Analysis of The Circus by George Seurat Essay Example | Topics and Well Written Essays - 750 words

Analysis of The Circus by George Seurat - Essay Example The essay "Analysis of The Circus by George Seurat" examines the painting of famous artist Seurat. Due to the method’s demand for hard work, prevented its completion despite the published fact that he usually stays by himself working for long hours of the day and through the night on his paintings. The Circus as the title implies is the setting of the picture which shows the ringmaster on the forefront, the joyful dancing of the lady, prancing horse and the clown on his upside-down stunt. The painting depicts the gaiety going in the circus considered to have been a part of his experimentation of colors, as he also considered emotional characters coming out from his former mood of being very formal and static. Created during the years when Paris was still feeling the effects of the Franco-Prussian war, â€Å"The Circus† portrays the other side of the great devastation experienced during this time which recorded 36,000 people who died of starvation when the Germans besieg ed Paris and cut off all food supplies. Despite this fact, France rose to gather great minds from around the world and introduce their expertise and studies. It has been noted that Seurat and other impressionists never portrayed the dark side of the circumstances in France which could most probably be the reason behind the subject of this painting because Seurat would rather leave an impression to his audiences of the joyful pleasures the circus brings. During the time of Seurat, artworks have been a major contribution to the development of the country., attracting peoples from around the world not only in arts but also in other areas like philosophy, Sciences and Mathematics so that France then became the center of information and development. One of the developments produced in this era is what Seurat birthed as the Pointillism mentioned earlier which is also known as neo-impressionism. This was also the time when the ‘salon’, the French Academy of Art controlled the industry, dictating theme and style used in the artworks so that Seurat’s modern approach to his artwork was rejected because it was considered to be against the then generally accepted perception of art and beauty. The salon gave good exposure of artists and their works so it has been a very powerful tool to the success or fall of artists. Seurat was sneered at and his works have been despised by the impressionists but these did not thwart him in pursuing his personal style of performing arts in what he believed he could effectively use. He then joined hands with other artists whose works have also been rejected by the salon and formed an independent body where they coordinated their own exhibits. Contrary to what Seurat experienced with the impressionists, his artwork has been acclaimed by the increasingly educated population in the use of modern concepts. This gave Seurat a platform to continue with his style which he was known for and also to be the father of which, takin g a little following and influencing other successful artists during his time. The ringmaster’s whip and the whiplash is the motif repetitively expressed in

Mangroves and sea grasses in Florida Research Paper

Mangroves and sea grasses in Florida - Research Paper Example They usually form mangrove forest that is often inundated by tidal salt twice a day. Sea grasses are grass-like flowering plants that are totally submerged in estuarine and marine waters. These habitats occur throughout the coastal areas of Florida, however, most are found in Florida Bay, and the region between Tarpon Springs northward to Apalachee Bay. Types of Mangroves in Florida There are three species of Mangroves found along the coastal region of Florida: black mangrove, white mangrove, and red mangrove. Black mangroves survive in slightly higher elevations than red mangroves, while white mangrove grows upland more than black and red mangroves. Red mangrove grows along the water edge (Saenger 289). Red mangrove is identified by its branching and arching drop roots from branches, prop roots from trunk. Black mangrove is identified by its pencil-like roots that grow up through the soil. The white mangrove is identified by its more rounded leaves than the leaves of black and red m angrove (Saenger 289). Importance of Mangrove in the Ecosystem Mangrove ecosystems are essential habitat for fish production. They provide breeding and feeding grounds for shell fishes and many fishes. Besides fish, it also supports a variety of wildlife such as crocodile, snakes, birds, deer, insects and fishing cats (Saenger 289). The mangrove forests also protect the coast from floods, fury of cyclone, coastal erosion, UV-B radiation, wave actions and sea level rise. Mangroves act as sinks for nutrients, and traps for sediments (Saenger 289). How do Mangroves Reproduce? Mangroves are flowering and seed-producing plants. Their seeds are larger as compared to other seeds produced by other trees and plants, and they usually begin germinating while still attached to the main plant. When the seeds drop from the tree, they float on water for a short period, and then they sink to the bottom (Gleason 21). They float for a short period while being dispersed to areas where they can grow: t hey can only grow in tidal water. The rate of growth depends on mineral availability and climate. Health of Ecosystem Occupied by Mangrove These ecosystems are free from the deleterious impacts of UV-radiation. Mangrove trees produce flavonoids, which serve as UV-screen compounds. Shores and coastlines with mangrove forest are protected from cyclones with tremendous speed that severely disturbs and destroys coastal ecosystem. This makes it a potent nursery and breeding ground for many fishes and other wildlife (Gleason 21). The mangrove roots prevent erosion of the coast, and attract suspended sediments making these regions fertile grounds for cultivation. They also support the growth of planktons, which is a source of fish food (Gleason 22). How Mangrove deals with Salt in the Water Mangroves eliminate salt at the root level, and mangrove trees can tolerate high salt levels in their tissues more than normal plants. Most of the salts are eliminated at the root level through Ultra fi ltration process. Any salt that passes through the roots is stored in old and dry leaves, which are later shed (Gleason 42). A few mangroves can tolerate high salt levels in their tissues, and the excess salt is eliminated through specialized cells in their leaves. For example, Avecennia is the only tree that survives in hot and salty regions. Florida Laws that Protect Mangroves The Florida Legislature passed the Mangrove Trimming and Prevention Act to protect mangrove forests. The act

