(a team) to coach, mentor, and present some sessions and activities, much as a den chief would in a den of a pack. During the training the senior patrol leader performs the same function for the training cohort as a senior patrol leader does for a troop: running meetings and events, delegating responsibilities, assisting Scoutmasters, modeling learning, displaying leadership, and recruiting participation. In addition to generally assisting the senior patrol leader, the assistant senior patrol leader is expected to oversee audiovisual support, guide the service patrol, inspect campsites, and prepare a model campsite. Some participants find the combination of technology and outdoor education problematic. Administrative services and rule compliance are left to the adult supervision. The training is presented either in a one-week format or can be split over two or three weekends. The program is often conducted at resident camps. The program includes patrol games and other activities used to teach event planning, communication, team development, teaching, leadership styles, setting goals, problem solving and other leadership skills including Baden-Powell's Patrol Method. Patrols compete in lashing, fire building, and a geocache game. Creating a vision of success, setting goals, making plans, listening, problem solving, teaching, leading, and putting the needs of others first are all presented as important to effective leadership. The program provides opportunities to make difficult decisions using the tools of the Scout Oath and Law. The EDGE model is, and included in the NYLT programme, the EDGE model is used by Scoutmaster, an assistant Scoutmaster, or an experienced youth knowledgeable in EDGE to be taught to the troop. The steps are: Explain — "The trainer explains how something is done." Demonstrate — "The trainer demonstrates while explaining again." Guide — "The learner tries the skill while the trainer guides him through it." Enable — "The learner works on his own under the eye of the trainer." Program objectives include developing confidence, knowledge, leadership, teaching, motivation, team working, sharing ideas, sharing experiences, strengthening relationships between youth and adults, fellowship, and fun. Many of the key course concepts are represented as mnemonics including planning and problem-solving tools that focus on what, how, when, and who; the start, stop, continue method of assessing progress; forming, storming, norming, performing often labeled the stages of team development; explain, demonstrate, guide, and enable or EDGE method (consult pages 38–39 in the 13th and 14th editions of the Scouts BSA Handbook which describes the