The First Emperor of China, Qin Shi Huangdi's leadership skills, main Research Paper

The First Emperor of China, Qin Shi Huangdi's authority aptitudes, primary accomplishments and principle achievements - Research Paper Example It was shielded from nearby states and brute clans with characteristic hindrances. Accordingly this area got perhaps the most punctual focal point of iron metallurgy in old China. Exchange with northern neighbors and conditions of Central Asia and farming were essential parts of economy. Before 500BC province of Qin didn't take a functioning part in an internecine battle of Chinese realms and was considered generally frail. Solid, diligent pioneers and talented commandants were required to utilize current potential in full extension. Shang Yang (390BC - 338BC) and Han Fei (280BC †233BC), who had been legislators toward the finish of the Warring States time frame, fortified situation of Qin among its rivals. Them two were â€Å"credited with encouraging Qin’s development and arranged to some degree freely as ‘Legalists’. The two of them had visited different realms; and both met a vicious passing gratitude to animosities.† (Loewe 12 - 18) As a pioneer and reformer Shang Yang could be contrasted and Qin Shi Huangdi, in light of the fact that they strived for building military-bureaucratic state. Them two dismissed standards of Confucianism, for example, chain of command, male centric idea of intensity, family families and so on. As per Shang Yang, inaction and absence of control are the primary reasons of state decay. Absence of administrative command over them causes financial and horticultural downturn. Changes of Yang and Huangdi debilitated places of patrimonial nobility as the decision class, since fundamental they had solely contained officialdom. â€Å"The circumstance changed when Shi Huang Di effectively brought together China under Qin in 221 B.C. with Li Si as his chancellor, by utilizing viable military powers framed by Shang Yang’s changes. After unification, the ruler chose to abrogate feudalism and embrace Junxianzhi, a brought together framework wherein all the locales are represented by blue-bl oods selected by the head, as opposed to as a person

Procedural Message - Draft Version Example

Procedural Message Procedural Message Procedural Message - Draft Version Dear Staff, Acceptable Use of E-mail and Text Messaging E-mail and content informing are a noteworthy specialized devices inside our business association, however a portion of the staff don't utilize these offices as our approaches require. With respect to the utilization of email and content informing, we wish to help you to remember our arrangements, which require all staff to shun utilizing their staff email for individual use or sending messages that contain hassling language. Generally significant, we wish to remind all staff that all email sent utilizing the company’s offices are checked and the informatics board of trustees is anticipating that staff should conform to the set policies. Viruses and different noxious code can harm PC offices inside the association. Our association has found a way to guarantee all offices are liberated from infections. In any case, staff ought not utilize their messages for individual use, except if for t he restricted individual use permitted as this could bring infections into our system. Rather, staff ought Not open connection from sources they don't trustContact the IT office when an infection is detectedAvoid sending executable projects as connections on e-mails.While the association has put forth attempts to make sure about our system, workers ought to abstain from utilizing email or content informing in a way that bargain the protection of other email clients. Representatives ought to forestall a penetrate of protection by guaranteeing that they Work on the premise that security programming can check individual information joined to e-mailsObserve privacy during correspondence with email or content messages.Refrain from sending individual distinguishing information.Lastly, representatives should take note of that our association has the capacity and the lawful order to screen message sent through email or instant messages. Representatives who use email or content informing off ices agree to observing this association think about basic. The observing will assess how employeesAdhere to the fitting utilization of individual messages at the workplaceRefrain from sending messages with badgering language Use email to pass connections with executable filesIf the association discover a few representatives to have disregarded these approaches, the staff will be obligated for disciplinary activity, however one may chance excusal in an extreme case. Duplicates of bothering messages may likewise be utilized in official courtroom as proof against a staff who penetrates the protection of other users.For extra direction on the most proficient method to decipher these strategies, all staff ought to keep in touch with the executive of informatics or visit him in his office. Kind Regards, Abraham Chairman-Informatics Committee

