Storytelling in Your College and Career Documents

Narrating in Your College and Career Documents At the point when we were kids, we as a whole cherished stories.â Well supposition what?â That hasn’t changed!â I as of late read the article Storytelling an Effective Training Method! what's more, it started me to compose this post. The truth of the matter is, we as a whole love a decent story.â Admissions boards love great stories.â Hiring supervisors love great stories.â Customers and customers love great stories.â Always remember:â the individual you’re composing for is a human being!â How would you get another person to peruse your document?â Spin a decent yarn! On the off chance that you’re applying to school, recount to a story with a start, center and end.â I had a customer who composed his school application exposition about showing his sister to ride a bike.â His first draft was all ruddy about how incredible the experience was, and it didn't have a convincing start, center and end.  He felt lost in the composition, and the paper was exhausting. What eventually made the story incredible was that he began toward the start, when he was irritated at his sister for being little and awkward, at that point traveled through the procedure of a discovery in turning into an educator, and a superior instructor lastly to where he discharged the seat and the sister took off all alone on the bike.â Victory! An extraordinary story. In school applications, commonly what makes an incredible story is to admit to a battle or shortcoming, and show how you got through it.â In an introductory letter, in all honesty, you can do something very similar. A wide range of individuals are stating â€Å"No one peruses introductory letters anymore.†Ã¢ Well, obviously nobody is perusing them †on the grounds that they are unnatural and exhausting and nobody can overcome them!â Have you at any point thought about that in the event that you compose a sufficient story in your introductory letter that it reallyâ will get read! Do you have a case of when a task was falling flat, and you stepped in to fix it?â That makes an extraordinary story!â Is there a case of something you accomplished that identifies with the activity you’re applying for?â Don’t be reluctant to recount to these accounts in your introductory letters! On your resume, as well, recount as a very remarkable story as possible in a bulleted line. What not to write:â â€Å"Assisted researchers with their research.† What to compose: â€Å"Conducted hereditary, the study of disease transmission, and conduct research on sport fish in Illinois, Canada, and the Bahamas.† Ok, presently that sounds sort of fascinating! For a case of an expert bio that recounts to an extraordinary story or two, see Senior Investment Analyst Bio on The Essay Expert’s website.â This customer answered to me that she adored her profile story so much that she remained quiet about perusing it after it was finished! Whatever the explanation, we as a whole love a decent story.â Tell one in your school and employment applications.â Tell one in your expert bio.â If you do it well, your target group will keep reading†¦Ã¢ and reading†¦Ã¢ and perusing.

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purchase custom Brilliant Apple Company Essay Sample Apple Company Apple Company Essay Sample Apple Inc. Foundation Built up in January 1977, Apple Inc. (usually alluded to as Apple) is associated with the structure, assembling and promoting of a wide scope of innovation items. Its item list incorporates a scope of cell phones (for correspondence and processing purposes) and (PCs) just as a choice of convenient advanced music and video players. The organization furthermore offers various programming, fringe gadget and systems administration arrangements. Apples own advertising system is broad and incorporates a business group, an online store, retail outlets and outsider sellers. Moreover, Apple Inc. sells a scope of outsider items that are perfect with its Macintosh PCs (Macs), iPods and iPhones by means of its retail and online stores. These items incorporate programming applications, stockpiling gadgets, printers, earphones and speakers just as an assortment of different peripherals and frill. Its iTunes App Store likewise stocks a wide scope of uses and advanced substance. The companys items a re mainstream with a wide range of individuals including private people, those engaged with imaginative interests, government bodies and instructive foundations just as SMEs (little and medium estimated organizations) (Whitney, 2010).

