Saturday, February 18, 2017

Personalized learning goals: New information is built over reusing of previous information

Some students perform better, while others not. What are the main reasons?

1) Study material provided. It simply doesn't meet the learning criteria. Students are feed with so much of abstract stuff as a result only those students excel who have a better memory retention capacity of abstract information and those who work too hard for it. But such a hard work is meaningless, as you will forget such information after exams are over.

2) Not teaching kids from where they are. 
I will explain it with a concrete example.

While teaching chemistry, one of my students was so fast in holding information and doing the problems, while other was slow. The reason for her/his slowness is not that he/she is less intelligent, it's because (s)he is taking more time for processing due to lack of previous foundational information. 

When (s)he does the processing, (s)he has to take the account of many kinds of stuff that (s)he has not learned before. For example, while teaching chemical kinetics I found out that (s)he does know the even the BDMAS operation of maths. Chemical kinetics chapter is math heavy, but I tried to explain everything with concrete representation, but still students were unable to do the problems or reach the solution accurately because it requires so much practice of math fundamentals before doing those problems. But the good thing is that they have understood everything that I taught.

From this, I learned that you can explain stuff catching anyone from the street if you are explaining it with the simplest way possible, so that (s)he can understand it.

Similary, while teaching redox reactions, one of my students was too slow, because (s)he doesn't know about periodic table much. What are the electronegative elements? Also (s)he was making the error in calculation while solving for x. Changing values from LHS to RHS or vice versa problem that most students face while solving an equation.

So the fast student needn't have to spend so much time in doing because her/his brain is already trained for the fundamental stuff that is required. So (s)he requires less processing to reach the solution.

So the message is "New information is built over reusing of previous information"  For example, one has to know the alphabets to write words, words and grammar rules to write sentences.

Update soon with the complete Idea.....

Friday, February 17, 2017

Critical Analysis on NEET Biology Questions, comparison with Campbell Biology Questions

All entrance exams only test rote memorization of abstract concepts without testing critical thinking and in-depth knowledge. Questions don't let you think, just requires a recall of abstract data that you have memorized.

Today I will review few questions of NEET and compare those questions with Campbell book

Look at the question, it's very descriptive, and promotes critical thinking, just reading the question itself makes you think even if you don't know the answer

But what NEET will ask
The equivalent of a structural gene is:
1) Operon 2) Recon 3) Muton 4) Cistron

Believe me, students would have just memorized or linked structural gene with cistron by attempting previous years questions. The questions simply don't make you think. Do the questions address the answer to the question why Cistron is called a structural gene?
From the internet:
A structural gene is a gene that codes for any RNA or protein product other than a regulatory factor (i.e. regulatory protein)
It is the functional unit which can synthesize one polypeptide.
Does it mean a regulatory protein is not a polypeptide? Does it mean all structural genes are not cistron?
These questions are not at all addressed. Just memorize previous year questions day and night, you are ready for the exam.

Next question from NEET:
Taylor conducted the experiment to prove semiconservative mode of chromosome replication on
1) Drosophila melanogaster
2) E. Coli
3) Vinca rosea
4) Vicia faba

Another rote learning question, where the student would have memorized it from previous year questions.
Who cares which organism he chose? What is important is why he chose vicia faba? Don't have the reason, but I think he chose to see the effect in the plant.

First, the plant name given is scientific (abstract), very difficult to memorize. One can't distinguish between vinca rosea and vicia faba even if the student knows it was a plant, root tip and all other procedure and mechanism.

Again look how NEET gives the question:
Which of the following is not a component of downstream processing?
1) Preservation 2)Expression 3) Separation 4) Purification

The question itself is simply laughable. Lacks specificity. What is downstream?
So many definitions:
situated or moving in the direction in which a stream or river flows.
"the bridge spanned the river just downstream of the rail line"
situated in or towards the part of a sequence of genetic material where transcription takes place later than at a given point.
"a termination signal was found downstream from the coding region"
at a stage in the process of gas or oil extraction and production after the raw material is ready for refining.
Seems its means the last definition, process of gas or oil extraction etc.

And most questions are like this.

Final Note:
In such an Indian education system, students are just donkeys who are not allowed to think anything. They are just slaves of masters who are burdened with heavy books that fill the vessel with junk via hard work.

Monday, February 6, 2017

CBSE and other boards, All about rote memorization of abstract information

Most questions of CBSE 12th board, all requires rote memorization of abstract information that adds no understanding to the subject.

