Refactor extraction system and reorganize project structure

- Remove obsolete documentation files (DEPLOYMENT.md, PLAN_IMPLEMENTARE_S8_DETALIAT.md, README.md)
- Add comprehensive extraction pipeline with multiple format support (PDF, HTML, text)
- Implement Claude-based activity extraction with structured templates
- Update dependencies and Docker configuration
- Reorganize scripts directory with modular extraction components
- Move example documentation to appropriate location

🤖 Generated with [Claude Code](https://claude.ai/code)

Co-Authored-By: Claude <noreply@anthropic.com>

data/sources/1-Mental_Health_War_RO_9-martie-2022.txt

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+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/1-Mental_Health_War_RO_9-martie-2022.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 2 ---
+Psihoterapeut psihanalitic Liana Dumitru
+Psihoterapeut psihanalitic Andreea Talmazan
+Sănătatea mintală
+în vreme de RĂZBOI
+GGhhiidd ddee ggeessttiioonnaarree aa eemmooțțiiiilloorr ccooppiiiilloorr șșii
+aaddoolleesscceennțțiilloorr ddiinn zzoonnee ddee ccoonnfflliicctt șșii aallee cceelloorr
+ddiinn ttaabbeerreellee ddee rreeffuuggiiaațții ((pprroobblleemmee șșii ssoolluuțțiiii))
+În parteneriat cu Vital Voices Global Partnership
+București - Martie 2022
+
+--- PAGE 3 ---
+Binele mereu învinge pentru că
+puterea adevărului și a iubirii este infinită
+5 direcții de intervenție
+• Crearea sentimentului de siguranță
+• Inducerea sentimentului de calm
+• Creșterea sentimentului de eficiență/eficacitate personală și comunitară
+• Trăirea sentimentului de a fi în conexiune cu ceilalți
+• Sădirea și creșterea sentimentului de speranță
+Ce și cum le vorbim copiilor și adolescenților despre război
+• Le spunem adevărul folosind cuvinte simple adaptate fiecărui nivel de vârstă
+• Oferim informații exacte, dar nu în exces
+• Evităm dihotomia: bine-rău, alb-negru. Punem accentul pe optimism
+Realitate:
+Copiii și adolescenții expuși unor violențe extreme rareori și
+cu greutate reușesc să exprime ceea ce simt.
+Important:
+În situație de criză, de șoc puternic conectarea în aici și acum e importantă.
+Fiți conștienți de ce se întâmplă în corpul vostru. Observați lucrurile din jur și
+numiți-le în gând sau cu voce tare. Observați culorile din jurul vostru și numiți-le
+în gând sau cu voce tare. Dacă cei din jur sunt în stare de criză, în stare de șoc puternic
+ajutați-i să se conecteze în aici și acum numind obiectele din jur și culorile. Să aveți
+pungi de hârtie asupra voastră să le folosiți în astfel de momente pentru respirație.
+
+--- PAGE 4 ---
+Atitudini utile:
+• Identificați și numiți clar emoțiile pe care le pot simți copiii și adolescenții.
+Spuneți-le „văd că te simți nesigur, furios, speriat, supărat, îngrijorat etc.”
+Este important pentru ei să simtă că sunt văzuți și înțeleși.
+• Evitați generalizările și dihotomiile. Vorbiți despre oamenii care ajută, despre medici
+și asistente, despre voluntari. Amintiți-le sau rugați-i să-și amintească momente
+în care ei au oferit ajutor altor persoane și cum s-au simțit.
+• Chiar dacă vreți să fiți în permanență informați despre ce se întâmplă, încercați
+să nu expuneți copiii și adolescenții la fluxul de informații. Ei oricum se informează
+prin dispozitivele pe care le au. Încercați să vorbiți despre ceea ce știu.
+• Nu le ascundeți adevărul. Dar explicați-le ce știți în cuvinte pe înțelesul lor. Nu intrați în detalii
+copleșitoare. Puneți accentul pe căutarea de soluții imediate pentru a fi în siguranță.
+• Nu-i împovărați cu gândurile și emoțiile pe care le trăiți, dar nu vă feriți să recunoașteți că le aveți.
+• Recunoașteți față de ei ce emoții și sentimente aveți. Astfel se vor simți înțeleși.
+Dar spuneți-le și ce faceți ca să le gestionați (vedeți partea cu activități).
+• Încercați să restabiliți o rutină care să fie adecvată contextului. Aduceți în noua rutină
+cât mai multe elemente din viața de dinaintea evenimentelor. Construiți împreună
+cu copiii și adolescenții un program de activități.
+• Creați coduri de urgență. Atunci când se simt în pericol să spună un singur cuvânt
+din care să înțelegeți exact ce se întâmplă cu ei.
+• Îmbrățișați-vă unii pe alții ori de câte ori e nevoie. Folosiți acest gest când cei mici
+au nevoie. Întrebați-i pe adolescenți dacă au nevoie de o îmbrățișare. Și nu vă sfiiți
+să le cereți o îmbrățișare atunci când voi aveți nevoie sau când ei simt anxietate.
+
+--- PAGE 5 ---
+Numiți emoțiile.
+Emoții prezente
+Frica
+În special frica de anihilare, de moarte, de necunoscut, de viitor. Poate fi
+recunoscută și exprimată în cele mai multe cazuri. În cazul copiilor mici se
+ascunde în spatele furiei și generează agresivitate. Este prezentă frica separării de
+părinți sau îngrijitori, de persoanele în care au cea mai mare încredere.
+Perspectiva de a rămâne singuri și neprotejați este cea care le generează cele mai
+multe gânduri, întrebări și emoții.
+Vinovăția
+În special cei mici se simt vinovați pentru situația în care au ajuns împreună cu
+familia lor. Pot dezvolta ideea că situația în care se află li se datorează pentru că „nu
+au fost cuminți”. Poate să apară și la adolescenți și la adulți dacă se gândesc că nu au
+luat deciziile potrivite la un moment dat în trecutul apropiat sau îndepărtat. Își pot
+reproșa lipsa de reacție sau lipsa de implicare.
+Neputința
+Întâlnită în special la adolescenți. Nu își pot ajuta părinții, nu-și pot ajuta frații și
+surorile, nu-și pot ajuta prietenii. Oricât de mult și-ar dori, nu găsesc soluții.
+Există riscul, în acest caz, să apară gânduri suicidale pe care este important să le
+conștientizeze, să le exprime, să le vorbească cu un adult.
+Apare și la adulții care au în grijă copii, adolescenți sau bătrâni.
+
+--- PAGE 6 ---
+Rușinea
+Poate fi prezentă la orice vârstă și este asociată cu situația în care se află (fie că
+sunt în adăposturile din subteran, fie că sunt în taberele de refugiați). Faptul că au
+lăsat tot ce știau în urmă îi face pe cei mai mulți copii, adolescenți și pe unii adulți
+să se simtă rușinați pentru abandonul pe care au fost nevoiți să îl facă.
+Agresivitatea
+Apare la fiecare categorie de vârstă și însoțește sentimentele de rușine, furie,
+vinovăție și neputință. Se poate manifesta fizic sau verbal, însă ținta reală nu este cea
+din proximitate, ci este fantasmată. Copilul, adolescentul sau adultul își dorește să
+distrugă cu agresivitatea sa „dușmanul”, cel care l-a adus în situația respectivă.
+Furia
+Este generată de frustrarea că nu pot fi de ajutor, că au fost rupți din mediul lor și
+din rutina zilnică, că își pierd membri familiei, prietenii. Pot fi furioși pentru că sunt
+nevoiți să stea în mediu străin sau cu orele într-un singur loc. Se simt agresați și
+neputincioși să reacționeze concret.
+Confuzia
+Apare în situații de stres, însoțită de sentimentul de dezorientare în spațiu-timp,
+de amorțire a minții și de incapacitatea de a lua decizii.
+Umilință
+Asociat cu sentimentul de neputință. Este un puternic sentiment de inferioritate în
+care gânduri despre lipsa de valoare personală, despre inutilitatea supraviețuirii sau
+gândurile suicidale sunt prezente.
+
+--- PAGE 7 ---
+Manifestări care pot fi prezente
+Atac de panică
+Insomnie
+Somn cu întreruperi frecvente
+Vise/Coșmaruri
+Agresivitate manifestă
+Depresie
+Enurezis
+Somnambulism
+PTSD
+
+--- PAGE 8 ---
+Exemple de activități
+Desenele
+Sunt foarte utile pentru toate vârstele. De cele mai multe ori copiii, adolescenții,
+dar chiar și adulții nu găsesc cuvintele optime pentru a descrie ceea ce trăiesc, ce
+simt sau ce gândesc. Prin desen pot fi exprimate cele mai intime și mai dificil de
+tradus emoții și gânduri. Mecanismul este simplu, prin desen sunt expulzate din in-
+terior aceste emoții și gânduri ceea ce are ca efect scăderea în intensitate a acestora.
+Continuă povestea
+Se poate realiza în 2+ persoane. Cineva spune o propoziție, iar cealaltă sau
+celelalte (în caz că se realizează în grup) continuă cu o altă propoziție sau frază.
+Se încearcă menținerea poveștii cât mai mult timp. Fiecare dintre participanți să
+spună cel puțin 3 sau 4 propoziții când îi vine rândul. Pot intra în joc pe parcurs și
+alte persoane prezente.
+La început se stabilește ca cineva să îndeplinească rolul de Cronicar.
+Este persoana care va nota fiecare propoziție astfel încât la final întreaga poveste
+să fie „consemnată” într-un document.
+Scopul acestei activități este de elaborare a emoțiilor prin intermediul person-
+ajelor, de găsire de soluții și de rezolvare de conflicte. Stimulează imaginația și
+creativitatea, reduce tensiunea și intensitatea emoțiilor, crește capacitatea
+de cooperare și sentimentul de apartenență.
+
+--- PAGE 9 ---
+Tehnici
+de respirație
+Balonul
+Stând într-o poziție confortabilă, cu picioarele încrucișate, se începe cu
+plasarea palmelor căuș în jurul gurii.
+Instrucțiuni: Respiră adânc pe nas și dă aerul afară ușor pe gura,
+îndepărtând mâinile pe măsură ce sufli, ca și cum s-ar umfla un balon.
+Atunci când balonul este umflat (când se termină expirația), respiră normal,
+în timp ce privești balonul cum se ridică spre cer.”
+Exercițiul are ca scop relaxarea, reglarea respirației, inducerea unei stări
+de calm și exersează respirația profundă.
+Respirația dragonului
+Inspirați și ridicați coatele în sus pentru a încadra fața. Expiră, ridicând
+capul în sus, scoțând un sunet șoptit „hah” către cer, ca un dragon care suflă
+foc. În același timp, coboară coatele înapoi în jos, pentru a se întâlni din nou
+în partea de jos până la sfârșitul expirării „hah”. Această tehnică de
+respirație construiește putere și căldură în interior, așa că este un bun
+energizant. Poate ajuta să ne simțim curajoși atunci când suntem nervoși
+sau însuflețiți când suntem obosiți.
+
+--- PAGE 10 ---
+Jocuri de rol
+Poziția Supereroului: poziția lui Superman, cu spatele drept, cu mainile
+in sold. Fiecare copil își poate alege eroul preferat și este încurajat să
+mențină poziția, sa respire adanc și sa se gandeasca/ verbalizeze cum/ce ar
+simți eroul.
+Identificarea unui element de siguranță: stabilirea unor locații de
+întâlnire în cazul în care se rătăcesc. Bilețele în buzunar cu date importante
+despre ei: data nașterii, numele și prenumele lor (complete), adresa de
+domiciliu, grupa sangvină, alergii (dacă este cazul, în special la
+medicamente).
+Copacul familiei
+Arborele genealogic realizat în joacă. Se trec toți membrii familiei
+cunoscuți. În cazul orfanilor, se trec prietenii, îngrijitorii, colegii, părinții
+(dacă se cunosc), frații și surorile (dacă se cunosc) și toate persoanele pe
+care copilul le consideră importante și cu care se simte în siguranță. Dacă
+este cazul, se trec și animalele de companie.
+Beneficii: crește sentimentul identității de sine, sentimentul de
+siguranță, crează ancore psihice, întărește legăturile cu persoanele
+apropiate, creează sentimentul sperantei și ideea că nu este singur.
+Jurnal
+O metodă utilă pentru adlescenți și adulții care au copiii în grijă. Se
+poate folosi orice bucată de hârtie aflată la îndemână în lipsa unui caiet sau
+agendă.
+Se scriu gândurile exact așa cum vin, fără analiză morală, fără
+încercarea de a filtra sau cosmetiza gândurile și/sau emoțiile pe care le simt.
+Se scrie până în momentul în care simt că au golit mintea și că starea de
+
+--- PAGE 11 ---
+apăsare sufletească dispare. Pot intermedia asta și pentru copii preșcolari.
+Le oferă spațiu în „jurnalul” adultului sau adolescentului.
+Copiii mici spun ce simt și ce gândesc și ce vor să fie
+trecute/consemnate în jurnal.
+Jurnalul să poarte un nume. Ex: Jurnalul lui X, Jurnal de amintiri, Jurnal
+pentru mai târziu etc.
+Povești
+Poveștile au avut întotdeauna un rol tămăduitor. Rolul lor este acela
+de a transmite mesajul că mereu binele este cel care învinge, că eroii
+primesc întotdeauna ajutoare și că, pentru a-și atinge scopurile, lucrează în
+echipă. Sunt utile orice povești, populare sau literare, care să pună în
+evidență calități ale eroilor precum curajul, istețimea, prietenia, empatia etc.
+A spune povești (sau ale citi) ajută la mutarea atenției de la situația
+prezentă, echilibrarea emoțională, restabilirea încrederii în sine și în cei din
+jur.
+Jucăria de pluș
+Este important ca fiecare copil, dar chiar și adolescent sau adult, să aibă
+propria jucărie/animal de pluș care poate fi folosit și în cazul momentelor
+de panică. Copiii pot fi încurajați să strângă tare, tare la piept animăluțul de
+pluș de fiecare dată când simt frică, durere, neputință, furie etc.
+Ora de Free Hugs
+(Stabilesc în comun o oră de îmbrățișări la care participă toți cei
+prezenți - copiii și îngrijitorii lor.)
+Dacă ies afară să îmbrățișeze copacii. Este o modalitate populară,
+dovedită științific, că eliberează tensiunile din corp, reduc în intensitate
+stările de anxietate, de furie, de nesiguranță.
+
+--- PAGE 12 ---
+Ritual de îndepărtare a emoțiilor negative
+Dacă ies afară, să îngroape în pământ cutii în care pun bilețele cu
+emoțiile negative, cu coșmaruri etc. Fiecare copil, adolescent și adult scrie
+pe o bucată de hârtie emoția cea mai puternică pe care o simte și de care
+vrea să scape. Apoi toate bilețelele se pun într-o cutie de carton (sau o
+pungă de hârtie) și o îngroapă în cadrul unui ritual.
+Mișcare fizică (în măsura posibilităților)
+Este una dintre metodele cele mai eficiente pentru scăderea tensiunii
+din corp, care contribuie la echilibrarea emoțional și la eliberarea de
+gândurile negative. Exerciții simple de gimnastică, făcute chiar în grup,
+sunt utile pentru toate categoriile de vârstă.
+Shaky dance
+Dacă este posibil poate fi folosită o melodie antrenantă. Copiii vor fi
+încurajați să-și scuture mainile, brațele, picioarele, etc, tot corpul. (Pentru
+detensionare și eliberarea anxietatii.)
+Harta inimii
+Să își imagineze ce vor face după ce vor reveni acasă și să stea p
+imaginea aceea cât mai mult timp. Se desenează o inimă și se împarte în
+mai multe segmente. În fiecare segment se trece ceea ce copilul,
+adolescentul și chiar și adultul consideră că este valoros, important pentru
+sine. Sau în fiecare segment scrie sau desenează ceea ce vrea să facă
+imediat ce situația revine la normal, cu cine vrea să se întâlnească, unde
+vrea să ajungă să viziteze, ce vrea să mănânce, ce vrea să învețe nou, ce
+desene vrea să vadă (în cazul copiilor), ce carte vrea să citească, ce lucru
+
+--- PAGE 13 ---
+vrea să își cumpere etc.
+Viktor Frankl a arătat că ancorarea într-o imagine a viitorului în care
+viața este în armonie, în care reîntâlnirea cu persoanele dragi, imaginea în
+care face ceea ce îi place ajută la suportarea cu mai mare ușurință a
+mediului ostil, la gestionarea fricii și a neajunsurilor, la echilibrarea
+emoțională și psihică.
+Dă mai departe puiul de pasăre
+Copiii sunt asezati in cerc; un adult (părinte, educator, îngrijitor,
+voluntar) spune o mică poveste despre o dificultate pe care o are un pui de
+pasăre (nu poate zbura, îi este frică de înălțime etc) și îi roagă pe copii să
+spună pe rând câte o încurajare sau apreciere puiului; puiul trece de la un
+copil la altul până se ajunge din nou la primul. De data aceasta, adultul îi
+roagă să îi repete puiului ceea ce i-au spus anterior și la final să adauge
+propriul nume.
+Oul
+Copii stau cu genunchii la piept și cu capul pe genunchi, cu ochii
+închiși. Li se va spune să își imagineze că sunt mici, mici, astfel încât încap
+într-un ou.
+Doar că acest ou este cu totul special, are o coajă foarte foarte puternică.
+Copiii sunt încurajați să verifice cât de tare este coajă și să se rostogolească.
+După ce au testat, adultul îi va încuraja să se liniștească și pe un ton
+șoptit le va spune:
+„Ești mic în interiorul oului și ești total protejat; aici este cald și bine și
+poți respira usor. În interiorul oului este liniște și toată gălăgia de afară nu
+se mai aude.
+În jurul tău simți moale și ușor, ușor corpul ți se relaxează. Ești în
+siguranță. Poți să dormi. Nimic nu-ți va deranja somnul.”
+
+--- PAGE 14 ---
+Capsula de urgență
+Se va stabili o zonă pe care o vom denumi „Capsula de urgență” și în
+care orice persoană, indiferent de vârstă, atunci când se așează în acel loc
+are nevoie de ceva sau se afla într-o stare de neliniște, nesiguranță, rău fizic
+(prima menstra pe fond de stres în cazul fetițelor, reacții fiziologice
+generate de stres, anxietate sau atacuri de panică etc). Copiii sunt informați
+ca atunci când observă pe cineva „în capsulă”, să anunțe imediat un adult.
+Ideea acestei acțiuni este aceea de a preveni răspândirea ca o molimă a
+stării de anxietate, de panică etc.
+Adulți - Take five
+Acesta este un cod care poate fi folosit între adulți. Atunci cand unul
+dintre adulti se simte coplesit și simte nevoia de a sta 5-10 minute singur, să
+plângă sau să își elibereze sentimentele, poate spune unui alt adult - i will
+take five - și acesta va ști că este nevoie să îl suplinească. Încurajăm astfel
+de pauze de descărcare.
+
+--- PAGE 15 ---
+Bibliografie
+https://www.voanews.com/a/science-health_majority-mental-health-problems-conflict+-zones-
+and-other-emergencies-go-
+untreated/6177391.html#:~:text=A%20survey%20finds%20more%20than,than%20the%20general
+%20population%20worldwide
+https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4098699/
+https://www.libertatea.ro/opinii/cum-vorbim-copiilor-despre-razboi-si-moarte-sfaturi-de-la-ex-
+perti-spuneti-le-adevarul-pastrati-rutina-cultivati-ajutorul-4006790
+https://cosmickids.com/five-fun-breathing-exercises-for-kids/
+Mulțumim
+Elenei și lui Andrei pentru desene.
+Iulia Scântei, senatoare PNL și Oana Bîzgan, fostă deputată în Parlamentul României, pentru sprijin.
+În parteneriat cu Vital Voices Global Partnership
+https://www.vitalvoices.org/

data/sources/2020-Orienteering-packet.txt

@@ -0,0 +1,119 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/2020-Orienteering-packet.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+John Smerek Memorial
+Scout
+Orienteering
+Festival
+2020
+EVENT: Scout Orienteering Festival for Scouts and Scouters
+from Cubs to Venturers, including Girl Scouts
+DATE: Saturday, March 28, 2020
+LOCATION: Beaumont Scout Reservation
+8:30 AM to Noon
+MEET DIRECTOR: David Fisher (314-434-5060)
+<roaming496ranger@hotmail.com>
+REGISTRATION: Emerson Conference Center Area
+8:30-10:00 am.
+No advanced registration is required. We just
+ask that you send an estimated attendance to
+David Fisher at roaming496ranger@hotmail.com by March 19, so we know
+how many to expect.
+COST: $5.00 per scout or adult. (The cost includes the map.)
+ATCHES & SEGMENTS:
+Festival Patch and 2018 Segment $4.00
+Segment alone $1.50
+Festival Patch alone $3.00
+Courses: The format for the scout competition
+course will be a SCORE ORIENTEERING format with 30 controls. Each
+control has a point value from 5-30 points, depending on its location
+and difficulty. There is a 60-minute time limit with a 10 point
+penalty for each minute over the time limit.
+There will be 6 mass starts every 15 minutes from 9:15 am to 10:30 am.
+A non-competitive beginner’s (Map Hike) course will also be available
+for cub scouts, first time orienteers, recreational use and
+for scouts that need a course that meets the
+first class navigation requirement.
+
+--- PAGE 2 ---
+Rules of Competition for the
+th
+18 John Smerek Memorial
+Scout Orienteering Festival
+Registration
+1. Fill out registration form completely.
+FULL ADDRESS, UNIT TYPE AND NUMBER required to receive awards.
+2. Divide scouts and scouters into teams of 2 scouts/scouters (3
+max.). Categories are based on the age of the oldest person on
+the team.
+3. Divide teams among the 6 start times.
+4. Fill out punch card completely.
+NAME, AGE, UNIT TYPE AND NUMBER required to receive an award.
+The awards will be mailed to the unit leader of record on the
+registration form. Every year some Scouts do not receive awards
+because they did not fill out the punch card and we are unable to
+assign them to a category or determine where to send the awards.
+Score Orienteering Course
+There are 30 control markers on this year’s course. You can visit
+the controls in any order. You are not expected to get all the
+controls. You have 60 minutes to visit as many controls as
+possible. You will be penalized 10 points for every minute you are
+over the 60 minute time limit.
+Plan your route according to your ability. Use your map reading
+skills more than your compass. Match features around you with the
+symbols on the map. If you are a beginner/first timer consider
+doing the map hike route (100+ points). After punching a control,
+move away from it as quickly as you can to avoid giving the location
+away to others. Each team should plan their route independent from
+the other teams in their unit.***(SEE Scoring)
+Start
+The start is in the field west of the Emerson Center by the flag
+poles. Plan on arriving at least 10 minutes before your scheduled
+start time for last minute instruction and to have your card
+stamped. YOUR CARD MUST BE CHECKED AND STAMPED OR YOU WILL NOT
+QUALIFY FOR AN AWARD. Staplers will be available at the start.
+PINK cards start at 915: AM TAN cards start at 10:00 AM
+YELLOW cards start at 9:30 AM IVORY cards start at 10:15 AM
+ORANGE cards start at 9:45 AM GOLD cards start at 10:30 AM
+
+--- PAGE 3 ---
+Scoring
+The controls are worth the following amount of points:
+# 1- 5 worth 5 points #16-20 worth 20 Generally, controls that are
+# 6-10 worth 10 points #21-25 worth 25 farther away or harder to find
+#11-15 worth 15 points #26-30 worth 30 are worth more points.
+*** Teams from the same unit with identical punch cards and similar finish times
+will be lumped together for scoring.
+*** Groups of 4 or more will be considered recreational and not eligible for awards.
+Finish
+The finish is located on the west side of the Emerson Center at the south end of the porch.
+Remember to turn in your punch card at the finish. Punch card must have participants
+names, age and unit number to receive an award.
+Beginner Briefings
+Beginner briefings will be held in the field near the start. All beginners should plan on
+attending. The briefing will go over the event format, basic orienteering skills, map symbols,
+and strategies for planning your route.
+Map Hike
+The Map Hike is a non-competitive beginner level point-to-point course in which participants
+time themselves. This is an excellent opportunity for cub scouts and beginners to learn about
+orienteering and experience a 2-3 Km course. Time to walk the course should be less than
+an hour. This course meets the first class orienteering course requirement.
+Safety - Yield to Horses
+If you encounter horseback riders on a trail, please step off the trail to let them pass. The
+shoot gun range, ropes course area, ranger office/maintenance area and ranger houses are
+out of bounds.
+Awards
+Awards are neckerchief slides and tokens. The highest scoring individuals and teams will
+receive an award. Awards will be mailed to the unit leaders in April.
+John G. Smerek
+Our friend, John Smerek, died prematurely in the summer of 2002. As the Scout
+Orienteering Festival Meet Director for 14 years, he was the heart and guiding
+force of this event. He loved the opportunity to combine two of his great
+passions, Orienteering and Boy Scouting.
+John had unlimited energy and enthusiasm. He was a kind and generous
+person. We hope to live up to the high standards he set as we carry on the
+tradition of the Scout Orienteering Festival.
+Beth Skelton.

data/sources/Boy Scout Stratego.txt

@@ -0,0 +1,109 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Boy Scout Stratego.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Boy Scout Stratego
+Introduction
+Boy Scout Stratego is a game that covers a wide area and can be played with two or more teams.
+Each player has a TOKEN that identifies who he is in the game. Get to know the game rules
+before you play.
+Please follow all instructions.
+The Setup
+All areas of the designated zone are fair play zones with the following exceptions:
+Buildings are out of bounds.
+Campsites and tents are out of bounds.
+Parking areas and equipment storage areas are out of bounds.
+You will be given a FLAG for your team that the other teams will be attempting to capture. This
+FLAG will be placed wherever your team decides to place its Headquarters (HQ). (You don‟t
+want the other teams to know where this is.)
+Two adults will supervise your HQ. They will have a bag of tokens for your team. Each bag will
+include 40 tokens consisting of:
+Stratego Tokens
+Token Rank Value Quantity Token Rank Value Quantity
+Marshal 1 1 Sergeant 7 4
+General 2 1 Engineer 8 5
+Colonel 3 2 Scout 9 8
+Major 4 3 Spy ** 1
+Captain 5 4 Bomb ** 6
+Lieutenant 6 4 See capture rules below.
+The Game Leader will give you a start command. From this point you have five minutes to hide
+your HQ along with the two adult administrators. The flag has to remain in the HQ area within
+20 feet of the administrators. You are not allowed to move the location of your HQ. As soon as
+your patrol is in position, each patrol member will reach into the bag of tokens provided by your
+administrators and obtain their first token. The token is an individual‟s rank badge. They are
+worth points when captured from the opposing team. Low numbers defeat high numbers. See
+“Capture Rules” below. You can use any spare time to come up with a strategy for finding the
+other team(s) HQ.
+The Game Leader will blow a whistle once. This is your signal that the game will begin in two
+minutes. When the whistle blows again, the game begins.
+1
+
+--- PAGE 2 ---
+Playing the Game
+You are trying to capture the flags from opposing teams. You are also trying to gain points for
+your team by “capturing” other players. A “capture” begins when one player tags another.
+Tackling is NOT allowed! When you tag a player from another team, both players show each
+other their tokens.
+The lower number “captures” the higher number EXCEPT for the following:
+Any player except the FIELD MARSHALL (1) can “capture” the SPY.
+The SPY “captures” the FIELD MARSHALL (1).
+The BOMB “captures” anyone except the ENGINEER (8).
+The ENGINEER (8) “captures” the BOMB.
+If you each have the same number, then play a quick game of „rock, paper scissors‟ to
+find out who wins.
+If you are “captured”, you must give your token to the other player. You DO NOT give up any
+tokens you previously “captured”. You must then return to your HQ for another token.
+You are NOT allowed to try to find another team‟s HQ while you do not have a token from your
+own team. Also, you are trying very hard not to let anyone from another team know where your
+HQ is, so sneak back accordingly. You are out of play until you have another token from your
+team in hand. This means that you cannot chase other players while you do not have a token
+(although you can allow them to waste time by chasing you).
+When you return to your HQ, turn in any “captured” tokens to your administrators. Get a new
+token and go out again. Remember that other teams will be trying to find your HQ by looking for
+the area everyone is coming from. Plan your route back into play accordingly.
+If your administrators are out of tokens, you are required to sit quietly in your HQ until the game
+is over. If it gets to that point, the game will probably end very shortly.
+If you find another team‟s HQ and Flag:
+You take the Flag to the Game Leader immediately. (You must have a token from your
+own team to be eligible to “capture” the Flag.)
+You MUST carry the Flag in your hands.
+The Flag is NOT to be folded, rolled up, or hidden in any way.
+If you are “captured” while holding the flag, the flag must be given up along with your
+token.
+If you “recapture” your own team‟s flag, you need to return it to your HQ immediately.
+Again, you MUST carry it in your hands in plain sight.
+If you “capture” someone who is carrying the opposition Flag, you are allowed to take it
+to the Game Leader immediately.
+The Game Leader will blow the whistle two times (two long blasts) to signal the end of the
+game. When this happens, all players and administrators return to the game start area
+immediately (on the run!)
+2
+
+--- PAGE 3 ---
+The Game Leader will end the game if:
+You are not playing by the rules (A Scout is Trustworthy, and cheating will not be
+tolerated.)
+One of the Team Flags is turned in.
+The game‟s time limit is reached.
+When everyone has returned to the game start area, all team members are required to turn over
+the tokens they have “captured” along with their own token to the Game Leader.
+All of a team‟s “captured” tokens are counted up to arrive at that team‟s total score for the game.
+Capturing and turning in the opponent‟s flag to the game leader will result in additional
+predetermined points. Once the scores have been figured out, all of a team‟s tokens will be
+returned to their administrators and the game can be played again! The more time you dally, the
+less time you will have to play!
+3
+
+--- PAGE 4 ---
+Game Tokens: Print on different color of cardstock for each team and cut out.
+MARSHAL GENERAL COLONEL COLONEL MAJOR MAJOR MAJOR CAPTAIN
+CAPTAIN CAPTAIN CAPTAIN LIEUTENANT LIEUTENANT LIEUTENANT LIEUTENANT SERGEANT
+SERGEANT SERGEANT SERGEANT ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER
+4
+
+--- PAGE 5 ---
+SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT
+SPY BOMB BOMB BOMB BOMB BOMB BOMB
+5

data/sources/BrownieJeopardy.txt

@@ -0,0 +1,42 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/BrownieJeopardy.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+*Brownie Jeopardy*
+(covers Key to Camping, Safety portion)
+Fire Safety
+10 – Who must be with you at a campfire? (A leader, adult)
+20 – What do we use to put a fire out? (bucket of water)
+30 – Do you light a match towards your body, or away from it? (away)
+40 – Have your team demonstrate how to exit a building in case of a fire. (on knees, feel
+door if it’s hot)
+50 – What does your hair need to look like when you’re at a campfire? (ponytail)
+Prevention
+10 – How do we protect ourselves from insect bites? (insect repellant, long
+pants/sleeves/socks,
+20 – How do we protect ourselves from poison ivy or other harmful plants? (long pants,
+socks and shoes, stay on the path)
+30 – Give 2 ways we prevent a sunburn. (sunscreen, shade, outside during
+morning/evening, long sleeves/pants, hat)
+40 – How do keep from being dehydrated? (stay cool, drink water)
+50 – How do you prevent hypothermia and frostbite? (dress warm in winter, don’t stay
+outside for too long)
+First Aid
+10 – Which of these doesn’t belong in a first aid kit? Whistle, Camera, Bandaids.
+20 – Name 3 things that would be in a First Aid kit. (bandaids, gauze, safety pins,
+cleaning wipes, whistle, orange garbage bag, 25c, pen+pencil, tape, sling…)
+30 – True or False.. If someone is bleeding, soak it in water to stop the bleeding. (false)
+40 – True or False.. When someone first starts coughing, you stand by them and
+encourage them to cough. (true)
+50 – True or False.. Girl Guides of Canada requires a health form from all girls to make
+their leaders aware of allergies or medical conditions. (true)
+Other Camp Rules
+10 – Finish this phrase: “Always stay with your _______!” (buddy)
+20 – You can’t go past the boundaries unless who is with you? (a leader)
+30 – How many sinks do we use to wash dishes? (3)
+40 – Name something you are not allowed to bring to camp, and why. (gum, candy,
+music, electronics)
+50 – Tell us why you need to keep your belongings neat and tidy. (don’t get lost, you
+know where they are, there are a lot of people..)