You should consider studying economics if

You should consider studying economics if… So if youve been reading these blogs for a while now, you might already be familiar with my experience of choosing a major. In summary, I came into MIT not knowing what I would study, ended up going with economics (Course 14), realized over the course of the following year that this was a really good decision, and continue to highly recommend it. I like to talk about my major a lot, but one thing that I guess I havent mentioned here before is my feeling that it is super under-appreciated by undergraduates in terms of the number of people who do it. As of some time in the fall of last year, there were three economics majors in the entire class of 18. Seriously, three (!!) out of over a thousand. On first glance, its hard to see whats not to love about the department. Weve got a high density of intimidatingly famous economists, course material that is relevant and cool, diverse job prospects after graduation, and some #1 world rankings by those sketchy university ranking websites. I guess a lot of people do come here with their hearts set on building robots and stuff, but for those who arent quite sure of what to do, I would suspect that the under-appreciation is at least partly driven by two things. The first thing is that its been somewhat inflexible in terms of course requirements, with a single program and core courses which may or may not be relevant to the subfield that each student prefers. I say its been in the past tense, though, because as you might have heard, there are a lot of changes to the undergraduate program starting this year. In May I received an email with the subject line Revised Requirements for the Economics Major which announced that the traditional C ourse 14 major (now 14-1) would be amended in a way that gives several options in places where there was previously a single required course, as well as reducing the number of electives needed overall. More dramatically, the department would also be adding an entirely new major, Mathematical Economics (14-2), which would focus more on the abstract, mathy subjects in economics, incorporate a foundation of pure mathematics, and allow electives in Course 18 to count towards the degree. Its also flexible in a way that I think will end up allowing more people to major or double major in economics. Sample Mathematical Economics Major (not counting GIRs, of course) A second reason for the relative smallness of the major is probably something to do with people just not knowing enough about it, and not really giving it proper consideration amidst all the talk about big majors like EECS. MIT is best known as an engineering school, so it makes sense that economics isn’t in the limelight among undergrads, but that totally doesn’t mean it should be overlooked. There’s also the fact that people often judge a major by its intro classes, and 14.01 and 14.02 (Intro Micro and Macroeconomics) are sometimes said to be among the least engaging classes in the major. I basically remember coming out of 14.01 with the impression that economists spend all day doing basic algebra and drawing supply and demand graphs. Either way, although Econ isn’t the major for everyone, I do think it’s for a lot more people than are currently actually studying it. More people should know more about Course 14, and for that I will do what I can. So, while I don’t think this blog post is the optimal place for information about what you can do with an economics degree (use the Internet, ask your professors, advisor, etc!), I can definitely tell you about what it’s like to study economics as an undergrad at MIT, and why I personally find it to be enjoyable and rewarding. You could ask a different Course 14 person and easily get a different perspective on it depending on their individual interests and plans. Based on my own experience, though, I think you should consider studying economics if You’re curious about people and human society, but prefer an analytical, mathematical style of reasoning that isn’t provided by the humanities. One of the reasons I was initially so unable to decide what I wanted to study was that I thought I had to choose between an analytical style of problem-solving and an interest in human beings. I did enjoy the humanities a lot, but I couldn’t see myself abandoning the satisfaction of technical rigor in my chosen field of study. At the same time, I couldn’t imagine keeping myself motivated to endure gruesomely difficult math psets and sleep-deprived nights spent studying if I couldn’t visualize what the math was for, or immediately be assured that its conclusions mattered to me. Abstract concepts were cool and interesting, but I thought that people were important. That isn’t to say that there aren’t applications of every field which impact people in highly significant ways, but economics is different in that the abstract concepts you’re studying are people, or approximations of them and their behavior. The basic conceptual units of neoclassical economics are decision-making agents, who are assumed to make rational decisions to maximize their overall happiness (utility) or profit in the case of firms. The paradigm begins with some idealized assumptions about these agents and mathematically proves what the societal outcome will be given their interactions in certain (also idealized) scenarios. Real life is hardly ideal, though, and these predictions might bear only passing resemblance to the actual world. The more interesting results come when we relax the assumptions, add complexity to the agents and scenarios, and allow for uncertainty, though not so much as to make the models intractable. It’s also important not to forget that neoclas sical economics isn’t the only economics, and that there are other highly influential ideas about how to construct these models which you can learn more about depending on which classes you choose to take. You want to understand how the world works In a class I took last semester, we