Let us analyze the style of question in CBSE:

This is the question from book Nivaldo J Tro:

The question gives some background knowledge,  structures are already given and the question really tests your understanding, not how much you have memorized.

Answer:  Option Vitamin C and Vitamin B5 are water soluble as it contains many polar groups and others have large nonpolar groups (Vit K3 and Vit A) so its fat soluble.

What type of questions you will expect in CBSE?
Name the water soluble vitamins and fat soluble vitamins?
or Something like is Vitamin C water soluble? (The structure of Vitamin C will not be given)
How are vitamins classified? Name the vitamin which is fat soluble.

"All these questions require rote memorization of vitamins:"

Fat soluble vitamins are A D E and K
Water soluble vitamins are Vitamin B

So, just rote memorization is enough, you needn't have to understand why A, D, E and K are fat-soluble. Even if you understood it, still you have to do lot of rote memorization (may be using mnemonics)

Let's compare some more questions:

Questions on polymer:

So in the question itself, monomers structures are already given. You have to use your understanding to get the polymer out of it.

In CBSE questions will be like this:

Write the names and structures of the monomers of the following polymers:
i) Polystyrene ii) Dacron iii) Teflon

Arrange the following polymers in the increasing order of their intermolecular forces (the structure are not given, so you have to memorize all those abstract structures to get the answers)
Polystyrene, Terylene, Buna-s

Our book contains about 30 complicated structures and complicated names of polymers and its monomers, which you have to rote memorize.

And the harsh truth is almost all questions of CBSE are like this. Without rote memorization of abstract concepts, you can't do a single question. No matter how much you have understood the concepts. Also, the ncert books are horrible ones.

In science, using only a few fundamental concepts, all other concepts are built upon it.

Take the example of organic chemistry, it's all about book-keeping of electrons and mechanisms (e.g. ARIO: Atom, Resonance, Induction, Orbital).

In organic chemistry or any subject, questions must be descriptive with diagrams (pairing graphics with words study strategy) that make you curious to solve, even if you don't know the answer.

Look at this question:
Compare the following compounds, which compound is more acidic?

It tests the understanding of the induction effect. Even if you don't know about induction effect, you will try to think about it and predict something, if you know Cl is more electronegative.

But our board will only ask rote memorization abstract questions just as
ISC question in Organic Chemistry

"All books must be removed from recommendation if it doesn't meet the learning criteria from next session. This is the most important thing we need to do to save our children and all future generations."

Saturday, January 14, 2017

All books that don't meet the learning criteria must be taken off

Textbook must cover six fundamental instructional strategies, defined by rigorous research.

1) Pairing graphics with words
2) Linking abstract concepts with concrete representations
3) Posing probing questions
"What Makes a Great Question?" rubric
Why, how, what if, how do you know

4) Repeatedly alternating problems with their solutions provided and problems that students must solve.
5) Distributing practice
6) Assessing to boost retention

Detailed explanation of the strategies is given here, NCTQ learning about learning

The problem with our education system:
Most (99%) books referred by our teachers (whether its schools or higher education), not even meet a single criterion, most importantly posing probing questions and linking abstract concepts with concrete representations, which are the foundation for learning and comprehension/understanding. 
The result is the student just try to score marks by repeating facts without being critical about it.
The bad books are the main reason why we have bad teachers and bad students. It's not that teacher doesn't work hard, they just don't teach which meet the criteria, so that learning happens.
It's not even fault of the administration, they put the books in the library what teacher recommend to them, and also naive students prefer books recommended by teachers.

Some of the books that previously recommended that meets all the criteria are:

Conceptual Physics, by Paul G. Hewitt
The book is very well written, the book almost relate everything in physics with real world examples. You will understand physics with concrete examples rather than just with abstract formulas and equations. Also, it has a practice book equally important. This book is right for understanding physics at the undergraduate and high school level.

Chemistry a Molecular Approach,  Nivaldo J Tro
Books with lots of diagrams, probing questions, all abstract concepts are represented with concrete examples and analogy, repeatedly alternating problems with their solutions provided and problems that students must solve, regular assessments with right questions.

Organic Chemistry as a Second Language, David Klein (First and Second Semester)
Author has terrifically written the book on organic chemistry. You will understand organic chemistry like never before, and no need to memorize just the equations and reactions day and night which are just a junk for students.

