Othello: Literary Essay on Iago Essay

Humans are born with a natural capacity for good and evil. As an individual develops, he or she is taught to distinguish between the two in order to strengthen a sense of right and wrong. Through Shakespeare’s play, ‘Othello’ (Heinemann Advanced Shakespeare, 2000) we are introduced to a meticulously devious character, Iago. Ironically affiliated with the military, a substandard moral compass, channels his unreasonable code of conduct. Well educated on human behaviour, his lack of ethics enables his character to exploit this skill set to deceive those around him, ultimately disguising his true character. Between self-perception, opposing character perceptions and audience perception, Iago portrays a brilliantly, manipulative villain whose two dimensional nature is concealed beneath sheets of false sympathy, integrity and empathy. Beyond all else, Iago considers himself a man of true wit and distinction. In Act I, he furiously declares, â€Å"I know my price† (p. 3). By this statement, he admits to Rodrigo, that upon oversight for the position of first lieutenant, his dedicated service and efforts have been in vain. Having served at the front lines of the war, Iago adamantly deems that his echelon of experience proves him a more deserving candidate, than young Cassio. More so, an over confidence in his abilities, lead to the belief that he is of a superior authority, â€Å"I am worth no worse a place† (ibid). Continuing his argument of non promotion, Iago sees it unbearable, even shameful that he has been regarded with such insignificance. A man of his status and self imposed importance should not be degraded to such a pitiable standard. In having lost out on the appointment, Iago’s pride and dignity have been considerably impaired. Once a devoted soldier under Othello’s command, Iago believed it was his rightful place to gain promotion to lieutenant. When these expectations were not met, it brought out the worst in Iago and the decision was interpreted as a personal offence to his proficiency. Although having already, risen to adequate ranks, Iago could not fathom the injustice. His superior and extensive knowledge had been undermined. In comparison to the present era, this form of ‘injustice’ is experienced frequently in professions where favoured parties lose out on coveted positions to seemingly less experienced oppositions. Victims feel at loss and that their competence has been jeopardised. Due to varying circumstances, these conceited opinions cannot be voiced as it translates into bad character and conduct. Consequently, Iago set out on a conquest for supremacy. Uncannily, abiding by modern day author, Robert Greene’s, â€Å"[Law] 3: Conceal your intentions†, of â€Å"The 48 Laws of Power’ (1998), detailing observational aspects profitable in a rise to command. Within the community of Cyprus, Iago gave no obvious reason for opposing characters to suspect his cunning. In this respect, he was constantly referred to as â€Å"Honest Iago† (p. 41). Specifically, Othello, affectionately used the term, â€Å"Honest Iago, My Desdemona must I leave to thee. I prithee let thy wife attend to her† (ibid). Not only does Othello impart trust with ease, but he mistakes Iago as a dear friend. One who would never think to bring harm to Desdemona or he. This misplacement of faith encourages Iago in his surreptitious endeavours. On several more occasions we witness other characters mistakenly confer with and about Iago’s sincere nature. Following a grave night for Cassio, he bids a farewell of, â€Å"Good night, honest Iago† (p. 99) unaware of Iago’s key role in his ruin. Desdemona continues the chain of mistrust when she speaks, â€Å"O, that’s an honest fellow† (p. 113) of Iago’s phony grievances of Ca ssio’s unfortunate predicament. An individual’s nature can be concealed in various forms within the company he keeps, â€Å"Law 12: Use selective honesty and generosity to disarm your victims† (Greene, 1998). Iago, around such company manipulates and deceives his companions that he is faithful. Having grasped an understanding of human behavior, this wisdom is disposed through cruelty and brutality. In persuading the Cyprus population of his sincerity, unknown to the other characters, Iago fuels his perception of his superiority. Such is his wit that for a much of the play, his deceit goes undetected. When it appears that a character may unknowingly expose Iago’s ulterior motives, he buries the potential realisation beneath artificial concern. Among the audience, the consensus is that Iago is purely composed of arrogance, jealousy and hostility. Triumphant in his succession to provide false evidence of Cassio’s incompetence, Iago announces, â€Å"And what’s he then that says I play the villain, When this advice is free I give and honest†(Shakespeare, p. 99). Arrogance radiates from his gloating manner, of having provided Cassio with ingenious and true advice. Jealousy held as incentive to which Iago brought about the demotion and discredit of Cassio. Moreover, this envy fuelled his ploy in planting a seed of convincing doubt to which Othello was wrongly mislead that his wife, Desdemona, was unfaithful. Not only in determining the detriment of the Moor’s marriage, Iago displayed hostility through his own relationship with Emilia, â€Å"To have a foolish wife† (p. 133), consistent with yet another law, â€Å"Law 20: Do not commit to anyone†, (Greene, 1998). Only to the audience is Iago’s evil nature revealed for a significant portion of the play. We are exposed to his ulterior motives, lies and ultimate betrayal, â€Å"I follow him to serve my turn upon him† (Shakespeare, p. 5). Unlike any other character in the play, Iago is not fazed by the level of destruction he causes, neither to whom. In subsequent scenes, viewers witness the steady yet gradual downfall of the Moor. Unsuspecting, characters, indirectly aid Iago’s cause, particularly his ignorant, praise seeking wife, Emilia, which furthermore increases his arrogance of his unmatched brilliance. To the audience each move Iago makes is calculated methodically and only adds to the current chaos of the present scene. Iago possesses an astute two dimensional disposition. His objective throughout the play is to ensure the Moor’s eventual ruin. He becomes the bane of Othello’s existence, through conniving, unforgivable means, only recognized by the audience if not himself. Born of a natural capacity for good and evil, it is evident that Iago acquires no good, a concept hidden from other characters within the play. In relation to the present, Iago demonstrates the extremity to which an individual will go in order to sabotage the happiness and prosperity of an enemy. Persecutors hold a high opinion of themselves, as Iago displayed. Yet, by all means this strategy to pursue such an attack is achieved through clandestine, surreptitious modes. Iago can distinguish between right and wrong but still, he opts for the latter. As Nobel Prize laureate, William Golding, once said, â€Å"We need more humanity, more care, more love. There are those who expect a political system to produce that; and others who expect the love to produce the system.† (Nobel Lecture, Dec 7, 1983). Humanity is defenceless against the erroneous nature of individuals like Iago. Repeatedly throughout ‘Othello’ (Shakespeare, 2000), his master scheme endures unnoticed. As children, we are prompted to ‘recognise virtue and vice’ (Zak. J. P. The Moral Molecule, 2011) to instil a sense of ethicality, nonetheless, alongside such vindictive figures like Iago, the ‘system’ (Nobel Lecture, 1983), political or military, regresses on any potential advancement, stunting ‘humanity, more care, more love’ (ibid). Humanity is susceptible to evil, regardless encouragement otherwise. As long as rouges exist, an eternal battle will ensue between good and bad, unmistakably demonstrated through I ago’s performance. Bibliography Novel References Gray, C. (Series 2000). Othello. Heinemann Advanced Shakespeare. London: Briddles Ltd. Website References Golding, G. W. (Dec 7, 1983). Nobel Lecture. Retrieved Aug 27, 2013, from http://www.nobelprize.org/nobel_prizes/literature/laureates/1983/golding-lecture.html Keltner, D. (2007-08). The Power Paradox. Retrieved Aug 28, 2013 from http://greatergood.berkeley.edu/article/item/power_paradox Unknown Author. (No date). The 48 Laws of Power. Retrieved Aug 28, 2013 from http://en.wikipedia.org/wiki/The_48_Laws_of_Power Zak, J. P. (Feb 10, 2011). The Moral Molecule: Are Humans Good or Evil?. Retrieved Aug 28, 2013 from http://www.psychologytoday.com/blog/the-moral-molecule/201102/are-humans-good-or-evil

