Kantian Approach To Morality Philosophy Essay

Kantian Approach To object lessonity Philosophy EssayPhilosophers across the divide near the fuddle argued that gracious worship is immovable by reason in do decisions and play turninging upon them. Immanuel Kants approach to honorable psychology and his apt agency supposition were developed around a number of issues first example sensibility concept. Secondly is heteronomy, hedonism and the cheer principle which according to Kant determines benignant motivation and decisiveness or choice. Lastly is the mat autocratic which Kant conceptualized around practical noeticity and its role in the formation of universal laws (Reath, 2006, p.1). Kants possibleness of military personnel worship is conceptualized around gay decision and action. This concept has non been well understood (McCarthy, 2009, p. xiii). This paper on that pointfore, seeks to examine Kants approach to benevolent moral philosophy his theories and principles with regard to their relevance to kind life today.Kantians theories of benevolent beings theology good philosophy is a concept that seeks to give answers to issue surrounding homophileity morality. It gives basis to fundamental principles of benevolents morality and to win this, ethical and moral obligations essential be recognized and adopted by human agents. Kant in his approach to human morality, puts emphasis on basic human moral and ethical responsibilities base on the results of his famous work dubbed Groundwork in the metaphysics of moral. From this platform, therefore, it is clear that moral psychology gives answers on the fact that morality dictates human agents decisiveness and actions and as well as influences human socialization. As such Kants approach to human morality tries to account of these concepts (Johnson, 2008).In his human moral theories, Kant argues that the ultimate end of human decisions and actions ought to be legal for ones consume self and excessively to others. This is practica l and gives meaning to moral life. He goes ahead to emphasize that good for morality is in itself a moral virtue in line with human agents gaiety. Kant strongly emphasizes that moral virtue is a condition to deserving happiness in life by human agents. However Immanuel Kant also noted that in certain occasions, moral virtue may not at all time constitute to human agents happiness and may at times conflict with it (Johnson, 2008).Today, many philosophers incur coined unlike action theories. Many of these theories consume been formulated with deferred payment to Kants principles of human morality (McCarthy, 2009, p. xiii). Kants emphasis on human actions is broadly linked to his works on metaphysics of human morality. Metaphysics of human morality was coined around various principles like moral sensibility, human happiness, categorical imperatives, indecorum of human bequeath, principle of humanity, human virtue and vice, principle of obligation, principle of humanity and the p hilosophy of religion (McCarthy, 2009, p. xiii).Kants hypothesis of moral sensibility revolves around gaze for morality. He describes this pry as an important decisive of self motivation in pure practical argument by human agents. According to Reath, Kant broadly views this respect for morality as a major influencing factor in self motivation and decisiveness or human action and making of choices (Reath, 2006, p.1). Therefore, in this context, respect for morality can be viewed as recognition of the authority associated with moral law and also as an independent human moral feeling.In Kants theory of happiness in relation to hedonism and heteronomy, he argues that non moral motivation was unacceptable and termed them as crude hedonistic. Reath asserts that according to Kant, non moral decisions and actions be influenced by the need for pleasure at the end. That non moral decisions and actions are inclination- found in nature. However, those opposed to Kants principle of happin ess in relation to hedonism and hedonistic non moral decisions and actions, bring forth argued that his perception of non moral decisions and actions undermine his theory of morality as they convey a misjudged opinion and mistaken conception of non moral decisions and motivation (Reath, 2006, p. 2). In his theory of happiness, Kant explains his view that the expected satisfaction and the medium of the desire are taken as sufficient reason for humanness non moral decisions and actions.In his theory of categorical imperative, Immanuel Kant asserts that morality is based on human practical reasoning or rationality. He termed this rationality categorical imperative. He argued that categorical imperative was based on certain standards of morality which were either sought after instrumental principles or were based on rational human intuitions. The Kantian approach to morality is based on the perception that the analysis of categorical imperative will reveal the determinants of ration al human agents in morality based on instrumental principles of morality. According to Kant therefore, categorical imperative is the fundamental principle of morality. Kant regards rationality as practical reasoning that is independent and free and as such goes beyond human control and interference. Kant argues that it is this categorical imperative in every human being that gives them the power to make realistic decisions and a feeling of self deserving and respect (Johnson, 2008).At the centre of Kantian approach to human morality is the principle of autonomy of human wills. He argues that human rational reasoning cannot exist with aside a sense of autonomy. According to Kant, laws should be humans own making and that freedom does not exist if there are no laws bound to it. Freedom in relation to laws defines human responsiveness to practical reasoning. Thus autonomy arises when there is will free from negativity and when decisions and actions are done independently. Perfectly r ational decisions and actions are those that conform to those laws that are validly formulated for rational reasoning. However, awry rational decisions and actions go against Kantian perception and as such have to undergo scrutiny of some other laws (Johnson, 2008).Kant also formulated another theory dubbed, the principle of humanity. The meaning of humanity in Kants approach to human moral psychology is good will (Dean, 2006 p. 8). In his works metaphysics of morals, Kant argues that every human being has the responsibility of raising himself more and more towards humanity, which he earlier described as good will. By so doing, humans have to set themselves ends which it is them solo who are capable of achieving. According to Kant, the capacity of human agents to set and adopt whichever end is characterized by humanity. However, he argues further that the susceptibility of setting ends here is not the all way to realize humanity. The role of attaining humanity also includes acce pting moral principles as sufficient need for making moral decisions, actions and choices (Dean, 2006, p. 9).According to Kant, good will is the only thing in the world that is naturally good and without conditions regardless of what it achieves or what it is attributed to. He argues that decisions or actions reached at out of good will have or out of duty have moral worth and as such represent the value of good will and human morality. Kant argues that decisions do out of duty or actions performed out of responsibility bear formal principle are as such are reason-based. They are not inclination-based as such do not bear material principle as its basis. However good will only favor inclination-based decision if they are in line with the requirements of morality (Denis, 2005, p. 18)Kantian theory of morality asserts that agents bear special status and because of that they deserve respect that must not be interfered. This principle of respect to humanity, Kant asserts is a key determ inant to human practical and rational reasoning. In view of this, respect for humanity, human rights and human responsibility are the basis for human moral reasoning (Furrow, 2005, p. 49). Kantian principles of morality recognize that human agents have intrinsic value due the fact that they have the power to make rational decisions and independent judgments regarding their lives. Human beings have value regardless of whether they are cared for or not and no matter what their moral decision, actions and general behaviors are. According to Kant they posses objective worth which must be treated with respect (Furrow, 2005, p. 50).It is important to recognize that human agents poses objective worth which influences their conduct within the society from where they relate with each other. As such they must not be taken as mere objects or instruments. Kant, in his approach to morality argues that morality through practical reasoning must proceed from categorical imperative and not from hyp othetical imperatives. Categorical imperatives commands that decisions and actions must be taken without conditions attached to them and independently. He recognizes that all human agents have interests, projects, goals and desires and are capable of rationally reasoning about them and acting on them (Furrow, 2005, p. 50).In his theory on human moral virtue and vices, Kant emphasizes that human beings have duties to fulfill, goals, ambitions and desires to realize. Kant describes the moral strength to achieve these as human moral virtue. He also describes moral vice as immorality in principle. In Kants view, humans set principles of moral conduct depending on basis of categorical imperative or simply rational