would often be assigned to read an article or paper about a real-life event related to industry or business and then spend the next lecture discussing game-theoretic models to explain why they made sense. In a different class I that took last semester, we studied a different economic paradigm which attempts to axiomize a set of social and economic principles to not only explain, but predict how societies change over time. In another class, we learned about empirical and statistical methods used for extracting relationships between measurable variables in real-world data, and for interpreting them. I definitely would not say that economists understand the world far from it. They disagree with each other in major places and are generally very bad at predicting important things (for example, there were basically no economists who predicted the massive financial crash of 2008). The way I see the field, at present, is that a bunch of different perspectives each bring their own partial truths to the table: models which are good at describing some things, but not others, and equations which appear to hold true remarkably well until they don’t. The reality of the world is chaos, and entirely taming that chaos into a neat and comprehensible form is undoubtedly an impossible task. So, economists will probably never understand the world in the scientific sense of making it predictable, but they do understand parts of it pretty well, or are beginning to. This is of course exciting in itself, but it’s also exciting because the next time people around you are yelling about some government policy, you can have something intelligent and empirical to yell back instead of pure opinion. You can think about popular issues through an economic lens to be a more informed and reasoned citizen, and start to understand the implications of economic events that you see on the news. And if you’re a person who looks at current trends and issues and wonders whats behind them, then you’ll find satisfaction in learning the tools by which to approach these questions. Like, how do people actually make decisions? How does health economics work? What impact do new technologies have on job prospects for young people? To what extent are there really trade-offs between high living standards and equality? Why are business cycles a thing? Theres also the fact that the scope of economic modeling isnt limited to economic questions, as in situations where money and commerce are central. Many of these models, particularly in Microeconomics and game theory, are useful in understanding phenomena ranging from the everyday to the political to even the biological (see evolutionary game theory). For example, the prisoners dilemma, which is likely the first thing youll learn about when studying game theory, has been proposed as a mechanism behind both nuclear arms races and people not washing dirty dishes in a shared kitchen.  As an economics student, you might start to think about everyday behavior using game theory, see signaling in social situations, or encounter the structures of the models you study and speculate accordingly on their outcomes (like, how could the mechanism of competition in college admissions play out over time?). You’ll be amused if it actually happens that way, and if it doesnt, then youll be in good co mpany among actual economists who are bad at predicting things anyway. You like to think about improving the world There is this thought experiment which we covered in the class 17.01 last semester. It was conceived by the philosopher Peter Singer, who describes it in an essay entitled The Drowning Child and the Expanding Circle. It starts like this: To challenge my students to think about the ethics of what we owe to people in need, I ask them to imagine that their route to the university takes them past a shallow pond. One morning, I say to them, you notice a child has fallen in and appears to be drowning. To wade in and pull the child out would be easy but it will mean that you get your clothes wet and muddy, and by the time you go home and change you will have missed your first class. I then ask the students: do you have any obligation to rescue the child? Unanimously, the students say they do. The importance of saving a child so far outweighs the cost of getting one’s clothes muddy and missing a class, that they refuse to consider it any kind of excuse for not saving the child. Once we are all clear about our obligations to rescue the drowning child in front of us, I ask: would it make any difference if the child were far away, in another country perhaps, but similarly in danger of death, and equally within your means to save, at no great cost â€" and absolutely no danger â€" to yourself? Virtually all agree that distance and nationality make no moral difference to the situation. I then point out that we are all in that situation of the person passing the shallow pond: we can all save lives of people, both children and adults, who would otherwise die, and we can do so at a very small cost to us: the cost of a new CD, a shirt or a night out at a restaurant or concert, can mean the difference between life and death to more than one person somewhere in the world â€" and overseas aid agencies like Oxfam overcome the problem of acting at a distance. The essay demonstrates the importance of donating to help the people who need it most, a perfectly good and true message. But while we were learning about it, I was also sort of thinking like, sure Peter Singer, I would save the drowning child, but the reality you’re trying to parallel isn’t really much like that. A better analogy would be something like this: you’re walking along on your route to class and all of a sudden you come across an enormous lake in which, say, millions of children are all simultaneously drowning. You first scream in terror, and then maybe just stand there paralyzed by your shock at how something like this could possibly be real (I hope this is all just a thought experiment..) and then you then look to the