Operation Iraqi Freedom Research Paper Example | Topics and Well Written Essays - 1250 words

Operation Iraqi Freedom - Research Paper Example Iraq had no link to terrorism, no weapons of mass destruction (WMD), and no legal rationale to attack. Despite this, Bush decided to invade the Republic of Iraq for causes deemed objectionable to the majority of other countries so he frequently relied on and utilized false information to rationalize it. He lied. This discussion will examine how the truth was a casualty early and often during the lead up to the war and outlines some of the consequences brought about by these far-reaching and deadly deceptions. Bush voiced his disagreement to the concept of ‘nation building’ during the 2000 presidential election debates but as president waged an undeclared war against a sovereign country that had neither attacked first nor threatened to. Immediately following and as a reactionary reply to the terrorist attacks on September 11, 2001, Bush stated the county’s intention to begin a ‘War on Terrorism’ which he portrayed as a protracted battle against those t hat would use terrorist actions in addition to the countries that enabled them. The eventual culmination of the selective legal reasoning and rhetoric concerning the ‘War on Terror’ was Bush’s order of the military to invade both Afghanistan and Iraq, an illegal action on many fronts. Bush had constantly claimed that these actions were legal. First, he argued, due to language existing within the UN Security Council Resolution 1441 regarding Iraq and secondly, the invasions were an act of self-defense which is permitted by international law. Conversely, according to Richard Perle, advisor to U.S. Defense Secretary Donald Rumsfeld and official of the U.S. Defense Policy Board, â€Å"international law ... would have required us to leave Saddam Hussein alone.† (Burkeman & Borger, 2003). However, this option would have been â€Å"morally unacceptable† according to the Bush administration. The United Nations Charter, Article 51, Chapter Seven stipulates à ¢â‚¬Å"nothing shall impair the inherent right of individual or collective self defense if an armed attack occurs against a member of the United Nations† (United Nations Charter, 1945). Article 51 allows a country the justification to â€Å"deter an act, or acts of imminent or ongoing violence† but only as a transitory solution until the UN Security Council takes the appropriate actions to ensure the protection of the affected region. By precise interpretation of this Article, the rights of self-defense a country can exercise does not comprise the right to retaliate after an attack has ceased. The U.S. defended its invasion and occupation of Iraq to the countries of the world by announce, if not substantiating, that it was a undertaking to remove WMD which endangered not only the U.S. but all other countries as well. Secretary of State Colin Powell as well as other administration officials, predominantly with the U.S. Department of State, enthusiastically endeavored to s tate their justification for aggressive military actions and make this plan as acceptable to as many other nations as they could. Paul Wolfowitz, Deputy Secretary of Defense at that time, is quoted in a Vanity Fair magazine interview dated May 28, 2003 as saying â€Å"For bureaucratic reasons, we settled on one issue, weapons of mass destruction† (Shovelan, 2003). Before to the invasion, Hans Blix, the man in charge of the UN weapons inspection team in Iraq, said unequivocally and very publicly

Hyundai Motor Company Business Challenges and Relationships Case Study

Hyundai Motor Company Business Challenges and Relationships - Case Study Example In a bid to penetrate the markets of the developed countries, the company’s packaging strategy faced great challenges. First, the company’s most expensive car model such as the Santa Fe and Sonata were undervalued when compared against their competitors in those markets. A research in these markets reviled that despite the cars from Hyundai ranking high in terms of quality scores when compared to their competitors, they still had lower resale values. A good example is the Hyundai’s Elantra which had higher quality rankings than the Dodge Neon, Nissan Sentra, and Chrysler but when it came to the resale values all these car models ranked well than it. Similarly, this was phenomena was also exhibited in the Hyundai Santa Fe. Its quality rankings ranked higher than that of competing models such as the Toyota RAV 4, Toyota Highlander, the Jeep Liberty, the Ford Escape and the Mazda Tribute. After one-year of sale, the retail value of the Hyundai Santa Fe was much lowe r than all these car models from competitors. To make matters worse the resale value gap between the Hyundai Santa Fe car and its competitors such as the car models from Toyota was larger than the quality gap between the car models. The resale value of a car is usually considered as the market’s perception of the quality, worth and value of that specific model. These low ranking of the models from Hyundai models in the markets of developed nations pose a great challenge to the survival of the company in those markets.