agency. Therefore on this platform, Kant describes human trait of acting in accordance with these principles as human virtue. Kant further argues that human virtue can not be acquired through training or even through instilling second human character but rather comes from deep within humans. As such human virtue is oriented on human moral principles and human moral vice is then viewed by Kant as going against moral law in principle (Johnson, 2008).Kants approach to human morality has been the foundation for many philosophers. Whereas many have accepted his principles on human morality, others have often differed with some of these principles based on a number of contentious issues. However, according to McCarthy, Kants description of human virtue as moral strength of will is a psychological condition which is the most important in human agents. He argues that Kant conceptualized human virtue as a psychological condition of human moral appraisal and promotion. Human moral virtue is a determinant in evaluating human moral worth (McCarthy, 2006, p. 191). Human moral virtue therefore contributes to other important and related virtues like human happiness, goodwill, moral sensibility, the capability to make independent decisions and the ability to act for the good of humanity.The rationale for setting ends according to Kants principles on morality is what constitutes the ends set and adopted by human agents. Respecting the rational nature of the set ends will mean respecting human moral laws in all its functionality and not only its function or the mere obeying of human moral laws. According to Kant, the rational nature of the ends-setting has various roles in achieving humanity including the end setting itself that is influenced by human moral principles (Dean, 2006, p. 83).Webb, in his works dubbed Kants philosophy of religion, argues that there is profound connectivity between human morality and religion. Webb argues that this religion is in terms of moral faith and as such a very important contact between moral autonomy and nature. Webb asserts that it is this moral faith that Kant in his approach to human morality held to the notion that practical reasoning must prevail at all times. According to Webb, moral faith was a major dete rminant in his assertion that categorical imperatives were the basis on which human agents determined and acted (Firestone Palmquist, 2006, p. 7).What is fascinating in Kantian approach to morality?Kant argues that agents are at all times rational in their being, decisiveness and action. They can express their desires, give their opinions and define rationally on what they want to do. Kant sees human agents as beings that are able to act on principles. He goes ahead to categorize agents into two groups perfect agents and feeble agents. From his categorization of agents, it can be deduced that human beings are not the same in setting, adopting and acting on human moral principles, and may differ based on same principles. Perfectly rational agents act strictly on principle of practical or rational rather reasoning. They decide and act only on what they deem to be good. Imperfect agents may at time to act or decide contrary to their principle. They follow human morality principles out of duty while perfectly rational agents follow principles of human morality without much constraint (Denis, 2005, p.21).Kants principle of categorical imperative is an attractive approach to human morality. Categorical imperative requires that human agents realize or rather achieve the ends they have set in regard to morality. It encourages human beings or rather commands them to achieve targets they set in life. According to Kant, categorical imperatives are naturally contingent. They bind human agents to moral principles which in turn enable them to pursue and achieve the ends they have adopted (Johnson, 2008). This principle encourages hard work in human agents in order to realize self satisfaction and achieve human sense of execution in life.According to Kants approach to human morality, human agents happiness lies on their own moral principles. According to Kant in his principle of happiness, agents happiness is critical and a basic need that cannot be rationally withdraw n. However, categorical imperative pertaining to the achievement of human agents happiness remains to be hypothetical. This therefore means that, for human beings to be happy they have no choice, but to make morally rational decisions and act in the same way as well. It is therefore, important to recognize that happiness in itself is a Meta end comprising all inclination-based ends human agents decide and act on (Denis, 2005, p. 21).What is unattractive in Kantian approach to morality?According to Stratton-Lake, various philosophers have found Kants approach to human morality based on a few of his principles. First, is his view that rational and good-willed human agent would decide and act only due to responsibility or out of duty. Secondly is that for any human duty to be realized, there must be categorical imperatives. third is his symmetry theory. Unfortunately all the Kantian moral principles are related and tend to borrow from each other. This makes it extremely impossible to r eject a angiotensin converting enzyme principle while adopting the others. This has been the bond of contention between Kantian approach to human morality and other philosophers who appreciate his theories but do not tout ensemble agree with these theories (Stratton-Lake, 2004, p. 57).Kantian approach to ethical morality provides that human agents actions must be based on responsibility or duty alone. This presents challenge in distinguishing between what elements constitutes human agents moral worth and virtue. This situation ideally poses a serious confusion in trying to internalize these two principles by human agents. For instance, if human agents are expected to be virtuous in their decisiveness and action, then duties and responsibilities calling for virtuous decisions and actions should also be adopted. According to McCarthy, the principle of duty is the basis from which Kantian approach describe human moral expectations (McCarthy, 2006, p. 190).According to Denis, Kant arg ues in his early work Groundwork that good will decisions and actions are determined by a sense of responsibility or duty rather than due to impulse or inclination and that such decisions and actions gives them moral worth. Some philosophers have objected to this arguing that this reason-based principle perception of Kant is misguided. Objections arise from the fact that this principle gives human decisions and actions a more narrow account of morality in decisions and actions. Other scholars also object on the basis that Kants moral worth of reason-based decision and actions that it is okay not to love or sympathize with others in order to achieve moral worth helping others out of duty and responsibility (Denis, 2005, p. 19).Even though principles of morality require agents set ends to adopt and achieve, Kant argues that they are not bound to them and as such can free themselves from most categorical imperatives by withdrawing the ends or rather the targets to be realized or achiev ed. For instance if an agents goal or desire is to become family doctor and the means required to achieve this desire is to escort a medical school, rationally the agent will be required to attend medical school. However, the agent is free to withdraw this ambition then he or she will be relieved from the requirement of attending law school. In such a case the categorical imperative will no longer be binding on the individual (Denis, 2005, p. 21).According to Furrow, Kants approach to human morality jeopardizes freedom which to him is crucial to the wellbeing of human agents. In his approach, Kant argues that human agents are free only when their actions and decisions are not inclination-based but reason-based. Kant asserts that human agents are free only when their decisions and actions are free from external influences whereas these influences constitute attachments and commitments that result into human agents happiness. It is therefore practically impossible to conceptualize au tonomy and freedom without reference to human desires, targets goals or even purposes. Freedom is a paramount determinant of happiness in human agents. Therefore essential freedom is that which permits humans to decide and act in accordance with their personal needs, desires and values and not that which sets these values, desire and needs aside in order to make impartial judgments (Furrow, 2005, p. 89).ConclusionThe Kantian theory of morality describes how human beings ought to relate to each other in the society. Kant, in his approach to human morality gives reason to human interaction and relationship. Although it has its limitations, Kantian approach to human morality describes a plausible lifestyle devoid of human immorality. The Kantian approach to human morality enables human agents to reflect and ponder on their moral principles on elements that are meaningful and important in life like human relationships, virtues, principles and morals among others. Moral principles, theo ries and laws present human agents with not only better account of morally acceptable decisions and actions but also more plausible account of the role of moral law to human agents. Moral law therefore act as checks and balances on our morality as human agents. These theories and principles are based on practical cases in human lives in the views of Kant and should therefore, form the basis of human interaction and relationships today.

