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Big Two-hearted River: An Analysis

The Big Two-hearted River (Part I and Part II) was written by the great and famous American Writer Ernest Hemingway. It was first published as part of Hemingway’s “In Our Time” collection. The story is about Nick Adam’s return to Seney, an old fishing town in Michigan. Nick returns home after the war and finds his home abandoned and burnt. The story opens with Nick arriving by train and finding his home burnt. He walked away from home and stopped on a bridge where he observed trout in the river below. They gave him the old feeling. The story progressed with Nick finding a grasshopper, which turned black because it adapted to its burnt environment. He camped out and made dinner. The second part of the story revolved on Nick’s waking up to a new day after he camped out. The focus of the second part was his struggle with the trout. (Hemingway, Ernest. “Big Two-hearted River.” n.p. Web. 23 Sept. 2013) The Big Two-hearted River is the story of man’s recovery from the damage of war. It is the story of a healing process. War is a devastating experience. It wrecks not just the physical body but also the spirit and souls of soldiers and fighters. War veterans who return home still carry with them the feelings of devastation and destruction. They come home with wounded hearts and their recovery takes time. This is the feeling of Nick in the story of the Big Two-hearted River. He communes with nature to heal himself of a ripped and wrecked spirit distressed from war. Many critics have analyzed the story of Big-two hearted River. Many critics said that Ernest Hemingway used the Iceberg Theory in writing the whole story. The Iceberg Theory is an approach in writing where the meaning of the story is not explicitly stated, rather, it is discreetly shown through symbols and metaphors. Inspired by the visual representation of Cezanne’s paintings, Ernest Hemingway adapted the idea of the painter in portraying his character, symbols and meanings (Svoboda, F. Landscapes real and imagined: Big Two-hearted River. Hemingway Review. 1996. n. p. Web. 24 Sept. 2013). The story uses very simple, plain language and unpretentious words, making it very easy to understand. The readers can easily read the words in the story. Thus, the story is a light reading material. But beneath the simple descriptive words of Hemingway lies a deep underlying meaning that does not immediately show to the readers. The Big Two-hearted River is a story that leaves the readers to look into symbols to grasp the meanings in the story. Many critics also said that the Big Two-hearted River has strong autobiographical elements and mirrored a similar experience of Ernest Hemingway when he went to war at the age of 19. In war, Ernest Hemingway was wounded when a mortar bomb exploded between his legs. He recovered from his wounds and eventually pursued his writing career. In real life, Ernest Hemingway also visited Seney after the war with his two friends. They reached the Fox River and also camped out in the area. Nick and Hemingway escaped to Seney after the war and experienced a therapeutic healing with nature. The Seney experience served as a powerful restorative way for Ernest Hemingway (the author) and Nick Adams (his character) to break away from the trauma and pain of the war. In the story, the nature has vivid roles in the healing process of Nick Adams. The river, the grasshopper, the trout and the swamp has symbolic meanings, which lead to the total healing process of Nick Adams. The whole landscape has a great impact on Nick because it allows him to escape his own thoughts, allowing him space to heal from the struggles he experienced in the war. Critical Analysis of Big Two-hearted River The Big Two-hearted River is a subtle and complex story that has various symbols. The story presents various objects that stand for understated meanings, making it a very profound, deep and meaningful story. The story is simple yet, moving and touching as it touches the emotions (Lamb, R.P. “Fishing for Stories” MFS Modern Fiction Studies Journal 27.2 (1991: 161-181.Web. 24 Sept. 2013). The theme of the story is effectively brought across the readers through symbolism. The river in the story represents various symbols. It may represent the journey that Nick had experienced in the war and also his journey home. The river may also represent the past and the present in Nick’s life. Thus, the story points to two different areas in the river; one that is clean and refreshing and one that is dangerous and deep. Nick takes up to the clean and refreshing part of the river. This symbolizes the present situation that he is in, the moment when he chooses to be healed of the vivid memories of war. (Svoboda, F. Landscapes real and imagined: Big Two-hearted River. Hemingway Review. 1996. n.p. Web. 24 Sept. 2013). Meanwhile, the swamp which is the deep and dangerous part of the river depicts the repressed memories of war that Nick wishes to shut off from his memories. He stayed away from the swamp, which symbolizes the quagmire of his negative emotions that he did not wish to deal as of the moment. He decides to leave the memories behind. Thus the narrator said, “there are plenty of days coming when he could fish the swamp.” (Hemingway, Ernest. “Big Two-hearted River.” n.p. Web. 23 Sept. 2013). The other symbols in the story include the mansion, which represents all that is left of the once productive, vivid and colourful town of Seney. The grasshopper represented change, as it turned black to adapt to its burnt environment. The words uttered by Nick to the grasshopper are manifestations of his willingness to let go of his painful memories. “Go on hopper,” “Fly away somewhere” (Hemingway, Ernest. “Big Two-hearted River.” n.p. Web. 23 Sept. 2013) are the words that Nick uttered, which depict his and his bravery to go to where the road may lead him after his devastating experience with the war. The Big Two-hearted River is indeed a story of a man’s courageous journey and struggle to find himself after a painful experience with war. It speaks of a man’s endurance to lift himself up from negative memories that continue to linger in his subconscious. It speaks of a man’s courageous inner battle within himself. As such, the story comes full circle with the values of dignity and valor present in the character of Nick Adams. Works Cited Hemingway, E. Big Two-hearted River. Web. 23 Sept. 2013 < http://xroads.virginia.edu/~DRBR/hem_river.html Lamb, R.P. “Fishing for Stories” MFS Modern Fiction Studies Journal 27.2 (1991: 161-181. Web. 24 Sept. 2013 Svoboda, F. Landscapes real and imagined: Big Two-hearted River . Hemingway Review. 1996. Web. 24 Sept. 2013