Christianity Essay Example for Free

Christianity Essay Followers of Jesus, a Jewish man, started a new religion, Christianity. Christianity started to grow during the Pax Romana, a period of peace in Rome. The Pax Romana lasted from 27 B. C. E to 180 C. E. and during it government improved, literature prospered, engineering improved, and laws formed. The peace during the Pax Romana provided a time for Christianity to rise. Christianity spread rapidly and successfully in the 1st through 3rd centuries because it appealed to many people, missionaries could easily travel and spread the message, and because of the events taking place in Rome. The Christian message, a universal message, appealed to many people. In the Sermon on the Mount, the only full sermon existing from Jesus, a section called â€Å"The Beatitudes† lists all of the blessed people. Jesus blessed the oppressed, the hungry, the merciful, the peacemakers, and the pure in heart in his sermon. The Christian message of hope appealed to those out of power and suffering under the rule of the Roman authority, because the Christian message gave people hope and a thought of salvation. The Sermon on the Mount, given by Jesus, encompasses the Christian message of hope. In addition because of the simplicity and directness of the Christian message, people could easily catch on to the message. In addition to those suppressed by the Roman government, Christianity also appealed to gentiles, non-Jews. Paul, a missionary, preached Christianity to the gentiles and compromised with them. Originally following the strict rules such as circumcision and eating Kosher showed to be a roadblock to the gentiles. Paul and Peter argued over whether or not the gentiles should have to follow these rules, and Paul won, so the gentiles that converted to Christianity did not have to adhere to any rules of dress, eating Kosher, or being circumcised. This allowed for Christianity to appeal to the gentiles. Christianity also appealed to widows. In Roman Civilization those that had been widowed had a low place in the social hierarchy and people looked down on them. However, in Christianity widows were honored and called brides of Christ. The charity work that the Christians did also made Christianity an appealing religion. Christians set up hospitals for the poor and homeless. Hospitals gave the homeless a place to become comfortable before they died. In addition to the charity work that Christians did, Christianity emphasized peace, love, and brotherhood, which appealed to some. In the 1st-3rd centuries C. E. the message of Christianity could also be spread quite easily throughout the Roman Empire. The 200,000 miles of roads built in Rome helped Christianity spread throughout the entire empire. The roads allowed for missionaries to travel throughout the empire easily so that they could spread and preach Christianity. The Pax Romana, a period of peace, also allowed for the roads to be safe for the missionaries to travel and spread the word without the fear of being attacked. The many different cities helped spread Christianity rapidly because of the great amount of people in a small area. In addition Christianity could catch on faster and reach more people. Missionaries also had an easy time getting across the message because of the use of only two languages. In the eastern half of the Roman Empire the people mainly spoke koine Greek, and in the western portion of the Roman Empire the people mostly spoke Latin. Because no language barrier existed, missionaries could spread Christianity with fewer difficulties. The events taking place in Rome helped the Christian message to spread rapidly and successfully. The old Roman religions started losing their vitality setting the stage for new beliefs and giving way to the rise of Christianity. Unlike other cults, like the cult of Isis or Mithras, Christianity was freer and adaptable. The loosely organized internal structure of Christianity allowed for Christianity to adapt to people. The persecution of Christians led to the organization of Christian ideas and thoughts. The persecution of the first Christians led to the idea that the ideas of Christianity should be written down and organized. The two groups of Christians, the Apostolics and the Gnostics, had similar but different views on Christianity. Irenaeus, an Apostolic Christian, wrote the first book of the Christian Church titled Against the Heresies. Irenaeus thought that the Gnostics did not represent the true teachings of Jesus, and that the Apostolic Christians represented the teachings of Jesus more than the Gnostics. The Apostolic view of Christianity became the mainstream Christian view and people recorded the Apostolic ideas in the Bible. The persecution on Christians led to the spread of the message of what the Christians died for. Christianity spread due to many factors including roads, missionaries, and the honoring of widows. The timing of the rise of Christianity helped Christianity spread and rise rapidly and successfully. The period of peace in Rome, the Pax Romana, helped Christianity flourish. Christianity at this time grew as older Roman religions started to decline, missionaries preached Christianity to many people, and the Christian message of hope gave hope to those who needed it. These factors along with the rise of Christianity during the Pax Romana helped Christianity spread and continue throughout the Byzantine Empire and beyond.

