The document discusses confidence and how to build it. It defines confidence as the feeling that one can rely on someone or something. It then lists three ways to become more confident: gaining more knowledge, getting more practice, and engaging in reflection. The document encourages finding knowledge from various sources and ends with a note that discussion and consolidation will follow.
A short lesson on the Role of a JNCO. This is used when NCOs undergo training before they attend the JNCO Course. Part of the Brighton Air Cadets NCO Training.
Covers elements of GTD & time management. Touches on loads of different areas so is worth a look through. Part of the Brighton Air Cadets NCO Training.
Clean & Dirty Acceptance Tests with Cucumber & WatirDanny Smith
油
The document discusses different levels of automated testing including unit tests, system integration tests, acceptance criteria tests, and regression testing. It then covers disadvantages of UI automation using Selenium or Watir like brittle tests, time consuming writing and maintenance, and slow execution. Ways to minimize these disadvantages include reducing test numbers, decoupling tests from data, and reducing writing/modification time. The remainder discusses approaches to exploratory testing with Cucumber including writing quick dirty tests and separating clean from dirty code.
The document discusses confidence and how to build it. It defines confidence as the feeling that one can rely on someone or something. It then lists three ways to become more confident: gaining more knowledge, getting more practice, and engaging in reflection. The document encourages finding knowledge from various sources and ends with a note that discussion and consolidation will follow.
This document provides an agenda for an NCO training session over multiple pages. The timings and activities are outlined, covering topics such as the role and duties of an NCO, leadership, discipline, dress policy and drill theory, time management, standard operating procedures, and a concluding parade. The training does not replace formal NCO courses and is intended to teach and reinforce key concepts through lectures, discussions, exercises and practical activities.
Standard Operating Procedures.Part of the Brighton Air Cadets NCO training course. Used as a exercise, where each pair of NCO's must brief on and act out each of the SOPs. Always fun - especially embarking/disembarking transport!
The document describes a floor exercise with numbered circles and rules for participants to follow. Participants must stand with both feet in a circled number without anyone else occupying the same circle within a time limit of under 1 minute and without mistakes. After 4 attempts, participants write on a board the skills used in the exercise such as coordination, focus, and following directions.
A lesson I give to air cadets on promotion to Cadet Corporal. It's always well-recieved by older cadets.
I'll be altering the format quite a bit as I build it into a day-long course for NCO's.
The document provides instructions for setting up web tools for the Brighton Air Cadets. It outlines setting up two websites - a public-facing site and an administrative site. It also discusses using tools like Twitter, Tumblr, 際際滷share and a activities management app to engage the public, manage activities, and administer the group.
This document discusses methods for estimating target distances when giving fire control orders. It outlines 5 key methods:
1. Using recognizable distance units like meters to estimate how many "fit" between the observer and target. This works up to 400 meters.
2. Studying visual details like color and clarity to judge distances based on experience. Ranges from 100-600 meters are estimated.
3. The "halving" method of picking a halfway point and doubling the distance to that point.
4. "Bracketing" by giving a range bracket like 200-400 meters and taking the average. The bracket should be wider for longer distances.
5. Using a known range point within
Basic Fieldcraft Course: Outline & lessons.Danny Smith
油
An outline of the BFC I teach, showing what's covered in each lesson and in what order. It's all based on the content in ACP16 - Manual of Fieldcraft Training.
This document outlines the steps of a project process from conception to completion. It begins by establishing the purpose and constraints of the project to define a clear vision and desired outcome. It then discusses defining success criteria and focus to guide decision making and motivation. The next steps involve brainstorming all potential features without filtering for quality, followed by organizing the ideas by identifying significant pieces, sorting by priority and sequence, and detailing to the appropriate level of granularity. The final stage is to implement the plan, ensure objectives are reached, follow up, clean up, and determine if incomplete aspects should be abandoned or postponed.
The document discusses the evolution of locative art from static objects to dynamic processes and from contemplative reception to active participation. It covers early interactive artworks like 4'33" by John Cage and Telematic Dreaming by Paul Sermon. Later sections discuss how locative art has expanded through social media, large-scale interaction, mobile phones, context-aware computing, and locative media. Specific locative art projects are mentioned that use phenomenological mapping, augmentation of reality, and annotation to place digital objects in real spaces.
The document discusses confidence and how to build it. It defines confidence as the feeling that one can rely on someone or something. It then lists three ways to become more confident: gaining more knowledge, getting more practice, and engaging in reflection. The document encourages finding knowledge from various sources and ends with a note that discussion and consolidation will follow.
This document provides an agenda for an NCO training session over multiple pages. The timings and activities are outlined, covering topics such as the role and duties of an NCO, leadership, discipline, dress policy and drill theory, time management, standard operating procedures, and a concluding parade. The training does not replace formal NCO courses and is intended to teach and reinforce key concepts through lectures, discussions, exercises and practical activities.