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Character Analysis

The Lesson is a short story that exposes a group of young adolescents to a world outside their poor neighbourhood through an educational fieldtrip in a very unexpected place. In this group of adolescent stands out a character named Sylvia, who is also the story’s narrator and main protagonist. Miss Moore, the story’s antagonist is the character who tours the youngsters to a posh, luxurious store named FAO Schwartz in Fifth Avenue, New York. Sugar is Sylvia’s friend and ally, a sweet girl who acts differently from Sylvia. Together with other characters, the story unfolds into a discovery of social inequality. In the review of the story by Friedman (2010), he said that the readers are left with a sense of hope for the story’s characters, especially for Sylvia, who possesses a stubborn and persistent character. The story starts with Miss Moore coming back to Sylvia’s neighbourhood. Miss Moore is unlike any other black lady in the neighbourhood. She is a college educated woman who is level-headed and rational. She is different because she sees the world in a different perspective; perhaps because of her education. She is liberated, open-minded and strong-willed. Miss Moore is also socially aware and she imparts her consciousness among young people who know nothing about social equality and are ignorant of the wide gap between the life of the poor and the rich in America. She makes the children ponder on this reality by giving them a though-provoking scenario like “Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven. What do you think?” (Bambara, 1972). Miss Moore is a patient lady. She is a good listener. She is also open-minded as she tries to listen to every comment from the young characters. Most importantly, she is concerned of the children because she wanted to imbibe a very important lesson on social equality not thinking of any gain or benefit other than to make these kids realize that the world is a contrast of richness and poverty. Meanwhile, Sylvia in the story is the proud, cynical, tough girl who disliked Miss Moore’s fieldtrip. She showed her dislike to Miss Moore, the way Miss Moore dresses, talks and addresses them. She even called Miss Moore as a “nappy head bitch and her goddamn college degree” (Bambara, 1972), which shows her abhorrence for persons in authority. She is a proud girl who is ignorant of the real world outside her poor neighbourhood. While she knows that she is poor, she is unattached to the real world of disparity between the poor and the rich. She is tough and stubborn who tries to ignore the reality around her. She is a girl who has impulsive whims, who is impatient and who cannot withstand authority and power. She is childish and self-indulgent as she thinks that the trip to FAO Schwartz is not worth all her time, she would rather spend it somewhere else. She is contemptuous to open up to the lesson that Miss Moore wishes to imbibe. Thus, in the story Sylvia struggled with the discovery she sees in the posh store. She feels disturbed at what she discovers. She tries to compare her present life to what she saw in that store and she slowly comprehends the big contrast of her poverty with the life of the rich. However, Sylvia remains angry and envy with what Miss Moore tried to show. Instead of becoming humble and modest, Sylvia leaves the store with feelings of confusion, envy, denial and envy. For Sylvia, accepting the reality that she is poor and her friends are poor is a shame and disgrace. Thus, she decides to deny the real “lesson” that Miss Moore wishes to impart to her and her friends. Sugar would be the exact opposite of Sylvia. While Sylvia and Sugar are friends, it can be deciphered that the two characters have different levels of understanding and comprehension of Miss Moore’s fieldtrip. Sugar has a different reaction towards what she saw in the luxurious store. Although Sylvia and Sugar are allies and friends, Sylvia is always in competition with Sugar. While Sylvia tries to deny what Miss Moore tried to show to them on social equality, Sugar is the one who thinks deeper and goes home with a better understanding of the issue. She questioned Miss Moore about how unfair it was for people to buy expensive toys while the money can be bought for other people’s basic needs. Sugar, therefore, has learned more in the fieldtrip than Sylvia, who went off to deny what she saw. Sugar is more matured in this sense and more sensitive to the lesson that Miss Moore wanted to show them. References Bambara, T.C. (1972). The Lesson. Retrieved on March 1, 2014 from http://cai.ucdavis.edu/gender/thelesson.html Friedman, J. (21 August 2010). Review of Toni Cade Bambara’s “The Lesson.” Hubpages. Retrieved on March 1, 2014 from http://joefriedman.hubpages.com/hub/Review-of-Toni-Cade-Bamberas-The-Lesson


