Identifying Emerging Issues in Mobile Learning Essay

The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace. This was carried out through scenario generation using three different futures prediction tools in three workshops. The following issues were identified as being the most likely to appear in the future of mobile learning five years from now: the increasing use of ‘just in time’ and ‘as and when necessary’ training. the need for always on affordable connectivity and power. increased support for an approach to teaching and learning that is more collaborative than didactic. concerns over scalability; learning communities are divided over whether there is a role for mobile devices in formal teaching, especially in large groups and lectures. oncerns over the merging of personal and vocational information and practice. The strong match between affordances of mobile devices and learning opportunities in work based and experiential learning across the board. increased peer to peer networking and collaboration. the need for design specifications for a secure online all-purpose data repository accessible by different browsers according to device at hand. Other emerging issues for mobile learning in HE and FE include both ethical and practical implications. These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are: fears for the erosion of lecturers’ personal time; concerns over security related to the increasing amount of information and number of images to be stored and privacy issues related to the ease with information can be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an assignment rather than simply marking the product. One last issue, one that is in need of urgent attention, is the need for the development by students and staff of agreed practice, establishing how mobile devices are to be used responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a Mobile Dimension to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the review of the scenarios generated. We are also grateful for the financial support from JISC via the Emerge community for this project. 1 Introduction This report details the scenarios developed in a series of discussion workshops exploring visions of how mobile technologies and devices will influence the practice of users in Higher Education (HE) and Further Education (FE) in the future five years hence. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the workplace in HE and FE. These devices have become well established throughout the student community, a survey of 177 students at the University of Southampton found that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007). This dovetails with data from Ofcom (2008) which shows that mobile phone ownership in the 15-24 age group of the UK population is stabilising at around 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly being allowed to use the cameras on their ‘phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a research topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed. Winters (2006) noted how various groups researching mobile learning have used definitions that fall into four categories: one – mobile learning as technocentric, where learning is seen as something that makes use of mobile devices, personal digital assistants (PDAs) and mobile phones; two – defined by its relationship to e-learning, where mobile learning is seen as an extension of elearning; three – as augmenting formal education and four – as learner centred, enabling the possibility of lifelong learning. These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of information in different multimedia formats. Thus mobile learning can be best described as â€Å"the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies† (Sharples, Arnedillo Sanchez, Milrad & Vavoula 2007). Mobile learning in post-compulsory education in the UK A presentation from Traxler & Sugden (2007) places the current state of mobile learning in the UK as consisting of considerable numbers of small scale trials and pilots taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no ongoing large scale uses were found. From currently available sources there is little or no indication as to the extent to which mobile devices are being used in Higher and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same kind of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment. Issues which dominated were: skills gaps (in IT support and especially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT services provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all projects were based on external funding), device limitations, standards churn, privacy and security, and lack of a ‘killer application’ for the context. Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless infrastructure was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, others discussed projects outside of the UK in Europe or East Asia, however, in the remaining 20%, an impressive range of pilots with different handheld devices was described. These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily portable, handheld devices connected to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are included by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti messaging (SMS). In one of the first examples of the use of PDA’s in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate Economics students at the University of Bristol access to VLE’s and course materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the online discussion board during lectures which they found this particularly helpful. The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a ‘mobile learning organiser’. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to communicate via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At London Metropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which run on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports science in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other animated tutorials, language learning for example, include multiple choice quizzes (Tschirhart et al, 2008). In another study Cook, Pachler and Bradley (2008) found that loaning postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribal’s Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the Spatial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, ‘augmenting’ reality for the user (Priestnall and Polmear, 2007). For example, trials of a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008). The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they get used to a new society and to enter the local community. The â€Å"learners showed a obvious interest in flexibility of time and space that potentially extends ‘antennas’ of the group blog to deeper insight of local culture. † (Shao, Crook & Koleva, 2007). Other examples used simpler devices and text messaging. The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff successfully interacted with 938 different students through at least one of: one way (staff to learner) communication, formative assessment with feedback, and a collaborative learning discursive tool (Brett, 2008). In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutor’s voice beyond the traditional lecture environment. This helped to reduce the perceived psychological distance between students, their peers and tutors (Jones, Edwards & Reid, 2008). SMS messaging has been trialled in lecture theatres too. Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram showing understanding level which is continually updated during the lecture together with comments and question in a scrolling area of the screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were popular and perceived as more effective than revising from traditional textbooks (Evans 2008). In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a means to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme. At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET – not in education, employment or training) with reentry to education, training or work. Giving students access to PDA’s helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to keep in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007). Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning. The City of Southampton College has been assisting ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students’ literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b). As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of physical disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, dinner times and class notifications. Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with every student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular. At Southwark College students are using low-priced, pocket-sized camcorders to overcome some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students’ oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their work to inform Level 1 students hoping to progress. Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDA’s or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning Both HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a significant proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to test how mobile technologies can successfully be used to support students on work placements. For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year medical students tested the use of PDA’s providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to ‘sign-off’ log books using their normal signatures on the PDA. (Cotterill et al, 2008). Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for dentistry students at King’s College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support materials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDA’s in school they deemed the calendar or diary to be articularly supportive. Email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils’ attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDA’s a rarity meant that trainees often felt uncomfortable using their device on school premises. In FE mobile technology has been used in the work place for just in time problem solving, such as through the Hairdressing Training programme developed by the University of Manchester’s data centre, Mimas, and now used by 500 students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDA’s have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities. Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to care workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008). Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the Assessment of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Learning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. Initial indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http://www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested. The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the addition of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009). It is in this technology context that the workshop participants came together to imagine future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods: Developing Future Scenarios In this project three different tools were used to support future predictions. The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the Cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniques that can be used in the different stages of developing future scenarios and the ways they can be combined. This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants ‘brainstorm’ a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations. This method is illustrated in the example below. More of †¦ Scenario Decrease in †¦ Increase in †¦ Less of †¦ The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a structured method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity. Through a series of structured workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised: i. i. Imagineering: brainstorm on desired future learning activities. Modelling: in groups, producing models that demonstrate the envisioned activities, complete with related props. 8 iii. iv. Retrofit: developing a role play for another group’s scenario using only current technologies. Futurefit Requirements: listing requirements for the future technologies that have to be in place for the scenario to be realised. The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces sequence of cards. The workshop participants are then asked to envision first a range of learning activities that could be happening within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start with two initial keynote presentations designed to stimulate thought and discussion from recognised experts. These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.