European Coffee Industry

Research Paper –Europe Coffee Industry Assignment 5-2 Prepared for Professor Harold Bashor MBA 727-F3FF International Business Management October 24th, 2012 Prepared by IRELAND Coffee is a very important product in Ireland. Specialty coffee shops such as Starbucks and other local companies such as Insomnia have helped create strong growth in the industry. From a competition standpoint, Nestle’ continues to dominate the industry in Ireland with a 42% market share in 2011 (www. Euromonitor. om, 2012). â€Å"Nestle’ has managed to maintain its leadership due to its exposure within the fast growing coffee pods area and its widespread offering of price and volume promotions (www. Euromonitor. com, 2012)†. The two domestic players in the industry are Bewley’s and Robert Roberts. Both increased sales shares in 2011, 9% and 5% respectively. The primary market for each of these companies is fresh coffee. The economic downturn in 2008 has hurt the industry as consumers have cut back spending.A 40% increase in the composite price of coffee from the International Coffee Organization in 2011 also hurt demand. The price increases are similar to those seen in many commodity prices. Coffee in particular is facing an increasing demand while supply in 2011 was slowed by a poor Colombian harvest, heavy rains, and issues in Brazil. As you can see from the chart below, the coffee industry in Ireland is very dependent on imports with nearly 90% of it coming from other European countries.This table illustrates the high percentage finished coffee imports into Ireland. Expressed in green coffee equivalent, 2010 green coffee imports were only 42% of the volume of the finished product imports (roasted + soluble). Total coffee imports of all forms into Ireland increased from 8. 746 tons green coffee equivalent in 2009 to 9. 780 tons in 20109 (+11,8%). The vast majority of Ireland’s soluble coffee imports (almost 88% in 2010) came from the United K ingdom.The Netherlands (6,7%) and Poland (2,8) supplied most of the remainder. In 2010 the UK represented 68% of Ireland’s roasted coffee imports. The second largest supplier – at a considerable distance – was Germany (20% in 2010). COFFEE CONSUMPTION Reference List Hill, C. (2011). International Business: Competing in the Global Marketplace, pg. 49. World Coffee Trade Chart. Retrieved 10/20/12 from http://www. ico. org/trade_e. asp Coffee in Ireland. Retrieved 10/21/12 from http://www. euromonitor. com/coffee-in-ireland/report