Campbell Biology, Reece, Urry, Cain et. al.
In India, biology is taught in most horrible manner. Biology means how much memory you have, how much memorization you can do, not how much you understand the subject.
This book addresses the problem. You will understand biology and connect it to the real world. The diagrams in it are also wonderful. The questions in it promote inquiry and critical thinking.

Genetics A Conceptual Approach, Benjamin Pierce
Even though it's not for high school students, but a must for undergraduate teachers. Teachers should follow the book and come for an inquiry-based lecture.

Molecular Biology of the Cell, Alberts
A must for undergraduate and high school teachers. It has also got a problems book which contains gem like questions, which needs to be discussed among the students at the undergraduate and higher secondary level.

Lehninger Principles of Biochemistry
It's another book, which lazy teachers are scared of. But without making an effort to understand biology, how will a teacher promote understanding among students?

Fundamentals of Anatomy and Physiology, Martinin, Nath
Meticulously well-written book of anatomy and physiology, which an undergraduate teacher must follow.

Here are some of the more features that a book should contain:
1)After the text has explained a concept, it must give few questions on the particular concept in the same place. The questions should be prepared in a manner that, it checks the understanding of the concept, not recall of the concept.
2) Questions should be probing, also many questions should be graphics/diagrams with texts. Most books that are recommended usually don't contain visual questions. For example, if you look our books of biology, very less visual, and almost no probing questions are present, do compare with questions of Campbell Biology, Molecular Biology of the Cell, how they bring probing questions with visuals in them.
3)Books should be written that respect the time of students based upon their course time.
4) Books should be written in a manner that they talk with the students, not throwing information like short notes.
5)Questions should have relevance to real problems, concrete situations, application based, not all hypothetical questions detached from reality.

6) Questions and distractor in the case of MQCs should be very clear, that checks the comprehension, without creating confusion. Many times questions are written in a way that is just difficult to understand, you can't even know what the question is actually asking, so how can you even try the question even if you understood the concepts.
7) Each question in the textbook should have its purpose, problems shouldn't be designed just for the sake of doing it, it should improve the understanding of the concept at a deeper level, eliminate misconceptions and fix concept into memory.

8) And last, books should have least mistakes, in texts as well as questions.

Lecture of the teacher reflects the book they follow. So it's most important they know which criteria a book should meet, and how learning happens.
Students should also be made aware of it, how learning happens.

Books that don't meet the criteria can be known with 10-15 mins of reading and turning pages.
The best, urgent and top most thing our education ministry can do is take way and stop referring all the books and resources that don't meet these criteria.

What are the innovative books that every teacher/student must read in order to become an efficient teacher/student?

Why ncert and other state board books are just toxic junk for our students?

International books are expensive, what the solution?
The solution is to ask the author for low price edition book. A low priced international edition book in India usually costs around Rs 500. For two years one has to spend about Rs 400 for 4 books of NCERT. But single Rs 500 will do, as the international books are written for two years.

Why rewriting ncert science books is not the solution?
To produce such science books it requires rigorous research for many years. Indian authors alone can't reproduce such books in such a short period of time. It also requires collaboration with other researchers throughout the world to write such kind of books.

Syllabus are different that of books, what to do?
Science is same everywhere. Even if you travel any part of the universe, science will remain same. You can still feel newton forces in any part of the universe. If we want international standards, why can't our syllabus match with international standards? If we want to show some scientific data related to the Indian context, that can be provided by supplementary books. Also, books are not the solution for everything. We have to shift to project-based learning, where students can fetch required data of interest from the internet.

Wednesday, January 11, 2017

What are the problems with grades?

The problem with grades:

1) Grades are an oversimplification of achievements that say very little about it. They are just numbers which say nothing about what you know or about your working skills.
2) Grades are often biased and are done based upon the context of questions. Sometimes questions are not well made, most often they are just repeats of previous year questions. Because of this they really don't check the critical high order thinking of the children.
3) Malpractice. It is also rampant in our education system.
4) Too much of psychological pressure from parents, teachers to score more, that leads them to depression and sometimes even they take drastic steps like suicide.
5)Grades shift the goal from learning to just marks, which can be achieved by many many means with our inefficient education system.
6) No grades are given for effort, grades are given only for solving hypothetical book problems.
I have seen many students struggling in our education system, trying too hard. But they are never encouraged but discouraged due to low marks. Even an illiterate can solve real world problems. Students who are given high scores are not solving any real problems. So how they are different from those who take a lot of effort? The brain can be trained by our environment if a teacher uses right methods to teach. Students who are unable to score less are not trained in that way, sometimes even not genetically wired to solve the problems in context. But 99.99% of us can solve real world problems. This is the reason we are surviving, otherwise, we would have dead or extinct.
In order to solve big problems, we have to think about it, take effort on it. Just solving hypothetical problems within seconds in not going to help.
7) Grading makes students in competition mode, not in collaboration mode.

