Baskin Robbins Executive Summary

BR is a worldwide chain of frozen yogurt parlors established in Glendale, California by Burton Baskin and Irvine Robbins, dessert devotee brothers by marriage, whose enthusiasm motivated what is presently the world's biggest chain of dessert claim to fame shops. What was at one time a determination of 31 flavorsâ€Baskin-Robbins â€Å"31⠮† represents an alternate frozen yogurt flavor for every day of the monthâ€has developed to more than 1,000 in its flavor library. â€Å"We sell fun, not dessert. Today, Baskin-Robbins is the world’s biggest chain of dessert strength stores, serving more than 150 million clients around the world, yet the brand is as yet guided by indistinguishable philosophies and creative intuition from its organizers. Baskin-Robbins has generally come out on top with developments, for example, hand-stuffed quarts of dessert, a one of a kind flavor lace strategy and the utilization of conventional fixings, for example, crusty fruit-filled trea t and cheesecake. Also, Baskin-Robbins keeps on presenting new manifestations that shock and joy clients †in 2008 the brand propelled Soft Serve, making it the biggest popular store to offer both Soft Serve and hand scooped dessert. Extra items incorporate layered parfaits, signature dessert cakes and a developing line of drinks, including Fruit Blasts, Fruit Blast Smoothies, Cappuccino Blastâ ® and shakes. Dunkin' Donuts, BR and Togo's, once in the past marked together as Allied Domecq Quick Service Restaurants (ADQSR), presently are known as Dunkin' Brands, Inc. The new name accompanies a slogan: â€Å"eat. drink. hink. † that headquartered in Canton, Massachusetts. In December, Dunkin' Brands was gained by a U. S. speculation gathering of Bain Capital, Thomas Lee Partners and the Carlyle Group. They have utilized the brand value and achievement of Dunkin' Donuts to make a name that obviously distinguishes their business and gives prompt acknowledgment in the worldwide commercial center. The re-marking has made recharged inspiration from the groups of capable individuals engaged with each brand and the association, giving the assets to drive vital market development both broadly and universally.

The main reasons why companies decide to internationalize their Essay

The principle reasons why organizations choose to internationalize their exercises - Essay Example Watchman (2011) recognizes how principal the dangers are as they are related with new contestants in a market when section cost hindrances are diminished or in any event, when innovative progressions make it simple for new participants to duplicate serious items and inject new serious powers in the market. Development in the opposition after a business’ items are in the development stage along the item lifecycle and when markets are getting soaked with rising rivalry, it is not, at this point supportable to keep up the nearness in the local nation. Rather than endeavoring to expand the business’ item portfolio, which isn't generally attainable utilizing existing assets and existing information, firms will look for new remote markets as a chance to manufacture incomes and expel serious dangers. In this limit, they can keep up the equivalent operational expenses related with item produce and make another interest with outside purchasers as a methods for continuing its net revenue. Besides, sourcing and fabricating are presently turning into a more globalized work as industry-wide benchmarks and guidelines are being built up (Cavusgil, Yeniyurt and Townsend 2004). This implies gracefully chain systems are getting increasingly homogenous on a worldwide premise which makes it simpler for rivalry in a specific industry to pick up a similar sort of acquisition focal points identified with cost and appropriation. As developing markets set up the conveyance systems and substantial frameworks important to arrive at remote markets, contenders can benchmark flexibly methodologies and disintegrate any upper hands once accomplished by another contender. Further, the capacity of rivalry to accomplish replicable worth included exercises in acquirement drives another contender to look for new chances to recover upper hands. Internationalization, as it is identified with obtainment techniques, gives new chances to improve new item advancement.

Informational interview Essay Example | Topics and Well Written Essays - 250 words

Instructive meeting - Essay Example gouge of me to lead a customized meet with a portion of the bookkeepers who have made it to the top so as to get adroit with the aptitudes and difficulties they confronted. c) During my meetings, the interviewees were more than intrigued and ready to offer the data I request. Their company somewhat indicated their experience and the significance of sharing data to other people.d)A part from the educated abilities employees’ execution requires much more of relational aptitudes to permit right correspondence with businesses, different representatives and clients. Truth be told, to improve your profession and get advancements particularly in the field of bookkeeping you have to put more determination, inventiveness, and morals at work. e) I am going to discuss the data I got from a meeting with a bookkeeper onhow the aptitudes and difficulties experienced extra time in the field of bookkeeping are critical to the rising above of his profession to more noteworthy statures even to the situation of a CFO. a) Good relational abilities: As a bookkeeper trying to be an administrator, you need successful relational abilities so as to hand-off you realities productively to the lesser just as ranking staff. This will likewise assist you with lessening making numerous

What Everybody Is Saying About Seminary Graduation Essay Samples Is Wrong and Why

What Everybody Is Saying About Seminary Graduation Essay Samples Is Wrong and Why Seminary Graduation Essay Samples Explained Use longer quotes only if they are unquestionably necessary evidence to back up your argument. You might expand on this simple outline. The body should aim at rational persuasion, as you are interested in getting the reader to talk about your standpoint. Please describe how your private background informs your choice to pursue a graduate level. The Downside Risk of Seminary Graduation Essay Samples Going away to college can be a great time for somebody to mature and start their adult life, but in addition, it can provide a person the chance to go downhill in life decisions. It's time for my second passion to get the advantage of higher learning. It may also be the most memorable yet sentimental day of an individual's life. I was so proud, and happy in order to celebrate this kind of wonderful day together with all of my pals and family members. The 30-Second Trick for Seminary Graduation Essay Samples Living with parents and driving to college can save yourself a college student money because they don't need to pay to dorm. Essay on poverty There are lots of reasons for pursing a greater education. Today, most college students find it difficult to compose an essay on a specific topic. Also, most high school students like to demonstrate contempt once a while just to get an outlet of the stress connected with a tall school crowded with students many of whom do not wish to be there. While it's true that there are a few excellent writers in college some find it extremely tough to write. It is my urge to attend seminary to study the Bible under a number of the best scholars in the nation. The personal statement is a fundamental portion of your grad school application. This might be a parent, friend, sibling, or mentor (for instance, a former or present professor). Moreover, our account is confirmed. Be certain to indicate if you're the search procedure, even if it's not confirmed. Read our customers' reviews and feedbacks. Has a telephone number that can be found on the site. This would provide you with an idea on the best way to write and deliver your own. Making these lists allow you to observe ways to tie things from every list together. Since the objective of the essay is to paint a mental image of a particular subject, it can help to generate a list of all of the situations you associate with your topic. New Step by Step Roadmap for Seminary Graduat ion Essay Samples Once you are finished with this, make sure that the ending is good. This is an entire new adventure. To conclude, it's evident that for one to develop into a very good reader he must first develop a reading culture because it's through reading that we get to understand how to write well. An excellent reader should have the ability to comprehend the words employed for him to understand the writing. How much you speak about your interests, though, will depend on whether it's necessary to submit a different statement of purpose. Your own personal statement is a chance to sell yourself, when it comes to your research interests, research experience and research objectives. Everyone goes through changes and bulk of people have had the chance and privilege to go through the changes that include graduation. On the other side of my female parent. Graduating early may look like a big choice to make. All outstanding Seminary obligations have to be discharged by March 15 so as to graduate and to take part in the Commencement exercises. They must be discharged (including May rent) by April 16 in order to graduate and to participate in the Commencement exercises. Seminary Graduation Essay Samples - Overview You're able to easily buy unique college essays and don't neglect to tell friends and family about it. Studying only will help improve your abilities. Don't cut and paste the exact same essay for every single school. Bear in mind, an admission essay sample may be good way to find out more about the writing procedure and understand the task better. So when you have an essay assigned that you require help with, you can purchase essay online cheap from us. For instance, a why us essay might chat about how very interesting XYZ interdisciplinary project is and the way it fits nicely with your senior project. Let EssayEdge help you compose an application essay which gets noticed. Things You Should Know About Seminary Graduation Essay Samples Your own voice has to be heard. You are likely to love our work. There are a couple points, which can help you to recognize a business to keep away from. As you look around the crowd you find the faces of people that you've spent the previous twelve years with.

