Analysis Of Prometheus, Pandora, And Io - 1400 Words

Ancient Greek mythology constantly has some type of relationship between the gods and mortals. The mortals might ask for the god’s help or may feel the wrath of a god in any myth. In the stories of Prometheus, Pandora, and Io, along with the story of Medusa, and Cassandra, the mortals end up suffering. In some of the myths, the mortals will do what the gods want, but would be punished. They might even have an affair with a god or goddess but only the mortal will be punished. This hardship and suffering of humans in Greek mythology were caused by the gods and goddesses. The god’s fear of competition in Greek Mythology cause human suffering. (Topic sentence) In the story of Prometheus, his brother and him are in charge of creating human kind. His brother Epimetheus gives the animal kingdom the gift of fur, wings, shells, and so forth. Once there is nothing left for the humans, Epimetheus looks to Prometheus for help. Prometheus gives the humans advantages over the animals. He gives men the ability to walk upright and brings fire to the earth to light the world. Io is a cow that is given the ability to speak with a human voice. She was described as a beautiful woman that Zeus fell in love with. Medusa was also a beautiful woman who was kind and respectful to the god and goddesses. She boasted about herself to everyone who would listen and boasted that she was prettier than Athena. Cassandra was a mortal that Apollo had fallen in love with. She was given the gift of prophecy by

Prior To The Project, I Had Limited Exposure To Writing

Prior to the project, I had limited exposure to writing risk assessments, as I have already completed some in science. During the course of this project, we expanded on my existing knowledge and I leaned about the content of risk assessments and how to write one correctly. They were useful because after writing a risk assessment for the spot welder I was able to identify all the hazards and dangers associated with that piece of equipment. I then felt confident with using it safely. I encountered a minor injury while using a junior hacksaw on the burr from the sheet metal. To deal with this I ran my finger under the cold tap and then put a plaster on to stop the bleeding. Another safety issue that accrued while creating my toolbox was that†¦show more content†¦As well as using spot welding I also used pop riveting to join the sheet metal together. To create my handle I used the forging machine to heat the metal up so that I was then able to bend it to the correct shape and angles. As well as using the junior hacksaw to cut the sheet metal I used the multi-forming press break and sheer to cut a straight line on the sheet metal. Overall I used two forming fabrication processes, two joining and two cutting processes. When measuring out my component blank I used a ruler to measure the lengths and widths. To make sure that the angles were correct on my component blank I used a protractor, this was to ensure that they were as accurate as possible. To make sure that my components were cut out accurately, I first cut a straight line on one of the sides of the box, I then cut another straight line using the t-square at a 90-degree angle to my first line. These lines are my datum lines and they are what I measured all my measurements from so that they were accurate. Before I started creating my toolbox, I was given drawings, which had the measurements and tolerances. I then had to interpret these drawings to create my toolbox. While creating the toolbox I had to take into consideration a tolerance of +-0.5mm on any straight lines that were cut, and +-1.00mm on bends that were made. This meant that I had to make sure that theShow MoreRelatedThis reflective writing is precisely focused on computer programming (scratch ) taught to one of1700 Words   |  7 PagesThis reflective writing is precisely focused on computer programming (scratch ) taught to one of the local primary and secondary schools around Galway as part of the outreach project initiative prepared and scheduled by GMIT civic engagement for engineering students in order for them to obtain vital experience through making an academic participation and contribution out to the community. My engagement in this project has been indeed a momentous and time worthy experience that will invariablyRead MoreThe Goals Of Mis Courses1859 Words   |  8 Pages1. What were the goals all MIS courses you took had in common for your learning experience? 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Introduction to Language of Research for Anxiety- myassignmenthelp