Standard Operating Procedures.Part of the Brighton Air Cadets NCO training course. Used as a exercise, where each pair of NCO's must brief on and act out each of the SOPs. Always fun - especially embarking/disembarking transport!
The document describes a floor exercise with numbered circles and rules for participants to follow. Participants must stand with both feet in a circled number without anyone else occupying the same circle within a time limit of under 1 minute and without mistakes. After 4 attempts, participants write on a board the skills used in the exercise such as coordination, focus, and following directions.
A lesson I give to air cadets on promotion to Cadet Corporal. It's always well-recieved by older cadets.
I'll be altering the format quite a bit as I build it into a day-long course for NCO's.
The document provides instructions for setting up web tools for the Brighton Air Cadets. It outlines setting up two websites - a public-facing site and an administrative site. It also discusses using tools like Twitter, Tumblr, 際際滷share and a activities management app to engage the public, manage activities, and administer the group.
This document discusses methods for estimating target distances when giving fire control orders. It outlines 5 key methods:
1. Using recognizable distance units like meters to estimate how many "fit" between the observer and target. This works up to 400 meters.
2. Studying visual details like color and clarity to judge distances based on experience. Ranges from 100-600 meters are estimated.
3. The "halving" method of picking a halfway point and doubling the distance to that point.
4. "Bracketing" by giving a range bracket like 200-400 meters and taking the average. The bracket should be wider for longer distances.
5. Using a known range point within
Basic Fieldcraft Course: Outline & lessons.Danny Smith
油
An outline of the BFC I teach, showing what's covered in each lesson and in what order. It's all based on the content in ACP16 - Manual of Fieldcraft Training.
This document outlines the steps of a project process from conception to completion. It begins by establishing the purpose and constraints of the project to define a clear vision and desired outcome. It then discusses defining success criteria and focus to guide decision making and motivation. The next steps involve brainstorming all potential features without filtering for quality, followed by organizing the ideas by identifying significant pieces, sorting by priority and sequence, and detailing to the appropriate level of granularity. The final stage is to implement the plan, ensure objectives are reached, follow up, clean up, and determine if incomplete aspects should be abandoned or postponed.
The document discusses the evolution of locative art from static objects to dynamic processes and from contemplative reception to active participation. It covers early interactive artworks like 4'33" by John Cage and Telematic Dreaming by Paul Sermon. Later sections discuss how locative art has expanded through social media, large-scale interaction, mobile phones, context-aware computing, and locative media. Specific locative art projects are mentioned that use phenomenological mapping, augmentation of reality, and annotation to place digital objects in real spaces.
4. discipline |d肘s肘pl肘n|
noun
1. the practice of training people to obey rules or a code of behavior, using
punishment to correct disobedience : a lack of proper parental and school
discipline.
the controlled behavior resulting from such training : he was able to maintain
discipline among his men.
a system of rules of conduct : he doesn't have to submit to normal disciplines.
Brighton
Air Cadets 4
34. Understand the need
teach its importance
set an impeccable example
Brighton
Air Cadets 17
35. Understand the need
teach its importance
set an impeccable example
motivate to excel
Brighton
Air Cadets 17
36. Understand the need
teach its importance
set an impeccable example
motivate to excel
consequences
Brighton
Air Cadets 17
37. Understand the need
teach its importance
set an impeccable example
motivate to excel
consequences
Fear of consequences
Brighton
Air Cadets 17
38. Understand the need
teach its importance
set an impeccable example
motivate to excel
consequences
Fear of consequences
supervise closely
Brighton
Air Cadets 17
39. Understand the need
teach its importance
set an impeccable example
motivate to excel
consequences
Fear of consequences
supervise closely
have eyes in the back of your head
Brighton
Air Cadets 17
40. Understand the need
teach its importance
set an impeccable example
motivate to excel
consequences
Fear of consequences
supervise closely
have eyes in the back of your head
punishment
Brighton
Air Cadets 17
93. 5
Remedial action
poorly cleaned room: clean it again
Brighton
Air Cadets 29
94. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes:
Brighton
Air Cadets 29
95. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
Brighton
Air Cadets 29
96. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform:
Brighton
Air Cadets 29
97. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
Brighton
Air Cadets 29
98. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy:
Brighton
Air Cadets 29
99. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy: sit silently
Brighton
Air Cadets 29
100. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy: sit silently
fails to call rank:
Brighton
Air Cadets 29
101. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy: sit silently
fails to call rank: say it lots
Brighton
Air Cadets 29
102. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy: sit silently
fails to call rank: say it lots
forgets to report:
Brighton
Air Cadets 29
103. 5
Remedial action
poorly cleaned room: clean it again
muddy shoes: clean them
un-ironed uniform: iron it
too noisy: sit silently
fails to call rank: say it lots
forgets to report: report regularly
Brighton
Air Cadets 29