Hinduism A Very Interesting Religion And Way Of Life

Samantha Almonacid Mr. Piazza Honors Global Civ November 29, 2014 Hinduism Hinduism itself is indeed a very interesting religion and way of life. Majority of people that follow Hinduism can be located in India and Nepal, where 80% regard themselves as Hindu. It is the world’s oldest religion being traced back to thousands of years ago. Hinduism is the third largest religion in the world, following Christianity and Islam, with 15% or about 900 million people following it globally. The word hinduism means â€Å"eternal spirit path†, where many come and hope that this religion will lead them to peace and happiness. The surprising thing about HInduism is that there is no one founder, no single scripture, and no agreed set of teachings. This religion is basically open to change and different interpretations of the teachings. Luckily, Hinduism can be traced back to the Aryans who lived back in 2nd millennium BCE. These people loved around the Indus Valley, thus causing Hinduism to originate from that region. The Aryans recorded their philosophy, religion , and customs into sacred writings known as the Vedas. The Vedas contain four Vedic texts where the fundamental teachings of hinduism can be found, especially in the concluding portion of the texts known as the Vedanta. The basic belief of Hinduism contained within the Vedas is that human nature is not confined to the body or mind. Instead it is believed that the spark of God is in the soul, or Atman. Atman guides us on the factShow MoreRelatedAnalysis of a Hindu Reflection and Research Essay1244 Words   |  5 Pages One of the best ways to gain an understanding of a religion is to immerse yourself into it. Through the interfaith visit, I was able to gain a glimpse of what it is like to immerse myself into another religion. For my interfaith visit, I was able to go to the Hindu Temple and Cultural Center of Kansas City. Going into this trip, I really had no idea what to expect or what it was going to be like. The first impression I had from the outside of the building is that it was really nice andRead MoreSimilarities Between Hinduism And Hinduism1560 Words   |  7 Pageswesterners know about eastern religions. The first thing that people think of is yoga, meditation, and Buddha. Buddhism and Hinduism are two of the world’s oldest religion. Since Buddhism developed from Hinduism they can be very similar however, they are not the same because both religions have different types of rituals, founders, and gods. They also have different views on life and enlightenment. In this paper I will discuss the foundations and practices of both religions and then move into a discussionRead MoreHindu Beliefs, Culture, And Practices1300 Words   |  6 PagesReligion can be described as the worship of a supernatural power that instills extreme importance on a group of people. Hinduism is the th ird largest religious group in the modern world today. As I began to search for Hindu organizations online I stumbled upon a group called the Hindu American Foundation. Their goal is to educate American society about Hindu beliefs and practices. They believe that through education they can empower future generations of Hindu Americans, and build better relationsRead MoreHinduism And Islamic Religious Beliefs1276 Words   |  6 PagesThere are so many religions around the world that it is hard to understand what their beliefs are. Religion can influence in culture, art, and politics. Religions also can impact in many ways but can learn about some certain religions to know about more religions. Two of the religions are Hinduism and Islam. Hinduism and Islamic religion have been around for centuries, but Hinduism is older than Islamic religion. Those two religions interested me to know about their places, the services, and worshipRead MoreSimilarities Between Hinduism And Hinduism1390 Words   |  6 PagesI found interesting were â€Å"Shiva, Uma, and Their Son Skanda† and â€Å"Shiva as Lord of Dance.† These are two completely different pieces of art but they have similarities that are worth acknowledging. Both of these pieces derive from India during the same time period, made with the same materials, and both fall under the religions of Hinduism. Not only do the details of the pieces help explain the art, but so does the culture and the religion practiced at the time the piece was made. Hinduism is a majorRead MoreWhy Study World Religions1431 Words   |  6 PagesPHL230 Religions of the World I think that it is important to study world religions because it can help people to become more tolerant of other’s beliefs and more compassionate to other people’s causes. With so much war and misunderstanding in the world based on religious viewpoints, it is important to take the time to find out where and why people believe the way that they do. While I find that most people in the world follow a religion based on their geographical location, this is not the caseRead MoreHinduism Was One Of The Religions That I Found To Be Most1456 Words   |  6 PagesHinduism was one of the religions that I found to be most intriguing and different than most of the religions that are now major. The word Hindu is derived from the Sanskrit word Sindhu which is what the Persians called them because of where they were from. Hindu are those who follow the way of dharma, the four classes of varnas and stages of life ashramas.† Hinduism is a major world religion because of its inf luences throughout time that have shaped other religions that branched off from it. HinduismRead MoreSimilarities Between Hinduism And Buddhism843 Words   |  4 PagesReligion seems to structure the way people think, but not necessarily change a person’s life, like magic. The only realistic thing we can say that’s close to magic, is science itself! However, It’s interesting to see that although Western culture is surrounded by the thought of Christianity, we can clearly see that the religion itself is fairly young. Take Hinduism and Buddhism, for example, which might be considered very similar in the fact that Buddhism was born from Hinduism. Although in WesternRead MoreTantrism Essay1455 Words   |  6 PagesThere are many religions that share various common beliefs and philosophies. On the contrary, there are other religions that are on the opposite side of the spectrum, all with their own distinct beliefs aside from the majority. As religion is considered a controversial topic, Tantrism is among one of the most eccentric religions. It is considered an interesting religion due to the fact that sexual experiences play large roles in the process of redemption for its followers. A simple definitionRead MoreThere Are So Many Religions In The World Today That It1741 Words   |  7 Pagesare so many religions in the world today that it would take several lifetimes to fully understand each and every one. Luckily, we will just be discussing the four major Eastern religions in this essay which are Hinduism, Daoism, Confucianism, and Buddhism. Each religion has similar ideas when it comes to the lack of value of the material world and finding true spiritual meaning but differs in many things. For instance, how to escape the material world, practices, the purpose in life, and moral values