Role of Schedules of Reinforcement

Role of Schedules of Reinforcement To what extent are schedules of reinforcement more than just rules governing which responses will be reinforced? Illustrate your answer with basic and applied research examples. I am writing this essay in order to illustrate the role of schedules of reinforcement; basic and applied research examples provide evidence that schedules of reinforcement are more than just rules governing which responses will be reinforced. A schedule of reinforcement is defined as a rule that describes a contingency of reinforcement, those environmental arrangements that determine conditions by which behaviors will produce reinforcement (Cooper, Heron, Heward, 2007). There are two basic types in a schedule of reinforcement: a continuous reinforcement schedule (CRF schedule) is one in which each occurence of a response is reinforced, and an intermittent reinforcement schedule where each occurence of the response is not reinforced; rather, responses are occasionally or intermittently reinforced (Miltenberger, 2008). Ferster and Skinner (1957) studied various types of intermittent reinforcement schedules and described four basic types in this category: fixed ratio, variable ratio, fixed interval, variable interval. In a fixed ratio (FR) schedule, a specific or fixed number of responses must occur before the reinforcer is delivered; in a variable ratio (VR) schedule, delivery of a reinforcer is based on the number of responses that occur, but in this case, the number of responses needed for reinforcement varies each time, around an average number; in a fixed interval (FI) schedule, the interval of time is fixed, or stays the same each time; in a variable interval (VI) schedule of reinforcement, the reinforcer is delivered for the first response that occurs after an interval of time has elapsed (Miltenberger, 2008). There are also some variations on the basic intermittent schedules of reinforcement: a) the schedules of differential reinforcement of rates of responding and, b) the progressive schedules of reinforcement. Differential reinforcement provides an intervention for behavior problems associated with rate of response and that means that it is a variation of ratio schedule; delivery of the reinforcer is contingent on responses occuring at a rate either higher than or lower than some predetermined criterion (Cooper, 2007). The reinforcement of responses higher than a predetermined criterion is called differential reinforcement of high rates (DRH); when responses are reinforced only when they are lower than the criterion, the schedule provides differential reinforcement of low rates (DRL). There is also the differential reinforcement of diminishing rates (DRD) schedule that provides reinforcement at the end of a predetermined time interval when the number of responses is less than a criterio n that is gradually decreased across time intervals based on the individuals performance (Cooper, 2007). Progessive schedules of reinforcement by contrast, systematically thin each successive reinforcement opportunity independent of the participants behavior (Cooper, 2007), Progressive ratio (PR) and progressive interval (PI) schedules of reinforcement change schedule requirements using a) arithmetic progressions to add a constant amount to each successive ratio or interval or b) geometric progressions to add successively a constant proportion of the preceding ratio or interval (Lattal Neef, 1996). Additionally, applied behavior analysts combine the elements of continuous reinforcement, the four schedules of reinforcement, differential reinforcement of various rates of responding and extinction to form compound schedules of reinforcement. Concurrent schedules of reinforcement occur when a) two or more contingencies of reinforcement b) operate independently and simultaneously c)for two or more behaviors (Cooper, 2007). Discriminative schedules of reinforcement consist of a) multiple schedules -present two or more basic schedules of reinforrcement in an alterating, usually random, sequence; the basic schedules within the multiple schedule occur successively and independently and a discriminative stimulus is correlated with each basic schedule; the stimulus is present as long as the schedule is in effect- and b) chained schedules -the multiple and chained schedules have two or more basic schedule requirements that occur successively and have a discriminative stimulus correlated wi th each independent schedule (Cooper, 2007). Nondiscriminative schedules consist of a) mixed schedules -use an identical procedure to multiple ones but, without discriminative stimuli- and b) tandem schedules -identical to chained schedules, but also without the discriminative stimuli (Cooper, 2007). Now through basic and applied research examples