Trends in porting existing PC applications to the mobile environment Research Paper

Trends in porting existing PC applications to the mobile environment - Research Paper Example This makes porting existing PC applications to the mobile environment an uphill task for the developers (Damianos Gavalas and Daphne Economou) Interoperability is by far the largest impediment in application development. There are so many devices that run on totally different operating systems, having different screen sizes among other local requirements of the markets. Mobile app developers are therefore faced with a unique challenge of making apps that will work flawlessly across the different platforms. That is why porting of applications is probably the most important concern for app developers today. When porting of applications, there are three important considerations to make. The first is the device type. You have to consider that the app will be running on smart phones, brew devices, or J2ME devices. The second consideration to make is the operating systems used. Quite a number of mobile apps usually need some native functions of a specific operating system. This makes it almost impossible for developers to write code only once and reuse it across the different platforms. Thirdly, you need to consider the device features. Different mobile devices have different features like screen size, keyboard types, and internal memory. A good app must put the variations into perspective (Damianos Gavalas and Daphne

The Use Of Mobile Devices In Schools

The Use Of Mobile Devices In Schools Most of our classrooms of today do not differ much from those of the 19th century, chalk and talk, as well as desk and texts (Roschelle et al. 2000: 76) are still the primary structure of classroom lessons as they were back then. But yet, as explained by Roschelle et al. (2000), todays curricula, together with societal demands, expects students to learn and know a lot more than previous generations. With time, technology increases rapidly and becomes more ubitquitous. Mobile devices have become an integral part of the 21st century student. From cell phones to mp3 players, digital cameras to mobile tablets. These are their tools that is like extentions to their brain (Prensky 2005: 10) that they use in their everyday lives. Educating students without these tools is like educating a doctor whithout a scalpel. The use of mobile technology to facilitate learning is slowly starting to emerge as an area of its own and refered to as m-learning. This review will be looking at what research has been done in the literature regarding the use and integration of mobile devices in the educational system. Research Topic The chosen research topic is part of an existing research project where Android mobile tablets are distributed to schools with mathematics content on. The purpose of my research will be to evaluate the usefulness of the mobipads in supporting mathematics learning in classrooms. This research topic falls into the broad area of mobile learning (m-learning). Problem Outside of schools, new technology such as mobile devices is changing the way we find information, how we learn and even how we are entertained, but, although our education institutes are aware of these happenings outside of schools, they still prohibit the use of mobile phones and other mobile devices (Squire 2009: 73). It is inevitable that technology, but especially mobile devices, needs to be integrated into the schooling system which leaves us with the question: How can mobile devices be integrated into our learning institues to be perceived useful by both educators and learners? Main Research Question As stated is Section 2, I will be conducting research within an existing project which aims to suggest one way to address the problem as stated in Section 3. My main research question then will be: Are mobile devices such as Android mobile tablets a useful tool to support the learning of mathematics in classrooms? Background Background to Topic Digital natives is what students of today are called according to Prensky (2005: 8), because they grew up and live in the digital world of today (Franklin Peng, 2008: 69). Consequently they are very familier with all types of mobile devices as they use it in their everyday lives in numerous day-to-day activities. When mobile devices (excluding mobile phones) first made their appearance, they were referred to as handheld computers and where merely just stripped down versions of their more complex desktop predecessors (Squire, 2009: 71). Squire (2009) further explains that researchers began to study mobile devices more in depth to find out what makes it unique and how it can be utilized. Anytime/anywhere is the most unique characteristic of mobile devices. Mobile learning (m-learning) is a phenomenon that is rapidly evolving as more and more people rely on their mobile devices to provide them with needed information at any time and any location. According to Chang, Sheu and Chan (2003: 337) m-learning consits of three necessary elements: the mobile learning device; the communication infrastructure and a learning activity. Huang and Lin (2007:585) defines mobile learning as activities in which people use mobile devices such as cellphones, personal digital assistants (PDA), mobile tablets (mobipads), etc. to facilitate learning, studying or teaching of any kind. Ting (2005) goes further by stating that mobile learning is not aimed at replacing the traditional classroom learning system, but it provides an additional way to