The document provides an overview of the Duke of Edinburgh's Award (DofE) program. It explains that the DofE is open to those aged 14-24 and involves completing activities in four sections - volunteering, physical, skills, and expedition - over three levels (Bronze, Silver, Gold). The Gold level also includes a fifth residential section. The document outlines the time commitments and benefits of participating in the DofE program.
Introduction to the Duke of Edinburgh Award for Young PeopleStephen Pollard
The document summarizes the Duke of Edinburgh Award program, which involves volunteering, physical activity, developing skills, and completing an expedition. It encourages students to join by explaining that the award helps get into university, impress employers, improve abilities, learn new skills, give back to the community, and be fun. It provides details on the aims of volunteering, physical, skills, and expedition components and instructions for Year 9 students to apply by February 8th with a short essay.
The DofE (Duke of Edinburgh's Award) program allows participants aged 14-24 to earn bronze, silver, or gold awards by completing activities in volunteering, physical, skills, and expedition sections over a set period of time. For each level, participants must plan and complete an expedition of increasing distance and duration. Due to COVID-19, participants can now change activities or complete them at home, and assessors should submit reports online. The document provides details on requirements, example activities, and tips for getting started with the DofE.
The document introduces the Duke of Edinburgh's Award program for 14-24 year olds. It can be completed at Bronze, Silver, or Gold levels by completing activities in four sections: volunteering, physical, skills, and expedition. The expedition section involves planning and completing an adventurous multi-day journey. Choosing activities for each section is flexible as long as it is legal and acceptable. Completing the Bronze level takes a minimum of 6 months and involves a 2 day, 1 night qualifying expedition.
The Duke of Edinburgh's Award is a non-competitive program established in 1956 in over 137 countries. The program has three levels - Bronze, Silver, and Gold - which involve completing sections in social service, skills, physical recreation, and adventure over periods of 6 months to 1 year. The document outlines the history and benefits of the program, as well as requirements for each level and section. Participants work with Award Leaders to plan and document their activities in a journal.
The Duke of Edinburgh's Award program at Fortrose Academy encourages personal development through volunteering, physical activities, skills building, and expeditions. Students must complete a 3 month expedition involving planning, training, and a 2 day overnight journey. They develop important life skills like first aid, teamwork, and leadership. The program benefits students by helping them gain skills for college, university, and future careers. It offers a massive choice of activities that students can enjoy and that are challenging but achievable.
The document provides an overview of the Salvation Army's Corps Cadets program, which aims to develop young people into devoted followers of Jesus Christ and leaders in The Salvation Army. The program includes a curriculum covering leadership development, Bible study, discipleship, and Salvation Army heritage over five years. It outlines requirements for membership, tracks of study, reporting procedures, and opportunities for leadership roles and scholarships.
The Duke of Edinburgh's Award was started in 1956 in the UK and brought to Canada in 1963. It operates in all Canadian provinces and territories, as well as over 143 countries worldwide, with over 40,000 Canadian participants annually. The program has three levels (Bronze, Silver, Gold) that involve completing activities in community service, skills, physical recreation, and adventure over a period of months or years. Activities are chosen by the participant and provide benefits such as leadership skills, resume building, and recognition at award ceremonies.
Presentation on Youth Leadership Training offered through the Boy Scouts of America. This presentation is targeted at Boy Scout and Venturing age youth.
Introduction to the Duke of Edinburgh Award for Young PeopleStephen Pollard
The document summarizes the Duke of Edinburgh Award program, which involves volunteering, physical activity, developing skills, and completing an expedition. It encourages students to join by explaining that the award helps get into university, impress employers, improve abilities, learn new skills, give back to the community, and be fun. It provides details on the aims of volunteering, physical, skills, and expedition components and instructions for Year 9 students to apply by February 8th with a short essay.
The DofE (Duke of Edinburgh's Award) program allows participants aged 14-24 to earn bronze, silver, or gold awards by completing activities in volunteering, physical, skills, and expedition sections over a set period of time. For each level, participants must plan and complete an expedition of increasing distance and duration. Due to COVID-19, participants can now change activities or complete them at home, and assessors should submit reports online. The document provides details on requirements, example activities, and tips for getting started with the DofE.
The document introduces the Duke of Edinburgh's Award program for 14-24 year olds. It can be completed at Bronze, Silver, or Gold levels by completing activities in four sections: volunteering, physical, skills, and expedition. The expedition section involves planning and completing an adventurous multi-day journey. Choosing activities for each section is flexible as long as it is legal and acceptable. Completing the Bronze level takes a minimum of 6 months and involves a 2 day, 1 night qualifying expedition.