Marketing Plan for New Product Launch

{draw:g} {draw:frame} SUPERIOR UNIVERSITY LAHORE Project Name: Marketing Plan for new product launch Presented To: Sir Kashif* *Mahmood Group Name : The Stallionz Leader Name & Id: Imran Shoukat MBP Members Name & Id: Muhammad Arslan Dilawar MBP Abuzer Shabbir MBP Hassan Raza Muhammad Kashif Munir Company N*ame:* The Glimmers Limited. Company Logo: {draw:frame} Product Name: {draw:frame} * * * *Contents of Marketing Plan Part 1: Executive Summary Part 2: Purpose and Mission Part 3: Situational Analysis Product, Market Analysis Distribution Analysis Competitor Analysis Financial Analysis Other Analysis Part 4: Strategy and Objectives text:list-item} {text:list-item} Part 5: Tactical Programs {text:list-item} {text:list-item} {text:list-item} {text:list-item} {text:list-item} {text:list-item} Part 6: Budgets, Performance Analysis, Implementation Budgeting and Analysis Implementation Part 7: Additional Considerations Executive Summary This report explains the marketing plan for launchin g a fresh Juice named â€Å"Refresh†. This product has been made by the Glimmers Limited. And it is approved from the Ministry of health. In the very beginning of the report we have explained the mission and vision of the Glimmers and then we have further carried out our. It will be introduced in the market with the help of various promotional displays, advertisement and distribution of free samples to the general public and financial institution. This report examines that this product is initially launching in Lahore’s domestic market. The study included both primary and secondary research. The primary study focused on a survey of the competitors and the likings and disliking of people. Through this strategy company can penetrate more into the market and can attract the bulk of customers. For this purpose we have conducted SWOT analysis of the company to see the company’s strengths, weaknesses, opportunities and threats. Then we have explained the purposes, benefits and objectives of our product. Then we have made a marketing mix strategy for our product. We have divided market into different segments and decided to target the kids, youngster mature and old age person. We have also paid special attention to the packaging, color and price of the product. We have decided to place the product in all the markets of Punjab especially in the canteens of colleges and universities. We will promote our product through electronic media, print media, cable, and outdoor sources. We shall also conducted a market survey in future to know the opinion of public about our product and developed our product accordingly. Introduction to the Glimmers Limited Company’s Vision Statement: â€Å"Be the global leader in customer value†. Company’s Mission Statement: â€Å"To set world class standards in the Juice industry through providing a diverse range of high quality Juice products that are prepared in accordance with Islamic principles striving to satisfy consumers tastes and needs and serving the Society† The Glimmer’s Business in Lahore The Glimmers will commence its operation in Lahore from October 2010. The factory facility has been founded on a 20 canal area of land in the Industrial area, Ferozepur Road Lahore. The factory is expected to match the demand of our products. We have ensured the installation of modern, sophisticated and efficient equipment, conforming to the very latest standards of â€Å"Goods Manufacturing Practices†. Introduction to Refresh People started too perished under the scorching heat of summer in our country. They need an energy drink to refresh themselves. Refresh is a fresh juice product. It provides energy and keeps people fresh when they are felt weak or tired from doing a lot of work. It contains vitamins and proteins which is a useful energy source. Vitamins give freshness and proteins are the energy cells that recharge the human body so that they work at their maximum. The students, employees and workers become tired due to the work burden and sunlight which make them feel loose. They need an energy drink that makes them re-energize so they may be able to perform better again and feel refresh. * Slogan*: â€Å"The taste u desire† Ingredients are: {text:list-item} Objectives: To increase 25% market share {text:list-item} {text:list-item} {text:list-item} {text:list-item} Current Market Situation Refresh is a fresh juice product that is going to introduce in the Lahore domestic market. We are focusing to all levels of generation. The kids, youths, mature and olds and overall families The prices of the refresh are moderate, because it is for everyone in the society. Market Demographics: The customer of the Refresh consists of following: Geographic’s: The refresh geographic target area is currently Lahore. We are supplying our product to all area of the Lahore. We have further divided the areas of Lahore into 4 zones. A zone includes Gulberg, M. M Alam road, Defence B zone includes upper Mall, Wahdat road, model town C zone includes lower mall, Allama Iqbal Town, Sabzazar Scheme D zone includes Multan road , Sakeem mor, Allama Iqbal town {draw:frame} b. Demographics: There is an almost equal ratio between male and female and also kids. We are focusing: Kids Youngsters Mature Old age persons Our Competitors The Refresh is currently facing a very competitive environment. Because the competitors of the Refresh are:- Shezan Country Nestle Sunfresh Benz Product Review: The Refresh is available in 250ml size and available in different Flavors like: Mango Apple Pineapple Orange Mix-fruit Competitive Review â€Å"Refresh† Competitors: The competitors of â€Å"Refresh† juice are more than 10. NESTLE & SHEZAN is leading market right now and other companies are far away from it. NESTLE & SHEZAN has loyal customers over the years because it is very old company and customers are aware of its merits & demerits. The company’s first purpose is to compete NESTLE and other juices which have large market share. The main competitors are {draw:frame} & {draw:frame} {draw:frame} Product: Shezan juice is a product by Shezan International Ltd. Qualities of Shezan: High availability Large range of flavors Standardized and attractive packing Large promotion and market coverage Available in Various weights packing. Price: Minimum price of juice is 12 R. s Place: Shezan has a large market share in Pakistan. Sales: Promotion: They promote this product through Electronic media Print Media FM Radio stations Wall Chalking {draw:frame} {draw:frame} Product: Nestle beverages is a product by Nestle International. Qualities of Nestle: Large promotion and market coverage Large range of flavors High availability Price: Minimum price of juice is 20 R. s Promotion: They promote this product through a. Electronic media b. Print Media c. FM Radio stations Place: Nestle has a large market share in Pakistan. All calculations based on non-rounded figures Strategy: Creating shared value global forum Good pricing Better Quality By offering different flavors Intensive distribution Attractive packing SWOT Analysis of Glimmers {draw:frame} Strengths: Updated technology plant Quality product Specialists available for specialized jobs and tasks Hire experienced staff Medical insurance of employees Pakistani made Targeted to low and middle class people. Reasonable