Essay Sample on Forensic Science The Search for Justice

Essay Sample on Forensic Science The Search for Justice A Chicago native, Kathleen J. Reichs is an award winning international bestseller, winner of the 1997 Ellis award for best first novel. Her novel Deja Dead was only the first in a series of books. She went on to write four more novels: Death du Jour, Deadly Decisions , Fatal voyage and Grave Secrets. Kathy Reichs is a internationally recognized forensic anthropologist working on cases around the world, from examining the tomb of the unknown soldier, and working at ground zero, New York, to being an expert witness between Charlotte and Montreal were she currently divides her time. These experiences are what gave birth to her novels, each of her stories is based on her own personal experiences. Evil exists in every human being, the closest most get to this evil is by criminal activities. But, most people also have a natural need for justice when this evil called crime is committed. Justice is often acquired through the means of forensic science, or simply forensics, the application of science to law. Scientific procedures, methods, and technologies are used in investigating these crimes and proving the guilt of an accused suspect in a court of law. After the evidence is gathered from a crime scene, and photographs have been taken. A crime involving a body normally begins with the Medical Examiner ( also referred to as the ME) conducts an autopsy, the examination of the body after death. The ME studies the deceased to determine his or her identity, as well as the cause, method, mode and time of death. The ME determines the time of death by pathology. When a human dies he or she shuts down in stages, the bodies live temperature of 98,6 degrees, is maintained for one to two hours after death, then begins to cool, till it finally drops to it‘s surroundings temperature. But, this method is only used if the body has been discovered within 48 hours. For those cadavers found weeks after death a forensic entomologist enters the scene and uses his or her knowledge of insect life to determine the time and date of death. Insects are attracted to a decaying corpses odour. This may smell bad to humans, but for an insect it’s chow time, and a perfect place for laying eggs. Since insects go through different stages of life at different times, a forensic entomologist (FE) will take samples of the insects surrounding the body, and identify what species they are. Then the FE will cultivate the larvae to discover the time each stage takes. Once the species and stages of their life has been established, the entomologist can determine how many hours and days the body has gone unfound. Insects can also tell if the body has been moved after death by comparing the local insects found around the body and the insects inside the body. Identifying a corpse is sometimes very simple, people usually carry with them a wallet or some kind of identification, it’s a simple task to simply examen the contents of a wallet. But, in some infrequent circumstances a body is not carrying any identification and no one is able to identify him or her. Under these circumstances, the ME, and other forensic specialists are brought in to work with the evidence and make an identification. The easiest things to do are to describe the victims appearance and search the missing persons reports. The next step would be to take the body’s fingerprints and compare it with the federal fingerprint files. Since no two people have the exact same fingerprints and the pattern is unchanged through life if a match is found the deceased has an identity. Fingerprints can also link a suspect to his crime, fingerprints found at the scene of the crime are compared to a suspect’s fingerprints establishing absolute proof the suspected was there. If a body part or a bodies skeleton his found, enter the forensic anthropologists to identify the victim’s remains. A forensic anthropologist must suggest the age, sex, stature, ethnic group, and other unique characteristics of a descendent with anthropology, the study of human beings. In the novel Fatal Voyage, author Kathy Reichs has her heroine, forensic anthropologist Dr. Temperance Brennan, investigating plane crash victims. Body parts have been scattered and Dr. Brennan must determine which body parts go together to identify the body by comparing her description to the description of the passengers on the plane. In other cases without a passenger list investigators can take the description made by the forensic anthropologist and compare it to missing persons files. Forensic science depends on evidence to help solve a crime, and bring criminals to justice. Evidence is a reliable witness, it can be anything and everything in the physical universe that helps establish the facts. From a single hair, to a trail of blood, we humans are made of a cocktail of biological materials that can be left behind at the crime scene, which all can be used to identify the criminal with DNA analysis. Other evidence can suggest contact between the victim and the suspect. Like Sherlock Holmes depended on his trusty magnifying glass, the forensic scientists of today depend on their tools of the trade to uncover evidence. Without these technologies some evidence needed to solve the crime would be obsolete and others not even uncovered. An example would be the chemical luminol, used to highlight blood that has been washed away from the crime scene. . Many books, television programs and movies have based themselves on the idea of forensic science and detective work, from Sherlock Holmes to the popular television show CSI: Crime Scene Investigation. These stories show a glimpse of the work involved in forensics, but only a glimpse. On the television and in movies the hero or heroine often reveals the identity of the criminal with one piece of evidence, one clue, that solves the hole case. The real investigators are much harder working and cannot reveal the criminal that instantly. Very often the cases cannot be solved due to an insufficiency of evidence. The search for justice is a hard and long process, which involves many scientific methods procedures, and technologies. For some the search of justice is to strenuous, but for others who remind themselves that justice is needed in a society of laws, it’s a living. Kathy Reichs describes the reasons for doing what she does in her book Fatal Voyage when her heroine Dr. Brennan says, †I want to serve both the living and the dead. The dead have a right to be identified .To have their stories drawn to a close and to take their places in our memories. If they died at the hands of another, they also have a right to have those hands brought to account.† Forensic scientists require extensive knowledge, training, and skill. They also require a healthy appetite of curiosity, a quean eye of observation, the emotional stamina to work with human tragedies, and to be able to view the evil of man.

