Provide a critique of the research methodology contained in pdf file Essay

Provide a critique of the research methodology contained in pdf file - Essay Example A research methodology, which is to be used for one research study, say, incidence of HIV in underdeveloped countries may not be applicable for yet another study, say, role of governess in children welfare, etc. So there is nothing like the best, or most suitable research methodology. â€Å"A Research on reading comprehension needs to develop alternative methodologies which have a more qualitative orientation.† A lot would definitely depend upon the circumstances of the case study, its theoretical presentations, the research proposal and what exactly is needed to be achieved, through the proposed Research Study. Therefore, a lot would depend upon the availability of data, as is evidenced in the current study of the effects of e-commerce, on the developments of e-commerce in Russia. The growth of e-commerce in Russia has not kept pace with the growth rate experienced in other parts of the world, especially UK, USA and other countries of the European Union. Due to lack of purchasing power by the people (27%), lack of people with needed infra-structure (25%), poor quality of telephone services, (18%), inadequate postal system in the country (16%) and other impeding circumstances, it has not been possible to carry out an extensive research as would have been necessary to fully analyse the impact of ecommerce in Russia in recent years. (Doern 2006, p.315- 327). In the first place, the population sample concentrates of just the two big cities in Russia, St. Petersburg and Moscow, have been taken for research purposes. Therefore it could be said that the study has limited itself to study of samples available in these two cities. It is necessary that in order to assess the impact of ecommerce on the economy of Russia, it is necessary to take an extensive study which encompasses, nearly all the major computer using population of the country. It is seen that, in the first phase, the sample has been drawn from the

Theories of Social Inequality Essay Example for Free

Theories of Social Inequality Essay Karl Marx’s theory to explain social inequality is based on the unequal division of resources between two groups: bourgeoisie and the proletariat, or the wealthy/business owners and the laborers. According to Marx, the bourgeoisie have the monetary power to gain economical resources, as they own the businesses where the proletariat must work to gain money to survive. The bourgeoisie maintains this position by paying the proletariat just enough to provide for his or her basic needs of survival. Marx states that the bourgeoisie create the social rules, cultural values and norms, and the proletariat goes along with it. This idea is the basis for what Marx calls, â€Å"false consciousness,† which is the idea that the† system† is working and there is no reason to change it because the proletariat hopes that one day he will become the bourgeoisie; this false hope is what keeps social inequality in a perpetual cycle. Marx believed that social inequality can be resolved through the abolishment of capitalism altogether. He suggested that this could be made possible if the proletariat would stand up and revolt, and rise up against capitalism by refusing to work and sell their very valuable labor, which the bourgeoisie needs in order to survive. Marx did not see social inequality as inevitable, unlike Max Weber. The basis for Weber’s theory can be found in Karl Marx’s theory, but takes it a step further and breaks the social structure up even more. According to Max Weber’s theory behind social inequality, there are three major components that play into creating an unequal division in society: social class, status in society, and political parties. Each group directly relates to one another, although they are not all the same thing. Weber contends that social classes are divided because of certain lifestyles or opportunities that are given to a person. If a person is born into a wealthy family, he or she is automatically provided with a lifestyle that will propel him or her into success through money and/or properties, which inevitably creates an opportunity for power. This demonstrates how money and power clearly shapes classes. Classes do not always make up communities though. Communities are shaped by social status, which is one thing that Weber is clear about. Social status is defined by the opportunity for a wealthy lifestyle. The main difference between status and class is that of the value system within each of the groups. Through a lifestyle that one lives, ideals and values are developed, which creates one’s political stance. Political parties are a direct reflection of the pattern that creates class and social status. They are all intermingled: class determines social status, which shapes ideals within a political party. Weber makes a strong argument that social stratification is inevitable or â€Å"guaranteed† because lifestyles (which you are born into) create status groups and once those are established, over a period of time, the people accept them as status quo. Once a standard of life is set, it is rarely moved. Karl Marx’ theory behind social inequality is most compelling. It explains that social inequality, which is detrimental to so many, can be resolved. His theory gives hope for resolution and even offers a plan of action to do so, yet there have been little done by those who feel like they are oppressed by the unjust division of resources to rise up and change the system which oppresses them. Marx’ theory is timeless and continues to speak to those issues which are seen in today’s society.