Nantucket Nectars Essay Example | Topics and Well Written Essays - 500 words

Nantucket Nectars - Essay Example Another wellspring of transient money is life investment funds. Tom and Tom with their lifetime investment funds of $17,000 had the option to attempt some extension. Like Nantucket Nectars, business visionaries like Tom and Tom canned acquire assets from nearby monetary establishments or people. Momentary borrowings might be in type of overdrafts with limits set by banks and premium charged at variable rates set by the banks. Momentary credits may likewise reach out up to a time of three years; such wellsprings of money don't require a lot of security, henceforth simple access. Before transient loaning is reached out to firms’, factors, for example, reason, sum, reimbursement period, term and security are thought of and found out (Pride, William, Robert 2011). As an issue of criticalness whenever esteemed thus, an organization may invite rich people who siphon cash into the business at the trading of a level of shareholding. The business chief of Nantucket nectars prompts that mike Egan be permitted to acquire $600,000 for the trade with half of the organization. Out of the organizations benefits it can choose to furrow back some add up to develop the business in type of held income. Despite the fact that this implies directly affects profits since it diminishes the sum earned by investors consequently they may whine (Pride, William, Robert 2011). Held income are appealing wellsprings of trading in for spendable dough since supervisors think they don’t cost anything, it is at their prudence to settle on profit choices. Likewise held profit instead of giving new offers assistance the firm to dodge issue expenses and this technique additionally enables the administration to keep away from change of control. Another factor which encourages the thought of held profit is the budgetary and tax collection levels of the current investors. On the off chance that because of tax assessment, they would get capital benefit feasible just during tax collection from shares sold than get present pay at that point held income is wanted to different strategies. Organizations can in any case money in

Movie reaction paper free essay sample

Fitzpatrick Ice Cube Musical styles utilized in this film were RB, Soul, Funk, African Style, Reggae, and Rap. In this film Fitzpatrick and Ice Cube opened up the film with the Isles Brothers, Trying to See Another Day which gives you an accommodating introduction to the film. They rehashed this style of music all through the film when the young men were hanging out or strolling around the neighborhood.They utilized funk for when the local street pharmacist, Big Worm, hushes up with curling irons in his hair In his old fashioned vehicle which was ideal music for him. This funk subject was utilized all through the film for other street pharmacist and clients In the area. He chose to utilize a moderate love RB beat for when the pretty young lady down the road ran by the folks on the stoop. They utilized some whirlwind style, nearly Jaws Like music when the local domineering jerk Is interrogated concerning a bicycle he took from a child and afterward took the child out. We will compose a custom paper test on Film response paper or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This Is Debts topic and Is rehashed each opportunity Debs comes around. Hen the shopping center characters pass through the ghetto Fitzpatrick seed some Bone Thugs N Harmony rap music to give the ghetto feeling. When Smokey and Craig are on the patio and Smokey is going to smoke weed Ice Cube and Fitzpatrick chose to play Mary Jane by Rick James, an all out pot head tune. They additionally rehashed the funk topic for the criminal in the neighbor when he was pushing over the trash jars in the area. When Craig got high with Smokey just because Fitzpatrick played Cypress Hill, a stoner rap gathering. Later in the film when Smokey and Craig got in a difficult situation with Big Worm and he puts a hit out n them Fitzpatrick and Ice Cube played E-A-Ski Blast If I Have To as the young men are remaining outside and a vehicle does a drive by. Toward the finish of the film when Craig battles Debs, Fitzpatrick decided to utilize an African inborn drum beat to construct tension during the battle. In general I feel that Fitzpatrick and Ice Cube worked superbly in picking music for this film. They consolidated stoner rap music, funk, and to give this pot head film the stoner feeling in the hood. I dont think there could have been whatever other music that would have filled in too. Film response paper free article test â€Å"Friday†, Music Composed by Frank Fitzpatrick Ice Cube Musical styles utilized in this film were RB, Soul, Funk, African Style, Reggae, and Rap. In this film Fitzpatrick and Ice Cube opened up the film with the Isley Brothers, â€Å"Trying to See Another Day† which gives you a nice introduction to the film. They rehashed this style of music all through the film when the young men were hanging out or strolling around the area. They utilized