Integration of Technology in Higher Education

Integration of Technology in higher(prenominal) Education topThe authorizations of diligent tele border set engineering argon huge and it has opened possibilities and avenues for enhancing noesis communion activities among schoolmans in Institutions of high instruction (IHLs). However, it was found that thither was lack of academic question on the occasion of energetic earpiece technologies for familiarity sharing purposes in IHLs. In IHLs, technologies of brisk visits such as cell borders, smart recollects, and personal organizers provided with fire features like camera, mental picture, memory, player of MP3, net profit approach and fin in ally, presence in a twist, by al secondarying piece of workplace anywhere, anytime. This paper aimed to understand academics world-wide attitudes towards the recitation of officious mobilise engineering science in IHLs, to search the academics perceived gain to use fluent retrieve technology in IHLs, to determine academics perceived tranquility of use of brisk ph whizz technology in IHLs, to understand academics behavioral excogitation to use supple band technology in IHLs, to identify how allow nomadic resound technologies diverge the work authority of academics, and to identify the possible services that, in their opinion, mass improve spry sound 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 vigorous phone technology among academics in an Institution of higher(prenominal) eruditeness. These factors were attitudes towards the use of quick phone technology, perceived service to use smooth phone technology, perceived backup of use of busy phone technology, and behavioral intention to use officious phone technology.Keywords busy mobilise Technology, Institutions of higher(prenominal) Learning, Academics1.0 IntroductionIn recent years, information technology (IT) usage in universities and colleges is by and large increasing for the purposes of enhancing the administration and inform and learning efficiencies. As the macrocosm of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of sprightly phones such as cell phones, smart phones, organizers and telephone provided with elicit features like camera, video, memory, player of MP3, net approach and finally, presence in a invention, by allowing study anywhere, anytime (Wilen-Daugenti, 2007).Junior et al. (2008) defined mobile technologies as mobile technologies be exactly what its name keys, i.e., movable technology that cease be moved from one place to an hot(prenominal) without any loss. There ar several advantages of mobile technologies. Few of them atomic number 18 the independence in learning at anywhere and anytime, faster and convenient communicating as well as rapid annoy to variety of different sources. Mor eover, the humans power to get hold of unthinkable experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will scarce involve in simulation environs (Smidts et al., 2008).According to Naismith et al. (2005), mobile technologies are becoming much embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and net connectivity (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the some fundamental and compulsory connection device to the internet for everyone in 2020.2.0 energetic call in Technologies in IHLsAcademics find mobile phone technologies as their big savior when comes to managing the operative tasks. Plenty of important features such as make do 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 estimators. A ccording to Nokia (2007), Its what computers assume become. Its sum up to ubiquity is explained as a stealthy nevertheless(prenominal)(prenominal) rapid shift from a telephony device towards a por fudge, personal media hub that alters an increasing vagabond of personalized and customized communication, entertainment, birth trouble 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 network (Cameron, 2006).Nowadays, it is impossible to resist mobile phone. apiece and every aspects of life charter the importance of mobile device. As the international barriers are getting smaller due to globalization, the read 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 countless of activities for two acade mics and students provided by mobile phone technologies such as uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, lanceing and receiving emails, instant messages (IMs), short text messages (SMS), commutering files, photos or other entropy , synergistic 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, far-flung privileges of library, ally 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 bide using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and shit clips and sharing with others is what most people have become utilize to (Smidts et al., 2008). The followers studies have examined round of the activities of th e 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 scum bag be applied in numerous 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 worldly along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing visualize results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and keep downen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with close to devices as wel l as the most widely use nowadays which is transcription lectures.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 followingTo send pictures or movies to colleagues.To use mobile phone as MP3 player.To glide path information or services on the web.To proclivity video calls.To take digital photos or movies.To send or engender email.To use mobile phone as a personal organizer (e.g. diary, address book).To send or cope with 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 some(prenominal) inside and outside the IHLs as example field belowIn-Class Surveys/Questions Students may submit the answers to questions or surveys given by an academic through their mob ile phones.In-Class Media allot-out During lectures, students are able to share interest 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(prenominal) roll call by transmitting a message from their mobile phones.Course Materials During lecture, an academic clear directly send the course materials to students phones.Remote depository library Privileges The private privileges of library are also granted to students who target use their mobile phones to search articles without need to use a proxy server accomplice Locator Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones. Free or sleazy VoIP Calling Universities may twist cheaper international or local calls made within the campus for students who might really need to do so.Position System By sharing information contextual slightly the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. tattle of the Security / Emergency Depending on the users location, a warning notice is sent immediately to every mobile phone via email and component partmail, by informing the silk hat 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 followsThe Instrument of Broadcasting of Lesson Contents- unsettled phone provides access to lessons case such as lectures, songs, historical speeches, conferences and meetings.Tool of Classroom preserve mobile phone offer 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 schoolmaster audio content, such as music and audio books.Transfer and File Storage mobile phone is able to transfer or back up all sorts of files.Digital Portal Both academics and students may no longer depend on physical materials.Flexible lieu 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 inter postures, field notes, small concourse discussions and oral assignments.Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier. modify Support for Personality experience Preferences and NeedsIn addition, Duke University (2008) has widened their outlines as followsText Messaging University may send text messages to students to notify them astir(predicate) examination dates for instance.Flexible, livery of smooth 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 reexamine the materials or quizzes created by the academics in anytime and anywhere. officious 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. kindly 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 crosswise 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 scream Technologies in the Classroom students can lead answers out of multiple choice questions created by the academics in the classroom.Subsequently, Abilene Christian University (2008) superlativeed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as followsDigital Sy llabus dynamic changes of an individual, the activities of a student or status are allowedClicker real time dynamic class polling or free-form answers are allowedClassroom Communicator an improved flexibility in classes content and release is allowedDocument subscriber an e-BookInternet Communicator the aggregation of content on the sites of class is facilitatedAlert System a receiving automated information of coursesNotes Taker recording aggregation device for audio recordings is allowedLocation Reporter a college pace map with active location is reported when neededAttendance Tool dynamic comment about a users military strength anywhere anytime is given work Purposes wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabledRegistrars Office indication lightsome course employment, communication with academic records, and dynamic scoring access are made easierBesides, benefits proposed by Cisco (2008) of a mobile syst em final result for colleges and universities are as follows a) easy and convenient