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Literature - Anglo-American, European, Asian

My undergraduate degree is focused on Anglo-American literature. I have written several papers on various books written in different time periods. My studies ensure daily exposure to literature and heavy analysis of such texts. Despite my major focusing on British and American literature, I have taken up classes on European and Asian literature and written papers on such subjects as well. I can write using several conceptual frameworks and different literary theories at request. An example of a paper I wrote is on how Byron’s “The Gaiour” can be read in a postcolonial manner and be discussed in terms of the characters, using the sole female character as the colonized subject and body. Another paper I wrote is on The Love Letters of Abelard and Heloise. I wrote the paper in a historical-feminist framework, emphasizing on its 12th-century French origins and how their relationship is problematic and abusive. I am also comfortable in writing on other fields in the humanities and social sciences such as art, philosophy, and history.


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Literature Reviews/Literary Essays

As both a technical writer and a literary writer, I am very fond of writing literature reviews. Since I love reading novels, short stories and poems, I can easily grasp what the author is trying to express. Also, writing literary reviews or essays improve my critical thinking skills. I love reading between the lines and thinking of a possible conclusion for cliffhangers, which authors often use at the end of their stories. In a nutshell, I believe that the passion and skills I have in writing literary essays can help the clients achieve their purpose for the subject.


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The Essential Homer : Selections from the Iliad and the Odyssey
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Classic or Contemporary Literature


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Literature and Humanities

Literature and Humanities is also one of my favorite major subjects, this help us to be aware of the literary and philosophical era. The writing of famous writers like William Shakespeare, John Ford and Robert Browning captures my interest. It deepens my writing skills and critical reading. Aside from literary papers, I also completed an essay referring to the reconstruction era; Great Recession in the United States and racial problems.