Americas War on Drugs: Policy and Problems :: America Drug War Politics Narcotics Essays

America's War on Drugs: Policy and Problems In this paper I will evaluate America's War on Drugs. More specifically, I will outline our nation's general drug history and look critically at how Congress has influenced our current ineffective drug policy. Through this analysis I hope to show that drug prohibition policies in the United States, for the most part, have failed. Additionally, I will highlight and evaluate the influences acting on individual legislators' decisions to continue support for these ineffective policies as a more general demonstration of Congress' role in the formation of our nation's drug policy strategy. Finally, I will conclude this analysis by outlining the changes I feel necessary for future progress to be made. Primary among these changes are a general promotion of drug education and the elimination of our current system's many de-legitimating hypocrisies. However, before the specific outcomes of Congressional influence and policy impact can be evaluated it becomes important to first review the general history and current situation of drugs today. Our present drug laws were first enacted at the beginning of the century. At the time, recreational use of narcotics was not a major social issue. The first regulatory legislation was for the purpose of standardizing the manufacturing and purity of pharmaceutical products. Shortly after, the first criminal laws were enacted which addressed opium products and cocaine. Although some states had prohibited the recreational use of marijuana, there was no federal criminal legislation until 1937. By contrast, the use of alcohol and its legality was a major social issue in United States in the early 20th century. This temperance movement culminated in the prohibition of alcohol from 1920 to 1933. Recreational drug use, particularly heroin, became more prevalent among the urban poor during the early ?60s. Because of the high cost of heroin and its uncertain purity, its use was associated with crime and frequent overdoses. A drug subculture involving the use of marijuana and other hallucinogenic drugs began to emerge in mainstream American society in the late ?60s and was loosely associated with an overall atmosphere of political protest concerning the Vietnam War and civil rights. Drug use, including heroin use, was prevalent among soldiers during the Vietnam War and many of them returned addicted. Since that time, the recreational use of drugs, particularly marijuana, has been a constant aspect of youth culture in all social classes.

Assessment for Software Essay

?The use of technology to assess student learning has proven useful which has expanded its use in all learining enviroments. Technology has improved education so vastly that some schools are fully online while others mix campus classes with the virtual setting. This has created a steady growth of innovative software being used to assist teachers and stydents within those settings. Some of the software have becoe essential to education. Applying them in consistent manner helps the student build their foundation for life in our technology driven society. The advent of countless wireless devices has elevated our knowledge base and software has elevated as well. Even though some technologies and softwares are exspensive or require added training, the pros outweigh the cons in terms of benefits. Technology in the classroom has showed its value on numerous levels and assesments is another good example. Since technology had proved useful here, many developers have created multiple programs which allow educators to efficiently apply and review traditional assesments. For example, some tests can be given on computers via the school and online within the comforts of home. The results can be stored and shared easily with parents and other adminstrators within the school district to ensure accuracy. This is good because modifications can be made easily pertaining to the content and other needs for revision. Using these softwares in traditional schools has been so successful that new online schools have come into existence. This type of distance learning leans primarily on software for all assessments. GCU and Walden university are just a few examples of entities that use software for assessments. In education we must have assessments to grasp a view of whats being understood and what needs to be reviewed. These assessments can be formative or summative. Summative assessments are ones given at any time such as pop quizzes or tests after certain content. Formal assessents are given over a time span with multiple activities being took into account. Its helps the teachers rewiew whats being taight to ensure mastery of the content. There is also self assessment and peer assessment which are fors of student assessment. Using assessments is a great tool to ensure students are equally learning whats needed for full understanding of content. A good eaple of an beneficial assessment are mid-term exams. Students get to review their strengths and defiencies and guide further endeavors in the right direction. Technology has changed this aspect as well. Tests can now be taken on computers which is easier to grade and overall more efficient. Results can also be stored digitally for ongoing review. Some applications in this area may require added technological knowledge of teachers but should be easily manuervered by average students of this digital age. Other major aspects that have hindered expanded use of software for assessments are the availability of necessary equipment and qualified instructors to facilitate them. Low income areas don’t have funds for upgrades and most teachers have a knowledge base that predates todays capabilities resulting in a need for extra training. This training can be time consuming and sometimes expensive. Our government is trying to counter these problems with grants for teachers and schools. Even though it can be agreed that software has given assessmnets a needed uplift, they are some situations that digital assessments may not be the most accurate. For example, subjects like advanced science and health require hands on eperiences which would in turn have some traditional assessments. For example, I primarily wanted to take education with emphasis on chemistry online but I was informed I needed to be able to go to a traditional lab because of the content matter and instruction needed to master such. Areas such as language and mathematics don’t have those issues. These challenges have created new curriculum consisting of online mixed with campus courses. Depending on the content, a teacher must be prepared to use new assessment software and traditional assessments. In conclusion, technology has created new means to evaluate everyone involved in our educational system. With the use of software, these assesments can be modified and reviewed easier than ever. Using these This usage has rewards not only in classrooms but in nature with less use of paper, pencils and other tangible products.