The Duke of Edinburgh's Award is a non-competitive program established in 1956 in over 137 countries. The program has three levels - Bronze, Silver, and Gold - which involve completing sections in social service, skills, physical recreation, and adventure over periods of 6 months to 1 year. The document outlines the history and benefits of the program, as well as requirements for each level and section. Participants work with Award Leaders to plan and document their activities in a journal.
The Duke of Edinburgh's Award program at Fortrose Academy encourages personal development through volunteering, physical activities, skills building, and expeditions. Students must complete a 3 month expedition involving planning, training, and a 2 day overnight journey. They develop important life skills like first aid, teamwork, and leadership. The program benefits students by helping them gain skills for college, university, and future careers. It offers a massive choice of activities that students can enjoy and that are challenging but achievable.
The document provides an overview of the Salvation Army's Corps Cadets program, which aims to develop young people into devoted followers of Jesus Christ and leaders in The Salvation Army. The program includes a curriculum covering leadership development, Bible study, discipleship, and Salvation Army heritage over five years. It outlines requirements for membership, tracks of study, reporting procedures, and opportunities for leadership roles and scholarships.
The Duke of Edinburgh's Award was started in 1956 in the UK and brought to Canada in 1963. It operates in all Canadian provinces and territories, as well as over 143 countries worldwide, with over 40,000 Canadian participants annually. The program has three levels (Bronze, Silver, Gold) that involve completing activities in community service, skills, physical recreation, and adventure over a period of months or years. Activities are chosen by the participant and provide benefits such as leadership skills, resume building, and recognition at award ceremonies.
Presentation on Youth Leadership Training offered through the Boy Scouts of America. This presentation is targeted at Boy Scout and Venturing age youth.
The document summarizes the Wider Achievement Programme being offered by The Community School of Auchterarder beginning in August 2013. It will involve pupils from P7 to S6 and provide opportunities for learning beyond the traditional curriculum through various activities that will run throughout the year unless otherwise stated. The programme aims to provide unique opportunities for students and there may be some initial issues to work out.
This document provides an overview of the Change Force Pioneer training program. It discusses the roles of Pioneers as facilitators, the standards they must meet to become certified, and the structure of the training workshops where Pioneers will take turns facilitating sessions for each other. It also covers topics like how people learn, with a focus on principles of young adult learning, including that young adults learn best by doing, when they see relevance, and by solving problems. The objective of the introductory workshops is for Pioneers to learn how to prepare session plans and resources and understand delivery requirements.
What are your plans this summer?
AIESEC offers you the opportunity to gain an experience of a lifetime in 6 weeks.Volunteer or Teach abroad this summer, make a difference to a community, gain unforgettable friendships and develop yourself professionally and personally! Grab this opportunity to volunteer abroad in the most cost-effective way with AIESEC!
Visit our website at www.aiesec.co.uk/students/go-global, email us at goglobal@leeds.aiesec.co.uk or like our Facebook page at www.facebook.com/AIESECLeedsGoGlobal
To apply, please do so at www.aiesec.co.uk/students/go-global-form
Read our information booklets at:
GoTeach: http://issuu.com/aiesecuk1213/docs/goglobal/1
GoVolunteer: http://issuu.com/aiesecuk1213/docs/goglobal_-_govolunteer_booklet/1
The document provides an overview of Cross-Cultural Solutions' volunteer abroad and alternative break programs, which allow individuals and groups to volunteer overseas for 1-12 weeks through structured programs. It discusses the benefits and opportunities for volunteering as part of a student group, corporate group, family, or independently. Contact information is provided for those interested in learning more about the programs.
The document discusses the key aspects of the Creativity, Activity, and Service (CAS) component of the International Baccalaureate Diploma Programme (IBDP). It explains that CAS focuses on participants' development through experiential learning outside the classroom. The three strands of CAS - Creativity, Activity, and Service - provide opportunities for students to develop new skills and work to better their communities. To successfully complete CAS, students must engage with each strand for at least 18 months, demonstrate meeting seven learning outcomes through reflections in a portfolio, and complete a collaborative month-long project incorporating planning, action and reflection stages.
This document outlines the requirements and curriculum for the Pathfinder Voyager Achievement Class. It covers topics such as spiritual discovery, community outreach, friendship development, health and fitness, organization/leadership, nature study, outdoor living, and lifestyle enrichment. For each requirement, it provides the objectives, teaching methods, resources, and testing. The overall aim is to help teenagers grow spiritually, develop leadership skills, spread the Adventist message, and have fun through outdoor activities.
The document discusses the role of volunteers in supporting the Dougy Center's peer grief support program. It covers 6 areas: the role of volunteers, retaining volunteers through appreciation efforts, recruiting volunteers, training volunteers, placing volunteers in groups, and supervising volunteers. The longest serving volunteer has been with the program for 22 years.