data/sources/CampSkillsEvaluationForm.txt

@@ -0,0 +1,71 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/CampSkillsEvaluationForm.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CCCCaaaammmmpppp SSSSkkkkiiiillllllllssss EEEEvvvvaaaalllluuuuaaaattttiiiioooonnnn FFFFoooorrrrmmmm
+Use this form to track your progress as you learn essential camp skills!
+Name: ______________________________ Year: _____________
+GGGGeeeettttttttiiiinnnngggg RRRReeeeaaaaddddyyyy ffffoooorrrr CCCCaaaammmmpppp
+Camp Skill Camp #1 Camp #2 Camp #3
+I packed my clothes and bed roll z z z
+I contributed to the planning of meals etc. z z z
+I remembered to bring all my personal gear z z z
+I brought ALL group gear that was assigned to
+z z z
+me (i.e. coolers; ice, milk jugs, fire buckets etc)
+AAAAtttt CCCCaaaammmmpppp
+Camp Skill Camp #1 Camp #2 Camp #3
+* My mom or dad helped pitch the tent z z z
+I pitched the tent with other Pathfinders z z z
+* The Guiders helped pitch the tent z z z
+I kept my tent tidy at all times z z z
+I stored food safely (from animals & at right
+z z z
+temperature)
+I set up the stove z z z
+I lit the stove z z z
+I cooked on a camp stove z z z
+I cooked food on an open fire z z z
+I can lay three different types of fire z z z
+I packed my own bed roll to go home z z z
+* My Guiders had to remind me to do things z z z
+* My Patrol leader had to remind me to do
+z z z
+things
+I made a camp gadget z z z
+I can tie a reef knot and know when to use it z z z
+I can tie a bowline and know when to use it z z z
+I can tie a sheet bend and know when to use it z z z
+
+--- PAGE 2 ---
+I can tie a clove hitch and know when to use it z z z
+I can tie another knot and know when to use it z z z
+I participated in flag raising/flag lowering z z z
+I participated in campfire z z z
+I participated in a Guides' Own z z z
+I organized a flag raising/flag lowering z z z
+I organized a campfire z z z
+I organized a Guides' Own z z z
+I made a significant contribution to the smooth
+z z z
+running of my patrol
+* I tried to get out of doing work z z z
+I cheerfully participated in ALL activities z z z
+I brought first aid problems to the first aider z z z
+I brought my minor problems to the Guiders for
+z z z
+them to solve
+I kept the Promise & Law at camp z z z
+I practiced environmentally friendly camping
+z z z
+techniques
+(note: hopefully items in the above chart with a * are NOT checked!)
+PPPPoooosssstttt CCCCaaaammmmpppp
+Camp Skill Camp #1 Camp #2 Camp#3
+I unpacked promptly z z z
+I cleaned and promptly returned all gear
+z z z
+assigned to me (kits/stoves etc)
+I had fun at camp z z z

data/sources/Compass Game Beginner.txt

@@ -0,0 +1,119 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Compass Game Beginner.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Beginner’s Compass Game
+(course is permanently set up at Camp Brighton Woods)
+This activity is recommended for Juniors and up as a fun way to get their bearings as
+they learn how to navigate with an orienteering compass. To play, the participant
+must be able to find a direction with a compass when given a bearing. No pacing of
+distances is necessary.
+The course consists of 8 labeled cones carefully placed in a large circle. While playing
+the game, all players are contained by the circle.
+Care must be taken to insure that magnetic influences are not present.
+Kit Contents
+(cid:1)
+Leader Guide
+(cid:1)
+8 labeled cones
+(cid:1)
+Pencils and pencil sharpener
+(cid:1)
+Laminated copies of the Game Paper Sheets
+(cid:1)
+Laminated copies of the Answer Sheet
+(cid:1)
+Back-up baggie of Game Papers (Note: Please provide your own Game Papers
+by photocopying the provided Game Papers sheets and cutting it into pieces.
+Each set makes 90 papers and each girl receives one at a time. If you run out
+or forget to copy your own Game Papers, you may use those provided in the
+kit, but you must make new Game Papers to replace them. You can also print
+papers from pages 5-7 of the online Leader Guide here:
+http://www.gscnc.org/files/pdf/program/kits/CompassGame.pdf)
+Note: This kit does not include compasses. You will need to provide your own
+orienteering compasses. Any orienteering compass is fine. Look for a clear base
+plate, rotating housing, direction of travel arrow(s) and some version of a “Read
+Bearing Here” mark. GSCNC has a Compass Kit which can be requested separately
+using the c360 Program Kit Request form which can be found here:
+http://www.gscnc.org/kits.html.
+1
+
+--- PAGE 2 ---
+This kit is designed for use at Camp Brighton Woods. The Compass Game is
+permanently set up in the Sports Field in front of Meadowside Lodge. Look for the 8
+pavers which are slightly buried in the grass around the flag pole. To use this already-
+set-up course, simply place the included cones on the appropriately labeled pavers.
+2
+
+--- PAGE 3 ---
+Setting Up the Game
+•
+Photocopy the Game Papers sheets and cut them into pieces. (This kit
+contains a baggie of backup Game Papers for play in case you run out or
+forget to make your own. Plan on using your own papers. If you need to use
+those in the backup baggie, please remember to make new Game Papers to
+replace them.)
+•
+Place the labeled cones on the appropriately labeled pavers, with the letters
+facing toward the center.
+•
+Place a sharpened pencil at each cone. The pencil should remain at the cone
+during the game – girls should not carry them from cone to cone.
+Playing the Game
+•
+Each participant receives one Game Paper at a time.
+•
+This paper tells the players their starting positions as well as the bearings
+which direct them from cone to cone around the course.
+•
+Each player copies down the letter on each cone along their route on the back
+of the Game Paper.
+•
+The six letter code word thus produced is checked against the respective code
+word on the Answer Sheet.
+•
+Not two Game Papers describe the same route.
+3
+
+--- PAGE 4 ---
+Setting Up Your Own Game
+This kit can also be used to play the game on a course you set up on your own. Use
+the directions below to set up your play area. Note: You will need a tape measure (or
+a 30’-50’ piece of string) and an unlabeled ground stake.
+•
+Place the stake in the ground in the center of the area which will be used for
+laying out the course. (After the game is set up, the stake is no longer
+needed.)
+•
+Attach the measuring tape or string (no more than 50 feet long) to the center
+stake.
+•
+Working from the center stake each time, set the compass bearings as
+indicated below.
+•
+Place the lettered cone, according to its bearing, as illustrated, with the letter
+facing toward the center.
+•
+Each cone must be the same distance (radius) from the center as every other
+cone.
+•
+The radius of the course may be changed to suit the available space.
+4
+
+--- PAGE 5 ---
+GAME PAPER SHEET 1
+5
+
+--- PAGE 6 ---
+GAME PAPER SHEET 2
+6
+
+--- PAGE 7 ---
+GAME PAPER SHEET 3
+7
+
+--- PAGE 8 ---
+ANSWER SHEET
+8

data/sources/Cubs Acting Games.txt

@@ -0,0 +1,131 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Acting Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Acting Games
+Acting Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
+Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
+1987.
+The games have been sorted into categories, with this category being Cub games involving acting and the
+stimulation of the imagination. The games are listed alphabetically.
+If you have a favourite acting game you would like to share with other leaders, please forward the game
+instructions to the National Cub Leader care of reception@scouts.org.nz so it can be added to this document
+and the website updated.
+Acting Paragraphs
+Equipment – paragraphs of news items or jokes cut out of a newspaper or magazine.
+Method
+ Each Six is handed a newspaper cutting containing a description of an incident or a joke.
+ After a few minutes of discussion in the Six, the Cub Leader chooses a six who act out the
+incident or joke.
+ The rest of the Pack attempt to guess what the Six is acting.
+Character Story
+Equipment – nil
+Method
+ The Cub Leader tells a story with a number of characters in it. An adventure story would be
+best.
+ Various Cubs are selected to act out the key characters parts as the story proceeds.
+ The rest of the Pack supply the sounds – wind howling, dogs barking etc
+ The Cub Leader will need to watch what is happening and give the ‘actors’ time to perform.
+Charades
+Equipment – nil
+Method
+ Each Six is given a word of two or three syllables and must act out each syllable and then the
+entire word without speaking.
+ The other Cubs have to guess what the Six is miming.
+ You can use slogans, proverbs, song titles, TV advertisements catch phrases etc.
+ Limit the time for each round to stop the game dragging out.
+Disguises
+Equipment
+ Fancy dress or disguises for the Six or team.
+Method
+ One Six is told the previous week to bring a fancy dress or a disguise.
+ They must wear masks (See the skill sheets for instructions for making masks).
+ The Six leave the room and get dressed in their disguises.
+July 2015 Cubs Acting Games.doc
+
+--- PAGE 2 ---
+ They enter the room and walk about, attempting to disguise their voices and walks etc.
+ The Six must answer any questions put to them by the Pack.
+ After they leave the room, the other Sixes sit down and work out who was wearing what and
+write it down.
+ The Six wearing the disguises return and take of the masks so the other Sixes can check their
+answers.
+Dumb Crambo
+Equipment - nil
+Method
+ About six Cubs are sent out of the room. They are dumb and cannot speak.
+ The Pack decides on a word the six have to act, but the six are not given the word. Instead
+they are told a word that sounds like it. e.g. spark or lark instead of ‘Park’.
+ The six have to mime one after the other, all the words they can think of until they get the
+correct word.
+Doing your Job
+Equipment
+ A number of folded notes on paper, each bearing the name of a job or profession
+Method
+ Each note is passed around the circle of Cubs, by a leader who says “pass it on to number 10,
+or 6 etc. The aim is to help create a bit of suspense and mystery.
+ The Cub receiving the note has to act the role listed on the note and continue until someone
+guesses what job it is.
+ The leader then passes another note around and nominates a number which the Cubs count off
+until the note reaches the number.
+Jolly Workmen
+Equipment – nil
+Method
+ One Six meets at one end of the hall and decides upon a type of work.
+ The rest of the Pack is gathered at the other end of the hall.
+ The Six moves up the hall saying: “We are jolly workmen looking for work”
+ The Pack replies “What sort of work”.
+ The Six says “All kinds of work”.
+ The Packs says “Show us some”.
+ The Six acts out the type of work they decided upon.
+ The Pack guesses what the type of work is.
+ When they get it right, they chase the Six back to the other end of the hall.
+Miming Game
+Equipment - nil
+Method
+ About six Cubs are sent out of the room
+ Those left decide what they will ask the six to act. e.g. backing a car out of a driveway, or
+getting on a bicycle etc.
+ The first person comes back into the room and is told what to act.
+ The second person comes in, watches and then copies what they have seen.
+ Each Cub shows the next what to do until the last one enters the room.
+ The sixth Cub has to guess what the 5th Cub is miming.
+ Run this once as it will take 10 minutes and that is sufficient for this meeting.
+CUBS – Acting Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Mime Rhyme
+Equipment – nil
+Method
+ Put the Cubs in groups or teams and each chooses and mimes a nursery rhyme
+ The other teams guess what nursery rhyme the team is miming.
+ The first team to guess the mime then gets to act out their nursery rhyme.
+Noah’s Ark
+Equipment – Small slips of paper
+Method
+ Write the names of various animals on the slips of paper.
+ Make sure each animal appears on two separate slips.
+ Hand out the slips to the Cubs.
+ Each Cub has to act out the animals behaviour and sound (if any).
+ The Cubs have to identify their ‘mate’, pair up and pass quickly board the Ark through an arch
+made by two leaders.
+ Once all paired up and on the Ark, each pair act out their ‘animal’ and the other Cubs have to
+identify what animals the actors represent.
+Roving Musicians
+Equipment – nil
+Method
+ The Cubs walk around in a circle saying ”What do you play sir, what do you play?”
+ One Cub is in the centre of the circle pretending to play an instrument.
+ The ‘musician’ points to a Cub in the circle who must then guess what instrument the musician
+has been playing.
+ If the Cub guesses correctly they swap places and the new musician then pretends to play
+another instrument.
+ Meanwhile the Pack walks around in a circle again saying ”What do you play sir, what do you
+play?” and also pretend to play the last instrument chosen.
+ The Cub Leader may need to tell the musician when to point to the next Cub in the circle in
+order to keep the game moving along.
+CUBS – Acting Games SCOUTS New Zealand Page 3

data/sources/Cubs Coming in Games.txt

@@ -0,0 +1,170 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Coming in Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Coming In Games
+Coming In Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
+Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
+1987. The games have been updated and sorted into categories, with this category being ‘Coming In’ games
+played when the Cubs arrive before the meeting starts. The games are listed alphabetically.
+If you have a favourite ‘coming in’ game you would like to share with other leaders, please forward the game
+instructions to the National Cub Leader care of reception@scouts.org.nz so it can be added to this document
+and the website updated.
+Cards in the Bucket
+Equipment
+ Several packs of old playing cards
+ Several buckets
+Method
+ As the Cubs arrive they queue up to attempt to throw or flip the playing cards into the bucket
+placed 2 metres away.
+ Each Cub gets three cards.
+ When all the cards are thrown, gather them up and start again.
+Celebrity Recognition
+Equipment
+ Cut out photos of celebrities from news papers and magazines
+ Masking or parcel tape
+Method
+ Stick the photos up on the wall.
+ Cubs have to work out who they are.
+ Before the meeting starts, have everyone gather around each photo and tell the leader who
+they think it is.
+Dice Games
+Equipment
+ Standard board games
+ Dice and tumbler
+Method
+ Play standard and popular board games until all the Pack members have arrived.
+ Educational games are preferred, such as games using place names in NZ etc.
+Find the Beans
+Equipment
+ 20 or so beans
+ Blue tack or masking tape
+Method
+ The beans are stuck to various surfaces and under tables and chairs before the Cubs arrive.
+ As the Cubs arrive they are told to join their Six and help find and collect the beans.
+ The aim is to see which Six can collect the most beans.
+July 2015 Cubs Coming in Games.doc
+
+--- PAGE 2 ---
+Four Square
+Equipment
+ Chalk
+ Soccer ball
+Method
+ Mark out four squares about 2 metres on each side so they make up one large square with 4
+squares inside it numbered 1 to 4.
+ Place a Cub in each square. One is designated as the King and is in square 4.
+ The King starts the game by bouncing the ball once and then hitting it into one of the other
+three squares using both hands as in volleyball.
+ The Cubs in those squares try and hit it to another square. (No catching the ball).
+ If the ball misses the square and or goes outside the big square, the hitter is out.
+ Everyone one steps up a square and a new Cub joins at square one.
+Keep Away
+Equipment
+ One beach ball or similar object
+Method
+ Place the Cubs in a circle or a square.
+ One Cub called “It” is placed in the middle to try and intercept the ball.
+ The remaining Cubs have to keep the ball moving across and around the square or circle.
+ If “It” catches or traps the ball, It swaps with the person who threw the ball.
+Match Stick Tower
+Equipment
+ Plastic milk bottle or similar object to get the tower up off the floor.
+ Box of matches per four Cubs (Could cut up kebab skewers).
+Method
+ Give each four Cubs a plastic milk bottle and a box of matches.
+ Each Cub in turn places a match on top of the bottle top and build a tower.
+ If the matches fall or the tower fails, they start again.
+ The Cubs with the highest tower when the meeting is due to start wins.
+Newspaper Creativity
+Equipment
+ Old newspapers
+ Garbage bag
+Method
+ Each Cub is given one sheet of newspaper on arrival
+ The Cubs tear out animal shapes, or boats or caps etc.
+ Have the Cubs display their creations before the meeting starts.
+Portraits
+Equipment
+ Several sheets of stiffish white paper (old posters from various branches of national companies
+would be ideal for this). White boards would also do – with appropriate pens.
+ Soft black pencils, crayons or colouring pens.
+ Several torches or bedside lamps would be useful.
+ Masking tape
+Method
+ Pin or tape several large sheets of the paper to the wall of the hall.
+ As each Cub arrives they stand so a shadow of their head appears on the paper.
+ Other Cubs take turns at drawing around the shadow of the head.
+CUBS – Coming In Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+ Later in the meeting see if people can recognize the various silhouettes
+Pot Ball
+Equipment
+ Three or six buckets or similar containers.
+ Three tennis balls, soft balls or similar objects for each 3 buckets.
+Method
+ Draw a 1 metre starting line on the floor
+ Place the first bucket 3 metres from the line
+ Place the 2nd and 3rd buckets 60cm apart behind the first bucket.
+ The Cubs line up behind the starting line as they arrive.
+ The Cubs are given three balls when their turn comes.
+ The Cub throws the balls into the bucket. The aim is to get 14 points which are gained as
+follows. Bucket 1 = one point, bucket 2 = two points and bucket 3 = three points.
+ First Cub to reach 14 points wins the game.
+ If they miss with a throw they go to the back of the queue.
+ Once six Cubs are in a queue consider starting a second game.
+ Allocate one Cub to retrieve the balls.
+Ten Beans
+Equipment
+ A quantity of dried bean or peas etc.
+Method
+ The object of the game is to get a yes or no answer out of the other Cubs
+ As each Cub arrives they are given ten beans
+ One Cub asks the other a question. If the Cub answers “yes” or “no”, that Cub has to give the
+questioner a bean.
+ The Cub with the most beans by the time the meeting starts wins.
+Ten Squares
+Equipment
+ Six or so flat river stones or steel washers about 20mm in diameter.
+ Chalk if playing inside.
+Method
+ Draw a set of ten squares about 60cms square. They can be in a long row or one big square
+divided into ten. Number the squares from 1 to 10.
+ Each Cub has one of more stones or washers and aims to land them in the squares starting at 1
+and moving up to 10.
+ Have one Cub or a leader by the squares throwing the stones back to the players.
+ If the Cub misses the square being aimed at, the next person has a turn.
+ Cubs that have missed a turn carry on where they left off when their turn comes.
+ Missing squares 4 and 8 means starting from one again.
+ Make up teams of four to six as the Cubs arrive. Have several games running at once.
+Who Am I?
+Equipment
+ Cards with a celebrity name on it
+ Sticky tape
+Method
+ Stick a card with the name visible to the back of each Cub as they arrive
+ The Cub asks others leading questions about the person whose name is on their card e.g. Is it a
+sportsperson? Is it an athlete? Is it a runner? And so on.
+ The Cubs only answer one question and then have to ask someone else.
+ Shorten the game by ending it when the first person works out the name on their back.
+ Choose popular and well known celebrities.
+CUBS – Coming In Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+Who Is It?
+Equipment
+ Blindfold
+Method
+ Cubs form a circle with a blindfolded Cub in the centre
+ The blindfolded Cub walks carefully forwards until reaching a Cub in the Circle.
+ The Blindfold Cub has to try and identify the Cub who is allowed to say “Poor Pussy, Poor Pussy”
+and then “Meow”.
+ If the Cub is not identified, the blindfolded Cub walks across the circle and tries again.
+ If the Cub is identified correctly, that Cub is blindfolded and the game continues.
+ Cubs are added to the circle as they arrive.
+CUBS – Coming In Games SCOUTS New Zealand Page 4

data/sources/Cubs Pack Games.txt

@@ -0,0 +1,411 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Pack Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Pack Games
+Pack Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
+Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
+1987. The games have been updated and sorted into categories, with this category being Pack Games. The
+games are listed alphabetically.
+If you have a favourite game in this category that is substantially different from any listed, you may wish to
+forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
+added to this document.
+Games list
+Apple Eating Green Light, Red Light Relay Tag
+Runners
+Back to Back Hadrian Wall Scatter
+Balance Cricket Holdfast Shunting Tag
+Balloon Balance Hot Rice Stiff Candles
+Balloon Stampede Hunter and his dogs Swinging Rope
+Barefoot Marble Race
+Blindfold Marshmallow Eating
+Bucket Relay
+Catch Ball Indoor cricket Turtles
+Twin Tag
+Dragons Tail Monkey Tag
+Elbow Hop One Minute
+Fishing Pond Peg on a String Whackem
+Flip Flap Tag
+Follow the Pebble
+Foot and Nose Relay
+Follow the Pebble
+Apple Eating
+Equipment
+ Two chairs or posts if outside.
+ One small apple per Cub.
+ 2 metres of twine of cord.
+Method
+ Peel and core the apples.
+ Thread the cored apples onto the twine or cord and tie the cord between the chairs or posts.
+Space the apples out about 1 metre apart.
+ On ‘Go’, the Cubs, without using their hands, have to eat the complete apple
+ Suitable for a Pack with small numbers.
+July 2015 Cubs Pack Games.doc
+
+--- PAGE 2 ---
+Back to Back
+Equipment
+ Nil
+Method
+ Arrange all Cubs except one in pairs, standing back to back with their elbows locked.
+ They are scattered at random over the playing area.
+ When “it” calls, “all change”, each player must seek a new partner and hook elbows with them.
+ The one failing to secure a partner is “it” for the next round.
+Balance Cricket
+Equipment
+ Tennis ball
+ Very small cricket bat or something that will serve as a cricket bat
+ A small log or bucket to stand on.
+Method
+ The batter stands on the log or bucket and uses the bat to hit the tennis ball.
+ The fielders throw the ball at the batters legs from anywhere in the field.
+ If the batter’s get hit below the knee or lose balance they are out.
+ The batters cannot move their feet. They must twist to protect their legs from balls coming from
+the side or behind.
+Balloon Stampede
+Equipment
+ A balloon for each player.
+Method
+ Tie a balloon to one ankle of each player.
+ Each Cub must try and stamp on and burst the balloon tied to another Cub, while at the same
+time prevent the other Cub from stamping on his or her balloon.
+Balloon Steeplechase
+Equipment
+ A balloon for each Cub plus a few spares.
+Method
+ Lay out a simple obstacle course.
+ Give each Cub a balloon.
+ The Cubs have to bounce the balloons in the air as they attempt the obstacle course. They are
+not permitted to grip or hold the balloons.
+ If the balloon touches the ground the Cub has to repeat the obstacle.
+ If the balloon bursts it may be replaced and the obstacle repeated.
+Barefoot Marble Relay Race
+Equipment
+ Two marbles per Six
+Method
+ Tell the Cubs to remove their shoes and socks.
+CUBS – Pack Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+ Place two marbles on the starting line in front of each team.
+ On signal, the first Cub in each line grasps a marble with the toes of each foot and walks to the
+finish line. If the Cubs drop a marble, they must pick it up with their toes before continuing.
+Blindfold Marshmallow Eating
+Equipment
+ A marshmallow.
+ A paper plate.
+ A blindfold.
+Method
+ Put the plate with the marshmallow on it, on a table or chair.
+ The Cub is blindfolded and has to eat the marshmallow without using his or her hands.
+Bucket Relay
+Equipment
+ Two empty buckets per team
+ Water
+Method
+ Line two or more teams up for a relay. Provide each team with two buckets – one empty and the
+other half full of water. On signal, the first cub runs to the goal line, pours the water into the
+other bucket, leaves empty bucket there, and carries the water to the next cub. The first team to
+finish with their water intact wins.
+Catch Ball
+Equipment
+ One soft beach ball or netball
+Method
+ Each Sixer is allocated a corner or a goal area that they cannot move from.
+ The leader tosses the ball in the air to start the game.
+ The Six members pass the ball around as in netball with the aim of throwing it to their own Sixer.
+ Each catch by the Sixer earns a point.
+ Cubs may not run with the ball, they can only pass it.
+Dragon’s Tail
+Equipment
+ Nil
+Method
+ Arrange all players in a single line with their hands on the waist of the player in front.
+ On ‘go’, the first player (the “head” of the dragon) attempts to tag the last (the “tail” of the
+dragon)
+ If the tag is made, select new players to be the head and tail. The idea is for the front half of the
+line to help the head and the back half of the line to help the tail.
+Elbow Hop
+Equipment - Nil
+Method
+CUBS – Pack Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+ All Cubs have to hop, including the chaser.
+ The chaser has to place his or her hands on the hips and tag the other Cubs by touching them
+with their elbows.
+ Once tagged by the elbow a Cub becomes a chaser as well.
+ The game continues until all Cubs have been tagged.
+CUBS – Pack Games SCOUTS New Zealand Page 4
+
+--- PAGE 5 ---
+Fishing Pond
+Equipment
+ A length of string for each Cub.
+ A short pole – bamboo or cane etc.
+ Soft wire.
+ Cotton reels or spools.
+ Staples and hammer.
+Method
+ The aim is to fish for the reels or spools.
+ Drive a staple in to the end of each reel or spool
+ Form a small hook out of the wire and attach it to the string.
+ Tie the string to the pole to make a fishing rod.
+ The Cubs use the rod to try and get the hook through the staple on the reel.
+ Insert a rolled up piece of paper with a message on it into the reel.
+ One third of the messages have “you have caught a fish” on them’
+ Two thirds have the message “sorry try again” on them.
+ Place the reels or spools in a low sided cardboard box and start fishing.
+Flip Flap Tag
+Equipment
+ Two chairs or forms
+Method
+ Place the two forms or chairs far enough apart that a Cub standing between them can touch a
+Cub trying to get past.
+ ‘It’ stands between the chairs, with his or her back facing the rest of the pack. ‘It’ can only move
+the arms.
+ The Cub leader signals to specific Cubs to try and creep past ‘It’ without being tagged.
+ The ‘Its’ must raise and lower their arms at varying rates and the Cubs have to time their dash to
+be when ‘Its’ arms are raised. It’s a bit like trying to run between the blades of a windmill.
+ Large Packs could have several ‘Its’ operating at once.
+ Once a Cub has been tagged they can replace ‘It’ or sit out the rest of the game.
+Follow the Pebble
+Equipment
+ A pebble or coin.
+Method
+ The leader starts the game by announcing that the person who is ‘It’ has to run a course such as
+to the back wall and back to him or her. The instruction should vary each time.
+ The Pack forms a circle with the Cubs facing inwards and with their hands behind their back,
+palms open.
+ The leader walks around behind the Cubs and slips the pebble or coin into the palm of one Cub
+without letting on to the other Cubs who is ‘It’.
+ The leader carries on walking and when he or she gets back to the start point the Cub who is ‘It’
+must start running and the rest start chasing him or her. The aim is for ‘It’ to complete the
+course and get back to the leader without the other Cubs tagging him or her. ‘It’ may start
+running any time after receiving the pebble.
+ If ‘It’ is tagged, the Cub who did the tagging becomes the new leader.
+ If ‘It’ isn’t tagged he or she becomes the new leader.
+CUBS – Pack Games SCOUTS New Zealand Page 5
+
+--- PAGE 6 ---
+Foot and Nose Relay
+Equipment
+ Nil
+Method
+ Instruct the first runner in each line to hold their right ankle with their right hand and their nose
+with his left hand.
+ In this position they hop to the other end of the hall.
+ When they get there, they run back and tag the next Cub.
+ If they let go of their nose or ankle, they must return to the starting point and begin again.
+French Cricket
+Equipment
+ Small cricket bat or softball bat
+ Soft ball or tennis ball
+Method
+ The batsman must stand still with feet together at all time. The batsman’s legs are in effect the
+wickets.
+ Choose a Cub to start the bowling.
+ If the ball hits the batsman’s legs on or below the knee the batsman is out and the bowler takes
+his or her place.
+ The fielders pick up the ball from where ever it lands and bowl it at the batsman.
+ Remember that the batsmen have to twist around to hit the ball as they cannot move their feet.
+If the batsmen’s feet move they are out.
+Green Light, Red Light
+Equipment
+ 1 red and 1 green cardboard disk about 15 to 20cm in diameter.
+Method
+ A leader sticks the green disk on his or her back, and the red disk on the front.
+ The Cubs gather at one end of the playing area and the Leader at the other. The Cubs have to try
+and creep up and touch the leader.
+ When the leader turns his or her back on the Cubs the green disk is displayed and the Cubs creep
+forward.
+ When the leader turns abruptly and displays the red disk the Cubs must freeze.
+ Any Cub seen moving is out.
+ The first Cub to touch the leader takes over the disks and the game continues until time is up.
+Hadrian’s Wall
+Equipment – nil
+Method
+ The playing area is divided into three sections, the centre section being the ‘wall’.
+ Four or five Cubs are appointed as the ‘defenders’ and must stay in the ‘wall’ area at all times.
+ On “Go” the attackers must run from one end of the play area to the other by crossing the ‘wall’
+and avoid being tagged by the ‘defenders’ while doing so.
+ The tagged ‘attackers’ join the ‘defenders.
+ The last untagged attacker becomes the captain of the ‘defenders’ in the next game and chooses
+4 Cubs to help.
+CUBS – Pack Games SCOUTS New Zealand Page 6
+
+--- PAGE 7 ---
+Holdfast
+Equipment
+ Nil
+Method
+ All players except ‘It’ have to hop about on one foot and hold their nose with one hand.
+ ‘It’ chases and tags any player who lets go off the nose or puts both feet on the ground.
+ Once tagged the Cub becomes an additional ‘It’.
+Hot Rice
+Equipment
+ An old saucepan lid and a tennis ball.
+Method
+ The ball is given to one Cub to start the game by throwing the ball at the Cub with the saucepan
+lid.
+ The Cub holding the saucepan lid uses it as a shield to ward off the ball as it is thrown at him or
+her.
+ If the ball hits the Cub, the lid is dropped and that Cub joins the rest of the Cubs.
+ The nearest Cub picks up the saucepan lid and the game resumes.
+ If the Cub successfully wards of the ball with the shield, the Cub nearest where the ball stops
+picks it up and throws it from there.
+ The ball cannot be thrown while the shield is on the ground.
+Hunter And His Dogs
+Equipment – Nil
+Method
+ All the Cubs line up again one end of the playing area.
+ One Cub is appointed the ‘Hunter’ and stands in the middle of the area.
+ On “Go” the Cubs race to the other end of the playing area.
+ The ‘Hunter’ tags any Cubs within reach and they become the ‘Hunter’s Dogs’.
+ The ‘Dogs’ cannot tag the players; they can hold them until the ‘Hunter’ tags them. One dog can
+hold one player only.
+ The leader can speed up the game if desired and not wait until the ‘Hunter’ is ready.
+Indoor Cricket
+Equipment
+ A tennis ball
+Method
+ Chalk the wickets on the wall or on a piece of card fixed to a chair or tree etc.
+ There are two batters who use their hands to swipe the ball away.
+ Once the ball is hit the batter must run.
+ The batter gets a point for each completed run.
+ The fielders throw the ball at the wickets to get the runner out.
+CUBS – Pack Games SCOUTS New Zealand Page 7
+
+--- PAGE 8 ---
+Monkey Tag
+Equipment
+ Nil
+Method
+ All the Cubs must move around with their feet and hands on the ground or floor.
+ ‘It’ is the exception and can raise one hand to tag another Cub.
+ Once tagged, the Cub is out of the game.
+ This is a very strenuous game. Play if got 5 minutes or less each time.
+One minute
+Equipment
+ A watch with a second hand or a stopwatch.
+Method
+ This is to teach Cubs how to estimate time – one minute in this case.
+ Mark out a start and finish line about 10 to 15 meters apart.
+ The Cubs aim to cover the distance in one minute or as near as possible.
+ If they get to the line before one minute they ran back to the start line and start again.
+ The Cubs may want to practice counting one minute before starting the game.
+Peg on a String
+Equipment
+ Two chairs per Six
+ A length of garden twine or similar cord
+ 3 clothes pegs per Six
+ A blindfold per Six
+Method
+ Place the chairs about 1 meter apart and fix the twine between them.
+ A Cub is blindfolded and given 3 pegs.
+ The Cub has to use one hand to locate the string and then clip the peg onto it.
+ Once all three pegs are clipped on the Cub turns around and must find and unclip the pegs.
+ Can be played as a Six or the whole Pack.
+Relay Tag
+Equipment
+ Rolled up newspaper with a strip of tape to hold it together.
+Method
+ ‘It’ tries to tag the Cub who is carrying the rolled up newspaper.
+ The Cub being chased can hand the newspaper to any other Cub who ‘It’ then chases.
+ A clearly defined playing area is needed for this. Part of a netball court would be ideal, as would
+the back lawn of a house.
+CUBS – Pack Games SCOUTS New Zealand Page 8
+
+--- PAGE 9 ---
+Runners
+Equipment
+ One soft ball
+Method
+ The four corners of the playing area are safe zones with about the same number of Cubs in each.
+ When the whistle blows, the Cubs run between the safe zones.
+ ‘It’ has the ball and stands in the middle of the playing area.
+ ‘It throws the ball and attempts to hit the Cubs below the waist.
+ The ball is returned and when the whistle blows the game resumes.
+ Cubs hit by the ball become ‘It’.
+Scatter
+Equipment
+ Nil
+Method
+ The Cubs stand in a straight line down the middle of the playing area.
+ One Cub, the ‘Caller’, stands aside and calls out exercises (hop, jump, arms up etc.).
+ After a few exercises the Cub calls out “Scatter”.
+ The Cubs in the line race for the nearest wall or boundary.
+ The last one to get to the wall or boundary is out and becomes the ‘Caller’
+Shunting Tag
+Equipment
+ Nil
+Method
+ Cubs are placed in threes (Trains). One is the engine, one the tender and the other a wagon.
+ Appoint ‘loose wagons’ at the rate of one to every three ‘trains’.
+ The aim is for the ‘loose waggons’ to attach themselves to any ‘train’.
+ The ‘train’ aims to stop the ‘loose wagons’ attaching themselves and does this by twisting and
+turning so the wagon is not exposed to the ‘loose waggons’.
+ If the ‘loose waggon’ succeeds in attaching to the ‘train’, then the engine breaks away and
+becomes a new ‘loose waggon’.
+ Play in a confined area if possible so that the game moves quickly.
+Stiff Candles
+Equipment
+ Nil
+Method
+ Appoint 2 or 3 Cubs (or more) to be ‘It’.
+ They chase the rest of the Pack around the playing area attempting to tag them.
+ When tagged, the Cubs become ‘Stiff Candles’ and must stand still with their legs wide apart and
+arms on their hips.
+ The tagged Cubs can be freed by another untagged Cub crawling between their legs.
+ If the crawling Cubs are tagged they become stiff candles as well.
+CUBS – Pack Games SCOUTS New Zealand Page 9
+
+--- PAGE 10 ---
+Swinging Rope
+Equipment
+ A rope about 6 metres long
+ A plastic shopping bag big enough to hold a soft ball
+ A soft beach ball
+Method
+ Place the ball in the shopping bag and tie it to one end of the rope.
+ A leader starts swinging the rope around in a circle and the Cubs have to jump over it.
+ If the rope hits the Cubs below the knee the Cub is out.
+ The last Cub standing is the winner.
+Turtles
+Equipment
+ Nil
+Method
+ The Pack are escaped Turtles and are chased by the Zookeeper.
+ To avoid capture the Turtles lie on their back with hands and feet in the air.
+ The Keeper can stand 6 paces away from a Turtle and count 6 out loud (six seconds).
+ The Turtles can then escape and after the count of six the keeper can resume the chase.
+ If tagged the Cub is out of the game.
+Twin tag
+Equipment - Nil
+Method
+ The leader appoints a Cub as ‘Chaser’ and another as the ‘Runner’
+ The remaining Cubs form into pairs and circulate around the play area.
+ The ‘Runner’ can link up with any twin and when this happens one of the twins becomes the
+‘Runner’ and races off to join up with another twin pair.
+ When the ‘Runner’ is tagged, he or she becomes the ‘Chaser’ and the game continues.
+Whack’em
+Equipment
+ Newspapers and tape
+Method
+ Have the Cubs stand in a circle, shoulder to shoulder, with their hands behind them and eyes
+forward.
+ A player carries a baton made of newspaper around the outside of the circle and hands it to
+someone, placing it on either their left or right hand (but not both).
+ The player now holding the newspaper chases the Cub on the side the newspaper was placed,
+around the circle hitting him or her (below the waist) with the baton until they return to their
+former place.
+ To make the baton, loosely roll the newspapers up and then use tape to hold the roll shape.
+ Don’t make the batons too big for the Cubs hands to grip, or too hard. Slightly floppy is best.
+ It’s good for training Cubs to be aware of what is happening around them. Cubs with good
+peripheral vision should manage to take off and get around the circle without being hit. The
+others soon learn to be more alert.
+CUBS – Pack Games SCOUTS New Zealand Page 10