from all types of schedules of reinforcement, it is going to be shown the role of schedules of reinforcement; the schedules of reinforcement play a major role in a behavior change program, and also in the acquisition and maintenance of a behavior. In the study of Kirby and Shields (1972), a systematic measure of changes in academic response rate and accuracy through a more direct approach to academic performance was conducted. The study was designed to measure the combined effects of an adjusting fixed-ratio schedule of immediate praise and immediate correctness feedback on the arithmetic response rate of a seventh- grade student and to measure possible collateral changes in study behavior. The study was divided into four phases: baseline, treatment 1, reversal, treatment 2. Using an adjusting fixed-ratio schedule, delivery of reinforcement was initially given for every two problems completed; then, the experimenter gradually increased the units of work or number of problems completed before delivering reinforcement. The results demonstrated the effectiveness of the fixed-ratio schedule of praise and immediate correctness feedback in increasing the subjects arithmetic response rate and associated attending behavior. When students rate of correct problem solving was increased through systematic reinforcement, incompatible behaviors of non-attending decreased. It was also noted that during reversal, when all praise and immediate correctness feedback was withheld, the subject maintained a much higher level of arithmetic achievement and attending behavior than before treatment 1. The adjusting ratio schedule of reinforcement frequent contact with the student during early ph ases requiring small units of work, it requires no extra effort during later phases when large units of work are assigned. In the study of De Luca and Holborn (1992), the effects of a variable-ratio schedule of reinforcement on pedaling a stationary exercise bicycle were examined. A changing-criterion design was used in which each successive criterion was increased over mean performance rate in the previous phase by approximately 15%. The participants were 3 obese and 3 nonobese boys. The experimental phases were: baseline, VR-first subphase (the VR schedule of reinforcement was introduced after a stable baseline had been achieved), VR-second subphase (stability had been achieved in the first subphase), VR-third subphase (stability was achieved for the second subphase), return to baseline and return to VR third subphase. All participants had systematic increases in their rate of pedaling with each VR value, meaning that the larger the variable ratio, the higher the rate of response. The results indicated that the rate of exercise can be increased using a VR schedule of reinforcement. The introduction of the initial VR subphase of the changing-criterion design produced marked increases in the rate of exercise for all subjects. Rasmussen and Oneill (2006), examined the effects of fixed-time reinforcement schedules on problem behavior of students with emotional-behavioral disorders in a clinical day-treatment classroom setting. The participants were three elementary-aged students and the dependent variable for all 3 participants was the frequency of verbal disruptions. The study employed an ABAB withdrawl design, alternating between baseline and FI conditions -verbal praise and pats on the arm were provided, with a final brief schedule thinning phase for each participant. All participants exhibited variable but relatively high rates during baseline. Implementation of FT schedules resulted in immediate, substantial, and stable decreases for all participants. The results of this study demonstrate the use of FT schedules and their implementation in a day-treatment classroom setting with children with clinically diagnosed emotional or behavioral disorders. These procedures were effective in reducing disruptive verbal behavior and these reductions were maintained while the FI schedules underwent initial thinning. The effectiveness of fixed-time schedules has also been evaluated through data on both appropriate and inappropriate responses. In the study of Roane, Fisher and Sgro (2001), fixed-time schedules were used in order to reduce destructive behavior but also, to increase adaptive behavior. The participant was a 12-year-old girl who had been diagnosed with pervasive developmental disorder and traumatic brain injury. There were two conditions: control condition and FT condition; with the exception of the FT schedule of reinforcement, the FT condition was identical to the control condition. During the FT condition, increases in two adaptive responses were observed, even though neither response was reinforced through direct contingencies. Similarly, decreases in destructive behavior were obtained