Our offer to clients at Job Centres in UK to help raise self esteem using the natural world. People gain confidence, learn new skills with our accredited training and make new friends in natural spaces near where they live. All activities are low or no cost and can easily be taken up as hobbies on a low income or lead to worthwhile jobs in environment, childcare, teaching, catering, land management, psychology.
Life skill: Join a trek – Values to be learned: Leadership - Types and styles
Life skill: Join a trek – Values to be learned: Team Work - Activity
Life skill: Join a trek – Values to be learned: Dealing with ambiguity – Activity
Life skill: Join a trek – Values to be learned: Managing stress Yoga
Life skill: Join a trek – Values to be learned: Motivating people Intrinsic and extrinsic
Life skill: Join a trek – Values to be learned: Creativity Special Activity
Life skill: Join a trek – Values to be learned: Result Orientation - Assessment
Life skill: Join a trek – Values to be learned: Motivating people (2) - Intrinsic and extrinsic
Life skill: Join a trek – Values to be learned: Dealing with ambiguity
Activity Life skill: Join a trek – Values to be learned: Motivating people (3)
Life skill: Join a trek – Values to be learned: Creativity (2)
Life skill: Join a trek – Values to be learned: Creativity (3). Adzap
Life skill: Join a trek – Values to be learned: Result Orientation (2) - Activity
The Leadership Skills Development programme provides learners with practical knowledge, skills, and tools to enable positive change through developing six areas of intelligence: Choices, Principles, Mind, Heart, Body, and Spirit. The programme aims to develop problem solving, decision making, change management, and leadership skills. It is designed to positively impact society, business, and the environment through learning frameworks, channels, and sectors that are accredited by the relevant SETA.
This document provides information about taking GCSE PE at DHSG. It outlines the course structure and content for years 10 and 11. In year 10, students are introduced to physical education theory and complete controlled assessments in practical performances and developing fitness. In year 11, students develop further knowledge in PE theory and practical skills, with exams and controlled assessments. The document encourages students to choose GCSE PE if they enjoy PE lessons, extracurricular sports, and participate in physical activity outside of school. It details opportunities for outdoor education and activity weekends as part of the course. Teachers expect students to arrive on time, dressed appropriately, with the right equipment and a willingness to learn.
This document describes a program that uses horse care, handling, and riding to benefit individuals' mental, emotional, and physical wellbeing. It offers several program options for schools, youth groups, and community organizations to choose from, including beginner horse care and riding sessions for kids, term programs for developing riding skills, and an equine therapy program to improve confidence and communication. The goals are to help participants feel happier, build self-esteem, connect with nature, and gain life skills through safely interacting with and learning from horses.
SSMENTORS provides personality assessment and mentoring training to help people develop resilience, maturity, and independence. They use experiential learning techniques like outdoor activities at their facility near Sultanpur Bird Sanctuary to improve skills like communication, problem solving, leadership, and teamwork. Their training is meant to help people achieve self-improvement, self-confidence, and overall holistic development through reflection on experiences during activities facilitated by their experienced staff.
Adventure Based Team Building BrochureCarly Thorne
_____________________________________________________________
Date: _____________________________
This form is due one week prior to your scheduled event.
Medical Release Form18
Directions to George Junior Republic
From the East:
Take I-80 West to Exit #28 (Mercer, PA). Turn right onto Route 62 South. Continue for approximately
10 miles. Turn left onto Route 358 West. Continue for approximately 2 miles. Turn right onto Route
258 North. Continue for approximately 1 mile. Turn left onto George Junior Republic Road. The
Adventure-Based Team Building Facility is located on the left side of the road.
From the West:
Take I-80 East to Exit #28 (Mercer, PA).
Why being Active Together matters: Increasing sportWhy being Active Together ...PeterboroughCPD
This presentation will explore the benefits of getting active through first person experience, as well as discuss the very real challenges/barriers to participation that currently exist. The Active Together project looks to address many barriers to participation and utilizes Ambassadors as mentors to increase awareness and provide vital ‘first contact’ for persons who are wanting to gain access to new sporting opportunities; 2 important additional steps outlined in Canadian Sport for Life, Long Term Athlete Development (CS4L-LTAD) guidelines. Services and supports will be discussed such as a new community resource hub, outreach presentations and a special focus on AODA Customer Service Training with an emphasis on Sport and Recreation providers. The Active Together project is a cross disability project that draws strength from multiple community partners.
Dear all,
This is a team-work project.
There are three members in our team: Mr. Nguyen, Ms. Hoa, Ms. Linh and me - Ms. Nguyen (Sunny)
Please kindly add more information if needed. We are highly appreciate your contribution.