communication mingled with 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 mood 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 loudspeakers 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) easie r sharing of information to students.Apart from that, Nie (2006) pointed out the effectiveness use of mobile technologies in IHLs as followsRecorder students may record their works, interviews, presentations and lectures. auditory sensation students get to discover to certain 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 an d 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 some 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 IHLsThe writings evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the admission to possibilities and avenues for knowledge sharing by provi ding 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 followsAcademics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time informationAcademics 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 kernel that the cost of messages depends only on the quantity of data sentAcademics 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 sentAcademics 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 universityAcademics can share and listen to Podcasts/audio books with colleagueAcademics can share downloads and view streaming movies/video clipsMobile 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, etcAcademics can create memos which can be sent to colleague from mobile or saved onto his/her office computerAcademic s have ability to read work related documents via PDF, HTML, and Microsoft Office filesAcademics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile deviceAcademics can share e-books, journals, or other academic materialsAcademics can publish e-books and e-papersUniversity can set up mobile phone technologies as database for academics to download documents, applications and university rolesAcademics can share with colleagues research findingsAcademics can use the micro web browser for conducting quick research onlineAcademics can stay connected to social networking sites in mobile environmentAcademics 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 smash communication and activities without taking into account the place and time. This surgical incision has outlined the potential use of mobile phone tech nologies 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 some 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 m anufacturers 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 look MethodologyBoth primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academ ics 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, better-looking 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 solicitation for this study was undertaken during the month of whitethorn 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 carve up into seven sections as follows constituent 1 was not containing any personally identifiable questions. The demographic and scope variables used in this study are gender, status, age, designation, availableness 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). division 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 treasure their opinions and attitudes to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). variance 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. Question s were adapted form tint 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 dependableness Cronb achs Alpha () for Questionnaires Six SectionsThe detailCronbachsAlpha ()Reliability ResultsSection 20.891GoodSection 30.840GoodSection 40.820GoodSection 50.805GoodSection 60.894GoodSection 70.883Good5.0 Data Analysis and Results5.1 Respondents indite and Background InformationBased 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 profileTable 2 Respondents Demographic ProfileRespondentsProfileClassificationFrequency%GenderMale6039Female9461StatusMarried11474Unmarried4026Age20-303321.431-404730.541-505636.4Above 501811.7DesignationTutor2818.2Lecturer6039.0Senior Lecturer4026.0Associate Professor2616.95.1. 2 Availability of DevicesThe study (refer to 1) shows that 98 % of academics had stall phone, 36 % PDA, 10 % orthogonal phone, and 2 % take 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 bracing phone, and 3 % of academics had Cell phone, chicness phone and PDA in one time.5.1.3 Period in Using DeviceThe 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, 1 9.4 % 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 PriceIn view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % favored 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 hardly a(prenominal) 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 intensity level Role of Mobile Phone Technologies in the WorkThe study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a u seful 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 Technologies5 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 anywher e. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function5.1.7 Academics Preferences of Mobile Phone FunctionsThe 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/ proctor, 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/ varan 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 FunctionsNo.Mobile Phone Functions%1Calling100%2SMS98%3Calendar79%4Camera77%5Alarm/reminder75%6Phone book70%7Listening to music61%8Browsing the Web53%9Games42%10Sending e-mail42%11MMS41%12Voice recorder38%13mental lexicon29%14 sound recording file storage29%15Chatting21%5.2 Attitudes towards the Use of Mobile Phone Technology in IHLsThe respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tecIntegration of Technology in Higher EducationIntegration of Technology in Higher EducationAbstractThe 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 f ound 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 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 reve aled 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.KeywordsMobile Phone Technology, Institutions of Higher Learning, Academics1.0 IntroductionIn 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 dev ice, 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 IHLsAcademics 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 secur ity.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 cou rsework 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 lectures.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 followingTo 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, accordi ng 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 belowIn-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 clo se 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 followsThe 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 too l 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 NeedsIn addition, Duke University (2008) has widened their outlines as followsText Messaging University may send text messages to stu dents 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 classroo m.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 followsDigital Syllabus dynamic changes of an individual, the activities of a student or status are allowedClicker real-time dynamic class polling or free-form answers are allowedClassroom Communicator an improved flexibility in classes content and release is allowedDocument Reader an e-BookInternet Communicator the aggregation of content on the sites of class is facilitatedAlert System a receiving automated information of coursesNotes Taker recording aggregation device for audio recordings is allowedLocation Reporter a college grounds map with active location is reported when neededAttendance Tool dynamic comment about a users position anywhere anytime is givenBusiness Purposes wireless communication for bill paying, ticket-buying and bookstore buying or any business related m atters are enabledRegistrars Office Extension easy course employment, communication with academic records, and dynamic scoring access are made easierBesides, 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 followsRecorder 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 IHLsThe 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 followsAcademics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time informationAcademics 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 sentAcademics can se nd 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 sentAcademics 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 universityAcademics can share and listen to Podcasts/audio books with colleagueAcademics can share downloads and view streaming movies/video clipsMobile 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, w eek activities, comments on assignment, etcAcademics can create memos which can be sent to colleague from mobile or saved onto his/her office computerAcademics have ability to read work related documents via PDF, HTML, and Microsoft Office filesAcademics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile deviceAcademics can share e-books, journals, or other academic materialsAcademics can publish e-books and e-papersUniversity can set up mobile phone technologies as database for academics to download documents, applications and university rolesAcademics can share with colleagues research findingsAcademics can use the micro web browser for conducting quick research onlineAcademics can stay connected to social networking sites in mobile environmentAcademics 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 d evices 