City of Louisville vs. Humprey †Law Research Summary (300 Level Course)

City of Louisville vs. Humprey – Law Research Summary (300 Level Course) Free Online Research Papers City of Louisville vs. Humprey Law Research Summary (300 Level Course) 461 S.W. 2d 352 (1971) 1) Facts: The appellee obtained judgment on a verdict for $56,534.34 against appellant for injuries, resulting in the death of her husband, which she claimed he received after his arrest or while he was confined in the citys jail. The city appeals. We reverse. Before stating the facts, we should emphasize the appellees theory of the case that her husbands fatal injuries were inflicted by one or both of the two arresting officers, or by a jail employee, or by a fellow prisoner. The deceased, Ruel McKinley Humphrey, a hard-workingman about 59 years of age with some drinking problems, was highly intoxicated about 2:15 a.m., the morning of November 21, 1966. He was wandering around in the vicinity of Frankfort and Hite Avenues, near his home, when a report was received by Louisville Police Headquarters that he was shaking doors in that neighborhood. The officers proceeded to arrest him and to deliver him to the booking clerk at the city jail at 2:35 a.m. He was retained in the holdover department in the basement of the city jail until 4:15 a.m., when he was taken by elevator to the third floor of the jail. The two guards in charge of the third floor of the jail testified that immediately after the deceased stepped off the elevator on the third floor, he began to fall down or collapse. One of the guards caught him and lightened his fall. Shortly thereafter he was dragged by the two guards to the drunk tank and left lying on the floor with his feet toward the entrance of the tank. Two of the jail employees testified that no one else was in the drunk tank while the Deceased was there. However, a third employee testified that the believed there was another prisoner in the drunk tank’ during that time. At 7:15 a.m. a jail guard attempted to awaken deceased in order that he might appear in court that morning. The guard was unable to arouse him, concluding that Humphrey was in a high state of intoxication. At noon the guard again attempted to arouse him without success. He was then taken to Louisville General Hospital and found to be unconscious with a sub dural hematoma from injuries apparently received around the left eye and forehead. He underwent brain surgery and died on December 13, 1966. 2) Judicial History: The appellee obtained judgment on a verdict for $56,534.34 against appellant for injuries, resulting in the death of her husband, which she claimed he received after his arrest or while he was confined in the citys jail. The city appeals and the courts ruled in their favor. 3) Issues: Whether the court erred in finding for the plaintiff in the circuit court case, where her husband may have had inflicted injuries while in the custody of the Louisville police. Whether or not Res Ipsa Loquitor will apply to this case. 4) Rules: Res Ipsa Loquitor, and Liability 5) Analysis: There is no concluding evidence that the deceased received these injuries while in custody of the Louisville police department. Res Ispa Loquitor will not apply to this circumstance because it is not known whether the prisoner received these from the police or by a fellow prisoner. 6) Conclusion: The Court ruled on behalf of the city sustaining the appellant’s motion for judgment notwithstanding the verdict. Research Papers on City of Louisville vs. Humprey - Law Research Summary (300 Level Course)Book Review on The Autobiography of Malcolm XThe Effects of Illegal ImmigrationComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraQuebec and CanadaThe Hockey GameMoral and Ethical Issues in Hiring New EmployeesThe Fifth HorsemanCanaanite Influence on the Early Israelite ReligionPersonal Experience with Teen Pregnancy

The Benefits of Universal Healthcare Plan for the United States Research Paper