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The Great Migration

The Great Migration of African-Americans to the North in the twentieth century was a movement that changed the lives of these individuals. From the South, they moved northward to the industrialized cities to look for a more comfortable life. The South offered a hard life for many African-Americans. There was harsh slavery, discrimination in the South. African-Americans were driven from their houses and because of these severe situations. They flocked to the North to take advantage of the industrial boom in the area. Many of them found work in factories, foundries and slaughterhouses where they were also exposed to arduous and dangerous working conditions (History.com, 2010). The migrants dreamed of the North as a better place, but what they would discover was not. With their migration, the Northern cities had seen the growth in population in African-Americans. By the end of 1919, about a million of African-Americans migrated to the Northern cities. The Northern cities that were close to the South experienced the huge growth of immigration of African-Americans. New York City ballooned to about 66% of its back population. Chicago’s black population rose to about 148% and Philadelphia experienced an overwhelming 500% rise in its African-African populations. Detroit saw the 611% rise in its black people (History.com, 2010). With the large growth in population, there came the problem of employment in the North. The migrants were faced again with the hard task of looking for decent jobs in the cities. They were limited by the fact that they had to compete with various European immigrants who also came to work in America and in the northern cities where the industrial boom had started. The African-American immigrants were also limited by these European’s demands of discriminatory labor practices (Inmotionnaame.org, n.d.). African-Americans were denied to have skilled jobs in the North. Even those who had college education were not given chances to apply for clerical work. They were instead given manual work. Their qualifications were not recognized. As such, they had to be contented with the jobs that the white population did not want; and that is menial work (Baskerville, 2001). However, in the light of the great divide among black and white population in the North, the African-American women were fortunate to have steady jobs unlike their male counterparts. Domestic work became open to the black women. They work in the houses of white families and some took in washing or sewing at one’s home and were able to take care of their own kids (Inmotionnaame.org, n.d.). The issue of decent employment was not just the only problem that African-Americans had to face when they migrated in the North. With the rise in population also came the problem of living space. The cities became crowded. Another form of discrimination was again experienced by the migrants. While public facilities were already allowed to be used by African-Americans in the North, they were subjected to segregation of residence from the whites. The whites who owned property and realty refused to sell or allow the African-Americans to live and rent in white neighborhoods. They were left with no choice but to live in specific areas in the cities, away from the white neighborhoods. The living spaces of African-Americans were overcrowded and unhealthy. Some of the African-Americans who were able to buy their own homes were threatened and beaten. Their homes were burned and they were forced to leave the area (Baskerville, 2001). With the housing tension, the black communities created their own communities within the cities. This led to the growth of the new urban African-American culture. Harlem in New York was among the popular places were black Americans populated. The African-Americans who migrated in the North also experienced discrimination not only in terms of economics, but also in their civil rights. Black communities in the North were not allowed to vote, bring suits to courts of law, and to serve on juries. Their children were denied public education. Some were put into underfunded, substandard schools. In many public facilities and accommodations, African-Americans were segregated from the whites. They were segregated in theaters, stagecoaches and trains. African-American patrons were not accepted in restaurants and hotels. The racial discrimination in some states was even severe. Discrimination was rampant and racial restrictions were encompassing, such that the African-American became vulnerable too in the North (Inmotionnaame.org, n.d.). Many of the African-American migrants who came to the North during the Great Migration assumed that they will find a good life in the cities. They thought that they would leave behind the forms of violence, discrimination and other racial restrictions they experienced in the South. This was not the case. The white workers in the North feared for the competition in employment and political opportunities among the African-Americans. Individual and group animosities ended in mob violence. Riots were everywhere (History.com, 2010). The Great Migration in the North and the racial discrimination that came along with it led African-Americans to look inward, to reach within themselves and the community for protection and sustenance. This process was known as the revitalization movement, wherein the African-Americans looked among the black people themselves for things necessary to survive and to build their meaningful dreams. They worked to become self-sufficient by building their own communities, isolated from the white community. They worked diligently and were able to establish communal networks of institutions and support, despite all forms of racial discrimination they experience over the years. They established the church, which served as the foundation of many black communities. In the years to come, black-owned businesses also arose and eventually some of these black Americans were even elected in public office. The African-American arts also flourished and soon the Harlem Renaissance became the creative force and energy that portrayed the black people as “The New Negro” (Baskerville, 2001). The modern era has not stopped African-Americans from experiencing racial discriminations. They are still stereotyped as lesser individuals over the whites. Many black Americans are typecast as violent and dangerous individuals in the community. References Baskerville, John. (2001). African-American Migration. Uni.edu. Retrieved 21, 2014, from http://www.uni.edu/historyofblackhawkcounty/peopimmigrants/African-AmericanMig/HeadingNorth.htm History.com. (n.d.). The Great Migration. History.com. Retrieved July 21, 2014, from http://www.history.com/topics/black-history/great-migration Inmotionnaame.org. (n.d.). The Northern Migration. Retrieved July 21, 2014, from http://www.inmotionaame.org/print.cfm;jsessionid=f8302609311405830510260?migration=7&bhcp=