All the best,
Nguyen Tran [Sunny]
Eve Ash - Creating a Culture - presented at Education Leaders Forum 2012SmartNet
The document summarizes a workshop on creating a culture of fun, learning, and respect in the workplace. The workshop was facilitated by Eve Ash and covered topics like the leadership sins to avoid, ways to motivate employees without spending money, agreeing on work performance goals, and handling problems and mistakes in a constructive way. The overall message was about inspiring leadership, empowering employees, and building a positive work environment and culture.
The document outlines strategies for implementing the Schoolwide Enrichment Model (SEM) to challenge and motivate all students. The SEM uses enrichment clusters, which are groups of students from different grades who share common interests and work during designated time blocks to pursue projects related to their interests. The document provides seven steps to implement enrichment clusters schoolwide, which include assessing student and staff interests, setting up a schedule and wall chart of cluster options, locating adult facilitators, and celebrating the program's successes. The overall goal is for students to authentically investigate real problems through their clusters.
The document provides an overview of the Matt Griffin YMCA. It details the YMCA's goals of youth development, healthy living, and social responsibility. Programs offered include childcare, camps, exercise classes, nutrition guidance, and volunteer opportunities. The YMCA aims to support the community by providing assistance, community spaces, and meal programs. The document concludes with contact information for the YMCA leadership team.
The document is a quiz on binary and logic gates. It contains multiple choice questions testing the ability to convert between binary and decimal numbers, identify logic gate symbols and functions, and order storage unit sizes from smallest to largest. Questions include converting 00001111 and 01100000 to decimal, identifying the component logic gates are building blocks for, identifying a NOT gate symbol, completing truth tables for logic gates, converting 9 to 4-bit binary, and identifying the correct ordering of storage units from smallest to largest.
Spreadsheets are used to calculate profit and loss for companies using formulas. The cell reference for the shaded cell in the example is B2. The formula to calculate the total cost is =sum(C3:D3) and the formula to find the largest number in cells above C11 is =max(C3:C9). The toolbar icon used to merge cells is . Data validation should be used to ensure data is correct in a spreadsheet.
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Similar to Introduction to the DofE at Meridian Scchool
The document summarizes the Wider Achievement Programme being offered by The Community School of Auchterarder beginning in August 2013. It will involve pupils from P7 to S6 and provide opportunities for learning beyond the traditional curriculum through various activities that will run throughout the year unless otherwise stated. The programme aims to provide unique opportunities for students and there may be some initial issues to work out.
This document provides an overview of the Change Force Pioneer training program. It discusses the roles of Pioneers as facilitators, the standards they must meet to become certified, and the structure of the training workshops where Pioneers will take turns facilitating sessions for each other. It also covers topics like how people learn, with a focus on principles of young adult learning, including that young adults learn best by doing, when they see relevance, and by solving problems. The objective of the introductory workshops is for Pioneers to learn how to prepare session plans and resources and understand delivery requirements.
What are your plans this summer?
AIESEC offers you the opportunity to gain an experience of a lifetime in 6 weeks.Volunteer or Teach abroad this summer, make a difference to a community, gain unforgettable friendships and develop yourself professionally and personally! Grab this opportunity to volunteer abroad in the most cost-effective way with AIESEC!
Visit our website at www.aiesec.co.uk/students/go-global, email us at goglobal@leeds.aiesec.co.uk or like our Facebook page at www.facebook.com/AIESECLeedsGoGlobal
To apply, please do so at www.aiesec.co.uk/students/go-global-form
Read our information booklets at:
GoTeach: http://issuu.com/aiesecuk1213/docs/goglobal/1
GoVolunteer: http://issuu.com/aiesecuk1213/docs/goglobal_-_govolunteer_booklet/1
The document provides an overview of Cross-Cultural Solutions' volunteer abroad and alternative break programs, which allow individuals and groups to volunteer overseas for 1-12 weeks through structured programs. It discusses the benefits and opportunities for volunteering as part of a student group, corporate group, family, or independently. Contact information is provided for those interested in learning more about the programs.
The document discusses the key aspects of the Creativity, Activity, and Service (CAS) component of the International Baccalaureate Diploma Programme (IBDP). It explains that CAS focuses on participants' development through experiential learning outside the classroom. The three strands of CAS - Creativity, Activity, and Service - provide opportunities for students to develop new skills and work to better their communities. To successfully complete CAS, students must engage with each strand for at least 18 months, demonstrate meeting seven learning outcomes through reflections in a portfolio, and complete a collaborative month-long project incorporating planning, action and reflection stages.