General Anxiety Disorder - 2770 Words

General anxiety disorder (GAD) is a prevalent, debilitating disorder recognized by the DSM-5. Some of the symptoms that are associated with GAD are restlessness/ feeling keyed up, being easily fatigues, difficulty concentrating/ having a blank mind, irritability, muscle tension, and disturbed sleep. Excessive anxiety, the most common mental health problem experienced in average youth, causes individual distress and functional impairment throughout children’s lives (Gross Hen, 2004). Anxiety is also a mental status that is elicited in anticipation of threat of some kind. Sensations of anxiety are a normal part of human experiences, but excessive or inappropriate anxiety can become an illness. High levels of anxiety can be accompanied by a set of behavioral and physiological responses including avoidance, vigilance and arousal from a stimuli or stimulus. Children and adolescence of both genders usually experience anxiety symptoms at different levels of intensity that frequently afflicts their everyday life. Anxiety has been treated with drug therapy, cognitive-behavioral therapy (CBT), relaxation training and even systematic desensitization. To diagnose general anxiety disorder, one would look for many presenting symptoms, characteristics, and treatments. The DSM-5 has been changed many times in the past, dating back to 18th century. During the 18th century, anxiety was mostly perceived as physical symptoms that produced anxiety profiles as a result of underlyingShow MoreRelatedGeneral Anxiety Disorders and Treatments Thereof1914 Words   |  8 PagesGeneral Anxiety Disorders and Treatments Thereof Blake C Blanchard Southwestern Oklahoma State University Abstract One of the most common disorders in our society today is generalized anxiety disorder. I am going to dive in to the methods of treatment and thoroughly discuss the various ways this disorder is handled. I experience anxiety when it comes to being in large bodies of water and also when I see spiders. Treatment options for anxiety disorders range from herbal remedies to prescribedRead More General Anxiety Disorder (GAD) Essay2269 Words   |  10 Pages Mental disorder, two simple words that can stir up a storm of emotions. Habitually mistaken by general society as â€Å"deranged† or â€Å"unstable†, the words mental disorder, often, tend to have a negative cognition associated with them. This should not be the case. The misunderstanding that mental disorder is automatically equivalent of that to being psychotic and erratic leaves many individuals feeling isolated, and distressed to share their helplessness due to fear of social stigma. FurtherRead MoreUnderstan ding General Anxiety Disorder And Cognitive Behavioral Therapy1616 Words   |  7 PagesNina Haber Understanding General Anxiety Disorder and Cognitive Behavioral Therapy Nina Haber Hunter College, The City University of New York As many as 4% of the US population have symptoms of generalized anxiety disorder (GAD) in any given year, and ~6% at some time during their lives (Comer 2004.) This disorder is a personality disorder that literally takes over someone’s life. It interferes with social, occupational, and other areas of important daily functioning. In orderRead MoreGeneral Anxiety Disorder : A Case Study Of A Two Year Old Male Client965 Words   |  4 PagesIntroduction The following is a case study of a two-year-old male client, Charles Finster, Jr, also known as Chuckie, who suffers from anxiety disorder. According to the Diagnostic and Statistical Manual-Fifth Edition, general anxiety disorder is characterized by persistent, excessive, and unrealistic worry about everyday things. Chuckie is the son of Charles â€Å"Chas† Finster and the late Melinda Finster, who passed away a few months after Chuckie was born. Chuckie has red hair, buckteeth, frecklesRead MoreDifferences For General Anxiety Disorders1768 Words   |  8 PagesIn considering differentials for general anxiety disorder include the nurse practitioner should consider which of the following: Pheochromocytoma, arrhythmia, Asthma, thyroid disease, B12 deficiency Side effects: Theophylline, decongestants, amphetamines, cocaine, Side effects, nicotine, caffeine, alcohol, marijuana All of the above Response Feedback: Answer: D. Anxiety can mimic a number of physiologic and medication induced causes of anxiety including but not limited to pheochromocytoma, arrhythmiaRead MoreAlternative Treatment For General Anxiety Disorders1614 Words   |  7 PagesAlternative Treatment for General Anxiety Disorders Competent counselors take on the responsibility of becoming beyond the surface level aware of the intricacies of his or her client’s health and well-being. These complexities involve the symptoms associated with his or her disorder, the implementation of pharmaceutics, the side effects and other issues intertwined in the midst of the obstacle(s) plaguing his or her life (Preston, O’Neal Talaga, 2013). Obtaining an understanding of contributingRead MoreInfant Attachment Styles and General Anxiety Disorder in Adults1373 Words   |  6 PagesInfant Attachment styles and general anxiety disorder in adults Purpose The purpose of this study is to look at the relationship between infant attachment styles and psychological wellbeing, with general anxiety as a measure of psychological wellbeing. This study will use an adult sample that will go through psychological tests to determine what attachment style each individual had when they were infants. After establishing their attachment styles their general anxiety levels will be tested. TheRead MoreNeuroticism Is A Dimension Of Temperament That Can Potentially Play A Role1057 Words   |  5 Pagesdimension of temperament that can potentially play a role in disorders. Barlow and colleagues (2014) provide an understanding of this role, through the triple vulnerability theory. The theory incorporates: general biological vulnerability, general psychological vulnerability, and specific psychological vulnerability all interacting in the development of an emotional disorder (or neuroticism itself), particularly anxiety and mood disorders. Neuroticism is the tendency to experience frequent, intenseRead MoreDepression and Anxiety Essay example1021 Words   |  5 Pagessometimes even or no reason at all. Those people might have an anxiety disorder, depression, or both. It is highly likely for someone with an anxiety disorder to also be suffering from depression, or the other way around. 50% of those diagnosed with depression are also diagnosed with an anxiety disorder. What is depression? â€Å"Depression is a condition in which a person feels discouraged, sad, hopeless, unmotivated or disinterested in life in general. When these feelings last for a short period of time, itRead MoreInfluence on Behavior and Psychological Disorders Essay658 Words   |  3 PagesPSYCHOLOGICAL DISORDERS Presentation Influences on Behavior and Psychological Disorders Presentation Jocelyn F. Oatman Sofia Moran University of Phoenix Introduction to Psychology PSY 103 Michelle McCoy-Williams October 29, 2008 Influences on Behavior and Psychological Disorders Presentation The previous evaluation on the pathophysiology of anxiety constantly records the requirement for more examination on biological characteristics of childhood social phobia, separation anxiety disorder, and