Genocide and Sexual Violence Essay

The Bosnia, Rwanda, and Nazi Germany Experience Genocide is defined in international law as acts which have the intention of destroying â€Å"in whole or in part, a national, ethnical, racial or religious group . . . † (Genocide Watch, n. d. ). Mass killings have been one of the most controversial events in the world. This incident even plays a more important part in the historical experience of those countries which undergone it. When the idea of genocide is being discussed it is always associated with different forms of violence. One of its most prevalent forms is sexual violence against women. Sexual violence is the most common act by which women are degraded and violated. Referring to sexual violence does not only connote the idea of rape. Rape being the process of forced penetration of the penis or any foreign object inside the anus or the vagina, or placing the penis inside the mouth. Sexual violence also includes other related sexual crimes like prostitution, sexual slavery, forced impregnation, mutilations, and other similar practices (West, 2005). Employing sexual violence especially rape, aids conflicting parties to achieved their desired outcomes or objectives. Its negative social effects help in accomplishing the primary goal behind the idea of violence. The main reason why violence exists is to make sure that coexistence would not continue and rape is considered to be a more powerful instrument than murder that could obtained this end (West, 2005). Being the case, sexual violence is utilized as a tool of genocide because of the social disgrace that it brings. This holds true in countries that gives importance to the idea of virginity and chastity because these symbolizes honor not only for the women but also for her family. Sexual violence humiliates both the women and also the men because if such act took place it gives the idea that men are not strong enough to defend their women (Chenoy, 1997). In connection to that, the process of ethnic cleansing would become easier because these abused women would be forced to leave their home and flee to other areas. Such acts of violence are done to induced hatred coming from the members of the targeted group towards their enemies so that they would no longer come back (West, 2005). However, there are instances that opportunistic sexual violence takes place. This kind of sexual crime is done based simply on the individual desire of the abuser. During times of conflict, violent acts escalate because there are no foreseen penalties or consequences in doing such. But this is not always the case especially in a more organized government or regime. In a more centrally organized and powerful state this kinds of crime are not seen as an instrument to inflict terror and humiliation towards the enemy but simply an individual taking advantage of the situation in order to fulfill ones’ aggressive sexual wants (West, 2005). The Bosnian Experience The end of the Soviet Union has brought significant changes in the structure and alignment of the region. The declaration of independence of states coming from the Eastern bloc started their animosity against each other. Slovenia and Croatia declared independence in July 1991 that brought war between Croatia and Yugoslav state as well as slight conflict between Yugoslavia and Slovenia. During the early parts of 1992, Bosnia-Herzegovina achieved independence, this event culminated in a civil war against the Serbs, Croats, and the Muslims in Bosnia. The war lasted for several years, which is characterized by various forms of atrocities (Weitsman, 2006). One of the most disturbing forms of atrocities in the former Yugoslavia was the sexual violence inflicted upon Bosnian Muslim women by the Serb militias. Rape camps were created wherein women are segregated and raped everyday for months. Rape is not only the form of sexual violence that these women have to endure but also forced impregnation and maternity. Based on the Final report of the United Nations Commission of Experts established pursuant to security council resolution 789 (1992), the former Yugoslavia has 162 detention sites wherein people were sexually abused. Bosnian Muslim women were repeatedly raped by various men and then they murdered them or detained them to become sexual slaves. Some women were even raped by 40 men in one night while other were gang raped. Mass rape and forced impregnation is utilized as a strategy in the policy of Serb authorities. Serbs denies such kind of allegations but the identical ways by which the rape camps were established as well as the pattern of sexual abuse tend to proved otherwise. The mass sexual abuses of women as well as men have the primary goal of shaming, degrading, torturing, and violating their victims. Forced impregnation of women was also done with the intent that the offspring will live because the Serbs considered such as their primary goal. This is further proven by the accounts of women who experienced being held in rape camps. They narrated that they were impregnated and detained until such a time where abortion is no longer possible (Weitsman, 2006). Scholars and experts of international politics analyzed that sexual violence such as mass rape, forced impregnation, and forced maternity were strategies employed by the Serbs in order to accomplish their objective of ethnic cleansing and even genocide. Forcing women to bear children connotes the idea they want the offspring to acquire the identity of the rapists being paternally derived and thus, disconnect whatever attachment it might have from the mother. In doing so, the Serbs deem that they succeeded in their idea of ethnic cleansing because they are putting a stop to the propagation of the culture and genes of the Bosnians. The identities of the father are commonly unknown because of cases wherein a woman impregnated has been raped by many men. In such cases, the identity of these children as â€Å"genocidal babies† or little â€Å"chetniks† still continues because it is reinforced by the media and their community. The identity of the babies is already constructed in such a way that they would forever be linked to their Serbian fathers (Weitsman, 2006). The Rwandan Genocide The genocide that happened in Rwanda is a product of ethnic hatreds and rivalries that is rooted in the early parts of this country’s history. The animosity among the two ethnic groups in the country, namely the Hutus and Tutsis goes a long way. During the pre-colonial era these two ethnic groups realized the distinctiveness that they have from each other in terms of economic status, occupation as well as slight variations in their physical appearance. Despite such differences no conflicts were observable in these groups. However, the European colonizers emphasized the distinctness of these ethnic groups based on biological superiority. Europeans allocated more power, authority, and privileges over to the Tutsis due to their tall built and angular faces, which is said to make them superior in the racial hierarchy (West, 2005). The Belgians established a democratic institution in the country that attributed more power to the persistent Hutus. This event started the tension between these two groups that resulted for the Tutsis to flee towards neighboring countries. Animosity between the groups escalated as Hutu extremists continue to perceive the other ethnic group as a â€Å"Tutsi Threat†. The situation is further worsen by the violent acts of the Rwandan Patriotic Front (RPF). Hutu extremists were greatly concerned with the threat posed by the Tutsis that they decided to create a policy of genocidal mass killing. They deem that the complete annihilation of the Tutsis is the only way possible to solved this insecurity that they felt because other means are ineffective like the deportation of Tutsis to other countries, which they believe would only allow the continuation of the problem (West, 2005). The government was responsible to most of the violent attacks that happened, which intensified the feeling of terror among civilians. It is also because of fear that the civilians learned to act violently in order to defend themselves (West, 2005). Furthermore, Hutu extremists also used propaganda through the media in order to instil the hatred that the Hutu civilians must feel against the Tutsis. They also make sure that they degrade the Tutsi women by describing them as object of sexual desire (Weitsman, 2006). The participation of the civilians is needed in order for the complete annihilation of the Tutsis to be possible. During the mass killings, many women were kidnapped by their perpetrators and were raped, shamed, and left to die of depression; they did such because it contributes in the humiliation of the Tutsi culture. Sexual violence in this case is a means to deconstruct the Tutsi group of their spirit, willingness to move on and their very idea of life. Violent attacks were experienced by men and women of all ages but the women were greatly susceptible to it because of their gender and ethnicity (West, 2005). Basically, there are two purposes why sexual violence is employed. First, it is utilized in order to destroy the Tutsi race. The women symbolize their ethnicity and by raping, shaming, and lowering their morale they also destroys their ethnic group. Effects of sexual violence also humiliate their families and community. Using sexual violence invoked feelings of fear and humiliation that the Hutus believe would helped in the annihilation of the Tutsis. Second, it makes ethnic power inversion possible. Inflicting harm invokes hatred and a sense of revenge among the Tutsis. This feeling of vengeance only adds to their idea of the â€Å"Tutsi Threat† (West, 2005). The Nazi Germany The genocide that happened in the history of Germany is grounded in the idea that Germans or the Aryan race are the most racially pure and sophisticated people making them superior as compared to other races. Adolf Hitler made sure that the superiority of their race continues by first, eliminating the physically unfit members of the Aryan race like the handicapped and the mentally ill. Afterwards, he proceeded in annihilating the Jewish population, which he perceived as the greatest threat to their race. He disseminates the idea that the Jews are dirty and they are trying to infiltrate and destroy their superiority. Furthermore, he also accused that the Jews have connection in the Bolshevism of Russia and Stalin’s Communism. He succeeded in spreading the feeling of hatred among the Aryan race towards the Jews through propaganda in posters, newspapers, and radio reports. Basically, the perception that Jews are inferior and their connection to Bolshevism led to the conclusion that the only way to save the Aryan race as well as the entire Europe is through the elimination of the Jewish race (West, 2005). Unlike the case of Bosnia and Rwanda, there was very minimal practiced of sexual violence before and during the Holocaust in Germany. It is interesting to note that despite the long periods of incarceration that Jewish women spent in the concentration camps, they were not sexually abuse. Some reports of sexual crimes were more individualistic in nature as compared with the Rwandan and Bosnian experienced of mass raped. Sexual violence was only limited among Germans that hold high position in authority who are often left in charge making it opportunistic in nature. However, there are also instances that women are humiliated inside concentration camps. This is when they are forced to stand naked, be shaven, searched and experienced invasive medical tests. They also undergone psychological fear as soldiers would threaten them of sexual violence. But this merely becomes psychological means to infused terror because there are rarely cases of rape inside the concentration camps (West, 2005). Sexual violence was not employed during the genocide in Germany because of several factors. First, the strong and radical belief of the Nazis about their race. Their belief in the preservation of the purity of their race entails with it policies that prohibits them in engaging in sexual practices with inferior races as it is seen as dirty and they condemned the reproduction of Jewish people. This is proven by incidents wherein pregnant Jewish women are immediately killed. Second, Nazis have a very disciplined military that strictly obeyed the rules of their superiors as well as the ideology of their race. Being the case, they would not subject themselves in acts of sexual violence as this is prohibited in their laws and beliefs. Lastly, their strong hierarchical state which assures that the codes of conduct and laws are followed by the military as well as the civilian members of their population (West, 2005). This served as the strong foundation that holds the people belonging in the Aryan race to act accordingly with regards to their beliefs and objectives. Similarities and Differences The ethnic cleansing and genocide that happened in these three countries have its similarities and differences in terms of how the conflict escalated the usage of sexual violence, as well as their reasons in employing or not employing these violent acts. Bosnia, Rwanda, and Germany’s genocide are similar in the fact that it involves the leadership of political elites who devised ways in order to heighten the feeling of animosity among conflicting parties. In the case of Bosnia, the Serbs made a policy that created numerous rape camps that will aid in the rape and impregnation of women. Rwanda also employed a similar strategy by including the citizens to further aggravate the conflict that is taking place. They propagate the idea of â€Å"Tutsi threat† so that Hutu civilians would participate in the annihilation of the Tutsis. The strong political leadership of the Nazis also reinforced the superiority of the Aryan race and they created the idea of the Jews being a threat to their superiority in order to justify their actions of mass killings. Moreover, all of them used propaganda by means of the media to influence the mind of their fellow citizens and eventually aid them in their desired objectives. This is exactly what happened in Rwanda when they announced the â€Å"Tutsi threat† together with their perception of Tutsi women as sexual objects in their radio stations and newspapers. Similarly, the media also aided in propagating the idea that the offspring’s of the impregnated Bosnian Muslim women are â€Å"little chetniks† which heightened the stigma that these children’s identities would be forever linked to their fathers who are responsible for such violent act. Nazi Germany is also no different as they strengthened the idea of the Aryan race’s superiority and the threat the Jewish imposed upon this dominion through the same method as the two aforementioned incidents. The differences they have are focused on their idea of what sexual violence is and what are its effects to the ends that they are fighting for. In the genocide that happened in Rwanda they employed sexual violence as a means to humiliate and violate not only the women that they raped and their families but also their communities as well. The reason for such course of action is the high regards given to the honor of women because she symbolizes the very ethnicity of her race. Destroying her morale is also synonymous to the destruction of the race she symbolizes. In contrast, even though Bosnia practiced the same mass rape as Rwanda their perception towards it is different. Rwanda used sexual violence as a means to destroy the ethnic race by humiliation unlike in Bosnia wherein sexual violence is considered more as an after effect of their actions of ethnic cleansing. Their forced impregnation of women in their process of genocide was utilized in order to create â€Å"little chetniks† or offspring that would increase the Serbian race. The most unlikely among these three cases of genocide is the Nazi Germany experience. Sexual violence is not utilized by the Nazis to propagate mass destruction of the Jewish race. There are only minimal incidents of rape during those times and it was caused by opportunistic reasons rather than a method of ethnic cleansing. The rationale behind such incident is the fact that Nazis have a more disciplined military and strong hierarchal structure. In an organized government like the Nazi regime violent acts such as sexual abuse is not as rampant as compared to Bosnia and Rwanda because perpetrators are sure to face the consequences and penalties of their actions. Furthermore, a disciplined military would not adhere to sexual misconduct because of the fear of being punish by their superiors as well as their high regards to their beliefs. Sexual violence is indeed commonly used in most cases of genocide. Contrary to this usual practice there have also been instances wherein mass killings took placed but there are very minimal reports of sexual violence. In such cases, sexual violence was not perceived as an instrument in order to accomplish the goals of the perpetrators. This kind of observable discrepancy among the employment of sexual violence could be attributed to the idea that this concept is still very subjective. Its meaning, practice, and usage tend to vary from one person to another and in this case from one race from the other. References Chenoy, A. (1997). Demystifying Terrorism: a War Against Terror & The Terror Of War, US Hegemony & Militarism. ARENA. Genocide Watch. (n. d. ). What is Genocide? Retrieved 22 May 2008, from http://www. genocidewatch. org/aboutgenocide/whatisit. html.