data/sources/Cubs Sense Training Games.txt

@@ -0,0 +1,283 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Sense Training Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Sense Training Games
+Sense Training Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The Scout Association
+of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. The games have been
+updated and sorted into 18 categories, with this category being Sense Training Games. The games are listed alphabetically.
+If you have a favourite game in this category that is substantially different from any listed, you may wish to forward the
+game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be added to this document.
+Christmas cards
+(observation)
+Equipment
+ Old Christmas or birthday cards – about twice as many as there are Cubs.
+Method
+ Cut the cards in half, keeping the two halves in separate piles.
+ Place one half of the cards around the room on tables, seats, and benches etc.
+ Give the Cubs one of the second half of the cards and have them try and find and collect the
+other half of the card.
+ When the have a match the Cubs are given a second half card,
+ At the end of the allotted time the Cub with the most cards wins.
+Coin Game
+(touch)
+Equipment
+ A set of coins currently in circulation for each team.
+ Pencil and paper for each team.
+Method
+ Sit the Cubs in teams of three or four.
+ The Cubs sit with their hands out behind them and the leader places one coin in a Cub’s hand.
+The Cubs feels it carefully and then passes it on to the next Cub in the team who then does the
+same.
+ The team confer, decide what the coin was and writes the denomination on the paper.
+ Continue as time permits or until all the coins have been passed around.
+ Check the Cubs lists to see if they got the names of the items correct.
+Coloured cards
+(observation)
+Equipment
+ 10 or 12 pieces of cardboard, coloured differently on each face. Try for at least 3 colours if you
+can.
+Method
+ Put the Cubs in teams of six or more.
+ Place the cards at random on a table. Make sure that some of the colours vary.
+ Allow the team to memorise the pattern for 3 minutes.
+ Have the team turn their back for a few second while the leader turns two cards over.
+ The Cubs turn back and have to point to the cards that have changed.
+ Each Cub that gets it correct gets a point for the team.
+July 2015 Cubs Sense Training Games.doc
+
+--- PAGE 2 ---
+Dampeners
+(hearing)
+Equipment
+ Two wet sponges or rags
+Method
+ Two blindfolded Cubs sit on metre apart but facing each other.
+ The Pack lines up and creeps forward between the two blindfold Cubs, passing through as quietly
+as possible to a haven on the other side.
+ The blindfolded Cubs can call out “freeze” at any time, especially if they sense someone passing
+between them. All Cubs must then freeze for a count of 5 (the leader counts out loud). Anyone
+not freezing is out.
+ The blindfolded Cubs then bring the sponges down in front of them and dampen any Cubs
+trapped by the freeze. The Cubs arms go up and down in a similar fashion to traffic arms on a
+railway crossing.
+ Any Cubs ‘dampened’ during the freeze swap with the blindfolded Cubs.
+Direction finder
+(spatial awareness)
+Equipment
+ Chalk
+Method
+ The leader draws a road on the floor, complete with a corner, an intersection and a railway
+crossing.
+ The Cubs are given 3 minutes to look at the road.
+ They are then blindfolded one at a time and placed at the start of the road by a leader.
+ The Cubs walk forward remembering to turn at the corner etc.
+ When the Cubs walk off the road they are out and the leader marks the spot with their name.
+ The winner is the Cub who walks the longest without walking off the road.
+First call
+(observation)
+Equipment
+ One blanket for each team
+Method
+ The teams go to opposite ends of the playing area.
+ A Cub chosen by each team is wrapped in a blanket with only the face showing.
+ The two Cubs walk slowly towards each other.
+ The first one to correctly call out the other’s name gets a point for the team.
+Guess who
+(observation)
+Equipment
+ Blanket or screen
+Method
+ Two leaders hold up a blanket to make a screen.
+ One Six or team hold their hands out so the rest of the pack can view them.
+ The Six or team go behind the screen and line up in random order. On “Go” one of the Cubs holds
+his or her hands above the screen for the pack to try and identify.
+ The pack call out who they think it is.
+ Then the next Cub holds up his or her hands and so on.
+ At the end the leaders says how many identified the hands correctly.
+CUBS – Sense Training Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Hidden object
+(observation)
+Equipment
+ Some small object such as a cotton reel, thimble, flash drive etc.
+Method
+ Place the object in full view of the Cubs but do so when they are not paying attention. E.g. On a
+windowsill or a table etc.
+ Explain to the Cubs what you want them to find.
+ When they find it, they sit down near the leader and wait.
+ When the allotted time is reached ask the first Cub to find the object to point out where it is. If
+the Cub is wrong ask the next Cub and so on.
+If you can’t do this…
+(observation)
+Equipment
+ Nil
+Method
+ Stand the Cubs in a circle with the leader as part of the circle.
+ The leader explains to the Cubs that they have to do the same as he or she does.
+ The leader clears his or her throat and then says “If you can’t do this, you can’t do anything”.
+ The leader points to a Cub who then has to do the same including the clearing of the throat.
+ If the Cub get’s it correct the leader says so and selects another Cub, telling each if they got it
+right or wrong.
+ Instead of clearing the throat the leader could sit everyone and then cross one leg over the other
+etc.
+Kim’s Game
+(taste version)
+Equipment
+ Pencil and paper for each six or team
+ 10 objects with obvious tastes (e.g. tomato sauce, mild mustard, soy sauce, salt, pepper, onion
+sliver, lemon juice, orange juice, chocolate sauce, half a jelly bean, golden syrup etc.
+ A table with a cover over the items so the Cubs cannot see them.
+ Scarves or blindfolds.
+ Lollipop sticks or plastic teaspoons (large quantity)
+ Rubbish bag to collect the spoons or lollipop sticks.
+Method
+ Play as individuals or in teams, all blindfolded. One adult with each team.
+ Once blindfolded, give each Cub a taste of one item using a stick or spoon for each Cub.
+ Once they have all had a taste of the items, they go to a team corner and write down all the
+flavours they tasted.
+ The team with the items all written in the correct order gets 5 points, with 3 points if they
+identify all the flavours.
+Note: Be aware of allergies.
+Minefields
+(hearing)
+Equipment
+ Nil
+Method
+ Divide the pack into two teams. One are ‘submarines’ and the other are ‘mines’.
+ The ‘mines’ are scattered around the playing area. They make quiet swishing noises every 10 or
+15 seconds.
+ The ‘submarines’ are blindfolded and have to sail through the minefield to get to the harbour at
+the far end of the playing area.
+CUBS – Sense Training Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+ If the ‘submarine’ brushes against a ‘mine’ it is out and leaves the area.
+Pelmanism
+Equipment
+ One pack of playing cards per team of four to six.
+Method
+ The playing cards are spread out face down in front of the team who are sitting in a circle around
+the cards.
+ One Cub leans forward and turns over any two cards. If they are the same value the Cub keeps
+them and the next cub has a turn.
+ If the cards are not a pair they are turned face down again and the Cub returns to his or her
+place.
+ The skill is to remember where the numbers are and claim them when the Cub next has a turn.
+ The Cub with the most pairs at the end of the allotted time wins.
+Rummage
+(touch)
+Equipment
+ One shopping bag per team (must be cloth or similar and not see through.
+ 8 or 10 small items per team (matchbox, toy vehicle, marble, bolt, nut, nail, flashdrive, pecan
+nut, walnut, old toothpaste tube, old lipstick tube etc.
+Method
+ Place a set of the items in each bag and place down one end of the playing area.
+ Line the Cubs up in their teams at the other end of the hall.
+ The leader calls out the name of an object and a Cub has to run to the bag, feel for the item, take
+it back to the team.
+ Make sure there are more items in the bag than there are people in the team.
+Note: Be aware allergies particularly in respect of nuts.
+Sleeping Pirate
+(hearing and dexterity)
+Equipment
+ A set of keys, a chair and blindfold
+ A water pistol (or a torch if playing outside)
+Method
+ The Cubs sit around the walls or the outside of the playing area.
+ A Cub is blindfolded and sits on the chair in the middle of the area.
+ A set of keys that jangle when moved is placed under the chair.
+ Absolute silence is required for this game.
+ The leader points to one or more Cubs who have to creep up as quietly as possible, gently pick
+up the keys and creep back to their place.
+ If the Sleeping Pirate hears or senses anything, he or she can use the water pistol, a torch beam
+or just point to the sound. The water jet, torch beam or arm pointing must be focussed and
+steady to achieve a hit.
+ If a Cub is detected and ‘hit’, he or she is out and the keys are placed back under the chair.
+ If the Cub collects the keys and gets back to his or her place undetected he or she then becomes
+the ‘Sleeping Pirate’.
+CUBS – Sense Training Games SCOUTS New Zealand Page 4
+
+--- PAGE 5 ---
+Shapes
+(touch)
+Equipment
+ Cardboard silhouettes of common objects (car, truck, ball, tree, mushroom, square, rectangle,
+knife, spoon, arrow, man, woman etc.)
+ Blindfolds or scarves.
+Method
+ Blindfold a team of say three.
+ Have them feel the silhouettes and try and remember what they are.
+ The team returns to their corner and writes down what they believe the objects were and the
+order they were given them.
+ 3 points for identifying all the objects correctly, 5 points if they are in the right order.
+Stamp it out
+(spatial awareness)
+Equipment
+ Balloons and a blindfold
+Method
+ The team stands facing a wall or out of the playing area.
+ A balloon is placed about 5 metres behind them.
+ The team turns to see where the balloon is and then turn back.
+ The team is blindfolded and then turn, walk to where they think the balloon is and stamp on it to
+burst it.
+Stranger
+(observation)
+Method
+ The stranger enters the hall while an activity is happening, goes up to the leader and asks for a
+fictitious person. On the way out the stranger picks up a bag placed near the door by the leader
+earlier.
+ After 10 mins the bag is ‘found to be missing’ and the Cubs are asked if they have seen the bag,
+did they seen anyone take it, ask them for a description of the stranger, what was said, to whom,
+and what did the stranger do?.
+Tick tock
+(hearing)
+Equipment
+ A loud ticking alarm clock, a metronome or an old egg timer.
+Method
+ The Cubs are blindfolded and sit in a circle about 3 metres in diameter.
+ Once the Cubs are blindfolded the ticking object is placed near the middle of the playing area
+where it can be touched.
+ The leader may need to move the object as the game progresses.
+ On “Go” the Cubs must quietly move towards the ticking object and touch it.
+ Once the ticking object is touched, the Cub removes the blindfold and quietly steps away from it.
+ As an alternative the leader could call out the names of three or four Cubs at a time so the space
+is not so cluttered with people.
+Whispering message
+(hearing)
+Equipment
+ Nil
+Method
+ Divide the Pack into two or three teams with one adult to each team. Spread the Cubs out so
+they are in a line about two metres apart.
+CUBS – Sense Training Games SCOUTS New Zealand Page 5
+
+--- PAGE 6 ---
+ The Adult whispers a message such as “Chicken and Chips for dinner tonight, bring 50 cents” to
+the first Cub in the team
+ That Cub then whispers the message to the next Cub. And so on.
+ The Adult walks to the end of the line and waits for the message to arrive.
+ The Adults announces the message that arrived and compares it to the original message.
+ At the end of the game is would be appropriate for the Leader to comment on the importance of
+listening very carefully to the message.
+ You could play the game again but this time get each Cub to repeat the message back to the Cub
+giving it and make sure it is correct, before passing it on to the next Cub. See if there is an
+improvement by doing this.
+Who’s Missing
+(observation)
+Equipment
+ Nil
+Method
+ Have all the Cubs march around in a circle about 1 metre apart.
+ On the command “eyes shut” the Leader pulls one Cub out of the circle and puts him or her out
+of sight.
+ Once that is done the Leaders call out “turn inwards and mix up” and the Cubs still with their
+eyes shut, turn inwards and take one or two paces forward.
+ On the command “eye open” the Cubs open their eyes and try to work out who is missing. The
+first one to get it correct wins.
+CUBS – Sense Training Games SCOUTS New Zealand Page 6

data/sources/Cubs Team Games.txt

@@ -0,0 +1,271 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Team Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Team Games
+Team Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
+Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
+1987. The games have been updated and sorted into categories, with this category being ‘Team Games’. The
+games are listed alphabetically.
+If you have a favourite game in this category that is substantially different from any listed, you may wish to
+forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
+added to this document.
+Balloon Tennis
+Equipment
+ Two balloons plus 2 spares.
+Method
+ The two teams sit in two lines facing each other. The lines could be about 1.5 metres apart.
+ The balloon is held above and between the teams to start the game.
+ The object is to bat the balloon over the heads of the other team.
+ The players cannot move from their seated position.
+ A point is scored by the hitter’s team if the balloon touches the floor behind the opposing team.
+Barefoot Marble Relay
+Equipment
+ Two marbles for each team.
+Method
+ Tell the Cubs to remove their shoes and socks.
+ Place two marbles on the starting line in front of each team.
+ On a signal, the first Cub in each line grasps a marble with the toes of each foot and walks to the
+finish line.
+ If the marble is dropped, it must be picked up with the toes before continuing.
+Barnyard Din
+Equipment
+ Sweets wrapped in paper or in a small bag for hygiene.
+Method
+ Hide the packets or single wrapped sweets around the playing area.
+ Divide the Pack into two teams or into Sixes each with the name of an animal.
+ On “Go” the teams start hunting for the sweets but cannot touch them.
+ When they find some sweets they must make the noise of the animal the team is called after to
+attract the Sixer or team leader who is allowed to pick up the sweets.
+ After the game ends the teams divide out the spoils and eat them.
+July 2015 Cubs Team Games.doc
+
+--- PAGE 2 ---
+Bash the Bottle
+Equipment
+ Two beach or soccer type balls
+ Chalk
+Method
+ Draw two circles, one inside the other, on the ground or floor.
+ The smaller circle could be about 2 metres in diameter. The bigger circle needs to be about 6
+metres in diameter.
+ Place a soft drink bottle in the centre of the small circle.
+ One team stands around the perimeter of the small circle. They are the ‘defenders’.
+ The other team stands outside the big circle. They are the ‘attackers’.
+ The ‘attackers’ have two balls to throw through the gaps between the ‘defenders’ and aim to hit
+the bottle.
+ The ‘defenders’ attempt to intercept the balls and throw them back over the head of the
+attackers.
+ Play for 3 mins and count the number of hits on the bottle.
+ Swap teams and play for another three minutes. The team with the most hits wins.
+Bucket Relay
+Equipment
+ Two buckets and access to water
+Method
+ Line two or more teams up for a relay.
+ Provide each team with two buckets – one empty and the other half full of water.
+ On a signal, the first Cub runs to the goal line, pours the water into the other bucket, leaves the
+empty bucket there, and carries the water to the next Cub.
+ The next Cub repeats the task.
+ The first team to finish with their water intact wins.
+Catch Ten
+Equipment
+ One large ball.
+Method
+ Divide the Pack into two teams.
+ The game starts with a player from each team jumping for the ball.
+ Once caught, the Cub throws the ball to a team member and calls out one. The Cub receiving the
+ball throws it on to another Cub and calls out two. This continues until ten passes have been
+made without the ball touching the ground or being intercepted by the other team. At that point
+the games starts again.
+ The ball must be cleanly caught by the other team and not snatched out of hands.
+Chalk Touch Down
+Equipment
+ Several pieces of chalk – large sticks if possible.
+Method
+ Draw a square about 1 metre at each end of the hall.
+ Divide the Cubs into two teams, one on each half of the hall at the start.
+ The Leader gives the chalk to one team leader.
+ The aim is to take the chalk to the opposing sides square and draw a cross.
+ Players holding the chalk cannot move, they can only pass the chalk to another player. (As in
+Netball).
+CUBS – Team Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+ Once a team has drawn a cross in the opposing teams square, the opposing team starts the next
+game.
+Collecting Sticks
+Equipment
+ 12 or more tent poles, sticks or perhaps soft drink bottles for each team
+Method
+ Divide the playing area in to two equal parts.
+ Place all the sticks at one end of the playing area.
+ Allocate a space about 2 metres square at the other end as a ‘Prison’.
+ Divide the Cubs into two teams. ‘Defenders’ and Attackers’.
+ The ‘Attackers’ form up beside the ‘Prison’ and on “Go” attempt to collect a stick from the other
+end of the playing area while the ‘defenders’ try to tag them before they get to the sticks.
+ Once the ‘Attackers’ touch a stick they are safe and can take the stick back to their area.
+ If an ‘attacker’ is tagged they must go to the ‘Prison’ area and remain there until tagged by one
+of their own team and freed.
+ After 5 minutes, count the sticks collected and then the teams swap sides and play again.
+ The team with the most sticks collected wins.
+Dog and Bone
+Equipment
+ Any object to represent a ‘bone’.
+Method
+ Form two teams and number them so that both teams have the same numbers.
+ Sit the teams facing each other across the playing area, about 6 metres apart.
+ Place the bone in the middle of the playing area.
+ The leader calls out a number and the players with that number both rise and race to pick up the
+‘bone’ and return it to their team without being tagged by the other player.
+ If a player is tagged no points are allocated.
+ If a player returns the ‘bone’ to the team without being tagged a point is earned.
+Variation
+ A variation is to place a bean or wheat bag in front of each team.
+ When a number is called the players have to take their bean bag and swap it with the other and
+bring the swapped bag back to their team, before racing to pick up the ‘bone’.
+Duster Hockey
+Equipment
+ Two rolled up magazines for ‘hockey sticks’.
+ A tennis ball.
+ 4 Chairs or similar to mark the goals.
+Method
+ Form the Cubs into two teams facing each other across the playing area.
+ Number the players.
+ Place the ball and the two ‘hockey sticks’ in the centre of the area.
+ When a number is called, the two players race out from their team, grasp a ‘hockey stick’ and
+proceed to hit the ball towards their own goal.
+Variation
+ Add two more ‘hockey sticks’ and call out two numbers.
+CUBS – Team Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+First Touch
+Equipment - nil
+Method
+ Two teams line up, 1 metre apart.
+ One team member calls out the name of a colour or an object and the Cubs have to race to it,
+touch it and then run back and line up neatly.
+ The first team to line up wins a point.
+ Then a member of the other team calls out the name of a colour or an object and the game
+continues.
+Foot and Nose Relay
+Equipment
+ Nil
+Method
+ Instruct the first runner in each line to hold the right ankle with the right hand and the nose with
+the left hand.
+ In this position hop to the other end of the hall.
+ Once there, run back and tag the next Cub in line.
+ If the nose or ankle is let go, the Cub must return to the starting point and begin again.
+Grandma’s Slippers
+Equipment
+ Two old pairs of slippers, crocs or slip on shoes etc
+Method
+ Both teams line up behind the team leader
+ The Cub Leader gives each team a pair of slippers.
+ On “Go” the first person in each team puts on the slippers and runs or shuffles to a chair or
+object at the other end of the playing area and back again.
+ Then the next person in the team does the same.
+ The first team finished and standing neatly in a line wins.
+ If the slippers come off, the player returns to the team and starts again.
+Hunter And Avengers
+Equipment - Nil
+Method
+ A large park, camp site, reserve or farm is needed for this game.
+ Divide the troop into two teams, ‘Hunters’ and ‘Avengers’.
+ On “Go” the ‘Avengers’ disperse and hide.
+ After 5 mins, the ‘Hunters’ are sent out to capture the ‘Avengers’.
+ When an ‘Avenger’ is tagged, he or she is escorted to the prison.
+ An untagged ‘Avenger’ can break into the prison and free the prisoners by ‘high fiving’ them.
+ The game ends at a set time, or when all the ‘Avengers’ are in prison.
+Legs Eleven
+Equipment – one or two beach or soccer balls.
+Method
+ Two teams stand against the wall on opposite sides of the hall.
+ The ball(s) are thrown back and forth to try and hit the Cubs below the knees.
+ Cubs hit below the knees sit, but can still throw the ball.
+ The game ends when all the players of one team are sitting down.
+CUBS – Team Games SCOUTS New Zealand Page 4
+
+--- PAGE 5 ---
+Pass The Coins
+Equipment
+ A 50 cent coin for each team or a similar type of object.
+Method
+ Form two teams and have them facing each other in two lines.
+ The players hold their arms and hands outstretched (face down) and a coin is placed on the back
+of the team leader’s left hand.
+ On “Go” the leaders tilt their hands and attempt to slide the coin on to their right hand and then
+onto the left hand of the next player. That player slides the coin to the right hand and then on to
+the next player and so on.
+ If the coin is dropped, it goes back to the start again.
+Ping Pong Hockey
+Equipment
+ One Ping Pong Ball and a spare.
+ One table per two teams.
+Method
+ Divide the Pack into teams of six or more depending on the size of the table.
+ Line each team up along opposite sides of the table.
+ Have one player at opposite ends of the table as well.
+ The aim is to blow the ping pong ball across and off the table to gain a point.
+ Players are not allowed to move their feet.
+ A point is scored each time the ball is blown off the sides of the table.
+ First team to get ten points wins.
+Running Versus Throwing
+Equipment
+ Two bean or wheat bags
+Method
+ Form the Pack into two teams.
+ One team make a circle and the other in a line one behind the other.
+ Each team leader holds a bean bag.
+ On “Go”, one team passes the bean bag from player to player and back again. The team counts
+each pass and continues until the circle team stops playing.
+ The team in a circle run a relay around the circle. Each player carries the bag around the circle
+and passes it to the next player who does the same.
+ The game stops when everyone in the circle team has carried the bag around the circle.
+ The two teams swap and the game is run again.
+ The winning team is the one with the highest number of passes.
+Sprint Tug Of War
+Equipment
+ A long and strong rope suitable for a tug of war.
+ A handkerchief, cloth or paper towel to wrap around the rope as a marker.
+Method
+ Put two markers across the playing area and lay the rope out between them
+ Tie a marker to the rope at the halfway mark and allocate one end each to a team.
+ Mark a line at each end of the playing area. Behind these lines becomes each team’s home base.
+ On “Go”, both teams race to their respective end of the rope and pull it until their end of the rope
+enters their home base area.
+ First team to get the end of the rope across the home base line wins.
+CUBS – Team Games SCOUTS New Zealand Page 5
+
+--- PAGE 6 ---
+Three Ball Throw
+Equipment
+ Three tennis balls or similar.
+ A container such as a cardboard box or a bucket
+ A chair or similar object to use as a marker.
+Method
+ Divide the Cubs into two teams, one team is ‘In’ and the other the ‘Fielders’.
+ The first Cub in the ‘In’ teams runs to the container and throws the three balls away.
+ This Cub then runs from the container to the marker and back until all three balls are returned
+by the ‘fielders’ and put in the container. The runs are counted.
+ When all the “In’ team have had a turn, the runs are tallied and the teams swap.
+ The team with the most runs wins.
+Three Court Dodge Ball
+Equipment
+ One volley ball or similar.
+Method
+ Mark out the playing area into three parts, with the centre part being 50% of the total area.
+ Form the Cubs into two teams, the ‘Attackers’ and the ‘Dodgers’.
+ The ‘Dodgers’ stand in the centre area and have to dodge the ball thrown by the ‘Attackers’.
+The ‘Attackers’ split themselves into the two remaining ends of the playing area and throw the
+ball at the “Dodgers’ below the waist.
+ Each hit is counted and the player remains in play.
+ After 3 mins or so, the teams swap.
+ The winners are the team who made the most hits.
+CUBS – Team Games SCOUTS New Zealand Page 6

data/sources/Cubs Wide Games.txt

@@ -0,0 +1,119 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Wide Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+CUBS – Wide Games
+Wide Games
+Introduction
+These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
+Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
+1987. The games have been updated and sorted into categories, with this category being ‘Wide Games’, so
+called because they are intended to be played in a park, reserve or on farmland. The games are listed
+alphabetically.
+If you have a favourite game in this category that is substantially different from any listed, you may wish to
+forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
+added to this document.
+Information Collecting
+Equipment
+ Pencil and paper for each Six
+Method
+ This wide game can be used to achieve some of the Award Scheme requirements, especially
+those that need the Cubs visit and find out about a neighbouring suburb or community centre.
+ Leaders visit first and compile a list of questions for the Cubs to find the answers. E.g. What
+brand of fuel is sold at the Service Station? How many names are on the cenotaph? What is the
+name of the local park? And so on.
+ A warranted Leader or an Adult Helper (with clearance) with each Six as they set off to explore
+and learn about the community.
+ At the end of the game see which Six got the most answers correct.
+Rockets and Interceptors
+Equipment
+ Tokens to represent warheads
+ Coloured arm bands or strips of wool.
+Method
+ Several targets about 30cms in diameter are set out in an area where the Cubs can hide. Place
+the targets a 100m or more apart.
+ An umpire should be allocated to each target area.
+ Divide the Cubs into two teams, Rockets and Interceptors.
+ Allow about 4 interceptors per target area.
+ The Rockets are given a token each (warheads) and have to place them on the chosen target
+without being tagged by the interceptors.
+ If tagged, the Rocket has to give up one of the warheads, return to base collect another warhead
+and start again.
+ Once say 20 warheads have been placed on the target it is declared destroyed and the game
+starts again with another set of interceptors.
+Sardines
+Equipment
+ Nil
+July 2015 Cubs Wide Games.doc
+
+--- PAGE 2 ---
+Method
+ An older Cub is selected and sent off to hide in a park or an area where there are bushes etc.
+ After 5 minutes the rest of the Pack are sent out individually or in ones or twos to find the hidden
+Cub.
+ When the hidden Cub is found the ‘finders’ have to be quiet and hide with him or her.
+ The game ends when the last Cub finds the hidden Cub.
+Smugglers Treasure
+Equipment
+ Counters or items that count as treasure.
+Method
+ Divide the Pack into three teams. ‘Smugglers’, ‘Police’ and ‘Sellers’.
+ The Smugglers are trying to dispose of the treasure to the Sellers and the Police are trying to
+confiscate the treasure.
+ The Smugglers and the Sellers start from about 300 meters apart, with the Police in between
+them.
+ If the Police tag a Smuggler or a Seller they must hand over the treasure to the Police.
+ The Smugglers may return to base and get more treasure.
+ Swap roles after 15 minutes or so.
+ Count the treasure held by the Police and the Sellers to see who has the most and wins.
+Spotlight
+Equipment
+ A powerful torch with a concentrated beam
+Method
+ Best played at night on a field or park where there are places Cubs can hide or creep through.
+ One Cub is appointed as ‘It’ and given the spotlight.
+ The Pack are given 2 minutes to disperse and hide at least 50m from the spotlight.
+ On ‘Go’ the Cubs start to creep up on the spotlight holder, taking care to keep under cover where
+possible to avoid being illuminated by the spotlight.
+ The Cubs with the spotlight must use the spotlight as a rifle and not wave the beam around. The
+spotlight must be off for at least 15 seconds and only switched on when the Cub believes he or
+she can identify movement.
+ The Cub illuminated is out of the Spotlight holder correctly names him or her.
+ Any Cub getting to within 10 meters of the spotlight holder undetected takes over that role.
+Trails and Treasure Hunts
+Equipment
+ Cochineal food colouring for blood, chalk, sharp stick for scratching signs.
+Method
+ There are numerous methods of setting trails. The critical thing is to keep the trail obvious and
+simple otherwise the Cubs get bored. Difficult and challenging trails are for Scouts.
+ Hammer a few nails through a board and drag it along to create a trail.
+ Mix up red food colouring with a thickener (gelatine or cornflour) to represent setting blood and
+sprinkle it generously along the trail.
+ Use a sharp stick to scratch arrows in the ground and so on.
+ Use simple codes, write them on paper and leave them in obvious places.
+Torch and Whistle
+Equipment
+ Powerful torch and a whistle.
+CUBS – Wide Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Method
+ Two Cubs are given a torch and a whistle and set off to hide from the Pack.
+ After 5 minutes the Pack set off to look for them.
+ The two Cubs must move around and flash the torch and blow the whistle every minute until they
+are caught.
+Wet Trail
+Equipment
+ Squeeze type drink bottles full of water
+Method
+ Half the Cubs set off with their squeeze bottles full of water as amunition and lay a trail through a
+park with plenty of bushes to hide in etc.
+ As the Cubs go, they lay a conventional trail using arrows etc
+ At the end of the trail the Cubs set up an ambush.
+ The other half of the Cubs set out after 15 minutes to follow the trail, all being aware that an
+ambush has been set for them and trying to spot it.
+ When the ambush is sprung, the two teams try and drench each other.
+ The team judged the driest after the battle are the winners.
+CUBS – Wide Games SCOUTS New Zealand Page 3