Does Wal-Mart Standardize or Adapt Its Marketing Strategy Around the Global free essay sample

Through the long-run business experience, Wal-Mart has standardize its core marketing strategy when her expand business in abroad but Wal-Mart also act local to understand the significance of culture and global sourcing impact on her oversea business. When Wal-Mart has decided to sell in abroad, the corporate has decided to made acquisitions or join-venture for market-entry strategies. Also, Wal-Mart prefers to choose agriculture or under developing country, such as Mexico, Latin market (Puerto Rican), Brazil, China and so on. Wal-Mart has straight extension a chain of department store in offering assortment of discount general merchandise. Those chains of department stores are located at suburban or out-of-town locations that are easily accessible by automobile. Such as Woolco stores (discount retail dept. store) in Canadian, Supercenters in Mexico or Brazil, Supermercado in Latin Market, Hypermarket chain in Germany and so on. But Wal-Mart also developed difference kind of stores for adopting the certain market. We will write a custom essay sample on Does Wal-Mart Standardize or Adapt Its Marketing Strategy Around the Global or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Such as Sam’s clubs in Mexican, Value clubs in Hong Kong, small format stores in Brazil or neighborhood market in China. Wal-Mart has standardized the mode of global sourcing, limited the suppliers and distribution tab for innovative management practices. Under the global sourcing philosophy of Wal-Mart, each manager in Wal-Mart has take reasonability to act local for improving quality, look for opportunities to improve supply and lower cost. Wal-Mart’s global sourcing is focus on categories of goods or item from single location to worldwide or regional basis. It really success for initiative support its marketing strategy. Like the case of copy paper or Qxyclean, global sourcing managers investigated the best – value for customer from local source and then offer to stores every country where Wal-Mart operates. Also, limited the number of suppliers can lower the operation cost on sourcing, increasing the purchasing power and centralize the control of distribution channels. Moreover, Wal-Mart created an â€Å"in-country global sourcing champion† for promote new product and increase communication between merchants from around of world. Though summit, Wal-Mart can obtain most new product information and foster internal communication or sharing the idea or experience from each location.

3 Types of Errors Involving the Correlative Conjunction Either

3 Types of Errors Involving the Correlative Conjunction Either 3 Types of Errors Involving the Correlative Conjunction â€Å"Either† 3 Types of Errors Involving the Correlative Conjunction â€Å"Either† By Mark Nichol When either and or are employed in a sentence to frame two alternatives, the correlative conjunction either is often misplaced, usually rendering the sentence more or less comprehensible but potentially introducing confusion. For each of the examples below, a discussion explains the problem, and a revision provides a solution. 1. She’s either criticized for being too fat or too thin. In this type of sentence, placing either before a verb that precedes two alternatives implies that the verb applies only to the first alternative and that a corresponding verb will appear before the second one, but that does not occur. To render such a sentence correctly, relocate the correlative conjunction to follow the verb, so that both alternatives can share it: â€Å"She’s criticized for being either too fat or too thin.† 2. Teachers would either be paid extra to supervise the sessions, or nonteaching staff would be employed.† This sentence does not pertain to two choices involving teachers, so the conjunction must precede, rather than follow, the subject so that it applies to the first alternative and or introduces the second one: â€Å"Either teachers would be paid extra to supervise the sessions, or nonteaching staff would be employed.† 3. We have seen many firms in which the manager reported either to the general counsel or a business leader. In this case, the sentence would be correct only if a complementary to preceded the phrase â€Å"a business leader.† Otherwise, transpose either and to so that the alternative phrases can share the single instance of to: â€Å"We have seen many firms in which the manager reported to either the general counsel or a business leader.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Farther vs. FurtherTime Words: Era, Epoch, and EonPeople vs. Persons