Impact of HESI Specialty Exams Dissertation Example | Topics and Well Written Essays - 500 words - 1

Impact of HESI Specialty Exams - Dissertation Example These two theories were used as the basis for formulating a model for constructing Critical Thinking Test objects that were used in this study. This same model was used for the previously concluded eight studies that were carried out to study the effectiveness of E2 in predicting the success of NCLEX-RN (Zweighaft, 2013).The E2 and the HESI Specialty Exam produced by the Elsevier, and the Ninth Validity Study Questionnaire, which was a design of the researcher, were used for data collection. The E2 is always administered during the final semester or quarter of the nursing curriculum. Its blueprint is a reflection of what is there in the NCLEX-RN plan. The HESI Specialty Exams always come at the end of the nursing curriculum. The study mainly used the HESI exams with testing units that are greater than 300. The questionnaire, which had 19 multiple-choice with open fields for comments, was used mainly to gather information from the deans and the directors of the respective schools rega rding their policies on E2 and HESI Specialty exams. It also asked questions about the outcomes of the NCLEX-RN (Zweighaft, 2013). This study made use of Non-Experimental design. All user and none user schools were enumerated and a Random Number generator was used. Deans and directors from 97 schools of nursing were invited. Stratification of random samples of the schools was done based on the three levels, Baccalaureate, Associate degree and diploma. A sample of 3790students from 63 randomly selected schools participated in this study and power analysis indicated that this was a good sample.The study found out that the E2 are highly accurate in predicting the success of NCLEX-RN. The students who took part in Specialty Exams also showed higher means in their E2 scores than those who did not take the Specialty Exams. This was determined using the Welch-Satterthwaite’s test (Zweighaft, 2013). Since the data obtained in this ninth study are consistent with those of the previous studies, it shows that E2 scores can be good predictors of the success of the NCLEX-RN.

Advanced Obstetrics for Paramedics Essay Example | Topics and Well Written Essays - 1750 words

Advanced Obstetrics for Paramedics - Essay Example In certain cases, the signs and symptoms typically occur in 6-8 weeks after the normal menstrual period, but ectopic pregnancy may occur later. In some of the cases, nausea along with breast discomfort, low blood pressure, weakness, dizziness and pale skin can be noticed amid the patient (Stà ¶ppler, 2013). Considering the fact that different sites of possible ectopic pregnancy implantation will influence patients’ presentation, it can be ascertained that the treatment of ectopic pregnancy requires implantation and actual removal of the affected parts of a body. In some of these cases, Fallopian tube requires either pharmacologic or surgical management. Pharmacologic management with the doses of methotrexate is necessary for effective treatment. Sometimes, the linear salpingostomy surgery is performed, if a patient desires to become pregnant in future. It is thus anticipated that proper treatment and effective nursing care will certainly help in providing effective and proper treatment to the patients under the circumstance of ectopic pregnancy (American Society for Reproductive Medicine, 2014). It is worth mentioning that the notion of Perinatal morbidity and mortality includes stillbirth and the death of newborn babies within the first 28 days of the birth. According to the latest report of the Australian Bureau of Statistics published in the year 2012, 2,558 perinatal deaths were reported due to Perinatal morbidity and mortality (Australian Bureau of Statistics, 2014). Again, these 2,558 deaths constituted around 1,355 males and 1,203 females. It will be vital to mention in this similar concern that one of the major causes of morbidity and mortality in varied regions of Australia is the haemorrhage from placenta percreta, which results in causing haemoperitoneum, a sign of perinatal morbidity and mortality (Government of South Australia, 2013). Thromboembolic is a disease, which occurs during

Olmec Civilization and its History Essay Example | Topics and Well Written Essays - 500 words