Question: Write about theIntroduction to Language of Research for Anxiety. Answer: Introduction Writers in institutions of higher learning are subjected to many different factors that can affect their learning. These factors can be either psychological, cognitive problems or linguistic problems. The following are the analysis of findings based on subjective elements based on the graduates internal variables such as writing anxiety, emotional intelligence, and self-efficacy. Summary Some studies argue that writing anxiety is necessarily the cause of graduates poor performance in writing. The researchers attribute writing anxiety as the leading cause of a writers block that is experienced by students during the process of writing. A writer's block is whereby a student is unable to proceed with his or her writing because they cannot come up with an idea of what they are writing next; their ability to be creative diminishes at that particular moment and therefore subjected to a state of blankness. However, studies show that a writers block can be caused by other significant factors such as exhaustion from studies, perfectionism, high standards set by the institution of higher learning, and lack of a starting structure. Margarita, Patricia, Mina, and Dominique argue that a good predictor of academic performance is the emotional intelligence which also plays a part in the students general, successful performance. A learners performance is significantly improved with the development of competency through emotional intelligence. A study found that psychological intelligence results in improved decision making, increased motivation and better planning which thus reflects in a positive performance in writing but have provided no analytical evidence and the studies done to link emotional intelligence and performance mainly focused on jobs and not return. Additionally, since activities are self-scheduled, self-efficacy becomes essential for academic writing. These writers attribute higher self-efficacy to higher writing achievement in the secondary and university students in the United States of America. The writers have the view that self-efficacy is a psychological factor that depends on the individuals level of confidence and has a direct influence on the learners writing performance. The writers of Graduate students as academic writers: writing anxiety, self-efficacy, and emotional intelligence conclude that there is a relationship between two of the psychological factors affecting writing performance which are writing anxiety and self-efficacy in learning institutions. The findings are based on studies carried on young students and at the university concluded that lower writing anxiety in students reflected them to have a higher self-efficacy score. Writing improvement is achieved when students foster self-efficacy which then reduces the level of writing anxiety in learners. No research links El to writing anxiety, however, high El reports low writing anxiety. The researchers base these findings on the view that, tension is an emotion and utilization and regulation of emotions is done by the El. Evaluation Researchers argue that gender and writing anxiety have a particular relationship but have provided no concrete evidence for this study. The latter depends on accuracy, self-expression, high dependence on self-organization, confidence, use of complex grammatical, and flow of ideas. In gender aspect, researchers concluded that the textual organization and paragraphing between boys and girls are different (Daud and Kassim, 2016). Boys are acknowledged to have a more competent textual structure and paragraphing compared to girls who are said to be less skilled. Additionally, boys are said to possess a higher writing apprehension compared to girls. However, writing anxiety varies from one student to another regardless of their gender. In a study to determine whether emotional intelligence has any effect on the writing performance, students from a language institute in Iran were used for the research. Two groups, a test control group and an experimental group were introduced to emotional intelligence (Kumar, Puranik, and Sowmya, 2016). The study aimed to add emotional intelligence on the writing performance of the students. However, the writers' study has a limitation as it is difficult to group self-efficacy into different levels. Self- efficacy is not physically observable in itself directly (Li, 2016). The mode in which data was collected and analyzed is also not listed. The limitation here is that the use of questionnaires to gather and test self-efficacy causes a restriction of freedom to the learners since choices and responses are limited. The study carried by Margarita, Patricia, mina, Goodson, and Dominique to show the relationship between self-efficacy, emotional intelligence and writing anxiety. The provision of data that could establish the relationship between writing anxiety, self-efficacy, and El have not been well determined. The relationship between writing anxiety and emotional intelligence is based merely on assumption as there have been no studies conducted to establish that the two are indeed related (Khojasteh, Shokrpour, and Afrosiabi, 2016). However, some methods and modes of tests used during the collection of data and analyzing of these data can prove the credibility of these findings. The use of students from different learning institutions also establishes the reliability of these conclusions. Response In a research done in Palembang, at the PGRI University used students essay of both genders from the faculty of Teachers Training and Education in the academic year2011/2012 for the study. The study aimed to establish whether there was a significant difference between the writing anxiety and writing achievement reflected in the essays of both genders regarding variance. After statistical analysis, the findings revealed that boys had a higher grade of 58.29 while the girls got 57.64 when it came to the writing achievement scores (Tsao, Tseng and Wang). The final results indicate that there was indeed a relationship between emotional intelligence and writing performance as the use of a control group and an experimental group showed that the experimental group showed improvement in their writing performance. The power to master skills during learning depends on different factors without the attribution to emotional intelligence (Husscher-Davidson, 2016). The objective of the research is achieved, this article thus is between constructivism and positivism paradigm. Self-efficacy is considered as an independent variable, and statistical research that is done based on it cannot be entirely dependent on because the analytical data done on it is subject to prejudice. The article is critical realistic paradigm The article seems like an objective research whose findings can be of a positive effect if introduced to learning institutions to be better understood in a positivist paradigm (Huerbata, Goodson, Beigi, and Chulp, 2017). Conclusion In conclusion to this study, there is no significant between writing achievements in both genders and neither was there any significant difference found in writing anxiety. Furthermore, the students dont experience writing anxiety but signs of writing apprehension thus based on a positivism paradigm. The symptoms of writing fear dont creates a significant difference in their performance. Stottlemeyer, a researcher in Texas, argues that the ability to learn a second language successfully depends on the individual differences such as learners personality, anxiety, aptitude, and motivation (Mitchell, Harrigan, and McMillan, 2017). Introducing emotional intelligence strategy in learning institutions will result in a positive effect on the students learning performance reflecting a constructivist paradigm. The findings based on the self-efficacy tests can be beneficial in school and universities only if a suitable method of valuing self-efficacy can be formulated and be used in during research to analyze datato create a constructivist paradigm.. Finally, on the improvement of writing performance in institutions of higher learning, this paper could be used to provide a new approach to writing subjects after some improvements have been made such as on mode of data collection. Additionally, the use of constructive paradigm would be better in the research. References Daud, N. M., Kassim, N. L. A. (2016). Second Language Writing Anxiety: Cause Or Effect?. Malaysian Journal of ELT Research, 1(1), 19. Hubscher-Davidson, S. (2016). Trait Emotional intelligence and translation. Target. International Journal of Translation Studies, 28(1), 132-157. Huerta, M., Goodson, P., Beigi, M., Chlup, D. (2017). Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research Development, 36(4), 716-729. Khojasteh, L., Shokrpour, N., Afrasiabi, M. (2016). The Relationship between Writing Self-efficacy and Writing Performance of Iranian EFL Students. International Journal of Applied Linguistics and English Literature, 5(4), 29-37. Kumar, A., Puranik, M. P., Sowmya, K. R. (2016). Association between dental students emotional intelligence and academic performance: A study at six dental colleges in India. Journal of dental education, 80(5), 526-532. Li, S. (2016). An Empirical Study on the Relationship between English Meta-cognitive Writing Strategy, Writing Self-efficacy and Writing Performance. Journal of Huangshan University, 6, 023. Mitchell, K. M., Harrigan, T., McMillan, D. E. (2017). Writing self?efficacy in nursing students: The influence of a discipline?specific writing environment. Nursing Open. Tsao, J. J., Tseng, W. T., Wang, C. (2017). The Effects of Writing Anxiety and Motivation on EFL College Students Self-Evaluative Judgments of Corrective Feedback. Psychological Reports, 120(2), 219-241.