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Exploring Psychology Careers


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Entrusting Financial Management to Accountant Marketing Firm to Ensure Business Growth

The success of the business lies in good financial management. The industry of accountant marketing is so in demand these days because businesses have seen the need to account their financial resources in order to determine the success and growth of the operation. There were industries emerging today and one reliable accounting service is the ProVision. Avail their services and see how your finances are handled properly. When it comes to accountant marketing and other financial services they could offer only the best. Their clients are successful entrepreneurs, investors, individuals and professionals that have entrusted their finances in the firm. With the mission to help their clients see their potential growth and personal freedom have been achievable with their results. They offer other services from business consulting, tax services and finance strategies. These are all geared to the needs of their client as well. They differ from the rest of the accounting firm because of the value they give to their clients. They deal in a team approach where they got the highly dedicated and disciplined team of accountants willing to manage their client’s finances. They make sure that their clients are all hassle free in worrying their profits and gains in the business. With their comprehensive services everything is well taken care of from filing of taxes to bookkeeping services. And their new strategy for wealth accumulation they look forward to offer tools and trainings to help anyone to grow in their business. If its accounting marketing is you need, Provision is the right accounting firm that could offer any business and individuals the right services, strategies and tools to help the business grow and manage their finances properly. They are equipped with trained professional staff that is best when it comes to taxes, accounting matters and even wealth creation strategies.


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civilized nightmares: utopia and dystopia
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Who Am "I"
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Crime Scene Reconstruction