Analysis Of Engineering Students Problems In Speaking English Language Essay

Analysis Of Engineering Students Problems In Speaking English Language Essay The objective of the study was to investigate the English language problems in terms of speaking and writing skills of engineering students at a technical university in Malaysia based on the perceptions of students and English language lecturers. The study was conducted within the framework of needs analysis as part of the larger curriculum review exercise in the effort to redesign English language courses that meet the needs of the stakeholders. A 15-item questionnaire was formulated and distributed to 612 engineering students and 36 English language lecturers of the technical university. The findings of the survey indicated that there is a difference between students and lecturers perceptions of students problems in speaking and writing. Based on the findings of the study relevant recommendations were made to assist in the decision making process of the curriculum review exercise. KEYWORDS Language problems, Speaking, Writing, Curriculum review, English for Specific Purposes, Needs analysis INTRODUCTION One of the recommendations mentioned consistently in research projects commissioned by the Malaysian Ministry of Higher Education is the need for a comprehensive review of English for Specific Purposes (ESP) programmes of Malaysian universities (Morshidi et al., 2008; Isarji et al., 2008). The recommendation is in direct response to the nations concern for the declining standard of English among Malaysian university students and graduates and the need to meet the expectations of the stakeholders. The research project reported that based on scores in the English Proficiency Test (EPT) and perceptions of business leaders, government officials and academic staff, Malaysian university students, in general, were considered limited users of English in the productive skills; namely, writing and speaking (Isarji et al., 2008). The literature on ESP, college graduates, and employability reveals a list of problems faced by university students in terms of writing and speaking such as writing reports, memos, proposals, formal letters, instructions, manuals, summaries, technical jargons, and using grammatically correct sentences, participating in discussions, communicating with people, telephone conversations, everyday conversation, oral presentation, and negotiations (Horowitz, 1986; Basturkmen and Al-Huneidi, 1996; Ferris and Tagg, 1996; Hyland, 1997; Sullivan and Girginer, 2002; Abdul Aziz, 2004; Siti Hanim and Ismie Roha, 2005; Isarji et al., 2008); and Ostler et al., 2008). This study was conducted within the framework of needs assessment as part of the larger curriculum review exercise in the effort to redesign English language courses, especially in terms of speaking and writing skills of engineering students that meet the needs of the stakeholders. The research questions were as follows: 1. What are the problems of engineering students in writing and speaking? 2. What are the problems of engineering students in writing and speaking from the lecturers point of view? 3. Is there a difference between the perceptions of students and lecturers? METHODOLOGY This study utilized a survey based on a four-point Likert scale. The items in the survey were developed based on sub-skills in the productive skills. Six items were included in the survey in order to capture the perceptions of students writing sub-skills while ten items were to capture the perceptions of students speaking sub-skills. The survey was distributed to engineering students and English language lecturers of a technical university in Malaysia. A total of 612 students and 36 English language lecturers responded to the survey. Responses to the survey were subjected to descriptive analysis using the SPSS software version 12. In the analysis, the responses based on Agree and Strongly Agree categories were combined in order to capture the agreement to each statement. FINDINGS The findings are presented based on the three research questions. A summary of the findings based on students and lecturers performance are reported separately for both skills (speaking and writing skills). The summary of results is based on percentages of responses according to agreement to the statements in the questionnaires. The first research question is as follows: RQ1: What are the problems of engineering students in writing and speaking? According to Figure 1, on the average, more than half of the students reported that they had difficulties in writing. The most problematic writing sub-skill was writing grammatically correct sentences (71%), followed by choosing suitable words (66%), as well as developing and organizing their writing (56.5%). The writing sub-skill with the least problem as reported by the students was linking sentences in a paragraph (46.8%), followed by spelling correctly (47.7%), and combining paragraphs in an essay (47.7%). Figure 1: Engineering students perceptions of their problems in writing Figure 2: Engineering students perceptions of their problems in speaking In terms of engineering students perceptions of their problems in speaking, the data tabulated in Figure 2 shows that they had problems using grammatically correct language (73.3%), speaking fluently (72%), using varied vocabulary and expressions (67.8%) as well as speaking confidently in English (60.5%). The students, on the other hand, perceived to have