SAT Historical Percentiles for 2010, 2009, 2008

SAT Historical Percentiles for 2010, 2009, 2008 SAT / ACT Prep Online Guides and Tips If you took the SAT from 2008-2010, you may be wondering what your percentile score is on the SAT. Is a 2000 on the SAT in 2010 the same percentile score as a 2000 in 2008? Do percentile scores change over time? In this article, I will explain SAT percentile scores, how they change, and I'll provide the percentile scores for SAT combined scores and section scores for 2010, 2009, and 2008. What Are Percentile Scores? Percentile scores reveal how well you did in relation to other people. If you scored in the 99th percentile, then you did better than 99% of the people who took the test. If you scored in the 40th percentile, then you scored higher than 40% of the people who took the test. The College Board determines its percentile scores annually from the scores of college-bound high school seniors who took the SAT. The higher your percentile score, the better you did relative to other high school seniors. Do Percentile Scores Change? Generally, percentile scores for equivalent SAT scores stay the same from year to year. For example, a combined SAT score of 1800was the 81st percentile in2010, 2009, and 2008. However, percentile scores for the same combined and section scores can change very slightly. A combined score of 2100 was the 96th percentile in 2010, but it was the 97th percentile in 2009 and 2008. Similarly, a score of 640 on Critical Reading was the 88th percentile in 2010 and 2009, but it was the 87th percentile in 2008. The SAT does try to utilize its scoring system so that equivalent SAT scores are indicative of the same percentile scores and skill level, regardless of when the test was taken. The purpose of the SAT is to provide a valid way to compare students. A score of 1700 from April 2015 is supposed to be equivalent to a 1700 from both May 2015 andMay 2007. How Should You Use This Data and Why Is It Important? Your percentile score is the most straightforward way to determine if you got a good or badSAT score. If you scored higher than the majority of test-takers, then you did well. However, when you apply to a specific college, you're being compared to the other students who apply to that school. Most colleges publicize their 25th and 75th percentile SAT scores. If you want to be competitive for admission at a certain college, then your target score should be aroundthe school's 75th percentile score. Also, percentile scores help put your scores in context. There may not seem to be much difference between a 680 on the Critical Reading section and a 600 on Math, but that Critical Reading score is the 93rd percentile while the Math score is the 74th or 75th. Raising each section score by 100 points would raise the Critical Reading percentile ranking by 6 points but the Math by about 15. If you're considering retaking the SAT, your percentile scores can help you determine how you should prioritize your time. Similarly, a small composite score increase can have a huge impact on your percentile score if you received a middle score. For example, a 1520 is the 51st or 52nd percentile but a 1760 is the 77th or 78th. Raising your score 250 points can raise your score from average to among the top 1/4 of test-takers. Finally, seeing the percentile scores for multiple years shows how little variance there is between percentile scores for the same SAT composite or section score in different years. If you're worried about how an older SAT score stacks up with more recent scores, take a look at these charts to get an idea of how it compares. Frii Spray/Flickr Composite Score Percentiles, 2008-2010 Score 2010 Percentile 2009 Percentile 2008 Percentile 2400 99+ 99+ 99+ 2390 99+ 99+ 99+ 2380 99+ 99+ 99+ 2370 99+ 99+ 99+ 2360 99+ 99+ 99+ 2350 99+ 99+ 99+ 2340 99+ 99+ 99+ 2330 99+ 99+ 99+ 2320 99+ 99+ 99+ 2310 99+ 99+ 99+ 2300 99+ 99+ 99+ 2290 99+ 99+ 99+ 2280 99+ 99 99 2270 99 99 99 2260 99 99 99 2250 99 99 99 2240 99 99 99 2230 99 99 99 2220 99 99 99 2210 99 99 99 2200 99 99 99 2190 98 98 98 2180 98 98 98 2170 98 98 98 2160 98 98 98 2150 98 98 98 2140 98 97 98 2130 97 97 97 2120 97 97 97 2110 97 97 97 2100 97 97 97 2090 96 96 96 2080 96 96 96 2070 96 96 96 2060 95 95 95 2050 95 95 95 2040 95 95 95 2030 94 94 94 2020 94 94 94 2010 94 94 94 2000 93 93 93 1990 93 93 93 1980 92 92 92 1970 92 92 92 1960 91 91 91 1950 91 91 91 1940 90 90 90 1930 90 90 90 1920 89 89 89 1910 89 89 89 1900 88 88 88 1890 87 87 88 1880 87 87 87 1870 86 86 86 1860 85 86 86 1850 85 85 85 1840 84 84 84 1830 83 83 84 1820 82 83 83 1810 82 82 82 1800 81 81 81 1790 80 80 80 1780 79 79 80 1770 78 79 79 1760 77 78 78 1750 76 77 77 1740 75 76 76 1730 75 75 75 1720 74 74 74 1710 73 73 73 1700 72 72 72 1690 71 71 71 1680 70 70 70 1670 68 69 69 1660 67 68 68 1650 66 67 67 1640 65 66 66 1630 64 65 65 1620 63 64 64 1610 62 63 62 1600 61 62 61 1590 59 61 60 1580 58 59 59 1570 57 58 58 1560 56 57 57 1550 54 56 55 1540 53 55 54 1530 52 53 53 1520 51 52 52 1510 49 51 51 1500 48 50 49 1490 47 49 48 1480 46 47 47 1470 44 46 46 1460 43 45 44 1450 42 44 43 1440 41 42 42 1430 39 41 41 1420 38 40 39 1410 37 39 38 1400 36 37 37 1390 35 36 36 1380 33 35 35 1370 32 34 33 1360 31 33 32 1350 30 32 31 1340 29 30 30 1330 28 29 29 1320 26 28 28 1310 25 27 27 1300 24 26 26 1290 23 25 25 1280 22 24 24 1270 21 23 23 1260 20 22 22 1250 19 21 21 1240 18 20 19 1230 18 19 18 1220 17 18 17 1210 16 17 17 1200 15 16 16 1190 14 15 15 1180 13 14 14 1170 13 14 13 1160 12 13 13 1150 11 12 12 1140 11 11 11 1130 10 1 11 1120 9 10 10 1110 9 10 9 1100 8 9 9 1090 8 8 8 1080 7 8 8 1070 7 7 7 1060 6 7 7 1050 6 6 6 1040 5 6 6 1030 5 6 5 1020 5 5 5 1010 4 5 5 1000 4 4 4 990 4 4 4 980 3 4 4 970 3 3 3 960 3 3 3 950 3 3 3 940 3 3 3 930 2 2 2 920 2 2 2 910 2 2 2 900 2 2 2 890 2 2 2 880 1 2 1 870 1 1 1 860 1 1 1 850 1 1 1 840 1 1 1 830 1 1 1 820 1 1 1 810 1 1 1 800 1 1 1 790 1 1 1 780 1- 1- 1- 770 1- 1- 1- 760 1- 1- 1- 750 1- 1- 1- 740 1- 1- 1- 730 1- 1- 1- 720 1- 1- 1- 710 1- 1- 1- 700 1- 1- 1- 690 1- 1- 1- 680 1- 1- 1- 670 1- 1- 1- 660 1- 1- 1- 650 1- 1- 1- 640 1- 1- 1- 630 1- 1- 1- 620 1- 1- 1- 610 1- 1- 1- 600 Enokson/Flickr Section Score Percentiles Here are the percentile scores for each section for 2008-2010. Critical Reading Score 2010 Percentile 2009 Percentile 2008 Percentile 800 99 99 99 790 99 99 99 780 99 99 99 770 99 99 99 760 99 99 99 750 98 98 98 740 98 98 98 730 97 97 97 720 97 97 96 710 96 96 96 700 95 95 95 690 94 94 94 680 93 93 93 670 92 92 92 660 91 91 90 650 89 89 89 640 88 88 87 630 86 85 85 620 84 84 83 610 82 82 82 600 80 79 79 590 77 77 77 580 75 75 74 570 72 72 71 560 69 69 68 550 66 66 65 540 63 63 62 530 59 60 58 520 56 56 55 510 53 53 51 500 50 49 48 490 46 46 44 480 42 42 41 470 39 39 37 460 35 36 34 450 32 32 31 440 29 28 27 430 26 26 25 420 23 22 22 410 20 20 19 400 17 17 17 390 15 15 15 380 13 13 12 370 11 11 10 360 9 9 9 350 8 8 7 340 6 6 6 330 5 5 5 320 4 4 4 310 3 4 4 300 3 3 3 290 2 2 3 280 2 2 2 270 2 2 2 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1 1 220 1 1 1 210 1 1 1 200 Mathematics Score 2010 Percentiles 2009 Percentiles 2008 Percentiles 800 99 99 99 790 99 99 99 780 99 99 99 770 98 98 99 760 98 98 98 750 97 97 98 740 97 97 97 730 96 96 97 720 95 95 96 710 94 94 95 700 93 94 93 690 92 92 92 680 90 91 91 670 89 89 89 660 87 88 88 650 85 85 86 640 84 83 83 630 82 81 81 620 80 79 79 610 77 77 76 600 75 74 74 590 72 72 71 580 70 69 68 570 66 67 66 560 64 63 63 550 61 61 60 540 58 58 56 530 54 55 53 520 51 51 50 510 48 48 47 500 45 45 43 490 41 41 40 480 38 38 36 470 35 35 33 460 31 31 30 450 28 28 27 440 26 26 25 430 23 23 22 420 20 20 19 410 17 17 16 400 15 15 14 390 13 13 12 380 11 11 11 370 9 9 9 360 8 8 7 350 6 6 6 340 5 6 5 330 4 5 4 320 4 4 4 310 3 3 3 300 2 2 3 290 2 2 2 280 1 2 2 270 1 1 1 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1- 1 220 1- 1- 1 210 1- 1- 1- 200 Writing Score 2010 Percentiles 2009 Percentiles 2008 Percentiles 800 99+ 99+ 99+ 790 99 99+ 99+ 780 99 99 99 770 99 99 99 760 98 99 99 750 98 99 99 740 98 98 98 730 98 98 98 720 97 97 97 710 96 96 97 700 96 96 96 690 95 95 95 680 94 94 94 670 93 93 93 660 92 92 92 650 90 90 90 640 89 89 89 630 87 87 87 620 86 85 85 610 84 84 83 600 82 81 81 590 79 79 79 580 77 77 76 570 75 74 73 560 72 72 71 550 69 69 68 540 66 66 64 530 63 63 62 520 60 59 58 510 57 56 54 500 53 52 51 490 50 49 47 480 46 46 44 470 43 42 40 460 39 39 37 450 36 35 33 440 32 32 30 430 29 29 27 420 25 25 23 410 22 22 20 400 19 19 18 390 17 17 15 380 14 14 13 370 12 12 11 360 10 10 9 350 8 8 7 340 7 7 6 330 5 5 5 320 4 4 4 310 4 4 3 300 3 3 3 290 2 2 2 280 2 1 2 270 1 1 1 260 1 1 1 250 1 1 1 240 1 1 1 230 1 1 1 220 1- 1- 1- 210 1- 1- 1- 200 What's Next? Check out the SAT historical percentiles for 2014, 2013, 2012, and 2011, and learn more about how to understand your SAT scores. Also, you may be interested in this post about whether SAT scores predict success. Finally, read this article if you're wondering if you need SAT scores to transfer colleges. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