Olmec Civilization and its History - Essay Example The culture of the people is believed to be ended around 400 BC. The Olmec inhabited southern Mexico and were regarded as the mother culture of the Americas. Their technology and culture influenced the preceding culture and technology. Sertima support for the Olmec illustrates the belief that they came before Columbus and should be considered as part of the ancient civilization of the Americas. In his book They Came before Columbus, Sertima argues that the Olmec were the first face of civilization and influenced the technology and culture of America. The argument holds water as presented in the Olmec brand of pre-Columbian contact theory. The major claim presented by Sertima is the existence of African origin in the Mesoamerican culture in the western hemisphere. The theory asserts that the influence of the American culture in the Mesoamerican culture was massive and should be considered in the study of the ancient civilization, which is becoming a complex process. He further added that the Kings of the 25th dynasty of Egypt were Nubians (Diehl 82). This theory led to increasing need to research on the clarity and accuracy of the theory with further finding supporting and some discrediting the theory developed by Sertima. The name Olmec means the rubber people in the Nahuatl language. Aztec is the name of the people who inhabited the area because they extracted latex from r ubber trees. However; the name was used mistakenly by the Europeans by assigning the name to ancient ruins found in the region. The ruling found was not of the Aztec civilization, but date before the civilization. The name also refers to the ancient ball game developed by the Olmec and considered the Olmec creation. The name used by the Olmec includes Xi which is similar to the Chinese names. The evidence of Olmec existence in America led to questions on their origin and argument arose. It was first thought that they originated from West Africa,  but further evidence deduces that they were remnants from the Xia dynasty of China (Demarest 62).  

(a)Explain why, in equilibrium, all assets must lie on or below the Essay

(a)Explain why, in equilibrium, all assets must lie on or below the capital market line, but must lie on the security market line.(b)To what extent does recent - Essay Example In real life, equilibrium is a constantly moving target. We cannot say that the stock market is in equilibrium at the end of the day or week or year. Prices move based on the perception of brokers and shareholders, driven by information (Fama, 1970), psychology (Kahneman and Tversky, 1982), or anything under the sun (Barberis, Shleifer, and Vishny, 1998). As investors try to maximise returns or minimise losses, they either push up or pull down stock prices, or keep it level, the differences between the demand of buyers and the supply of sellers being reflected in stock price changes. This is equilibrium, which is not a static point but more of a dynamic process where adjustments constantly take place, reflecting the free agreement of investors in the market that stocks are bought and sold at the right price. Of course, one side thinks the price will go up, while the other side thinks it will go down. By ‘assuming’ equilibrium as an ideal state towards which everything moves, finance academics have discovered a tool that allows them to pin down a moving target – the behaviour of stock prices over the last fifty years, for example – so they can study it, test their theories, develop a mathematical model, and see if the model explains reality. One such aspect of reality that is being studied for the last half a century is the relationship between the return of a stock price and the risk that the return will not be realised. Several years of observations have made academics ask: how should investors decide which stocks to buy? This is what Markowitz did in his paper (Markowitz, 1952), where he drew attention to the practice of portfolio diversification. After observing that stock prices move differently in relation to the general movement of the stock market, he showed that investors could reduce the unpredictability of returns by investing in a mixture or portfolio of stocks whose

RFID Impact on Supply Chain Management Research Paper - 1

RFID Impact on Supply Chain Management - Research Paper Example According to the research findings, radio frequency identification (RFID) tags are used to track assets, manage inventory and authorize payments, and they increasingly serve as electronic keys for everything from autos to secure facilities. RFID works using small (sometimes smaller than a fingernail) pieces of hardware called RFID chips. These chips feature an antenna to transmit and receive radio signals. So-called passive RFID chips do not have a power source, but active RFID chips do. RFID chips may be attached to objects, or in the case of some passive RFID systems, injected into objects†. Radio Frequency Identification (RFID) is a technology to recognize objects. This technology is for eternity classified as a technology similar to Automatic Identification and Data Capture (AIDC). AIDC consists of Barcodes, Biometrics, and Smartcards. Apparently, RFID and Barcodes technologies are considered as one of the key drivers in supply chain management operations to categorize obje cts or merchandise at various workflow stages. In the intervening time, Biometric and Smartcard technologies are employed for access control procedures, banking, and communication industry. The prime advantage of RFID technology is its ease of use and minimalism. RFID replaces barcodes and is a time saving, effective and reliable alternative. That is the reason why it is adopted and deployed in multipurpose applications i.e. Supply Chain Management (SCM), Inventory Tracking, Theft Protection, Location-based Services, Electronic Health Monitoring for healthcare systems, RFID integrated travel documents, payment systems, and context-aware applications. In recent years, this technology is flourishing robustly due to its extensive usability in upcoming technologies i.e. Ubiquitous Computing, Pervasive Computing, or Ambient Intelligence Solutions. RFID technology comprises of transmitters spreading electromagnetic technology in the environment to send and receive signals. The communicati on is conducted between two elements, transceiver, and transponder.

Life on Mars Essay Example | Topics and Well Written Essays - 750 words

Life on Mars - Essay Example Mars is the fourth planet of the solar system. It is in direct contrast to Venus with its hot and opaque atmosphere (Chambers 1999). Mars is a barren desert. It is covered with red dust that is why Mars is also called the Red Planet. There is no water on Mars. It is 1,524 A.U away from the sun (McKay, et. al 1996). Mars orbits the sun once after every 687 days (Baucom 2006). Its equatorial diameter is 6,787 km. In terms of radius, Mars as compared to Earth is nearly half of the Earth. Mars has two moons, called Phobos and Deimos (Chambers 1999). In terms of climate, Mars resembles Earth. The seasons of the planet Mars are nearly double as compared to the Earth’s seasons (Tosca, et. al 2008). In winter season, the temperature falls to -140 degree centigrade and in the summer season, the temperature reaches maximum at 20 degree centigrade (Krasnopolskya, et.al 2004). The atmosphere of Mars is unable to store solar heat because it is thin as compared to Earth’s atmosphere (Sagan 1980). The water that is present on the surface of Mars is in forms of water ice. Dry ice (carbon dioxide) is also present on the surface of Mars due to which, the ratio of carbon dioxide is maximum of the surface of Mars (Chambers 1999). There are no seas on Mars. Mount Olympus, the highest mountain of the whole solar system is located on Mars. As compared to Mount Everest, it is three times higher. It has many volcanoes in it. The atmosphere of Mars is able to protect the planet from the meteorites that try to enter its atmosphere (McKay, et. al 1996). Viking conducted several experiments for discovery of presence of life on Mars. Martian soil was accessed by means of experiments in order to evaluate the existence of microorganisms (Krasnopolskya, et.al 2004). After analyzing the results of the experiments, no organic molecules were found from the conducted experiments. In the year 2003, there were traces of