The Benefits of Universal Healthcare Plan for the United States - Research Paper Example American Medical Women’s Association has come up with one of the better definitions of the term: â€Å"Access to health care should not be linked to a person's employment, place of residence, sex, age, marital status, or health status. Health care should be available to all persons on the basis of medical need rather than financial ability or employer contracts.† (Brown et al, 918-919) A universal system of health care is considered the most optimistic way out for the healthcare crisis in America. Under this system the government becomes responsible for repayment of almost all the services offered by the health practitioners in clinics and hospitals. It is believed that this system would give everyone a chance at health insurance and provide significant cost savings if related administrative expenses could be reduced. This end could be achieved by promoting preventive medicine. Also required would be universally available electronic medical records (Diamond, 921). On th e other hand, many people are opposed to the idea of Universal Healthcare and consider it an impractical ideal that can’t be achieved. The biggest reason perhaps is that historically government bureaus have been known to become difficult and over-bearing rather consistently. It can also be argued that just because a person has access to preventive healthcare education, it doesn’t mean that they will adhere to its guiding principles; so there is a huge potential for costs going rampant. And lastly, the single-payer health system can put a huge toll on the quality of healthcare, something American will not be willing to put up with (Diamond, 921). Many people believe that despite all of its good intentions of â€Å"healthcare for all†, the current health reform movement is not the best method of achieving the desirable objective of universal health coverage as it is government controlled. History is witness that governments just aren’t prepared to do this j ob. It is argued that once the government gets the power to rule over the practice of medicine, it would signify the end of medical profession as known to mankind. Simply put, those against universal healthcare are afraid that it will bring a humiliating end to the best medical care in the world (Diamond, 922). It is commonly believed that health insurance cannot make healthcare more accessible in the United States. It cannot make people adhere to their recommended therapies, nor can it convince people to get to their doctor’s appointments on time. It can also be argued that medical problems are almost always a part of the bigger picture. A person’s health issues can be related to the conditions prevalent in the society. And universal healthcare may not be the solution at all if pregnant women remain ignorant of the advantages of prenatal care, and if asthma patients neglect to take their inhalers on time. It would indeed be better to educate and change people’s perception of health care and medical professionals. It would also be beneficial if the risk factors are weeded out of society so people can be healthier and more receptive to healthcare in case they do need it. We must stop people from smoking and educate them on the disadvantages of eating an unhealthy diet. The fact of the matter is that universal health coverage and medical advice will not have any effect no matter how strictly implemented. These measures would only work if the patients

Sustainability and community Research Paper Example | Topics and Well Written Essays - 1250 words

Sustainability and community - Research Paper Example This essay discusses that the development of sustainability has become a key priority for governments worldwide. The need for promoting sustainability seems to be mostly related to the severe effects of environmental pollution, as reflected in the worsening of climate worldwide. However, sustainability has been also found to result in the improvement of quality of life and the increase of effectiveness of communities’ infrastructure, as for example through the development of green areas across a city or the establishment of recreation areas for people of all ages. In accordance with a relevant report of the European Commission in 2009, the sustainable development is closely related to the economic development. This means that effective sustainable development plans within a particular community could help towards the improvement of social and economic life of all residents. Sustainability is of critical importance for communities worldwide. In fact, by supporting sustainabilit y communities can serve a series of critical needs: the improvement of infrastructure, meaning especially the transportation system available in each community, the limitation of pollution across the community as this fact would positively influence the lives of the local people, the limitation of energy use across the community and the development of projects for enhancing the local economic life, such as the increase of ecotourism and so on. The above targets can be achieved only through a carefully designed plan of action. At this point it would be