get learning content and to embed learning into the daily lives of people. Huang Lin (2007) cunducted research in the user acceptance of m-learning. Their reseach findings suggest that individuals perceive m-learning a s omnipresent and easy to use and with the mobility it offers, m-learning is regared as a very useful by students. Mathematics has always been known as a problem subject that students underachieves in and struggles to understand. Rubin (1999: 3) argues that it is due to the fact that mathematics is often viewed as an abstract topic, filled with symbols and invisible concepts. He continues to argue that the lack of dynamic and visual illustrations of the maths concepts, makes it all the more difficult to understand, especially for the 21st century student that is more visual orientated. According to Rubin (1999: 3), technology can help to create dynamic visual images. Franklin and Peng (2008) did just that. They distrubuted iPod Touch mobile devices in an eighth grade math class where the students created math videos to explain difficult math concepts to their fellow students. Some of the students responded by saying that in order to be able to create proper videos, it required them to think harder and longer about the mathematics concepts and that they realized how hard it is to explain maths to others. Swan, van t Hooft and Kratcoski (2005: 100) supports Franklin and Pengs (2008) findings by stating that the use of mobile devices can support personalized and collaborative learning. Swan et al. (2005) provided a sample of students with mobile computing devices to take home with them. Their results shows that these devices were not only used inside the formal environment of school, but also infomrally outside of school boundries to facilitate learning. This can be partly explained by the fact that students having a mobile device in hand feels like second nature to students of the contemporary age, it keeps them busy and entertained. Swan et al. (2005: 100) found that students were more motivated and engaged in more learning activites which resulted in students being more productive. Students using mobile technologies to collaboratively perform problem-solving activities, proves to have a positive influence on their level of understanding of the processes and content (Klopfer, Yoon Rivas 2004: 348). In their research case study, Franklin and Peng (2008: 78) found that using technology even helped special education students to better understand the concepts of the mathematics and kept them interested in the content of the work for longer. As previously discussed, the current generation of students grow up constantly exposed to technology and thus are more technology literate than those students of a decade ago (Swan et al. 2005). Keeping in mind the increasing use of mobile gaming devices and video gaming consoles, Squire (2009) investigated how the use of mobile devices ousite of the school environment impacts learning and education. Squire (2009: 72) argues that although the utilization of mobile devices in formal schooling environments are coming around slowly, there already is a big emerging market for gaming companies to develop games for learning. Nintendos Brain Age product and More Brain Training advertising campaigns and UbiSofts My Spanish Coach is a few examples the Squire (2009:72) mentions were one can see that more gaming companies are developing educational games that facilitates some sort of learning. Squire collaborated with Klopfer in (Klopfer Squire, 2008) to investigate the use of augmented reality (AR) games for learning purposes in educational institutes. AR games were developed on the concept that students are players within virtual worlds that are created by the game based on real worlds, and move around, interact and respond to simulated activities (Squire, 2009: 73). Squire (2009: 73) explains further that while students move through this virtual version of a real world, they get access to news clips, historical photographs and other multimedia data relevant to the specific place they are in within the game. Squire (2008: 73) found that through this kind of learning, students develop a tendency to ask deeper questions in problem-solving situations. More reseach done by Klopfer and Squire (2008: 6) brought to light that there are numerous entertainment and educational applications for mobile devices that only enhances these devices teaching potential. All of these apllications are developed with the chatacteristics of mobile technology in mind that includes portibility, connectivity and individuality. These entertainment and educational application offers features like real-time data on a wide range of subjects, immediate feedback on questions and aswers and facilitation of group work by students. Through the literature, it is becoming evident that educators are starting to believe that they can use the unique facilities that mobile devices offers to keep students engaged and more easily distribute the coursework and content to them (Franklin Peng, 2008: 71). Schools of thinking emerging from literature In the literature it comes across that the general school of thinking falls within an interpretivism paradigm which, according to Oats (2006: 291), is used to understand the social context of something. The use of mobile devices is by itself of social nature because it is used to communicate with others, work collaboratively with others and to entertain. When one studies the use of mobile devices, the use of data gathering methods like