Success is Better Measured by One's Financial Attainment Essay

Success is Better Measured by One's Financial Attainment - Essay Example A smaller number of working professionals also struggle to attend graduate school and take postgraduate courses. However, because of several social economic and demographic reasons, not everyone can be in the profession of their choice. Thus, only a few can manage or afford to choose, and they inevitably pick such and like careers. Success can only be effectively evaluated by a person’s financial attainment. The one thing that most of the high-end jobs have in common is that the paychecks are much larger than what the people in lower jobs, like teachers, nurses, firefighters and police officers make. From this, we can conclude that the majority choose the jobs, not because of how fulfilling they are but how much money they earn. Bearing in mind that the society is aware of the distinction, it is evident that most of these professions are the ones who live in the best houses, drive nice cars and take their children to the high cost private schools. Society, in general, has the propensity to admire and praise those who seem to achieve notwithstanding how they got the success. Therefore, the financial attainment of an individual is a better and more suitable measurement for success than the education level. Take Bill Gates, for instance: he dropped out of Harvard without his degree and left school because he had problems with the administration for doing business in the dorm room (Times magazine, 2007). As such, his level of education at the time he was starting Microsoft, the company that made him one of the world’s wealthiest and most influential men, were the same as those of any college drop outs. However, he is not known or revered for his academic credentials of lack of them for that matter. He is known for his phenomenal wealth, and whether he made it with or without a college degree is beside the point since he is easily one of the most successful men in the world. While it may have to do with his contribution to technology, it is worth notin g that he did not achieve the feat alone yet many of his co-founders who are not as wealthy are hardly known as popular as him. Similarly, several of the greatest financial successes of the current times, including Paul Ellen, co-founder of Microsoft, the late Steve Jobs and Richard Branson, never finished schools, and they became some of the worlds fanatical giants (Carney 2009). While their success is undeniable, measuring it based on academic attainment would be impractical. Success is best measured by financial achievement since the people who have the most influence in the world are not the most educated, but the ones who wealthy financially. In order to enhance this, assume one is a professor with 10 degrees and someone else is a billionaire and a school dropout. One is limited to what he/she can achieve alone, since, without the money, one cannot reach very many people with your education. However, the dropout with money can use it to pay people with more education, hence, he is more successful in that endeavor. If success represents the achievements of a person’s set objectives, let us hypothetically visit students in class and inquire them, â€Å"What is your intention for being in class?† - â€Å"To get a degree†. If yes, does it mean that when they get the degree they have achieved their intention? We do not stop there, we ask further: â€Å"What do you intend to do with your degree?† - â€Å"To get a well paying job, so I can start a family†

First-generation, Second-generation and Third-generation of Currency Essay

First-generation, Second-generation and Third-generation of Currency Crises Models - Essay Example Currency crisis can originate from a financial crisis associated with an actual economic crisis that can cause depletion of valuable reserves. The drastic effects of a changing value of currency can be very brutal to small economies as compared to relatively larger ones. The government or major bodies of authorities should regulate and defend the currency by fulfilling the surplus demand for a given currency using the currency reserves of the country or by using its foreign reserves or by elevating the interest rates. Throughout history we have seen a large number of currency crisis that have affected many economies worldwide leading to recessions like the economic crisis in Mexico in 1994, the Asian crisis in 1997, the case of the Hong Kong dollar in 1998 and Russian crisis in 1998. The rapid increase in the number of currency crises after the Latin American debt crisis in the 1980s was alarming. This resulted in extensive research and in the conception of many theories and models. Thus, the first methodical formation of currency crisis model came in 1979 by Paul Krugman in his extensive research based on Steve Salant and Dale Henderson’s paper published in 1978. This model was based on the study of how efficiently the trade prices of articles of trade could stabilize after concerned authorities had an insight that an investor will hold on to an exhaustible resource if he expects its price to rise quick enough offering him a profitable return rate. This concept is based on Hotelling lemma’s exhaustible resource pricing leading to a choking point when the price has risen to such a height that ultimately there isn’t any more demand left. The... This essay declares that a currency crisis is a catastrophe that takes place when a tentative attack on the exchange value of a currency leads to the devaluation or unexpected depreciation in a country’s currency value. A currency crisis can also lead to a balance-of-payments crisis or a huge exchange rate depreciation or even a massive international reserve loss, or all of the above. Most economists agree that a speculative hit in the foreign exchange market usually affects fixed exchange rate markets rather than floating exchange rate markets. Currency crisis can originate from a financial crisis associated with an actual economic crisis that can cause depletion of valuable reserves. The drastic effects of a changing value of currency can be very brutal to small economies as compared to relatively larger ones. The government or major bodies of authorities should regulate and defend the currency by fulfilling the surplus demand for a given currency using the currency reserves of the country or by using its foreign reserves or by elevating the interest rates. This paper makes a conclusion that the growing trend in the shadow price was provided by supposing that the government issues money to finance the country’s budget deficits, however the central bank is prepared to defend the exchange rate through international reserves. Hence, Salant further worked on a gold price stabilization technique.

Organizational Behavior Unit 2 Discussion Essay Example for Free

Organizational Behavior Unit 2 Discussion Essay Attitudes and Behavior interrelates with each other. Important attitudes such as â€Å"self-interest† (Robbins, S. P., Judge, T. A.2007) or that identifies with a group that is valued shows a strong relationship to behavior. Job involvement, job satisfaction and organizational commitment are moderating factors that can improve the statistical relationship between employee behavior and attitudes. An employee’s job involvement relates to how strongly they can identify with the work they care about in which they consider â€Å"their perceived work performance level important to self-worth† (Robbins, S. P., Judge, T. A.2007). This basically means that employees who are deeply involved in their job are mostly satisfied and maintains a high performance in productivity than the employees who are dissatisfied. When an employee is satisfied with their job they are more confident and perform more positively with their productivity and maintains efficiency. Organizational commitment is a job attitude in which an employee identifies with an organization and its goals. Affective commitment (emotional attachment). Continuance commitment (someone remaining with the organization because of the salary and benefits) Normative commitment (when an employee hesitates to leave the organization because they â€Å"don’t want to leave the employer in a lurch†) (Robbins, S. P., Judge, T. A.2007). Employee attitudes and behavior are important to an organization due to the negative impact that will cause a downfall in revenue and inefficient work flows in the organization. When an employee shows negative attitudes and behaviors towards their work ethics can at times negate the other employees’ behavior and attitudes, especially in a union environment.

Role of Community Organizing Essay Example for Free

Role of Community Organizing Essay Introduction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Community organizing is a common aspect in solving community problems today.   This can be explained as a process whereby through an organization the people living in the same environment and proximity get to act on their common and self-interest.   Community based participatory research can be viewed as a partnership approach that involves all key players in the community to play an important role in awareness, evaluation and alleviation of issues affecting the community and in this case public health issues (Cohen, Chavez Chechimi, 2007).   Ã‚  Ã‚   According to Reyes, the participation of the community is paramount in that it ensures that there is equitable involvement and expertise contribution from the members of the community, researchers and representatives of the Government authority and concerned organizations in every step of the research process (2007).   This essay seeks to expound on the process of community based research, how the community organizing can be effective, the key principles involved.   The essay will also   provide examples of applicability of the aforementioned area of study.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The area of Florida specifically Jacksonville, has been experiencing health hazards caused by high concentration of toxic substances in the region.   This has led to rise in health issues, like respiratory problems and to some extend it has become fatal in that it has led to a high infant mortality rate (Weitz Luxenberg, 2001).   In this view we need identify the important theory in establishing the participatory research we should keep in mind that there should be a balance between the production of new significant and helpful knowledge and the resultant benefit to the community.   The main principle that is a necessity to the success of the aforementioned arrangement project is the principle of recognizing the community to being a unit of identity and the principle of collaboration.   According to Schneiderman, Speers, Silvav, Tomes and Gentr   collaboration is a partnership which is among equals and has expertise and/or comple mentary knowledge (2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Jacksonville community needs to identify a researcher and an organization to be effective partners to the identified project and who are willing to engage in competent research and support the involvement of the community.   To refer to the initiated participatory community based research done in Flint, Michigan, by a researcher Dr. Katherine Alaimo partnering with university of Michigan in 2003, it is clear that a researcher should not go with his/her own ideas on the issue of research because one can find that the community had a different proposal for an area of study.   With the spirit of collaboration they jointly and came up with a project having joint ideas on reduction of tension through growth of vegetables and flowers which became a commendable success.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Basically, the community should be the one to identify the problem of research since they best know what affects them and the researcher is to play a supervisory and supportive role while the organization together with the Government can help provide the resources and dissemination of the process (Israel and Schulz, et al, 2001). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Though there are hurdles faced in carrying out the community organizing as noted by Flicker, Savan, Konenda and Mildenberger (2007) the process of community based research could be elongated, it is involving and also consumes time and that the process results are not instant and it requires a considerably high level commitment.   The advantages are that it helps in phenomenon identification, creates community awareness on the issue and results to community involvement in identifying the solution, it also create an equitable partnership from the necessaries corners and creates an expertise and resource mobilization for the solution to the problem and ensure there is replication of the best practice in any viable public health problem that could affect the society.    References.   Cohen, L., Chavez, V.    Chehimi, S. (Eds) (2007).`Working Collaboratively to Advance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prevention` . Prevention is primary: Strategies for community well being(pp. 141–159)   .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jossey-Bass, San Francisco,CA.    Schneiderman, N.,   Speers, M., et al (Eds) (2002). Integrating behavior and social sciences   Ã‚  Ã‚  Ã‚  Ã‚   with public health.   Date accessed 14th October 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://boks.apa.org/booksefri?id-431614A Flicker, S., Savan, B., Konenda, B., Mildenberger, M.(2007). A snapshot of community-based   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   research in Canada: Who? What? Why? How? Health Education Research, 1–9.   Ã‚  Ã‚  Ã‚  Ã‚   Oxford   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   University Press. Oxford. Israel, B., Schulz, E. P., Parker, E. A., Becker, A. B. (2001). Community-based participatory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   research: Recommendations for promoting a partnership approach in health research:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education for Health, 14(2), 182–197. Retrieved on 14th October 2008 http://depts.washington.edu/ccph/pdf_files/EducforHealthIsrael.pdf Weitz Luxenberg Website. Date accessed 14th October   2008     Ã‚  Ã‚  Ã‚  Ã‚   http://www.google.co.ke/search?hl=enq=Weitz+LuxenbergbtnG=Google+Search University of Michigan (2003). Prevention Research Center of Michigan: Community Garden    Storytelling Project of Flint. Date accessed 14th October 2008 http://www.sph.umich.edu/prc/projects/past_projects.html