price Expiry date above 6 months Weakness New in juice industry Small distribution network Strong competitor No market share Limited experience of customers Opportunities Increase the distribution network. Acquiring the newer technology & techniques. Market is very big & attractive. Take-over of the distributor Increased demand of high quality products due to Lahore being a developed city. Threats Political instability New entrance from the exiting competitors So many competitors Retaining consumers Economic instability. Increases of general sales tax Development of plant Marketing Strategy and Objectives The market strategy is based on positioning of the product in the mind of consumers. Providing high quality Juice to the customers. We will distribute our product on mass level so that we can maximize the profitability. Positioning Strategies: We want to put an image of our product in the consumers mind as compare to competitor’s product. We want to target the high school, college and graduate students and government sectors that have to work hard and need to â€Å"Refresh† them in an instant. *2. * Segmentation: * We made the market segmentation on the following basis: Density Age Gender Income Family size Family life cycle Occupation Education Social classes Life style 3. Targeting: We will target the following customers: Kids Youngsters Mature Old age persons Marketing Mix: Product Price Promotion Place Product Strategy: Develop the long-term relationship with the customers Give val ues to the customers to delighting them Do whatever it takes not to satisfy the customers but retain our customers In order to accomplish this objective, the company has established sales, marketing and support teams. Product variety: Our product would be available in the following flavors:- Mango Apple Orange Grapes Mix-fruit Brand name: The name which we have chosen for our product is *â€Å"Refresh*† {draw:frame} Quality: High quality assurance would be our first priority. This would be ensured by: Implementing high quality standards Total quality management Acquisition of the high quality raw materials Design: â€Å"Refresh† is a sweet, refreshing Juice with an eye catching Tetra hedral pack. *Features*: Here are of the some features of our product: Fresh original fruit juice Provides proteins and minerals Provides vitamins Beneficial for kidneys Excellent in taste Gives freshness Tetra Pack protection packing Packaging: Product units are packed in 6-layered Tetra Pack Brick Aseptic. Sizes: Our product is available in 250 ml pack. Pricing Strategies: Our pricing strategies for the product are for total cost, which include custom services and other expenses. Pricing strategy usually change as the product passes through its life cycle. The price should be set at moderate level in order to attract a large number of buyers and to gain large market share. Amounts are in Pak Rupees. The total per unit price for 250ml packs that we will offer as follows: The cost of fruits Rs. 3 Electricity Rs. 2 Factory Overhead Rs. 3 Miscellaneous Rs. 2 Retailer Margin Rs. 2 Profit Rs. 3 Total Price Rs. 15 In accordance to our strategy we have decided to offer the product to customers at the price of Rs. 15. The price is very much compatible and the offer is substantial enough to attract a large percentage of market in a very quick time. Price and Quality Grid: This grid shows what pricing strategy a firm is perusing:- {draw:rect} {draw:custom-shape} According to this grid we are offering high quality at low price. So we are following penetration strategy. Communication Strategies: Promotion: Actually the promotion is a first step when we are launching a new product, but we make its strategies in last. We want to make a good image in the mind of customers, so that they will buy only our products. Criteria for Promotion: In promotion our main objective is to provide: Awareness Knowledge Liking Preference Purchasing Main Sources of Promotion: Electronic Media Print Media Cabel network Billboards Hoardings Electronic Media: Print Media: Billboards: Hoardings: Cabel Network Benefits: Following are the additional benefits which are offered to the customers to give them Value: Give 5 rappers and get one free juice pack Purchase ten juice packs and get one pack free. If you purchase a small crate of juice then you will able to participate in lucky draw and you can win following prizes: Samsung FM Guru DVD system Rs. 5000 Place: Distributors Review To assure the availability of its product â€Å"Refresh† juice has established effective network of registered dealers. The main target of these juices is Lahore. draw:g} The end consumer would then purchase â€Å"Refresh† from the retailer. The distributor are the most reliable distributors in the region. They enjoy a flawless reputation combined with business relations with numerous retailers even in the rural areas of Lahore and near sides. This has ensured that â€Å"Refresh† will be made available all over Lahore. Budgeting: Controls: This is the main and last element of the marketing planning by using this we can check our product standard by comparing It with our standards if there is any problem arrive in marketing plan the it must be corrected. Three main functions are performed under this element of planning that is: Measuring Comparing Correcting Measuring: We can check our marketing condition through measuring in which different types of tasks may be performed like Surveys Survey *for* *The* Future: In order to learn weather people would like to buy or use our product, we have decided to conduct a market survey in future so that we can assure that people likes our product or not. Comparing: In controlling process we compare our product with our standards Correcting: If any problem occurs then correcting process will take place in which we found that from where the problem will arises. Marketing Organization: Refresh’s chief marketing officer, holds overall responsibility for all of the company’s marketing activities. There are other subordinates with him to help the sales campaigns, trade and consumer sales promotions, and public relations efforts. Action Programs: The â€Å"REFRESH† will be introduced in May. Following are summaries of the action programs we will use during this summer session to achieve our stated objectives. May We will initiate 80,00,000 rupees trade sales promotion campaign to educate dealers and generate excitement for the product launch, and provide sample crates to our selected product reviewers, opinion leaders and celebrities as part of our public relation strategy. June We will start an integrated print/displays/television campaign. The campaign will show how many features the â€Å"REFRESH† have for users to reenergize them. July As the juice advertisement continues, we will add consumer sales promotion by including them to our messages. We will also support or retailer to increase our sales. August _ _We plan to roll out a new advertisement having new views of customers through survey who have used our drink which will help to promote our juice. Story Board References: Philip Kotler* * * * (Principle Of Marketing) Journal of Marketing Journal of Advertisement Websites: www. mickinsey. com www. wikipedia. com *www. Nestle. Com* www. Angrofoods. com www. shezan. com www. marketing. com