important to take into consideration all aspects of such projects, meaning especially the capabilities of each community in terms of infrastructure, financing and human resources (Pierce and Dale 2000). Despite the challenges related to such initiatives it would be quite important for the people in each community to support the particular projects. At this point, it would be necessary to consider the significant effects of environmenta l pollution and of other environmental events on the life of residents. The excess pollution can limit the options of residents in terms of sports and other similar activities (Phillips and Pittman 2009). Also, the lack of appropriate infrastructure, based on the principles of sustainability, can result to the pollution of the community, an effect that can also negatively influence the local agricultural and fishery. Even if the importance of sustainability is significant, as described above, the promotion of sustainability in communities worldwide faces a series of obstacles. In accordance with Mazmanian and Kraft (2009) the reason for the delays in the development of sustainability across communities can be identified in the following fact: the requirements and the role of sustainability, as an element of a community’s strategy, is often not adequately explained. As a result, residents often think of sustainability as of a non-important issue, being regulated through approp riate legislative texts worldwide. On the other hand, not all communities have the resources required for promoting sustainable; reference is made not only to the technical and human resources available for the realization of the above project but rather to the managerial staff supervising these plans. Since sustainability plans can be quite complex it is necessary that appropriately educated and skilled staff participate in the relevant efforts (Mazmanian and Kraft

Research countering the student-teacher ratio effect Essay Example for Free

Research countering the student-teacher ratio effect Essay Graddy and Steven (2005) examines several studies of secondary school performances throughout the U. K. and concluded that there is little to no effect of the student-teacher ratio on the achievement of students. Borland, Howsen Trawick (2005) also found no noticeable connection between student achievement and either reduced or enlarged class sizes. The Congressional Budget Office presented results and analysis of 1986 SAT scores. Analysis revealed a relationship between student performance and student-teacher ratios. Lower student-teacher ratios were consistent with lower SAT scores (as cited in Hanushek, 2000). School size, which is another important consideration that also affects the student-teacher ratio, does not demonstrate an effect on student performance either, according to Lamdin (1995). There is also very little long-term effect of student-teacher ratio on student performance and lifelong achievement. Though Vignoles (1998) found a slight correlation between student-teacher ratio and student performance on O Levels exams in the United Kingdom, the observed effect was so small as to be insignificant. In fact he argues that true effect on student achievement is actually non-existent. This conclusion is based on the finding that the effect of a lower student-teacher ratio was not reflected in later years on the job market and in terms of earnings 17 years later. True achievement, he argues, is measured not by the standard of achievement tests, but by later success in life. He safely concludes therefore that there is no true effect of class size on student accomplishments. Schweitzer (1991) suggests that moves by institutions to decrease the pupil-teacher ratio are counterproductive and will only result in additional government spending with little effect on student performance. He believes that the old-fashioned method of â€Å"hard work on the part of the student, good teaching by the faculty, and strong motivation by both† (Schweitzer, 1991, p. 297) are the key ingredients to improved student achievement. Thus, as Gursky (1998) surmises, there is very little magic to class size or student-teacher ratio. Some researchers have proposed that the optimal size for any classroom is between 15 and 17 students. What the research is confirming is that there is presently very little in the way of consensus on the issue of whether or not reduced student-teacher ratios result in improved student performance. In the comprehensive review conducted by Hanushek (2000), 14% of the researches showed that there was a positive relationship