fewer problems with participating in discussion (44.3%). communicating with people (44.6%), making suggestions and supporting their views (49.5), and speaking clearly and loudly (49.8%). The second research question asked, RQ2: What are the problems of engineering students in writing and speaking from the lecturers point of view? Figure 3: Lecturers perceptions of engineering students problems in writing Figure 4: Lecturers perceptions of engineering students problems in speaking The lecturers reported that the students had problems with all the sub-skills of speaking (Figure 3). The biggest problem was choosing suitable words (94.5%), followed by writing grammatically correct sentences (94.4%), and combining paragraphs in an essay (80.6%). As far as speaking is concerned, the lecturers reported that the students had problems with all speaking sub-skills (Figure 4). The top three problems reported were using grammatically correct language (94.4%), using varied vocabulary and expressions (91.6%) and speaking fluently (86.1%). The third research question is as follows: RQ3: Is there a difference between the perceptions of students and lecturers? The independent sample t-test conducted indicates that there is a significant difference (p≠¤0.05) between the perceptions of students and lecturers of students problems in writing and speaking in all the items (see Appendix 1). This shows that overall, the way the students perceive their problems in writing and speaking differ from the way their English language lecturers perceive the students problems. The results also show that the mean of the lecturers ratings on all the items were consistently higher than of the students ratings of their own speaking and writing problems. In a separate analysis, on the average, 56.2% of the students perceived writing as a problem as compared to the views of the lecturers on the same issue, which is 82.4%. Similarly, 58% of the students perceived speaking as a problem in contrast to the views of the lecturers, which is 80.2%. DISCUSSIONS This study is a small component of a larger curriculum review exercise. The findings of the study, in general, suggest that both students and English language lecturers were in agreement that the students had: problems in writing and speaking; specific writing problems in choosing suitable words and writing grammatically correct sentences; and specific speaking problems in using grammatically correct language, using varied vocabulary and expressions, and speaking fluently. Not only that both lecturers and students concurred that students had problems in writing and speaking, there is a significant difference between how students and lecturers perceived students problems. The lecturers tended to be more critical of the students problems in writing and speaking than the students themselves. One may not be far fetch to conjecture that the reason for the perceptions to be significantly different perhaps is due to the tenacity of most English language lecturers to accentuate the importance of attaining a minimum threshold level in order to succeed in an English medium university in contrast to the lackadaisical attitude of many Malaysian students towards English. The findings of this study are consistent with the literature on the perceptions Malaysian university lecturers and students of students attitudes towards English in general (Isarji et al., 2008). The findings of the study also provide realistic recommendations pertaining to curriculum review exercise. Firstly, in addition to the teaching of listening, speaking, reading and writing, there is a need to include grammar as an important core competence of language learning. The grammar component, however, needs to be taught in context instead of in isolation not only to ensure that language learning activities relate to the real world but also to enhance students motivation. It needs to be emphasized; however, for English language teaching and learning to solely focus on grammar is to ignore the importance of communicative competence as the ultimate goal. Secondly, students need to be provided with more opportunities to be involved in activities that promote rich vocabulary acquisition. Finally, in a curriculum review exercise, it is imperative to include the opinions of the stakeholders particularly the students and teaching staff. The fact that both students and lecturers acknow ledged the same language problems, even though there is a significant difference between their perceptions make it less demanding for the programme provider to design a language programme that meets the needs of the stakeholders including the students and university. CONCLUSION Even though Malaysian university students have the benefit of at least 11 years of exposure to English language learning as a subject in a school setting, the findings of the study indicate that both students and lecturers perceived grammar and vocabulary to be problematic to students. On this account, 3 hours of exposure to English a week for 14 weeks, which is a normal duration of an English course in a university will not produce a miracle. Notwithstanding, with a proper needs analysis, the programme provider will be able to formulate appropriate learning outcomes, adapt, adopt or develop relevant materials and design suitable learning activities to ensure university students are better prepared not only to undertake rigorous credit bearing faculty courses in English but also to enter the employment world.