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 Met hodologyBoth 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 inst rument 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 attitudes to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3 contains questions concerning the perceived usefulne ss 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 al pha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7.Table 1 Reliability Cronbachs Alpha () for Questionnaires Six SectionsThe ItemCronbachsAlpha ()Reliability ResultsSection 20.891GoodSection 30.840GoodSection 40.820GoodSection 50.805GoodSection 60.894GoodSection 70.883Good5.0 Data Analysis and Results5.1 Respondents Profile and Background InformationBased 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 profileTable 2 Respondents Demographic ProfileRespondentsProfileClassificationFrequency%GenderMale6039Female9461StatusMarried11474Unmarried4026Age20-303321.431-404730.54 1-505636.4Above 501811.7DesignationTutor2818.2Lecturer6039.0Senior Lecturer4026.0Associate Professor2616.95.1.2 Availability of DevicesThe 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 DeviceThe 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 academic s 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 PriceIn 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 WorkThe study (refer to 4) shows that th e 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 Technologies5 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 oppor tunity 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 function5.1.7 Academics Preferences of Mobile Phone FunctionsThe 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 t hat 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 FunctionsNo.Mobile Phone Functions%1Calling100%2SMS98%3Calendar79%4Camera77%5Alarm/reminder75%6Phone book70%7Listening to music61%8Browsing the Web53%9Games42%10Sending e-mail42%11MMS41%12Voice recorder38%13Dictionary29%14Audio file storage29%15Chatting21%5.2 Attitudes towards the Use of Mobile Phone Technology in IHLsThe respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec

The external and internal environment at Aer Lingus

The external and internal environment at Aer LingusThis paper proposes a raw(a) alternative strategy that Aer Lingus could effectivenessly collect. First and foremost the paper analyzes the external and internal environment regarding Aer Lingus. Here the strengths and impuissancees of the internal environment i.e the company argon set and a PESTEL analysis is conducted in order to assess the opportunities and threats c at a timerning the external environment. Through this in depth analysis of both the internal and external environment we were open to devise three alternative strategies for Aer Lingus.1. Aer Lingus move towards a Low embody attack aircraft immune immune carrier standard.2. Aer Lingus move towards benefit-oriented national droop carrier model3. Aer Lingus continue with their period strategy and position of being in between an ultra unhopeful cost carrier and full service flag carrier in europium while to a fault adopting a deplorable cost model on trans atlantic flights charging for ancillary services and increase the seat capacity on the planes by reducing the number of caper class seats and increase the amount of economy seats.After ofttimes deliberation the strategy we opted for was the triad alternative. In filling the offset strategy, we realized that it would be in truth hard for Aer Lingus to compete on cost as Ryanair occupies such a tremendous carry on of the food market, on that pointfore making it very difficult for Aer Lingus to reach minimum efficiency levels. In evaluating the second strategy it came to our attention that with most of Europe in a recession, a flag carrier model would non be a desir equal nor profit adequate strategy. Therefore we suggest that Aer Lingus continue with their authoritative strategy and adopt a low cost approach on transatlantic flights, similar to the one they form incorporated to their European flights and also try to improve connections to Asia by finding a partner. This l eave alone enable Aer Lingus to access a new market and improve their profitability.External AnalysisThe current economic climate has had a direct impact on the Irish air lane industry. People run through less disposable income and as a result Dublin airport has witnessed a decline in passenger numbers since 2008. Figures released by the DAA show a significant decline in passengers from 23.5 jillion in 2008 to 20.5 million in 2009 a decrease of 13% and it s expected that numbers impart fall make up off further in 2010 to 19 million passengers.Ireland is one of the few European countries to impose a 10 travel tax on tourist travelling to Ireland. This a pine with the 40% increase in airport charges (which is being employ to pass for Terminal 2) is considered to be one of the main resolves in the decline of seat capacity which dropped by 140,000 in April 2010 alone and the fall in Irish air traffic by 13% so far this year. Growth has returned to countries which have ditched this travel tax and reduced its airport charges.According to Canadian energy economist Jeff Rubin the maximum an skyway company can pay for a barrel is $80 dollars, any higher and the company can non make a profit, $80 dollars is the breakeven point. Oil prices have been steadily rising since January 2009 and economists have predicted that this year the price of oil will rise to $80 per barrel which could prove detrimental to the profitability of the airline industry.In April 2010 the eructation of an Icelandic volcano caused Irish air traffic to come to a halt. The closure of Irish airspace caused a sharp decline in trips to and from Ireland. In April 2010 The Central Statistics Office reported a decrease of 24.9% in trips made to Ireland and a decrease of 27.9% trips made by Irish residents made oerseas in comparison with April 2009. (See Appendix A for an Aer Lingus analysis using Porter s Five Forces Model)Internal AnalysisWhen internally analysing Aer Lingus, we assessed th eir strengths, weaknesses, resources and capabilities. A major strength we get the picture Aer Lingus to have is that they serve both regional and transatlantic hubs. This fact has positioned them between a low cost carrier and a flag carrier airline.Their confederation with Aer Arann has enhanced their short haul network. They have achieved certain advantages at no extra cost such as an improved network frequency, a deepened shrewdness in core Ireland and UK markets and a consolidation of retentive haul traffic in their Dublin hub.A major resource they possess is their network connectivity. Their long haul routes to the USA have been established with strong connectivity, such as New York, Boston and Chicago. They now connect to over 50 US cities. They also possess a large market share on key routes and are seen as a flag ship airline. Their large market share comes from their very competitive cost base. They also have potential for expansion on their long haul network.Valuable assets of Aer Lingus include their well positioned slots, their close to 1 billion in cash and their route network. These assets will ensure that Aer Lingus continue successful operations during a time in which the industry is facing an exceptionally tough trading environment which has progressively deteriorated in the last year or so.An important capability of Aer Lingus is their ability to compete with Ryanair, Europe s largest low cost carrier. Their prices are usually higher than Ryanair s prices, however virtuallytimes not by much. Yet what makes them more attractive to many customers is that they fly into major airports, unlike Ryanair. Aer Lingus also managed to resist two take-over bids from Ryanair due to its strong ties to the Government.During our research we found there to be no airline in the top ampere-second brands, however, the Aer Lingus brand is well established and nearthing that Aer Lingus themselves view as a main resource. Their brand boasts low fares and g ood service.Something which may be viewed as a weakness is the fact that this year Aer Linus have vacated some of their slots at Gatwick airport. They have also taken two of their Airbus A320 s out of operation and reduced their pass along sizing to just three at Gatwick. They deferred two A320 aircraft from this year to next year. And also state there to be some savage pay cuts for the Irish flag carrier. This was a result of the cost and capacity management in 2009.The significantly higher than expected cost of terminal 2 at Dublin airport mean that Aer Lingus flight prices will also be higher than expected. This may cause a knock on effect to passenger numbers and at long last profits.Evaluation CriteriaWhen we assessed Aer Lingus s profitability we found that their return on equity has deteriorated even further from 2008 when it was -14.4% to -18.4% in 2009. We so assessed the efficiency level of the airline by computing their sales to assets ratio. In 2008 the efficiency lev el was 0.64, this improved to 0.69 in 2009.Aer Lingus have the 16th largest market share in the European airline industry, with a weekly departing seat capacity of 300,000. Their main competitor, Ryanair, occupies the largest share of the European market with approximately 1,900,000 weekly departing seat capacities.With the introduction of the Greenfield cost reduction programme Aer Lingus were able to reduce their cost base by 7.4%, setting a benchmark for the European Airline Industry.At present the average price of an Aer Lingus ticket is 77 compared