between increased student-teacher ratio and a similar 14% found the opposite association. The remaining 72% found the relationship to be too insignificant to matter (p. 5). It is fallacious to suppose that all factors that may impact student performance can be isolated and controlled in order to discover a causal relationship between the variables of lower or higher student-teacher ratios and higher student performance. As researchers such as Hanushek (2000) and Preece (1987) would argue, there are a myriad of home-environmental and societal factors over which the state or school have very little control but which may impact student performance in either direction regardless of existing student-teacher ratios. Without a doubt the family background from which the students come plays a significant role in impacting achievement. Dustmann et al. (2003) proposes that the financial resources of the family, the quality time parents spend with children, the size of the family, a child’s birth order and the interest the parent shows in the child’s performance are important in analyzing factors that influence success in school. The socioeconomic context and location in which the child resides could also be a constraining factor. Preece (1987) adds that another factor, the heterogeneous nature of the classroom could be a significant key in understanding student achievement. He proposes that more homogeneous classrooms foster a better learning environment for students, regardless of class size or student-teacher ratios. Research has not proven either side of the debate but has demonstrated the possible merits of both. Educators seem determined, despite the lack of evidence to support the claim, to reduce the student-teacher ratios in an effort to impact student achievement. These educators are not completely misguided in their position however. It is a combination of factors too complicated to isolate that determines the how well each student achieves individually. Reduced class sizes have not proven to be harmful to any significant extent and thus existing policies to continue to reduce the student-teacher ratios cannot possibly do any notable amount of harm. ferences Alspaugh, J. W. (1994, Summer). The relationship between school size, student teacher ratio and school efficiency. Education, 114(4), 593-601. Borland, M. V., Howsen, R. M. Trawick, M. W. (2005, Mar). An investigation of the effect of class size on student academic achievement. Education Economics, 13(1), 73-83. Colorado Association of School Boards, Colorado Association of School Executives Colorado Education Association. (n. d. ). Believe in a better Colorado. Retrieved November 19, 2007, from http://www. believeinabettercolorado. org/images Dustmann, C. , Rajah, N. van Soest, A. (2003, Feb). Class size, education, and wages. Economic Journal, 113(485), F99-F149. Ehrenberg, R. G. , Brewer, D. J. , Gamoran, A. Willms, J. D. (2001, Nov). Does class size matter? Scientific American, 285(5), 78-85. Graddy, K. Stevens, M. (2005, Apr). The impact of school resources on student performance: A study of private schools in the United Kingdom. Industrial Labor Relations Review, 58(3), 435-451. Gursky, D. (1998, Oct). Class size does matter. Education Digest, 64(2), 15-18. Hanushek, E. A. (2000, Aug). Evidence, politics, and the class size debate. Retrieved November 19, 2007, from http://www. utdallas. edu/research/tsp/pdfpapers/paper19. PDF Lamdin, D. J. (1995, Apr). Testing for the effect of school size on student achievement within a school district. Education Economics, 3(1), 33-42. Morisi, T. L. (1994, Jul). Employment in public schools and the student-to-employee ratio. Monthly Labor Review, 117(7), 40-44. National Center for Education Statistics. (2001, Sep). Elementary and secondary school enrollment. Education Statistics Quarterly, 2(2). Retreived November 19, 2007 from, http://nces. ed. gov/programs/quarterly/Vol_2/2_2/q3-3. asp Preece, P. F. (1987, Jul/Aug). Class size and learning: A theoretical model. Journal of Educational Research, 80(6), 377-379. Sable J. Garofano, A. (2007, Jun). Public elementary and secondary school student enrollment, high school completions, and staff from the common core of data: School year 2005-06. Retrieved November 19, 2007, from, http://nces. ed. gov/pubsearch/pubsinfo. asp Schweitzer, T. T. (1991, Summer). Collective bargaining, teachers, and student achievement: Comment. Journal of Labor Research, 12(3), 297-298. Vignoles, A. (1998, May). Raising standards in our schools: Does class size really matter? Economic Outlook, 22(3), 18-23.