Html and How it Works :: Essays Papers

Html and How it Works There are almost 300,000 Aborigines in Australia. About 34,500 live in Sydney. There is debate about when Aborigines migrated to Australia from Papua New Guinea and the Indonesian archipelago. There is evidence of occupation about 50,000 to 60,000 years ago. The earliest archaeological evidence of Aboriginal occupation of the Sydney area is 15,000 years ago at Emu Plains in Sydney's west. Captain Cook guessed that the population of Aborigines for all of Australia would have been about 150,000. Recent estimates are that the Aboriginal population was about 750,000 in 1788. Governor Phillip guessed that there were no more that 1500 Aborigines living in the Sydney area. The first official census of Aborigines did not take place until 1971. Aboriginal people throughout the Sydney area identified themselves more strongly as members of smaller clans or bands. There were an estimated 29 different bands liming in the Sydney area, and between seven and eleven based near the shares of Sydney Harbour and the nearby coast. Each band had approximately fifty members. The general collection of beliefs is known as the Dreaming. The Dreaming not only explains the past and how the present came to be, but also prescribes codes of conduct for important events. When Arthur Phillip was given his instructions from the British government before the First Fleet sailed, he was not instructed to negotiate or enter into treaties with the Aborigines for the use of purchase of land. To Europeans, possession or title to land depended on working or cultivating it. Cook had observed on his journey on the Endeavour that Aborigines did not work or improve the land, so that it was terra nullius, and therefore able to be claimed by the British government. The official instructions from the King, however, ordered Phillip to treat the Aborigines in a conciliatory fashion and that any wrongdoing towards them was to be punished. The critical difference between European and Aboriginal notions of land possession and ownership was that, for the Aborigines, there was no conception of the right of an individual to hold property to the exclusion of everyone else. For the colonists, there was no conception of anything else. Aborigines were closely connected to the land, but in a wider and more collective sense, not in the personal legalistic manner land was possessed in European society. From the outset, the stage was set for a fundamental and irreconcilable clash between cultures, which would soon impoverish the lives of Australia's indigenous people.