data/sources/Cum să le vorbim copiilor despre război_Norberth Okros (1).txt

@@ -0,0 +1,159 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Cum să le vorbim copiilor despre război_Norberth Okros (1).pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Asist. cerc. drd. Norberth-Ioan OKROS
+Departamentul de Psihologie
+FSP – UVT
+Martie 2022
+
+--- PAGE 2 ---
+“Copiii își fac griji mai mult atunci când
+sunt ținuți în întuneric”
+Rachel Ehmke
+Deși nu putem proteja întotdeauna copiii de a fi martori
+la violență și la tragediile din lume, putem să îi alinăm,
+liniștim și să comunicăm cu ei în cel mai sănătos mod
+posibil.
+Dar mulți dintre noi poate nu știm întotdeauna care este
+cel mai bun mod de a face asta. Așadar, Departamentul
+de Psihologie din cadrul Facultății de Sociologie și
+Psihologie, Universitatea de Vest din Timișoara vine
+cu câteva îndrumări despre cum să abordăm și să le
+vorbim
+
+--- PAGE 3 ---
+copiilor despre război.
+https://ministry-to-children.com/lesson-jesus-says-do-not-worry/
+1. Evitați sau chiar limitați-le expunerea la un flux constant de știri
+ Fiți atenți dacă aveți radioul sau televizorul aprins toată ziua deoarece copiii vor „absorbi” știri
+fără ca noi să ne dăm seama.
+ Încercați să luați „pauze” de la știri.
+ În măsura în care este posibil, fiți prezenți atunci când
+copilul dumneavoastră urmărește știrile. Este un
+moment propice în care copilul poate adresa întrebări.
+
+--- PAGE 4 ---
+ Limitați expunerea copilului la scene tulburătoare și
+https://www.kqed.org/mindshift/59143/war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary
+monitorizați la ceea ce se uită copilul.
+
+--- PAGE 5 ---
+2. Urmăriți de unde își iau infomația
+ Știm că știrile false reprezintă o problemă, în
+special pe rețelele de socializare, așa că fiți
+atenți la ceea ce umrăresc copiii
+dumneavoastră și de unde le primesc.
+ Asigurați-vă că înțeleg că nu tot ce văd pe
+rețelele de socializare este adevărat.
+https://theconversation.com/when-it-comes-to-kids-and-social-media-its-not-all-bad-news-80547
+
+--- PAGE 6 ---
+3. Oferiți copiilor oportunități de a vorbi despre
+ceea ce văd la televizor și de a pune întrebări
+ Deși este important să limitați expunerea copiilor la
+mediile potențial înspăimântătoare, unele povești
+sunt pur și simplu prea dificil de evitat. Pe măsură ce
+copiii cresc, dacă nu aud despre asta acasă, aproape
+sigur vor auzi ceva de la colegi sau prieteni.
+ Trebui să alegeți un moment de liniște pentru a vorbi
+cu copilul dumneavoastră. Ideea este de a le permite
+copiilor să pună întrebări despre ceea ce văd, cum se simt
+și ce cred.
+ Oferiți copiilor un spațiu sigur pentru a reflecta și a
+împărtăși idei cu dumneavoastră.
+
+--- PAGE 7 ---
+ Fiți prima persoana la care vine copilul tău atunci când întâmpină
+https://www.nytimes.com/2020/03/17/parenting/coronavirus-kids-talk.html
+dificultăți.
+4. Continuați să vorbiți
+ Oferiți oportunități continue copiilor de a vorbi.
+Probabil că vor avea mai multe întrebări pe
+măsură ce timpul trece.
+ Ascultați-le grijile și oferiți răspunsuri sincere la
+întrebările lor despre ceea ce se întâmplă.
+
+--- PAGE 8 ---
+ Nu evitați să răspundeți la întrebările lor despre situație, deoarece acest lucru ar putea
+crește și
+mai mult starea de neliniște.
+https://luminohealth.sunlife.ca/s/article/How-to-talk-to-children-about-coronavirus?language=en_US
+5. Comportați-vă adecvat vârstei copilului dumneavoastră
+ Răspundeți la întrebări folosind un nivel pe care copilul îl poate
+înțelege.
+ Nu oferiți prea multe informații, deoarece acest lucru poate fi
+copleșitor.
+ E în regulă dacă nu puteți răspunde la toate; a fi disponibil
+pentru copilul dumneavoastră este ceea ce contează.
+
+--- PAGE 9 ---
+ Spuneți-le copiilor că veți continua să îi țineți la curent, pe măsură ce aflați mai multe. Puteți spune:
+„Chiar dacă nu avem
+răspunsuri la toate întrebările în acest moment, să știi
+https://www.jw.org/en/bible-teachings/children/become-jehovahs-friend/videos/
+că odată ce vom afla, mama sau tata își va spune și ție”.
+6. Evitați să folosiți stereotipuri sau „etichete”
+ Dacă sunteți întreba „de ce s-a întâmplat asta?”, evitați să
+folosiți etichete precum: „oameni răi, monștrii, malefici”.
+Nu este de ajutor și poate crește frica și confuzia. În schimb,
+puteți vorbi despre oamenii care suferă, sunt supărați și fac
+alegeri greșite.
+ Fiți precauți cu declarațiile pe care le folosiți când vorbiți
+despre război și terorism. Nu căutați un „țap ispășitor” și
+nu generalizați despre vreun grup cultural sau etnic.
+
+--- PAGE 10 ---
+ Nu vă concetrați pe vină.
+ Dacă doriți să vă exprimați opiniile, vorbiți despre ce simțiți
+https://luminohealth.sunlife.ca/s/article/How-to-talk-to-children-about-coronavirus?language=en_US
+despre război în general.
+
+--- PAGE 11 ---
+7. Fiți atenți la semnalele date de copilul dumneavoastră
+ Ajutați copiii să înțeleagă că nu există emoții
+rele și că o gamă largă de reacții este normală.
+ Este firesc ca un copil să se simtă anxios, confuz
+și supărat în legătură cu perspectiva războiului.
+ Copiii mici nu sunt capabili să-și verbalizeze
+stresul, așa că fiți atenți la schimbări de
+comportament.
+ Încurajați copiii să-și exprime sentimentele
+adulților care îi pot ajuta să-și înțeleagă emoțiile
+uneori puternice și tulburătoare.
+https://www.understood.org/articles/en/signs-of-slow-processing-speed-at-different-ages
+
+--- PAGE 12 ---
+8. Gestionează-ți propriile sentimente
+ Copilul dumneavoastră va învăța cum să facă
+față diferitelor evenimente, urmărind cum vă
+gestionați problemele. Așadar, fiți conștienți de
+modul în care răspundeți la stres și de modul în
+care comunicați cu
+ceilalți.
+ Este normal să fiți îngrijorat de război. Și deși este în
+regulă să-i spuneți copilului că vă simțiți speriat, nu vă
+împovărați copilul prea mult cu emoțiile dumneavoastră.
+
+--- PAGE 13 ---
+În schimb, concentrați-vă pe pașii pe care îi luați pentru a vă
+gestiona proactiv sentimentele într-o manieră
+sănătoasă.
+
+--- PAGE 14 ---
+9. Vorbiți despre oamenii buni care ajută
+ Deși războiul este ceva îngrozitor, puteți găsi
+întotdeauna oameni buni care muncesc din
+greu pentru a-i ajuta pe alții (ofițeri de poliție,
+militari, medici, cetățenilor obișnuiți, ONG-uri,
+etc).
+ Subliniați-le copiilor aceste acte de dragoste și
+bunătate.
+https://www.intellisource.com/small-things-that-help-people-in-big-ways/
+
+--- PAGE 15 ---
+Echipa Departamentul de Psihologie vă
+dorește multă sănătate și este alături de
+dumneavoastră! https://fsp.uvt.ro

data/sources/First_Aid_Bingo.txt

@@ -0,0 +1,592 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/games/first_aid/First_Aid_Bingo.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+First Aid Bingo
+24 questions taken from Sections One to Three of the “yellow” St. John Ambulance “First On the Scene”
+activity book
+1. First action to perform at the scene? 2. A person has good air exchange
+Assess Responsiveness A person can speak
+3. A person has no air exchange 4. The aim of first aid for a minor open
+The facial colour is bluish wound is to:
+Control bleeding and prevent infection.
+5. To protect yourself from infection 6. When doing a scene survey
+when giving first aid Assess hazards and make area safe.
+Use disposable gloves and a face
+mask/shield.
+7. Life threatening injury 8. A casualty tells you he feels cold
+Person diving into a shallow pool and A symptom
+hitting his head.
+9. A man tells you that he slipped on the 10. A casualty’s skin is cold and clammy
+ice A sign
+History
+11. Airway, breathing & circulation 12. Inadequate circulation to the body
+Steps of the primary survey tissues
+Shock
+13. Signs of Shock 14. For a conscious casualty, fee and legs
+Skin is white, moist and cold. Breathing raised about 30 cm.
+is slow. Pulse is fast. Shock position
+15. A brief loss of consciousness caused 16. A person is deprived of oxygen in the
+by a temporary shortage of oxygen to the air
+brain Breathing emergency
+Fainting
+17. Very slow and shallow breaths or very 18. A person having 14 breaths a minutes
+fast and shallow breaths Sign of effective breathing
+Signs of ineffective breathing
+19. When AR is required and the mouth 20. Blow air in casualty’s nose; prevent
+cannot be opened air leakage by using your thumb to close
+Use mouth-to-nose method the mouth and allow air to escape between
+breaths by opening the mouth.
+Mouth-to-nose method of AR.
+21. Lay the person down with legs 22. Cause of shock
+elevated, ensure a supply of fresh air and Breathing problems, severe bleeding,
+loosen tight clothing severe burns, spinal cord injuries, heart
+First aid for someone who feels faint attack or medical emergencies.
+23. Check for a carotid pulse 24. The force that causes the injury and
+To check circulation the way it is applied to the body
+Mechanism of injury
+Created by Jill Gordon 11/29/04
+
+--- PAGE 2 ---
+B I N G O
+Assess hazards and make Steps of the primary Mouth-to-nose method of
+Assess Responsiveness1 Fainting15
+area safe.6 survey11 AR.20
+Person diving into a shallow First aid for someone who
+A person can speak2 Shock12 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+bleeding, severe burns,
+FREE Signs of ineffective
+The facial colour is bluish3 A symptom8 spinal cord injuries, heart
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+A symptom9 cold. Breathing is slow. Sign of effective breathing18 To check circulation23
+prevent infection.4
+Pulse is fast.13
+Use disposable gloves and a Use mouth-to-nose
+A sign10 Shock position14 Mechanism of injury24
+face mask/shield.5 method19
+Created by Jill Gordon 1
+
+--- PAGE 3 ---
+B I N G O
+Person diving into a shallow First aid for someone who
+A person can speak2 Shock12 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+Skin is white, moist and bleeding, severe burns,
+Signs of ineffective
+The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
+breathing17
+Pulse is fast.13 attack or medical
+emergencies.22
+Control bleeding and FREE
+A symptom9 Sign of effective breathing18 To check circulation23
+prevent infection.4
+Use disposable gloves and a Use mouth-to-nose
+A sign10 Shock position14 Mechanism of injury24
+face mask/shield.5 method19
+Assess hazards and make Steps of the primary Mouth-to-nose method of
+Assess Responsiveness1 Fainting15
+area safe.6 survey11 AR.20
+Created by Jill Gordon 2
+
+--- PAGE 4 ---
+B I N G O
+Breathing problems, severe
+Skin is white, moist and bleeding, severe burns,
+Signs of ineffective
+The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
+breathing17
+Pulse is fast.13 attack or medical
+emergencies.22
+Control bleeding and
+A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
+prevent infection.4
+Use disposable gloves and a FREE Use mouth-to-nose
+A sign10 Mechanism of injury24
+face mask/shield.5 method19
+Assess hazards and make Steps of the primary Mouth-to-nose method of
+Assess Responsiveness1 Fainting15
+area safe.6 survey11 AR.20
+Person diving into a shallow First aid for someone who
+A person can speak2 Shock12 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Created by Jill Gordon 3
+
+--- PAGE 5 ---
+B I N G O
+Control bleeding and
+A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
+prevent infection.4
+Use disposable gloves and a Steps of the primary Use mouth-to-nose
+A sign10 Mechanism of injury24
+face mask/shield.5 survey11 method19
+Assess hazards and make FREE Mouth-to-nose method of
+Assess Responsiveness1 Fainting15
+area safe.6 AR.20
+Person diving into a shallow First aid for someone who
+A person can speak2 Shock12 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+Skin is white, moist and bleeding, severe burns,
+Signs of ineffective
+The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
+breathing17
+Pulse is fast.13 attack or medical
+emergencies.22
+Created by Jill Gordon 4
+
+--- PAGE 6 ---
+B I N G O
+Use disposable gloves and a Steps of the primary Use mouth-to-nose
+A sign10 Mechanism of injury24
+face mask/shield.5 survey11 method19
+Assess hazards and make Mouth-to-nose method of
+Assess Responsiveness1 Shock12 Fainting15
+area safe.6 AR.20
+Person diving into a shallow FREE First aid for someone who
+A person can speak2 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+Skin is white, moist and bleeding, severe burns,
+Signs of ineffective
+The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
+breathing17
+Pulse is fast.13 attack or medical
+emergencies.22
+Control bleeding and
+A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
+prevent infection.4
+Created by Jill Gordon 5
+
+--- PAGE 7 ---
+B I N G O
+Assess hazards and make Steps of the primary Mouth-to-nose method of
+Fainting15 Assess Responsiveness1
+area safe.6 survey11 AR.20
+Person diving into a shallow First aid for someone who
+Shock12 Breathing emergency16 A person can speak2
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective FREE
+A symptom8 spinal cord injuries, heart The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+A symptom9 cold. Breathing is slow. Sign of effective breathing18 To check circulation23
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose Use disposable gloves and a
+A sign10 Shock position14 Mechanism of injury24
+method19 face mask/shield.5
+Created by Jill Gordon 6
+
+--- PAGE 8 ---
+B I N G O
+Steps of the primary Mouth-to-nose method of Assess hazards and make
+Fainting15 Assess Responsiveness1
+survey11 AR.20 area safe.6
+First aid for someone who Person diving into a shallow
+Shock12 Breathing emergency16 A person can speak2
+feels faint21 pool and hitting his head.7
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective FREE
+spinal cord injuries, heart The facial colour is bluish3 A symptom8
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+cold. Breathing is slow. Sign of effective breathing18 To check circulation23 A symptom9
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose Use disposable gloves and a
+Shock position14 Mechanism of injury24 A sign10
+method19 face mask/shield.5
+Created by Jill Gordon 7
+
+--- PAGE 9 ---
+B I N G O
+Mouth-to-nose method of Assess hazards and make Steps of the primary
+Fainting15 Assess Responsiveness1
+AR.20 area safe.6 survey11
+First aid for someone who Person diving into a shallow
+Breathing emergency16 A person can speak2 Shock12
+feels faint21 pool and hitting his head.7
+Breathing problems, severe
+bleeding, severe burns,
+FREE Signs of ineffective
+spinal cord injuries, heart The facial colour is bluish3 A symptom8
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+Sign of effective breathing18 To check circulation23 A symptom9 cold. Breathing is slow.
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 A sign10 Shock position14
+method19 face mask/shield.5
+Created by Jill Gordon 8
+
+--- PAGE 10 ---
+B I N G O
+Mouth-to-nose method of Assess hazards and make Steps of the primary
+Assess Responsiveness1 Fainting15
+AR.20 area safe.6 survey11
+First aid for someone who Person diving into a shallow
+A person can speak2 Shock12 Breathing emergency16
+feels faint21 pool and hitting his head.7
+Breathing problems, severe
+bleeding, severe burns,
+FREE Signs of ineffective
+The facial colour is bluish3 A symptom8 spinal cord injuries, heart
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+To check circulation23 A symptom9 cold. Breathing is slow. Sign of effective breathing18
+prevent infection.4
+Pulse is fast.13
+Use disposable gloves and a Use mouth-to-nose
+Mechanism of injury24 A sign10 Shock position14
+face mask/shield.5 method19
+Created by Jill Gordon 9
+
+--- PAGE 11 ---
+B I N G O
+Person diving into a shallow First aid for someone who
+Shock12 Breathing emergency16 A person can speak2
+pool and hitting his head.7 feels faint21
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+A symptom8 Sign of effective breathing18 spinal cord injuries, heart The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+FREE Control bleeding and
+A symptom9 cold. Breathing is slow. To check circulation23
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose Use disposable gloves and a
+A sign10 Shock position14 Mechanism of injury24
+method19 face mask/shield.5
+Assess hazards and make Steps of the primary Mouth-to-nose method of
+Fainting15 Assess Responsiveness1
+area safe.6 survey11 AR.20
+Created by Jill Gordon 10
+
+--- PAGE 12 ---
+B I N G O
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart To check circulation23 The facial colour is bluish3 A symptom8
+breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+cold. Breathing is slow. Sign of effective breathing18 Mechanism of injury2 A symptom9
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose FREE Use disposable gloves and a
+Shock position14 A sign10
+method19 4 face mask/shield.5
+Steps of the primary Mouth-to-nose method of Assess hazards and make
+Fainting15 Assess Responsiveness1
+survey11 AR.20 area safe.6
+First aid for someone who Person diving into a shallow
+Shock12 Breathing emergency16 A person can speak2
+feels faint21 pool and hitting his head.7
+Created by Jill Gordon 11
+
+--- PAGE 13 ---
+B I N G O
+Skin is white, moist and
+Control bleeding and
+Sign of effective breathing18 To check circulation23 A symptom9 cold. Breathing is slow.
+prevent infection.4
+Pulse is fast.13
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 A sign10 Shock position14
+method19 face mask/shield.5
+Mouth-to-nose method of FREE Assess hazards and make Steps of the primary
+Fainting15
+AR.20 area safe.6 survey11
+First aid for someone who Person diving into a shallow
+Breathing emergency16 Assess Responsiveness1 Shock12
+feels faint21 pool and hitting his head.7
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart The facial colour is bluish3 A person can speak2 A symptom8
+breathing17
+attack or medical
+emergencies.22
+Created by Jill Gordon 12
+
+--- PAGE 14 ---
+B I N G O
+Use disposable gloves and a Use mouth-to-nose
+Mechanism of injury24 A sign10 Shock position14
+face mask/shield.5 method19
+Mouth-to-nose method of Assess hazards and make Steps of the primary
+Assess Responsiveness1 Fainting15
+AR.20 area safe.6 survey11
+First aid for someone who FREE
+A person can speak2 Shock12 Breathing emergency16
+feels faint21
+Breathing problems, severe
+bleeding, severe burns,
+Person diving into a shallow Signs of ineffective
+The facial colour is bluish3 A symptom8 spinal cord injuries, heart
+pool and hitting his head.7 breathing17
+attack or medical
+emergencies.22
+Skin is white, moist and
+Control bleeding and
+To check circulation23 A symptom9 cold. Breathing is slow. Sign of effective breathing18
+prevent infection.4
+Pulse is fast.13
+Created by Jill Gordon 13
+
+--- PAGE 15 ---
+B I N G O
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 Shock position14 A sign10
+method19 face mask/shield.5
+Skin is white, moist and
+Control bleeding and
+To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective FREE
+spinal cord injuries, heart A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+First aid for someone who Person diving into a shallow
+Breathing emergency16 Shock12 A person can speak2
+feels faint21 pool and hitting his head.7
+Mouth-to-nose method of Steps of the primary Assess hazards and make
+Fainting15 Assess Responsiveness1
+AR.20 survey11 area safe.6
+Created by Jill Gordon 14
+
+--- PAGE 16 ---
+B I N G O
+Skin is white, moist and
+Control bleeding and
+To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+First aid for someone who FREE Person diving into a shallow
+Breathing emergency16 A person can speak2
+feels faint21 pool and hitting his head.7
+Mouth-to-nose method of Steps of the primary Assess hazards and make
+Fainting15 Assess Responsiveness1
+AR.20 survey11 area safe.6
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 Shock position14 A sign10
+method19 face mask/shield.5
+Created by Jill Gordon 15
+
+--- PAGE 17 ---
+B I N G O
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+First aid for someone who Steps of the primary Person diving into a shallow
+Breathing emergency16 A person can speak2
+feels faint21 survey11 pool and hitting his head.7
+Mouth-to-nose method of FREE Assess hazards and make
+Fainting15 Assess Responsiveness1
+AR.20 area safe.6
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 Shock position14 A sign10
+method19 face mask/shield.5
+Skin is white, moist and
+Control bleeding and
+To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
+prevent infection.4
+Pulse is fast.13
+Created by Jill Gordon 16
+
+--- PAGE 18 ---
+B I N G O
+First aid for someone who Steps of the primary Person diving into a shallow
+Breathing emergency16 A person can speak2
+feels faint21 survey11 pool and hitting his head.7
+Mouth-to-nose method of Assess hazards and make
+Fainting15 Shock position14 Assess Responsiveness1
+AR.20 area safe.6
+Use mouth-to-nose FREE Use disposable gloves and a
+Mechanism of injury24 A sign10
+method19 face mask/shield.5
+Skin is white, moist and
+Control bleeding and
+To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+Created by Jill Gordon 17
+
+--- PAGE 19 ---
+B I N G O
+Mouth-to-nose method of Assess hazards and make
+Fainting15 Shock position14 Assess Responsiveness1
+AR.20 area safe.6
+Skin is white, moist and
+Use mouth-to-nose Use disposable gloves and a
+Mechanism of injury24 cold. Breathing is slow. A sign10
+method19 face mask/shield.5
+Pulse is fast.13
+FREE Control bleeding and
+To check circulation23 Sign of effective breathing18 A symptom9
+prevent infection.4
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective
+spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+First aid for someone who Steps of the primary Person diving into a shallow
+Breathing emergency16 A person can speak2
+feels faint21 survey11 pool and hitting his head.7
+Created by Jill Gordon 18
+
+--- PAGE 20 ---
+B I N G O
+Use mouth-to-nose Use disposable gloves and a
+Shock position14 A sign10 Mechanism of injury24
+method19 face mask/shield.5
+Skin is white, moist and
+Control bleeding and
+Sign of effective breathing18 cold. Breathing is slow. A symptom9 To check circulation23
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective FREE
+A symptom8 The facial colour is bluish3 spinal cord injuries, heart
+breathing17
+attack or medical
+emergencies.22
+Person diving into a shallow First aid for someone who
+Breathing emergency16 Shock12 A person can speak2
+pool and hitting his head.7 feels faint21
+Steps of the primary Assess hazards and make Mouth-to-nose method of
+Fainting15 Assess Responsiveness1
+survey11 area safe.6 AR.20
+Created by Jill Gordon 19
+
+--- PAGE 21 ---
+B I N G O
+Use disposable gloves and a Use mouth-to-nose
+Shock position14 A sign10 Mechanism of injury24
+face mask/shield.5 method19
+Skin is white, moist and
+Control bleeding and
+cold. Breathing is slow. A symptom9 To check circulation23 Sign of effective breathing18
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+FREE Signs of ineffective
+A symptom8 The facial colour is bluish3 spinal cord injuries, heart
+breathing17
+attack or medical
+emergencies.22
+Person diving into a shallow First aid for someone who
+Shock12 A person can speak2 Breathing emergency16
+pool and hitting his head.7 feels faint21
+Steps of the primary Assess hazards and make Mouth-to-nose method of
+Assess Responsiveness1 Fainting15
+survey11 area safe.6 AR.20
+Created by Jill Gordon 20
+
+--- PAGE 22 ---
+B I N G O
+Use disposable gloves and a Use mouth-to-nose
+A sign10 Mechanism of injury24 Shock position14
+face mask/shield.5 method19
+Skin is white, moist and
+Control bleeding and
+A symptom9 To check circulation23 Sign of effective breathing18 cold. Breathing is slow.
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+FREE Signs of ineffective
+The facial colour is bluish3 spinal cord injuries, heart A symptom8
+breathing17
+attack or medical
+emergencies.22
+Person diving into a shallow First aid for someone who
+A person can speak2 Breathing emergency16 Shock12
+pool and hitting his head.7 feels faint21
+Assess hazards and make Mouth-to-nose method of Steps of the primary
+Assess Responsiveness1 Fainting15
+area safe.6 AR.20 survey11
+Created by Jill Gordon 21
+
+--- PAGE 23 ---
+B I N G O
+Use disposable gloves and a Use mouth-to-nose
+Mechanism of injury24 Shock position14 A sign10
+face mask/shield.5 method19
+Skin is white, moist and
+Control bleeding and
+To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
+prevent infection.4
+Pulse is fast.13
+Breathing problems, severe
+bleeding, severe burns,
+Signs of ineffective FREE
+spinal cord injuries, heart A symptom8 The facial colour is bluish3
+breathing17
+attack or medical
+emergencies.22
+First aid for someone who Person diving into a shallow
+A person can speak2 Breathing emergency16 Shock12
+feels faint21 pool and hitting his head.7
+Mouth-to-nose method of Steps of the primary Assess hazards and make
+Assess Responsiveness1 Fainting15
+AR.20 survey11 area safe.6
+Created by Jill Gordon 22

data/sources/Gardening-Activities.txt

@@ -0,0 +1,94 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Gardening-Activities.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Gardening Activities for Beavers, Cubs & Scouts
+Here is a great Scouting activity that you can do whilst earning a badge during social
+distancing.
+The activity is for
+• Beavers & Cubs: Gardener Activity Badge
+• Scouts: Farmer Activity Badge
+All three are very similar and have been adapted to suit conditions. Remember to always
+follow government guidance on social conditioning.
+There are many videos you can watch on YouTube and some are included. If you have a
+family member or friend who is a Gardner perhaps reach out a FaceTime them to get their
+top tips.
+You will need some small containers, no bigger than bucket size, why not recycle
+something, or a window box
+Some small hand tools but almost anything will do, a dibber could be a old pencil or a twig
+Some small stones are needed for drainage in the bottom of the pots where there are
+drainage holes
+Some soil. This can be from the ground but will need to be sieved to break it up or better still
+some bagged compose [maybe your neighbor has some to spare]
+Lastly some seeds and these are cheap and can be purchased on line from a number of
+merchants
+For example
+www.dtbrownseeds.co.uk
+Some Tips:
+Sow seeds thinly so they have room to grow
+Dont over water, just keep the soil damp
+Space out the seeds as instructions on the packet
+When the seeds germinate thin out the seedlings
+To keep things simple and will grow quickly meaning you should to able to eat them in June
+or July the following are suggested:
+Spring Onions
+Lettuce
+Carrots
+Dwarf Beans
+Garlic (take a clove of a bulb)
+
+--- PAGE 2 ---
+Beavers
+Learn about 2 trees or 2 shrubs, take a photo when they have buds, when in full leaf and
+when the leaves die back. What sort of tree or shrub is it?
+Take a leaf or a small flower [can be from any plant] and lay between some newspaper and
+weigh down with some books in a dry place for a couple of months and make a birthday card
+with it but be sure to identify the leaf or flower
+Learn about gardening tools, draw a picture of 3 tools and describe their uses?
+Prepare your pots with drainage holes, place stones in the bottom and fill with soil or
+compost
+Pick 3 packets of seeds from above and plant as the instructions on the packet
+https://www.youtube.com/watch?v=YAL6H5SgNAs
+Don’t use up all the seeds at once
+Place pots in sunny spot and water
+Wear gloves when working with the soil and wash hands after the activity
+Watch the plants grow and when ready pick, wash and eat!
+Cubs
+Find out about parts of a plant https://www.dkfindout.com/us/animals-and-
+nature/plants/parts-plant/ and do the quiz
+Identify 3 mature trees and draw a picture of their leaves.
+Design 3 plant labels for your plant pots.
+Name 3 mini beasts in the soil that could damage your plants.
+Pick 3 packets of seeds from above and plant as instructions on packet
+https://www.youtube.com/watch?v=YAL6H5SgNAs
+Don’t use up all the seeds as once
+Place pots in sunny spot and water
+Wear gloves when working with the soil and wash hands after the activity
+Watch the plants grow and when ready pick, wash and eat!
+Keep a diary and note when you planted, when shoots appear and when you eat, also take
+a photo of your crop and the grower!
+
+--- PAGE 3 ---
+For Scouts
+Find out about parts of a plant https://www.dkfindout.com/us/animals-and-
+nature/plants/parts-plant/ and do the quiz
+Identify the following trees Elm, Oak and Ash and list their properties
+https://www.thestoveyard.com/what-wood-to-burn
+Describe a herbaceous plant?
+What is a Deciduous tree?
+What is a Coniferous tree?
+Name 3 Herbs.
+Name 3 plant diseases.
+Pick 4 packets of seeds [or more] from the above and plant as instructions on packet
+https://www.youtube.com/watch?v=YAL6H5SgNAs
+Don’t use up all the seeds at once
+Place pots in a sunny place and water
+Wear gloves when working with soil and wash hands after the activity
+Watch plants grow and when ready pick , wash and eat!
+Keep a diary and take photos
+Good luck all
+Guy Thompson
+Island Commissioner - Isle of Man Scouts
+chil@manx.net