From Mobilization to Revolution Essay Example | Topics and Well Written Essays - 1750 words

From Mobilization to Revolution - Essay Example Nationalist sentiments among nation-states turned to the acquisition of territory and prestige which led them to imperial adventurism. Nationalism had much to do with the outbreak of World War I. The defeat of the Axis powers after the Great War also saw the break-up of the Austro-Hungarian and Ottoman empires. Many of their former territories became independent nations through treaties after the war, and the Paris Peace Conference firmly placed the principle of national self-determination and equality among nations (Columbia Encyclopedia). Napoleon was the dominating force in Europe by the end of the 18th century. The French emperor created the Confederation of the Rhine which grouped the individual German states bringing them together for the first time. This conglomeration of formerly separate states brought about a rise in nationalism which started in the northern states. After Napoleon's defeat at the Battle of Leipzig by Russia, Prussia, Britain and Austria, this Confederation also collapsed. Napoleon's defeat brought about the beginning of the Congress of Vienna which was formed to restore the balance of power in Europe and ensure that France would be unable to once again expand beyond its pre-war boundaries. The countries who participated in Leipzig were the principal players in the Congress of Vienna. Lands which formerly formed part of the French Empire were partitioned among the victorious powers. Prussia traded the Grand Duchy of Warsaw for Saxony with Russia. The other powers became anxious with the growin g power of Prussia, and so it agreed to take only two-fifths of Saxony to prevent the formation of a coalition against it by the other powers. The Coalition then created the German Confederation which was similar to the Confederation of the Rhine, under the leadership of Austria. The four major powers of Russia, Prussia, Austria and Britain then became the first European Council and they would meet to discuss the keeping of peace in Europe.The Austrian prince Metternich established a co0nservative and reactionary system which effectively undermined the liberalism introduced during the age of Napoleon. Nationalistic tendencies which harked from the Confederation of the Rhine were squelched. However, liberalism began to resurface after several years of oppression from the Metternich administration. Uprisings were begun by liberals and peasants in the German states seeking reforms. The individual princes of the German states were caught unprepared by these radical movements and were fo rced to grant parliaments and constitutions, eliminating feudal structures and appointing liberal ministries. The liberal revolutionaries created the National Assembly which intended to unify the whole of Germany as a liberal and constitutional state. After disagreeing with Austria, Prussia tried to unify Germany under the klienduetsch plan which involved the unification of all German states with the exclusion of Austria and under Prussian leadership. The Assembly finalized the constitution in 1848 with King Frederick William appointed as Germany's first emperor. However, the National Assembly did not wield enough power to see its plans through and eventually Frederick cancelled the constitution and invoked his divine right to rule Germany.

The Scope and Nature of Adult Education Programs Essay

The Scope and Nature of Adult Education Programs - Essay Example Often the activities have a voluntary approach instead of a mandatory participation of adult learning. Taylor mentions that non-formal learning, such as a field trip to museums, zoos, aquariums, and libraries produce spontaneous general interest in such institutions (Taylor et al, 2010). These multitude of institutions listed by Taylor, and Parrish and countless other educators, provide us with opportunities for lifelong learning, and include an educational experience. With growing popularity in the field of these cultural institutions, the people are provided with a recreational and educational perspective. This paper will explore mainly the perspective of Non-formal education in the adult learning setting. This will include a discussion of the non-formal learning institution considered as Comic Book Conventions. Particularly we will be discussing the once a year event brought to the general public in Toronto, Ontario known as The Fan Expo Canada, and touch basis of comparison between Montreal Comic-con and The San Diego International Comic-con. For the examination of this paper, we will begin with the history of Comic Book Conventions, thus letting us follow further to the next discussion of the attractions and programs provided within this type of institutions. Then we will move on to discuss about the pros and cons of this institutional yearly event and thus ending the discussion with my experience attending the Comic Book Convention and with my final thoughts as to my conclusion.