Melting Glaciers are Devastating for Wetlands Essay example -- Geology

Melting Glaciers: Great News for Titanic, Devastating for Wetlands Overview This essay is dedicated to the importance of wetlands and the impending danger of rising sea levels due to global warming. Historically we humans have taken for granted the numerous vital roles played by wetlands in our ecosystem and viewed them only as unpleasant and undesirable. So we have destroyed much of our wetlands, and now that we finally see how important they are we are going to lose what little wetlands remain to rising sea levels. What are wetlands? Wetlands are, quite simply wet lands. The word â€Å"wetlands† is the collective term for marshes, swamps, bogs, and similar areas. Here in Florida, wetlands are quite abundant. They can also be found in nearly every county and climactic zone in the United States. However, more than half of America's wetlands have been destroyed by man and his historically negative view of the vital waters. In general, wetlands are not very pleasant to humans to be around. Not only do they lack the beauty and grandeur of lakes, oceans and waterfalls, but they are also home to mosquitoes, flies, unpleasant odors and disease. Furthermore, wetlands tend to cover a large area that would be desirable to developers and farmers. Thus, wetlands were popularly and quickly drained and converted to farmlands or filled for housing developments and industrial facilities. Also, flood control levees and navigation channels have prevented fresh water, nutrients and sediment from reaching wetlands. This has converted many to open water. Some wetlands were even used as dumping sites for the disposal of household and industrial wastes! Today, both scientists and the government recognize the ma... ..., enhanced sedimentation, and enhanced peat formation. These measures must be taken seriously and immediately before we and our animals are paying the horrible price for our own irresponsibility! Back to Contents Resources Information from the following articles and web sites was used in writing this site: EPA Global Warming Site http://www.epa.gov/globalwarming/ Facts About Wetlands http://www.epa.gov/OWOW/wetlands/ facts.html GLY 1073 Electronic Tutor http://ess.geology.ufl.edu/ NASA Fact Sheets http://pao.gsfc.nasa.gov/gsfc/service/gallery/ fact_sheets/earthsci/green.htm Titus, J.G., Sea Level Rise and Wetland Loss: An Overview http:// www.epa.gov/oppeoee1/globalwarming/reports/pubs/ sealevel/index.html Wetland Processes and Values http://h2osparc.wq.ncsu.edu/info/ wetlands/funval.html Melting Glaciers are Devastating for Wetlands Essay example -- Geology Melting Glaciers: Great News for Titanic, Devastating for Wetlands Overview This essay is dedicated to the importance of wetlands and the impending danger of rising sea levels due to global warming. Historically we humans have taken for granted the numerous vital roles played by wetlands in our ecosystem and viewed them only as unpleasant and undesirable. So we have destroyed much of our wetlands, and now that we finally see how important they are we are going to lose what little wetlands remain to rising sea levels. What are wetlands? Wetlands are, quite simply wet lands. The word â€Å"wetlands† is the collective term for marshes, swamps, bogs, and similar areas. Here in Florida, wetlands are quite abundant. They can also be found in nearly every county and climactic zone in the United States. However, more than half of America's wetlands have been destroyed by man and his historically negative view of the vital waters. In general, wetlands are not very pleasant to humans to be around. Not only do they lack the beauty and grandeur of lakes, oceans and waterfalls, but they are also home to mosquitoes, flies, unpleasant odors and disease. Furthermore, wetlands tend to cover a large area that would be desirable to developers and farmers. Thus, wetlands were popularly and quickly drained and converted to farmlands or filled for housing developments and industrial facilities. Also, flood control levees and navigation channels have prevented fresh water, nutrients and sediment from reaching wetlands. This has converted many to open water. Some wetlands were even used as dumping sites for the disposal of household and industrial wastes! Today, both scientists and the government recognize the ma... ..., enhanced sedimentation, and enhanced peat formation. These measures must be taken seriously and immediately before we and our animals are paying the horrible price for our own irresponsibility! Back to Contents Resources Information from the following articles and web sites was used in writing this site: EPA Global Warming Site http://www.epa.gov/globalwarming/ Facts About Wetlands http://www.epa.gov/OWOW/wetlands/ facts.html GLY 1073 Electronic Tutor http://ess.geology.ufl.edu/ NASA Fact Sheets http://pao.gsfc.nasa.gov/gsfc/service/gallery/ fact_sheets/earthsci/green.htm Titus, J.G., Sea Level Rise and Wetland Loss: An Overview http:// www.epa.gov/oppeoee1/globalwarming/reports/pubs/ sealevel/index.html Wetland Processes and Values http://h2osparc.wq.ncsu.edu/info/ wetlands/funval.html