The Importance Of Liquidity For Commercial Banks Finance Essay

The Importance Of Liquidity For Commercial Banks Finance Essay 1.Explain the importance of liquidity for commercial banks and identify the main sources of liquidity in a typical commercial banks balance sheet. 3 2.Outline the reasons why, as a matter of monetary policy, central banks control liquidity in the banking system. 4 3.Describe briefly the method(s) used by central banks to control liquidity in the banking system. 5 References 6 Explain the importance of liquidity for commercial banks and identify the main sources of liquidity in a typical commercial banks balance sheet. Banks are considered to be as safe deposit for customers associated with them for both short and long term basis. It has increased liability over banks to make sure that they are able to fulfill all the demands of the customers. Also the Federal Deposit Insurance Corporation Improvement Act has reduced the dependency that commercial banks used to possess over Federal Reserves to make sure that their needs are sufficed in case some emergency arrives. Thus to maintain certain level of stake in the company, it is mandatory for commercial banks to retain appropriate liquidity ratios such that any ambiguous situation could be avoided. If any disturbance is encountered in these ratios, there is a problem of funding that comes into picture and hampers banks credibility among its stakeholders. Liquidity control is also necessary for proper structuring of the bank along with looking after all the complexities related to the size and related measures. Thus commercial banks adopt controlling me asures for liquidity risk in a highly comprehensive fashion. (Liquidity) Some of the sources of liquidity associated with commercial banks are, Deposits in other banks on demand basis Marketable debt securities over a qualitative basis Commitment made with other banks over provision of credit As liquidity is a critical issue for commercial banks, thus in most of the cases they tend to follow a reliable source of liquidity that will help in retaining their ratios to the required limit and make sure that low cost sources of liquidity are always a part of the banks functioning. Also to maintain proper liquidity ratios bank take several actions like selling redeemable assets, restriction of new loans, fund borrowing, issue of capital instruments, and reduction in dividends. These measures help in maintain ratios to exist above a particular level that indicate that bank responds in those conditions when its reserve ratio targets are disturbed. These ratios are derived from the regulations and liabilities that are associated with the banks functioning and put a number of obligations that has to be carried out under any circumstances. Outline the reasons why, as a matter of monetary policy, central banks control liquidity in the banking system. Central Bank is the key authority that can be held responsible for carrying out the regulatory activities. It is central bank that control credit growth and liquidity in the banking system with the help of a number of tools to make sure that a firm monetary policy is formulated and followed in the entire banking system. It takes care of the management that is involved in regulating supply of money in the entire banking system thus its regulations also helps banks in maintaining their ratios above required limit such that their reserves does not fall beyond a certain frontier. Financial sector is one of those sectors that have to be supervised by some certain entity otherwise it will result into an unregulated segment heading in an uncontrolled manner. Central Banks perform has not only taken, but also performed this duty in a highly beneficial manner for entire financial sector. Gravity of the situation can be understood from the fact that pace of a nations economy is regulated by the supply of money it is having, which in turn depends over central banks decisions. Thus central banks make an indirect contribution in the economic growth of the company through banking system that operates entirely under its control. There may be conditions when banks have high cash available with them, but injecting them without any condition in the market will not provide required return, rather it should be handled with optimum care to channelize their available resources and make sure that both banking system and markets get benefit of that availability of cash. Finally it will also help in boosting up of economy. (Central bank vows to damp excess liquidity, credit growth ) Describe briefly the method(s) used by central banks to control liquidity in the banking system. Central bank is concerned authority that puts a check over liquidity factor existing in banking sector, it follow some of the guidelines to make sure that it does not gets deviated from its track. In order to do so some of the methods followed are, It sets the bank reserve ratio that every bank has to retain with itself so as to take care of its customers at any time on their demand. Limit of this ratio may be increased or decreased based over the demand possessed by the external conditions. These conditions are reliant over highly volatile financial market thus has to be altered on a regular basis by the central bank otherwise it may result into fatality of many reputed financial institutions that will ultimately hamper functioning of national economy. (Zhiming, 2007) It also has to perform an action of liquidity management that is related to the economic adjustments which can be performed with the help of amendments in the policies that are formulated on an initial basis and applied afterwards. Applications of these policies are based over expansion of domestic consumption that finally aims at retention of economic stability. For this purpose, central bank also has to take numerous other factors into consideration that are even slightly related to the economic modifications. As economic growth is depicted by actions and regulations applied by central bank, thus it is up to central bank that whether it follow a discreet monetary policy or make some changes in its multiple monetary policy tools in order to attain a pre defined economic growth that will ultimately help in stabilizing economic health of the banking system.