Unlike the scientist, the crime investigator is faced with a natural handicap in the performance of his job. The scientist observes phenomenon that may be readily validated as it may still be observable at the present. The crime investigator works on a past incident, of which traces are more often than not erased by the perpetrator. However, it does not mean that the work that the crime investigator does is not science. Criminal investigation, defined as “the collection of information and evidence for identifying, apprehending convicting suspected [criminal] offenders” (cited in Osterburg and Ward, 2010: 5), requires a systematic methodology. The basic part of criminal investigation, which is the reconstruction of a crime, entails that criminal investigations be handled by specialists that know how to scientifically and logically arrive at conclusions from the evidence collected. Crime Scene Reconstruction Defined In general, crime scene reconstruction is “the determination of the actions and events surrounding the commission of a crime” (Chisum and Turvey, 2011: 9). The purpose of crime scene reconstruction is “to gain explicit knowledge of the series of events that surround the commission of a crime using deductive reasoning, physical evidence, scientific methods, and their interrelationships” (Association for Crime Scene Reconstruction, 2012). Given the purpose above, crime scene reconstruction seems to be a discipline of science. It is often confused as a branch of forensic science. While it may be true that crime scene reconstruction can be best seen as a work for forensic professionals, a crime scene reconstructionist may not necessarily be a forensic scientist. Crime scene reconstruction is founded on forensic science but it does not rely on forensic science alone. A forensic scientist determines and examines physical evidence in accordance with established theories and principles, using scientific method (i.e. DNA testing), analytical logic and critical thinking. A crime scene reconstructionist does not need to know how to extract DNA and examine it nor have the ability to perform an autopsy, but he must be able to understand the usefulness of forensic examinations and apply it to reconstruct the crime scene and arrive at a logical conclusion (Chisum and Turvey, 2011). In effect, the crime scene reconstructionist does more than what the forensic scientist does. The crime scene reconstructionist integrates the findings from forensic examination with other information collected and then proceeds to the reconstruction of the crime scene. Hence, the crime scene reconstructionist puts things together and places them in proper context. Still, the task of integration and contextualizing by a crime scene reconstructionist requires a scientific method in order to determine or eliminate events and actions that occurred at the crime scene. This can be done through scientific scene analysis, interpretation of the scene pattern evidence, examination of the physical evidence, systematic study of related information, and logical theory formulation (Lee, Palmbach and Miller, 2001). Given the foregoing, crime scene reconstruction may still be considered a science. However, since the principles in crime scene reconstruction are still being established, as a discipline, it is still being developed as a science (Chisum and Turvey, 2011). What Is A Crime Scene? Before one can understand how crime scene reconstruction is done, one must first understand what a crime scene is. The crime scene gives a snapshot of what took place, frozen in time, and the series of events that occurred over time. However, the crime scene is dynamic, thus, it does not remain static. The longer the interval between the commission of the crime and the documentation and examination of the crime scene, the greater possibility that the crime scene has been changed (Knox, 2012). This is the reason why it is paramount that the crime scene should be preserved. Crime scenes, because of their diversity and inconsistency, may be classified into several ways (Miller). Crime scenes may be primary and secondary, with the former denoting the site of the original or first criminal activity, while the latter referring to subsequent crime scenes. A crime scene may be classified based on size: macroscopic or microscopic, wherein macroscopic refers to many crime scenes while microscopic focuses on specific physical evidence. Crime scenes are also categorized based on the type of crime (homicide, sexual assault, etc.); crime scene conditions (organized or disorganized); physical location of the crime (indoors or outdoors); and type of criminal behavior (passive or active). The crime scene is a puzzle (Knox, 2012). The challenges faced by the crime scene reconstructionist are that he does not know what the picture looks like and not all pieces of the puzzle is available to him. More often than not, the puzzle pieces were deliberately hidden from him by the perpetrator of the crime. Hence, in order to be successful in crime scene reconstruction, the practitioner must have an understanding of general forensic science; related experience; and willingness to be objective (Garner and Bevel, 2009). Methods of Crime Scene Reconstruction Fortunately, crime scene reconstruction may not necessarily mean putting back the crime scene as it was, as long as the actions and sequences of events pertaining to the commission of a crime are established (Chisum and Turvey, 2011). The process of reconstructing crime scenes basically aims to answer the following questions: (1) what happened; (2) where did it happen; (3) how did it happen; (4) when did it happen; (5) who was involved; and (6) why did it happen (Knox, 2012). As regards to its scientific method, there are six steps of crime scene reconstruction. The procedure for criminal investigations, in general, is basically the same with crime scene reconstruction (Miller). First is recognition. Recognition may start with a walk-through of the crime scene (Rankin, 2014). At this stage, the crime scene reconstructionist separates the information that have evidential value from others that do not have. Once evidence is recognized, the crime scene reconstructionist preserves, documents and collects this evidence. The collection of evidence may also be done through interviews of witnesses, the suspect and the victims (Lee et al, 2001). Second, the reconstructionist identifies the evidence through a comparison of physical, morphological, chemical and biological properties. When an evidence is identified, but is not yet individualized, the similarities of the characteristics and the unknown qualities of the evidence are reported. On the third stage, individualization, forensic science is used to determine the individualizing characteristics of the piece of evidence. Among the individualization techniques are DNA testing, fingerprinting, examination of dental evidence, and trace elemental analysis of paint chips, among others (Lee et al, 2001). Next is the interpretation of the results of the examination of the evidence. This may be subsumed under individualization since usually the results that being interpreted refer to that of forensic examination. At this stage, the reconstructionist analyzes the evidence, contextualizes the same and determines if they can be used to proceed with the reconstruction. Finally, the last step is the reconstruction itself. Reconstruction involves the use of inductive and deductive logic, statistical data, information from the crime scene, pattern analysis and laboratory analysis and linking them into a complete picture (Lee, et al, 2001). The crime scene reconstruction procedures may also be related with the scientific method processes, namely: data collection; a conjecture or a possible explanation of the events surrounding the criminal act; hypothesis formulation from the existing information; testing through forensics; and theory formulation, after all the information are interpreted and integrated. This criminal investigation process might be simple, but just the same, it is considered as a scientific data-gathering process (Lee et al, 2014). Crime Scene Reconstruction Today Crime scene reconstruction is not a new phenomenon. However, in the past, crime scene reconstruction was done mainly through testimonies of witnesses, victims and even the suspects. With the advancements in forensic science, particularly through the use DNA technology, the individualization of evidence has been made much easier and accurate. Aside from forensic technological advancements, computer technology has also aided in the reconstruction of the crime scene. Animation and computer-aided design (CAD) has enabled the production of images of the crime scenes, taking into account several factors such as natural conditions and actions of the individuals that have affected the outcome of the incident being investigated (Rankin, 2014). The courts have also begun to accept crime scene reconstruction techniques in legal proceedings. Still, as a developing science, crime scene reconstruction requires that the interpretation of evidence follows certain principles in the field of crime reconstruction. Crime scene reconstruction involves a lot of discretion and inductive reasoning. Even interpretations on evidence may vary widely, add to the fact that human actions may prove to be unpredictable. Thus, a way of validation, the conclusions of a crime scene reconstruction process is still subject to review of other practitioners in the field. It is only upon the establishment of tested principles that crime scene reconstruction can truly become a science.


