Sample Biography Essays About Myself

Sample Biography Essays About MyselfWhen writing a sample biography essay about myself, I try to include some personal information about myself and at least a bit of history. The same can be said for the sample essay written by a friend or relative of mine.Sample essays are often used in an undergraduate application. You might also find that sample essays are also useful when you apply to graduate school. The type of essay you choose will depend on how much information you have to give. There are many types of sample essays.Personal essay sample is generally composed of one or two paragraphs. A little history is usually included. This is usually presented in the form of a poem or a short story. Personal essay examples usually include a grade point average. Other important information may include high school achievements, religious affiliation, major hobbies, and a favorite hobby.There are other types of personal essays. Some people choose to write about a loved one who has passed. An example is included in the sample. If the sample isn't very descriptive, this type of sample may not be very helpful. On the other hand, if you can create a very descriptive story about your life, this type of sample could be very effective.A bio essay is another type of essay. It's not a true sample. It's usually about you, but with some added information from a research team. There are a few different types of bio-essays, including giving a brief summary of your childhood, early life, and your educational background. If you write about your experiences as a student or a professional athlete, you may use this type of sample.If you're applying for admission to graduate school, you'll probably need to write a sample biography. Since so many grad students are applying for the same courses, there are many more applicants than jobs available. These samples should include your personal information in an easy to read format.The template provided by the university or institution where you 're applying is very similar to the format of a student's project. It's designed to help the faculty to evaluate your candidacy. Your research summary is a synopsis of your grades, honors, and any extracurricular activities you've been involved in. You're encouraged to include your GPA and transcripts, but you're not required to do so.As you can see, there are many types of sample bios, including a sample biography about myself. Make sure you choose the one that fits your needs and your paper.

Be yourself essays

Be yourself essays There are many ways you can use a spreadsheet at home and at the office. At the office using spreadsheets can help your budget section do reports on spending and all financial queries that goes in and out of the office. Also, by using the program the budget people can easy keep a running spreadsheet going which is easy to update and keep around for lots of additions. Nevertheless, a spreadsheet is also good for tracking logs for products and services. Also is good for ordering or the needed office supplies that may need to be order by a certain day. There is also a need to be able to track the status of like certain projects and also see who may have a type of project for that day. Not only is spreadsheet good at work like you see they also have a valuable purpose at home as well. At home there are many ways a spreadsheet can be used and help a family out. First, like at work spreadsheet is very good to plan the family budget to show the amount of money coming in and also see where t he money is being spent. Also, a spreadsheet can also help in parents doing a house shore list either for them or for there kids and so forth to show what needs to be done for the weekend or what not. So as you can see a spreadsheet is a very good program and is well needed in both the home and at the office to help us get through those tough days. ...

The law should be changed in order that compensation for personal Essay

The law should be changed in order that compensation for personal injury accidents is not based on the proof of fault - Essay Example There are three types of damages available under the tort law i.e. nominal, compensatory and punitive damages. Nominal damages are a symbolic reward and are awarded to the plaintiff where no actual harm is proven but liability for a tort is established. Punitive damages are awarded to punish and discourage egregious behavior. These are mostly awarded when a tort is proven to be committed with malice. The compensatory damages are awarded as indemnification for personal injury, property or an economic harm sustained by the victim. Compensatory damages have been under great criticism and are a topic of constant debate as there is no monetary equivalent for mental distress and pain. The â€Å"proof of fault† is an important element of tort law. It is an issue that requires attention and review. Before discussing it in detail, some problems of the law of tort are briefly discussed because the change in the system of â€Å"proof of fault† might be able to do away with these p roblems too. One of the major problems is that of lack of adequate damages. It is justifiable to award damages in respect of an economic loss because it is calculable. But there is no scale on which damages for pain and suffering can be calculated. It is probably due to this fact that the Courts award huge sums as damages in such cases. But these damages become excessive liabilities on the defendants. In Young v. Glasgow Tramway and Omnibus Company (Limited)3, the claimant was granted such damages which seemed excessive to the defendant. His motion for a new trial was denied and it was held that the damages were not excessive. In this case, Lord President Inglis explained that in order to grant a new trial for excessive damages, it must be established that the damages awarded are so extravagant that no other jury would repeat it.4 This was not the case here. In this case, it is very difficult for a third party to determine whether justice is served or not because there is no scale w hich can make a pecuniary measurement of the pain and suffering of a person. Cooter and Porat discussed the issue as to what should be the procedure of measuring the compensation for negligence by doctors and drivers.5 According to them, the Courts often follow a system of probability and percentage. The probability pertains to the probability that harm might be caused. The types of potential harms caused by the two parties are very different from each other as there is a contractual relationship between the doctors and patients and there is no such relation between the drivers and the victims. According to Cooter and Porat, there is a need to bring externalities into consideration while determining the amount of compensation. There is a possibility that there may be some externalities that prevent the defendants from the performance of their duty to care. The