Analyze Attitudes Toward and Evaluate the Motivations Behind

Analyze attitudes toward and evaluate the motivations behind the European acquisition of African colonies in the period 1880 to 1914 During the late 1800’s, Europe was looking for a way to improve themselves as a whole. With growing population and a steady decline in available work, something new had to be done. Countries looked towards Africa to serve as new colonies for the Europeans in order to better their own countries. During the European acquisition of African colonies in the period 1880 to 1914 Europe’s attitude towards Africa was that Africa was the inferior race in comparison to the Europeans.With the help of a strong feeling of nationalism, Europeans were motivated to acquire new lands in order to improve their motherland’s power and economy with new available work. In the years from 1880 to 1914, Europe’s attitude towards the acquisition of Africa’s land is that the Europeans were more advanced race and felt as if it was their right as E uropeans to take the lands for themselves. This statement is supported by document 11, in which Martial Henri Merlin, the governor of French Equatorial of Africa’s speech in 1910.In this speech, Henri claims that it is the, â€Å"right of a civilized, fully developed race to occupy territories which have been left fallow by backward peoples who are plunged into barbarianism†¦ What we exercised is a right. † This speech shows the attitude of the Europeans by saying that it is the European’s right to take that land from the uncivilized people of Africa. Henri clearly views Africa as the inferior race by calling the backwards and barbarians. He also justifies his actions by calling it a right of the Europeans to do this.Another example of Europe’s attitude toward Africans is exampled by document 6 George Washington Williams in his letter to Leopold II in 1890. In this letter, it says, â€Å"When he gave the black brother a cordial grasp of the hand, th e black brother was surprised to find his white brother so strong that he nearly knocked him off his feet. † In this letter, George is demonstrating how he can use the new advancements in technology, to fool the uneducated and uninformed African people that he is stronger and more dominant.These methods were used to acquire land by making treaties with native chiefs shows Europe’s attitude and how they will do whatever they want in order to acquire more lands. The motivation behind conquering colonies in Africa starts with the opportunity to thrive economically. In document 9 from the Resolution of the German Social Democratic Party Congress 1900, it states that acquiring new lands, â€Å"†¦corresponds†¦to the greedy desire of the bourgeoisie for new opportunities to invest†¦ [in] new markets.This shows one of the motivations for colonization; to invest and open new markets in the new lands in hope to make a profit. The desire for new markets in Europe w as getting bigger and bigger now that the population was rising and jobs were becoming scarce. Colonizing new areas in Africa would lead to more imports and exports leading to more jobs which seemed appealing to most people. Supporting the idea of creating a better economy is document 4, which is a speech in 1888 by Joseph Chamberlain.In his speech he says, â€Å"We have suffered much in this country from depression of trade. We know how many of our fellow-subjects are at this moment unemployed. † This quote shows that Britain’s trade is declining with other nations and many of the people are unemployed. This is motivation for the British to colonize in Africa because with new colonies in Africa, trade would increase between Britain and the rest of Europe from the recourses Africa can provide. Colonizing in Africa would bring more money and more jobs to Europeans so it motivated people to do so.Apart from economic growth, Europeans also supported the colonization of Af rica because is made the motherland powerful. In Europe, there was no room to have countries expand their borders, meaning colonizing in Africa was the only way to do so. In Document 1, Prince Leopold II had a conversation in 1861 in which he said, â€Å"Colonies are useful, that they play a great part in that which makes up the power and prosperity of states†¦ let us strive to get one in our turn†¦to lead to progress in every sense†¦ [and] prove to the world that Belgians are an imperial people. Colonies were not only used to gain wealth but they were also a sign of power. The more land that a country can acquire, the more of a threat they can be to other countries. Gaining power is a very big motivation for Europeans to colonize Africa. In this conversation, Prince Leopold strongly suggests that Belgians should see the colonizing as a step toward domination and more power and should support the cause. Another person to encourage the colonization of Africa is Benjam in Disraeli, the British prime minister. In his speech to the House of Commons regarding the Suez Canal (doc. 0) he says, â€Å" I have always and do now recommend [colonizing] as a political transaction, and one which I believe is calculated to strengthen the empire. † Although Benjamin believes that it is not a good financial investment to purchase the land and hope for a profit, he finds that the new land will strengthen the empire by expanding its boarders to new lands in Africa. Power serves as a motivational factor because all countries want to be more powerful than its rivals and power comes from the expansion of a country’s boarders.Nationalism also contributes towards the power of a country and nationalism is displayed in document 12. Louis Bernard, a French colonial official, wrote in a memoir that he â€Å"found the image of a victorious and conquering France†¦ I was in a country of empire, an empire in which I participated instead of submitting, as it was in our annexed, Alsace and Lorraine. † Louis believes that his country is better than it is currently doing because of his strong sense of nationalism. Louis sees France as an empire which fought and didn’t surrender.He believes that France could hold more power than what it currently wields now. His motivation to see France as an empire is why France is motivated to secure parts of Africa for themselves. Through the early 20th century, countries in Europe were looking to becoming more powerful than their rivals. With this need to be better, countries looked to Africa to expand their country’s boarders in order to gain power and enhance their country’s economy. Europeans justified their actions because they saw the Africans as barbaric and backwards people and thought that it was the European’s right to take African lands.