funk for when the local street pharmacist, Big Worm, pulls up with stylers in his hair in his outdated vehicle which was ideal music for him. This funk subject was utilized all through the film for other street pharmacist and clients in the area. He chose to utilize a moderate love RB musicality for when the pretty young lady down the road ran by the folks on the stoop. They utilized some whirlwind style, nearly Jaws like music when the local harasser is examined regarding a bicycle he took from a child and afterward took the child out. We will compose a custom exposition test on Film response paper or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This is Debo’s topic and is rehashed each opportunity Debo arrives around. At the point when the primary characters pass through the ghetto Fitzpatrick utilized some Bone Thugs N Harmony rap music to give the ghetto feeling. When Smokey and Craig are on the yard and Smokey is going to smoke weed Ice Cube and Fitzpatrick chose to play â€Å"Mary Jane† by Rick James, an all out pot head melody. They likewise rehashed the funk subject for the hooligan in the neighbor when he was pushing over the trash jars in the area. When Craig got high with Smokey just because Fitzpatrick played Cypress Hill, a stoner rap gathering. Later in the film when Smokey and Craig got in a difficult situation with Big Worm and he puts a hit out on them Fitzpatrick and Ice Cube played E-A-Ski â€Å"Blast If I Have To† as the young men are remaining outside and a vehicle does a drive by. Toward the finish of the film when Craig battles Debo, Fitzpatrick decided to utilize an African innate drum beat to fabricate anticipation during the battle. Generally I feel that Fitzpatrick and Ice Cube worked superbly in picking music for this film. They joined stoner rap music, funk, and RB to give this pot head film the stoner feeling in the hood. I don’t think there could have been whatever other music that would have filled in too. Film Reaction Paper free exposition test This is an extremely moving genuine story of how a man, Nelson Mandela, who was a detainee turned into a leader of his cherished nation. However, as he had his spot as the president, there is an incredible test that he needs to defeat that is to join his nation and violate the law of politically-sanctioned racial segregation. Nelson Mandela realized that his nation remains racially and financially partitioned, yet he accepted that through the all inclusive language of game, Rugby, he can unite his kin. With the assistance of the Captain Francois Pienaar, the commander of the Springboks, they changed their country together as they made the incomprehensible conceivable to win the 1995 Rugby World Cup. Nelson Mandela is a very much regarded man with an extraordinary assurance and reasoning. As their recently chosen pioneer, he realized that he has an extraordinary duty to change his nation however it will begin with absolution and compromise. He even acknowledged the staff of the past organization despite the fact that these individuals were working with the president who detained him. We will compose a custom paper test on Film Reaction Paper or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Nelson Mandela was such an extraordinary man with incredible elegance and pardoning. In each word he expressed, there is intelligence. He can energize and impact someone’s perspective. Coming up next are a portion of the useful tidbits that Mandela said. â€Å"We need motivations to seek in light of the fact that so as to manufacture our country, we should all surpass to our desires. † â€Å"I need to know my foe before I could beat him. † â€Å"We need to amaze them (the Whites) with sympathy, with limitation and liberality. † â€Å"This is no opportunity to commend negligible vengeance, this is an ideal opportunity to manufacture our country utilizing each and every block accessible to us. Regardless of whether that block comes enveloped by green and gold. † â€Å"You chose me as your pioneer. Let me lead you now. † Nelson Mandela’s words were exceptionally ground-breaking that it can convince anybody. The manner in which he talked was totally different with different characters in the story. He talked metaphorically while others talked the ordinary way. This demonstrates Mandela was better than different characters in the film. Beside this, we can likewise observe that Mandela utilized his encounters so as to think of these words. Nelson Mandela’s life and convictions can truly fill in as a motivation to anybody. Through all the preliminaries that came his direction, he never gave up. In the fell grip of conditions, he had not flinched nor cried a ton. He remained solid to beat all the hardships that life may bring. Numerous individuals attempted to put him down, however he figured out how to excuse and accommodate. Francois Pienaar even referenced that Mandela â€Å"could go through thirty years in a modest cell, and come out prepared to pardon the individuals who put him there. † This helpful film renders that we truly are the experts of our destiny and the skippers of our spirit.