This document outlines the requirements and curriculum for the Pathfinder Voyager Achievement Class. It covers topics such as spiritual discovery, community outreach, friendship development, health and fitness, organization/leadership, nature study, outdoor living, and lifestyle enrichment. For each requirement, it provides the objectives, teaching methods, resources, and testing. The overall aim is to help teenagers grow spiritually, develop leadership skills, spread the Adventist message, and have fun through outdoor activities.
The document discusses the role of volunteers in supporting the Dougy Center's peer grief support program. It covers 6 areas: the role of volunteers, retaining volunteers through appreciation efforts, recruiting volunteers, training volunteers, placing volunteers in groups, and supervising volunteers. The longest serving volunteer has been with the program for 22 years.
Our offer to clients at Job Centres in UK to help raise self esteem using the natural world. People gain confidence, learn new skills with our accredited training and make new friends in natural spaces near where they live. All activities are low or no cost and can easily be taken up as hobbies on a low income or lead to worthwhile jobs in environment, childcare, teaching, catering, land management, psychology.
Life skill: Join a trek – Values to be learned: Leadership - Types and styles
Life skill: Join a trek – Values to be learned: Team Work - Activity
Life skill: Join a trek – Values to be learned: Dealing with ambiguity – Activity
Life skill: Join a trek – Values to be learned: Managing stress Yoga
Life skill: Join a trek – Values to be learned: Motivating people Intrinsic and extrinsic
Life skill: Join a trek – Values to be learned: Creativity Special Activity
Life skill: Join a trek – Values to be learned: Result Orientation - Assessment
Life skill: Join a trek – Values to be learned: Motivating people (2) - Intrinsic and extrinsic
Life skill: Join a trek – Values to be learned: Dealing with ambiguity
Activity Life skill: Join a trek – Values to be learned: Motivating people (3)
Life skill: Join a trek – Values to be learned: Creativity (2)
Life skill: Join a trek – Values to be learned: Creativity (3). Adzap
Life skill: Join a trek – Values to be learned: Result Orientation (2) - Activity
The Leadership Skills Development programme provides learners with practical knowledge, skills, and tools to enable positive change through developing six areas of intelligence: Choices, Principles, Mind, Heart, Body, and Spirit. The programme aims to develop problem solving, decision making, change management, and leadership skills. It is designed to positively impact society, business, and the environment through learning frameworks, channels, and sectors that are accredited by the relevant SETA.
This document provides information about taking GCSE PE at DHSG. It outlines the course structure and content for years 10 and 11. In year 10, students are introduced to physical education theory and complete controlled assessments in practical performances and developing fitness. In year 11, students develop further knowledge in PE theory and practical skills, with exams and controlled assessments. The document encourages students to choose GCSE PE if they enjoy PE lessons, extracurricular sports, and participate in physical activity outside of school. It details opportunities for outdoor education and activity weekends as part of the course. Teachers expect students to arrive on time, dressed appropriately, with the right equipment and a willingness to learn.
This document describes a program that uses horse care, handling, and riding to benefit individuals' mental, emotional, and physical wellbeing. It offers several program options for schools, youth groups, and community organizations to choose from, including beginner horse care and riding sessions for kids, term programs for developing riding skills, and an equine therapy program to improve confidence and communication. The goals are to help participants feel happier, build self-esteem, connect with nature, and gain life skills through safely interacting with and learning from horses.
SSMENTORS provides personality assessment and mentoring training to help people develop resilience, maturity, and independence. They use experiential learning techniques like outdoor activities at their facility near Sultanpur Bird Sanctuary to improve skills like communication, problem solving, leadership, and teamwork. Their training is meant to help people achieve self-improvement, self-confidence, and overall holistic development through reflection on experiences during activities facilitated by their experienced staff.
Adventure Based Team Building BrochureCarly Thorne
_____________________________________________________________
Date: _____________________________
This form is due one week prior to your scheduled event.
Medical Release Form18
Directions to George Junior Republic
From the East:
Take I-80 West to Exit #28 (Mercer, PA). Turn right onto Route 62 South. Continue for approximately
10 miles. Turn left onto Route 358 West. Continue for approximately 2 miles. Turn right onto Route
258 North. Continue for approximately 1 mile. Turn left onto George Junior Republic Road. The
Adventure-Based Team Building Facility is located on the left side of the road.
From the West:
Take I-80 East to Exit #28 (Mercer, PA).
Why being Active Together matters: Increasing sportWhy being Active Together ...PeterboroughCPD
This presentation will explore the benefits of getting active through first person experience, as well as discuss the very real challenges/barriers to participation that currently exist. The Active Together project looks to address many barriers to participation and utilizes Ambassadors as mentors to increase awareness and provide vital ‘first contact’ for persons who are wanting to gain access to new sporting opportunities; 2 important additional steps outlined in Canadian Sport for Life, Long Term Athlete Development (CS4L-LTAD) guidelines. Services and supports will be discussed such as a new community resource hub, outreach presentations and a special focus on AODA Customer Service Training with an emphasis on Sport and Recreation providers. The Active Together project is a cross disability project that draws strength from multiple community partners.