under the FT schedule. The results suggest that, in addition to suppressing inappropriate behavior, FT schedules may also increase and stabilize adaptive behavior. Austin and Soeda (2008), validated the use of fixed-time reinforcer delivery with typically developing population. A fixed-time teacher attention was used to decrease off-task behavior in two third-grade boys. An ABAB was used with two phases: baseline (the teacher interacted with the boys in her usual manner) and noncontingent reinforcement-NCR (the teacher provided attention on an FT schedule). The findings indicated that NCR was an effective strategy for reducing the off-task behaviors of both boys, as immediate and sustained reductions in the percentage of intervals with off-task behavior were observed. Van Camp, Lerman, Kelley, Contrucci and Vondran (2000), evaluated the efficacy of noncontingent reinforcement with variable interval schedules in reducing problem behavior maintained by social consequences, comparing the effects of VT and FT reinforcement schedules with 2 individuals who had been diagnosed with moderate to severe mental retardation. Baseline and treatment conditions -with FT and VT sessions- were conducted in both participants. Although previous studies on the use of NCR as treatment for problem behavior have primarily examined FT schedules, results of this study indicated that VT schedules were as effective as FT schedules in reducing problem behavior. Carr, Kellum and Chong (2001), examined the effects of fixed-time and variable-time schedules on responding with 2 adults with mental retardation. Multielement and reversal designs were used to compare the effects of FT and VT schedules previously maintained on variable-ratio reinforcement schedules. The target behavior for the first participant was defined as making a penci mark on his name and placing the paper into the receptable. The target behavior for the second participant was defined as picking up a paper clip and dropping it in the receptable. The experimental phases were: baseline, FR 1 reinforcement, VR 3 reinforcement, FT, VT. The results showed that both FT and VT schedules were equally effective in reducing the target behaviors. Wright and Vollmer (2002), used a treatment package that involved an adjusting differential-reinforcement-of-low-rate responding (DRL) schedule, response blocking and prompts in order to reduce rapid eating. The participant was a 17-year-old girl who had been diagnosed with profound mental retardation. The experimental phases consisted of baseline and treatment condition, where an adjusting DRL procedure was introduced, along with blocking and prompts. The DRL intervals were determined by calculating the average IRT from previous sessions. The results showed that the treatment package was effective in increasing the IRTs between each attempted bite of food. The treatment package also resulted in an increase in the negative side-effects (increase in the levels of SIB and tantrums). However, the treatment continued despite these side-effects, which eventually decreased. In the study of Dietz and Repp (1973), a differential reinforcement of diminishing rates (DRD) schedule was used in order to decrease classroom misbehavior. The procedure that was followed was that reinforcement was produced when responding was less than a limit for a period of time, rather than when a response followed a specified period of no responding. Three experiments were conducted. In the first experiment DRD schedule was implemented to reduce the talking-out behavior of one 11-year old boy, classified as trainable mentally retarded (TRM) in a special classroom. The second experiment involved the reduction of talk-outs in a group of ten TRM students in an also special classroom, and the third experiment involved the use of a DRD schedule to reduce the verbal behavior of a group of 15 high school students in a regular class. The results demonstrated the effectiveness of DRD schedules in reducing classroom disruption both in individual and in group behaviors. In addition, the success with both TRM students and with high school students suggests the efficacy of DRD schedules across widely divergent groups. In the present study the use of positive reinforcement suggests also a nonpunitive method of classroom control. Roane, Lerman and Vorndran (2001), tried to examine if the reinforcing stimuli can be differentially effective as response requirements increase by evaluating responding under increasing schedule requirements via progressive-ratio schedules and behavioral economic analyses. In experiment 1 (reinforcer assessment), four individuals with developmental disabilities, who had been referred for the assessment and treatment of severe behavior problems, participated. The findings showed that one stimulus was