with Ryanair s average price of 44.Strategic AlternativesOne possible way for Aer Lingus would be to move more towards becoming a low cost carrier (LCC). In order to be able to compete with the players in this niche, Aer Lingus would have to make further adjustments to its business model. The Irish competitor Ryanair proves that there is great potential in the low cost carrier market, as they are still both growing in passenger numbe rs and revenues and maintaining to be profitable even in times of global economic crisis. But such bottom line figures are results of focused streamlining of the airline business model. Almost every antonymous service is charged extra, operations are kept to a bare minimum or outsourced wherever this seem lucrative, flights are not interconnected scarcely only point-to-point, and the costs for fleet maintenance and procurement is greatly reduced by the use of only a single type of aircraft. Also over the last few years there has been massive consolidation in the airline industry, especially with respect to LCCs. This underlines the fact that the pressure in this market plane section is particularly high. To get into this segment Aer Lingus would have to restructure its flight network, personnel, fleet, and ground operations, but even then it is dubious whether or not Aer Lingus would be able to match or outperform close competitors such as Ryanair. In exhibit no.B1 the current d ifferences in cost structure between Aer Lingus and Ryanair can be observed. Although the general structure is fairly similar, especially with respect to staff costs, airplane maintenance and Airport and handling costs Aer Lingus faces much higher costs than Ryanair. Overall, this focalisation could prove to be a risky and somewhat too challenging endeavor. Too many, too important aspects would have to be changed, which is unlikely to happen when winning into consideration that there will be internal politics involved, particularly when it comes to cuts in the field of staff expenses, Aer Lingus biggest disadvantage. (See Appendix B.1)Aer Lingus could also try to move to the new(prenominal) end of the scale, namely that of the benefit-oriented former national flag carriers. These airlines maintain extensive hub-and-spoke networks which allow them offer a big variety of different connections. The flights are complemented with different amenities such as free meals and luggage. In addition to the sheer transport service, an overall experience is created and valued by the customers. Flag carriers primarily make their money through business customers who are typically not very price medium. Aer Lingus already owns the necessary timeslots and connections to provide an extensive network and its fleet could also potentially be modified to provide the more enjoyable flight experience that luxury customers are used to (See Exhibit B2). Also it is questionable if Aer Lingus is actually large enough to maintain a network that can match the advantages of airlines competing with a similar model. Despite the fact that Aer Lingus may have some experience with the type of flight that the potential competitors offer, this knowledge might not transfer as easily throughout the whole business, excessive cost for the analogous amount of benefits might occur. Also with the general economic climate, which is likely to persist over the coming years, even business travellers are increasingly price sensitive or do not fly at all, which makes this market segment significantly less attractive. (See Appendix B.2)A one-third strategic alternative Aer Lingus could consider is continuing with their current strategy and position of being in between an ultra low cost carrier and full service flag carrier in Europe while also adopting a low cost transatlantic model.Taking into consideration Air Asia s model of low cost, long haul flights between Asia and Europe, we feel that Aer Lingus could apply this same model to their transatlantic flights.They could implement a no frills approach on these flights by adopting an ancillary service. Passengers would pay a basic premium price for their flight ticket. Any extras on board the flight such as meals, the use of a TV, pillows, blankets, drinks etc. would find an additional charge.We feel that by increasing the capacity of their current fleet, they could increase revenue, and potentially increase their market share. Bot h Aer Lingus and Air Asia use the same aircraft on long-haul flights, being the Airbus 330-300. However, Air Asia has managed their passenger numbers more efficiently. They have 12 business class seats, compared with Aer Lingus s 24 and 365 economy seats compared with Aer Lingus s 303. If Aer Lingus were to adopt Air Asia s more efficient method they could increase their seat capacity by 15%. (See Appendix B.3)Recommended strategic alternative and its executionWe have highlighted in the previous section three alternative strategies that Aer Lingus can take. We believe that shifting to a no-frills model is not convenient for Aer Lingus because of the great bargain power held by Ryanair, which is the European leader of no-frills carriers (it has reported a net profit afterward taxes of $612.2 million for the first quarter of 2010). Moreover Aer Lingus would not be able to reach the minimum efficient cost to make a profitable low-cost business because it would not be able to assume a learning curve in the short-term. On the other hand, shifting its business model to a western legacy carriers one is not a winning move because at the moment this business model is proving to be unprofitable (American airline has reported a net loss of $359 million for the third quarter 2009, which included the impact of approximately $94 million in non-recurring charges related to the sale of certain aircraft and the grounding of leased Airbus A300 aircraft prior to lease expiration. Excluding those non-recurring charges, the third quarter 2009 loss was $265 million or $0.93 per share).We think that Aer Lingus should continue with their current strategy while also incorporating a low cost transatlantic model based on that of Air Asia. In detail Aer Lingus Group Plc should offer enhancements including better food and faster check-in times to customers willing to pay more. In a switch that brings it closer to EasyJet Plc, which attracts a higher proportion of business flyers, Dubl in-based Aer Lingus will adopt a hybrid model somewhere between a discount and full-service carrier.Aer Lingus also adds more short-haul routes through a franchise deal with smaller Irish carrier Aer Arann, while seeking to boost long-haul connections by increasing the number of code-share partners. Moreover the agreement with Aer Arann cover 12 routes, giving Aer Lingus new services to Bristol, Blackpool, Cardiff, Durham and Doncaster/Sheffield in England, together with Glasgow and Edinburgh in Scotland. While the flights use by Aer Arann, being ATR 72 turboprop planes, are branded Aer Lingus Regional, with tickets sold through the larger carrier s Web site.Aer Lingus also needs to improve connections to Asia by finding a partner with daily flights to the region. The airline may rebuild its base at London s Gatwick airport should demand improve after paring services and cutting the number of planes stationed there.Luton, England-based EasyJet is the largest carrier at Gatwick, and has attracted more time-sensitive flyers than Ryanair by operating to airports that are generally closer to major European cities than those used by its rival. Aer Lingus is already reducing wages and slashing its workforce by almost a fifth, and more jobs may have to go as the airline braces for a decline in sales in what will be an extremely challenging. The Irish government holds 25 percent of the carrier s stock, with Ryanair owning about 29 percent following two failed takeover attempts.Likely Benefits and Limitations of Strategic AlternativeAer Lingus has been hit harder than most as the Irish economy struggles to release from the worst recession since World War II. That is why a pure low-cost model was limiting its ability to maximize revenue. Through establishing a low cost transatlantic model, Aer Lingus will have access to a new market which has been created as a result of the economic struggle.Moreover since the recession in Ireland is to last longer than anywhere else w orld, it is impossible for Aer Lingus develop new routes on its own. Through agreements and alliances, Aer Lingus is able to reach new airports and acquire a new market share at a lower cost by sharing fixed costs. In that way the company will increase its profits by raising the number of its itineraries as well as by differentiating its customer target. In fact, Aer Lingus has joined transatlantic routes by deals with UNITED and Jet Blue carriers and regional routes by their agreement with Aer Arann.Question 2 GTSIFrom our reading of the GTSI case study we consider the main problem to be that the company expanded too chop-chop The Company was too pushy in implementing such complex systems such as the ERP and GEMs systems and similarly in its 007 strategy. The main reason for the failure of the ERP system was that kind of of being run as a corporate project it was run as an IT project. The system was initially supposed to have cost them between $3-5 million and was to take betwee n 12-24 months to complete. Instead the system ended up costing them $60 million and took 5 years to complete and in the process 3 CIO departed. The company seemed to have lost sight of the goal of implementing this system which was to act as a means of lowering