data/sources/Ghid-jocuri-pentru-copii-refugiati.txt

@@ -0,0 +1,617 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Ghid-jocuri-pentru-copii-refugiati.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+GHID CU IDEI
+DE ACTIVITĂȚI
+de realizat cu
+COPIII REFUGIAȚI
+30 de activități bazate pe
+comunicarea nonverbală pe care
+voluntarii le pot realiza cu
+copiii refugiați
+
+--- PAGE 2 ---
+CURPRINS:
+Pag. 2 - Cuvânt de început
+Pag. 3 - Listă de materiale ce pot ajuta în interacțiune
+- Legendă
+Pag. 4
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE (6-16 ani)
+Pag. 4 - Imită gestul
+- Profesorul de sport
+Pag. 5 - Trenulețul
+- Cântecul în cerc
+Pag. 6 - Scăunelele muzicale
+- Baba oarba
+Pag. 7 - Ploaia de baloane
+- Cald-rece
+Pag. 8 - Șotronul prelungit
+Pag. 9
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE (10-16 ani)
+Pag. 9 - Ține creionul ”în oglindă”
+- Mațele încurcate
+Pag. 10 - Aruncatul în pahar
+Pag. 11 - Ninja
+Pag. 12 - Borcanul cu emoții și acțiuni
+- Desen cu sfoara
+Pag. 13 - Twister pentru degete
+- Haideți la masa
+Pag. 14 - Pune pe categorii
+Pag. 12
+ACTIVITĂȚI DE LUCRU MANUAL-LA MASĂ (6-18 ani)
+Pag. 12 - Borcanul cu emoții și acțiuni
+- Desen cu sfoara
+Pag. 13 - Twister pentru degete
+- Haideți la masa
+Pag. 14 - Pune pe categorii
+Pag. 15 - Pictiră cu mâinile
+- Steagul nostru
+Pag. 16 - Flori din șervețele
+Pag. 17 - Pictură pe față
+Pag. 18
+ACTIVITĂȚI DE LUCRU MANUAL-LA MASĂ (10-18 ani)
+Pag. 18 - Pachetul de cărți
+- Decorează
+Pag. 19 - Atelier de făcut păpuși
+- Baloane de săpun
+Pag. 20 - Atelier de împletit brățări și codițe
+- Brobonele de hârtie creponată
+Pag. 21 - Planeta mea
+- Balonul relaxant
+
+--- PAGE 3 ---
+Bună, dragă voluntar!
+Ne bucurăm că ai ajuns să parcurgi acest material, asta înseamnă că îți pasă,
+că vrei să ajuți și le ești alături copiilor care au fost nevoiți să își părăsească
+casa pentru a găsi un loc mai pașnic. Acesta este un ghid și un îndrumător cu
+activități și jocuri pe care le poți realiza cu acești copii, însă este și un material
+care sperăm că o să te inspire să creezi și tu, împreună cu copiii, noi jocuri și
+activități în funcție de nevoile acestora și materialele pe care le ai la îndemână.
+Activitățile prezentate se bazează în special pe comunicarea nonverbală, însă
+nu te feri de acest lucru, unele emoții și acțiuni au un limbaj universal valabil. Fii
+deschis pentru a învăța anumite cuvinte și oferă aceleași cunoștințe înapoi.
+Pentru unele activități este nevoie de câteva materiale minime (hârtie,
+foarfecă, creioane), încercând astfel să facem lucrurile astfel încât să fie cât
+mai ușor și facil de lucrat. Pentru alte activități e posibil să ai nevoie de mai
+multe materiale, însă te încurajăm și aici să fii creativ și să cauți în jurul tău
+resurse. Obiectele din jurul nostru pot fi folosite în multe feluri și pot fi
+adevărate ajutoare, fii spontan și ai curajul să încerci. De asemenea, dacă ai
+nevoie de o îndrumare în ceea ce privește achiziționarea de materiale, jocuri sau
+jucării, în acest ghid regăsești o listă care sperăm să îți fie de folos.
+Îți mulțumim că ești, că faci asta și că ai sufletul într-un loc plin de bunătate.
+Chiar dacă este dificil pentru toată lumea ieșirea din zona de confort, pentru
+acești copii momentele prin care trec acum sunt și mai dificile. Fii atent și la
+nevoile lor, la ce își doresc în momentul în care ajungi la ei. Unii pot fi obosiți, triști
+sau supărați, alții poate au nevoie de somn sau hrană în acel moment. Arată-te
+disponibil de a interacționa, însă lasă și spațiu pentru ca fiecare să își ia ce are
+nevoie din aceste momente.
+Scopul acestor activități este să le facă perioada aceasta dificilă prin care trec
+puțin mai frumoasă, mai bună, blandă, caldă și veselă, ca peste ani de zile,
+aceștia să aibă și câteva amintiri frumoase și plăcute pe lângă amintirea
+războiului care i-a dat afară din case.
+Ești aici să ajuți și îți mulțumim pentru asta!
+
+--- PAGE 4 ---
+LISTĂ MATERIALE CE POT AJUTA ÎN INTERACȚIUNE:
+(de verificat și materialele recomandate pentru fiecare activitate)
+Palete de tenis / ping pong
+Cărți de colorat
+Creioane, acuarele, carioci
+Lipici, aracet
+Pensule
+Hârtie creponată, hârtie colorată, foi albe de hârtie
+Foarfecă
+Mingi de ping pong, minge de fotbal, mingi de tenis
+Țintă cu arici
+Sfoară și elastice
+Coardă de sărit
+Lego, cuburi colorate
+LEGENDĂ
+Mărgele
+Puzzle-uri diverse
+Titirez
+Activitate pentru grup
+Mici instrumente muzicale
+Slime
+Cuburi din lemn / Joc Jenga
+Baloane
+Cercuri de hula-hoop Activitate individuală
+Plastilină / Lut modelator
+Machete de construit
+Mini-coș de basket
+Activitate
+Cărți de joc
+potrivită atât
+Cretă
+pentru grup,
+Mini-set de bowling
+cât și individual
+Origami
+Activitate ce necesită
+materiale
+
+--- PAGE 5 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+6-16 ani
+IMITĂ GESTUL
+Acesta e un joc de oglindire corporală care poate fi făcut la început ca și energizer.
+Moderatorul stă în picioare în fața copiilor, iar aceștia trebuie să stea în fața
+moderatorului. Acesta arată sau spune ”3,2,1, start!” moment în care începe să arate
+sau să pună un deget pe anumite părți ale corpului său. Acțiunea trebuie să se întâmple
+foarte repede, astfel încât să antreneze atenția copiilor.
+Exemplu: moderatorul își pune mâna pe cap, moment în care toți copiii trebuie să își
+pună și ei mâna pe cap. Imediat cum au făcut gestul, moderatorul schimbă repede
+poziția punând mâna pe nas, copiii trebuind să facă și ei același gest foarte repede.
+Printre poziții se pot enumera și: mâinile la ochi, mâna pe genunchi, mâna pe cot, mâinile
+pe umeri, mâna pe capul altei persoane, mâna pe talpă.
+Apoi se poate crește la un alt nivel când se trece la anumite
+poziții: stat într-un picior, așezat în poziția piticului, sărituri,
+etc.. Pentru a avea un final entuziast, ultima mișcare poate
+să fie aplauzele unde toți copiii vor începe să aplaude, puteți
+chiar să bateți mâna la final pentru că ați reușit, iar copiii s-
+au descurcat super!
+PROFESORUL DE SPORT
+Este vorba tot despre un joc de a imita gesturi și poziții, doar că se pune mai mult
+accentul pe activități din zona sportivă. Aduceți-vă aminte ce exerciții de încălzire
+făceați la ora de sport, strângeți mai mulți copii și veniți în fața lor, ei trebuie să imite
+gesturile pe care le faceți. Începeți cu rotiri ușoare de cap, întinderea brațelor, exerciții
+pentru trunchi și bazin, apoi treceți către picioare, puteți face genoflexiuni sau sărituri.
+Dacă vedeți că sunt copii implicați în acest tip de activități sportive, chemați-i în
+față să fie el profesorul de sport și imitați cu toții împreună acele exerciții.
+
+--- PAGE 6 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+6-16 ani
+TRENULEȚUL
+Așezați-vă în șir indian, unul în spatele celuilalt și vă țineți cu mâinile pe umerii sau
+talia celui din față, iar moderatorul să fie prima persoană, adică ”locomotiva”. Veți avea
+nevoie de mai mult spațiu unde să vă mișcați, mai ales dacă sunt mai mulți copii (cu cât
+sunt mai mulți, cu atât mai bine pentru această activitate).
+”Locomotiva” va conduce trenulețul (puteți face chiar și sunete de tren), plimbând
+copiii în cerc sau mergând șerpuit, mai repede sau mult mai lent dintr-o dată. Vă puteți
+lăsa în jos ca mersul piticului, iar apoi să săriți tare în sus, puteți merge țopăit sau cu
+picioarele foarte crăcănate sau cu mâinile în sus. Încercați cât mai multe modalități în
+care poate merge ”trenulețul”.
+Copiii trebuie să imite orice gest pe care ”locomotiva”
+îl face. După ce s-a mai destins grupul, puteți pune un
+alt copil să fie ”locomotiva”, iar toată lumea trebuie să
+imite cum merge acesta.
+CÂNTECUL ÎN CERC
+Toți copiii se așează pe jos (merge și în picioare) în cerc, inclusiv moderatorul.
+Acesta începe să facă un sunet folosindu-se de gesturi și obiectele din jur, copiii
+trebuind să imite acel sunet, apoi moderatorul trebuie să schimbe sunetul, iar copiii să îl
+urmeze.
+Exemplu: Moderatorul începe să bată un anumit ritm din mâini, după ce copiii
+reușesc să inimte același gest creând sunetul respectiv, continuați așa câtiva timpi. Apoi
+moderatorul crează un alt gest, lăsând ”melodia” să curgă. Nu întrerupeți și apoi faceți
+alt gest, ci schimbați dintr-o dată pentru ca sunetul să aibă continuitate. Următorul
+gest cu sunet poate să fie ”Lalalala” verbal, apoi bătut în ritm alert pe podea cu mâinile
+sau picioarele, apoi pocnit din degete, etc. Începeți după să le alternați creând ritmuri.
+Dacă merge bine, puteți trece la următorul nivel când delegați anumiți copii să
+facă anumite sunete, iar alți copii celelalte sunete. Îi puteți numi, atătându-i cu degetul
+ce grupă de copii să facă sunetele respective. Poate începe grupa de copii care
+aplaudă, apoi arătați cu degetul copiii care pocnesc din degete, apoi cei care fac
+”Lalala”, făcându-le semn celor care aplaudă să se oprească, și tot așa. Jucați-vă
+împreună cu ei cu sunetele și creați melodii.
+
+--- PAGE 7 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+6-16 ani
+SCĂUNELELE MUZICALE
+Un joc destul de cunoscut în care copiii trebuie să danseze în jurul unor
+scaune (scaunele trebuie să fie atâtea câți copii sunt minus unul) poziționate
+în cerc. Moderatorul pornește muzica și o oprește la anumite intervale de
+timp. Când muzica se aude, copiii trebuie să danseze și să se miște în cerc,
+în jurul scaunelor. Când muzica se oprește, copiii trebuie să se așeze
+repede pe scaun. Cine rămâne în picioare pentru că toate scaunele au fost
+ocupate, iese din joc.
+Pentru a se continua jocul, se mai scoate încă un scaun din cerc, și tot
+așa până rămân doi copii și un singur scaun. Cine reușește să se așeze pe
+ultimul scaun este câștigător.
+BABA OARBA
+Pentru ca acest joc să fie înțeles mai ușor este nevoie de cel puțin doi moderatori.
+Pentru început, unul din ei trebuie să își lege la ochi o eșarfă astfel încât să nu vadă ce este
+în jur. Celălalt moderator îl învârte de trei ori pe cel legat la ochi care după aceea trebuie
+să caute în jurul său și să atingă restul participanților. Aceștia trebuie să se ferească de
+”baba oarba” ca să nu îi prindă. Dacă un participant este atins, atunci a ieșit din joc.
+Atenție! Vă jucați acest joc doar cu copiii care doresc, nu îi forțați dacă nu vor să
+participe. Având în vedere starea psihologică în care se află, unii se pot simți inconfortabil
+dacă sunt legați la ochi.
+
+--- PAGE 8 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+6-16 ani
+PLOAIA DE BALOANE
+Materiale: baloane
+Umflați cât mai multe baloane colorate. Copiii trebuie să se strângă toți în
+același loc. Aruncați un balon în aer, balon pe care copiii trebuie să se asigure
+că nu îl scapă jos (dacă balonul atinge pământul, jocul se termină și trebuie luat
+de la capăt).
+Copiii trebuie să arunce balonul de la unul la altul. După câteva momente, mai
+aruncați în aer încă un balon, astfel copiii trebuie să aibă grijă de ambele baloane să
+nu atingă pământul. După ceva timp creșteți nivelul și aruncați un al treilea balon, apoi
+încă unul și tot așa până se ajunge ca în aer să fie o mulțime de baloane plutitoare
+care nu trebuie să atingă pământul.
+CALD-RECE
+Strângeți toți copiii și alegeți împreună un obiect pe care va
+trebui să îl ascundă moderatorul. Alegeți trei simboluri care pot fi
+verbale sau gestuale care să reprezinte cele trei indicații: rece-ești
+departe de obiect, cald-te apropi, fierbinte-ești foarte aproape. Puteți
+alege trei semne pe care să le faceți cu mâinile și degetele sau trei
+sunete, fiecare care să reprezinte câte o indicație.
+Rugați-i pe copii și arătați-le să stea cu mâinile la ochi și cu
+spatele la zona de căutat, timp în care veți ascunde obiectul pe care l-
+ați ales inițial.
+Apoi spuneți-le copiilor că pot începe căutarea. Nu uitați să fiți
+foarte atenți la ei și să le dați indicațiile cât mai corect. Jocul poate fi
+jucat mai ușor dacă este un număr mai mic de copii astfel încât să
+puteți fii mai atenți la aceștia.
+
+--- PAGE 9 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+6-16 ani
+ȘOTRONUL PRELUNGIT
+Materiale: bandă adezivă sau cretă
+Acesta este jocul de șotron original și obișnuit,
+însă la care se pot adăuga și alte elemente pentru a-l
+face mai interactiv, fiind un joc bun pentru copiii care
+au multă energie și au nevoie de activitate fizică mai
+intensă.
+Realizați pe podea cu bandă adezivă sau cu
+cretă dacă aveți spațiu în exterior unde există beton
+pe care puteți desena schema jocului de șotron
+original. După ce copiii au dat o tură a jocului așa cum
+este (puteți elimina partea cu moneda sau piatra
+aruncată pe o căsuță anume, mai ales dacă copiii
+sunt mai mici), începeți și adăugați la șotron alte
+căsuțe în extremitățile desenului.
+De asemenea, puteți adăuga și căsuțe mai mici
+”false” pe care le hașurați, ceea ce înseamnă că nu
+trebuie să sară pe acea căsuță. Alte căsuțe pot fi
+mai mici sau mai mari, altele pot însemna că trebuie
+pusă și o mână pe căsuță și tot așa. Adăugați
+pătrate pe parcurs până realizați un întreg circuit de
+șotron.
+
+--- PAGE 10 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+10-16 ani
+ȚINE CREIONUL ”ÎN OGLINDĂ”
+Acest joc se face în perechi de câte
+două persoane. Cele două persoane din
+pereche sunt ”conectate” de un creion pe
+care trebuie să îl țină folosind fiecare un
+deget arătător (degetul arătător al
+persoanei 1 ține un capăt al creionului, iar
+degetul arătător al persoanei 2 ține celălalt
+capăt, fără să se folosească de alte
+degete).
+Aceștia trebuie să se miște cât mai
+mult și cât mai divers păstrând creionul
+între degetele lor și să nu îl scape.
+MAȚELE ÎNCURCATE
+Pentru acest joc ar fi de ajutor să fie doi moderatori. Unul din ei trebuie să stea cu
+spatele, iar ceilalți membri trebuie să se ”încurce ca niște mațe”: aceștia trebuie să
+înceapă stând în cerc și ținându-se de mâini, apoi fiecare trece cu mâinile peste capul
+altora, intrând pe sub brațele celorlalți sau printre picioarele altora și trebuie să fie o
+mișcare constantă prin care brațele și picioarele membrilor să se ”încurce”.
+Când ”încurcarea” a fost realizată, se strigă celălalt moderator care nu a văzut
+ce mișcări au fost făcute și trebuie să descurce ”mațul” încurcat.
+Dacă nu cunoașteți jocul, puteți căuta pe internet video-uri despre cum se joacă.
+
+--- PAGE 11 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+10-16 ani
+ARUNCATUL ÎN PAHAR
+Materiale: mingi de ping pong sau folie de aluminiu, multe pahare de plastic sau de
+carton (preferabil carton), un marker
+Se așează pahare de plastic sau de carton (nu din sticlă) astfel încât să formeze
+un triunghi plin sau vârful unei săgeți. Fiecare pahar are scris cu markerul pe fundul
+acestuia un număr de la 1 la 10 (aceste numere reprezintă punctajul aferent fiecărui
+pahar).
+Copiilor li se dau mingi de ping pong (sau mingi realizate chiar de ei din folie de
+aluminiu) și de la o distanță de aproximativ 2 metrii de pahare, aceștia trebuie să arunce
+mingea și să nimerească un pahar. Dacă a nimerit, copilul își ia paharul cu el. Se aruncă
+pe rând până nu mai rămâne niciun pahar.
+La final, fiecare copil își adună punctele scrise pe fundul paharelor și acela
+reprezintă scorul lor final. Cel care are cele mai multe puncte câștigă.
+
+--- PAGE 12 ---
+ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
+-
+10-16 ani
+NINJA
+Toți participanții jocului stau într-un cerc foarte apropiat. Se numără ”3,2,1”, iar
+la ”start” toată lumea sare un pas în spate în poziția inițială de ”ninja” unde mâinile
+reprezintă ”sabia”. Se pornește în cerc pe rând de la prima persoană care trebuie să
+atingă cu una din palme palma persoanei din stânga sa.
+Atât persoana care atacă, cât și persoana care se apără au voie să facă o
+singură mișcare. Deci, persoana care atacă se apropie cu palma de palma persoanei
+din stanga, moment în care persoana care este atacată trebuie să se ferească tot
+dintr-o singură mișcare. Dacă persoana care a atacat nu a nimerit să atingă una din
+palmele celeilalte persoane, se trece mai departe, venind rândul celui care a fost
+atacat să atace persoana următoare.
+Dacă persoana atacată a fost atinsă pe una din palme, atunci pune la spatele
+său mâna care a fost atinsă și nu mai are voie să o folosească. Dacă la următoarea
+tură îi este atinsă și cealaltă mână, atunci a ieșit din joc. Scopul este să fie găsit ninja-
+ul suprem.
+
+--- PAGE 13 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+BORCANUL CU EMOȚII ȘI ACȚIUNI
+Materiale: borcan/ recipient, foi de hârtie, pix/ creioane/ carioci
+Pune într-un borcan sau orice alt recipient încăpător cât mai multe bilețele
+împachetate și colorate. Copiii trebuie să extragă bilețele pe rând și să realizeze
+acțiunea sau să exprime emoția care se află desenată pe bilețel.
+Conținutul bilețelelor:
+Emoji/emoticoane cât mai diverse (fericire,
+tristețe, surprindere, furie, etc.). Copiii trebuie să
+fie expresivi și să imite și ei acele emoții.
+Acțiuni din viața de zi cu zi (spălat pe față/ pe
+dinți, baut apă, mâncat, dormit, etc.). Copiii
+trebuie să imite acele acțiuni cât mai clar.
+Desene cu animale. Copiii trebuie să scoată
+sunete și să se comporte ca animăluțul respectiv
+(exemplu: dacă e desenată o pisică trebuie să se
+miște ca o pisică și să miaune).
+DESEN CU SFOARA
+Materiale: foi de hârtie, sfoară, acuarele sau acrilice.
+Împărțiți o foaie de hârtie în două. Luați o bucață de sfoară pe care o îmbibați în
+apă și în cât mai multe culori, apoi amplasați bucata
+de sfoară în forme diverse pe o parte a foii de hârtie.
+Împachetați foaia de hârtie înapoi în doua și lăsați
+un capăt al sforii să iasă afară. Trageți de acel capăt
+al sforii până iese toată bucata. Deschideți după
+foaia de hârtie și observați de modele au ieșit și
+simetria acestora.
+
+--- PAGE 14 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+TWISTER PENTRU DEGETE
+Materiale: foi de hârtie, creioane sau carioci colorate, un recipient, foarfecă
+Dacă știți jocul clasic de twister, atunci această variantă ar trebui să fie destul
+de simplu de acomodat. Aveți nevoie de o foaie de hârtie pe care să desenați rânduri
+a câte 6 buline colorate fiecare, culorile principale fiind roșu, albastru, verde și galben,
+dar mai puteți adăuga dacă vreți și alte culori.
+Într-un recipient mic adăugați buline colorate decupate, iar în alt recipient mic
+adăugați bilețele cu numere de la 1 la 5, 1 însemnând degetul mare, 2 degetul arătător
+și tot așa până la 5 care este degetul mic.
+Participanții extrag pe rând o bulină colorată și un bilețel cu număr care indică
+pe ce culoare trebuie pus degetul și care deget mai exact. Se face cu rândul și scopul
+este ca degetele să poată atingă corect bulinele colorate pe care pică.
+Dacă aveți posibilitatea să vă jucați twister în varianta
+originală, ar fi super. Chiar dacă nu aveți jocul, puteți colora
+pe jos sau pe un cearșaf culorile, iar in loc de recipientul cu
+numere pentru degete puteți desena mâini și picioare (atât
+drepte, cât și stângi pentru a indica ce membru pică pe ce
+culoare).
+HAIDEȚI LA MASA
+Materiale:hârtie colorată, creioane și carioci, foarfece și lipici.
+Veți realiza feluri de mâncare diverse folosindu-vă de hârtie colorată. Puteți
+decupa o formă de cerc care va reprezenta blat de pizza, apoi puteți tăia bucăți fine
+de hârtie creponată care poate să reprezinte cașcavalul, decupați după cercuri mai
+mici ce pot reprezenta feliile de salam, și tot așa, realizând astfel o pizza.
+Puteți încerca mai multe feluri de mâncare, de la spaghete, ou cu cartofi prăjiți,
+boluri de înghețată, etc.
+
+--- PAGE 15 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+PUNE PE CATEGORII
+Materiale: foi de hârtie, creioane sau carioci colorate, foarfecă
+Scopul jocului este să aveți mai multe elemente decupate sau desenate din mai
+multe categorii. Aceste elemente vor fi amestecate, iar copiii trebuie să le pună pe
+categori. Se paote transforma ușor într-un joc de competiție pe echipe, prima echipă
+care sortează categoriile în cel mai scurt timp câștigă. Jocul se poate relua până când
+copiii devin ”experți” și reușesc să sorteze foarte repede categoriile.
+Ce tip de elemente pot fi:
+Puteți decupa forme geometrice: cercuri, patrate, triunghiuri și dreptunghiuri cât
+mai multe, le amestecați într-o pungă și apoi le întindeți pe jos
+Puteți desena pe bucați de hârtie fețe expresive: fețe zâmbitoare, triste, uimite și
+nervoase
+Puteți desena fețe de animale: pisici, câini, păsări, pești
+Puteți desena fructe sau legume / ferestre, uși, mese și scaune / elemente de
+îmbrăcat precum fulare, căciuli, tricou, sosete, etc.
+Dacă vreți să aduceți jocul la o dificultate mai mare puteți desena pe numere de
+elemente. De exemplu: cartonașe cu o singură bulină, cartonașe cu două buline, cu
+trei buline și cu patru. Dacă vreți să îi ajutați mai mult, colorați bulinele diferit în
+funcție de numărul lor pe cartonaș. Copiii trebuie să sorteze categoriile de
+cartonașe cu o bulină, în altă parte să pună cartonașele cu 2 buline, etc.
+
+--- PAGE 16 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+PICTURĂ CU MÂINILE
+Materiale: acuarele/ tempera/ acrilice, apă, diferite materiale sau suprafețe cu
+texturi diferite și diverse
+Aduceți sau folosiți orice material sau suprafață pe care o aveți în jur și este bună
+pentru pictat (și pe care aveți voie să faceți asta), exemplu: materiale, cearșafuri, bucăți
+de lemn, bucăți de carton, pânze, foi de hârtie, frunze, farfurii, pahare, coaja fructelor,
+folie de aluminiu sau de celofan, etc.
+Copiii trebuie să își ude palmele și degetele și șă pună culoare
+pe degete și podul palmelor, iar apoi pot picta orice suprafață
+sau material îi oferiți. Dacă aveți folie transparentă de învelit
+mâncarea, puteți să legați de jur împrejurul picioarelor unor
+mese sau scaune, iar copiii să picteze acea suprafață. O să
+fie o experiență interesantă pentru ei de explorare.
+STEAGUL NOSTRU
+Materiale: foi de hârtie, creioane colorate/ carioci
+Pe această activitate o puteți realiza rapid la finalul
+întâlnirii prin realizarea unui desen mare care să cuprindă
+steagul României și al Ucrainei. Puteți scrie, atât în română,
+cât și să îi rugați pe cei mai mari să scrie în ucraineană
+(chiar și în engleză) anumite mesaje de prietenie pe acel
+desen. Puteți chiar să vă puneți și amprentele degetelor pe
+desen în culori cât mai diverse.
+
+--- PAGE 17 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+FLORI DIN ȘERVEȚELE
+Materiale: șervețele (dacă sunt colorate, cu atât
+mai bine, dacă nu, le pueți colora chiar voi sau stropi cu
+pensula), ceva care să reprezinte trunchiul florii (pai, băț,
+scobitoare neascuțită, sârmă plușată, etc.), scotch sau
+lipici
+Luați mai multe batiste sau șervețele, așezațile una
+peste alta fără să fie simetrice și apucați cu degetele
+punctul din mijloc.
+Începeți să răsuciți în aceeași direcție până când
+floarea începe să prindă contur, colțurile șervețelelor
+reprezentând petalele florilor. Când floarea s-a
+conturat, lipiți baza ei de trunchiul florii.
+Puteți realiza mai multe ”flori” de diferite feluri,
+lăsați-vă imaginația să realizeze cele mai interesante
+forme, iar la final le puteți prinde pe toate într-un buchet
+mare.
+
+--- PAGE 18 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+6-18 ani
+PICTURĂ PE FAȚĂ
+Materiale: culori speciale pentru pictura pe față
+Pentru a realiza această activitate este nevoie de puțină perseverență, răbdare
+și plăcere pentru desen din partea moderatorului. Copiilor le place foarte mult să fie
+pictați pe față diverse modele, unii vor alege chiar ei ce personaj vor să fie, iar alții te
+vor lăsa să alegi tu în locul lor și de obicei stau foarte cuminți și sunt atenți tot timpul
+până când termini desenul. Astfel că, dacă ai puțin talent la desen, poți încerca
+această activitate.
+Mai jos regăsiți câteva modele foarte simple pe care le puteți realiza. Vă
+recomandăm să încercați mai întâi pe propriile fețe cu o zi înainte de activitate
+pentru a exersa. De asemenea, este recomandat să aveți și un pachet de șervețele
+umede cu care să ștergeți fața copilului înainte de a începe să pictați deoarece acele
+pensule vor atinge multe fățuci (nu uitați să spălați pensulele după fiecare folosire).
+Șervețelele vă vor ajuta și să corectați desenul dacă ați făcut anumite greșeli.
+Sursa pozelor: Google/ Pinterest
+
+--- PAGE 19 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+MĂRICEI
+PACHETUL DE CĂRȚI
+Materiale: un pachet de cărți de joc
+Aveți nevoie de un pachet obișnuit de cărți pe care îl amestecați
+foarte bine. Întindeți toate cărțile de joc pe jos cu fața în sus astfel încât
+s ă s e v a d ă n u m e r e le s c r i s e p e a c e s t e a . Copiii trebuie să ordoneze cărțile de joc
+astfel încât să creeze rânduri în ordinea crescătoare a numerelor pentru fiecare
+culoare.
+Exemplu: As de romb, 2 de romb, 3 de romb…etc. Apoi, urmează rândul cu treflă, etc.
+DECOREAZĂ
+Materiale: foi de hârtie, creioane și carioci colorate.
+Pentru copiii puțin mai mari, această activitate le stimulează
+creativitatea și imaginația. Desenați voi pe foi de hârtie conturul unor
+siluete, masini, o mână cu unghii lungi sau o față, motociclete sau șepci.
+Dați-le copiilor să decoreze cum vor ei acel contur: pot alege culorile
+pentru mașini sau moticiclete, pot crea designuri noi pentru șapcă, pot
+face modele pe unghii sau diferite tipuri de make-up, pot deveni chiar
+desgineri vestimentari și să realizeze noi piese de vestimentație.
+Aceasta e o activitate bună pentru copiii mai introverți sau care nu au
+dispoziția pentru jocuri foarte interactive.
+
+--- PAGE 20 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+10-18 ani
+ATELIER DE FĂCUT PĂPUȘI
+Materiale: șosete sau mănuși, cârpe micuțe, sfori, lipici, carioci sau acuarele, orice
+alt tip de material care poate fi pe post de ”umplutură” (bile de polistiren, pluș, cârpe
+micuțe, etc.)
+Scopul atelierului este realizarea propriilor păpuși sau jucării de pluș care pot avea
+o importanță și un impact emoțional mai mare dacă acestea sunt realizate de propriile
+mânuțe ale copiilor. Se poate lua o șosetă sau mănușă în care se pune ”umplutura” pe
+c a r e o a v e ț i l a î n d e m â n ă . Cu o sfoară sau o fâșie de material se
+leagă la capăt pentru a realiza forma păpușii. Folosind alte fâșii de
+material se pot realiza membrele jucăriei (gâtul, mâinile, picioarele,
+etc.). Apoi, folosiți din restul materialelor pentru a picta sau
+decora jucăria sau păpușa după placul copilului.
+La final pot fi realizate forme precum: ursuleți, omide, păpuși
+în formă umană, iepurași sau alte jucării creative.
+BALOANE DE SĂPUN
+Materiale: apă (preferabil plată), șampon de copii (dacă se poate),
+detergent de vase, câteva lingurițe de zahăr, paie de băut, colorant alimentar
+(opțional), glicerină (opțional)
+Pentru a realiza baloane de săpun există mai multe rețete, în funcție de
+ce materiale aveți la îndemână. Este nevoie de asistență constantă din partea
+adulților, în special cu copiii mai micuți.
+O primă rețetă se realizează cu următoarele ingrediente: un sfert de
+pahar de șampon pentru copii, un sfert de pahar de apă, 2 lingurițe de zahăr
+și o picătură de colorant alimentar. Pentru a realiza o rețetă mai rezistentă, în
+loc de șampon puteți folosi un sfert de pahar de detergent de vase, iar la
+final, pe lângă celelalte ingrediente, puteți adăuga un sfert de pahar de
+glicerină care reprezintă ingredientul cheie.
+P e n t r u a sufla baloanele se pot folosi paie de băutură sau alte forme din
+sârmă sau plastic pe care le aveți la îndemână prin care să fie suflate
+baloanele, însă cel mai rapid și ușor se pot folosi chiar formele făcute din
+degete și mâini.
+
+--- PAGE 21 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+10-18 ani
+ATELIER DE ÎMPLETIT BRĂȚĂRI ȘI CODIȚE
+Materiale: sfoară sau ațe colorate, foarfecă, agrafe de păr simple
+Luați trei fire de sfoară sau ață colorate, făceți-le nod la un capăt
+și apoi începeți să faceți o împletitură în trei simplă. Dacă vă pricepeți
+sau aveți deschidere către alte tipuri de împletituri (puteți căuta pe
+internet tutoriale), puteți realiza și alte modele. După ce realizați
+lungimea necesară pentru o brățară, faceți un alt nod la capăt și tăiați
+surplusul.
+Puteți realiza aceeași împletitură, doar că mai lungă, iar la un capăt
+să agățați o agrafă de păr. Codița poate fi atașată de părul mai lung.
+BROBONELE DE HÂRTIE CREPONATĂ
+Materiale: hârtie creponată, lipici, foi de hârtie
+Pe o foaie albă de hârtie desenați conturul unei forme
+sau figurine, poate să fie un animal sau silueta unui om sau
+chiar conturul unui peisaj. Rupeți, apoi bucăți de hârtie
+creponată de diferite dimensiuni, predominant cât mai mici.
+Începeți să faceți biluțe mototolite de hârtie creponată pe care le veți lipi după pe foaia
+pe care ați trasat conturul personajelor sau peisajelor. ”Colorați” astfel foaia de hârtie
+într-un mod ingenios folosing un alt material față de cariocile obișnuite: hârtia
+creponată.
+
+--- PAGE 22 ---
+ACTIVITĂȚI DE LUCRU MANUAL
+(LA MASĂ)
+-
+10-18 ani
+PLANETA MEA
+Materiale: foi de hârtie, creioane colorate / carioci / acuarele
+Pe o foaie de hârtie desenați un cerc care o să reprezinte planeta. Dați copiilor să
+deseneze și să realizeze planeta lor perfectă, așa cum și-ar dori să arate. Le puteți da și
+carton colorat sau hârtie creponată pentru a face forme de relief sau pentru a adăuga
+alte detalii. La final, strângeți toate planetele și înșirațile pe jos sau prindeți-le de o sfoară,
+astfel încât să realizați galaxia planetelor copiilor.
+BALONUL RELAXANT
+Materiale: baloane (pot fi destul de mici), faină / orez
+Puteți realiza un fel de bile relaxante pe care copiii le pot ține în mână și se pot
+juca cu ele atunci când vor să se relaxeze folosind doar baloane și făină sau orez sau
+ambele. Luați un balon și, fără să îl umflați, turnați făină înăuntru până capătă o
+consistență balonul precum o minge care este foarte plăcută la atingere. Astfel, legați
+balonul și bucurați-vă de bila relaxantă realizată.