Interest of Tree Growth along the Tagliamen River Statistics Project

Interest of Tree Growth along the Tagliamen River - Statistics Project Example Site A was the furthest upstream site, with the other sites following in an alphabetical order to the seventh, site G. Measurements were taken in two sessions; the first in 2005 and the second in 2010. 140 measurements were taken in each of the two sessions. The average tree height was 304.75 cm (std. dev. = 28.67), with the tallest being 407cm and the shortest 247 cm. The average trunk diameter for the 180 trees was 2.12 (std. dev. = 0.55), with the thickest being 5.0 cm and the thinnest 1.1 cm. The average number of annual growth rings was 8.38 (std. dev. = 3.38); the maximum is 20 and the minimum 3. Based on the ‘river data’, measurements of the various components of the river’s waters were done between the 65th and 90th years. The 90th year had the most measurements, with 19 (6.8%) occurring in that year. The 71st year had the least number of measurements (1, 0.4) recorded. Through the years, June and November recorded the lowest number of measurements taken ( 20, comprising 7.2% for each) while July and December recorded the highest number (26, comprising 9.3% for each). Most measurements were taken on the 1st day of any month (96, translating to 34.4%) while none were taken on the 21st and 25th days. The average depth of the water in the river was 0.389m (std. dev. = 0.147), with the deepest measurement taken at 0.782m and the shallowest 0.036m. The average discharge rate was 10.663m3/s (std. dev. = 4.203), with the highest rate reported at 22.653m3/s and the lowest at 3.751 m3/s. The research sought to investigate the research question: is there the significant positive correlation between the depth of water in the river and the rate of discharge reported? Correlation analysis was undertaken. The test hypothesis is: The Pearson correlation coefficient was statistically significant (Ï  = 0.764, p < 0.001). The null hypothesis was rejected at the 5% level of significance.  