associated with greater response persistence under increasing schedule requirements for all participants. Results also suggested that progressive schedules allow a relatively expeditious examination of shifts in reinforcer preference or value under increasing schedule requirements. In experiment 2, the correspondence between responding under progressive schedules and levels of destructive behavior under various reinforcement-based treatments was examined in order to evaluate the utility of the reinforcer assessment. Three interventions were selected: noncontingent reinforcement, DRA and DRO. Results indicated that the high-preference stimuli identified via this assessment were more likely to reduce problem behavior or increase adaptive behavior than stimuli identified as less preferred. In summary, results of this study suggest that stimuli identified as similarly preferred via a commonly used preference assessment were differentially effective under increasing schedule requirements. Additionally, stimuli that were more effective under progressive schedules were more likely to produce decreases in problem behavior maintained by automatic reinforcement. The influence of concurrent reinforcement schedules on behavior change without the use of extinction was examined by Hoch, McComas and Thomson (2002). Two responses were measured: problem behavior maintained by negative reinforcement, and task completion in three children with autism. Moreover, the maintenance of behavior change was evaluated under conditions of increased response requirements and leaner schedules of reinforcement. The results showed that immediate and sustained decreases in problem behavior and increases in task completion occurred when task completion produced both negative reinforcement and access to preferred activities and problem behavior continued to result in negative reinforcement. The findings demonstrated that concurrent schedules of reinforcement can be arranged to decrease negatively reinforced problem behavior and increase an adaptive alternative response without the use of escape extinction. Tiger and Hanley (2004), described a multiple-schedule procedure to reduce ill-timed requests, which involved providing children with two distinct continuous signals that were correlated with periods in which teacher attention was either available or unavailable. Cammilleri, Tiger and Hanley (2008), conducted a study in order to assess the efficacy of a classwide application of the multiple-schedule procedure described by Tiger and Hanley when implemented by teachers during instructional periods in three elementary classrooms. The results demonstrated the effectiveness of a classwide multiple-schedule procedure when implemented by teachers in a private elementary school classroom. Conclusively, schedules of reinforcement are not only rules that govern which responses will be reinforced; they are substantial components of a behavior change program. CRF schedules are used in the acquisition of a behavior -when a person is learning a behavior or engaging in the behavior for the first time. Once the person has acquired or learned the behavior, an intermittent reinforcement schedule is used so that the person continues to engage in the behavior -maintenance of behavior (Miltenberger, 2008). In this way, schedules of reinforcement help in the progression to naturally occurring reinforcement, which is a major goal for most behavior change programs. It was shown that schedules of reinforcement can be applied effectively in different settings, behaviors, populations. They have been used to decrease inappropriate behaviors such as rapid eating (Wright Vollmer, 2002) or classroom misbehavior (Dietz Repp, 1973); to increase appropriate behaviors such as arithmetic response rate and attending behavior (Kirby Shields, 1972). They have also been applied in both typically developing children (e.g. Austin Soeda, 2008), and in children with behavior problems (e.g. Rasmussen ONeill, 2006). Schedules of reinforcement can have great effects in a behavior change program, but it is also very important to know how and when to apply the most appropriate schedule or a combination of them in a specific behavior. References Austin, J. L., Soeda, J. M. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied Behavior Analysis, 41, 279-283. Cammilleri, A. P., Tiger, J. H., Hanley, G. P. (2008). Developing stimulus control of young childrens requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299-303. Carr, J. E., Kellum, K. K., Chong, I. M. (2001). The reductive effects of noncontingent reinforcement: Fixed-time versus variable-time schedules. Journal of Applied Behavior Analysis, 34, 505-509. Cooper, J. O., Heron, T. E., Heward, W. L. (2007). Applied behavior analysis (2nd ed.), Schedules of reinforcement (pp. 304-323). Upper Saddle River, NJ: Pearson. De Luca, R. V., Holborn, S. W. (1992). Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and nonobese boys. Journal of Applied Behavior Analysis, 25, 671-679. Dietz, S. M., Repp, A. C. (1973). Decreasing classroom misbehavior through the use of DRL schedules of reinforcement. Journal of Applied Behavior Analysis, 6, 457-463. Hoch, H., McComas, J. J. and Thomson, A. L., Paone, D. (2002). Concurrent reinforcement schedules: Behavior change and maintenance without extinction. Journal of Applied Behavior Analysis, 35, 155-169. Kirby, F. D., Shields, F. (1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis, 5, 79-84. Lattal, K. A., Neef, N. A. (1996). Recent reinforcement-schedule research and applied behavior analysis. Journal of Applied Behavior Analysis, 29, 213-220. Cited in Cooper, J. O., Heron, T. E., Heward, W. L. (2007). Applied behavior analysis (2nd ed.), Schedules of reinforcement (pp. 304-323). Upper Saddle River, NJ: Pearson. Rasmussen, K., ONeill, R. E. (2006). The effects of fixed-time reinforcement schedules on problem behavior of children with emotional and behavioral disorders in a day-treatment classroom setting. Journal of Applied Behavior Analysis, 39, 453-457. Roane, H. S., Fisher, W. W., Sgro, G. M. (2001). Effects of a fixed-time schedule on aberrant and adaptive behavior. Journal of Applied Behavior Analysis, 34, 333-336. Roane, H. S., Lerman, D. C. and Vorndran, C. M. (2001). Assessing reinforcers under progressive schedule requirements. Journal of Applied Behavior Analysis, 34, 145-167. Tiger, J. H., Hanley, G. P. (2004). Developing stimulus control of preschooler mands: An analysis of schedule-correlated and contingency-specifying stimuli. Journal of Applied Behavior Analysis, 37, 517-521. Cited in Cammilleri, A. P., Tiger, J. H., Hanley, G. P. (2008). Developing stimulus control of young childrens requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299-303. Van Camp, C. M., Lerman, D. C., Kelley, M. E., Contrucci, S. A., Vorndran, C. M. (2000). Variable-time reinforcement schedules in the treatment of socially maintained problem behavior. Journal of Applied Behavior Analysis, 33, 545-557. Wright, C. S., Vollmer, T. R. (2002). Evaluation of a treatment package to reduce rapid eating. Journal of Applied Behavior Analysis, 35, 89-93.

Is Assistance without Knowledge and Understanding Really Helpful? :: Essays Papers

Is Assistance without Knowledge and Understanding Really Helpful? According to the "demographic transition," after the industrial revolution death rates started falling more rapidly than birth rates causing an increase in population growth. When population growth drew the attention of scientists and policy makers in the 1950s, demographics and development in poor countries were the main concern but no real efforts were made to seek out solutions. Referred to as the World Population Conference, the first international meeting on population convened in 1954 in Rome. That year the Khanna study emerged as the first birth control program to have a control as well as a test population. Because the researchers expectations and schemas guided their perceptions and inquiries, biases plagued the Khanna study, which failed to show an effect of birth control on fertility rates. Foreign to the culture of rural India but aware of the serious population problem, the researchers developed the Khanna study with the assumption that the Punjabi people needed to and wanted to reduce their birth rates. In his book Myth of Population Control, Mahmood Mamdani explains that there was "a significant gap between the [researchers] perceptions and the reality of the village"(Mamdani, 35). The researching staff members were all of the urban, educated, middle class; they viewed children as financial burdens and therefore, believed that controlling birth rates would help Punjab move ahead economically. However, according to the article "New Perspectives on Population: Lessons from Cairo," it is "economic insecurity [that] encourages people to have large families"(Ashford, 31). Indeed, this was the case in the rural villages of Punjab, where people believe children are an asset to the family; more children mean more working hands. "Except for two staff members, no one was will ing to admit that the villagers might be acting rationally" when they choose to have many children (Mamdani, 48). Knowing and understanding the relationship of cultural, social, and economic factors in a population is clearly an integral part in forming successful assessments of and assistance to that population. The Khanna study researchers took for granted that the women in the Punjab villages who accepted the contraceptives were in fact using them. "Although 39 percent of the fertile wives had used the foam tablets, only 8 