Maternal stress as a potential risk factor for having an offspring Research Proposal

Maternal stress as a potential risk factor for having an offspring with a ventricular septal defect - Research Proposal Example ency, misalignment or failure of fusion of the components of the interventricular septum, viz., endocardial cushions, aorticopulmonary septum and the muscular part of the septum, is the primary cause of the ventricular septal defects (Shinebourne et al, 2006). A hole or complete absence of the septum allows the blood to mix in the ventricles, which is supplied to the lungs as well as the rest of the body giving rise to symptoms like ‘blue babies’. Soto et al (1980) gave an objective classification of the ventricular septal defects (VSD). On the basis of angiograms of 220 children with VSD, they observed that the defects in the septum could present with the following morphologies - perimembranous defects; muscular defects and subarterial infundibular defects. Perimembranous defects as well as the muscular defects were further divided into three sub-groups each. A stressful life of the mother has been studied as a risk factor for a number of congenital malformation in the offspring, e.g. orofacial cleft (Montenegro et al, 1995), neural tube defects (Carmichael and Shaw, 2000) and conotruncal heart defects (Suarez, 2003). Carmichael et al (2007) have conducted a comprehensive population based case-control study involving 1355 mothers and calculated a ‘stressful life event score’ based on exposure to 18 possible stress-events and its association with congenital birth defects. Their results showed that a 3-point increase in the stress score increases the odds-ratio of a birth defect to 1.45 ( C.I. 1.03-2.06) and the risk is further aggravated to O.R. of 2.35 (CI = 1.47 – 3.77), if the mother is not taking vitamin (folic acid) supplement during early pregnancy. Hansen et al (2000), in a rare 12 year prospective study with a 16 months retrospective component, reported an increased incidence of cranial-neural-crest malformatio ns as well as other congenital malformations in children born to mothers exposed to severe life events like death, hospitalization for

Just Desert Essay Example | Topics and Well Written Essays - 750 words

Just Desert - Essay Example The Just desert model suggests that retribution justifies punishment because individuals deserve what they received for past deeds. Under the just desert theory the punishment should be the same for all people who commit the same crime. But the idea is that does just desert punishments stops the offenders to repeat it again Has it created the peace balance in the society and is it beneficial for us in general Is the Punishment based on deterrence or incapacitation wrong In a research (Kevin M. Carlsmith and John M. Darley and Paul H. Robinson; Journal of Personality and Social Psychology 2002, Vol. 83, No. 2, 284-299) they came to know people are in favor of deterrence at macro level, but when it comes to individuals, people favor just desert because they consider it right and wrong doers deserve it. "The task of a just deserts theorist, then, is to assess the magnitude of the harm and to devise a punishment that is proportionate in severity, if not in kind. Kant (1952) recommended censure proportionate to a perpetrator's "internal wickedness," a quantity that may be approximated by society's sense of moral outrage over the crime". After researching for quite sometime, I came to know that many are in favor of just desert. They suggest that just desert results in social Control. When there are established criminal justice punishments in society and people know the degrees of punishment they will have to suffer if they committed any wrong deeds, people tend to think before doing anything. Because they are aware of retribution, and they know that punishment will be same for all levels of people without being bias, they feel just and are less likely to commit serious crimes. But some argue that being blind to class difference doesn't lead towards just. Ehrlich (1938: 363) pointed out that the more the rich and poor are dealt with according to the same legal propositions, the more the advantage of the rich is increased'. Galanter (1975: 363) puts it more beautifully. "The sailor over board and the shark are both swimmers, but only one is in the swimming business". Geertz (1983: 217) says that "there are number of f acts about the way the world works, mostly facts about the distribution of power, which prevent punishment being imposed on the most deserving of it. A policy of attempting punishment of all those who deserve it (and who can be caught) has the effect of increasing injustice, worsening tendencies to punish most where desert is least. This is because for the tendency for the law to be 'the most powerful where least needed, a sprinkler system that turns off when the fire gets too hot'." Some argue that the theory is fair to the offender if the punishment fits the crime; same punishment of all offenders for the same crime, etc which give people the sense of just. People know that it does not authorize selecting a criminal for particularly cruel punishment by random drawing, even if this would expend fewer overall social resources than imposing lower and proportionate punishment on all similar offenders, which is referred to as the consequentiality theory. Another benefit is that in just desert, people are punished according to the seriousness of the crime.