The War Poems of Wilfred Owen - Contradicting the Classical Ideas of He

Contradicting the Classical Ideas of Heroism and Romanticism in Dulce et Decorum est, The Send Off, But I Was Looking At The Permanent Stars, The Deadbeat soldier, Counter Attack, Metal Cases and other War Poems by Wilfred Owen   Ã‚  Ã‚  Ã‚  Ã‚  Owen displays the reality of war, atypically shown in 20th century literature. By divulging the secrecies and terrors of brutal warfare, he exposes the superficiality of valor and false heroism; through his vivid writing, he opens the eyelids of his readers and discloses, â€Å"the old lie (Owen, Dulce et Decorum est, 25). Owen breaks idealism, replacing it with illness, physical injuries, exhaustion, fatigue and personal hells. Contrasting the Hemingway code hero, Owen displays the reality of war, which diverges from the epic and heroic displays of war displayed through classic characters like the code hero.   Ã‚  Ã‚  Ã‚  Ã‚  The dead beat soldier symbolizes classic 20th century anti-war sentiments. Flesh torn and maggot eaten, skin writhing, crack and molested from heat; the dead beat soldier is presumably one of the most wretched people, and one with the most deathlike traits. Death written in his eyes, he walks fruitlessly with no aim; for one who walks with no purpose is the living dead. Both mind and spirit have been broken, the pieces of body that seem to drop off fall in line with what is already lost; this is the result of war. The soldier can be looked at as the living dead because although he is alive, he is dead in mind and spirit and heart. â€Å"He dropped,- more sullenly that wearily, lay stupid like a cod, heavy like meat (Owen, The Deadbeat soldier, 1-2).† â€Å"Just blinker at my revolver, blearily; didn’t appear to know a war was on (3-4).† The deadbeat soldier reverts to a fetal like mental state, incapable of noticing or responding to the world around them. This state is not so much a rupture in brutish nature, but a reversion back to nothingness and unknowingness for protection; rather both mind and body shut down from weariness. The dead beat soldier no longer responds to their environment; it’s as if their reality no longer exists. They are not worn from war, but rather circumstance and loss of hope, lives and chance. â€Å"It’s Blighty, ‘praps, he sees; his pluck’s all gone, dreaming of all the valiant, they aren’t dead: Bold uncles, smiling ministerially (10-12).† â€Å"Maybe his brave young wife, getting her fun. In some new home, ... ...and the Young, 7-11).† Isaac is betrayed by his father and murderers that he may have more glory symbolizing the government and soldiers.   Ã‚  Ã‚  Ã‚  Ã‚  The reasons why the men chose to go into war are shown as foolish and not self-controlled. â€Å"It was after football, when he’d drank a peg, He thought he’d better join- He wonders why (Disabled 23-24).† â€Å"Smiling they wrote his lie: age 19 years. Germans he scarcely thought of; all their guilt, And Austria’s, did not move him. And no fears of Fear came yet. He thought of jeweled hilts For daggers in plaid socks; of smart solutes; And care of Arms; and leave; and pay arrears. This was the â€Å"old lie (28),† imbedded in the young men. â€Å"There was no glory, little or no honor; Some cheered him home, but not as a crowd cheers a goal (Disabled, 37-39).† Owen tries to discard the â€Å"old lie (28),† through his war poems and through smart prose creates a plausible contradiction to classical ideas of heroism and romanticism. Works Cited Owen, Wilfred. Wilfred Owen: Collected Letters. Ed. Harold Owen and John Bell. London: Oxford UP, 1967. -----. Wilfred Owen: The Complete Poems and Fragments. Ed. John Stallworthy. 2 vols. New York: Norton, 1984. The War Poems of Wilfred Owen - Contradicting the Classical Ideas of He Contradicting the Classical Ideas of Heroism and Romanticism in Dulce et Decorum est, The Send Off, But I Was Looking At The Permanent Stars, The Deadbeat soldier, Counter Attack, Metal Cases and other War Poems by Wilfred Owen   Ã‚  Ã‚  Ã‚  Ã‚  Owen displays the reality of war, atypically shown in 20th century literature. By divulging the secrecies and terrors of brutal warfare, he exposes the superficiality of valor and false heroism; through his vivid writing, he opens the eyelids of his readers and discloses, â€Å"the old lie (Owen, Dulce et Decorum est, 25). Owen breaks idealism, replacing it with illness, physical injuries, exhaustion, fatigue and personal hells. Contrasting the Hemingway code hero, Owen displays the reality of war, which diverges from the epic and heroic displays of war displayed through classic characters like the code hero.   Ã‚  Ã‚  Ã‚  Ã‚  The dead beat soldier symbolizes classic 20th century anti-war sentiments. Flesh torn and maggot eaten, skin writhing, crack and molested from heat; the dead beat soldier is presumably one of the most wretched people, and one with the most deathlike traits. Death written in his eyes, he walks fruitlessly with no aim; for one who walks with no purpose is the living dead. Both mind and spirit have been broken, the pieces of body that seem to drop off fall in line with what is already lost; this is the result of war. The soldier can be looked at as the living dead because although he is alive, he is dead in mind and spirit and heart. â€Å"He dropped,- more sullenly that wearily, lay stupid like a cod, heavy like meat (Owen, The Deadbeat soldier, 1-2).