turned their attention to the rebuilding of Iraq and the establishment of a new Iraqi government, but progress toward that end was hampered by lawlessness, especially in Baghdad, where widespread looting initially had been tolerated by U. S. forces. † (Infoplease) â€Å"On May 1, President Bush declared victory in the war against Iraq. No weapons of mass destruction, however, were found, leading to charges that U. S. and British leaders had exaggerated the Iraqi biological and chemical threat in order to justify the war. Hussein was captured in Dec. , 2003. Subsequently, much of the intelligence used to justify the war was criticized as faulty by U. S. and British investigative bodies, and the U. S. -led occupation forces struggled into 2005 with Islamic insurgencies that military and civilian planners had failed to foresee. † (Infoplease)

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