Human Memory Essay Example for Free

Human Memory Essay The human memory is that part of our brains that has the capacity to receive, store, and retrieve information. It is comprised of not one but three types: sensory, short term, and long term. Generally, the process involves receiving information or stimulus from the environment. The stimulus is then received by the sensory memory. Then the information, which is converted into electrical impulses, is passed through the short-term memory, and finally, the long-term memory through the neurons. Sensory A stimuli that is sensed or received by one of the five sense organs are received by the sensory memory, which acts as a protective barrier. There are different types of sensory memory, one for each sense organ. For the visual stimuli that are registered by the eyes, the sensory memory is called iconic. Stimuli that passes through the ears are received by the echoic memory. And the haptic memory is for stimuli that are felt or touched. A stimulus reaches the sensory memory between two hundred and five hundred milliseconds after it was perceived. An example of sensory memory is the ability to remember how something looks like even if you were able to see it for only a few seconds. Based on research, sensory memory is able to retain about 12 items in a very short period of time. Interruption in the smooth relay of sensory information can be caused by problems in the neurons . If there are some neurons that do not connect or there are imbalances, then information flow will stop or will be delayed. Short-Term Information that reaches the sensory memory are transferred to the short-term memory. This type of memory allows retention of information for up to 60 seconds. While it can remember information far longer than the sensory memory, the short-term memory can only retain up to five items. To increase the number of items that the short-term memory can remember, studies showed that grouping or chunking the items into three have been found very useful. Short-term memory will degrade if a person experiences chronic pain or drinks constantly. It can be enhanced through aerobic exercises because of the increased oxygen in the brain. Long-Term After information has passed through the short-term memory, it is then transferred to the long-term memory for storage and for retrieval in the future. Contrary to the two previous memories, the long-term memory can hold information indefinitely, sometimes for a lifetime. Information becomes ingrained in the memory through repetition or rehearsal. For instance, the alphabets has been constantly repeated to young children in order for them to remember each letter. As a result, knowledge of them will remain etched in memory forever. Long-term memory degrades through certain illnesses. It can be improved through constant intellectual stimulation and rehearsal. Long-term memory groups information into facts and skills. Facts is further classified into two: the episodic and semantic. As their names suggests, episodic refers to events that are stored in the memory. All the others are stored in the semantic memory. Skills, on the other hand, is about learned information that needs to be recalled to perform certain actions. The processes involved in the long-term memory are retention, retrieval and deletion. Retention is achieved when there is rehearsal. Deletion happens when there is interference. Retrieval can occur through recall and sometimes, through recognition. When the information is remembered from memory, it is called recall. If there are promptings and cues to remember an information, it is called recognition. Interference Interference is defined as the inability to recall an information because certain items or events interfere with the process. Proactive interference occurs when previous learnings will make it difficult to remember new ones. On the other hand, retroactive interference occurs when new learnings make it difficult or impossible to recall past information. While studying, information gets jumbled in the students mind because there are too many to recall. To improve absorption and recall, it is important to rehearse the information over a period of time. This could be done by reading the days lessons and memorizing the salient points before going to sleep. If the student will make this a habit, he wont need to cram everything in his head a few days before the exam. By constantly rehearsing, the retention and retrieval will become easy. Other Factors That Could Affect Memory Age is one factor that could make a person forget an information or make it difficult to retrieve it from its storage. Like any other part of the body, the brain also degrades if it is not constantly in use. Injuries, traumas, medicines, and diseases could also affect memory storage and retrieval. For example, a tumor in the brain can interrupt the flow of electrical impulses, resulting to memory loss. Or a trauma caused by accident could result to sensory memory loss in one part of the body. To improve and maintain a good memory, it is always important to keep on exercising the mind as well as the body. When the mind is seldom used, it degenerates. Reading, learning and engaging in intellectual discourses would keep the mind active. References Gailbuck. (2007). Delving Into the Autistic Brain Part 1. HubPages. Retrieved August 14, 2008, from http://hubpages.com/hub/autism-sensory-processing Human Memory. Retrieved August 14, 2008, from http://www-static.cc.gatech.edu/classes/cs6751_97_winter/Topics/human- cap/memory.html Mohs, R. How to Improve Your Memory. HowStuffWorks. Retrieved August 15, 2008, from

Two Points Against Naturalized Epistemology :: Epistemology Research Papers

Two Points Against Naturalized Epistemology ABSTRACT: My aim is to raise two points against naturalizing epistemology. First, against Quine’s version of naturalizing epistemology, I claim that the traditional questions of epistemology are indispensable, in that they impose themselves in every attempt to construct an epistemology. These epistemological questions are pre- and extra-scientific questions; they are beyond the scientific domain of research, thus, for a distinct province of inquiry. Second, I claim that no naturalistic account can be given as an answer to the traditional question of justification. I take Goldman’s and Haack’s accounts as examples to support my claim. The traditional demand of justification is to start from nowhere. Naturalizing justification is to start form somewhere. The two approaches are, thus, necessarily incompatible with each other. So, the accounts given by the naturalists are not answers to the traditional problem of justification. To remain compatible with themselves, t he naturalists should have conceded that the problem of justification is illegitimate or incoherent. The fact that they did not I take as additional evidence to support my claim that the traditional questions of epistemology are indispensable: they impose themselves and are, thus, hard to eliminate. Introduction: When Plato tried to distinguish in "The Theatetus" between mere belief and knowledge, as an attempt to answer the skeptical doubts concerning the possibility of our knowledge of the external world , he has created what has become known throughout the history of philosophy as "epistemology" and what has since then, become a distinct province of inquiry whose main concern is determining the nature, the scope, the sources and limits of human knowledge. These problems, which are known as the traditional problems are to be determined, according to the traditional approach to epistemology, as exemplified throughout the history of epistemology, by using a priori methods such as conceptual analysis, not by any kind of empirical investigation. Such view of epistemology was rejected, partially or wholly in different ways and for various reasons by the recent trend known. as "naturalized epistemology". (1) The aim of this paper is to raise two points against two versions of naturalized epistemology; the first is that epistemology can be restricted to doing science, as held by Quine who is cited to having held the strong version of naturalized epistemology, (2) the second is that justification can be given a naturalistic account, as held by A. Goldman and others, from which I conclude that traditional epistemology survives the attempt to naturalize.