sides of the lake and notice that thousands more children are falling into it by the second. It’s terrifying! So what do you do? You could jump in and save a few of them, but after a while you’ll start to feel that it’s futile. At that point you could run away and try to forget what you saw, but if you really want to help them, you might start to wonder about the reasons why all of these children are falling into the lake in the first place while you remain safe and dry. It isn’t just a random accident where some kid happened to fall in one day, and it’s obvious to you that there’s some kind of structure behind it. Here you can start to think like a scientist: how do I figure out what that structure consists of? What can be done to fix it? Some of the most prominent work that has come out of our Econ department attempts to answer these questions. If you’re interested in learning more about it, I will recommend you the books Why Nations Fail and Poor Economics, which represent two very different approaches to these questions developed here at MIT. One theorizes on the role of institutions and political power on economic outcomes, while the other emphasizes empirical experimentation (conducted by MIT’s JPAL) as a way to understand and alleviate poverty. I remember someone at CPW told me she decided to come to MIT and major in Course 14 after reading Poor Economics, which is awesome, especially because we have the opportunity to do this kind of research while still an undergraduate. Other than that, economics is indispensable in solving all sorts of problems, like in designing and evaluating policy, improving logistical efficiency, and designing institutions that improve the way people work and live. Personally, Im not really sure what Ill end up doing, but one of my favorite parts of the major is being immersed in all the normative implications about what can be done, theoretically or empirically, to make a significant difference in peoples opportunities and outcomes. The question of what should the world be like? isnt reserved as a private, personal value question, but thrown out in the open and debated as a major part of the discipline. Anyway maybe these reasons will apply to you more or less depending on what you want to do, but they cover much of what I enjoy about the subject, and I hope they can be useful to you in deciding what you want to major or double major (or minor, concentrate, whatever) in. Id also be happy to chat if you have any questions or anything. Otherwise, good luck to you and happy major choosing. :) Post Tagged #Course 14 - Economics

Essay on The Problem with Lecturing A Rhetorical Analysis

When I first read the title of the article â€Å"The Problem with Lecturing† I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors†¦show more content†¦She has a degree in English and American Studies from Amherst College (American Radioworks). As it is noted her background and work history gives Hanford credibility as a writer and solid evidence as of why one m ay trust her concern and observation on the subject of education. As well as being an honored journalist. Next, as an appeal to logic Hanford begins by sharing about two professors in the late 1970 from two different well know college who were perplex that semester after semester there students were not receiving rating above the 40 percent mark on their exams because of the lecturing method that were being used. To further convince the reader about her concern about the problem with lecturing she continues to share about Hestenes and Hallouns testing methods, which were created specifically to probe student understand of physics. This test was known as Force Concept Inventory (FCI), which was used to track the conceptual understanding of physics. She states that Hastenes and Hallouns gave the test to 1000 students who attended two different schools and had seven different instructors and noted that each class was taught in traditional lecture style. Each student was given the test at the beginning of the semester and at the end of a traditional lecturing semester on physics. The testing had found that there was only a 14% growth of conceptual understanding of physics. These uses of logos give her concernShow MoreRelatedReading The Same Book Over And Over1016 Words   |  5 Pageswith their writing, they stick to the bland and boring basic ways that everyone else uses. In the article Freirean Voices, Student Choices, a college professor at Mid Michigan Community College explains the problems students and teachers face with writing and how he has worked to fix this problem. Barry Alford, the author of the article, uses all personal experience to persuade the reader that students should be writing in more complex and rich ways. Another tactic he used to persuade the audienceRead MoreRhetorical Analysis of â€Å"The Dangerous Myth of Grade Inflation†1229 Words   |  4 Pages Ronnie Reed Dr. Dixon EH 132 16 October 2014 Rhetorical Analysis of â€Å"The Dangerous Myth of Grade Inflation† There is proof in the pudding. This clichà © has been used an immeasurable amount of times to express that evidence to the claim leads to its legitimacy. It has been speculated for many years that grades are being inflated, and students are receiving A’s for mediocre work. In fact, the introduction of Alfie Kohn’s â€Å"The Dangerous Myth of Grade Inflation† shows reports of the matter madeRead MoreCritical Thinking Reflection Paper1792 Words   |  8 Pagesthat I was unaware of prior to analyzing my teaching. This lesson involved practicing multiplication story problems that were more difficult than the problems they are used to completing. 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Show professional growth or development by linking these experiences to what you learned as an undergraduate—and without ―lecturingâ€â€" to a reader who knows more than you. 4. Include special achievements: You might include literary or research awards, academic honors, grant proposals, and fellowships or internships, poster sessions, and published research. 5. Explain why you haveRead MoreDeveloping Management Skills404131 Words   |  1617 Pages978-0-13-612100-8 1. Management—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 20 11 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL

Personal Statement Philosophy And Goals - 1193 Words

Philosophy and Goals My philosophy and goals are not something that I have sat and pondered, not until something happens in my life that makes me take a step back and examine who I am and what I want out of life. In order to find that out, I will need to reflect upon what my purpose or mission in life is and how it relates to the way I conduct myself and the choices I make. I have set goals throughout my life, but I need to make sure they are laid out in such a way that working towards them promotes my mission. There may prove to be difficulties along the way that I will have to overcome, however if I hold true to my belief in my purpose, I can accomplish my goals and fulfill my mission. Mission Statement My mission in life has changed over the years. It started out very simple, it was to just have a job in order to pay for the fun activities that I wanted to take part in. Once I was a little older, it grew into wanting to a better job so I could afford a car, a house and nice things to furnish the house with. Now that I’m even older and hopefully a little wiser, my family has become my focus. My mission is to be a good example for my children and grandchildren. Letting them see how education can better your life by qualifying you for that higher paying job. That hard work will reward you with the capabilities to provide the necessities as well as the luxuries in life. 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If You Read Nothing Else Today, Read This Report on Essay Samples with Thesis Statement How to Choose Essay Samples with Thesis Statement Our samples include explanations of the way to do it right and what things to avoid. With the previous part, you may want support from an argumentative thesis generator. You will use evidence from your studying to demonstrate the point you're making. Whatever thesis statement you opt to write, be certain to at all times phrase it as a simple fact, because when you state your position in a thesis statement for a simple fact, your readers may wish to keep on reading as a way to learn why you believe the way that you do. Whether it's a technique or a controversial statement, be certain the reader receives the idea in a crystal clear and comprehensive manner. Such a thesis statement will leave the reader wondering what type of approach you mean to utilize so as to maintain your stance. In some instances, you may discover that in writing the arguments, your position will be totally reversed! Dependent on the subject you will discuss in the essay, it's wise that you conduct extensive research to have the ability to find adequate ideas to select from to be able to think of a suitable argument or claim. One of the principal qualities of a thesis statement is the fact that it always supplies an answer to a particular question and does so transparently and succinctly. As you do the research, attempt to highlight a number of the crucial points about the subject to offer you an effortless time in building a decision on the very best angle to pursue. Using the expression statement' often confuses students into thinking that the claim must be put in 1 sentence. Below there's a range of examples of weak and strong thesis statements, so the students may truly feel the difference between them. Getting particular in your essay represents a much superior approach in compar ison to including universal factors that aren't very relevant. The Fundamentals of Essay Samples with Thesis Statement Revealed For that reason, it's important to produce a thesis statement you could support in the practice of writing your paper. For a lengthier essay, you require a thesis statement that is more versatile. Now that you understand more about the way to compose an effective thesis statement, you can commence writing your own thesis. Composing an excellent thesis statement is practically as challenging as completing a whole ten-page narrative because of the way that it manages to sum up a whole argument with merely a few words. Essay writing can be rather complicated if you don't have a superior plan. Developing a thesis statement isn't as difficult as you think that it is. It usually gives an idea of what you are going to do with your paper. Writing a thesis statement always needs a lengthy thinking process ahead of its composition. The Hidden Truth on Essay Samples with Thesis Statement You might also see value statements. You can also see income statements. You could also see employee statements. You can also see management statement. You could also see opening statements. You can also see problem statements. You could also see teaching statements. Just since there are two forms of thesis statements (informative and persuasive), there are two fundamental styles you may use. A thesis statement isn't a very long commonly no longer than 1 sentence claim that you want to present after the debut of your papers topic. To put it differently, you ought not compose a statement that looks rigid or final in the opinion of readers. An indirect statement doesn't indicate the thought of your essay clearly. A strong thesis statement is likely to make your reader want to find out more and help him understand what things to anticipate from the rest of your essay. In order to create your essay as strong and clear as possible, you may want to compose an extremely very good thesis statement. A thesis statement isn't a very long, commonly no longer than 1 sentence, claim that you have to present after the debut of your paper's topic. Your thesis statement is crucial as it foreshadows your important argument and sets the stage for the remainder of your essay. A superb thesis statement has to be written to reflect your views on the subject.