In ecology, competition arises due to limited resources. And this is applicable to everywhere. There is an interspecies competition and intraspecies. Competition helps in load balancing as the resources are limited. Species don't survive because of intraspecies competition. They survive through collaboration not competition e.g. small fishes stay in school (shoaling) to protect themselves from large predators. Intraspecies competition starts when their count can't be supported by the available resources even after the interspecies competition. So intraspecies competition only leads to decimation.

With collaboration, all types of difficulties are fixed. Competition in beneficial only when it helps in decreasing the scarcity of resources, not increasing. E.g. In economics, when there is demand/ scarcity of a resource, different suppliers compete with each other to meet the demand. Even that requires collaboration i.e. collaboration of people of the suppliers (intraspecies competition). Different suppliers are analogous to interspecies competition.

Yes, we have limited seats (actually limited number of seats in good colleges). But that can be fixed by increasing the number of colleges that bring excellence in education, not mediocrity. Again it requires collaboration, not competition.

So with grading students stop to collaborate, don't help each other and become selfish.

Problems with classroom grading:

1) Teacher biases. While grading in class they give marks more to the students they like and less if they don't like or thinking they are incompetent.
2) Regular exams without proper feedback. Many schools and colleges are obsessed with anytime regular exams. They think, more they conduct exams, more students will read, out of fear. But if you look at statistics, those who score well always score well, and those who score less always scoreless. Many who are unable to tackle these exams just bunk classes out of fear.
If students who scoreless are not improving, what's the point in the exam?
The reason behind scoring less is they simply try to rote memorize the notes which they themselves don't understand. Also, too much of pressure on memorization, as they have to remember all formulas, reactions, and many questions that only require just memorization without any thinking to get the answers.
And also they don't give any specific feedbacks. Just marks and answers, many a time without answers in the case of short or long answers that lack any specific one-word answer.  For example, compare and contrast, writing paragraphs for a topic etc. They just cut marks without giving any proper reason to it. When you ask for the reason, they just reply, you should have written it little better. Also, some illogical reasons like, it's not required to write such a long answers.
Also, it doesn't matter whether a child does the problem set again which he/she was unable to solve.
Assessment needs to be done in a systematic manner, not like anytime exam. Also, exams need to be personalized, repetitively giving them solved and unsolved problems, first clearing the fundamental concepts, then going to the advanced application based questions, not giving both types of questions in a single exam. New information/knowledge is built over using previous information/knowledge, not in a haphazard manner.

Problems with the final state board and center board exams:
1) Exams are conducted after two-year end in case of 12th board. So, mostly many students just don't read in the first year. All most all are less accountable (students and teachers) in the first year than the second year.  But the problem is most concepts of the second year are linked with the first year course. So students just can't cope up in the second year.
Even in engineering colleges and higher education, students don't learn the whole semester, collaboration among students only occurs before the exam night (cramming) where the topper explains the other students.
2) The difference in difficulty level, courses of studies, materials in different boards, also different marking schemes. Some boards are liberal in marking while others are not. Content and quality of the books also greatly differ. So the result is some are more fortunate and others are less just by the board they choose.
3) The opaqueness of the marked answer scripts.  Marked answer scripts are just not publicly available. Teachers do, don't check the scripts properly and have their own biases, also don't know the answers. For example, simple handwriting can bring an impact in the marking. So forget that your marks are authentic without error.
Also, many topics in literature are just qualitative with no perfect answers, difficult to quantify with grades. Even it is true for other subjects based upon questions.

Tuesday, November 29, 2016

Going away with money and making a currency that counts to unity always.

Going to the beginning of the problem and taking a different way to solve it, instead of money and currency.

Note: Money Vs Currency

The difference is not money (gold and silver) has value, and currency doesn't have. Actually, they both don't have any value, as it doesn't serve our need. The real difference is we can't create money with time and effort.

To take the decision now, we need to understand the past and break the reproducible patterns that don't work in the past, to have a better future.

Require (something) because it is essential or very important rather than just desirable
Need is something that is required for us to thrive. Our actual needs are the concrete object like food, clothing, mobiles, computers, services like education, electricity, water, air and endless list.
Some of it like air and water, which doesn't require any exchange (we do sell purified water), as they are sufficient in amount and we get it least effort.