G-8 Says World Economic Prospects Still Weak Essay

G-8 Says World Economic Prospects Still Weak - Essay Example ng to the improper banking regulations that existed in European countries along with the United States and Japan. As per the article, measures have been formulated in order to curb issues in relation to budget deficits and develop strong banking union through the implementation of efficient fiscal policy amid G8 nations for effective growth of world economy. These nations have worked collectively in order to strengthen the banking rules which would underpin the whole of the Euro zone. Additionally, the implementation of these changes in structure along with principles in relation to banking policies is perceived to enhance the economic conditions on a global context. The banking sector of European nations, the US and Japan are required to modify or reform their banking practices and systems with the objective of developing world economy and banking union (CNBC LLC, 2013). Factors to be Discussed The discussion will emphasize relevant studies that are parallel to the common economic e vents which include recession and inflation. One of the primary objectives of this research would be to analyze the moves that will be made for building a proper banking practice towards a strong banking union. The highlighting factors would be to analyze the underpinning issues that are seemed to trouble the overall banking system. Moreover, the various reforms and modifications in the banking principles and systems will be studied which are to be implemented by Japan and European nations. Along with all the other nations, the economic condition of the United States will be analyzed as well. 2.0 Discussion on the Economic Problem Issue The financial crisis situations had adversely impacted the banking operations and principles in an immense manner on global perspectives. Various reforms and policies have been implemented within banking sector with the aim of enhancing its operations and reviving the economic conditions. Cause of Problem The main factors related to the discussed iss ue in the article include the extensive economic growth of other countries and structural reforms that seemed to put the European countries under extreme pressure. The main areas of concern were identified to be the reformation of banks and its various policies in order to improve the financial policies of the European countries and G8 nations. The major cause of the problem was that the output was not delivered according to the requirements of the banking customers. Funds collected through banks were not allocated in an orderly manner which resulted in improper regulations of the banking functions or operations (International Monetary Fund. European Dept., 2013). Impact on Economy, Society or Even Political Stability The problems related to financial policies and reformation in banking sector seemed to have drastic effects on the economical, societal and political fronts which were a crucial problem for the Euro zone countries. The situations relating to the above factors were very drastic. The nations on the economic front got adversely affected because of the inappropriate banking regulations and various fiscal policies that were unable to ascertain the monetary standards of the nations. The main point of concern was the ineffective performance of the banking sector. The countries were planning to design various policies and regulations in relation to the

Swot Case Study Example | Topics and Well Written Essays - 500 words

Swot - Case Study Example This essay would further analyze these four aspects regarding NBB. The strengths of NBB would first be discussed. The major strength of the company can be said to be the corporate social responsibility that the company possesses. It has always believed in providing its customers the best possible product along with the best social environment that the company can provide. The corporate social responsibility of the firm helps it to form a proper infrastructure for its employees who are given particular prizes for their job in NBB. These can be in the form of grants or other monetary values. It also keeps a special check on the recycling and reuse of products that it is manufacturing. This also adds to the corporate social responsibility of the firm. Moreover they also utilize the energy in the best possible ways because of which the release of harmful gases in the environment is quite less. All these factors together help to gain a better brand image amongst the customers. Moreover with the maintenance of corporate social responsibility the sales of the company are also maintained. Also the company has a variety of beers which are produced which help in gaining product diversity. The weaknesses of the company include the way it markets its products. Here the company does not use the proper traditional way of marketing their beer and this can cause them to lose customers. The company does not have a broad market where it produces its products as it is only limited to certain states of America. The company produces specific beers at specific times too because of which they can be at loss too as it is possible that some of the customers only like NBB because of these specific products. The opportunities that the company has can be clearly seen in the growing market of beer. Beer consumption amongst the adolescents is also increasing per day. This means that if the company expands it would be able to grab a greater

Software Usability Case Study Example | Topics and Well Written Essays - 500 words

Software Usability - Case Study Example Building on these concepts basic criteria for the evaluation of usability can be formed. A critical point in this assessment is to know that it is central on the reactions and the actions of the users for who the interface is designed. That being said, the first criteria would be the ease with which a first time user can perform basic tasks on the site. This would judge the complexity of the site design, how user friendly it is and is pivotal to the learnability aspect. Second, we look at the speed with which the regular user’s, who are more familiar with the design, perform tasks. This forms a building block in the efficiency component of usability by reflecting how successful the basic interface design is at facilitating usability. Next we assess usability by looking at the rate of recall of user’s who return to the design after a prolonged period. How easily these users’s can go back to efficiently using the interface to perform tasks and the number of errors they make while they’re at it will be used to evaluate the memorability and errors aspect of usability. Another key determinant of usability is the overall satisfaction level of the user’s. If their experience with the usage of the design is positive and pleasant it will denote a higher level of usability.

Discuss the ways the poet develops the character Phoenix. Pay Essay

Discuss the ways the poet develops the character Phoenix. Pay particular attention to the devices the poet uses in character dev - Essay Example Although Phoenix is never discussed in the epic â€Å"Iliad† save for that time when an embassy is sent to Achilles to urge him to fight along with Agamemnon’s armies against the Trojans, his character serves as a brief yet insightful look into the great warrior Achilles’ disposition, not as a warrior this time, but as a human being with a past, a future, and a present. Phoenix’s speech is filled with the Greek â€Å"eleos† or what can be termed in English as â€Å"compassionate grief† --- an emotion that does not go well for a great warrior such as Achilles. Homer shows Phoenix as appealing more towards his father-and-son relationship with Achilles, which is a refreshing characteristic amidst this story filled with greatness and lack of the â€Å"softer† emotions of the great warriors. Phoenix says: â€Å"And I made you what you are --- strong as the gods, Achilles --- / I loved you from the heart† (9.587-8), and â€Å"Oh I ha d my share of troubles for you, Achilles†¦ / great godlike Achilles --- I made you my son, I tried,† (9.595-9).

Marketing Essay Example | Topics and Well Written Essays - 2000 words - 29

Marketing - Essay Example However, many of the researchers specifically name it as ‘status consumption’. In literature the concept of status consumption is defined as the consumption of anything with the intention of boasting of and showing off affluence to others and it ranges from an expensive lipstick to a pricey car (Scheetz, n.d.). Status consumption is the phenomenon through which consumers seek to increase their social standing by conspicuous consumption and possessions (Schiffman). Shukla defines status consumption as the behaviour of the consumer to buy the products and services to enhance their status, no matter what their income or social class is. Basically, status consumption refers to the purchases made by consumers to attain a social status. It also shows the increasing materialism among the people in the society. A lot of work has been done by various researchers on status consumption. Even the concept of status consumption is considered very effective from marketing point of view. In a survey of 239 Malaysian students, it was found that promotional appeals that underline social comparisons are more effective on status seeking customers (Heaney, Goldsmith & Jusoh, 2005). The researchers have been always curious to determine the reasons because of which the consumers go for status consumption. In a study of 598 consumers, it was found that status seeking consumers have a need for uniqueness and can be good opinion leaders (Clark, Zboja & Goldsmith, 2006). Therefore, the need to look superior and to maintain the social status results in status consumption. Ustuner and Holt (2009) studied the concept of status consumption among the middle class people from less industrialised countries. They limited their research to middle class group only because this class does have enough spending power to maintain their social class and they find that significant