costs when in fact by trying to complete this system they ended up driving up the costs which was inevitably detrimental to the profitability of the company. Instead of treating the ERP system as a sunk cost the company kept investing money into it and then eventually in 2005 launched the system before they were certain if it would be effective or not, stating that the company could learn by trial and error . The launch of the ERP system coincided with the launch of the new GEMS system which in addition was a failure. Because the system failed there was a huge back log in orders and goose egg was shipped for two months. In an attempt to rectify this problem GTSI solely concentrated on large orders which only accounted for 2 0% of their customers, leaving the other 80% extremely dissatisfied. This resulted in a huge increase in customer complaints which in turn bring down staff morale which lead to the increase in employee turnover and proved harmful to their reputation.The reason for the failure of the 007 strategy was that it was simply far too ambitious and it did not take into account the impact of doubling the sales force and revenue in such a short period of time would have on the organizational structure. Also because the company operated in a defined market the implementation of this strategy caused their operating expenses to increase significantly.The company undertook too much by trying to implement the 007 strategy and the GEMS and EPRS systems simultaneously. In being too ambitious with their plans they ignored the individual execution required for the strategy and systems therefore nothing was implemented effectively.The company was nearing bankruptcy when GTSI jumped from a net profit of $10.3 million in 2004 to a $16-million net loss by 2005. Moreover the Bank did not extend GTSIs credit facility leaving the executives at GTSI with two months to find a new credit facility. The reaction of its partners was not good. Some of its long-term partners are going to end their human relationship as well as customers questioning whether they should continue to do business with GTSI.GTSI s reputation dropped as well as its stock price. In fact GTSI was quoted into NASDAQ Stock Exchange and when its assets and liabilities were degraded, its rating fell down. In this situation the best solution for the company is trying to retrieve its reputation, so it could increase its stock price. By selling some core assets, the firm could get back some liquidity to guarantee for its liabilities to the Bank. Moreover it could ask for some help from the Government which could acquire some of GTSI s stocks and enable it recover some of its past reputation particularly, by becoming partly a existence company, GTSI stocks rating rise as well as its market price.The second step which we consider very important is to develop a centralized preparation system to make the employees familiar with the new ERP system, so that the company can really exploit the potential of its investment in this IT system. Finally, we state that a jet organization culture and strong leadership is necessary to overcome the attrition within the current organization and to make the coordination between GTSI s activities easier.Question 3 ShenzhenAfter studying the case of Shenzhen Filtroil, the main problems we have identified are the two dysfunctional relationships between (a) Liu and Qian and (b) The American owners, Randolph and Leahman and the Chinese partners, Liu and Qian. Communication is severed and the incorporate factory Dongwon Filtroil is not operating as a single team.Relationships are a key component of the business so once trust and communication were not there anymore problem s occurred. The main reason is the fact that Liu does not feel appreciated and does not feel that his work is recognised. The firm have a huge reliance on Liu as he is the only one who knows the zinc formula. Liu therefore plays a crucial role in the business and once he recognizes just how important he is he becomes greedy.During a conversation with Qian, Liu demands to be paid (RMB) 15,000 a month, 30% commission instead of his current 5% and also to get a new company car. Qian fails to understand the change in Liu s attitude since they had been such good friends. They should be equals in their business relationship as they both own a stake in the company. However, Liu finds Qian too controlling and untrusting by the way that he checks his products when it is not even necessary. He tells Qian that he needs to stop worrying about his workers and concentrate on his own workers. Due to these issues their relationship becomes more and more dysfunctional.Another reason for their relati onship problems is that Qian sees Liu as someone who was in a lot of debt and could barely feed his family. He is of the opinion that Liu should be happy that the merged factory Dongwon Filtroil has enabled Liu to acknowledge a better life and send his daughter to a good school. Realistically Qian always felt that Liu should be appreciative of anything he has gained from the merger. He didn t value the important role Liu plays in the company s success with his zinc formula.The relationship between the American owners and the Chinese partners is strained because Randolph and Leahman were kept in the dark for a long time about the tension that was building in the Chinese factory between Liu and Qain. The lack of communication meant that problems were left unresolved and the Chinese partners were left dwelling in the difficult task of keeping the business going.We have considered two solutions to the above problems. The first involves fixing the internal relationship issues without a ny changes to who works in the business. This can be done by improving communication. Liu and Qain need to become more aware of their responsibilities to the business and stop relying on the American owners to fix their relationship problems. They could put contractual agreements in place that tackle the hold-up issue that Liu has created. This would then establish potential to reinstate trust in the company. At the end of the day we have realised that it is not money that Liu really cares about it is about his work being appreciated. If he had a greater stake it would improve communication and also allow both Liu and Qain to act as equal partners as opposed to one controlling the other. This solution will take time and will need the dedication of everyone involved in the business.Another solution is one proposed at the end of the case. Continue working with Liu and view as him the raise he requested. Then hire someone to learn Liu s trade secrets. This would then allow Qain and th e American owners to make the zinc formula themselves. They could then get rid of Liu by offering to buy him our or force his resignation if necessary. This solution means that they do not have to address the current major issue that is Qain and Liu s relationship.

Belize Guatamala territory dispute :: essays research papers

British lumberjacks set up settlements in the eventual Belize. The Spanish granted them the territory. When war broke out in Europe there was an attack which was repulsed. Over the next 20 years the British had grown into the charge area and some unsettled areas of South America establishing the now existing Belize. The Spanish never had any rule over the territory. Up to 1859 the British continue to exercise exclusive jurisdiction over the settlement, further establishing administrative control and implementing a comprehensive legal and legislative system.In 1859 a treaty offici exclusivelyy established the boundaries of Belize. In 1940 Guatemala declared the Treaty to be void, alleging failure to implement article 7 (That the British build a road which they never did) A new Guatemalan Constitution in 1945 declared Belize to be Guatemalan territoryBelizean culture and nationality developed throughout the 19th hundred (and the British became the minority). self-rule was achieved i n 1964, but full independence was delayed until 1981 only because of the Guatemalan claim to the territory.Guatemala changed its argument in 1999. it rested its movement on the 18th century Treaties between Britain and Spain covering the area between the Hondo and the Sibun Rivers. Guatemala claimed that the area between the Sibun River and the Sarstoon River was illegally occupied by Britain, and argued that the area south of Sibun up to the Sarstoon River must be "returned" to Guatemala together with all the cayes which were not included in those Treaties. The area thus claimed by Guatemala amounts to over 12,000 square kilometres, which is more than half of Belizes territory. The British occupied this territory when it was uninhabited and unsettled. Belize rests its case on two firm pillars the right of a people to self- determination and the fact that Guatemalas claim is legally untenable.Negotiations began between Britain and Guatemala and Belize. In 1975 the UN Genera l Assembly passed a resultant affirming Belizes right to secure independence with all its territory and declared that any proposals emerging from negotiations between Britain and Guatemala must respect this rightIn 1980, the UN resolution declared that Belize should become independent by the following year. The entire global community supported this decisionthe territory was perfected through the process of predaceous prescription, which is a recognised means in International Law for acquiring title to territoryGuatemala never occupied, nor did it ever exercise any control or jurisdiction over, any part of the territory of Belize.