Dear all,
This is a team-work project.
There are three members in our team: Mr. Nguyen, Ms. Hoa, Ms. Linh and me - Ms. Nguyen (Sunny)
Please kindly add more information if needed. We are highly appreciate your contribution.
All the best,
Nguyen Tran [Sunny]
Eve Ash - Creating a Culture - presented at Education Leaders Forum 2012SmartNet
The document summarizes a workshop on creating a culture of fun, learning, and respect in the workplace. The workshop was facilitated by Eve Ash and covered topics like the leadership sins to avoid, ways to motivate employees without spending money, agreeing on work performance goals, and handling problems and mistakes in a constructive way. The overall message was about inspiring leadership, empowering employees, and building a positive work environment and culture.
The document outlines strategies for implementing the Schoolwide Enrichment Model (SEM) to challenge and motivate all students. The SEM uses enrichment clusters, which are groups of students from different grades who share common interests and work during designated time blocks to pursue projects related to their interests. The document provides seven steps to implement enrichment clusters schoolwide, which include assessing student and staff interests, setting up a schedule and wall chart of cluster options, locating adult facilitators, and celebrating the program's successes. The overall goal is for students to authentically investigate real problems through their clusters.
The document provides an overview of the Matt Griffin YMCA. It details the YMCA's goals of youth development, healthy living, and social responsibility. Programs offered include childcare, camps, exercise classes, nutrition guidance, and volunteer opportunities. The YMCA aims to support the community by providing assistance, community spaces, and meal programs. The document concludes with contact information for the YMCA leadership team.
Similar to Introduction to the DofE at Meridian Scchool (20)
The document is a quiz on binary and logic gates. It contains multiple choice questions testing the ability to convert between binary and decimal numbers, identify logic gate symbols and functions, and order storage unit sizes from smallest to largest. Questions include converting 00001111 and 01100000 to decimal, identifying the component logic gates are building blocks for, identifying a NOT gate symbol, completing truth tables for logic gates, converting 9 to 4-bit binary, and identifying the correct ordering of storage units from smallest to largest.
Spreadsheets are used to calculate profit and loss for companies using formulas. The cell reference for the shaded cell in the example is B2. The formula to calculate the total cost is =sum(C3:D3) and the formula to find the largest number in cells above C11 is =max(C3:C9). The toolbar icon used to merge cells is . Data validation should be used to ensure data is correct in a spreadsheet.
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Email is shorthand for enhanced mail. The @ symbol is required in an email address. New messages are stored in the Inbox. Emails that have been written but not sent are stored in the Drafts folder. The envelope icon indicates a message is new. Bcc stands for Blind carbon copy. The paperclip icon indicates an email contains an attachment. If you receive a suspicious email, you should delete it without opening it.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. The DofE is…
A DofE programme is a real adventure
It doesn’t matter who you are or where you’re from
You just need to be aged between 14 and 24
You can do programmes at three levels:
• Bronze (aged 14+)
• Silver (aged 15+)
• Gold (aged 16+)
…which lead to a Duke of Edinburgh's Award.
3. The DofE is…
You achieve an Award by completing a personal programme
of activities in four sections:
Volunteering: undertaking service to individuals or the
community
Physical: improving in an area of sport, dance or fitness
activities
Skills: developing practical and social skills and personal
interests
Expedition: planning, training for and completion of an
adventurous journey in the UK or abroad
At Gold level, you must do an additional Residential
section, which involves working and staying away from home
doing a shared activity
4. Time and age requirements
Minimum period of participation by:
Level: Direct entrants Previous Award holders
Bronze 6 months n/a
Silver 12 months 6 months
Gold 18 months 12 months
Direct entrants are young people starting their DofE
programme at either Silver or Gold level, who have not
achieved the previous level of Award.
5. Bronze Award (14+ years old)
Volunteering Physical Skills Expedition
3 months 3 months 3 months Plan, train
for and
complete a
2 day, 1 night
expedition
All participants must undertake a further 3 months in the
Volunteering, Physical or Skills section.
6. Silver Award (15+ years old)
Volunteering Physical Skills Expedition
6 months One section for 6 months and Plan, train
the other section for 3 months for and
complete a
3 day, 2 night
expedition
Direct entrants must undertake a further 6 months in the
Volunteering or the longer of the Physical or Skills sections.