Features of contract law Coursework Example | Topics and Well Written Essays - 1250 words

Features of contract law - Coursework Example An invitation to treat is an expression of willingness to enter into negotiations that may in future materialize in a contract. Therefore, an invitation to treat is the preliminary step that precedes a contract, and that may or may not turn into a contract. The case of Gibson v Manchester City Council (1979) is illustrative in this regard. As the distinction have now become clear between an offer and invitation to treat – the question whether the advertisement in the newspaper placed by Ahmed amounts to an offer or an invitation to treat. According to the rule contained in Pattridge v Crittenden (1968) an advertisement does not amount to an offer, instead it is an invitation to treat. However, an exception to this rule is contained in Carlill v Carbolic Smokeball that advertisements could, in certain situation, turn into an offer themselves and would just beckon an expression of acceptance to seal the contract. Ahmed’s advertisement in this situation amounts to a unilat eral offer – an offer that only requires acceptance. Evidence of this found in the words ‘acceptance to be confirmed by 22nd July’. ... A conclusion can be drawn from this case that postal rule, an antiquated rule indeed, is only applicable to non-instantaneous forms of communication. Therefore, by analogy it could be held that postal rule will not apply to emails, which is virtually instantaneous will not governed by this rule. Lord Denning further held in this case that acceptance by telex machine took place where it was received, rather than where it was sent. This approach has been confirmed by the House of Lords in The Brimmes (1975) and Brinkibon Ltd v Stahag Stahl (1983). However, these two cases particularly deal with the issue of time of acceptance. In The Brimnes (1975) the issue was whether a withdrawal of the contract was effective when it was received or when it was actually read. Megaw LJ unequivocally held that acceptance is effective and valid when it is expected to be read not when it is actually read. Which in turn means that acceptance would be valid when it is received not when the recipient, thro ugh some fault of his own, failed to read it on time when it was expected to read. Megaw LJ put the judgment in the following words:   Ã¢â‚¬Å"if a notice arrives at the address of the person be notified, at such a time and by such a means of communication that it would in the normal course of business come to the attention of that person on its arrival, that person cannot rely on some failure of himself or his servants to act in a normal businesslike manner in respect of taking cognisance of the communication†. However, in the present situation the acceptance by email has been received at Ahmed’s PC at 5:39pm and that is beyond office hours. It cannot be expected to have been read by Ahmed beyond office hours, but it could be argued that the

Academic and Professional Skills Development Essay Example for Free

Academic and Professional Skills Development Essay There is a new world in the academic and the post academic the students must adapt themselves to. The world has become increasingly competitive and there is an exponential expansion of knowledge and information and this means that the students who will survive in this new world order are the ones who will adapt to keep up with this highly dynamic world. The way universities used to be has changed and they are now not only centres of disseminating knowledge, but also centres of promoting change (Soontiens, 2002). This change is not just intellectual change, it is all encompassing change that makes a complete makeover of the raw material it receives in the formative years and gives out a refined product that is well shaped to tackle the emerging issues in the world. Gone are the days when having a degree was something to be cerebrated by all and sundry. Nowadays, if you have just the undergraduate degree, you are just another first among equals and you do not have any competitive advantage over millions of others who have a first degree like you. This means that learning is a life long process and this world belongs to those who understand this fact (Verville, 1990). This is because the world is now being moved by knowledge and information, and these are two highly dynamic facets; how else do you acquire them apart form engaging seriously in lifelong learning (Soontiens, 2002). Even the world economies have changed from the conventional heavy economies to the modern knowledge based economies where knowledge and information and not machineries and physical labour are now the drivers of the economies. The most powerful thing right now in the world is information and knowledge and students must dedicate their lives to continuous process of learning to be able function in this highly knowledge driven world (Soontiens, 2002). Another important element that the universities are emphasizing today is critical thinking. Thinking is important but critical thinking is what differentiates a smart student or even worker from the rest (Soontiens, 2002). The more the world is changing, the more the problems are evolving and the solutions to these problems must be found for progress to take place. These problems cannot be solved by ordinary thinkers; they can only be solved by critical thinkers. This is another area that the universities are focusing on. They are out to churn graduates with acute problem solving skills by teaching them how to make critical analyses of life situations (Soontiens, 2002). For the students to be said that they have adequate problem solving skills, they must be able to use some habits of the mind and one of these habits is formation of perspectives; which involve the organization of arguments into parts and then separate the most important from the least important. It also involves separating opinions from facts and then the value of each is appreciated (Verville, 1990). This is the basis of critical thinking. Another habit of the mind that is involved in critical thinking is analysis. After forming perspectives, it is important to ponder on the arguments in a way that is reflective. This involves the use of logic and also knowing the limits of the analysis. The other critical habit of the mind that is involved in the process of critical thinking is imagination (Soontiens, 2002). This is the disposition to make an evolution of your view of an issue using contemporary and conventional patterns that will suffice now and in the future. A university that is not equipping its students with the aforementioned abilities is in a very wrong path. The workplace, just like the academic arena has changed significantly. Education alone cannot help one to fit in the contemporary work environment because of its highly social and flexible nature. Thus the universities are putting this into consideration by ensuring that they do not mould academic giants and social dwarfs who cannot fit in today’s workplace. They are churning out all round products that are readily prepared to face the challenging job market and the demanding workplace (Verville, 1990). That is why you see in the workplace today, people are not necessarily doing what they studied. Education students are working in banks, Law students are working as news reporters and so on. This means that one thing that the universities are teaching very well is flexibility: do not just follow one line, there are many things you can do there with your education. In the workplace, the workers must be able to work as a team and individually.   There are some more habits of the mind that can help them to fit well in the highly challenging, demanding and evolving workplace (Soontiens, 2002). One of these habits of the mind is empathy. Empathy involves sensing reasonable views, revering all views and honoring the one that is the most persuasive. The other habit of the mind is communication which is the ability to take the duty of explaining ideas in a clear, truthful and sober way that respects all those who are listening to them or seeing them being communicated.   The other habit of the mind that ought to be developed is that of commitment. This is the recognition of the necessity to act when there is an action worth attention and being patient to the situation one has stepped forward to respond to (James, 2003). The current generation takes the flak for the many ills that are happening in the society. The generation has been labeled as irresponsible, insensitive and morally corrupt and the universities are taking measures to ensure that all the raw materials they receive will be devoid of the aforementioned tags by the time they are being churned out as products. This means that apart from just giving the intellectual knowledge, they are also equipping the students with skills that will make them responsible members of the society who can be trusted to take over the leadership from the old conservative generation that is far beyond the benefit of the modern information and knowledge revolution. This means that there are programs that are teaching leadership skills, social welfare skills and may other skills that can make the students reliable members of the society (Verville, 1990). The habits of the mind that can help the students to become more responsible members of the society include, value which is the choice to apply a pattern of behavior that is intellectual and ignoring the patterns that are less productive. The other habit of the mind is inclination that includes the tendency to apply the aforementioned behavior without pressure or motivation (James, 2003). Sensitivity is another habit of the mind that will make the students to become more responsible members of the society because of its ability to perceive opportunities and threats and also emphasizes the appropriateness of applying behavior that is intellectual in pursuit of opportunities and in evasion of threats. Capability is a habit of the mind that will help the students in application of the basic intellectual skills that are central to behavior while commitment on this platform means the desire to reflect and improve the behavioral performance (James, 2003). In conclusion, university students in the contemporary world must adapt to the knowledge and information that is expanding markedly. They must be life long learners who think critically and are flexible to be able to fit in this highly dynamic world. They must be problem solvers who can work independently and in a team. The education system today, apart from teaching the basics of education is also teaching the students to become responsible citizens who are open minded and can communicate with people from allover the world.   This new approach by the universities is a step in the right direction and should become a global concept inherent in all the academic systems. As illustrated in the essay, this new mode of learning borrows heavily from Costa and Carrick the Habit of the mind and it puts a whole new psychological dispensation to the world of academia that will ensure the mind must change for the individual to embrace the change in the society.