Heckler

1. The three rounds fired from his 9mm Heckler and Koch MP-5SD exploded into the armed figures center mass with a sickening thud. His body slumped to the floor leaving a trail of blood smeared down the wall. This excerpt reflects the mood throughout Tom Clancys Rainbow Six. Rainbow Six is a newly formed top-secret anti-terrorist unit under the control of ex-navy seal, John Clark. Alister Stanley is the Executive Commander of Rainbow, while Domingo Chavez (Ding) is in charge of the assault and mission planning elements. During the first six months of operation, Rainbow Six is called upon three times. The first incident, which requires their attention, occurs at a Swiss bank where terrorists have gained control of the bank and taken hostages. Disguised as a Swiss SWAT team, Rainbow effectively neutralizes the situation with only one hostage casualty. Not only is this their first combat trial, but also it offers them a chance to organize and correct problems in their planning. The second call to action for Rainbow takes place in Germany where an international trader is taken hostage in his mansion. More Rainbow elements, such as snipers, are introduced during this scenario. No hostages were killed; however, all the terrorists were neutralized. The final mission Rainbow is called upon to mediate is at a large amusement park in Spain. Thirty children had been taken hostage and were going to be killed unless the French government releases their leader, who earlier in the book, was found to be in a French maximum-security prison. The Rainbow team uses an electronic jamming devi!ce to scramble the terrorists cell phones, and then picks them off one by one. After the fighting, the only death involved a child in a wheelchair who was shot earlier as a threat to rep...