7. Gold Award (16+ years old)
Volunteering Physical Skills Expedition Residential
12 months One section for 12 months Plan, train Undertake a
and the other section for for and shared
6 months complete a activity in a
4 day, 3 night residential
expedition setting away
from home
for 5 days
and 4 nights
Direct entrants must undertake a further 6 months in either the Volunteering or the
longer of the Physical or Skills section.
8. Choosing activities
There is a massive choice of activities that count
towards DofE programmes. You can select
practically any activity you want – as long as it’s
legal and morally acceptable.
• Activities are placed in specific sections for
a reason.
• You need to choose activities you are going to
enjoy.
• Activities could be something that you are already
doing or perhaps one you’ve always wanted to try.
9. The steps for the sections
Preparation
Training
Activity
Assessment
10. Volunteering
Aim
• To inspire young people to
make a difference within
their communities or to an
individual’s life and develop
compassion by giving
service to others.
11. Benefits
• Learn about their community and feel a sense of
belonging and purpose.
• Learn to take responsibility for their communities
and their own actions.
• Build new relationships.
• Further understand their own strengths and
weaknesses.
• Develop teamwork and leaderships skills.
• Trust others and be trusted.
• Enjoy new adventures.
12. What is required?
• Volunteering is simple. It’s about choosing to give
time to something useful, without getting paid.
• Team volunteering can be beneficial to you and to
the project you choose.
• At least 3/4 of activity needs to be practical
volunteering, so only a 1/4 can be training.
• Training courses, therefore, must either:
– Change their content to include practical
volunteering e.g. raising awareness project
– Count towards the Skills section – Life
skills category
13. Volunteering categories
• Helping people
• Community action and raising awareness
• Coaching, teaching and leadership
• Working with the environment or animals
• Helping a charity or community organisation
14. Physical
Aim
• To inspire young people to
achieve greater physical
fitness and a healthy
lifestyle through participation
and improvement in
physical activity.
15. Benefits
• Enjoy keeping fit.
• Improve fitness.
• Discover new abilities.
• Raise self-esteem.
• Extend personal goals.
• Set and respond to a challenge.
• Experience a sense of achievement.
16. What is a physical activity?
In short, anything that requires a
sustained level of physical energy
and involves doing an activity.
You are free to do this section
independently or as part of a team.
17. Physical categories
• Team sports • Dance
• Individual sports • Fitness
• Water sports • Extreme sports
• Racquet sports • Martial arts
18. Skills
Aim
• To inspire young people to
develop practical and social
skills and personal interests.
19. Benefits
• Develop a new talent.
• Improve self-esteem and confidence.
• Develop practical and social skills.
• Develop better organisational and time
management skills.
• Sharpen research skills.
• Learn how to set and rise to a challenge.
20. Something old or something new
Ultimately you must be able to prove that
You have broadened your understanding
and increased your expertise in the chosen skill.
Activities can be undertaken on
either an individual or group basis.
21. Skills categories
• Creative arts • Life skills
• Performance arts • Learning and collecting
• Science and • Media and
technology communication
• Care of animals • Natural world
• Music • Games and sports
22. Expedition
Aim
• To inspire young people to
develop initiative and a
sense of adventure and
discovery, by planning,
training for and completing
an adventurous journey as
part of a team.
23. Benefits
• Gain an appreciation of and respect for the
outdoor environment.
• Learn the value of sharing responsibility for success.
• Learn the importance of attention to detail and
organisational ability.
• Develop and demonstrate enterprise and imagination.
• Become more self-reliant.
• Become more able to overcome challenges.
• Recognise the needs and strengths of others.
• Improve decision-making skills and the ability to accept
consequences.
• Gain skills to reflect on personal performance.
• Learn to manage risk.
• Learn through experience.
24. The expedition process
Preparation
Training
Practice expedition
Qualifying expedition, debrief and
presentation
Assessment
25. Expedition examples
• This can be far flung or close to home:
– Exploring team dynamics on foot in the Cairngorms
– Using cycle paths in Germany to compare to the UK
– Following a disused railway track by wheelchair
– Utilising canoe trails in Canada on a wilderness trip
– Exploring bridle paths in the Brecon Beacons
26. Expedition examples
• Meridian Expeditions:
– Silver
• In the Peak District
• In Devon
• In the Cotswolds
• In The Chilterns
– Bronze
• In Cambridgeshire
• In Rutland
• In Hertfordshire
– Training
• Lee Valley
• Newmarket
• Suffolk Coast
27. Timescales for qualifying expeditions
Level Duration Minimum hours of planned
activity each day
Bronze 2 days and 1 night At least 6 hours during the
daytime (at least 3 of which
must be spent journeying)
Silver 3 days and 2 nights At least 7 hours during the
daytime (at least 3½ of which
must be spent journeying)
Gold 4 days and 3 nights At least 8 hours during the
daytime (at least 4 of which
must be spent journeying)
28. Why do D of E ?
• The value of the DofE to employers
• The United Learning Trust (ULT) recently published the results of a major
survey, undertaken by them in association with Ratcliffe Hall Ltd, focusing on the
methods major employers used for selection of new employees. It was primarily
about graduate recruitment and asked for the employers’ views on the attributes
that were most attractive in candidates.
