Training and Ranks
For a more complete discussion of RCSC Winter Training, please see Royal Canadian Sea Cadet Training
In accordance with QR and O Cadets 4.11 the following are the rank badges of the Royal Canadian Sea Cadets: In addition to the rank-specific criteria given below, all appointments are subject to the approval of the cadet's Commanding Officer, who generally promotes based on the advice of Divisional Officers and unit training staff.
As a note, the official phrasing for the Petty Officer and Chief Petty Officer ranks is "Petty Officer Cadet First (or Second) Class," and "Chief Petty Officer Cadet First (or Second) Class." However, outside of Cadet Administrative and Training Orders (CATO), and Queen's Regulations and Orders (Cadets) (QR&O(Cdt)), custom omits "Cadet" in casual reference. Thus, Petty Officer First Class is the customary rendering. Generally, where there is a need to distinguish between cadets and Canadian Forces members, the NCO ranks will be written or spoken as Cadet Petty Officer First Class, abbreviated as C/PO1.
Additionally, while it is customary within the organisation to refer to a cadet receiving a rank as being "promoted," the official documentation refers to such an act as an "appointment."
Read more about this topic: Royal Canadian Sea Cadets
Famous quotes containing the words training and/or ranks:
“The triumphs of peace have been in some proximity to war. Whilst the hand was still familiar with the sword-hilt, whilst the habits of the camp were still visible in the port and complexion of the gentleman, his intellectual power culminated; the compression and tension of these stern conditions is a training for the finest and softest arts, and can rarely be compensated in tranquil times, except by some analogous vigor drawn from occupations as hardy as war.”
—Ralph Waldo Emerson (18031882)
“It is among the ranks of school-age children, those six- to twelve-year-olds who once avidly filled their free moments with childhood play, that the greatest change is evident. In the place of traditional, sometimes ancient childhood games that were still popular a generation ago, in the place of fantasy and make- believe play . . . todays children have substituted television viewing and, most recently, video games.”
—Marie Winn (20th century)