interviews, questionnaires and diary studies or journal studies are used were the learners are asked to analyse themselves in terms of their own thought and learning experiences (Pachler et al. 2010: 71) with regards to using these mobile devices. This goes together with observations that the researcher does in the natural environment where the mobile technology are being utilized. This kind of research is usually done over a time period, to be able to get a more holistic view of the specific phenomenon. The case study research strategy allowed Frankli n and Peng (2008) to give an indepth discussion of the utilization of iPod Touch mobile devices in two middle schools. Klopfer and Squire (2008) conducted a series of discriptive case studies to learn what the users experiences were of learning through augmented reality games and found it to be a strategy that gets user data quickly and leeds to a rich and detailed description thereof. They gathered their data through participant observaton, unstructured interviewsTo research the use of mobile tablets in a classroom environment for learning mathematics, I will be following the above school of thinking as I think it is most relevant. Many studies do follow the more scientific methods by making use of experiments that they implement in the field to determine the effect of the implementation of the mobile devices. Scanlon, Jones and Waycot (2005:7) refers to an experiment done on a sample of secondary school students. Each student was given a Pocketbook and were instructed to do a few activites with it. Questionairs served as a pre- and post-intervention measurement. A simmular research structure was followed by Klopfer et al. (2004). Rivera (n.d.) conducted a quasi-experiment with a control group and treatment group to test the effects of integrating technology such as skype to communicate with educators and online interactive white boards for online tutoring sessions. Rivera used the course exams as a measuring instrument as well as the amount of times the students accessed the online help site for the course. Observing the two control groups in their classroom environment and online was another gata gathering me thod that she utilized. Sometimes authors combine different research strategies to best suit their research objectives. Huang and Lin (2007) made use of an online survey as a means of gathering data which they then statistically analysed to be able to prove or disprove hypothesis. When authors follow a more scientific school of thinking, generally the data is statistically analised to answer their research questions and draw conclusions from. Challenges The following are challenges that have been identified by the literature regarding the use of mobile devices for educational purposes in classrooms: Lack of technical support. During their research Franklin and Peng (2008:75) that the need for quality technical support is critical. Challenges that they came accros was the provision of wireless technology without an expert to set it up. Although, the teacher had to contact the principle everytime a website that the students needed to work on, got blocked. It is not uncommon that schools are provided with technology to use in their classrooms, but without the necessary technical support and expertise. This can place a big damper on the idea that technology in classrooms is a fun experience and rather easy to use. The scarcity of recharging stations for the mobile devices. Providing facilities for roughly 40 students per class is a primary challenge (Franklin Peng, 2008: 76) that cannot be avoided when wanting to introduce mobile devices into classrooms. Technology skills of educator. Educators of the classes where the mobile devices are implemented, first needs to develop and learn the necessary technology skills to operate the mobile devices (Franklin Peng, 2008). This will be a challenge especially when the educator is of an older generation that did not necessarily grow up with technology and was not previously exposed to a lot of technology. Roschelle et al. (2000: 90) argues that technology support for teachers is often overlooked easily. The curriculum needs rethinking. Squire (2009: 73) expresses difficulties of trying to integrate the mobile media devices into the traditional schooling structure. Franklin and Peng (2008: 76) argues that presenting subjects like maths visually and with the use of technology, is a foreign concept for most educators in schools. The schools capacity to change. Roschelle et al. (2000: 91) argues the some schools are more reluctant at accepting the use of technology into their classrooms and curriculum. They still view the use of mobile devices for learning as foreign and unknown and therefore prefer to hold on to their current schooling structure. Opportunities The following opportunities for further research in the field of m-learning and mobile devices in education that have been identified by the literature: Huang and Lin (2007: 586) states that not much empirical research has been done on on mobile learning from the perspective of the learner. They argue that m-learning can only be improved if the behaviour, experiences and acceptance of the user of m-learning is studied. According to Squire (2009: 70) there has been little research done on to study and understand the impact of mobile media on learning where the mobile device is used outside of formal structures and in students own time. This is supported by Scanlon et al. (2005: 2) when he identifies that there is a need for research on the learning