Greek Gods and Goddesses Essay Example For Students

Greek Gods and Goddesses Essay God/GoddessesInformationPoseidon (Roman Name: NeptunePoseidon was another of the three sons of Cronus. He won the Sea as his realm in the casting of lots. Poseidon was a Sea God but he was also called Ennosigaios, Earthshaker and was the God of Earthquakes. Every coastal city was in some way connected to him. But he lost cities to other patrons as well: Corinth to Helius, Athens to Athena, and Argos to Hera (he was seriously bitter about that, and dried up the rivers for a while). Hades (Roman Name: Ploutos)Lord of the underworld (which was also known as Hades) and God of the dead. He abducted Persephone and made her his queen. Brother of Zeus. Zeus(Roman Name: Jupiter)The Supreme God of the Olympians. The God of Sky, Weather, Thunder and Lightening (no one dare challenge his fierce thunderbolts); Cloud-Gatherer; God of Home and Hearth, of Hospitality to Strangers; of Oaths. Zeus was the youngest son of Titans, Cronus and RheaHeaven and Earth were his realms. Hera (Roman name: Juno)Hera is known for being the wife of Zeus (her brother), The Goddess of Marriage and the Queen of Gods. Shes also the younger daughter of Rhea and Cronus. Her bird is the peacock and she is known to be horribly jealous. She appeared to be very jealous of Hercules(son of Zeus)Aphrodite (Roman name: Venus)The goddess of love, beauty and fertility. She was also the protector of sailors. Aphrodite was the daughter of Dione and Zeus. She is also the great grandmother of Dionysus (who she also had a child with), and she had a brief relationship with Ares. Dionysus (Roman name: Bacchus)The god of wine and the son of Zeus and mortal heroine Semele. Dionysus was the one who granted Midas the power to turn whatever he touched into gold. Ares ( Roman name: Mars)The god of war. Ares father is Zeus. Ares was handsome and cruel. He was often shown carrying a bloodstained spear. His thrown on Mount Olympus is said to be covered in human skin. Apollo ( Roman name: Phoebus)The god of prophesy, music and healing. As god of music, Apollo is often seen playing the lyre. He didnt invent this instrument; it was given to him by Hermes. Apollo was the twin brother of Artemis. Artemis ( Roman name: Diana)Artemis was the virgin goddess of the hunt. She helped woman during child birth. Artemis and her brother Apollo were the children of Zeus and Leto. When Apollo noticed Artemis spending great deal hunting, he decided to end their close relationship. Artemis was very cold and vowed never to marry. Hermes ( Roman name: Mercury)The messenger of the gods and guide of dead souls to the Underworld. Hermes was a prankster and a genius from birth. He is the son of Zeus and a mountain nymph. Hermes created the first lyre. Hermes was known for his helpfulness to mankind. He owned magic sandals, with the ability to fly and often let others borrow them. Hephaestus ( Roman name: Vulcan)The god of fire and crafts. Hephaestus was the son of Zeus and Hera. He limped because he was born lame, which caused his mother to throw him off Mount Olympus. Demeter ( Roman name: Ceres)The goddess of agriculture. Demeter was the sister of Zeus and the mother of Persephone. She was known for her bad temper. Athena ( Roman name: Minerva)The goddess of Wisdom, Weaving, Crafts and Military Victory. Athena is also the patron goddess of Athens and one of the three Virgin Goddesses. Her bird was an owl. Athena was the daughter of Zeus and Metis.