Asian Women in the Eyes of Americans Essay example -- Asian Studies Res

Introduction The history of Asian women has many facets. I am about to touch on two key monumental points over a sixty year span that have shaped the views of Asian women in the eyes of Americans. As a brief overview, from as early as the 1940s, Asian women were recruited to serve their soldiers during World War II as sex slaves. Forty years later, the dawning of the 1980s brought about the desire of Asian women into American households and sparked the mail order bride phenomenon. The beginning of a new century has altered the lives of Asian women, in parts of Asia as well as in the United States of America. I will give you a glimpse into their every day lives in their home country and site observations to their strides into the American workforce today. Let me unveil the lives of Asian women . . . past, present, and future. Comfort Women During World War II, hundreds of thousands of women from all parts of Asia were forced into sexual slavery by the Japanese army to â€Å"serve† soldiers on the front lines. These poor young women, generally known as â€Å"comfort women†, were recruited, kidnapped, sold, enticed, and deceived with the promise of well-paying jobs to serve their soldiers. Eighty percent of the estimated 100,000 to 200,000 â€Å"comfort women† of WWII were Korean girls and women. These unfortunate victims were stationed in â€Å"comfort stations† throughout Asia and the South Pacific. Prisoners in these stations were subject to daily degrations such as physical and verbal abuse, repeated rapes, hard labor, and sometimes murder. The women drafted as â€Å"comfort women† had a regimented schedule. To much astonishment, each women had to serve twenty to forty men a day at a rate of a man every t... ...l reach the same level of respect in another sixty years. The past and present lives of Asian women have been unveiled, now I am anxious to see what the future reveals. Works Cited Kumar, Nita, ed. Women As Subjects. United States: University Press of Virginia, 1994. Lee, Rose J., and Clark, Cal, ed. Democracy and the Status of Women in East Asia. United States: Lynne Rienner Publishers, Inc., 2000. Stetz, Margaret, and Oh, Bonnie B.C., ed. Legacies of the Comfort Women of World War II. United States: M.E. Sharpe, Inc., 2001. â€Å"Tajik Forum Urges Laws on Violence Against Central Asian Women.† Global News Wire. 2003. 27 November 2003. (LexisNexis) â€Å"Why I Recommend Asian Women.† 2003. 05 December 2003. http://www.heart-of-asia.org/gen/whyasia.html â€Å"Women of Color Make Big Strides in the Workforce.† Star Tribune. 2003. 01 August 2003. (LexisNexis) Asian Women in the Eyes of Americans Essay example -- Asian Studies Res Introduction The history of Asian women has many facets. I am about to touch on two key monumental points over a sixty year span that have shaped the views of Asian women in the eyes of Americans. As a brief overview, from as early as the 1940s, Asian women were recruited to serve their soldiers during World War II as sex slaves. Forty years later, the dawning of the 1980s brought about the desire of Asian women into American households and sparked the mail order bride phenomenon. The beginning of a new century has altered the lives of Asian women, in parts of Asia as well as in the United States of America. I will give you a glimpse into their every day lives in their home country and site observations to their strides into the American workforce today. Let me unveil the lives of Asian women . . . past, present, and future. Comfort Women During World War II, hundreds of thousands of women from all parts of Asia were forced into sexual slavery by the Japanese army to â€Å"serve† soldiers on the front lines. These poor young women, generally known as â€Å"comfort women†, were recruited, kidnapped, sold, enticed, and deceived with the promise of well-paying jobs to serve their soldiers. Eighty percent of the estimated 100,000 to 200,000 â€Å"comfort women† of WWII were Korean girls and women. These unfortunate victims were stationed in â€Å"comfort stations† throughout Asia and the South Pacific. Prisoners in these stations were subject to daily degrations such as physical and verbal abuse, repeated rapes, hard labor, and sometimes murder. The women drafted as â€Å"comfort women† had a regimented schedule. To much astonishment, each women had to serve twenty to forty men a day at a rate of a man every t... ...l reach the same level of respect in another sixty years. The past and present lives of Asian women have been unveiled, now I am anxious to see what the future reveals. Works Cited Kumar, Nita, ed. Women As Subjects. United States: University Press of Virginia, 1994. Lee, Rose J., and Clark, Cal, ed. Democracy and the Status of Women in East Asia. United States: Lynne Rienner Publishers, Inc., 2000. Stetz, Margaret, and Oh, Bonnie B.C., ed. Legacies of the Comfort Women of World War II. United States: M.E. Sharpe, Inc., 2001. â€Å"Tajik Forum Urges Laws on Violence Against Central Asian Women.† Global News Wire. 2003. 27 November 2003. (LexisNexis) â€Å"Why I Recommend Asian Women.† 2003. 05 December 2003. http://www.heart-of-asia.org/gen/whyasia.html â€Å"Women of Color Make Big Strides in the Workforce.† Star Tribune. 2003. 01 August 2003. (LexisNexis)

Conflicting Desires in A Portrait of the Artist as a Young Man :: Portrait Artist Young Man

Conflicting Desires in A Portrait of the Artist as a Young Man In the story, A Portrait of the Artist as a Young Man, written by James Joyce, the main character Stephen Dedalus has many encounters with women. Women and sexuality are major influences on Stephen's adolescent life. Another major factor that has an influence on Stephen's life is the Church. Women and sexuality conflict with the Church and its beliefs, and that is one of Stephen's major problems thus far. Stephen is having a very big identity crisis, from being a God fearing Catholic to a very hormonal teenager. As Stephen sits at the "adults" dinner table for the first time, his father, Mr. Casey and Dante are fighting about religion and politics in Ireland. As they are arguing, Stephen's train of thought leads him to think about Eileen. Eileen Vance was the little girl that Stephen wanted to marry when he was younger. She is described to have ivory hands and golden hair, which confuses Stephen with the phrases, "Tower of Ivory" and "House of Gold" which is part of the Roman Catholic Litany of Our Lady. Later when Stephen is at school, he again thinks about Eileen. Stephen gets his first sensual experience from Eileen when she puts her hand into his pocket and touches his hand. Stephen gets quite confused with the terms of the Litany of Our Lady so he starts to associate the "Tower of Ivory" and "House of Gold" to Eileen. The way James Joyce describes the scene, "She had put her hand into his pocket where his hand was and he had felt how cool and thin and soft her hand was."(43) gives the reader the idea that Stephen enjoyed the feeling. The only problem with Eileen was that she was a Protestant and Stephen was a Catholic. Stephen also associates women with the Virgin Mary, who was the mother of Jesus Christ. He thinks women as pure, just as Mary was and since he already associated the "Tower of Ivory" and "House of Gold" with Eileen, he assumes her to be like the Virgin. Another influence of women in Stephen's life comes from the story "The Count of Monte Cristo" while reading this story, Stephen starts to fantasize about Mercedes.

Censorship of the Internet for Children Essay -- Computers Technology

Censorship of the Internet for Children The Internet is one of the most profound and important technological advancements of this era. It has touched the lives of hundreds of millions of people all over the world. The Internet has become so embedded into our everyday life that for many, life would almost be unbearable without an internet connection. The Internet has enabled so many people who are so far away from each other a means of communication. It eased the burden of contacting loved ones across the world from each other. Not only does the Internet provide a digital communication playground for users, it also provides them with a sea of invaluable resources. The wealth of information that is available on the Internet is both overwhelming and incredible. Almost everything imaginable to the human mind can be found on the Internet. Whether or not some of this information is legitimate, it still exists and is available to anyone who wants to access it. The Internet has empowered the individuals who are connected t o it with an abundance of resources and information. The Internet has brought about a new means of doing business. It seems that all business models today include the Internet some how. On the surface, the Internet may seem great, wonderful and ingenious however, the ability for everyone to access the Internet is both a blessing and also a curse. It is beautiful that the Internet and its contents are available to everyone, but that â€Å"everyone† includes children who are under the age of 18. The implications of this type of access are extremely problematic both socially and ethically. According to Internet World Stats, the estimated population of the world is about 6.45 billion people with approximately... ...itehouse.com/ â€Å"Whitehouse.com† [11] http://www.craiglist.com â€Å"Visit the Best in Adult Sites† [12] http://www.snapshotspy.com/stats.htm â€Å"Child Computer Usage Statistics† [13] http://www.utilitarianism.com/utilitarian.htm â€Å"Utilitarianism† [14] http://www.whitehouse.gov/news/releases/2003/10/20031025-1.html â€Å"Protection From Pornography Week, 2003†, President of the U.S, Oct. 25, 2003 [15] http://www.washingtonpost.com/wp-dyn/articles/A58610-2002Nov15.html â€Å"Congress Approves ‘Dot-Kids’ Measure†, David Maguire, Nov. 12, 2002 [16] http://www.kids.us/sitelist.html â€Å"Current Site List† [17] http://www.icra.org/ â€Å"Internet Content Rating Association† [18] http://www.icra.org/_en/about/ â€Å"ICRA At A Glance† [19] http://www.isc.meiji.ac.jp/~sumwel_h/links/linkJ04.htm â€Å"Laws of Japan† [20] http://www.ageofconsent.com/japan.htm â€Å"Age of Consent for Japan†