Investment Banking Essay Example for Free

Investment Banking Essay Investment banking is a type of financial service that focuses on helping companies acquire funds and grow their portfolios. Much of this comes in the form of stock and bonds transfer, but investment capital and wholesale corporate acquisitions are also part of the equation. Bankers within this sector are usually highly trained, and are widely recognized as some of the most elite participants in the financial marketplace. They are often sought as much for their consulting and advising services as they are for actually executing transactions. Consulting Services Investment bankers frequently give companies advice on mergers and acquisitions. They also track the market in order to help executive officers determine when to make public offerings and how best to manage public assets. Some of the consultative activities investment banking firms engage in overlap with those of private brokerages which often give buy-and-sell advice to the companies they represent. Investment banking is typically a much more nuanced service, but many of the basic strategies are the same. Transactions and Purchases Most of the consultants and specialists working within investment bank firms are able to actually execute transactions on behalf of clients, as well. Many large companies simply want the advice, and will then make their own decisions in-house. Particularly for small businesses and companies without robust financial services divisions, however, hiring an outside consultant to manage investment decisions can make a lot of sense. AdChoices Wealth Management Courses 1 Year Post Graduate Diploma in New Delhi With Global Curriculum. www.IIfpIndia.com Courses in Banking Industry Endorsed Banking Program. 100% Placement Assistance. Apply! Ifbi.co.in/Bank_Operation_Courses Investment Banking Europe Corporate Finance Advisory for Companies Targets in Europe www.ieg-banking.com CPA CFA CMA CIA IFRS Mumbai Delhi Pune Chennai Bangalore Admissions Open Becker CPA CFA www.orbitinstitutes.com NLP Certification Course Get a Certification in NLP with the Best Training in India www.soexcellence.com/nlp+training Benefits for Both Buyers and Sellers When done properly, investment banking has the potential to benefit both those who are selling corporate acquisitions and those who are buying. Asset sales generate substantial revenues that companies can use to front new products, promote existing brands, or invest in research and development. Breaking into business typically requires a lot of money upfront before any profits are realized, but once those benefits come, primary investors usually profit substantially. Distinction Between Commercial and Investment Banking Commercial banking — that is, basic account management, loans, and standard investments like certificates of deposit — are typically kept separate from corporate investment activities, and many banks engage in but one area. In the United States, it was illegal for a bank to have both commercial and investment divisions until 1999, when the Gramm-Leach-Bliley Act legalized multiple areas of specialty. Institutions that offer dual services usually do so through different branches and staffs, and accounts are usually maintained separately. Breaking Into the Field Investment banking is often one of the most lucrative and sought-after jobs in finance, but with this prestige comes great responsibility. Most of the professionals in this field have extensive training. A college degree in finance or accounting is almost always required, and graduate degrees — particularly in business, corporate finance, or financial management — are quite common.

Vote for Senator John Kerry :: Voting Election President Essays

Vote for Senator John Kerry With this being an election year, the political speeches are to a max. All of the political candidates are using speeches and commercials to try and persuade American to put their trust in them by voting for them and not their opponent. Senator John Kerry has been using the rhetorical appeals in all of the speeches he has been giving, ever since the primary. At the 2004 National Democratic Convention, Kerry spoke with such passion, talked about his reputation, and gave proof to what he was speaking about. Kerry gave a plan for the country, a plan of what will happen if he is elected the President. He spoke of things that went on during the past four years that should have not happened, or should have been handled differently. Kerry sold himself to the country in order to get the votes that are needed in the up coming election on November 2. With the speech Senator John Kerry gave at the 2004 National Democratic Convention, he knew who is audience and knew how to appeal to them. His audience was the citizens of the United States of America, and not just the Democrats. Kerry assumed that the audience wanted a change from the way the current president is running the country. Kerry used the assumptions throughout his speech, though they are not just about the President, he also uses them about just how things are being ran in the country, talked about how there needs to be a change. â€Å"My fellow Americans: we are here tonight united in one simple purpose: to make America stronger at home and respected in world.† The main point of the speech was laid out in the very first line. Though the speech had a few sub points such as: â€Å"elections are about choices,† â€Å"America can do better,† and â€Å"help is on the way.† With these points, he was selling himself, telling the country what can happen if they would vote for him. In order for Kerry to get his points across to the audience, the flow of his speech was very important.