How does Forster(TM)s narrative style affect the relationship between reader, character and situation? Essay

Forster’s narrative style affects the relationship between reader, character and situation in many different ways. Forster’s narrative technique is often quite muddled. His style of narration wavers between optimism and uncertainty. He is always trying to show and describe one thing but means something else. He starts out with a certain vision, only to have it falter in subtle and frightening ways, and then reaffirms it. His narrative style can be rather subtle at times especially when he reveals his own opinion about a character, it is very indirect. However, on the contrary one of Forster’s narrative techniques is to address the reader directly. Forster also leaves the reader to make their own view on the character; many times he does not reveal an opinion about the character so the reader can create their own interpretation. His narrative style can affect the situation in diverse techniques. Forster can describe the situation in which Lucy can let out her emotion in her conscious and unconscious state, he reefers to music. How he describes general way of being and life in A Room with a View has a link to music. The affirmation from his certain vision comes with an artistic admission. The articulate, dominant narrative voice chooses to have things turn out that way. For example Forster show the readers that life in his novels is rather like Beethoven’s sonnets ‘ They can triumph or despair as the player decides and Lucy had decided that they should triumph’ (Page twenty nine) The music becomes a way to show and relate to how Lucy attempts to convince her subconscious of a certain lifestyle. Forster also uses his artistic admission with Lucy and the way in which Forster narrates his novel affects how the readers view the characters. Using Lucy Honeychurch as an example, the readers gain a connection with her. At the beginning of the novel Forster revealed her immaturity and often showed it with his narrative techniques. Throughout the novel the reader sees that Lucy develops into a more mature character. For example, her break up with Cecil shows the readers that she has finally distinguished her own thoughts realising that Cecil is not the man for her. The situation is narrated through the vision of art. Forster describes Cecil’s constant comparisons of Lucy to a Leonardo. It is based on Cecil’s perception of her â€Å"shadows† and â€Å"reticence†, which are actually signs of her confusion and repression. Lucy is always muddled and the reader sometimes does not comprehend her, it is all to do with her not knowing what she really wants. Just as the reader starts to think they understand her Forster muddles up his narrative technique and ‘throws’ the reader from their thoughts quite subtly. Subtlety plays quite a vital role in Forster’s narrative manner. He uses it in many ways, to describe the characters in deep thought. He also uses it with the character Mr. Beebe. He is clearly gay, just like E. M. Forster himself and Forster states the fact of Mr. Beebe’s sexuality however in an extremely clever and subtle way without making the whole situation too obvious. The indirect narration of the characters plays a major role in the novel. Forster reveals his own opinion very indirectly. It provides a fine example of the highly visual nature of Forster’s narrative style and his concentration of the gaze on characters, especially male ones. The readers can see that he favours Mr. Emerson and therefore Forster makes no criticism towards him. The readers can see that few characters receive full lengthy physical description. However, on the contrary, Forster shows the characters that he is not so fond of, for example, Miss Bartlett. Forster subtly criticises her in his narration. Most of the novel is narrated from Lucy’s prospective and at times from Mr. Beebe’s and Charlottes. Lucy and Charlotte’s relationship is exposed. Forster makes it obvious that Lucy is told what to think by Charlotte. He narrates it in such a way that it represents the freedom (or lack of it) that Lucy has. At the beginning of the novel Lucy is inferior to Charlotte and is expected to think what charlotte thinks and do what she does. It illustrates the opposition of immaturity and maturity shown in the beginning and end of the book. Forster also shows opposition within his narration between the characters. For instance, Ms. Bartlett and Cecil are described as more conservative characters more indoor kind of people and are generally narrated doing things less active. A vast majority of the time they are only narrated doing things inside. However, comparing them to Freddy, Lucy and George it shows extreme distinction between characters because they are more outdoor and active characters, often narrated doing thing outside which then goes on to show the link to the view and how they appreciate it a lot more than Cecil and Charlotte. For example, Cecil refuses to play tennis stating that he was not made to play sport. Overall, Forster’s narrative style affects the relationship between the Readers by subtly favouring the character, by showing criticism towards the character or not criticising them at all and leaving the opinion to be made by the reader. His narrative style affects the situation by linking it to something that the reader can refer to, in this case, art and music. This therefore leads to a much more vivid image of the situation that the reader creates in his of her mind.