of science on mobile devices in an informal setting. Roschelle et al. (2000: 76) states that further case study research is needed to identify ways to use mobile technology that will support learning most effectively and the successful implementation thereof. More case study research is needed to investigate and better understand the aspects of peoples daily lives where they use mobile devices (Scanlon et al. 2005) and how m-learning relates to that. The use of mobile devices for educational purposes in classrooms as an m-learning tool offers several advantages and opportunities for the students as well as their society: Students can share the knowledge on the mobile devices with their peers in collaborative activities and with other friends or family at home. This opportunity was revealed when Franklin Peng (2008: 77) saw students sharing their earphones with someone else so both can whatch the educational videos on the iPod Touch. Students are provided with the opportunities of anytime/anywhere learning (Squire 2009: 71). Scanlon et al. (2005: 6) supports this by stating that due to the fact that mobile devices are rather affordable and provide portability, accessibility and immediacy, students can get what they need, when they need it (Staudt Hsi, 1999 In Scanlon et al. 2005: 6) and not be bound by their physical location. Students do not just learn about the subject presented by the mobile device, but they also learn how to use the technology, as some students do not have the technology at home and thus not the opportunity of learning about it otherwise (Franklin Peng 2008). This is valuable to the students development and crucial skills to have in their future. Roschelle et al. (2000: 88) identify a few advantages that doing mathematics on technology devices have for the students: (1) students can explore different ways of solving problems by because they can change and manipulate mathematical notations quickly and then (2) receive immediate feedback on the correctness of their notion and (3) students can make more sence out of the maths contect by either associating mathematical concepts to data from the real world or simulations thereof. Conclusion From the research it is clear that both researcher and educators have noticed the fast growing phenomenon that is m-learning through mobile devices. It is slowly but surely redesigning the chalk talk and desk and texts structure of our classrooms. Numerous studies have been done by researchers, some even collaborated with educators, to examine the presence, effects and uses of mobile devices in schools that facilitate learning in both formal and informal settings. Mobile devices offer some unique opportunities: Learning is no longer dependent on the location of the learner, but rather, anyone with a mobile device and the needed wireless connection can learn anything, anywhere and anytime. Knowledge can be shared a lot easier and promotes collaborative learning. Users of the device do not just learn about the content on it, but also about the technology they are working with. The different uses of mobile devices in peoples everyday lives. Because the use of mobile devices in schools is still relatively new, there are some challenges that were identified through literature: Lack of technical support with problems and queries in the classes where mobile devices are being used. The scarcity of recharging stations for the mobile devices in classrooms. Educators need to develop or update their technology skills before they can facilitate a class where the devices are used. The education curriculum needs to be revised in order to facilitate the use of mobile devices and utilize it to its full potential. Some schools still view the use of mobile devices for learning as foreign and unknown and therefore they are reluctant to change. It is sure that, by time, these challenges will be overcome more easily. Drawn from the research, it can be said with certainty that the use of mobile technology in education institutes is the way of the future, but a lot more research is needed on how to utilize it successfully to provide the youth with quality education that will allow them to strive in the world. By researching the effectiveness of using mobile tablets (mobipads) in classrooms as a tool for learning mathematics, will contribute to the m-learning body of knowledge in a much needed way. Word count: 3160

Caring About Our Environment Essay examples -- Environment Ecology Nat

Caring About Our Environment Improving and maintaining the earth’s environment is becoming a more important task every day of our lives. Due to ignorance and frequent carelessness, this important task is quickly becoming a critical one. For this reason, I took it upon myself to construct a strategic plan to enlighten my peers to the problems of our environment. I did this in hopes that it would encourage everyone to act responsibly towards improving and maintaining the environment. With ongoing threats to the earth’s water supply, atmosphere, and surface, I found it necessary to devise a method of environmental enlightenment. I plan to apply this method at my place of academic study, The University. If supported by the faculty and staff and approached with confidence and determination by the student body, I am convinced that our environment on campus would undergo a drastic improvement. As a nation, we are facing many different problems with our environment. Two of the most important focuses are conserving our water supply and protecting the ozone layer. These two ...