Other Word Formation Processes English Language Essay

Other Word Formation Processes English Language Essay The language learners referred to in this essay are software engineers, in the age group of 23-26, tasked with developing software products for the travel industry. They were selected on the basis of their performance in a language assessment and identified as intermediate users of the language. All of them had studied English for 10 years in school and later at the university English was the medium of instruction. A few of them were risk takers, ready to take on tasks regardless of any mistakes they may make. There were those who were spurred on by the possibility of their deficient language skills impacting their career graph; they were also ready for self-learning and willing to take responsibility for their learning. Some were hesitant, unsure of their knowledge and afraid to make mistakes. All of them were, however, comfortable with technical language, but were very diffident to face situations that called for regular communication. They needed help with everyday vocabulary to communicate effectively with colleagues and clients. Word parts If we consider words as independent/freestanding units with meaning, a notion proposed by McCarthy (1990), then we can see that these units of meaning can further be broken down and re-combined to form other words. Though the word cancelled is an independently meaningful item, under closer observation it becomes clear that this word consists of two units cancel and the past tense marker -ed. The linguistic item cancel is a freestanding word in English, but there is no such word as -ed in English, even though -ed is a meaning-bearing unit. Such linguistic items that are not freestanding are said to be bound and these forms can occur only in combination with other forms. The two meaningful parts, cancel and -ed are called morphemes. Morphemes Katamba (2003) defines morphemes as the atoms with which words are built. Morphemes are the smallest unit of lexical and grammatical meaning and they are realized by morphs, as morphemes do not have a physical representation. A single morpheme can be manifested as multiple complementary morphs in distinct phonological or morphological contexts. Let us look at the past tense marker -ed to understand the distribution of these complementary morphs known as allomorphs. Free morphemes can stand alone as words; whereas bound morphemes such as -ed are only used in combination with other morphemes. There are word forms which have but a single unbound morpheme and others which consists of more than one morpheme. Words like talk, eat and mend are examples of freestanding morphemes and words such as predictable and reflection are formed by combining many morphemes. Affixation Affixes are bound morphemes attached to a stems either to create a new word or a word form. Affixation of morphemes can be either inflectional or derivational. Inflectional affixes Katamba (2003) posits that the English language has minimal inflections because of its tendency to be an isolating language. The few inflections it has are all suffixes. These suffixes are bound morphemes and are attached to the stem to inflect or change words to express grammatical features, such as the changes in tense, number, possession, and degrees of adjectives. There are 8 inflectional suffixes in English and they are: Derivational Affixes In English derivational affixes include both prefixes and suffixes. Katamba (2003) says that the purpose of derivation is to create lexical items and not to produce grammatical units that will fit in a given syntactic position. The three important derivational processes in English are: affixation, conversion and compounding. Affixation is one of the commonest methods of forming words in English. Derivational affixes can be either prefixes, those that are added before the base, or suffixes, that are attached after the base. Word forming processes like creating nouns from verbs, adjectives from verbs and verbs from adjectives are examples of a few derivational practices in English. Derivational affixes are different from inflexional affixes in many ways: They change the word class as well as the meaning of a word to which it is linked energy (n) +- ise -Æ’Â   energise (v) Even though they combine to create a new word they are not affected by syntactic relations outside of the word, they can be separated and recombined with other morphemes to form other combinations. Stem Suffix Derived word Govern (v) -able Governable (adj) Enjoy (v) -ment Enjoyment Derivational morphemes can be attached only to certain stems. Stem Suffix Derived word Violin -ist Violinist Drum -ist *drumist Drum -er Drummer *drumist is not an acceptable word. Other word formation processes Conversion or zero derivation is the predominant method of generating lexical items in English. In this process a lexical item is assigned to a new syntactic category. The word permit can be used either as a noun or as a verb; the phonological representation and the grammatical context in which it is placed are the two aspects that can alert the change in the word-class. (Permit (v) and perMit (n). Crystal (2012) quotes from Shakespeare, Petruchio is Kated as an example of conversion the name of a person becoming a verb to further his argument that conversion was a customary word-formation process even during Shakespeares time. Compounding is the process of joining two bases to create a new word; of the two words, one which is syntactically dominant is considered the head and the other as the modifier. Generally the modifier is placed in front of the head and any suffix that might later be added to the compound word is attached to the head. Compound words are different from phrases; the meaning of a compound word, unlike a phrase, is not the sum of the meaning of the base units that form the word. Iin a compound word the primary stress is on the first word and in a phrase the primary stress is on the last word. Phrase Compound word Meaning of the compound . Blue print Blueprint an early plan or design for a project green house Greenhouse a building used for growing plants that need warmth Should word parts be learned? A cost/benefit analysis of the learning of word parts should be reason enough for a learner of English language to study word parts. Nation quotes from Roberts (1964), Grinstead (1925) and Bird (1987,1990) to point out that around 60% of the English vocabulary is derived from German, French, Latin and Greek and that a large proportion of these words make use of affixes. The analysis of the LOB Corpus carried out by Bird revealed that 97% of the words in the LOB corpus were derived from around 2,000 roots. Nation maintains that the origins of the English vocabulary and the frequency of word parts validate the study of word parts. The two arguments levelled against the teaching/learning of word parts are based on the contention that, the effort involved in learning word parts is not commensurate with language output. A word is not a sum of its parts The first argument against the teaching of word parts is that the meaning of a word is not the sum of its parts (Deighton, 1970); This argument has been countered by White, Power and White (1989) drawing on their own as well as Nagy and Andersons (1984) empirical evidence that most of the affixed words probably at least 80% convey the meaning their parts suggest. Katamba (2003) argues that compositionality is the key to understanding a word. He says that if we know the meaning of the smaller units which make up the larger units we can decipher the meaning of the whole. For example, if we know the meaning of the suffix -ful (filled with x), and the meaning of the base to which these suffixes are attached, then the meaning of words like useful, careful, fearful and cheerful become self-explanatory. Most of the morphemes that form a word have regular/stable meaning; for example, the prefix re- means again in almost all the words in which it occurs. In the light of the empirical evidence and the example we saw we can conclude that the meaning of most of the English words is what its parts suggest and therefore knowledge of the meaning of the parts can help a learner understand a word across contexts and usage. If we were to extend this argument further we could say that this knowledge along with the contextual clues would be useful in decoding even the metaphorical meaning of a word; a head hunter would thus lose the sinister overtones of the past and acquire the current meaning of someone who recruits people into key business positions. Word families in the lexicon The next argument against teaching/learning of word parts is that the knowing the parts of a word may not familiarise a learner with all the members of that word family (Schmitt 1998, 1999, Schmitt Meara 1997). Nation argues that the notion of word family is psychologically real and a word is to be seen as a member of a word family. Knowledge of the word parts can help the learners understand a word in its relation to the other members of the family. For instance, knowledge of the various inflections of English and the meaning of the base of the word predict can familiarise a learner with all the possible combinations (family members) of predict; predict- predicted- predicting- predictable and prediction are just some of the members of that family. Nagy, Anderson, Schommer, Scott, and Stallman (1989) points out that the speed of recognition of a word is based on the frequency of occurrence of the members of that word family. They quote the findings of Stanners, Neiser, Hernon, Hall (1979) to advance their argument that related words are linked in the mental lexicon. So there are linked entries for create, creates created and creation and accessing any word from this family can partly activate other family members. Word parts are not just linked in the mental lexicon, but morphologically ordered to represent the relation. Interpreting the meaning Another argument against learning word parts is that L2 learners using this for guessing the meaning of a word might cause the learner to misinterpret the word. Schmitt quotes Haynes (1993) to validate this argument; Haynes found that learners continued with the wrong meaning even though it didnt contribute to the context. For example Inflammable is often misinterpreted to mean non-flammable. Clarke and Nation (1980) caution that word parts strategy should be used to verify the guesses drawn from the context. Furthermore, knowledge of the word parts empowers the learner by teaching him to apply his understanding at the receptive and productive level. At the receptive level it teaches him a) to identify the different components of a complex word, b) to be aware that these word parts can be used to make other words, c) how the meaning of the different parts combine to make a new meaning, and d) how the sum of the parts relates to the dictionary meaning. At the productive level it makes him aware of how the formal changes can affect the spelling, pronunciation and the word class of the base when a complex word is formed. (Nation) The challenges Learning word parts presents a set of challenges to language learners. The greatest challenge is that of time and exposure. Studies conducted by Nagy, Diakody, Anderson (1993) point out that L1 learners do not acquire proficiency in morphology until their high school; if this takes so long to develop in L1 learners despite their advantage of maximum exposure, then L2 learners are likely to take more time to learn this aspect (Schmitt). Even though the learners in my group had studied English for ten years, they have learned inflectional suffixes only as part of grammar exercises and have never been explicitly taught derivational affixes. Their exposure to morphological forms was not commensurate with the duration of their study. They have used these forms productively without much knowledge about the rules that guide most of these formations; Though I have putted remainders for this tasks, accidently the remainder was unanswered; the meeting is preponed to three in the afternoon, he is very confidential during presentations are examples of the common errors. Schmitt points out that lack of consistency in affixation can cause problems even if the meaning of the parts is clear. He gives the example of the suffix -ist. Stem Suffix derived word Cycle -ist Cyclist Act -ist *actist Act -or Actor Another challenge for the L2 learner is the lack of awareness that not all words can be broken into parts. Learners sometimes try to decompose words like refuse, repel, repeat, revamp and attempt to use the perceived stem, resulting in a meaningless word. Learners often have difficulty with the formal changes that occur with affixation in spelling and pronunciation. Some derivational affixes lack consistent spelling and has to be learned individually. base suffix word suggest -able suggestible afford -able affordable Gairns Redman notes that affixation sometimes produces changes in stress and sounds in a word. democrat /demÉâ„ ¢kraet/ democratic /demÉâ„ ¢kraetÄÂ ±k/ democracy /dÄÂ ±mÉ’krÉâ„ ¢sÄÂ ±/ Derivational suffixes need to be do not follow rules strategies- guidelines how A good starting point for any teacher wishing to remedy this situation would be to train the learners to break, the complex words that are already known to the learner, into its components and to help them understand the functional meaning of these components. encourage the learners to become more aware of these morphological instill in the mond of the learner that all aspects of language learning is incremental an beA teachers task has probably never been well defines as in this situation Language learning is incremental A good game plan to remedy t Nation suggests that learners should be taught complex words as unanalyzed wholes before they begin to analyze word parts. teacher I would explicit teaching of select morphological units appropriate to the learner level, training the learners the .A teacher needs to introduce the learners to complex words before they are trained to analyse the different parts of that word. Because morphological acquisition is incremental in nature explicit teaching of level suitable affixes ,encouraging them to notice the correct forms encountered in newspapers regular exposure through exercises and receptive material. This rules out the possibility of a completely graded approach; instead I would collect words for analysis from their Collocation Time consuming Not all words can be broken into parts Affixes are not transparent Some affixes are used mor frequently than others so need to be selective Guessing a wrong meaning and sticking on with that explanation even though it made no sense. (Haynes 1993) -Clarke and Nation (1980)- word parts best used to confirm/verify the meaning. Difficulty in guessing the word class deciding on an appropriate stress, formal changes in spelling, phonetics and word forms Derivational suffixes need to be learned individually do not follow rules strategies- guidelines how Furthermore, it empowers the learner by teaching him to apply his understanding at the receptive and productive level. At the receptive level it teaches him a) to identify the different components of a complex word, b) to be aware that these word parts can be used to make other words, c) how the meaning of the different parts combine to make a new meaning, and d) how the sum of the parts relates to the dictionary meaning. At the productive level it makes him aware of how the formal changes can affect the spelling, pronunciation and the word class of the base when a complex word is formed. (Nation)

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