Engage In Personal Development With CYP Essay

Unit 3: Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings 1: Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant, I have many different roles and responsibilities which mainly involve around holding paramount the welfare and safety of children and young people, their progress, development and well-being. It is my responsibility as an employee to follow the codes of practice and ensure that I continue to update my training requirements and techniques. Staff must uphold policies, procedures, rules and work alongside the teacher and other professionals to assist in preparation, information sharing and delivery of sessions, meetings, resources, information and progress. It is also important as a TA to build trusting professional relationships with children, young people and their families/guardians as well as colleagues and other agencies involved, whilst still ensuring to follow confidentiality and data protection policies. My Key Responsibilities are to work under the guidance of teaching staff/SLT and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher/instructor in the whole planning cycle and the management/preparation of resources. Level 3 TA’s may also supervise whole classes occasionally during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured working atmosphere with students being fully engaged and on task. In providing cover supervision, Teaching Assistants will need to respond to questions and generally assist pupils to undertake set activities. Specific Duties and Responsibilities Pupil Support To support pupils development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance To support the learning of individuals and groups of pupils as identified through curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment To  focus on individual pupils as directed or when needs dictates To work with other staff to develop and implement the IEBP’s and the subsequent monitoring To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in order to identify individual needs and difficulties and to feed back to pupils in relation to their progress and achievement To promote the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioural and learning needs of the pupil according to a pupil’s Individ ual Education/Behaviour Plan whilst encouraging independence wherever possible. To monitor pupil’s attendance and behaviour To promote and facilitate learning To support preparation of lessons/tasks/activities To use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop specific learning programmes for pupils Teacher Support To plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an appropriate and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipment To promote and encourage home school partnerships To assist on home school liaison visits To listen, support and discuss issues sensitively with parents and carers under the teacher’s/instructor’s supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To provide objective and accurate  feedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and availability of appropriate evidence To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline policy in order to anticipate and manage behaviour constructively, promoting self-control and independence. Curriculum Support To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs To help drive the school improvement plan To set out and prepare equipment indoors and outdoors To implement local and national teaching strategies, and make effective use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils’ competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resources School Support To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievement To supervise pupils on outings and visits as required To attend staff meetings as required To be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership team To treat all information relating to a  pupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school team To establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils’ out of school hours learning activities To attend relevant courses and learning activities in order to update knowledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to organise specific projects 1.2 Explain expectations about own work role as expressed in relevant standards In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have read and understand my Company’s policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise. I always work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and not discuss any information about children, their families and sensitive information about school matters to anyone unless there is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer. Following the health & safety policy I record any accidents in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident such a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their child’s situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment to  the appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teacher’s office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly. All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building. My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational needs such as ASC, ADHD, ODD or mental illness . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I frequently attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc. In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing national  issues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26. As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20). My role as a Teaching assistant is to assist in enhancing children and young people’s knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive relationships with students helps me in my role as you get to know what levels of assistance students will need. For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a big task and/or lots of writing. I write down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far enough into the task before giving another instruction. For student Z, being on the gifted and talented scheme in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34). I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my file of lesson pla ns and tasks for such occasions. (STL28, STL62) 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like. They need to create a self-development plan and reflect on their work. If an employee doesn’t have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own performance. If work standards don’t exist, then things are open to personal interpretation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. It’s  important to seek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches. 2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, consider important and what interests you. People react positively to people who share the same values and possibly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote people’s individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others. 3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice. Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and parents/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data. I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a ‘Plan, Record and Review’ system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to p romote positive outcomes in learning and well-being for all. 4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools ‘Peer Mentoring System’ for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, while widening our understanding and  knowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job. 5.1 Evaluate how learning activities have affected practice I have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a ‘hands on’ approach is a last resort within my setting but am confident in knowing when and how to use my TEAM TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences. The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obviou s that the task was too easy and not really suitable or beneficial for that student or group or they need another task to complete. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities are  taking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become frustrated and lash out as they don’t want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events. I always plan extension task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isn’t pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and ‘present a new face’ when needed in volatile situations. It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a student’s strengths and weaknesses as well as triggers, likes and dislikes etc. National Standards taken from ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

Using the Spanish Word Seguro

As a cognate of the English word secure, seguro has most of the meanings of secure as well as a few of its own. It is used most often to refer to safety, security, dependability, and certainly, concepts that overlap. The most common translations are secure, safe, and certain, although others are possible. Seguro Referring to Safety Some examples of seguro as an adjective referring to safety: Segà ºn las estadà ­sticas, el avià ³n es el medio de transporte mà ¡s seguro. (Statistically, the airplane is the safest form of transport.)Los padres quieren saber que son seguros los juegos que està ¡n jugando sus hijos.  (The parents want to know that the games their children are playing are safe.)El hotel cerca del aeropuerto es el à ºltimo lugar seguro. (The hotel near the airport is the ultimate safe place.)Necesito un silloncito seguro para el bebà ©. (I need a safe chair for the baby.)Haz tu casa segura para tu familia. (Make your home safe for your family.) ¿Alguien sabe de una fuente segura de medicina? (Does anyone know of a safe source of medicine?) Seguro Related to Security Seguro is commonly used as an adjective when referring to various kinds of security, both physical and virtual: Sus datos estarà ¡n seguros. (Your data will be secure.)La ciudad tiene una estacià ³n de trenes segura y accesible. (The city has a secure and accessible train station.)Los telà ©fonos mà ³viles ya no son seguros. (Cellphones still arent secure.)La Sala de Situaciones de la Casa Blanca posee sistemas de comunicaciones seguras. (The White House Situation Room has secure communications systems.) ¿Se puede lograr que una ciudad sea segura contra los terroristas que utilizan vehà ­culos como armas? (Can a city achieve being secure against terrorists who use vehicles as weapons?) Other Meanings for Seguro In some contexts, seguro can refer to reliability or trustworthiness: No puedo arriesgar la vida de mis hombres en un plan poco seguro. (I cant risk the life of my men on an undependable plan.)Necesito respuestas seguras porque me muero de nervios. (I need reliable answers because Im dying of anxiety.)La biometrà ­a està ¡ creciendo como mà ©todo seguro de identificacià ³n de usuarios. (Biometrics is in creating as an effective  method of user identification.) Seguro can refer to certainty: La etimologà ­a de la palabra no es segura. (The etymology of the word isnt certain.)No estoy seguro de cà ³mo ayudar a alguien con problemas financieros. (Im not sure how to help someone with financial problems.)Pasaron tres o cuatro minutos, no estoy seguro.  (Three or four minutes passed, Im not sure.) Note again that the meanings above can overlap, and context may be necessary to determine what is meant. For example, one of the  sentence above — Los telà ©fonos mà ³viles ya no son seguros — came from an article about the security of information transmitted over the airwaves. But in a different context, the same sentence might have been referring to whether such cellphones can cause cancer. Seguro as a Noun As a noun, el seguro can refer to a safe place in general, or more specifically as a safety latch or other device that keeps something or someone safe. (In some regions, it can refer specifically to a safety pin.) A seguro can also refer to an insurance policy, especially one covering health or protection for injuries. Muchos alpinistas prefieran los mosquetones con seguros de acero. (Many climbers prefer carabiners with steel screw locks.)El seguro casero se requiere en cualquier prà ©stamo casero. (Homeowners insurance is required for any home loan.)Tiene seguros especiales para que el bebà © se quede fijo a la hamaca. (We have special devices so the baby can remain attached to the hammock.) Related Words and Etymology Words related to seguro include asegurar (to assure, to insure, to secure, to make sure), segurar (a shortened version of asegurar), seguridad (security, safety), and seguramente (securely, surely, probably). Seguro comes from the Latin securus, which had a similar meaning. The most closely related English words are secure, sure, and security, although there is also a more distant relationship with secret (secreto in Spanish). Key Takeaways Seguro is related to the English word secure and usually is an adjective that conveys the idea of safety or security.In some contexts, seguro can convey the idea of certainty or usefulness.As noun, seguro often refers to insurance or a thing that provides for safety.