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.