Red, White, and Black Essay

By combining they were a stronger force against the colonists. Native American Relations in the first settlements: Relations characterized by resistance to the expansion of English settlement, submission into â€Å"praying towns,† and devastation through war and disease. Many of the Massachusetts Indians sought protection from Winthrop by selling their land and surrendering their independence. Pequot War: So-called war consisting of clumsy plundering by Massachusetts troops and raids by Pequots in 1637. The colonists eventually won the alliance of rival tribes and waged a ruthless campaign. The war tipped the balance of military power to the English, opening the way to New England’s settlement. King Phillips War: War between the Native American tribes of New England and British colonists that took place from 1675-1676. The war was the result of tension caused by encroaching white settlers. The chief of the Wampanoags, King Philip lead the natives. The war ended Indian resistance in New England and left a hatred of whites. Tuscaroras and Yamasees: Two opposing Indians tribes whose disunity lead both to destruction. The Tuscaroran people were defeated by the colonists with the help of the Yamasees in 1713, and the Yamasees were themselves defeated around 1715. Both tribes were scattered and soon disappeared. praying towns: Towns set up by puritan missionaries for Indian converts to spread puritan Christianity, the first of which, Natick, was founded in 1651. As the Indian population in the east waned, assimilation as â€Å"Praying Indians† became the only option besides retreating farther west. Beaver Wars: Wars that resulted from furious trading and hunting of Beaver pelts by the Dutch, the French, and the New Netherlands. The Overhunting of Beavers sent prices so high in 1742 that the Dutch armed the Iroquois and what resulted was bloody battles against Pro-French tribes. Slavery Begins: Followed the exploration of the African coast and the establishment of a slave trade Europe during the 15th and 16th centuries. The slave trade then moved in to America as the development of a plantation system in Virginia offered a market for slavery and the first slaves arrived there in 1619. Slavery remained small among the colonies, however because it was not yet profitable for slavery under the conditions. As trade and agriculture grew and a plantation system grew so did slavery. Barbados Code: Code adopted by Carolina in 1696 to control slaves at the will of their masters. It was often noted as an inhumane code but the society revolved around slaves, so laws like this were created in order to keep control in the society. White owners relied on force and fear to control the growing black majority in the Carolinas. Maryland Slave Code, 1661: The first actual definition by the colonies of slavery as a â€Å"lifelong, inheritable, racial status. It was issued by Maryland in 1661 in order to set up a distinct place for the slaves in the society. Out of the Maryland Slave Code of 1661 came the establishing of other slave codes that set up strict legal codes. Stono Rebellion: Slave uprising in South Carolina in 1739, in which twenty slaves robbed guns and ammunition from the Stono River Bridge along with killing civilians. Officials suppressed the rebellion and stopped any more chaos and da mage. It was a significant encounter because it caused white

Imagination Is More Important Than Knowledge Essay

The sum or ambit of what has been perceived, discovered or learned is what all(prenominal) dictionary or scientist would answer when ane would gather up them to define experience. Imagination, is what these scientists and dictionaries would answer when they were tending(p) the question to state atomic number 53 intelligence agency on the following The faculty of imagining, or of forming psychological images or concepts of what is not very pass on to the senses. In 1929, Albert ace was brazen-faced enough to comp be these two to severally other(a) aft(prenominal) which he came to the mop up that mood would be more(prenominal)(prenominal) outstanding in life than association, for experience is limited. save when one were to consult some(prenominal)one or any topic on this statement, he would scrape there is no clear support to take wizards words for granted. Nor is there any clear opposition to question the higher up tell. However, when one would be ser ved with this statement after having read Lagemaats book he would immediately instigate heading flair and his views generating some thought-worthy familiarity issues. For I am too, a reader of Lagemaats book, I smokenot all in all agree or pass over his views asking myself how we locoweed possibly rely on our sight without knowledge as a medium to support it.Or to what extent we, without any knowledge, would take our liking for granted and thus consider our own caprice knowledge in one fashion or another. As tell above, regular a claim make by one of the most skilful mathematicians, can give birth its validity taking into consideration. By stating that imagination is more principal(prenominal) in social life than knowledge, wholly by aspect that our grounds for knowledge atomic number 18 limited would not suffice.The principal(prenominal) question Lagemaat and many of his followers would ask star is in what way we can rely on our imagination in day by day li fe without knowledge as a medium to support it or to what extent imagination makes us blind to knowledge and thus holds us gage in real life. For years citizenry used to think the terra firma was bland. This was due(p) to everyone imagining the hide as a politic square of which you could take mangle. How else can we confine on the earth if it wouldnt be flat? would make water been the common thing to think at the time.Humanity did not know what shape the earth had as they had no tools to either go to outer(prenominal) space or observe other planets and the force of gravity. Due to this lack of knowledge the only tool they had was their imagination. People at that time came to a widely veritable conclusion of the earth existence flat and you be able to fall get through it into the complete(a) darkness there being no life whatsoever. By saying imagination is more historic that knowledge Einstein suggests we go tooshie to these quantify of unleashed imagination an d for overprotect our search for the tyrannical truth.In my point of view, this would be a major setback in our circulating(prenominal) progress. For example, tribe that thought the earth was flat, similarly thought you could fall off it and thence always had set boundaries and did not have the guts to explore more of the human only if driven by the devotion of falling off. This led to the exploration of other continents being delayed by a huge amount of time. Going back to the times of our imagination playing a role in our daily decisions would quite an frankly mean the equivalent as us evolving back into the animals we once were as there would be nothing that distinguishes us from them.So can we trust our imagination if we do not have any knowledge to support it? No we cannot, we are humans and that is what separates us from any mean(a) predator, we have knowledge. Another major loophole in Einsteins reasoning is that in a existence where we would not have any knowledg e, and where we were left with imagination, our points of view would mechanically be widely original and jibe to Lagemaats book, our imagination could then be seen as knowledge although this knowledge not being necessarily true.This completely neglects Einsteins words in the way that he states we do not ask knowledge when we have imagination, barely as I verbalize before, all imagination does in that case is take up the position of knowledge neglecting the whole aspiration of imagination. An idea I used preceding on, the thought of the earth being flat. not only did the incorrect view on the earth being flat set up to human liberal thinking they could fall off and thus uphold classical developments for many years, it also filled up the place of our lacking knowledge.What Im trying to say is that because of our lack of knowledge we assumed something to be true solely based on our imagination. Thus considering it as knowledge. This type of thinking does not pay to imaginat ion being the way it was mantic to be The faculty of imagining, or of forming mental images or concepts of what is not actually present to the senses. In basic mathematics which even Einstein should be able to follow, when A twins B and B equals C, A is equal to C.When imagination and knowledge are two said to range to the view of the earth being round, knowledge and imagination are equal to each other. Thus stating that something is more measurable than its equal, is something ridiculous and only thinkable in the play Animal create. Writing this essay made me, as an ordinary human, start to question the colossal amount of knowledge I get served every day at school. If there was a way for me to actually find out whether something is really true, I would do it. Sadly I do not have these capabilities and all I can do is rely on the teachers words.But as I said before, these could very well be based on nothing but mere imagination and be completely wrong. It is only now that I start to see in what ways Lagemaat is redress when he says how knowledge can be interpreted and should be questioned at the same time. It was said that stating imagination was more substantial than knowledge eventually would lead into us making very false assumptions and decisions in daily due to our knowledge of what is said to be true and what is not, would be bewildered completely and we would only base our decisions on our own insight and imagination.It was also said that Einstein was very wrong in saying that imagination was more important than knowledge as all imagination would do in that case was to convert knowledge, neglecting the whole purpose of imagination. Abstract The font on this essay is related to Einsteins interview in 1929 in which he stated that imagination was more important than knowledge. in the essay itself I will be trying to palisade why Einstein was in the wrong by saying the above said.By saying imagination is more important than knowledge, Einstei n is basically saying that we as humans would be better off living in a introduction where we did not keep ourselves busy with our everlasting hunger towards knowledge, but in a world where we would use our imagination instead of knowledge to reason for our decisions in daily life. I will try to refute this by saying that in world without any knowledge, all imagination fundamentally would do, was to take up the space of knowledge because our imagination could then be argued to be knowledge as it is widely accepted amongst a large group of people in society.Furthermore there is the rail line of human kind not being able to solely base their ideas and thoughts on imagination as this would only lead wrong insight as to how someone can deal with a trusted situation and will with no doubt hold us up in our search for progress. This has been backed up by an example on human kind in the time they thought the earth was flat and as George Santayana said those who cannot recommend the past, are condemned to repeat it.