Slavery In America Essays - Slavery, Slavery In The United States

Slavery In America Slavery in America slavery in america George Washington Could Not Afford To End Slavery; and The Underground Railroad In his writings, George Washington felt very strongly that slavery was an institution that needed to be eliminated from American society. However, there were several circumstances that arose following the American Revolution that would prevent Washington from actively pursuing the elimination of slavery during his lifetime. It is certainly plausible that George Washingtons personal economic short-comings, forefront in the setting of conflicting political agendas and the nations revolutionary climate, prevented this founding father from actively pursuing the nationwide emancipation of slaves. Prior and during the American Revolution, little was written by Washington on his feelings about slavery. In the last year of the war and thereafter, more attention was spent by Washington on the issue of slavery. On February 5, 1783, Washington received a letter from Marquis de Lafayette, whom Wash ington considered both a friend and a son, that stated, Let us unite in purchasing a small estate, where we may try the experiment to free the negroes, and use them only as tenants. Such an example as yours might render it a general practice... (Sparks v.3, p.547). It is doubtful that Lafayette would have proposed this idea unless he knew that Washington had strong views on seeing the elimination of slavery. Washington wrote back to Lafayette on April 5, The scheme... to encourage the emancipation of the black people of this Country from that state of Bondage in which. they are held, is a striking evidence of the benevolence of your Heart. I shall be happy to join you is so laudable a work... (Fitzpatrick v.26, p.300). Unfortunately, Washington was still in charge of the American troops, and would be so until December, so he thought it would be best to ...defer going into a detail of the business, till I have the pleasure of seeing you (Fitzpatrick v.26, p.300). However, when Washin gton finally did return home in December, he found himself in such great debt that even noble experiments like the one that Lafayette had proposed, had to took a back seat to getting Washingtons financial situation in order. Lafayette went on with his plan alone, buying land in the French colony of Cayenne (Sparks v.4, p.110). Washington was still very supportive of this plan despite his inability to participate, and on May 10, 1786, he wrote to Lafayette, [Y]our late purchase of an estate in the colony of Cayenne, with a view of emancipating the slaves on it, is a generous and noble proof of your humanity (Fitzpatrick v.28, p.424). Washington hoped that the American people would have similar ideas and feelings on slavery, but he realized that this hope was very unlikely to be realized. He writes to Lafayette in the same letter, Would to God a like spirit would diffuse itself generally into the minds of the people of this country; but I despair of seeing it (Fitzpatrick v.28, p.424) . While Washington believed that the slaves needed to be freed, he also thought that the process should be a slow and gradual one. He felt that to release the slaves all at once would, [B]e productive of much inconvenience and mischief... (Fitzpatrick v.28, p.242). There would be a mass of former slaves in America who did not have the skills needed to survive. Many of them may have had to resort to stealing in order to feed themselves. It would also be very inconvenient for the slave holders who depended so greatly upon their slave work force. To eliminate such a work force would devastate many Americans, mostly Southerners, who relied heavily on slave-labor. In numerous letters, Washington stresses his desire to see Legislative authority enact a plan that would slowly and gradually free the slaves. In a letter to Robert Morris on April 12, 1786, Washington writes, I can only say that there is not a man living who wishes more sincerely than I do, to see a plan adopted for the abolit ion of [slavery]...by Legislative authority... (Fitzpatrick v.28, p.408). He also writes on September 9, 1786, to John Mercer that, I never mean...to possess another slave by purchase; it being my first wishes to see