It is something that you wish/desire and it's not necessary for thriving of a species. It's about ignorance. Greed and ignorance make you misuse of resources, wasting resources, polluting the environment for pretty gains.

Need and greed may look similar, but they do the opposite thing. One helps you to thrive, other leads you to extinct.

Whether it's to fulfill your need  or greed, all requires time and effort (with exception to air and water, at least for now because we are going on polluting it). We need to work for it, to fulfill it, we need to spend time. But the problem is an individual can't do all the work to attain its need/greed. To make the system efficient, a different person take a different task, all working towards each other need/greed.

So here the term exchange comes into play. If person A is working to produce pulses, and person B is working to generate clothes. A can give some pulses to B and B can give some clothes to A, and the result is both of the need is taken care of.

But this exchange system has many problems. The most important problem is it's not portable, can't be stored easily and are not countable.

So here money: gold and silver coins came to play.
They are made of same sizes to make it count. They are fixed in numbers, as you can't produce it by using your time and effort.

Money became an interface of exchange. For example, person A doesn't require clothes, but person B requires pulses, so person B (who is producing clothes) can give some gold or silver coins instead of clothes to person A, and take pulses from A. As gold is storable and portable, person A can use it for buying other things later with other persons.

Because the total amount of gold in nature is limited, we got another problem. Our population was growing. We need an efficient way to distribute the money, which requires further division of gold coins. So finally  cheaper copper, nickel and paper notes were born. But the problem with it is, you can produce it by using your time and effort. We have the printing press that can make a nearly infinite number of notes. So, a number of paper notes or amount of digital money (which doesn't require any effort and time even to produce it) to be made available in the market remains in hand of govt of different countries. So all our economy comes down to faith or trust in government.

In an inter dependable economy within different countries, if any one country breaks the rule, the impact will be seen around the whole world.

The mechanism is well explained in the video.

If you increase the number of currency, the prices will rise as the resources or supply are limited. The price I mean, the amount of currency you need to exchange an object that has value. So increase the number of currency will lead to inflation, and a decrease in number will lead to deflation when the market starts sensing it.
Seven stages of Empire about wealth transfer.
The video also explains why gold always wins at last.

The videos also talk about credit cards, how currency is created when you make a loan.

So what's the solution?

Here are some of the ideas. No reasons why it won't be practical in the world of technology and internet.

We need a global market (may be a country to get started), with everyone having an account in it, where we can do real product exchanges. As you can see all the trouble started with unable to do concrete product exchanges directly. At that time, the interface was a portable money, here interface is the global platform (a website, API etc) where we can make direct product/services exchanges.

We already have the platform like amazon or Flipkart, snapdeal (as in the case of India), but these platforms still use money as an exchange.

So, what the currency here. Again the currency is a count. But the important thing is total amount is 1 or 100%, that never grows in the count. Even if you take a loan, total amount should be always one.

But the algorithm work is to divide the 1 into fractions and assign it to products and services.
Assignment of prices will be based upon demand, the supply of products and services and should be more equitable.

It will also make universal basic income possible.

This algorithm will be bit complicated and should be based upon local market and global market.

So, in order to assign prices to product and services (price discovery) and make the algorithm work we need to feed it with inputs variables of supply and demand.

Knowing the supply is easy, mostly a quantitative measurement.

But demand is complicated, because demand is what affect mostly to the prices, and also future of the supply. Leaving some basic demands, demand is most often based upon perception. It's a qualitative measurement.

To know the demand/perception, people should crowdfund some amount of money for the projects whose product or services are not available yet.

What about loans?
Here we require the help of the bank, that decides the reliability of the person. Same way it's done now.
Usually, people make a loan for buying expensive products or invest in businesses and bank gives them a loan and sometimes creates money(currency).
If it's a big loan, the idea should be big. So it can be done by crowdfunding.
For small loans, money can be given from deposits instead of creating more currency.
Sometimes bank can give a big loan, but it has to go the stringent criteria that it will create the necessary impact, such initial loans to telecom operators for installation of their equipment, till it becomes sustainable. Again it should only be given from bank deposits, not from tax.  Should be done by govt permission.

Only default amount can be kept for longer time. If more amount of money is present in the wallet it will go to the deposits and becomes unusable by the person. To get your money back you need to go the bank based upon the policy. It's also applicable to loan holders.