Birth To Three Matters Framework †Theatre Essay

Birth To Three Matters Framework – Theatre Essay Free Online Research Papers Birth To Three Matters Framework Theatre Essay I am going to look at the aspects of play outlined in the birth to three matters framework (December, 2002). This framework was created to ensure that children could develop to their full potential. The framework was designed to help practitioners support children’s development in the early years. There are four aspects of play outlined in the birth to three matters framework. These are a skilful communicator, a competent learner, a healthy child and a strong child. These aspects of play celebrate the skill and competence of babies and young children. They highlight the interrelationship between growth, learning development and the environment in which children are cared, nurtured and educated. Each aspect has four components; to enable the aspects to be reached the components must be followed. The aspect a strong child is important as it is essential for a child to be strong. Strong incorporates being capable confident and self-assured. A key time for this development to begin is during the early years. The four components of this aspect are; a sense of belonging, me, myself and I, being acknowledged and developing self assurance. A sense of belonging focuses on acquiring social competence and confidence. This could include being with others that they trust, valuing individuality and contributions made by others and self, having a role within a group and being able to snuggle in with a key person. The New Zealand Ministry of Education (1996) says that if children feel that they belong they are more likely to develop inner well-being, security and identity, they should be able to understand what they do is valued so they can develop confidence to explore new activities. Me, myself and I focuses on the child’s realisation of individuality. This includes growing awareness of self, realisation that he/she is different and separate from others, recognition of personal characteristics and preferences, exploring what he/she can do. Schaffer (1992) said that babies are constantly becoming aware that they exist. Being acknowledged and affirmed focuses on experiencing and seeking closeness form others. These includes needing recognition, acceptance and comfort, being able to contribute to secure relationships, understanding that they are valued by and are important to someone and exploring the emotional boundaries they build. Post and Hohmann (2000) believe that children depend on the affirmation and warmth of trusting relations they have developed. Developing self-assurance focuses on trusting and relying on a child’s own abilities. This will include gaining self-assurance through close relationships, becoming confident in what they can do, being able to value and appreciate their abilities and feeling self-assured and supported. Murray and Andrews (2000) believe that children with secure attachments can cope with difficulties better. Children’s play is essential for children to develop these components. To help a child develop into a strong child. This framework and curriculum for pre-school is child centred and based upon play. To help a child develop self-assurance a practitioner could give babies and young children a favourite toy to play with independently. Gradually increasing this independent play time. Ensuring that an adult is nearby to offer quiet support and interest. Providing equipment the child will appreciate will encourage further independent play. Skinner said that if we enjoy doing an activity we are more like y to repeat and learn from it. That is why it is essential to provide toys and materials a child will appreciate and like. Encourage play that involves collaborative play and communal sharing times. This will encourage the child to take responsibility and learn that others are important as well as themselves. Also encouraging children to collect things for themselves allows children to develop their self-assurance. This links to point four of the principles of the pioneers for early childhood education in the modern context. Point four is ‘Children learn best when they are allowed to make errors, decisions and choices, and respected as autonomous learners.’ Katz (1993) states that if children are given freedom within a setting they are more likely to respect the setting and feel inclined to have the correct attitude to learn. To incorporate this learning into play involves planning specific activities that promote this learning. Activities should allow children to play near an adult. This is because young children enjoy solitary play and investigation but an adult is needed to offer assistance and confirmation during an activity. Children with diverse needs often have low self-assurance so therefore it is important that you show you appreciate them and their efforts. It is also a good idea because children, especially those with diverse needs have self-confidence that is influenced by adult input. Children with diverse needs may need extra reassurance. Choosing tasks that encourage children to complete them independently are a good way to boost their self-assurance. Some children with diverse needs may not be able to complete a task but their effort should be praised and encouraged, you should show that you appreciate their effort. This links to point 7 of the principles of the pioneers for early childh ood education in the modern context. This states what a child can do is more important than what a child cannot do; this should be that child’s starting point in education. Being acknowledged and affirmed is also important for the child to become a strong child. Play with the young child, singing songs, have fun and laughing with young babies. When an adult communicates with a child they should be face to face with the child and contact should be established by eye contact, voice or light touch. Showing and teaching children about others and how it feels to be them allows them to understand other. This can be done by reading stories with different voices and allowing children to dress up as others. Point nine of the principles of the pioneers for early childhood education in the modern context states that relationships with others are vital in a child’s life. Vygotsky’s view was that social interaction helped develop higher functioning in children. Brunner agrees with this and says that the adult child relationship helps develop children’s problem solving skills and attitudes to help facilitate the problem solving behaviour. Quality relationships help pave the way for quality education in later life. Planning activities to help this component to be fulfilled should include activities in which children can build secure attachments to key workers. Children with diverse needs may have different responses but they should be entitled to the same opportunities and experience of others. Some children may need additional time and attention; this should be provided without ignoring other children. One