data/sources/Keas Games.txt

@@ -0,0 +1,429 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Keas Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+KEAS – Games
+Kea Games
+Introduction
+These game sheets include games found in the “Magical World of Keas” book. There are many more games
+listed on the internet that may be used if desired.
+If your Keas have a favourite game that you would like to share with other leaders, please forward the game
+instructions to reception@scouts.org.nz so it can be considered by the National Kea Leader for adding to this
+document.
+All In Tag
+Equipment – Coloured bands – wool or paper.
+Method
+ The ITs wear a coloured band.
+ All the other Keas run around and as they are tagged they go and get a band and help tag.
+Aunt Sally
+Equipment – Basket ball
+Method
+ The Kea who is IT has a medium-sized beach ball, which they throw at the others in an attempt
+to hit them below the knee.
+ The player who is hit is out, but if the ball bounces before touching the player, then that player
+is not out.
+ If wished it can be ruled that hands may be used in defending the body.
+African Trap Game
+Equipment - Nil
+Method
+ Two players form a trap. They hold their hands up in the air to form an arch.
+ The other players make a long line and start marching under the arch.
+ As the players march they clap their hands and chant the following verse:
+Lions and leopards, lions and leopards
+Hunting at night
+Lions and leopards, lions and leopards
+Catch the game
+ At the word "game" the trap falls and the player is caught.
+ The first player waits until a second player is caught and they form another arch through which
+the rest of the players must also march.
+ When two more are caught they form another trap.
+ Players must not dash through the traps to keep from being caught.
+Balloon Breaking
+Equipment
+ A balloon for each Kea plus a few spares.
+Method
+ Insert pieces of paper with instructions inside inflated balloons, e.g. "Be Santa Claus", "Be a
+Christmas Tree", "Sing a Chorus of Jingle Bells", etc.
+July 2015 Keas Games.doc
+
+--- PAGE 2 ---
+ Keas stand in a circle and pass a balloon around until the Leader shouts “STOP”.
+ The Kea holding the balloon must break it and carry out the instructions inside.
+ Hand out another balloon and start again.
+Balloon Games
+Equipment - Balloons
+Method
+ Balloons can be used in many different relay races and individual competitions.
+ There can be several variations on carrying a balloon from the starting line to a certain goal.
+ Players can be told not to touch the balloon with their hands - and feet too, perhaps!
+ While this is difficult enough for younger Keas; the game can be made more difficult for older
+Keas by arranging various obstacles the balloon has to pass through before reaching the finish
+or by making them complete the course by putting the balloon inside a hoop or a chalked circle.
+ It is also amusing for Keas to see who can keep the balloon longest in the air. Older Keas can
+keep it in the air by kicking it, or just butting it with their head.
+ The Keas can sit down and then see who can keep the balloon moving. They can move
+themselves as long as they remain sitting. The game is much more fun though if you decide
+that the balloon can be touched only with the feet.
+ This can be developed into a team game. Divide the Keas into teams and make each team into
+a circle. They then see which circle can keep the balloon floating for the longest time. Again you
+can decide that the balloon can be touched only with the feet.
+Beast, Bird, Fish
+Equipment - Nil
+Method
+ Keas form a large circle.
+ The Leader sits in the centre with a beanbag or ball and calls out either "Beast", "Bird", or
+"Fish" and at the same time tosses the beanbag or ball to new player and starts counting to
+five.
+ The player must apply an appropriate name correctly for the category called out before the
+count of five. Otherwise, the player must change places with the Leader and become IT.
+Bogey Ball
+Equipment – Tennis ball.
+Method
+ Keas in relay teams, leader with tennis ball.
+ On "go", bowl the ball over a line about 5 metres ahead, run to field it after it crosses line, then
+return it to next person.
+ Have definite lines on ground, and a specific position for Posse to finish the relay in. This brings
+discipline, smartness and team work.
+Cat And Mouse
+Equipment - Nil
+Method
+ The Keas divide themselves into two groups.
+ One group stands in a circle,
+ The other group chooses one to be the cat and all the rest are the mice.
+ The cat tries to catch all of the mice as quickly as possible and the mice are allowed to run in
+and out of the circle without stopping, but the cat must stay outside.
+o Or, both cat and mice may be allowed to run in and out of the circle.
+o Or an opening is left in the circle and the cat is only allowed in and out through this,
+though the mice may use the "holes" between the players.
+KEAS - Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Catch A Thief
+Equipment - Nil
+Method
+ The Keas are divided into two groups, ‘Thieves’ and ‘Catchers’.
+ Each group stands behind a line some distance apart, facing each other.
+ A variety of objects are placed on the ground between the two groups, at about one third of the
+total distance from the "thieves" group.
+ At a signal the "thief" Keas have to run forward, pick up one of the objects and retreat quickly
+behind their own line, while the "Catchers" chase them and try to touch them before they have
+crossed the line.
+ Swap roles when all are caught.
+Chinese Wall
+Equipment - Nil
+Method
+ Divide the playing area in the centre with 2 chalk lines to form a wide imaginary wall about 2
+metres wide.
+ Appoint 1/3rd of the player as ‘defenders’ who must stay on the wall.
+ ‘Defenders’ on this wall try to touch attackers as they pass over it. All Keas touched join the
+wall defenders.
+ Vary by having all the attackers hopping, skipping, etc.
+Circle Chase
+Equipment - Nil
+Method
+ The Keas number in threes around the circle.
+ The Keas with the number called must run around the outside of the circle trying to tag the Kea
+running in front.
+ Keas tagged go to the centre of circle.
+ All return to places before next number called.
+Clap Hands
+Equipment - Nil
+Method
+ The Keas divide into two groups, ‘A’ and ‘B’.
+ Each Kea in group ‘A’ has a partner in group ‘B’, partners stand facing each other.
+ At the signal the ‘A’ Keas run across and touch their partner's hand.
+ As soon as their hands have been touched the ‘B’ Keas can try to catch their partners, who
+must run round and dash back across their own line.
+ In the next round the ‘B’ Keas run across and the ‘A’ Keas chase them.
+ After counting up the number of Keas who have been caught in each round, the winning team is
+the one with the larger number to its credit.
+Circles
+Equipment - Nil
+Method
+ Players scatter throughout the room.
+ The Leader claps hands a certain number of times.
+ If there are four claps, the Keas must get into the groups of four with hands joined and held
+high. The same for three and two claps etc.
+Couple Tag
+Equipment - Nil
+KEAS - Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+Method
+ Appoint 20% of the players to be IT.
+ The ITS form into pairs with inside hands joined.
+ The ITS chase the Keas who when tagged join up to make other pairs.
+ Game finishes when there are no single players left.
+Dodge Ball
+Equipment - Nil
+Method
+ Divide the players into two groups,
+ One group forms a large circle and the others scatter inside the circle.
+ The circle player throws a volley ball or a soft ball at the inside players.
+ The centre players dodge, but cannot leave the circle.
+ When hit, the player and the thrower exchange places.
+ Continue, making sure that everyone has a turn.
+Feet off The Floor
+Equipment - Nil
+Method
+ The rules of this game are simple - if Keas have their feet off the floor then they cannot be
+caught.
+ As soon as they are standing up or running, then they are in danger! The younger age-groups
+love this game.
+ Appoint an ‘IT’ to start tagging the Keas. Once tagged the Kea becomes ‘IT’.
+Find the Leader
+Equipment - Nil
+Method
+ Keas sit in a circle, legs crossed.
+ One Kea (detective) leaves the circle while another is chosen as Leader.
+ Leader starts by clapping hands on knees (or other such action) and the rest of the circle follow suit.
+ Detective is called back in and has three chances to point out Leader. Meanwhile, the Leader is changing
+actions, i.e., slapping floor, hitting chest, clapping hands over head, etc.
+ Make sure everyone knows who the Leader is and warn Keas not to look directly at Leader. Change actions
+often.
+Follow Your Leader
+Equipment - Nil
+Method
+ All Keas gallop and roam freely,
+ When the whistle blows, each runs to the Posse to line up and follow the Leader.
+ First Posse in line and copying Leader's movement is the winner.
+Flour Game
+Equipment
+ Bag of flour
+ Jelly Beans
+ Small bowl and knife for each 5 Keas
+Method
+ First fill the bowl with flour and compact. Needs to be full to the top.
+ Flip the bowl onto a flat surface or plate. Carefully lift the bowl up and off, keeping the flour
+shape intact.
+ Put a single lolly on top and in the middle.
+KEAS - Games SCOUTS New Zealand Page 4
+
+--- PAGE 5 ---
+ All the players (works well with up to 5) gather around the bowl. One at a time will cut a small
+slither from the flour cake.
+ Keep going around the circle until the flour cake is knocked over.
+ Whoever knocks the cake over has to put their face into the flour to get the lolly out with their
+mouth.
+ Can repeat as much as you like or until the lollies are gone.
+Free and Caught
+Equipment - Nil
+Method
+ Two or more ITS try to tag as many as they can.
+ When tagged, Keas must crouch but can be released by a free Kea touching them.
+Freight Trains
+Equipment - Nil
+Method
+ All Keas but two, form into groups of three, one behind the other with arms locked around
+waists. These GROUPS ARE THE FREIGHT TRAINS.
+ The two individual Keas are the Its, and try to hook onto the end of a freight train.
+ When they do the head of the train must fall off and become IT.
+French Tag
+Equipment - Nil
+Method
+ If touched, Kea must hold the part of his body where tagged and with this handicap chase
+others.
+ This can be played in pairs, threes or fours.
+Frog Hop
+Equipment - Nil
+Method
+ This is a game of co-ordination.
+ When you say "Go", Keas must hop on their right legs until you say STOP.
+ Then they must hop on their left leg and wait for more directions.
+ Change legs to ‘right’ or ‘backwards’, or ‘forwards’.
+ Anyone falling over or not following the directions correctly could be ‘out’ after a warm up
+period.
+Heads And Tails
+Equipment - Nil
+Method
+ Keas in Posse lines clasp the one in front around the waist.
+ At signal the head (Leader) tries to catch the tail (end Kea).
+ All change places when caught.
+I Spy
+Equipment - Nil
+Method
+ Here is an old game that the Keas should enjoy. Have each Kea pick out an object that is in
+plain sight.
+ Have each player say, "I spy with my little eye something that is ... (any colour)".
+ Let the Keas try and identify the object using the colour as a clue.
+KEAS - Games SCOUTS New Zealand Page 5
+
+--- PAGE 6 ---
+ Any colour or any object can be used.
+In The Pond - On The Bank
+Equipment - Nil
+Method
+ Keas in a circle.
+ On the command IN THE POND, Keas take one jump forward.
+ On the command ON THE BANK, Keas take one jump backwards.
+ If in either of these positions the Leader says IN THE BANK or ON THE POND and the Keas are already in
+that position, the Keas must not move.
+ Keas that do move are out.
+Jumping Jimmy
+Equipment - Nil
+Method
+ Keas stand in a group at one end, facing several Leaders, or 2 or 3 older Keas who are ‘Jumping
+Jimmys.
+ Jumping Jimmys perform all kinds of jumping movements which all others must imitate.
+ On a clap, all the Keas are chased to other end of room by Jumping Jimmys.
+ The new Jumping Jimmys are those too fast to be caught.
+Maze Game
+Equipment - Nil
+Method
+ All the players, except two, stand in a circle holding hands.
+ The Kea who is ‘IT’ has to chase the other Kea, who can take any route they like in and out and
+around the circle.
+ The chaser must follow exactly whatever the other Kea does, but if the chaser does something
+wrong, then the other Kea wins the game.
+ Of course if the chaser manages to catch and touch the other Kea, ‘IT’ is the winner.
+ The Kea who is being chased must be careful not to go so fast that the hunter is caught up
+with.
+Mouse Trap
+Equipment - Nil
+Method
+ Players are in two circles one inside the other.
+ The ones in the small circle in the centre hold hands while those in the outer circle do not.
+ On a signal from the Leader, the two circles start moving in opposite directions until the Leader
+says STOP.
+ At this time the players in the small circle (which is the mouse trap) lift their hands and the
+mice march in, around and out the trap. Suddenly the Leader says SNAP and some of the mice
+are caught. They then join the trap circle until all are caught.
+Octopus
+Equipment - Nil
+Method
+ Two Keas hold opposite ends of a stick or a length of string or rope about two feet (60 cm)
+long.
+ The aim is to try to catch all the other Keas. With their free hands they must try to touch the
+other players.
+ Any player who is caught must drop out of the game.
+ If one end of the "octopus" lets go of the string or stick, then all the "fishes" are free again.
+KEAS - Games SCOUTS New Zealand Page 6
+
+--- PAGE 7 ---
+Poor Pussy
+Equipment - Nil
+Method
+ All the Keas sit around in a circle except one, who is "poor pussy".
+ The pussy cat on all fours will proceed from one Kea to the other, select a victim and pleadingly
+say "Meow", "Meow".
+ The victim must pat the pussy on the head and say "Poor Pussy", "Poor Pussy" without cracking
+a smile. A player who smiles must take the place of pussy.
+Red Herring Trail
+Equipment - Nil
+Method
+ Older Keas can play this game indoors, if the room is a large one. It is a game that needs
+teamwork!
+ The player who is IT decides whom they want to catch and sets off in pursuit of their victim.
+ However, if one of the other players crosses his path, IT must stop chasing the first Kea and
+chase instead the one who has crossed in front of IT.
+ As soon as one of the Keas is touched, that person becomes IT in turn.
+Reds and Blues
+Equipment – A blue and red wooden block.
+Method
+ For this you will need a wood block painted red on three sides and blue on the other three. The
+players divide into two teams, red and blue and stand facing each other a few feet apart.
+ Draw a chalk line one metre out from the end walls of the hall or playing area.
+ The block is thrown on to the ground between the two groups. If the blue side is uppermost,
+then the blue group must run behind their own line and the red group must catch them.
+ If the red side is uppermost, then the red group must run for their line with the blue group in
+pursuit.
+ A variation is to start the game with both teams either sitting down or lying flat on their
+tummies.
+Return the Ball
+Equipment - Nil
+Method
+ The Keas stand in a row facing a line drawn some distance away. They all hold their hands
+behind their backs.
+ One Kea takes a ball, runs to and fro along the back of the line and puts the ball into someone's
+hands.
+ This Kea must then try to run with the ball and cross the line, while the other Keas chase
+"him/her".
+ If "he/she" wishes, the Kea who is given the ball may stand still for a while instead of starting
+to run immediately.
+Snakes
+Equipment - Nil
+Method
+ The players stand in line, each one holding the waist of the Kea in front.
+ The first Kea in the line holds out arms sideways.
+ The Kea who is IT stands facing the line.
+ The object of the game is for the Kea who is IT to touch the last Kea in the line.
+ The rest of the players, without letting go of each other’s waists, must move so as to prevent
+this.
+ The leading Kea keeps arms outspread, but is not allowed to touch IT.
+KEAS - Games SCOUTS New Zealand Page 7
+
+--- PAGE 8 ---
+ When the Kea who is IT succeeds in touching the last Kea they change places, the one who was
+IT taking his position at the head of the line.
+ The game can be varied so that IT has to throw a ball to hit the last Kea, instead of touching
+him.
+Snowball
+Equipment – scrunched up newspaper balls.
+Method
+ Using balls of screwed up newspaper play a tag game.
+Squat Tag
+Equipment - Nil
+Method
+ One person is chosen to be ‘IT’.
+ The players scatter around the room and ‘IT’ tries to tag them.
+ The players may be safe from being tagged by squatting.
+ When ‘IT’ is not close by, they stand up and run again.
+ Each player may use this method of escape 3 times and then escape only by running.
+Team Passing V Team Running
+Equipment - Ball
+Method
+ Team A passes ball around well-spaced circle while Team B runs a relay in file.
+ Team A counts passes, must stop as soon as relay finished.
+ Change over and compare the number of passes made.
+Team Tag
+Equipment - Nil
+Method
+ Keas of one Posse act as IT and try to tag as many other Keas in a given time. When all Posses
+have had a go, compare scores.
+Touch Ball
+Equipment – Basket or volley ball.
+Method
+ The Kea who has the ball must stand perfectly still and throw the ball to hit one of the others
+with a direct hit below the knee.
+ All the other Keas may then scramble for the ball, pick it up and try to hit somebody else.
+ However, the one who picks the ball up is not allowed to move.
+Two's a Crowd
+Equipment - Nil
+Method
+ This can be played in an ordinary-sized room.
+ The Keas spread themselves round and one of them is chosen as ‘IT’.
+ At a signal one of the other Keas starts to run and with ‘IT’ in pursuit.
+ As soon as he/she stands behind one of the other Keas, that Kea must start running, while the
+Kea who is IT must then chase this second Kea and so on.
+Two’s a Crowd in a Circle
+Equipment - Nil
+KEAS - Games SCOUTS New Zealand Page 8
+
+--- PAGE 9 ---
+Method
+ The Keas stand round in a circle and the Kea who is being chased stands in front of one of the
+others, who must instantly start running and try to stand in front of a third Kea, and so on.
+ When a Kea is touched they become ‘IT’ and the previous ‘IT’ must quickly try to find a safe
+place.
+ In this game nobody must be allowed to run across the circle but all must keep running round
+it.
+What Colour?
+Equipment - Nil
+Method
+ The Keas run about freely while the Kea who is IT stands apart.
+ Suddenly ‘IT’ calls out a colour and chases the children who are not wearing anything of the
+colour IT has chosen.
+ The players IT touches join with IT.
+Who's It?
+Equipment - Nil
+Method
+ The Keas all run about and suddenly the games organiser calls out a name. The Kea whose
+name is called immediately becomes IT and tries to tag the Keas.
+ There are a number of ways to continue the game, some ideas being that the Keas who are
+being chased must either:
+o sit down
+o stand on something
+o be with another Kea in order to escape being caught.
+KEAS - Games SCOUTS New Zealand Page 9

data/sources/Kit List 2-3 night camps.txt

@@ -0,0 +1,47 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 2-3 night camps.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+2-3 Night Residential Camp – Kit List
+All the items on the following kit list are necessary and must
+accompany your daughter to camp. Please do not send any new or
+irreplaceable items. Camp is a great place for old and comfortable clothes! Each item
+should be marked with the camper’s name. Campers are required to carry their own luggage, so
+please limit baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels
+are NOT recommended, as the wheels do not work on the gravel roadways.
+q 3 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 1 long sleeved shirts
+q 2 pairs of shorts
+q 1 pairs of jeans/pants/track pants
+q 4 pairs of socks (must be worn at all times — risk of poison ivy)
+q 1 pairs of pajamas
+q 3 changes of underwear
+q jacket
+q sweatshirt (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 extra pair of water shoes/old running shoes/sports sandals for the water
+q 2 swimsuits (if possible) and beach towel
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Sunscreen and insect repellent (non aerosol)
+q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
+wrapped in garbage bags – they’re easily mistaken for trash!
+q Blanket and sheet
+q Pillow
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for day use
+q water bottle
+q 5 clothespins
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
+raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night residential.txt

@@ -0,0 +1,47 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night residential.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+5 Night Residential Camp – Kit List
+All the items on the following kit list are necessary and must
+accompany your daughter to camp. Please do not send any new or
+irreplaceable items. Camp is a great place for old and comfortable clothes! Each item should be
+marked with the camper’s name. Campers are required to carry their own luggage, so please limit
+baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels are NOT
+recommended, as the wheels do not work on the gravel roadways.
+q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 2 long sleeved shirts
+q 3 pairs of shorts
+q 2 pairs of jeans/pants/track pants
+q 6 pairs of socks (must be worn at all times — risk of poison ivy)
+q 2 pairs of pajamas (one warm pair for cool nights)
+q 6 changes of underwear
+q jacket
+q sweatshirt (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 extra pair of water shoes/old running shoes /sports sandals for the water
+q 2 swimsuits (if possible) and beach towel
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Sunscreen and insect repellent (non aerosol)
+q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
+wrapped in garbage bags – they’re easily mistaken for trash!
+q Blanket and sheet
+q Pillow
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for day use
+q water bottle
+q 5 clothespins
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
+raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night tenting.txt

@@ -0,0 +1,52 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night tenting.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+5 Night Tenting Camps – Kit List
+All the items on the following kit list are necessary and must
+accompany your daughter to camp. Please do not send any new or
+irreplaceable items. Camp is a great place for old and comfortable clothes! Each item should be
+marked with the camper’s name. Campers are required to carry their own luggage, so please limit
+baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels are NOT
+recommended, as the wheels do not work on the gravel roadways.
+q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 2 long sleeved shirts
+q 3 pairs of shorts
+q 2 pairs of jeans/pants/track pants
+q 6 pairs of socks (must be worn at all times — risk of poison ivy)
+q 2 pairs of pyjamas (one warm pair for cool nights)
+q 6 changes of underwear
+q jacket
+q sweatshirt (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 extra pair of water shoes/old running shoes /sports sandals for the water
+q 2 swimsuits (if possible) and beach towel
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Sunscreen and insect repellent (non aerosol)
+q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
+mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
+waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
+easily mistaken for trash!
+q Pump for air mattress (if necessary)
+q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
+other packed away in luggage
+q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
+(i.e., no binder twine or butcher cord please).
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for day use
+q water bottle
+q 5 clothespins
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted
+visitors such as raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night water camp.txt

@@ -0,0 +1,52 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night water camp.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+5 Night Water Camps – Kit List
+All the items on the following kit list are necessary and must accompany your daughter to camp.
+Please do not send any new or irreplaceable items. Camp is a great place for old and comfortable
+clothes! Each item should be marked with the camper’s name. Campers are required to carry their
+own luggage, so please limit baggage to one piece of luggage, a bedroll, and a daypack for overnight
+canoe trips. Suitcases on wheels are NOT recommended, as the wheels do not work on the gravel
+roadways. Girls will spend lots of time down at the beach; please pack extra warm clothes.
+q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 2 long sleeved shirts
+q 3 pairs of shorts
+q 2 pairs of jeans/pants/track pants- 1 warm pair
+q 6 pairs of socks (must be worn at all times when not on the beach — risk of poison ivy)
+q 2 pairs of pajamas (one warm pair for cool nights)
+q 6 changes of underwear
+q jacket
+q 2 sweatshirts (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 extra pair of water shoes/old running shoes /sports sandals for the water
+q 2-3 swimsuits and 2-3 beach towels
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Sunscreen and insect repellent (non aerosol)
+q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
+mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
+waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
+easily mistaken for trash!
+q Pump for air mattress (if necessary)
+q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
+other packed away in luggage
+q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
+(i.e., no binder twine or butcher cord please).
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for an overnight trip (canoe camps)
+q water bottle
+q 5 clothespins
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
+raccoons and skunks to our tents and buildings.

data/sources/Kit List Adventure Camp.txt

@@ -0,0 +1,69 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List Adventure Camp.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+9 Night Adventure Camp – Kit List
+All the items on the following kit list are necessary and must accompany your daughter to camp.
+Please do not send any new or irreplaceable items. Camp is a great place for old and comfortable
+clothes! Each item should be marked with the camper’s name. Campers are required to carry their
+own luggage, so please limit baggage to one piece of luggage, a bedroll, and a daypack for overnight
+canoe trips. Suitcases on wheels are NOT recommended, as the wheels do not work on the gravel
+roadways. Girls will spend lots of time down at the beach; please pack extra warm clothes.
+q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 2 long sleeved shirts
+q 3 pairs of shorts
+q 2 pairs of jeans/pants/track pants- 1 warm pair
+q 6 pairs of socks (must be worn at all times when not on the beach — risk of poison ivy)
+q 2 pairs of pajamas (one warm pair for cool nights)
+q 9 changes of underwear
+q jacket
+q 2 sweatshirts (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 extra pair of water shoes/old running shoes /sports sandals for the water
+q 2-3 swimsuits and 2-3 beach towels
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Sunscreen and insect repellent (non aerosol)
+q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
+mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
+waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
+easily mistaken for trash! Please note that air mattresses and pillows will not be able to come
+on the outtrip.
+q Pump for air mattress (if necessary)
+q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
+other packed away in luggage
+q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
+(i.e., no binder twine or butcher cord please).
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for an overnight trip (canoe camps)
+q water bottle
+q 5 clothespins
+
+--- PAGE 2 ---
+For the Outtrip (Please remember that all gear accompanying you on the outtrip must be sturdy. It
+will likely come back very dirty!):
+q 1 old t-shirt and old pair of shorts
+q 1 long warm sleeve shirt and old pair of long pants (or zip-off pants)
+q 1 pair of polypropylene long underwear (cotton is not a good material for warmth layers – it
+doesn’t retain any heat when wet)
+q 1 warm sweater
+q Rain suit
+q 1 bathing suit and small towel
+q 1 pair old sturdy shoes or hiking boots (pull out areas tend to be VERY muddy)
+q 3 pr socks (1 warm and 2 pairs of quick drying socks)
+q Sturdy sport sandals that attach firmly to feet
+q Canoeing stuff sack or dry bag large enough to fit all gear for the outtrip
+q 1 liter Nalgene water bottle (or other unbreakable water bottle)
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
+raccoons and skunks to our tents and buildings.

data/sources/Kit List Horseback Camp.txt

@@ -0,0 +1,50 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List Horseback Camp.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+5 Night Horseback Riding Camp – Kit List
+All the items on the following kit list are necessary and must accompany your
+daughter to camp. Please do not send any new or irreplaceable items. Camp is
+a great place for old and comfortable clothes! Each item should be marked with
+the camper’s name. Campers are required to carry their own luggage, so please
+limit baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases
+on wheels are NOT recommended, as the wheels do not work on the gravel
+roadways.
+q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
+q 2 long sleeved shirts
+q 3 pairs of shorts
+q 2-4 pairs of jeans/pants/track pants (pants must be worn while riding)
+q 6 pairs of socks (must be worn at all times — risk of poison ivy)
+q 2 pairs of pajamas (one warm pair for cool nights)
+q 6 changes of underwear
+q jacket
+q sweatshirt (hooded is best)
+q 2 pairs of shoes (closed toe, no sandals)
+q 1 pair of shoes with a sturdy heel (to be worn while riding)
+q 1 extra pair of water shoes/old running shoes/sports sandals for the water
+q 2 swimsuits (if possible) and beach towel
+q hat, preferably with a brim wide enough to protect the face and back of the neck
+q raincoat/poncho with hood (or a rain hat) and waterproof boots
+q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
+elastics etc., in a toiletry bag
+q Shampoo and conditioner (showers will be available for horseback riders daily)
+q Sunscreen and insect repellent (non aerosol)
+q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
+wrapped in garbage bags – they’re easily mistaken for trash!
+q Blanket and sheet
+q Pillow
+q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
+plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
+q laundry bag (plastic bag or pillowcase)
+q flashlight and extra batteries
+q small knapsack suitable for day use
+q water bottle
+q 5 clothespins
+Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
+(inexpensive) and film, sunglasses, stamped envelopes for letters
+Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
+makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
+Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
+raccoons and skunks to our tents and buildings.