† â€Å"Just blinker at my revolver, blearily; didn’t appear to know a war was on (3-4).† The deadbeat soldier reverts to a fetal like mental state, incapable of noticing or responding to the world around them. This state is not so much a rupture in brutish nature, but a reversion back to nothingness and unknowingness for protection; rather both mind and body shut down from weariness. The dead beat soldier no longer responds to their environment; it’s as if their reality no longer exists. They are not worn from war, but rather circumstance and loss of hope, lives and chance. â€Å"It’s Blighty, ‘praps, he sees; his pluck’s all gone, dreaming of all the valiant, they aren’t dead: Bold uncles, smiling ministerially (10-12).† â€Å"Maybe his brave young wife, getting her fun. In some new home, ... ...and the Young, 7-11).† Isaac is betrayed by his father and murderers that he may have more glory symbolizing the government and soldiers.   Ã‚  Ã‚  Ã‚  Ã‚  The reasons why the men chose to go into war are shown as foolish and not self-controlled. â€Å"It was after football, when he’d drank a peg, He thought he’d better join- He wonders why (Disabled 23-24).† â€Å"Smiling they wrote his lie: age 19 years. Germans he scarcely thought of; all their guilt, And Austria’s, did not move him. And no fears of Fear came yet. He thought of jeweled hilts For daggers in plaid socks; of smart solutes; And care of Arms; and leave; and pay arrears. This was the â€Å"old lie (28),† imbedded in the young men. â€Å"There was no glory, little or no honor; Some cheered him home, but not as a crowd cheers a goal (Disabled, 37-39).† Owen tries to discard the â€Å"old lie (28),† through his war poems and through smart prose creates a plausible contradiction to classical ideas of heroism and romanticism. Works Cited Owen, Wilfred. Wilfred Owen: Collected Letters. Ed. Harold Owen and John Bell. London: Oxford UP, 1967. -----. Wilfred Owen: The Complete Poems and Fragments. Ed. John Stallworthy. 2 vols. New York: Norton, 1984.

10 Time Tested Tips To Quickly Avoid Plagiarism

Ten Tips on how to avoid plagiarism: Students’ GuideHow to Avoid Plagiarism?When writing a college essay or a research paper, chances are that you will need to consult various sources to develop your ideas. However, you must show where the ideas or quotes are coming from, otherwise, you would be accused of plagiarism. In this guide, we will explore how best to avoid plagiarism. First of all, let us just say that there are so many articles out there which try to explain avoiding plagiarism. As a matter of fact, when we asked Google, we came across over 308,000 results. Doing this research will get you some good recommendations, but beware bad recommendation including using free plagiarism checker. I will explain why in a second. We believe what drives everyone crazy is the fact that so many of these articles are written with the intent to promote a company than trying to provide valuable information. In other cases we came across information that was just seasonal. So, that’s what brings us to this particular topic, how to avoid plagirism. Let’s dive right in†¦ Simply put, plagiarism is any instance of taking another person’s or author’s ideas or research and representing it as your own. Most colleges and universities have advanced plagiarism detection systems, and if you are caught, you will get penalties. Here is brief guide that describes how to check for plagiarism. The consequences for being caught having plagiarising in your work can be very severe, with punishments ranging from exclusion from a course to expulsion from university; even – in some instances – to court hearings. However, plagiarism is not always committed intentionally; most plagiarised essays or dissertations are simply improperly referenced, or where students inadvertently mix their own ides with those of another, without referencing. We have already provided a guide that goes in a lot of detail regarding how to paraphrase essays and dissertations. Yes, this is all Plagiarism – Examples of Plagiarism If you use a friend’s essay to submit without changes as your own, or using a part of it to construct your own work, without referencing, and without adequate research, you will be accused of plagiarism. Universities have advanced systems to prevent cheating, and all dissertations, essays, and coursework are submitted through TurnItIn, a system that holds all student work from thousands of universities, and detects abnormal similarity levels. You can certainly check how Turnitin works, by clicking on this link provided here. Using copyrighted material from a website or online sources. You are not allowed to use some sources in your work, and this is clearly stated. This can be patents, invention, artwork, or even studies. Some sources you come across when doing your research will state that the content is copyrighted, or you need the author’s permission to use it. Building your argument on one particular work w ithout adequately referencing it. While you might not use direct quotes from the source, you still need to give credit either in the list of sources or in your footnotes, otherwise, you will be accused of plagiarism. Rewriting an original work. Some students want to save time and energy by using an original essay and trying to rewrite it using different phrases, without changing the meaning. Even though you