percent had used them consistently for four months or more" (Mamdani, 31). The researchers did not anticipate this confusion between "acceptance" and "use" because in their world of experience there was no difference between the two. Is Assistance without Knowledge and Understanding Really Helpful? :: Essays Papers Is Assistance without Knowledge and Understanding Really Helpful? According to the "demographic transition," after the industrial revolution death rates started falling more rapidly than birth rates causing an increase in population growth. When population growth drew the attention of scientists and policy makers in the 1950s, demographics and development in poor countries were the main concern but no real efforts were made to seek out solutions. Referred to as the World Population Conference, the first international meeting on population convened in 1954 in Rome. That year the Khanna study emerged as the first birth control program to have a control as well as a test population. Because the researchers expectations and schemas guided their perceptions and inquiries, biases plagued the Khanna study, which failed to show an effect of birth control on fertility rates. Foreign to the culture of rural India but aware of the serious population problem, the researchers developed the Khanna study with the assumption that the Punjabi people needed to and wanted to reduce their birth rates. In his book Myth of Population Control, Mahmood Mamdani explains that there was "a significant gap between the [researchers] perceptions and the reality of the village"(Mamdani, 35). The researching staff members were all of the urban, educated, middle class; they viewed children as financial burdens and therefore, believed that controlling birth rates would help Punjab move ahead economically. However, according to the article "New Perspectives on Population: Lessons from Cairo," it is "economic insecurity [that] encourages people to have large families"(Ashford, 31). Indeed, this was the case in the rural villages of Punjab, where people believe children are an asset to the family; more children mean more working hands. "Except for two staff members, no one was will ing to admit that the villagers might be acting rationally" when they choose to have many children (Mamdani, 48). Knowing and understanding the relationship of cultural, social, and economic factors in a population is clearly an integral part in forming successful assessments of and assistance to that population. The Khanna study researchers took for granted that the women in the Punjab villages who accepted the contraceptives were in fact using them. "Although 39 percent of the fertile wives had used the foam tablets, only 8 percent had used them consistently for four months or more" (Mamdani, 31). The researchers did not anticipate this confusion between "acceptance" and "use" because in their world of experience there was no difference between the two.

Disadvantages Early Marriage

Many people are marrying early these days. They would like to get into matrimony as soon as their courtship is over. Tying the knot is important to strengthen their relationship. They feel settling down in life early would help them set up their independent home. Whatever may be the advantages of settling down early in life, the fact remains there are problems to be faced if one gets into matrimony too quickly. Examples are:1. Responsibility has to be shouldered at a very young age. One has to take on household responsibilities, child rearing responsibility etc. There is no adult to guide or help out. 2. Missing out on the fun of teenage life and being young. The drudgeries of married life can get to you. They deprive you of your youth. 3. Health also can get affected as early pregnancy can have a negative impact on overall health. 4. Breakdown of marriage is possible. Often the young couple is immature to shoulder major responsibility and end up fighting with each other. Adjustment problems may arise. 5. Education also gets affected. The young couple may not be able to pursue higher education as they have to take on the responsibilities of family budget. 6. Work opportunities are limited for the youngsters. Since their education levels are low, they cannot get highly paid jobs. 7. Bringing up children may be difficult. Their knowledge of child care may be limited and parental guidance is also not there. They may not be able to provide the appropriate care for their child.Marrying early may seem very romantic and convenient, but it has its problems. Couples need to get to know each other better and this takes time. Rushing into a marriage, which may not last long does not appear the right thing to do. In some countries, where child marriage is prevalent, efforts are on by respective Governments to dissuade such a practice.