data/sources/Non-Contact Teambuilding Exercises.txt

@@ -0,0 +1,64 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Non-Contact Teambuilding Exercises.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Non-Contact Team Building Exercises
+Games
+Girl Scouts build their teamwork by playing games together. One Girl Scout team
+building favorite is Apples to Apples.
+For Health and Safety reasons this may not always be an option, but part of the fun
+would be challenging your girl scouts to come up with a way to play that keeps
+everyone safe. Dice games, where everyone has their own set of dice may be an
+option.
+Minefield
+Use masking tape to mark off a square or rectangular shape on the floor that is large
+enough to hold eight to 10 girl scouts at once, along with multiple, randomly placed X
+shapes (also made with tape on the floor) and multiple soft, squeaky items (such as dog
+toys). The X shapes are mines. To start the game, eight to 10 girl scouts should put on
+blindfolds and step just inside the rectangle, lining up together on one side. To play the
+game, those standing outside the rectangle will call out verbal instructions to those
+inside to help them navigate safely to the other side without stepping outside the taped
+boundary or onto a mine. When someone does accidentally step on mines, they are told
+so they can freeze until another someone else inadvertently steps on a squeaky item.
+The squeaking sound signals that all frozen scouts are released to move again. This
+game helps girl scouts develop their listening and communication skills along with their
+ability to trust and rely on one another.
+(MarathonKids.org)
+Eye Contact
+This is a great activity to support nonverbal communication skills. Choose 10 girl scouts
+to participate in the first round. The others can gather around the edges and watch.
+Designate a player one. To begin, player one makes eye contact (no words or hand
+motions) with another player (player two) and gives them a signal that means go. When
+player two says go, player one starts moving slowly toward them to take their place in
+the circle. Player two then makes eye contact with another player (player three) and
+gives them a signal meaning go and starts moving toward them. The objective of the
+game is to time each player’s command so that each player makes space for the others
+in time. After the first round, switch out the teams until everyone has had a chance to
+play.
+(weareteachers.com)
+1
+
+--- PAGE 2 ---
+Non-Contact Team Building Exercises
+No-Hands Cup-Stacking Challenge
+This hands-on group challenge is an exercise in patience and perseverance, not to
+mention a total blast! Decide how many girl scouts you want in each group and tie that
+number strings to a single rubber band, making one for each group. Each person in the
+group holds onto one of the strings attached to the rubber band, and as a group, they
+use this device to pick up the cups (by expanding and contracting the rubber band) and
+place them on top of each other in order to build a pyramid.
+(weareteachers.com)
+Marshmallow-and-Toothpick Challenge
+Divide into groups of equal numbers. Pass out an equal number of marshmallows and
+wooden toothpicks to each group. Challenge the groups to create the tallest, largest, or
+most creative structure in a set amount of time, each member taking turns doing the
+actual building. Afterward, have each group describe what they made.
+(weareteachers.com)
+Storytelling Round-Robin
+This activity helps girl scouts pool their creative resources. Sit in a circle. The leader will
+begin with the first line of the story, for instance, “Once upon a time there were three
+children walking through the forest … .” One by one, each girl scout adds one sentence
+with new details to the story. The story cannot end until everyone has participated.
+(weareteachers.com)

data/sources/Orientare turistica-fisa tehnica.txt

@@ -0,0 +1,404 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Orientare turistica-fisa tehnica.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+RIENTAREA TURISTICA - FISA TEHNICA
+Definitie:
+Orientarea turistică se prezintă ca un sport relativ nou, importat din Scandinavia. El poate fi
+definit ca o mixtură de citire a hărţilor şi “cross – country running”.
+Obiectivul competitorilor este parcurgerea unui traseu, “jalonat” cu o serie de puncte de control,
+a căror poziţie nu o cunoaşte, intr-un timp cât mai scurt.
+Busola
+Originile busolei, ca instrument de aflare a poziţiei, se pierd undeva în mileniul III î.C., când un
+chinez mic şi isteţ a descoperit că o bucăţică dintr-un anumit minereu (ulterior denumit magnetit
+– Fe O ), lăsat să plutească pe o plăcuţă de lemn în apă, are tendinţa de a se roti până când un
+3 4
+capăt al său va fi orientat către direcţia în care Soarele străluceşte la amiază, la jumătatea
+drumului intre răsărit şi apus.
+Cu timpul, extraordinarul popor chinez a învăţat să aprecieze binefacerile acestei proprietăţi a
+magnetitului, în primul rând în navigaţie, dar şi în expediţii, războaie etc.
+Din această descoperire a evoluat acul busolei, confecţionat din otel magnetizat, aflat în echilibru
+pe un ax şi care, lăsat să se rotească liber, se va opri poziţionat pe direcţia Nord – Sud.
+Au trecut de atunci peste 5000 de ani şi busola a rămas, în principiu, aceeaşi.
+Busola sportivă, cea mai recentă creaţie destinată amatorilor, se compune din trei elemente de
+bază:
+a. Un ac magnetic suspendat pe un ax şi colorat (de obicei) în alb şi roşu la cele două
+capete – partea roşie reprezintă direcţia Nord (4)
+b. O structură circulară mobilă, compusă din două elemente:
+- O ramă pe care sunt marcate cele patru puncte cardinale (N (1), E, S, W) şi care
+este subdivizată din două în două grade geometrice (plecând de la N - 0° spre E).
+Fiecare spaţiu de 20° este marcat cu numere intre 20 şi 360 (10)
+- O bază pe care sunt gravate o săgeată (9) şi câteva linii de ghidare (6), paralele cu
+săgeata.
+c. Un cadru rectangular (11), transparent, prevăzut cu o lupă (3 - folosită în diverse
+scopuri) şi pe care este gravată săgeata “unghiului de marş” (5). Valoarea de pe rama
+mobilă pe care o indică baza săgeţii (2) reprezintă unghiul la care este reglată busola
+în momentul respectiv.
+Baza şi o parte a cadrului fix (7) sunt divizate în centimetri şi inch-i şi se folosesc la măsurarea
+unor distanţe pe hartă. Cadrul este prevăzut cu un orificiu (8) pentru ataşarea cordelinei.
+- 1 -
+
+--- PAGE 2 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+1 3
+2
+4
+5
+6
+7
+8 9
+10
+11
+Organizare
+Traseul de orientare poate fi organizat în mai multe variante, dintre care cele mai răspândite sunt:
+1. Orientarea cu harta.
+2. Orientarea cu busola.
+3. Orientarea cu harta şi busola.
+1. Orientarea cu harta – participantul primeşte o hartă specială (in general colorată în 4 sau 5
+culori) a unei zone bine delimitate, pe care sunt marcate toate punctele de control. Uneori,
+poate exista şi o scurtă descriere a lor (de ex.: “lângă un pin singuratic”, “la baza gardului
+viu” s.a.m.d.).
+Cercetaşii trebuie să identifice, pe hartă, poziţia punctelor de control şi să găsească cea mai
+rapida cale de a le atinge pe toate, în cel mai scurt timp.
+Lungimea traseului variază, în funcţie de pregătirea şi vârsta participanţilor, intre 2 şi 10 km,
+iar distanţa dintre posturi poate ajunge pana la 1 km.
+Pentru a preveni “urmăririle”, competitorii sunt eşalonaţi, la start, în intervale de 5 – 10 min.,
+iar terenul de acţiune va fi împădurit, limitând vizibilitatea.
+De cea mai mare importanţă este acurateţea hărţii în ceea ce priveşte reprezentarea şi
+localizarea punctelor de reper (vârfuri, vai, zone despădurite, construcţii, drumuri etc.). De
+aceea, se va lucra numai cu hărţi de dată recentă iar posturile de control vor fi astfel alese
+încât să poată fi identificate după repere verificate în teren.
+2. Orientarea cu busola – organizatorii vor pregăti, intr-o zona (preferabil împădurita şi cu
+diferenţe de nivel apreciabile) un traseu cu ajutorul busolei, astfel încât, la fiecare punct de
+control să fie clar marcate unghiul şi distanţa pana la punctul următor. Prima indicaţie de
+acest gen se va primi în momentul şi la locul startului.
+Punctele de control vor fi numerotate, iar participanţii vor trebui să găsească, cu ajutorul
+busolei şi a indicaţiilor din posturi, direcţia din teren care le permite atingerea lor în ordinea
+stabilită.
+- 2 -
+
+--- PAGE 3 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Datorită erorilor apărute în aflarea unghiurilor şi a imposibilităţii orientării pe baza punctelor
+de reper lungimea unor astfel de trasee nu trebuie să depăşească 5 km, iar distanţa dintre
+posturi – 500 m.
+Organizatorii trebuie să se asigure, prin vizare inversă (de la postul cu număr mai mare către
+cel imediat inferior) de corectitudinea datelor înscrise în punctele de control.
+Exemplu: daca intre posturile 2 şi 3 s-a determinat un unghi de 98°, de la postul 3 către
+postul 2 viza va trebui să arate 360 – 98 = 262°.
+3. Orientarea cu harta şi busola – este cea mai complexă şi mai atractivă formă a orientării
+turistice. Participantul (sau echipa) primeşte o hartă asemănătoare cu cea folosită la
+orientarea cu harta, cu deosebirea ca posturile de control vor fi situate la o distanţă suficient
+de mare fata de punctele de control pentru a nu permite identificarea lor exclusiv cu ajutorul
+hărţii. Descrierea localizării lor lipseşte cu desăvârşire.
+De asemeni, fiecare echipă va fi dotată cu o busolă.
+Găsirea traseului se realizează în doua etape:
+• se va calcula, pe hartă, distanţa şi unghiul dintre punctul de start şi primul punct de control
+avut în vedere.
+• odată aflată “viza” se identifică, în teren, “unghiul de marş” în mod identic cu orientarea cu
+busola.
+Procedeul se repetă pentru toate etapele “inter - posturi”. Deoarece acest sistem asigură, prin
+complexitatea lui, cea mai exactă metoda de lucru, lungimea traseului poate ajunge la 16 km – un
+adevărat hike !
+Securitate
+(cid:57) înainte de eveniment, organizatorii verifică acurateţea hărţilor şi a indicaţiilor din posturi.
+(cid:57) aria de desfăşurare trebuie să fie cât mai clar delimitata (drumuri, văi mari, înălţimi) astfel
+încât participanţii să realizeze momentul în care sunt în pericol de a ieşi din suprafaţa de
+concurs.
+(cid:57) interzicerea folosirii (mai ales în zonele des împădurite) a şorturilor şi a tricourilor cu mânecă
+scurtă. De asemeni, în caz de vreme nefavorabilă, se vor verifica îmbrăcămintea de protecţie
+şi încălţămintea folosită.
+(cid:57) sunt indicate folosirea unei mape de protecţie pentru hartă şi dotarea fiecărei patrule cu un
+fluier.
+Un post de control poate arăta în multe moduri, în funcţie de
+calitatea şi importanţa concursului, materialele disponibile,
+pregătirea participanţilor, caracteristicile zonei de desfăşurare
+etc. În principal, însă, ele se compun din doua elemente:
+• un steguleţ sau panou viu colorat, vizibil de la mare
+distanţă, plasat pe trunchiul unui copac sau direct pe sol.
+• un element de identificare, care să certifice atingerea lui de
+către participanţi. Acesta poate fi un cod, care trebuie
+copiat pe fisa de concurs, sau un compostor – altul pentru
+fiecare post în parte – cu care se perforează fişa în locul
+destinat respectivului post.
+- 3 -
+
+--- PAGE 4 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Fişa de concurs are şi ea nenumărate forme însă, în general, ea trebuie să cuprindă:
+• numele patrulei şi / sau al cercetaşilor participanţi.
+• timpii de plecare şi respectiv sosire.
+• locuri pentru fiecare post (pentru compostare sau scrierea codurilor).
+10 sfaturi pentru orientaristul incepator
+1. Înainte de a pleca, studiază cu atenţie harta şi legenda
+Familiarizează-te cu forma generală a terenului şi cu dispunerea principalelor puncte de reper.
+Mai târziu s-ar putea să nu mai dispui de timp pentru a te întreba care-i dealul şi care-i valea,
+care-i mlaştina şi care-i păşunea etc.
+2. Gândeşte logic şi alege cea mai eficienta opţiune
+Tehnica orientării se bazează pe planificarea corectă a traseului prin toate punctele de control.
+Deseori, este mai uşor să urmăm un drum sau o potecă şi apoi să cotim spre un post, decât să
+străbatem un desiş sau o mlaştină urmând viza directă.
+3. Nu te gândi la orientarea în teren ca la un concurs
+Nu este o competiţie împotriva timpului, ci cu tine însuti, alături de alţii. Echipa (sau persoana)
+pe care doreşti s-o depăşeşti poate pierde zeci de minute în lupta cu dificultăţile terenului si, deşi
+foarte bine pregătit fizic, poate să sfârşească la o ora după tine. Orientarea nu este atletism.
+4. Nu alerga cu viteza maxima
+Un parcurs de orientare turistica trebuie încheiat ca şi o masă bună: cu convingerea ca ţi-ar mai
+face plăcere încă o îmbucătură. Nu trebuie să te simţi epuizat nici un moment.
+5. Nu te opri
+Asigura-ţi pauze pentru respiraţie ori de cate ori simţi nevoia, însă continua să te deplasezi, chiar
+daca o faci “la pas”.
+6. Nu te opri daca simţi ca te-ai rătăcit
+Întoarce-te la ultima poziţie cunoscută şi încearcă să te re-orientezi de acolo.
+7. Nu alerga “la inspiraţie”
+Utilizează harta în permanenţă, chiar şi pe poteci. În pădure, foloseşte cât se poate de des busola.
+8. Nu te grăbi
+Nu te precipita să părăseşti un post de control. Plănuieşte-ţi cu grija şi calm traseul către
+următoarea locaţie.
+9. Nu alerga fără sa-ţi numeri paşii
+Încearcă să afli care îţi este viteza normală de deplasare şi de câţi paşi ai nevoie pentru a acoperi
+o anumita distanţă. Odată stăpânite aceste deprinderi, îţi va fi mai uşor sa-ţi determini poziţia în
+teren sau când înaintezi pe o poteca.
+10. Nu considera niciodată ca tu ai dreptate, în timp ce harta şi busola se înşeală amândouă
+O atenţie constanta acordata hărţii şi punctelor de reper pe care le întâlneşti va evita ajungerea la
+această concluzie.
+Harta
+Harta este reprezentarea unei suprafeţe de teren ca şi cum ar fi privită de la mare înălţime.
+- 4 -
+
+--- PAGE 5 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Exista patru componente care fac ca o hartă să devină utilă:
+- scara
+- reprezentarea Nordului
+- semnele convenţionale
+- o metodă pentru a marca înălţimile
+1. SCARA harţii reprezintă raportul dintre o
+distanţă măsurata intre doua puncte pe hartă
+şi distanta reală, măsurată intre aceleaşi
+puncte, în teren.
+La scara de 1:10.000, un centimetru măsurat
+pe harta va reprezenta 10.000 cm (100m)
+distanta în teren. Scara se găseşte notată pe
+marginea hărţii, într-unul dintre cele trei
+moduri descrise mai jos:
+- “relaţie” – ex. 1 km = 10 cm.
+- “raport reprezentativ” – ex. 1: 10.000
+- “scara lineară” divizata în kilometri,
+dintre care unul este subdivizat în
+sute de metri
+N magnetic N geografic
+2. REPREZENTAREA NORDULUI
+Hărţile se bazează întotdeauna pe
+Nordul Geografic, adică linia
+Nordului este considerată ca fiind
+dreapta care uneşte un anumit punct
+de pe suprafaţa globului terestru cu
+Polul Nord Geografic.
+Pe de altă parte, acul magnetic al
+busolei este atras de Centrul
+Magnetic al Pământului, aşa numitul
+Pol Nord Magnetic, aflat undeva în
+Golful Hudson şi care se deplasează
+lent în fiecare an. Unghiul format
+intre direcţia Polului Nord Geografic
+şi cea a Polului Nord Magnetic se
+numeşte “declinaţie magnetică” şi
+măsoară, în prezent, cca. 8° vest.
+Declinaţia se micşorează cu aproape
+1°, la fiecare 7 ani.
+In spaţii relativ mici, acest unghi nu prezintă importanţă, însă pentru distanţe considerabile
+sau în cazurile în care se impune o acurateţe deosebită, el trebuie luat în calcul iar
+măsurătorile trebuie corectate cu valoarea declinaţiei magnetice “la zi”.
+- 5 -
+
+--- PAGE 6 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Nordul Geografic este reprezentat pe hartă printr-o săgeata plasată undeva pe cadrul ei. Ea
+este, uneori, secondată de o linie întreruptă, care reprezintă direcţia Nordului Magnetic, între
+ele fiind marcat unghiul declinaţiei magnetice. Dacă săgeata indicatoare lipseşte, se
+presupune ca marginea harţii este orientata de la Sudul Geografic (partea de jos) către Nordul
+Geografic (partea de sus).
+3. SEMNELE CONVENTIONALE sunt folosite pentru a indica anumite repere din teren care
+pot sau nu pot fi reprezentate la scara hărţii (păduri, mlaştini, construcţii, drumuri, lacuri
+etc.). Ele diferă de la hartă la hartă însă sensul lor este, de regula, uşor de identificat. În orice
+caz, explicaţia fiecăruia o putem găsi intr-o “legendă” aflată undeva la marginea hărţii.
+4. REPREZENTAREA
+INALTIMILOR
+Harta pe care o privim este plană,
+însă terenul pe care ea îl reprezintă,
+nu.
+De aceea, pentru a ne putea forma o
+imagine cât mai corectă asupra
+reliefului din realitate este necesară o
+oarecare reprezentare a înălţimilor.
+Cea mai utila şi mai des folosită
+metodă este cea a contururilor sau a
+curbelor de nivel.
+Curba de nivel este o linie care
+uneşte toate punctele aflate la aceeaşi
+înălţime faţă de nivelul marii
+(considerat ca altitudine 0). De
+regulă, curbele de nivel sunt marcate
+pentru fiecare 100m, astfel încât un
+punct reprezentat intre liniile de 500
+şi 600 înseamnă că are o altitudine
+absolută intre 500m şi 600m.
+Exista şi hărţi cu linii de contur
+pentru fiecare 20m, sau cu linii de
+contur de 100m iar având pentru
+anumite porţiuni, cu un relief special,
+curbe de nivel ajutătoare, de 50m.
+Metoda contururilor permite o
+apreciere exactă a reliefului
+reprezentat pe hartă.
+- 6 -
+
+--- PAGE 7 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
+19 20 21 22 23 24 25 26 27
+1 – platou, 2 – rapa, 3 – versant, 4 – piciorul pantei, 5 – gatul seii, 6 – creasta, 7 – vale, 8 – originea
+vaii, 9 – depresiune, 10 – sa, 11 – schimbare de panta, 12 – stanca, 13 – pisc, 14 – linie de creatsa, 15
+– firul vaii (talveg), 16 – ravena, 17 – pinten, 18 – varf, 19 – caldare, 20 – groapa, 21 – palnie, 22 –
+ses, 23 – gura vaii, 24 – colina, 25 – movila, 26 – alunecare de teren, 27 – mamelon,
+- 7 -
+
+--- PAGE 8 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Evident, există multe alte moduri de a
+reprezenta înălţimile, uneori utilizate ca
+atare, iar alteori în combinaţie cu metoda
+curbelor de nivel.
+Un astfel de exemplu este “sistemul de
+culori”, care indică altitudinea printr-o
+coloraţie pornind de verde deschis,
+continuând cu nuanţe din ce în ce mai
+închise, trecând la maro deschis şi apoi din
+ce în ce mai închis (reprezentând înălţimi
+mici şi respectiv, altitudini din ce în ce mai
+mari).
+Pentru altitudinile negative – adâncimile marilor şi oceanelor – se porneşte de la albastru închis
+către bleu. “Codul” culorilor şi corespondenţa lor în cifre absolute se găsesc descrise undeva, pe
+rama hărţii. Aceasta metodă nu este foarte exactă în determinarea înălţimilor, însă poate oferi o
+imagine plastică asupra conformaţiei terenului.
+Utilizarea busolei
+Orientarea harţii cu ajutorul
+busolei
+Se foloseşte pentru cazurile în care
+se ia în calcul valoarea declinaţiei
+magnetice:
+1. Se roteşte rama mobilă pana când
+gradaţia corespunzătoare valorii
+declinaţiei magnetice întâlneşte
+săgeata unghiului de marş.
+2. Se aşează busola pe hartă, astfel
+încât marginea ei să fie paralelă
+cu linia Nordului Geografic
+reprezentat pe harta, iar săgeata
+unghiului de marş să fie orientată
+către Nordul harţii.
+3. Se rotesc harta şi busola împreună, pana când jumătatea roşie a acului magnetic se suprapune
+cu săgeata Nordului reprezentată pe baza circulară şi indica Nordul de pe rama mobilă.
+In acest moment harta este, practic, corect orientată.
+- 8 -
+
+--- PAGE 9 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Găsirea unghiului dintre o direcţie de pe harta (de la punctul A la B) şi direcţia Nord sau
+calcularea “azimutului” punctului B
+1. Cu ajutorul unui creion bine
+B ascuţit, trasăm uşor o linie
+care să unească punctele “de
+plecare” (A) şi respectiv “de
+sosire” (B).
+A 2. Se plasează busola pe hartă,
+astfel încât marginea ei să se
+suprapună cu linia care
+uneşte cele doua puncte, iar
+Linii de săgeata unghiului de marş să
+ghidare fie orientata spre punctul pe
+care îl consideram “de sosire”.
+3. Se roteşte rama mobilă pana când liniile paralele ale bazei circulare sunt paralele cu direcţia
+Sud-Nord a hărţii, iar săgeata Nordului din bază este orientată către Nordul harţii.
+4. Valoarea, în grade, indicată de săgeata unghiului de marş pe rama mobilă reprezintă azimutul
+punctului B (de sosire) - mărimea unghiului realizat de dreapta AB cu direcţia Nord.
+Găsirea unei direcţii pe harta (sau a poziţiei unui punct X fata de un punct A), daca se
+cunoaşte azimutul (si distanta AX)
+Se face, în principiu, inversând algoritmul prezentat mai sus.
+1. Se roteşte rama mobilă a busolei până când baza săgeţii unghiului de marş indică valoarea
+azimutului.
+2. Se fixează busola pe hartă, cu una dintre laturile lungi atingând punctul de plecare (A) în
+punctul 0 de pe riglă şi se roteşte până când liniile paralele ale bazei circulare devin paralele
+cu direcţia Sud-Nord a hărţii iar săgeata Nordului din ramă este orientată către Nordul harţii.
+3. Se trasează o linie în lungul riglei şi, dacă se cunoaşte distanţa, folosindu-se scara harţii, se
+poate determina exact poziţia punctului de sosire (X).
+Găsirea azimutului unui punct de reper din teren
+1. Cu faţa către reper, se roteşte busola
+până când săgeata unghiului de marş
+este orientată exact către punctul
+vizat.
+2. Fără a mişca busola, se roteşte rama
+mobilă pana când jumătatea roşie a
+acului magnetic se suprapune exact
+peste săgeata Nordului din bază.
+3. Se citeşte valoarea unghiului indicat
+de baza săgeţii unghiului de marş =
+azimutul reperului ales.
+- 9 -
+
+--- PAGE 10 ---
+ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
+ECHIPA NATIONALA DE PROGRAME
+Găsirea unui reper în teren, cunoscând azimutul
+Este, din nou, o inversare a algoritmului prezentat anterior.
+1. Se roteşte rama mobilă pana când baza săgeţii unghiului de marş indică valoarea azimutului.
+2. Cu busola poziţionată la înălţimea taliei, ne rotim până când jumătatea roşie a acului
+magnetic se suprapune exact peste linia Nordului din bază.
+3. Se caută, la o distanţa convenabila, un punct de reper situat exact pe linia imaginară pornită
+de-a lungul săgeţii unghiului de marş.
+In cazul orientării turistice, dacă distanta intre posturi este prea mare pentru a ne putea lua un
+singur punct de reper, operaţia se repetă odată ajunşi la reperul intermediar ales (evident, cu
+aceeaşi valoare a azimutului).
+Pentru busolele prevăzute cu oglindă sau pentru orientariştii avansaţi, poziţia busolei în timpul
+alegerii reperului poate fi la înălţimea ochilor. Vizarea se face, în acest caz, fie prin cătarea
+specială (la busolele militare cu oglindă) fie printre firele paralele ale şnurului busolei (pentru
+busolele sportive).
+Un exercitiu cu busola
+1. Plasaţi un punct de reper (ţăruş) înfipt
+intre picioare.
+2. Vizaţi un azimut de, să zicem 40° şi
+urmaţi aceasta direcţie pentru 100 de
+paşi.
+3. Opriţi-vă şi adăugaţi 120° la cele deja
+vizate. Fixaţi, deci, busola la 160° şi
+mergeţi alţi 100 de paşi.
+4. Opriţi-vă şi adăugaţi, din nou, 120°
+vizând, deci, 280°. Fixaţi busola şi
+urmaţi viza pentru 100 de paşi.
+Dacă aţi folosit corect busola şi aţi estimat
+perfect distantele, ar trebui să aveţi ţăruşul
+între picioare.
+S-ar putea să nu reuşiţi de la prima încercare, aşa că puteţi relua exerciţiul, considerând un alt
+unghi iniţial, însă adăugând întotdeauna 120° la fiecare schimbare de direcţie şi efectuând acelaşi
+număr de paşi după fiecare vizare.
+Nu uitati:
+(cid:153) Busola este foarte sensibilă la orice forma de magnetism. Feriţi-vă s-o utilizaţi lângă şinele
+de cale ferata, depozitele de fier vechi sau chiar lângă inelul de la eşarfa.
+(cid:153) Ori de cate ori este necesar şi posibil, trebuie luată în calcul valoarea unghiului declinaţiei
+magnetice.
+(cid:153) Se va evita lucrul cu busola pe timp de furtună cu descărcări electrice sau în apropierea
+liniilor electrice de înaltă tensiune.
+- 10 -

data/sources/Prietenie si empatie - Instructiuni.txt

@@ -0,0 +1,38 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Instructiuni.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Prietenie și empatie
+Joc de masă
+Înainte de joc
+• Acest joc este pentru 2-5 jucători.
+• Decupează zarul și asamblează-l pentru a
+Vei avea nevoie de:
+forma un cub.
+• imprimantă;
+• Decupează cu grijă pionii și oferă câte unul
+• laminator (opțional); fiecărui jucător.
+• tabla de joc - inclusă; • Decupează cartonașele cu întrebări
+surpriză și poziționează-le cu fața în jos,
+• cartonașe cu întrebări -
+pregătite pentru începerea jocului.
+incluse;
+• pioni - incluși;
+Cum se joacă
+• zar - inclus.
+1. Se poziționează pionii la Start.
+2. Jucătorii aruncă zarul și se deplasează pe
+tabla de joc, pe rând.
+?
+3. Dacă jucătorii ajung pe un spațiu cu un
+se va solicita unui alt jucător să
+citească cu atenție o întrebare
+surpriză. Dacă se răspunde corect la
+întrebare, jucătorul poate avansa un
+spațiu, iar dacă nu, va rămâne pe loc.
+Question Card Question Card Question Card Question Card
+w a N w i wH p ot h ph hu a oa l e ep h w a y a l ni p y l i f b c g s r at Na a o r an p o o l mn k ll u a o a e y inl h s y h n d o d ? i i ie u n m t tr h g . e ign be S ettH o c h T a h a m oe o n e u w be l sys p oy p et c n eh T s a h e li t o ln n eu i c b n g pa d yy g il i o r ? d l ditu e gn e d hs ’ t tt. iSna o a H tm n h moh dee we e o c l p a n p a c l n ae l aL l y n en h i g l d a i yy rt m ? h o o Lue ue i r ln . y d tjho N op i wo Hnu h l ai o g e ot i y wn l h hn p t e i t h Om c O h w e a l e l ei n i i v a , l v g el se ye a r k p v ro me ae l ?u d a nt e y st .o 4. Primul jucător care ajunge la final este
+câștigătorul jocului.
+vizitează twinkl.ro

data/sources/Prietenie si empatie - Tabla de joc 2xA4.txt

@@ -0,0 +1,82 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Tabla de joc 2xA4.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Prietenie și empatie
+Start Final!
+Descrie un Descrie un
+Mai
+act de act de
+??
+aruncă
+prietenie. empatie.
+o dată.
+?? Înaintează ?? ??
+3 spații.
+Descrie
+?? Stai Stai
+un act de
+o tură. o tură.
+EeMmPpatie.
+Descrie
+Mergi înapoi Mergi înapoi ??
+un act de
+două spații. un spațiu.
+prietenie.
+Mai Descrie Descrie
+??
+aruncă un act de un act de
+o dată. prietenie. empatie.
+?? ??
+Mai
+Înaintează
+aruncă
+un
+o dată.
+spațiu.
+Stai
+Înaintează
+??
+o tură.
+3 spații.
+
+--- PAGE 2 ---
+Prietenie și empatie
+Start Final!
+Descrie un Descrie un
+Mai
+act de act de
+??
+aruncă
+prietenie. empatie.
+o dată.
+?? Înaintează ?? ??
+3 spații.
+Descrie
+?? Stai Stai
+un act de
+o tură. o tură.
+EeMmPpatie.
+Descrie
+Mergi înapoi Mergi înapoi ??
+un act de
+două spații. un spațiu.
+prietenie.
+Mai Descrie Descrie
+??
+aruncă un act de un act de
+o dată. prietenie. empatie.
+?? ??
+Mai
+Înaintează
+aruncă
+un
+o dată.
+spațiu.
+Stai
+Înaintează
+??
+o tură.
+3 spații.

data/sources/Prietenie si empatie - Tabla de joc A3.txt

@@ -0,0 +1,43 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Tabla de joc A3.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Prietenie și empatie
+Start Final!
+Descrie un Descrie un
+Mai
+act de act de
+??
+aruncă
+prietenie. empatie.
+o dată.
+?? Înaintează ?? ??
+3 spații.
+Descrie
+?? Stai Stai
+un act de
+o tură. o tură.
+EeMmPpatie.
+Descrie
+Mergi înapoi Mergi înapoi ??
+un act de
+două spații. un spațiu.
+prietenie.
+Mai Descrie Descrie
+??
+aruncă un act de un act de
+o dată. prietenie. empatie.
+?? ??
+Mai
+Înaintează
+aruncă
+un
+o dată.
+spațiu.
+Stai
+Înaintează
+??
+o tură.
+3 spații.

data/sources/Prietenie si empatie - Zar si pioni.txt

@@ -0,0 +1,8 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Zar si pioni.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+twinkl.com twinkl.com twinkl.com twinkl.com twinkl.com
+moc.lkniwt

data/sources/Scouts Night Games.txt

@@ -0,0 +1,150 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Night Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Night Games
+Night Games
+Introduction
+These game sheets have been developed to support the National Programmes. The games are from the “Fun
+and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
+and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
+as well.
+There are many more games listed on the internet that may be used if desired. The games have been sorted
+into categories, and are listed alphabetically in each document.
+Night games are particularly suitable for playing in the evenings at camp.
+Alphabet Hunt at Night
+Equipment
+ A torch for the Leader and each Patrol.
+Method
+ This is best played in the dark and outside.
+ The Leader prepares a list of objects to be collected starting with A
+ The Scouts have 5 minutes to hunt around as a patrol and find an object starting with A.
+ Points may be given for the first back and so on.
+ The Leader then mixes up the letters called out so the Scouts cannot anticipate what is next.
+ Smart Scouts however will note objects they see while hunting and be able to go quickly to
+them should the letter be called.
+Escape
+Equipment
+ A torch for each Leader and Patrol Leader
+Method
+ The objective is for the Scouts to escape out of a compound (specified area) and make their
+way to a named objective without being spotted and identified by the Guards (Leaders and
+PLs).
+ The Leaders and PL are spotted around the field and use the torch to identify the Scout spotted.
+No waving the torches about.
+ Once spotted the Scout returns to the compound and after 3 minutes starts again.
+ Scouts who managed to reach the objective stay there.
+Glo Stick
+Equipment
+ Several Glo Sticks
+ A stake and 1 metre of string.
+Method
+ Drive a stake in the ground in the middle of a field and tie the ‘unlit’ Glo stick to it so that it is
+clearly visible once glowing.
+ One patrol guards the Glo stick and has to stay outside a 10 metre diameter circle around the
+stake. Use a rope to mark the circle.
+ The guards must stay outside the circle.
+July 2015 Scouts Night Games.doc
+
+--- PAGE 2 ---
+ The Scouts aim to enter the circle and bend the Glo stick so it lights up.
+ The Patrol that achieves this becomes the guards if time permits.
+Grab
+Equipment
+ Nil
+Method
+ The object is to get the Scouts familiar with the dark and also get fit.
+ The Scouts are sent outside for five minutes to find an object that can be used for the game.
+Examples would be small branch or twigs, soft drink bottle, bottle tops, or a rock etc.
+ When all back at the assembly area, the Scouts place the objects in the middle of a circle
+marked with rope.
+ On “Go” the Scouts who are in their Patrol Corners must run around the hall with one hand
+touching the wall or the chairs in front of the wall until they get back to the their corner, and
+then run to the circle and claim one object.
+ The Leader meanwhile has removed one object. The Scout who ends up without an item is out.
+ The game starts again until there is only one person left with an item.
+Knotting Fight
+Equipment
+ A lashing rope for half the Patrol Members.
+Method
+ Best played outside on grass and can be played in the dark.
+ The Patrols form up in two lines facing each other with the patrols in tallest to smallest order.
+ The Leader calls out the name of a knot the Scouts have been taught.
+ One Patrol is given the ropes and on “Go” each member has to tie the knot around the waist of
+the Scout opposite. That Scout can resist and delay the tying of the knot but cannot move more
+than a metre.
+ Points are allocated for each knot correctly tied. Swap the ropes each time.
+Query Hunt
+Equipment
+ Nil
+Method
+ The objective is to find a specified number of objects in a given time and in the dark (no
+torches).
+ The time might be 10 mins and the objects could be: Something round, something squareish,
+something with a hole through it, something weighing 1 kg, something green, and so on.
+ If some of the Scouts have cell phones with a camera, they could take a photo of something
+such as a gateway, a street sign or a monument.
+ Points can be awarded for the best effort.
+Sacrificial Flame
+Equipment
+ Small billy of water
+ Plastic mugs for each Scout.
+ A candle and a soft drink bottle
+ Matches
+Method
+ The aim is to creep up on the sacrificial flame and put it out without being tagged by the
+sentries (One or part of one Patrol).
+ Cut the soft drink bottle in half, stick the candle in it, light the candle and place the bottle
+where it is clearly visible in the dark.
+SCOUTS - Night Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+ Appoint up to 4 sentries to intercept the patrols and tag the members. Once tagged they are
+out.
+ Each patrol has a small billy with say up to one litre of water in it.
+ One Scout carries the billy, the others fill their mugs and attempt to creep up undetected and
+try and put the flame out.
+ A patrol succeeding in extinguishing the flame supplies the next sentries.
+Sheep Dog Trials
+Equipment
+ Whistle, chairs or benches, or branches etc.
+Method
+ The objective is to guide the sheepdog into the sheep pen. May be played in multiple Patrols if
+each has a different whistle or signalling device.
+ Place the chairs and benches in the middle of the playing area so they represent a sheep yard
+or pen.
+ Agree with the Patrol on the signals to be used with the signalling device.
+ The Sheepdog is placed at one end of the area and blindfolded.
+ The Patrol is located at the other end of the play area and sound the signals to guide the sheep
+dog into the pen.
+ Once the dogs have entered the pen, they swap with another Patrol member.
+Sleeping Pirate
+Equipment
+ Laser pointer, stool or chair, a drink bottle and a blindfold
+Method
+ Can be played in the dark.
+ Have the Pirate seated and blindfolded in the middle of the playing area with the drink bottle
+between his or her feet.
+ The Leader points to one or more Scouts who have to creep up and collect the drink bottle and
+return to their place without being shot by the laser beam.
+ The Sleeping Pirate needs to listen carefully and point the laser beam at any sound heard.
+ Scouts hit by the Laser become the Sleeping Pirate.
+Searchlight
+Equipment
+ A powerful torch or spotlight
+ Wool for ‘lives’.
+Method
+ A PL or a Leader is placed in the middle of field and acts like a searchlight, sweeping the
+spotlight around the field in a circle every 15 seconds. The timing of the sweep must be
+consistent to be fair to the Scouts
+ A small object (ball) is placed about 10 meters away from the Leader.
+ The Scouts are given 3 lives before the game starts.
+ Two or three sentries are placed about the field to intercept the Scouts illuminated by the
+searchlight as they try to collect the object.
+ If spotted by the sentry, the Scout has to get back to the starting point before getting tagged.
+ If tagged, the Scouts surrender a life. When they have none left and are out.
+ If someone manages to get the object, they become a sentry.
+ The use of camouflage is encouraged.
+SCOUTS - Night Games SCOUTS New Zealand Page 3