How to Take Care Your Hair

TUNKU ABDUL RAHMAN COLLAGE SCHOOL OF SOCIAL SCIENCE & HUMANITIES CERTIFICATE IN MASS COMMUNICATION (PUBLIC RELATIONS) YEAR 2012/2013 AHCC1033 PRESENTATION TECHNIQUES FOR MASS COMMUNICATION COURSE WORK INDIVIDUAL PRESENTATION NAME : LILY CHAN CHOY LI ID NO : 12AHC07160 CLASS : CPR TOPIC : HOW TO TAKE CARE YOUR HAIR MARKS ALLOCATION TABLE :Topic selected| /20%(marks are based on the topic’s difficulties and abilities to generate interests and curiosities among the audience)| DeliveryVoice ( /10%)Body language ( /10%)Eye contact & facial expression ( /10%)| /30%| Content of the speechIntroduction ( /5%)Body ( /5%)Conclusion ( /5%)Organization ( /5%)| /20%| Visual/ audio aids| /15%|Language| /15%| Total| /100%| Title: How to take care to your hair. Name: Lily Chan Choy Li General Purpose: To share Specific Purpose: To share 6 steps to take care your hair Time: 5 minutes 1. INTRODUCTION A. Have you always wanted that long, thick, shiny volumized bouncy hair? B. Although there are no magic tricks to quickly make your hair grows faster, you can try the following steps to get thicker and fuller hair fast.C. Hair is a part of our image, having a healthy and tidy hair really will give others a good impression. D. I will take about 5 to7 minutes to share with you 6 steps to take care your hair. 2. BODY/ CONTENT * I would like to begin with, Step 1-Visit the hairdressers. If you have any split ends, dead ends on your hair that look brittle and dry, visit the hairdressers as soon as possible! You have to cut your hair at least every six months. Your hair will not only look thicker but will look much healthier.Step 2- Use the suitable shampoo and conditioner. Go to your nearest beauty store and ask for a volumizing shampoo and conditioner. You should use conditioner because it will keep your hair healthy and shiny also de-tangled. *I already covered the step 1 and step 2, let’s move on to Step 3-Hair treatments. While you're buying your new shampoo, also ask for a few hair treatments to keep your hair shiny. A better choice is using natural ingredients like use egg yolk. Leave it in for 20-30 minutes and repeat twice a week.It will make your hair thicker and shinier. Step 4- If you blow dry your hair, do it upside down. It will make your hair thicker than usually. Put leave on conditioner before you blow dry your hair. It can protect your hair damage by the heat. *Ladies and gentlemen now I would like to continue with, Step 5-Relax and sleep about 7-8 hours in a day to make your hair grow faster. Factors like sleep deprivation and stress trend are often associated with the problem of hair loss. Step 6-Exercise regularly to improve circulation and metabolism, which aids n faster and thicker hair growth. While swimming, wear a cap to avoid damage due to chlorinated water of the pool. 3. CONCLUSION Ladies and gentlemen, I’ve come to the end of my talk. Let me sum up by saying that cut your hair at least every six months, choose a su itable shampoo and conditioner brands, , sleep and rest enough and get exercise, there are all the step to let you having a beautiful black hair. In conclusion, I hope you enjoy my presentation. Thanks for attention and spending precious time.

Integrity: Core Issues in Ethics and Person Essay

Integrity is not just one of the seven army values a soldier should live by, it is the basis and foundation of trust, responsibility, respect, and honesty. If a soldier or anyone for that matter does not have integrity they will not be able to succeed in their profession, relationships, and in life. The more honest choices a person makes the more he can be trusted, but not just his word will be trusted, that person will gain more responsibility, better leadership positions, and more importantly more respect that person will gain. The more you lead your life by integrity the better and easier it will be. When asked a question you should be honest and you should think about your answer so that you are relaying correct information. Integrity has many meanings, doing what’s right legally and morally, being honest, upright, and decent in our dealings with others. When we are guided by integrity, our thoughts, actions, and words are in line with each other, our actions align with ou r principles. Our conduct speaks for us, better than words ever could. It becomes the basis for both reputation and self-respect. Integrity demands courage. No matter who you are talking to you should be honest not untruthful, even if it makes someone upset. You should live with integrity everyday of your life no matter what. Developing integrity requires internal honesty, because we can’t be honest with others unless we are honest with ourselves. It requires self-awareness, since we cannot accurately communicate what we do not know. Integrity is not just a word, it’s a code to live by to lead a life of honesty and respect. If everyone in the world were to live with integrity the world would be a much better place to live in. people would be honest, respectful, and they would do the right thing no matter what. If a person with integrity were to find a wallet for instance, that person would try to find the rightful owner of the wallet. If the owner was not found they would turn the wallet into the police station or to a lost and found where they had found it. Having integrity means you don’t do anything or say anything that deceives anyone. You do not lie, you don’t cheat, and you do not even bend the truth. Having integrity can also mean you having personal courage. Having the personal courage to stand up for what is right no matter the circumstances is very important to one’s integrity, if you see someone doing something wrong it is important to correct them politely so now they know what’s wrong and they can fix it before the problem gets to bad or out of control. A person should be straight and honest about everything no matter the consequences. You should never try to even deceive someone because they will find the truth about it. People of integrity can be counted on to stand up for what it right, even if it is unpopular, and to do the right thing even