Tips For Finding the Best Topics For Presentation

Tips For Finding the Best Topics For PresentationPresentation topics are the basic outline of a presentation. They determine what ideas or items will be discussed and presented at the conclusion of the session. Topics for presentation can range from business ideas, to current events, or even the current affairs of the world.Any business venue should have some sort of plan in place. It will help to create a proper strategy before presenting your idea to your audience. A marketing plan, or presentation format can help to ensure that everything will run smoothly. Once the content of the presentation is finalized, it's time to develop the presentation itself.If you're a public speaker, or you just want to be, there are still several strategies that you can use to determine the best topics for presentation. One effective method is to brainstorm on the spot. This can help you get ideas for topics that are relevant to your event.After you've collected enough ideas, then you can move forward with creating a format that can make those ideas easily digestible. Use bullet points to list each topic's key elements. This will make it easier for anyone to find their way around your presentation.Then incorporate each bullet point with its associated main points. Each point is usually followed by an explanation, so it's important to put all points in the proper order. This will keep your presentation flowing well. Be sure to present your main points as early as possible, so people can begin to understand them.Your bullet points should include the key elements that you'll cover during your presentation. The summary section of your presentation should then go over the key points in order. By the time the summary comes around, they should already be aware of the main idea of your presentation.The next step in preparing the key idea is to explain how it's relevant to the theme of your event. Sometimes, this can be accomplished by describing an example of an idea. Sometimes you can tell by looking at the audience that they don't understand an idea, so by including examples, you can help them grasp it.Last, determine the time of day and location where you'll be presenting your topic. After this, identify the best way to present your topic, such as speaking in front of a group, addressing the audience personally, or using PowerPoint. You may find that each method has its benefits, so experiment until you find one that works best for you.

How Much is Your Website Worth How to Calculate

I make no secret of the fact that I work as a freelancer and that I have also branched out into website development. FreelanceWithUs is one of those websites, but it’s far from the only one and I’ve actually lost track of how many they are. My writers think I have an addiction to website creating. My partner thinks I am insane, as does the guy that mentored me. But there is some sanity to all of this madness because while these sites may not make a huge amount of money on their own, collectively they are able earn a respectable wage and even when they are not earning they still exist as an asset. Every now and then I can offload one of them to earn a little side income (which inevitably goes back into more sites, because my habit is like an alien that grows two heads when you chop off one) and the others will continue to exist as part of my portfolio. But how do I know how much they are worth if they are new, if they have yet to earn any money or if they have only just started earning? After all, if you don’t know how much your site is worth it’s hard to place a price tag on it, let alone come to the decision of whether you should be selling to sell it or not. Start-up Sites Are Worth More To You It’s hard to place a value on a site that is brand new and it’s even harder to sell one. A site that is showing a lot of promise should be able to meet expectations within a year, maybe even within 6 months. So, if you create a new site that suddenly does really well and then you sell it based on the fact that it will likely do better, then prospective buyers are going to question your motive. They will question why you didn’t just keep it for a few months and then make more money from the sale and they’ll think you’re up to something. And rightly so. Because if you think a site will grow to be worth $50,000 in 6 months, then why sell it for $5,000 or $10,000 now on the basis that it could be worth 5x or 10x more? It doesn’t make sense, no matter how you frame it. You might be able to convince a private buyer to take a site that has potential because they may know you and trust you. I have sold privately to people who know my methods, trust them, and know they will ensure the success of the website. This