way to promote awareness of self is to create a booklet about the child. This can be created with thee support of parents and other carers. This shows the child that as an individual they are acknowledged and are important. A sense of belonging is important for a strong child as it allows the child to explore the world from a secure base. To help a child develop appropriate sense of belonging the practitioner should set up appropriate play activities and have opportunities to support the child. Include parents to help create records of a child’s life at home. Showing children that they are valued as a person. Set up the environment to stimulate all the children’s senses, for example different smells, music and lighting for children to enjoy. Share tasks with home and nursery. For example get children to participate in household tasks in the nursery and allow a child to take home a nursery toy to look after for a while. This helps a child develop a sense of belonging as this helps develop a sense of security at home and in the childcare setting. To help promote this the setting could provide each child with their own place to put things. This could be something simple like a tray. Creating a display with children’s families, pets and homes will give them something to look at if they get homesick. It also provides the children with the chance to see other family types and to see that each family is different. This will help children recognise different cultures, race and gender. This helps children feel valued. A further way to do this is to talk about different cultures with a child, listening to their input. Talking about children’s individual achievements or significant events to them also promotes a sense of being valued. Also talking about physical characteristics and individual preference promotes a sense of belonging. This component links to the second of the principles of the pioneers for early childhood education in the modern context. This point states that children have feelings, ideas and relationships with others. Children need to be physically and motional healthy. Pringle (1974/1980) built on Maslow (1962) and Isaacs (1968) work. Pringle asserts that children have primary and secondary needs. Primary needs are those necessary for survival, nourishment, shelter and clothing. Secondary needs are love, security, need for new experiences, praise, recognition and responsibility. A school/nursery setting should see to primary and secondary needs for quality education to be achieved. Me, myself and I is the final component needed for a child to grow into a strong child. It involves helping a child to learn about and get to know themselves and their own capabilities. Respect, care, love and emotional support help a child develop a strong sense of trust, emotional security and a positive self image. A practitioner could imitate a baby’s actions and provide mirrors to show them what they look like and what their actions look like. A practitioner should always value a child’s comfort object. This will show the children you value and understand their emotional needs. The child should also be allowed to make decisions about their actions, for example what they are going to play with, where they are going to sit and who they are going to sit with. This allows the child to develop a positive self image of them as others are showing they have the confidence in them making the correct decision. Practitioners should plan specialised times to be with children giving them their full attention being attentive to their needs. Some children with diverse needs, for example babies that are blind, deaf or have severe learning difficulties have to have constant reminders that someone is there and they are valued. Practitioners should take the time to explain to a blind baby what it looks like; using feelings to show what is being talked about. For a deaf child gesturing to their face whilst looking in a mirror. This will encourage them to develop an awareness of self. Parents and carer should be encouraged to provide artefacts from home. To ensure that the setting reflects many cultures. This helps children from different culture to accept and be proud of their culture. Children should do activities that develop their independence like feeding fish and washing themselves. Also allow children to develop their independence, sense of control and sense of being valued by the community. This can be done by allowing children to make their own decisions. It is important for these things to develop. If a child looks physically different it is important for children and adults to accept the differences. This links to point five of the principles of the pioneers for early childhood education in the modern context. This point reinforces the importance of self discipline in development of individuality and this will increase their sense of being valued. Vygotsky says that in play children exercise their greatest sense of control so they can get most out of play. This emphasises the importance of play during childhood. Dowling (1995) states that rewards and punishments only have short term results as children do not have a chance to reflect analyse or think why they are being punished or rewarded. Self-discipline rather than adult-led discipline is more effective. This is what is required for a child to develop into a strong child. They need appropriate support from a key adult to ensure proper relationships are formed. The environment is also important; an appropriate environment allows a child to feel they belong. Significant adult and environment have significant impact on children’s development. Their sense of self, group identity, emotions and relationships will develop if an appropriate environment is provided and adult support is given. References: New Zealand Ministry of Education. (1996). Te Whariki Early Childhood Curriculum. Wellington, New Zealand; Learning Media LTD. Schaffer, H. In Alvarez, A. (1992). Live company Psychoanalytic Psychotherapy with Autistic Borderline, Deprived and Abused Children. London; Routledge. Post, J. Hohmann, M. (2000). Tender Care and Early Learning, Supporting Families and Toddlers in Childcare Settings. Michigan; High/Scope Press Murray, L. Andrews, L. (2000). The Social Baby, Understanding Babies Communication from Birth. Richmond; CP Publishing Bruce, T. Meggitt, C. (2002). Childcare and Education (3rd Ed). Great Britain; Hodder and Stoughton Bruce, T. (1997). Early childhood Education (2nd Ed). Great Britain; Hodder and Stoughton Tassoni, P. (2002). Certificate Childcare and Education. Oxford; Heinemann Sure Start (2003). Birth to Three Matters. Suffolk; DFES Publications Research Papers on Birth To Three Matters Framework - Theatre EssayPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenOpen Architechture a white paperInfluences of Socio-Economic Status of Married MalesThe Project Managment Office SystemComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationThree Concepts of PsychodynamicHip-Hop is ArtAnalysis of Ebay Expanding into Asia