Golden Rice Essay -- Biology Essays Research Papers

chromatic Rice Who Would Have Thought Something So Dry Could Raise So Much Controversy?Heated debate over the bioengineering of a type of rice that has come to be called golden rice has been taking place in the past five years. Exploration of the possibilities that would follow the mapping of the rice genome began in receipt to the huge populations in developing countries that experience vitamin deficiencies namely, vitamin A. When biotech company, Syngenta, announced that they had mapped the rice genome, a series of activist groups spoke out against a project that was, numerous argued, politically and financially motivated. This has been a topic of intense debate that I was surprised to find. Developing a kind of rice containing a vitamin that is lacking among large populations seems to be such a great idea. So why does so much controversy surround the project? There are many more disadvantages to the door of the new technology than one might anticipate. The following first expl ores the effects of vitamin a deficiency and then the arguments of the opposition and supporters responses to it. Vitamin A is an organic compound that is mandatory in small amounts in the human body however a deficiency in this micronutrient can lead to problems and illnesses (3). The vitamin is found naturally in many plant and animal foods in the forms of retinal in animals and carotene in plants (3). Retinal pigments that are very important for night vision are produced by Vitamin A the vitamin is also important in maintaining the strength of epithelial tissues (5). Without proper amounts of Vitamin A, the outer lining of the eyeball becomes dry and wrinkled, leading to redness and inflammation and, which brings potential drop of blindness... ...ww.indiatogether.org/reports/goldenrice/science.htm9)An exercise on how not to do science., Author of this article is adamant critic of golden rice.http//www.indiatogether.org/reports/goldenrice/science2.htm10) well-heeled Rice and Vit amin A Deficiency., This article addresses problems with Golden Ricehttp//www.foe.org/safefood/rice.html11) Golden Rice blind ambition? Friends of the Earth International. Link Magazine Issue 93, April/June 2003. More arguments against Golden Rice12)Grains of delusion Golden rice seen from the ground., Assessment of pros and cons of Golden rice.http//www.grain.org/grain/error404.cfm?url=/publications.delusion-en-p.html13)Golden Rice and Beyond., This article contains arguments supporting Golden Rice research and the importance of technology transfer. http//www.biotech-info.net/Grandbeyond.html

Advertisements - The F-150 SuperCrew Pickup :: Adverts, Compare and Contrast, Analysis

The target audience throughout the 129-year history of Popular Science magazine has traditionally been working suppurate males. The advertise workforcets within the magazine reflect the audience in whom they are attempting to reach. From new technological gadgets to old-fashioned tools, the advertisers know what will be attractive to the reader, and to the readers wallet. Of these advertisers, the most popular by far have been those from the automotive industry. The Ford Motor Company has chosen to strategically advertise within the pages of this magazine on numerous occasions and with various ads that were meant to lure new customers into buying Ford vehicles. It is interesting to notice that the styles of these advertise custodyts are schemed with just the right qualities to attract as umteen male consumers as possible. The January, 2001 issue of Popular Science depicts a classic, two-page advertisement from the Ford Motor Company displaying its new F-150 SuperCrew pickup truck. From the colors of the ad, to the write-up found on the pages, it is very clear that the purpose was to attract males by using some of advertisings basic appeals. The advertisement appeals to men by providing an outlet for their contain for association, the need to aggress, and the need to dominate. One of the most common appeals toward men in advertising is concerning the need for affiliation among men. This advertisement depicts a photograph of six hard-working men performing various duties all around a brand new Ford truck. Above this photograph is some other picturing six empty styrofoam cups of coffee. These problematic innuendoes are intended to support one of the major themes of the ad that this particular truck provides seating for six. The way the cups are pictured, lying atop of one another supports the idea that many men hold that friendship and comradeship is greatly important to the success of their lives. Another detail supporting this idea is the fact that the men in the picture are dressed primarily the same. They all wear dark jeans, dark work shoes, and white tee shirts. This gives an impression of uniformity, and of the need for affiliation with friends and co-workers. The advertisement inconspicuously displays a sense of belonging if the reader decides to buy a new Ford truck The need to aggress is depicted by quite a few aspects of this ad. First of all, the strong lettering at the tops of both pages of this advertisement depict a sort of cynicism toward mainstream thinking a sort of go against the flow mentality.

Edgar Allan Poe Essay -- essays research papers fc

Edgar Allen Poe Edgar Allan Poe Edgar Allen Poes contributions to Ameri quite a little literature have become increasingly more prominent as the years have passed. As short fiction has become a more accepted genre in literary circles, Poes theories are canvass with more passion. Although he lived a rather melancholy life, Poe did experience moments of joy, and desired to capture the beauty through poetic form. Indeed, what he left behind for the literary world was his gifted genus, revealed through his poetry, fiction, and objurgation. The darkness that seems to surround Poes life began as an infant. Poe was born January 19, 1809 in Boston, Massachusetts. He was the second son of David and Eliza Poe, but before long after he was born, David abandoned the family. Then two years after that occurrence, Eliza died from tuberculosis. After her death, Edgar, his little sister, Rosalie, and his brother, William, were separated. While William was sent to live with his grandparents, and R osalie was sent to a family in Richmond, Virginia, Poe moved to live with John and Fannie Allan (Silverman 1-15). John Allan was a well-known businessman, and Poe was no longer surrounded in poverty. John made sure that Poe was given a good education, and when living in England with the Allans, he went to private academies. The then moved back to the states, and Edgar enrolled at the University of Virginia in 1826. When he was there, he spent much of his money, and in short found himself in debt. He asked Mr. Allan to pay for it, but he refused, because he assumed that the debt was due to Poes constant gambling and consumption of alcohol (Silverman 29-38). It can be assumed that the greatest contributor to Poes disturbance was his addiction to alcohol. His foster familys status made this problem a shameful vise, and a source of conflict. Poe used drinking as an escape of sorts, and his life was greatly affected by the substance. It disrupted his writing, his first engagement, and hi s time with his foster family. After he left home, he tried to make a life for himself in Boston. He was reunited with his brother, but at the young age of 24 he died which tip over Poe very much. His writing became more insistent after being rejecting constantly by newspapers. Soon afterwards, he married his own cousin, Virginia, who was his symbol as the correct woman. In 1837, he moved to New York, where competed wit... ...erished possession. Finally, he asks once again, whether it is fantasy that is only a dream, or is it that reality itself is but a dream as well. Edgar Allan Poe always seemed to desire creating another world, an artificial creation, but in this process conveys the beauty he always craved for. Poes life was one bounteous of despair and depression, which later lead him to create literary masterpieces. Perhaps it was this state of mind which made him appear fearless, allowing him to voice his opinion in spite of the criticism directed at him. In this day and age, his words are to be regarded with a newfound significance, for literature has become a genre in and of itself. His theories on writing will continue to be studied for generations to come. Though his place in literary circles was uncertain in his own time, his place in the literary cannon is undeniable today. Bibliography Hart, James David. The Oxford Composition to American Literature. New York Oxford University Press, 1983. May, Charles E. Edgar Allan Poe A Study of the Short Fiction. Boston Twayne Publications, 1991. Silverman, Kenneth. Edgar Allan Poe Mournful and Never-ending Remembrance. New York Harper, 1992.