has allowed me to get the price I want without waiting several months. However, there is just no way of doing this on an open marketplace like Flippa. Wait Until It Earns One of the first rules I learned in this business was that a site that doesn’t earn is a site that isn’t worth anything. You can’t sell a site just because it is getting a lot of traffic, because the quality of the traffic is what makes the difference. As an example, I have a directory that gets over 3,000 hits a day and makes about $1 a day in Adsense, yet I have a financial site that gets 500 hits a day and makes $20 in Adsense. If those sites were not monetized then you could be forgiven for thinking that the former was worth much more, but that’s not the case. Ignore the Automated Website Calculators There are business valuation services for websites whereby you put your URL into a program and it spits out a perceived worth. But this is based on factors that have little actual impact on the value of your site. They focus on hits and Alexa ranking, as well as the size of your URL. None of this really matters and I’ve seen far too many discrepancies in these automated programs to ever put any faith in them. Calculate Earnings The best way to find the value of a site is to wait until it is earning and then calculate those earnings. No one cares how much potential you think it has or how much work has gone into it. They do care that it has good metrics, is getting quality hits and has good SEO, but the earnings will reflect that most of the time. You should take your average monthly earnings from the past 3 months and then multiple by 35. Once you have done that you need to subtract the amount of money that you spend every month on advertising in order to get those hits. This is why a site that is getting organic hits from Google is going to be worth much more than one that is paying for them, because the former has a minimal budget and relies on quality content and SEO, while the latter relies on marketing and social media profiles. The figure you arrive at is a rough estimation of the total worth of your site. But it is also one that is towards the higher limit of what you can expect to get as websites lose their rankings all of the time and there is no guarantee that an investor who buys the site today will earn their money back in 35 months. On average, you will see sites selling for a figure that equates to about 20 to 25 months of earnings—even less if they have proved to be unstable in the past or they are very young sites.

Mobile Phone Technology - Free Essay Example

Sample details Pages: 26 Words: 7856 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? The Potential Use of Mobile Phone Technology for Knowledge Sharing among Academics in Institution of Higher Learning 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. Don’t waste time! Our writers will create an original "Mobile Phone Technology" essay for you Create order 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 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. 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 techn ology. 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), 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), 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 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 () for Questionnaires Six Sections The Item Cronbachs Alpha () 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 technology. A big majority of the respondents 92.9 % were strongly agree or agree that using mobile phone technology is/might be an excellent idea (see table 4). When they asked to indicate their opinion on the statement that using mobile phone technology is/might be a pleasant experience, 81.2 % of the respondents were strongly agree or agree to this stance. Although a majority of the respondents were 87.6 % strongly agree or agree that using mobile phone technology is/might be beneficial to me. When the respondents were asked to indicate the degree that using mobile phone technology increases knowledge in their field, 50.7 % of the respondents were strongly agree or agree to this stance, while 33.1 % of the respondents were neutral to this stance, and 16.2 % were disagree with this viewpoint. This fact does not provide any clear majority opinion on this attitude. In addit ion, when the respondents were asked to indicate the degree that using mobile phone technology increases their motivation towards work, 65.0 % of the respondents were strongly agree or agree to this attitude, while 24.7 % of the respondents were neutral to this attitude, and 10.4 % were strongly disagree disagree with this point of view. Finally, a big majority of the respondents were 91.6 % strongly agree or agree that using mobile phone technology increases my communication with colleagues, while 8.4 % of the respondents were neutral to this attitude. Overall, the findings pointed out that there is a highly positive attitude towards the use of mobile phone technology in Institutions of Higher leaning (average response of 4.165 for the six items in this section). Table 4: Academics Attitudes towards the Use of Mobile Phone Technology Attitudes Number of responses (%) SD D N A SA Using Mobile Phone Technology is/might be an excellent idea. 0 (0.0 %) 2 (1.3) 9 (5.8) 66 (42.9) 77 (50) Using Mobile Phone Technology is/might be a pleasant experience. 