This keeps the all the money in usable form, without the need of creation of new money.

What about govt run projects? Should taxes be there?
Govt work is to make right policies and bring ideas that help the community as a whole. They can collect tax from us for govt run projects. But transfer they do to the service provider should be online.

Also, what about subsidies that help the expensive product to thrive initially till its cost go low (e.g. solar panel)?
It can be paid through taxes.

What about monthly salary govt/private sector give?
Basic free services like education, railways, roads can be paid by using taxes. The government should take only those services that are basic necessary.
A private company can pay the employees by the money of service users.

So, we have 4 kinds of money here, used for exchanges, deposits (savings), loans, taxes.

There is another problem, we need a reward and punishment mechanism for deposits and loans i.e. interest. If we don't reward for deposits, people will not come for it. If we don't punish for loans, everyone will go for it.

We need an optimization algorithm that disallows creating any money due to loans and deposits.
We have two kinds of deposits, short term and long term. Short term (term should be not more than six months) deposits shouldn't be used for giving loans. If time goes beyond six months, you lose the liability of anytime withdrawal. All large withdrawals, loans, and loan deposits should be done in cycles of time so that we have enough deposits in the vault. If you don't have deposits, don't give a loan. We can't make the withdrawals random.

A simple simulation for students to go through about loan and deposits

Also, interest rates for deposits and loan can be different and should be based upon whether we want to increase or decrease the total deposits in the vault that is unusable. If total deposits become more, manipulate the interest rates, so that people make more loans. Keep the money circulating.

The ratio of deposits and loans must be more than one. Taxes should go directly to govt account, where money is distributed to employees and service provider. Taxes account and big loans  should come under auditablity all the time. Also, money can be stored for a longer time in tax account.

So, all these require a testing with simulations by proving real data inputs to understand how the market will work.

We already made API for currency. But it only requires API for all services and products, whether govt or private sector all should be integrated with the API similar to present e-commerce API. Money should be paid to the services they give as an individual and company (company again transfer money to individual for the services they give). Services do change with time, so data should be updated in it.

To make everything accountable, we need 4 core principles: responsibility, explainability, accuracy, auditability, and fairness.

All these can be achievable by this method as all data are available to us.

We have only ONE available for division, so divide it efficiently.

So what's the purpose of money/currency?

Its purpose was to "work" for serving each other need (not greed). But with time this "work" is getting done by automation through computers and factories. So, with time the purpose of money should also change, as we have not done it or if we will not do it, we are facing its consequences or also face its consequences in future. Because all money gets concentrated with people that run these factories and common people are left without any purchasing power.

Upgrading our skills/work to meet our current or future need is most important. So better policies and investment is required for it. We can't allow our education to remain same if our work that we need is changing or has changed.

Some of the questions I have is, how it will affect the prices of the usual commodity like food, electronics, and other essential things. We can't make it dynamic (at least it never grows) because it will impact the psychology of the people. As GDP or supply increases (again the count grows), the prices should come down, as the total count of currency is 1. If the demand and supply reach equilibrium the prices will be stable. And I find no reason why some will decrease the supply if all data of demand is available except in the case of calamity. In this way, we will get a predictable pattern, and always know what is happening to the demand and supply chain. But if we increase the count of money or sometimes demonetize it with respect to increased GDP or other factors without knowing how much money to increase, it becomes completely unpredictable for people to make a decision and they will always take bad decisions which will be chaotic for the nation. Trying to do a simulation with about 50 people to test the result and how it can be done in an efficient way.

Tuesday, November 22, 2016

Future of Money: Removing the negative impacts of money

Just got an idea, we have two types of money, one required for short time for doing an exchange and other for storage.
Name it: Exchange bitcoin and Storage bitcoin

A centralized server (bitcoin bank) to generate bitcoin money who will keep track of money.

Exchange bitcoins will come with an expiry date of one/two month. After bitcoins, are expired you have to reactivate your bitcoins from the centralized generator using your valid identity.

In this way, money will remain accountable, can't be misused by anyway and money also can't be concentrated.

Also, you can get bitcoins for storage (storage bitcoins), which can never be used to buy services or goods, you can get the storage bitcoins from bitcoin bank exchanging your exchange bitcoin. Storage bitcoins will be tagged with your identity, so you can't exchange it with anyone. Only you can exchange it through bitcoin bank to get exchange bitcoin.

Also no chance of hacking, freedom of p2p exchange. No problems at all.

What do you think about it?