• The organisations interviewed were all major employers, representing 12% of all
UK employers, 3.6% of the private workforce and 47.5% of the public sector and
included:
• Alliance & Leicester plc, Boots plc, British Energy Group plc, British Nuclear
Fuels plc, BT Group plc, Centrica plc, Civil Service, Coors Brewing company,
Corus Group, Diageo plc, Eurotunnel plc, Herbert Smith LLp, Honda (UK) Ltd ,
Morrison’s plc, Michael Page International plc, Nabarro Nathanson, Northern
Rock plc, Newcastle Chronicle & journal Ltd, AGN Shipleys, Tesco Plc, 3i Group
plc, Vauxhall Motors Ltd.
• The organisations were asked what attributes and characteristics they valued as
key determinants in the selection of employees. The following were rated the
highest: leadership, teamwork, self-motivation, communication,
confidence, consideration and the ability to learn.
29. Why do D of E ?
• From the sample 76% of the organisations emphasised how important it is for schools to enable ‘life skills’ to be developed, with 64% of the
sample indicating that a specifically designed and packaged course of ‘life skills’ development activities, pursued by an applicant, might make a
positive difference in selecting the applicant for interview.
• The sample was asked what they considered to be the most important activities undertaken at school and were asked to rate them from 1-5, with
1 being the highest:
• Average Ratings in
• Rank order of importance
• 1 The Duke of Edinburgh’s Award (‘DofE’) 1.96
• 2 Work experience 2.00
• 3 Community activities 2.04
• 4 World Challenge 2.16
• 5 Young Enterprise 2.20
• 6 Team Sporting activities 2.28
• 7 Youth Awards 2.28
• 8 Public Speaking/Debating 2.32
• 9 County/National teamsports 2.36
• 10 Interview skills 2.44
• 11 School Council 2.48
• 12 School Prefect 2.48
• 13 Individual Sporting achievements 2.48
• 15 Financial awareness courses 2.52
• 16 Work Shadowing 2.60
• 17 Industry days 2.60
• 18 School Newspapers 2.64
• 19 Plays/drama 2.68
• 20 Investment Clubs 2.68
• 21 Outside speakers 2.76
• 22 School Radio 2.76
• 23 The House/prefect system 2.76
• 24 Solo musical ability 2.84
• 25 Orchestral participation 2.84
• 26 Artistic skills 2.88
• 27 British Schools Exploring Society 3.00
• 28 School trips 3.08
• 29 Take your daughter to work 3.28
• These results are obviously a great endorsement of the benefits that participating in a DofE programme can provide for a person’s employability.
30. Why do D of E ?
• leadership,
• teamwork,
• self-motivation,
• communication,
• confidence,
• consideration
• and the ability to learn.
• …..and finally, it is fun, most of the time!
31. Residential (Gold only)
Aim
• To inspire participants through
a concentrated involvement
with people they don’t know,
who are usually from different
backgrounds, and bring
alternative views to the
challenges they will face.
32. Benefits
• Meet people.
• Develop the confidence to thrive in an unfamiliar
environment.
• Build new relationships and show concern for others.
• Work as part of a team towards shared goals.
• Accept responsibility for themselves and others.
• Develop communication skills and effective coping
mechanisms.
• Develop respect and understanding for others.
• Show initiative.
• Develop the skills and attitudes to live and work with others.
33. Residential examples
• Developing an existing interest or something new:
– Assisting at a kids’ summer camp
– Joining a conservation project
– Doing a photography course
– Improving language skills on an intensive course
– Stewarding at a music festival
This can be tailored to your specific audience if required.
Explain why we have chosen these activities – flexible enough that all volunteering activities should fit in. Old categories were very prescriptive. Make it clear that some activities will fit into more than one category, this doesn’t matter and will often depend on the aim of the young person. This is outlined on pages 41 – 42 on the DofE Handbook. Give example on page 42 of Handbook about how First Aid training could be 3 months as a Bronze Skill for one person or training for 3 months and 9 months practical volunteering with St John Ambulance as a Gold Volunteering activity for another. You could use any example here: A Bronze DofE group attends a police course once a week to learn about the criminal justice system. As part of the course, the group are asked to design a project to raise awareness about personal safety in their community. A Gold DofE programme participant supervises the group and the police officer is the Assessor. The group deliver a number of assemblies to their peers as well as at the local primary school on how to stay safe.