0 (0.0 %) 0 (0.0 %) 29 (18.8) 64 (41.6) 61 (39.6) Using Mobile Phone Technology is/might be beneficial to me. 0 (0.0 %) 2 (1.3) 17 (11.0) 57 (37.0) 78 (50.6) Using mobile phone technology increases my knowledge in my field 0 (0.0 %) 25 (16.2) 51 (33.1) 34 (22.1) 44 (28.6) Using mobile phone technology increases my motivation towards work. 2 (1.3) 14 (9.1) 38 (24.7) 48 (31.2) 52 (33.8) Using mobile phone technology increases my communication with colleagues. 0 (0.0 %) 0 (0.0 %) 13 (8.4) 52 (33.8) 89 (57.8) 5.3 Perceived Usefulness to Use Mobile Phone Technology in Institutions of Higher Leaning The respondents were given a list of five items to assess their opinions about the perceived usefulness to use mobile phone technology in Institutions of Higher Leaning. Based on (Table 5) a majority of the respondents were 82.1 % strongly agree or agree that using mobile phone technology can improve their efficiency in their daily work. When they asked to point out their opinion on the statement that using mobile phone technology can save me a lot of time in general, 86.7 % of the respondents were strongly agree or agree to this stance. On average, a majority of the respondents were 82.5 % strongly agree or agree that using mobile phone technology can enhance their effectiveness in carrying out their daily work. When the respondents were asked to point to the level that using mobile phone technology enables their to do their work conveniently, 71.5 % of the respondents were strongly agree or agree to this stance, while 26.0 % of the respondents were neutral with this viewpoint. In a ddition, when the respondents were asked to indicate the degree of using mobile phone technology can increase their productivity, 54.6 % of the respondents were strongly agree or agree to this attitude, while 31.8 % of the respondents were neutral to this attitude, and 13.6 % strongly disagree disagree with this point of view. This fact does not provide any clear majority opinion on this perceived usefulness. Generally, the findings pointed out that there is a highly positive perceived usefulness to use mobile phone technology in Institutions of Higher leaning with the average response of 4.016 for the five items in this section. Table 5: Academics Perceived Usefulness to Use Mobile Phone Technology (Percent. / Freq.) Perceived Usefulness Number of responses (%) SD D N A SA Using Mobile Phone Technology can improve my efficiency in my daily work. 1 (0.6) 1 (0.6) 24 (14.6) 71 (46.1) 57 (37.0) Using Mobile Phone Technology can save me a lot of time in general. 1 (0.6) 6 (3.9) 15 (9.7) 67 (44.5) 65 (42.2) Using Mobile Phone Technology can enhance my effectiveness in carrying out my daily work. 1 (0.6) 9 (5.8) 17 (11.0) 76 (49.4) 51 (33.1) Using Mobile Phone Technology enables me to do my work conveniently. 1 (0.6) 3 (1.9) 40 (26.0) 52 (33.8) 58 (37.7) Using Mobile Phone Technology can increase my productivity. 9 (5.8) 12 (7.8) 49 (31.8) 56 (36.4) 28 (18.2) 5.4 Perceived Ease of Use Mobile Phone Technology in Institutions of Higher Leaning The respondents were given a list of three items to review their opinions about the perceived ease of using mobile phone technology in Institutions of Higher Leaning. Based on (Table 6), a big majority of the respondents were 93.5 % strongly agree or agree that mobile phone technology is/might be easy to use. When they asked to address their opinion on the statement that it is/might be easy to become skillful at using mobile phone technology, 87.7 % of the respondents were strongly agree or agree to this stance. Furthermore, a majority of the respondents were 83.2 % strongly agree or agree that mobile phone technology is /might be user friendly. Overall, the findings pointed out that there is a highly positive perceived ease of using mobile phone technology in Institutions of Higher Leaning with the average response of 4.016 for the three items in this section. 