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civilized nightmares: utopia and dystopia
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Who Am "I"
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United Nations and its Standing Army

Think piece regarding the advantages and disadvantages acquired by the United Nations on having their own army.


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Literature and Humanities

Literature and Humanities is also one of my favorite major subjects, this help us to be aware of the literary and philosophical era. The writing of famous writers like William Shakespeare, John Ford and Robert Browning captures my interest. It deepens my writing skills and critical reading. Aside from literary papers, I also completed an essay referring to the reconstruction era; Great Recession in the United States and racial problems.


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civilized nightmares: utopia and dystopia
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good work


My Hometown
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Who Am "I"
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Good paper. My teacher like it a lot.



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Composition II Midterm Exam in-class essay
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good essay, got A. Thank You!



10/10

Great essay:)



10/10

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10/10

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civilized nightmares: utopia and dystopia
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My Hometown
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10/10

good essay, got A. Thank You!



10/10

Great essay:)



10/10

great job, followed the directions, exactly what i was looking for



10/10

great job, followed the directions, exactly what i was looking for


civilized nightmares: utopia and dystopia
10/10

good work


My Hometown
10/10

Awesome !!! good job A paper !!



9/10

Thank you so much. It helped A LOT!!


Who Am "I"
9/10

Good paper. My teacher like it a lot.



8/10

I need this paper revised by the 19th. The teacher put her notes on the side.



8/10

I had to make a couple of changes to the wording, but overall it was a very good paper.


English Literature Portfolio
A1_134 Offline
7.35/10
Total Rate:(69)
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  • 3367 Number of Pages Written



Rating's



10/10

great



10/10

Very good writer


The Civilized Nightmares: Utopia and Dystopia in Film
10/10

good work


English Literature Portfolio
A1_89 Offline
7.74/10
Total Rate:(90)
  • 430 Orders Finished
  • 0 Orders Cancelled
  • 0 Orders in Progress
  • 0 Extensions Requested
  • 5238 Number of Pages Written



Rating's



10/10

good



10/10

excellent job.



8/10

Looks very good thanks alot.



8/10

Was very happy with the work. Thanks alot.



8/10

very nice work. thanks



8/10

I needed 600 words was only given 477


Boys and Girls
8/10

good work



7/10

good


English Literature Portfolio
A1_89 Offline
7.74/10