Semester Reflection

As the semester started, I had set my mind that I was destined to achieve a lot. During the start of the semester, I had several difficulties writing English assignments especially in terms of grammar. During the first week of the semester, I sat down, organized my thoughts and comprehended that throughout the semester, I had to achieve all that I had planned for. As a student of English, I had planned that throughout the semester, I had to improve my skills as a scholar, writer and critical thinker. Now that the semester has ended, I can reflect all the semester activities to depict how my writing skills and critical thinking skills have drastically improved. This paper presents a reflection paper of how this semester’s assignments have shaped me as a writer, critical thinker and scholar. Since the start of this semester, I have encountered many aspects of English that I can now understand. There are several ways through which I have shaped my writing skills over the course of the semester but one major activity of the semester that has helped me a lot especially in my writing and critical thinking skills is the semester writing assignments. During this semester, I got the opportunity to write several assignments. The two major writing assignments that helped me a lot in comprehending about the several aspects of writing were writing on â€Å"Obama’s acceptance speech† and â€Å"Downloading from torrent. † During these semester writings, it was quite interesting to learn the use of English writing skills under different circumstances. First, writing a paper on â€Å"Obama’s acceptance speech† instilled me with knowledge on how to analyze a speech and present the ideas and themes of the speaker. This assignment was also critical in shaping my critical thinking skills since I was able to critically analyze Obama’s speech in relation to its purpose and context. Writing this speech also enabled me acquire the skills of writing papers from first person context. I acquired the skills to use strong introductory phrases that hold the capability of capturing the reader. Flateby (p 190) argues that critical and creative writers must use descriptive words. I am now able to utilize descriptive words in my writings that are capable of creating a scenic imagination to the reader. I am also able to write a reported speech. These are writing skills that I gained after writing the paper on Obama’s acceptance speech. I believe that these are very critical skills that will help me throughout my entire course and even after my studies. Throughout the semester, I have gained skills necessary for understanding and utilizing logic while writing. I am now aware that for any writing to be scholarly, it must possess an introductory section, a body and a conclusion section. Further, I am now able to understand as well as utilize most of the basic techniques useful in pre-writing, revision and editing. Through writing the â€Å"downloading from torrents† paper, I acquired skills in word processing, sentence elements, and punctuation. Further, I developed some special skills in writing a website analysis which is a critical aspect in contemporary learning as argued by Flateby (p 182). As the semester folds, I believe that I have gained the prerequisite skills in writing and critical thinking. However, I need to improve much on some of the common problems in writing that seems to disturb me especially grammar. In regard to the development of my critical thinking aspects which cannot be depicted from my writings, I have gained several critical thinking skills from my writing assignments throughout the semester. Through writing assignments such as â€Å"downloading from torrents† and â€Å"Obama’s acceptance speech† I gained the skills necessary in summarizing a given reading using my original thoughts. When I was writing â€Å"Obama’s acceptance speech†, it was a required that one had to read and understand the speech then analyze it using own thoughts and perceptions. This helped in shaping my critical thinking aspects. As denoted by Flateby (p 190), critical thinkers must have the ability to form opinions. This is a skill that I have also gained through the semester’s writing assignments. This was acquired through writing the â€Å"downloading from torrents† assignment that required the students to form personal opinions about the website. I can now form opinions with ease as well as express it with precision and clarity through writing. Further, I am also able to deduce the premise of most writers after reading a number of scholarly writings. In deed, this semester’s assignments have shaped my writing and critical thinking skills. I am now able to understand the meaning of several written works, conduct a rhetoric examination, write opinion papers, and analyze speeches, write critical analysis papers as well as effectively reference my assignments. Though I found it challenging throughout the semester, I am now able to use several examples while writing my assignments. The semester’s activities have really paid me out. As the semester started, I had a mediocre performance but I can now ascertain that as the semester ends, I am now among the best students in the whole class. To improve my grammar in the coming semester, I aim at visiting the university English writing center where I will get help on grammar. I am also planning to enroll in a part time grammar class. Though the semester’s assignments helped me in improving my performance, I still owe it the efforts of my instructor and my fellow students who tirelessly helped me in my path to becoming a great writer, a better critical thinker and a scholar.