5 shows the perceived ease of using mobile phone technology in Institutions of Higher Leaning. Table 6: Academics Perceived Ease of Using Mobile Phone Technology (Percent. / Freq.) Perceived Ease of Use Number of responses (%) SD D N A SA Mobile Phone Technology is/might be easy to use. 0 (0.0) 2 (1.3) 8 (5.2) 80 (51.9) 64 (41.6) It is/might be easy to become skillful at using Mobile Phone Technology 0 (0.0) 4 (2.6) 15 (9.7) 77 (50.0) 58 (37.7) Mobile Phone Technology is /might be user friendly 0 (0.0) 0 (0.0) 26 (16.9) 68 (44.2) 60 (39.0) 5.5 Behavioral Intention to Use Mobile Phone Technology in Institutions of Higher The respondents were given a list of four items to review their opinions about their behavioral intention to use mobile phone technology in Institutions of Higher Leaning. The findings were presented in Table 7 show that a majority of the respondents were 81.2 % strongly agree or agree that they intend to use mobile internet when the service becomes widely available, while 16.9 % of the respondents were neutral to this statement. When they asked to address their view on the statement that whenever possible, I intend to use mobile Internet, 68.2 % of the respondents were strongly agree or agree to this stance, while 21.4 % of the respondents were neutral to this statement and 10.4 % of the respondents were disagree to this statement. Furthermore, when they asked to show their view on the statement that I intend to use mobile Internet regardless of the price, 39 % of the respondents were strongly agree or agree to this stance, while 29.2 % of the respondents were neutral to this statement and 31.8 % of the respondents were strongly disagree or disagree to this statement. This fact does not provide any clear majority opinion in this section. Finally, 68.2 % of the respondents were strongly agree or agree to the statement that I intend to use mobile Internet if it is inexpensive, while 24 % of the respondents were neutral to this statement and 7.8 % of the respondents were disagree to this statement. Overall, the findings pointed out that there is a positive behavioral intention to use mobile phone technology in Institutions of Higher Leaning with the average response of 3.867 for the four items in this section. Table 7: Academics Behavioral Intention to Use Mobile Phone Technology (Percent. / Freq.) Behavioral intention Number of responses (%) SD D N A SA I intend to use mobile Internet when the service becomes widely available. 0 (0.0) 3 (1.9) 26 (16.9) 38 (24.7) 87 (56.5) Whenever possible, I intend to use mobile Internet 0 (0.0) 16 (10.4) 33 (21.4) 46 (29.9) 59 (38.3) I intend to use mobile Internet regardless of the price. 17 (11.0) 32 (20.8) 45 (29.2) 36 (23.4) 24 (15.6) I intend to use mobile Internet if it is inexpensive 0 (0.0) 12 (7.8) 37 (24.0) 40 (26.0) 65 (42.2) 5.6 How will Mobile Phone Technology Change the Work Situation of Academics in Institutions of Higher Leaning? Academics in this section were given a list of ten statements to indicate their opinions in how mobile phone technology can change the work situation of academics in Institutions of Higher Leaning. The findings were shown in table 8 and 5.23 were scored form the highest intensity to the lowest intensity. According to the findings, 90.2 % of respondents preferred that traveling teachers may work on the move was the most important statement, where 84.4 % preferred that the second important statement was more time to work. In addition, the findings show that the respondents gave for academics need to learn how to make use of the mobile devices 78.6%, increased flexibility work 74.5 %, classrooms can be extended to the real world 74 %, more rapid answers to the students questions will be demanded 73.4 %, place will become both more and less important 73.8 %, no clear separation of work and value time 67.5 %, academics will not be able to escape the students 61.7 %, focus on one-to-one training 59.1 %. Table 8: Academics Opinions in how Mobile Phone Technology can Change the Work Situation in IHLs by Scoring No. Statements % 1 Traveling teachers may work on the move 90.2 % 2 More time to work 84.4 % 3 Academics need to learn how to make use of the mobile devices 78.6 % 4 Increased flexibility work 74.5 % 5 Classrooms can be extended to the real world 74 % 6 More rapid answers to the students questions will be demanded 73.4 % 7 Place will become both more and less important 72.8 % 8 No clear separation of work and value time 67.5 % 9 Academics will not be able to escape the students 61.7 % 10 Focus on one-to-one training 59.1 % 5.7 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 the potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. The findings were presented in table 9 shows that a big majority of the respondents were 98.7 % strongly agree or agree that statement academics can send and receive short text messages (SMS) from each other was the most important feature for their work. The respondents used the SMS