might have a unique content, similarities will be revealed by the advanced systems universities use, and you will be caught. Direct quotes without adequate referencing. When quoting word-for-word, you need to use quotation marks, and make sure that you provide the author’s name and publication year, along with the page number, based on the required referencing style. Collusion. If you collaborate with other people to complete the essay, research, or course work, you need to acknowledge this in your essay. University Guidelines to Avoid Plagiarism When you start your course, you will be provided with a guide on how to avoid plagiarism by your institution. Make sure that you read through the guidelines, requirements for referencing, and the policies, in particular focus on the penalties issued for breaching the code of academic conduct. You also need to familiarise yourself with the referencing methods expected by your university. You can learn to incorporate Harvard Style or APA style thru our site, make sure you check out our site Journal. Tips on Avoiding Plagiarism If you use direct quotations from books, journal articles, or internet sources, always use a quotation mark, followed by the in-text reference, including the page number. If you use a website as a source, include the paragraph number instead of the page number. Reference all the sources you used. If the idea was mentioned and presented by more than one author and sources, you need to list them all, if you consulted with the papers. If you are referring to multiple sources highlighting an issue or explaining a phenomenon, give details of all of them. If you conduct interviews or ask for advice from experts, discuss your topic with other people, you have to reference their input. Find out how to reference interviews and personal correspondence to avoid plagiarism by checking out our APA referencing guide. Paraphrase. Instead of quoting everything word-for-word, you can integrate the literature you consulted with in a few sentences and provide a reference for each source. You do not have to be exact, and you will need to show your understanding of the idea by putting it into your own words. Check and double check your reference list. One of the most common mistakes students make is that they quote certain sources, but they forget to list them in their bibliography or works cited page. After you finish writing your essay or research paper, go through the content and check that all sources are included in the reference list. This is a habit that will help you avoid plagiarism. Provide a full reference for all internet sources. While you might be tempted to simply mention the name of the website you retrieved the information from, this is not acceptable in academic writing. You need to find out who the author of the blog post or article is, and include their name in your references along with the date of publication. If you do not know the name of the author, you can simply use â€Å"Anon†, but never omit this information. Check Cre ative Commons agreements. You might want to use an image of a company’s logo or store as an illustration for your dissertation and essay, however, you need to check the usage rights before you do. Always search images and graphics through the Creative Commons website, and only use sources you are allowed to. Use advanced tools to detect plagiarism. You can use different tools, such as Grammarly or PaperRater to detect plagiarism before you submit your essay or course work to your university. Always be wary of FREE plagiarism scanning tool. Some companies might take your work publish it later down the road or in some cases it might be online within weeks. So, to avoid any problems, it is always better to pay for scanning your Essays. Always make it clear who stated what. You need to avoid ambiguity and always place the in-text reference after the quote or paraphrase. This way, the reader can easily associate the thought with the source. When in doubt, always cite. Citing more than necessary is always better than omitting citations. Add references when you feel like your paper could benefit from them.How Does our site Ensure Quality with No Plagiarism?As many of you know our Brand is reputable and respected in the online content world. We employ staff that can deliver quality work with the guarantee of 2.1 quality document. In addition, we promise to provide our clients Quality work that is never plagiarised or copied from anywhere with unlimited Edits. Every piece of work that is handed to you will be custom written just for you. We guarantee it. As a matter of policy, our site always performs two Plagiarism checks on each document. Each work is scanned and checked internally before you get it. Each piece of work goes thru manual review to make sure a third party reviews each and every document. By doing so, we ensure our clients are protected. If you have any doubts, you could request a plagiarism report. Do You Need Help with Avoiding Plagiarism? If you would like to make sure that you avoid plagiarism in your essay, you can contact the professional academic editors at our site to look through, edit, and improve your citations. Contact us to get professional help. Check out our sample Essay: Money Makes the World Go Round Summary Reviewer John – our site Admin Review Date 2017-08-18 Reviewed Item How to Avoid Plagiarism? Author Rating 5