How to Prepare for a Job Interview

Preparing yourself for a job interview can be stressful for some people, but now that you have an interview it is time for you to overcome your fear barriers and prepare yourself before the interview. The first impression is always the best impression so you want to dazzle the employer by walking in shoulders high, well dressed and groomed, nice smile, firm handshake, eye to eye contact, and sit when asked by the employer. Before you get to that point of walking in that employer’s room it is always important to do some homework first. Research about the company before the interview because it shows commitment and that is a quality that employers look for when hiring. You want to get to know all about the company and their mission study that and also more insight on the job for which you are applying for. Make sure their qualification matches your skills and abilities and be enthusiastic when speaking. Study your resume it is good to memorize what is on your resume so when the employer asks you a question about what is on your resume, you will know it and you should be not fumbling back and forth between words. Study you weakness and strengths as you compare your skills with the employer’s qualifications use the skill that you are qualified for as your strength. Your weakness is the qualifications that your employer is looking for that are not listed in your job description, study them and turn that it into a strength to show the employer that you may not have experience in that area , but know a lot about the subject and eager to learn more from working in their establishment. It is also important to produce a portfolio of yourself to show employers and they seeks for candidates who are well organized, prepared, knows the inn’s and out’s of the company and willing to go the extra mile to get the job done efficiently. Your job portfolio should include: †¢Resume †¢Master Application †¢Reference Page †¢Cover Letter †¢Thank You Letter †¢Certifications†¦ Perfect attendance, employee of the month, outstanding performance, participation awards †¢Letters of Recommendation†¦ from your former employer, past teachers, someone work with you on volunteer project †¢High School / G. E. D Certificate †¢Police Clearance †¢Valid Picture I. D †¢Social Security Card Indicates what credentials are need for the interview to prepare yourself for the questions the employer my through at you and remember never leave home without you portfolio! Through research, practicing, taking deep breaths inhale exh ale and visualizing how the interview will go can help you overcome nerviness and prepare you to stay calm. Staying mentally prepared will keep you advanced in an interview. That apply to your weakness as well write them down and go over them many times as that will help you nail the interview. This will help you gain confidence and stay in control of the interview but it is important to remember that the employer is in the driver seat, never try to take the lead. Prepare yourself for the end of the interview write down ten questions to ask the employer never ask about salary until the second interview and only after the employer mentions it first. This is what I would prepare and study to ask the employer: †¢When hiring what do you look for in an employee? †¢What type of skills do you look for when hiring? †¢When viewing a resume what shows the most interest? What type educational background do you look for? †¢What skills do I need to work on to get promoted in the company? †¢Does it take a long time for promotions? †¢If I want to go back to school to advance in the company does the company pay for school/training? †¢How many years have you been with the company? †¢How did you get the position that you are in? †¢What is your edu cational background? These are some good question to ask the employer to gain some more insight about the company and the interviewer, it shows interest and that you are open to learn. Also it helps you to identify if all what the employer’s answers are compares to your job description that you are a possible candidate for the position. Now that you have mentally prepared yourself for the interview, it is now the nigh before the interview what should you do? First you should get your wardrobe together find something suitable for the interview, wear darker colors not to loud, you don’t want to distract the employer with bright colors. Iron your cloths, bath or shower and do all you’re grooming the night before Get a goodnights rest by getting at least eight hours worth of sleep. Waking up early, having a well-balance breakfast, more grooming, it is best not to wear perfume/cologne the employer my be allergic to it, get ready early, visualize, review and practices for interview. Study your list that you made of your weakness and strengths and practice how you will articulate them, and arrive at the interview at lease fifteen minutes early.