function of their mobile devices more often. The great advantage of using SMS is that it offers just-in-time information. In addition, the findings show that a big majority of the respondents were 92.9 % strongly agree or agree that the second important feature was 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. Furthermore, also a big majority of the respondents were 92.2 % strongly agree or agree that the third feature ranked was 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. In addition, 87.1 % of the respondents were strongly agree or agree that the forth feature ranked was Academics can stay connected to social networking sites in mobile environment. In addition, the findings show that the respondents gave for Academics can stay connected to social networking sites in mobile environment 87.1%, Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer 86.4 %, Mobile phone technology can be used as peer locators, alerting academics when their co ntacts are nearby 86.3 %.. Table 9 Academics Opinions in how Mobile Phone Technology can Change the Work Situation in IHLs by Scoring Number of responses (%) SD D N A SA Academics can send and receive short text messages (SMS) from each other 0 (0.0) 2 (1.3) 0 (0.0) 44 (28.6) 108 (70.1) Academics can send and receive instant messages (IMs) from each other 0 (0.0) 2 (1.3) 9 (5.8) 52 (33.8) 91 (59.1) Academics can share administrative information with colleague 0 (0.0) 0 (0.0) 12 (7.8) 73 (47.4) 69 (44.8) Academics can stay connected to social networking sites in mobile environment 2 (1.3) 1 (0.6) 17 (11.0) 58 (37.7) 76 (49.4) Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer 2 (1.3) 3 (1.9) 16 (10.4) 65 (42.2) 68 (44.2) Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby 7 (4.5) 0 (0.0) 14 (9.1) 51 (33.1) 82 (53.2) Academics can send and receive e-mail from each other 0 (0.0) 7 (4.5) 16 (10.4) 60 (39.0) 71 (46.1) Academics can share and listen to Podcasts/audio books with colleague 0 (0.0) 4 (2.6) 21 (13.6) 78 (50.6) 51 (33.1) Academics can use a mobile phone technology to send pictures or movies to each other 0 (0.0) 8 (5.2) 19 (12.3) 65 (42.2) 62 (40.3) Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device 0 (0.0) 4 (2.6) 24 (15.6) 69 (44.8) 57 (37.0) Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics 2 (1.3) 9 (5.8) 22 (14.3) 68 (44.2) 53 (34.4) Academics can publish e-books and e-papers 1 (0.6) 2 (1.3) 34 (22.1) 58 (37.7) 59 (38.3) Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files 0 (0.0) 10 (6.5) 30 (19.5) 47 (30.5) 67 (43.5) Academics can share e-books, journals, or other academic materials 2 (1.3) 4 (2.6) 35 (22.7) 50 (32.5) 63 (40.9) Academics can share downloads and view streaming movies/video clips 0 (0.0) 14 (9.1) 28 (18.2) 36 (23.4) 76 (49.4) Academics can share with colleagues research findings 0 (0.0) 8 (5.2) 34 (22.1) 44 (28.6) 68 (44.2) Academics can use the micro web browser for conducting quick research online 0 (0.0) 2 (1.3) 41 (26.6) 42 (27.3) 69 (44.8) University can set up mobile phone technologies as database for academics to download documents, applications and university roles 1 (0.6) 7 (4.5) 44 (28.6) 37 (24.0) 65 (42.2) 6.0 Conclusion The quick adoption of new technologies of mobile phone gives both academics and students anywhere and a diversity of options for anytime how they accept useful information. The Institutions of Higher Learning are in the first rank to know and to make easier the integration of technologies of next generation. Both academics and students can take more responsibility for their own work. The mobile phone technology has made knowledge and easily accessible to those who request it. New technologies also help to make easier approach to knowledge, to create opportunities for the collaboration and to eliminate lines among academics on and off the campus. Mobile phone technologies give an opportunity to provide a new generation of people with means of communication with activities without taking into account the place. This study outlines the potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. The usefulness of mobile phone technolo gies has been demonstrated in recent times in most of the patterns of life for people on a personal level or generally. The study founded out that there are at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors are; 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. The issues moved up here require additional research. Since the survey was limited to one IHL, the outcomes might not be appropriate to all the IHLs. Thus, future research should consider larger sample size from different IHLs. In addition, more studies need to be carried out using other methodology such as interviews. 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