when there is no one around to see. Integrity allows other people to trust you because they know that we value our commitments and seek to live by them. Every soldier in the military should live with integrity because we are all a brotherhood, everyone is a family in the military. We should all be true to ourselves, civilians, and especially our fellow service members. Integrity does not discriminate either. It does not matter who asks the question, who is looking, or who is not looking you should always be truthful, and do the right thing no matter what. If a person alone and they know or even think they’re doing something wrong they shouldn’t do it, that is showing integrity and showing others who you think may not be looking that you can do the right thing and be trusted when someone might need it most. Without integrity no one can trust you, e ven if you are telling the truth, no one will believe you because you have already broken their trust in you. They will not only check up on you constantly but they will also not believe you until they confirm it for themselves. When you show the lack of integrity to someone they have to take time out of their day and away from their families to either square you away or find out the truth, which makes it much worse on you if you did lie about something. It is always best to tell the truth the first time though you may be punished for messing up it will be a lot easier to tell the truth than to lie about it and have to make up more lies to cover up the lies you already made. You must have the courage and honor to tell the truth the first time. Not only is lying morally wrong but it will break the bond of a man’s word and it will take a very long time to make it up and rebuild that trust again. You cannot have responsibility without having integrity either. No one will trust you to do anything or to put you in charge of anything because not only can they not trust you because you lied to them but because you have failed them at what they expected out of you. At a first impression people will have trust in you unless you lie to them or show you a reason not to trust you. If you lie to someone you show them not only that you are a liar but you have no respect for that person. Everyone deserves respect but the level of respect they deserve determines on the level of respect they show for other people and the amount of responsibility they can show a person. You must also have self-respect to have integrity if you don’t respect yourself you cannot respect anyone else in this world. If someone put you in charge of other men you are responsible for their well-being, they should be able to come to you with any problem that might arise in their lives Honesty is the biggest factor of integrity in my opinion, to have integrity you MUST have honesty. You must be able to show a person that you can be trusted, but first you must have honesty in yourself. Without having honesty in yourself it is impossible to be honest to other people. it is much easier to tell someone the truth first off than to lie to them because you will not only have lied once but you will have to make up more lies to cover up the first lie and more lies to cover up those and when someone finds out the truth it will be much worse on you than it would’ve been if you had just told the truth in the first place. If you lie to someone once you will continually lie to them unless you stop the lying and come forth with the truth and stand there take your punishment and learn from your mistakes right away and not have to keep making them. your reputation also depends on integrity because if you show a constant lack of integrity you show not only the person who is dealing with you but you show the others around you that you cannot be trusted and they will not want to do anything for you because you will have burned your bridges with them. Your integrity is now gone and your reputation is ruined. Your reputation is something that take a very long time to rebuild much like someone’s trust. It all depends on the persons trust that you lost on how long it takes you to rebuild that trust. Once you finally do regain someone’s trust it is important to keep that persons trust because if you break their trust again you become a habitual liar and you will lose their trust again and possibly forever. Integrity is also a major factor in deal making. If you make a deal or make a commitment you must stick to that deal. Having integrity is like having a contract, though it may not be in writing or an actual legal document it is however like a handshake. When you say you will do something you will do it if you have integrity because it is the morally right thing to do, it is a man’s word and he must have the intestinal fortitude to stick to his word as if it was a contract. A person’s word is all they have in this world because if someone word cannot be trusted they will not make it anywhere in life especially if you make the lack of integrity a habit. Having integrity shows a person you can be trusted with just about any task you are put in charge of. You will do that task and not only do it right you will exceed that person’s expectation. When you are assigned a task it is important to do it right the first time because not only will you have to go back a second time and do the task over again but in the military it could mean someone’s life at stake. A person must give every task they are assigned with over one hundred percent so that not only are the expectations met but they are exceeded by far. The army value integrity is put in place for a reason. That reason is to make an honest, trustworthy, responsible, and honorable soldier. All seven army values tie in together so that if you follow all seven you will be a trustworthy, honest, responsible, and respectable soldier. It is important to have integrity for many reasons because without it you cannot be trusted, responsible and squared away. Once you live your life with integrity you will be trusted more, be able to take on more responsibility, but you will build your reputation in other people. References http://www.army.mil/values/