data/sources/Scouts Observation Games.txt

@@ -0,0 +1,135 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Observation Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Observation Games
+Observation Games
+Introduction
+These game sheets have been developed to support the National Programmes. The games are from the “Fun
+and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
+and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
+as well.
+There are many more games listed on the internet that may be used if desired. The games have been sorted
+into categories, and are listed alphabetically in each document.
+If your Scouts have a favourite game in this category that you would like to share with other leaders, please
+forward the game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader
+for adding to this document.
+Animal Jigsaw
+Equipment
+ Print a different A4 sized picture of an animal for each Patrol
+Method
+ This is both an observation and a co-operation game (not a competition).
+ Cut up the print of each animal into 12 random shaped pieces and hide them around the hall.
+ Tell each Patrol what their animal is and send them off to find the pieces.
+ The Patrols will end up with bits of another Patrol’s animal and will have to exchange or ask the
+other patrols to cooperate by sharing what they have found.
+ Ideally the Patrols will end up in a huddle as they sort out the various pieces and find the bits
+they need.
+Country Outlines
+Equipment
+ Draw or print the outlines of 10 countries on light card.
+Method
+ Put the Patrols in their corners and give them one card at a time.
+ Rotate the cards around the Patrols and give them 3 or 4 minutes to try and identify the
+country and write the name down.
+ Allocate points for the correct answers.
+Missing Person
+Equipment
+ Pencil and paper for each Patrol
+Method
+ The troop stands in a circle facing inwards
+ Have one person leave the room.
+ Ask a second person to hide in another room and wait.
+ The circle closes up to hide the fact that two people are missing.
+ Call the first person back into the room and ask them to work out who is missing.
+ The troop meanwhile starts slow counting backwards from 10.
+ If the person identifies the missing Scout before zero is reached they get one point for their
+patrol.
+ Start again with people from another Patrol.
+July 2015 Scouts Observation Games.doc
+
+--- PAGE 2 ---
+Neighbourhood Game
+Equipment
+ Take photos of 6 or more homes, driveways, shop fronts, park entrances etc from around the
+immediate neighbourhood.
+Method
+ Crop them so only parts of the photo (the key parts that are visible from the road) are printed.
+ Print the photos on A4 paper or card.
+ Give the Patrols some or all of the photos and send them off to locate the properties.
+ Give them a time to be back by.
+ Points for the Patrol back first with the most photos identified.
+Spot the Thief
+Equipment
+ Get six people to put a finger print on a sheet of white paper.
+Method
+ Make copies of each sheet for each Patrol. Name the prints A to F. It would be a good idea to
+enlarge the images to double normal size.
+ Make an extra copy and number them 1 to 6 – Use these for the thief’s prints.
+ Set the scene by explaining that a burglary has occurred and we have managed to find a finger
+print on the scene.
+ Give the Patrols in their corners one of the numbered prints which is supposedly the burglars
+fingerprint.
+ Then give them the full set of the prints called A to F, supposedly from the Fingerprint
+database.
+ Give the Patrols 10 mins to work out who the burglar is – A, B, C, D, E, or F
+ Each Patrol should identify a different person.
+Uniform inspection
+Equipment
+ One patrol in tidy uniforms.
+Method
+ Line one neatly dressed Patrol up in front of the troop.
+ Let the troop inspect the Patrol for 1 minute.
+ Ask the Patrol to leave the room and make at least 6 changes to something on the clothing of
+at least 4 of the members.
+ After three minutes, have the Patrol line up in front of the troop again.
+ The troop gets 3 mins or so to observe the Patrol and then go to their Patrol corners and
+discuss and write down what the think the changes were.
+ After 10 minutes have the Patrol explain what the changes were and see how many of the other
+Patrols managed to spot them correctly.
+ If time permits choose another Patrol and repeat the activity.
+What Is It?
+Equipment
+ Select 10 or 12 small items that can be identified by feel.
+Method
+ Have a Patrol stand in a line and blindfold them.
+ Pass the items from member to member and ask them to memorise the items and the order
+they received them.
+ Leaders will need to make sure the items are handed out in the same order for each Patrol.
+ Take the items to the next patrol, while the first patrol sits down and collectively writes out a
+list of the items and in what order they received them.
+ When all have finished, check the lists and see which patrol was the most accurate.
+SCOUTS - Observation Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Witness
+Equipment
+ A person unknown to the Scouts or heavily disguised.
+Method
+ Have the stranger enter the meeting and walk up to the Scout Leader and speak in an assertive
+voice. Perhaps ask if that’s the leaders car outside with the light on etc and the leave the room.
+ 5 minutes later ask the Scouts to go to their Patrol Corners and write down a description of the
+person and what was said.
+ Get the Patrols to compare their descriptions and then invite the person to re-enter the room
+and see how observant the Scouts were.
+Hints about remembering things
+There is a definite and learned skill in remembering lists of things. Leaders can teach their Scouts this skill and
+improve the Scouts observation and memory recall. This is how it’s done.
+Make up a story to help you remember the items. Here is an example.
+The list of items might be:
+ Knife
+ Honey
+ Scissors
+ Nail file
+ Lipstick
+ Watch
+ Toothbrush
+The story might be something like this:
+“Jenny picked up the KNIFE to spread the HONEY on her bread when she noticed the SCISSORS and
+remembered she needed cut her nails and use the NAIL FILE before going out tonight. That reminded her to
+apply her LIPSTICK, put on her WATCH and brush her teeth using the TOOTHBRUSH before leaving for the
+party.”
+Be aware however, that like all skills, we need to practice it so it will ‘stick’ in our memory.
+SCOUTS - Observation Games SCOUTS New Zealand Page 3

data/sources/Scouts Quiet Games.txt

@@ -0,0 +1,167 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Quiet Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Quiet Games
+Quiet Games
+Introduction
+These game sheets have been developed to support the National Programmes. The games are from the “Fun and Games”
+book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972 and “Fun and Games 2” for
+all sections, edited by Diana Balham in 1987. More recent games have been added as well.
+There are many more games listed on the internet that may be used if desired. The games have been sorted into categories,
+and are listed alphabetically in each document.
+If your Scouts have a favourite game in this category that you would like to share with other leaders, please forward the
+game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader for adding to this
+document.
+Ambulance Game
+(first aid training)
+Equipment - Nil
+Method
+ Sit the Scouts in a circle.
+ The leader calls out a part of the body and the Scouts have to
+touch or point to the relevant part of their own body.
+ Make the names a mix of easy and harder names as some will
+still be learning first aid.
+ Players who make more than two mistakes are out and move
+back from the circle.
+ Here are some names: scalp, skull, eyes, nose, neck, thigh,
+calf, carotid artery, humerus bone, femur, ulna, ankle,
+vertebrae, radius, tibia, fibula, pelvis, sternum, clavicle (collar
+bone), knee, rib and so on.
+Battleships
+(strategy and planning)
+Equipment
+ A blanket, sheet or tent that can be used as a screen.
+ A soccer ball or similar.
+Method
+ This game is best played in patrols or teams of 6. Two teams plus several leaders or three teams would be
+ideal.
+ Have two Scouts or two leaders hold up a screen. And another two are needed to fetch the balls.
+ Sit a patrol or team on either side of the screen.
+ Each team sits as follows: 3 in a row = cruiser, 2 in a row = destroyer, 1 = submarine. Place the ‘ships’ at
+random.
+ Give the ball to one team and have them lob it over the screen.
+ If the ball misses a ship the leader calls out “missed”, if it hits one of the ‘ships’ the leader calls out ‘hit’ or
+in the case of the submarine, ‘sunk’.
+ The second team then lobs the ball back over the screen and tries to hit and sink that teams ‘ships’.
+ Once a hit is achieved, the team needs to remember where they lobbed the ball so they can try and achieve
+another hit on the same ‘ship’. Team work is essential and they should be encouraged to consult with each
+other before lobbing the ball.
+Buzz Wuzz
+(mathematics skills)
+Equipment -nil
+Method
+ The Scouts sit in a circle and count in turn
+ Whenever the number has a 7 in it, is divisible by 7, or is a multiple of 7, that Scout must say “Buzz”.
+July 2015 Scouts Quiet Games.doc
+
+--- PAGE 2 ---
+ If the number is say 17 the Scout says “1Buzz”. 77 is “Buzz Buzz”
+ One mistake is permissible, two mistakes and the Scout is out.
+ After each mistake, carry on from the number reached so far.
+Five Match Kim
+(memory development)
+Equipment
+ One box of matches for each patrol.
+ A clean handkerchief, cloth, newspaper page or book.
+Method
+ The game is played in patrol corners.
+ Give each Scout 5 matches.
+ One Scout drops five matches on the table in a random pattern.
+ The other Scouts observe and try and memorise the pattern.
+ After 5 seconds, the matches are covered carefully.
+ The patrol members now have to recreate the pattern using their own matches.
+ After 2 or 3 minutes, remove the cover and compare the patterns.
+ Start again with a different Scout dropping the matches.
+Leaf Matching
+(environment awareness)
+Equipment – Nil
+Method
+ Send the teams or patrols out into different parts of the park or neighbourhood to gather 10 or more
+different leaves.
+ Return to the meeting place and sit the teams across from one another.
+ The first team holds up a leaf and calls out what tree they believe it’s from. If they are correct (the leader
+judges) they get 10 points.
+ A second (or third) team then try and match the leaf from their own collection. If they succeed they get 5
+points.
+ The next team then holds up one leaf and the process continues.
+ If a team cannot identify a leaf but another team can, that team gets the 10 points.
+Matthew, Mark, Luke and John
+(concentration training)
+Equipment – Nil
+Method
+ Sit the Scouts in a circle
+ The first 4 players are called “Matthew, Mark, Luke and John”, then number the rest 1, 2, 3, 4 and so on.
+ Matthew could start by saying “Matthew to 1”
+ 1 then responds and could say “1 to Luke”
+ Luke could then respond “Luke to 12”
+ 12 could respond “12 to John” and so on.
+ If anyone fails to respond promptly or the wrong person responds, they leave the circle, everyone
+renumbers and the game starts again.
+One Oily Onion
+(memory game)
+Equipment - Nil
+Method
+ The players sit in a circle.
+ The leader says “One oily onion”. This is then repeated by each Scout, one after another.
+ The next player in the circle says “One oily onion and two tame tadpoles” and everyone then repeats it one
+after the other. (Making sure it sinks into their memories).
+ The next player starts again but adds a third rhyme such as “One oily onion and two tame tadpoles, three
+throbbing thrushes”.
+ A Scout getting the words wrong, forgetting them or hesitating too long is out and sits back from the circle.
+Have a practice run first before starting to eliminate people.
+Pinch The Keys
+(listening skills)
+Equipment
+ One chair
+ A set of keys (preferably about 4 or 5 keys on a ring)
+SCOUTS - Quiet Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Method
+ The aim is for nominated Scouts to retrieve the keys without being heard.
+ Sit all the Scouts around the perimeter of the playing area.
+ Place a blindfolded Scout on a chair in the middle of the area.
+ The Leader points to two or three Scouts, who proceed to creep up to the chair, gently lift the keys and
+return equally as quietly to his or her place.
+ The blindfolded Scout listens intently and points to where he or she believes a sound came from.
+ A Scout who is accurately pointed at is out and the game stops while the Scout returns to the perimeter.
+ A Scout who successfully retrieves the keys is blindfolded and sits on the chair.
+ This game will only work in a quiet environment without undue street noise.
+Steady Sam
+(hand and eye co-ordination)
+Equipment
+ Two boxes of matches for each patrol.
+ A plastic jam jar with the lid on it for each patrol.
+Method
+ This game is played in the patrol corner.
+ Each Scout places a match on the jam jar lid.
+ Continue taking turns until all the matches are stacked on the lid.
+ If a Scout topples any matches off the lid, he or she is out.
+ The last Scout still playing wins.
+Who is the leader?
+(Observation training)
+Equipment – Nil
+Method
+ Sit the Scouts in a circle and then send one Scout out of the room.
+ Appoint one Scout in the circle as the leader.
+ The leader starts the Scouts clapping, waving or making other actions. These should change at least every
+minute. (Clapping behind the back, over the head, out to one side etc)
+ Once the Scouts have started the actions, bring the Scout back from outside and ask him or her to identify
+which Scout is leading the action.
+ If the leader has not been identified within 3 minutes, start the game again.
+ Once the leader has been identified, that person leaves the room and the game starts again.
+Uniform observation
+(observation training)
+Equipment
+ Paper and pencil for each team or patrol.
+Method
+ One patrol is inspected by the troop for one minute.
+ The troop turns their backs while the patrol makes one or two changes to each member’s uniform – button
+undone, scarf crooked, socks down, shirt tails out etc.
+ When ready (about 1 minute) the troop turns around and re-inspects the patrol.
+ After 2 minutes the troop returns to their patrol corners and compile a list of the changes.
+ Score two points for each correct answer and deduct 1 point for wrong answers.
+SCOUTS - Quiet Games SCOUTS New Zealand Page 3

data/sources/Scouts Race and Romp Games.txt

@@ -0,0 +1,170 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Race and Romp Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Race and Romp Games
+Race and Romp Games
+Introduction
+These games are from the “Fun and Games” book written by Jack Dowling and first printed by The Scout Association of New
+Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been
+added as well.
+The games have been sorted into categories, with this category being Race and Romp type games that are quite physical,
+use up energy, but also require concentration. The games are listed alphabetically.
+If you have a favourite game in this category that you would like to share with other leaders, please forward the game
+instructions to reception@scouts.org.nz so it can be considered for adding to this document.
+These game sheets are to help new leaders get started. There are many more listed on the internet that may be used if
+desired.
+Bundles
+Equipment: A hula hoop or a rope loop for each team.
+Method:
+ Divide the players into equal teams
+ Place a hula hoop or a length of rope knotted into a loop so that the players are crammed together and all
+facing outward.
+ On ‘Go’ the teams race to the other end of the hall, or perhaps around the hall, picking up an item from
+each corner so that they have to cover all corners.
+Dodge Ball
+Equipment: Two or more large balls.
+Method:
+ The aim is to dismiss as many of the opposing team
+as possible within a given time.
+ Draw three lines across the hall. Two lines are one
+meter from the ends of the hall; the other line is
+across the middle of the hall.
+ Two members (throwers) of each team are selected
+and have to stay behind the one meter line. Team A at one end of the hall, and team B at the other.
+ The remaining players from team A roam around the half of the hall immediately in front of the ‘throwers’
+from team B. The remaining players from team B roam around the other half of the hall, immediately in
+front of the team A ‘throwers’.
+ The team A ’throwers’ aim to hit the team B players below the knees and if so, these players join the team
+B’s ‘throwers’. Team B ‘throwers’ aim to hit the team A players etc.
+ The players must pick up the ball and return it to their ‘throwers’ by throwing it over the heads of the other
+team’s players. The team getting the ball back to their ‘throwers’ the quickest are the most likely to win.
+Flotsam Scramble
+Equipment: A large number of small items such as bean bags, small balls, socks, scarves etc. that can be carried in
+the hands.
+Method:
+ Scatter the objects haphazardly in the middle of the playing area or hall.
+ Line the players up at one end of the area or hall.
+ On “Go” the players run to and touch a wall or object at the far end of the area, go to the objects on the
+ground and pick one up, then return to and touch the end wall again and then run back to pick up a second
+or third object.
+ After 1 minute or so, stop the game.
+ The player with the most objects in his or her hand is the winner.
+ The team, six or patrol with the most objects could also be winners.
+July 2015 Scouts Race and Romp Games.doc
+
+--- PAGE 2 ---
+Hopping and Barging
+Equipment: Nil
+Method:
+ Chalk or draw a circle of about 2 meters diameter in the centre of the playing area.
+ Form the Scouts into a line, tallest to shortest and split them into two equal teams.
+ Number the teams off; starting with the tallest as number one (this will achieve teams of equal size).
+ Form the teams up either side of the circle, about 3 metres back.
+ The leader calls out a number and the two Scouts with that number step forwards. With folded arms and
+hopping on one leg, the players attempt to barge each other over the line and into the circle.
+ As soon as a foot crosses the circle line the players return to their places and the next number is called.
+ Allocate a number of points to the circle. The winner of each bout gets allocated the points. The team with
+the most points wins.
+ An alternative is to make the circle a little bigger and have the game played inside the circle with the aim of
+barging one of the players out.
+ Note that girls play against girls and boys against boys.
+Horses and Riders
+Equipment: Nil
+Method:
+ Line the Scouts up tallest to shortest and pair them up with a same sized partner.
+ The Scouts form a circle with one of the pair standing in front (the horse) and the other immediately behind
+(the rider) so in effect you have two circles, one in front of the other.
+ At the word “Mount” the rider jumps up onto the back of the horse.
+ At the word “Go”, the rider drops to the ground, goes around the front of the horse, scrambles between the
+horses legs and then runs around the circle clockwise and jumps back up on to the horse.
+ At the word “Change” the horse and rider swap places.
+ Run the game for about two minutes as a warm up.
+ After the warm up, the last rider to remount drops out of the game but the rider stays in place to help form
+the race track.
+ Note that girls pair with girls and boys pair with boys.
+Last Object
+Equipment: Treasure which is small items easily carried in one hand. One less in number than there are players. A
+whistle would be useful.
+Method:
+ Divide the players into two teams.
+ Place one team at each end of the hall or playing area.
+ Place the objects in the middle of the playing area. Make sure there is one less item than players.
+ On ‘Go’ all players rush in and pick up an object and return to their end of the area. The one without an
+item is out.
+ Return the items to the middle and remove one.
+ Continue playing until only one player remains.
+Soldiers and Robbers
+Equipment: Treasure which is small objects easily carried in one hand.
+Method:
+ Put the players into two teams, ‘Soldiers’
+and ‘Tics’.
+ Divide the hall in three parts. One quarter
+is the ‘Soldiers’ territory. A second quarter
+is the ‘Treasure field’, the remaining half
+is the ‘Tics’ territory.
+ Mark the dividing lines with rope or chalk.
+ Place the treasure across the width of the Treasure Field.
+ The Soldiers line up in their territory and guard the treasure.
+ The Tic’s start from their territory and dash into the treasure field, pick up a piece of treasure and dash
+back into their own territory and store the items.
+ Once the ‘Tics’ cross the line and enter the Treasure Field, the ‘Soldiers’ can tag them and take them
+prisoner. The Soldiers cannot enter the ‘Tics’ territory.
+ The Tic Prisoners must sit down behind the Solders territory.
+SCOUTS – Race and Romp Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+ A Tic may tag another ‘Tic’ on the way to prison where upon the ‘Tic’ is free.
+ The game ends when all the treasure has been collected or all the ‘Tics’ are imprisoned.
+ Swap teams and start again if time permits.
+Star Dash
+Equipment: Nil
+Method:
+ Create 2 metre circle that is the hub.
+ The teams sit in relay formation arranged like the spokes of a wheel around the hub, all facing the centre,
+the team leader sitting at the front.
+ The team members are numbered from the front.
+ There are three commands: Change, Across and Around and each is followed by a team member’s
+number. E.g. “Change 3”, or “Around 6” and so on.
+ Change: When this is called, the team members with that number change places by rising, running across
+the circle and sitting in the now vacant space in the opposite team.
+ Across: When this is called, the team members with this number rise, run across the circle, around the
+opposite team and back to their place.
+ Around: When this is called, the team members with this number rise, run clockwise around all the teams
+and back to their place.
+ The first Scout to be seated is the winner.
+ Speed up the game by calling say two commands one after the other. After a period of time, increase the
+commands to three.
+Toss Up
+Equipment: One coin
+Method:
+ Chalk or mark a start line across the centre of the playing area. If outside, you will need another two lines
+parallel to the starting line but at opposite ends of the area. If inside, the end walls of the hall will do.
+ Form the Troop into two equal teams and have them line up either side of the start line. One team is called
+heads and the other tails.
+ A coin is tossed and the leader calls out “heads” or “tails”.
+ If “heads” is called, the “heads team” has to chase and tag the other team before they reach the safety of
+the end line, and vice versa.
+ After a warm up period, all the tagged Scouts are out and leave the game.
+ Continue until there is one person left.
+Whack’em
+Equipment: Loosely rolled up newspaper held together with one round of electrical tape or masking tape (this baton
+should be a bit floppy so it won’t hurt or bruise the players).
+Method:
+ Form the players in a circle and sit them on the floor with their heads bowed and their hands stretched out
+behind them.
+ One player is given the rolled up newspaper and walks quickly around the circle and quietly places the
+newspaper in one hand of one of the seated players.
+ The player with the newspaper quickly stands and starts to whack the player sitting on the same side as the
+newspaper was placed.
+ The player being whacked, runs around the circle to get away from the ‘whacker’ and back to his or her
+place.
+ The ‘whacker’ then changes places with the player who has just been chased.
+ The new ‘whacker’ then walks quickly around the circle and places the newspaper in the hand of another
+player and the game continues. The idea is to be sneaky when putting the newspaper down so the person
+sitting beside the new ‘whacker’ doesn’t get much warning unless they are very alert.
+ No hitting above the shoulders. The ‘whacker’ should be stood down if he or she deliberately or repeatedly
+hits someone on the head or face.
+SCOUTS – Race and Romp Games SCOUTS New Zealand Page 3

data/sources/Scouts Tag Games.txt

@@ -0,0 +1,138 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Tag Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Tag Games
+Tag Games
+Introduction
+These games are from the “Fun and Games” book written by Jack Dowling and first printed by The Scout
+Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987.
+More recent games have been added as well. These game sheets are to help new leaders get started. There are
+many more listed on the internet that may be used if desired.
+The games have been sorted into categories, with this category being Tag Games that are quite physical, use
+up energy, but also require concentration. The games are listed alphabetically.
+If you have a favourite game in this category that you would like to share with other leaders, please forward
+the game instructions to reception@scouts.org.nz so it can be considered for adding to this document.
+Bean Bag Touch
+Equipment
+ A bean or wheat bag or similar
+Method
+ The players stand in a circle one pace apart.
+ One player (‘It’) stands in the middle of the circle, holding the bag.
+ ‘It’ throws the bag to one of the players in the circle and then runs out of the circle.
+ The player catching the bag runs into the circle and places the bag on the floor or ground in the
+middle, and then chases and tries to tag ‘It’.
+ ‘It’ has to avoid getting tagged and get back into the circle and touch the bag within say 30 or
+40 seconds in order to survive.
+ If ‘It’ is tagged before touching the bag, or runs out of time, he or she is out and the ‘tagger’
+becomes ‘It’.
+ If ‘It’ is not tagged and manages to touch the bag, he or she remains in the centre and throws
+the bag to someone else.
+ The team with the most players left after 10 mins is the winner.
+Bodyguard
+Equipment: None
+Method:
+ One player is appointed as ‘It’.
+ ‘It’ then appoints 3 bodyguards to stop him or her being tagged.
+ On “Go” the Troop members attempt to tag ‘It’.
+ If ‘It’ is tagged, the tagger takes the place of ‘It’ and appoints 3 new bodyguards.
+ The advantage of this game is that all Scouts are involved as no one is out.
+Bottle-O
+Equipment
+ Two plastic soft drink bottles
+ A set of keys or similar.
+Method
+ Form the players into two teams, one at each end of the playing area, and number them off.
+ Place one bottle at each end of the playing area. (no tops needed)
+ Place the keys in the middle of the playing area.
+July 2015 Scouts Tag Games.doc
+
+--- PAGE 2 ---
+ When a player’s number is called by the Leader, one player from each team runs to the
+opposite end of the hall and stands the bottle upside down.
+ The player then runs back to the middle, attempts to retrieve the keys and take them back to
+the team to win a point.
+ The player that misses the keys may chase the other player and tag him or her and win the
+point, assuming that the bottle is still balanced on its top.
+Box Tag
+Equipment - Nil
+Method
+ Draw a square in each corner of the room. This is the home base / safe haven for each Patrol or
+team and is also a haven for players from other teams.
+ Appoint the PLs as the ‘taggers’.
+ The players have to run from their home base to the next square or haven and around the
+playing area until they have returned safely to their home base/haven.
+ The PLs attempt to tag the players as they leave or enter each haven.
+ Anyone tagged is out. Anyone getting safely home wins a point for the team.
+Chain Tag
+Equipment Nil
+Method
+ One person is appointed as ‘It’.
+ ‘It’ roams the playing area and tags a player.
+ The player holds ‘It’ by one hand and then together they attempt to tag another person. Only
+the last person in the chain may tag the players.
+ The ‘tag’ is only valid if the chain is unbroken.
+Dog and Bone
+Equipment
+ A scarf or other object that is easy to pick up and carry.
+Method
+ Form the players into two equal teams, number the players and place them at opposite ends of
+the playing area.
+ Place the scarf or object (the ‘bone’) on the floor or ground.
+ The Leader call out a number and the two players race to the object and attempt to pick it up
+and dash back to their team.
+ The player who misses the object then attempts to tag the other player before he or she gets
+back to their team.
+ A point is allocated to each team if the player gets back to them with the object without being
+tagged.
+Laps
+Equipment
+ 4 chairs or stools
+Method
+ Place four chairs at the corners of the playing area so as to make a large square.
+ Space the Patrols or teams around the hall so there is the same amount of space between
+them.
+ On ”Go” the first member of each Patrol races clockwise around the circle and back to their
+place in the Patrol or team.
+SCOUTS - Tag Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Rodeo
+Equipment - nil
+Method
+ Each team establishes a stable (a place to keep captured horses)
+ Appoint one person from each team to be the cowboy who is to capture a specific number of
+horses. Make it a reasonable number such as 1/5th of the horses available to keep the game
+short and snappy.
+ The rest of the troop are the wild horses and roam at will around the playing area.
+ On “Go” the cowboy dashes out and captures horses belonging to the other team(s) by tagging
+them. Once tagged the horses the cowboy must take the horses to his or her stables.
+ The first team to get the required number of horses into the stables wins.
+Rope Tag
+Equipment
+ One length of about 10 to 15mm diameter rope
+ A small bag of sand or a beach ball in a bag, tied to one end of the rope.
+Method
+ One leader stands in the centre of the playing area and starts whirling the role around so that
+the bag on the end is almost touching the edge of the playing area or walls of the hall.
+ The bag at the end of the rope must not be higher than the knees of the Scouts.
+ The Scouts have to enter the playing area and jump over the rope.
+ Any Scout hit below the knees by the rope is out.
+ We suggest the leader stand still and pass the rope around his or her body rather than twirling
+around for obvious reasons.
+Twin Tag
+Equipment nil
+Method
+ Appoint two players at the ‘taggers’.
+ They join hands and endeavour to tag any single player in the play area.
+ Once tagged, the single player joins hands with the twins.
+ When a fourth player is tagged they break into twins again and both twins continue to tag the
+players, creating new twins whenever they get to four taggers.
+ Continue until there are no single players left to tag.
+ The last player to be tagged is the winner.
+Note
+Does your troop have a tag game that is modern and quite different to any on these pages? If so, email the
+details to reception@scouts.org.nz so we can review the game and consider adding it to these pages.
+SCOUTS - Tag Games SCOUTS New Zealand Page 3

data/sources/Scouts Thinking Games.txt

@@ -0,0 +1,121 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Thinking Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Thinking Games
+Thinking Games
+Introduction
+These game sheets have been developed to support the National Programmes. The games are from the “Fun
+and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
+and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
+as well.
+There are many more games listed on the internet that may be used if desired. The games have been sorted
+into categories and are listed alphabetically.
+The mental (intellectual) development of our Scouts is as important as the physical and emotional aspects, so
+these games can be very useful. An ideal time to play some of them is around the embers of the cooking fire at
+camp before supper is served.
+Christmas
+Equipment
+ Pencil and notebook
+Method
+ The aim is to make as many words as possible out of the word Christmas.
+ If run around a fire with a small group, have them try and remember so many words each.
+Grand Mogul
+Equipment
+ Nil
+Method
+ Sit the Scouts on a circle. One is appointed the Grand Mogul.
+ The Grand Mogul says ”I have an aversion to cars with a ‘D’ in the name” or something similar
+such as a company name, a mountain, or food item etc.
+ The Scouts around the circle have come up with the names of cars without a D in it.
+ The Scouts have three lives. If the hesitate too long, or give a name with a D in it they lose a
+life, and are eventually out.
+ The next round starts with the person next to the Grand Mogul becoming the Grand Mogul.
+Noses
+Equipment
+ Six or more small plastic bottles with sealable lids. Each is filled with a substance with a strong
+smell. E.g. vinegar, ammonia, raspberry essence, vanilla essence, kerosene, turpentine, acrylic
+paint, nail polish etc.
+Method
+ Blindfold the Scouts if it is light. May not be necessary if sitting around embers in the dark.
+ Each Patrol then confers and lists the smells in the order they received them.
+ The Patrol who identifies the smells correctly and gets them in order wins.
+ Check Scouts for allergies before playing this game.
+July 2015 Scouts Thinking Games.doc
+
+--- PAGE 2 ---
+Pandora’s Box
+Equipment
+ A small box with about 20 different items in it. e.g. comb, plastic knife, fork spoon, matches,
+marble, lotto ticket, rubber band, string, bandaid etc.
+Method
+ A Scout reaches into the box and pulls out three items. He or she then has 1 minute to concoct
+and tell a story involving the three items.
+ If the Scout succeeds a point is awarded.
+ The items are not returned to the box until the game is finished.
+Red Letter
+Equipment
+ Pencil and paper for each Patrol.
+Method
+ Write letters of the alphabet on slips of paper and put in a container.
+ Each Patrol draws a letter of the alphabet from the container.
+ The Patrol has to write down as many words as possible starting with that letter.
+ Can be names of people, objects, cars, mountains, companies, aircraft etc.
+ Patrol with the longest list wins.
+Sherlock Holmes
+Equipment
+ About 10 or 12 small items such a small pocket knife, watch, playing card, pen, pencil,
+matches, a key ring with a door key and a logo on it, peppermint, coin, photo of children etc.
+Method
+ The objective of the game is look at the items and try to remember them.
+ The leader explains that the items came from a person found unconscious earlier today. What
+can the Scouts work out about the person?
+ Each Patrol is allowed to handle and look at the items and then collectively in 10 minutes
+deduct what they can about the person.
+ Each Patrol is then asked to tell the other Scouts what they have deducted about the person
+from the items shown to them.
+ In the report they should mention each item. Other than the list of items there are no correct
+answers.
+Shopping
+Equipment
+ Nil
+Method
+ One Scout leaves the Troop while they decide what job the person is to be doing.
+ The Scout returns and asks each person in the circle what he should buy when shopping.
+ After asking everyone (or say 8 people) the Scouts has two chances to guess what the job is.
+ E.g. The Troop may choose “Policeman” as the Job. The shopping list could include handcuffs,
+flackjacket, powerful torch, boots, blue shirt, dark glasses etc.
+Sounds
+Equipment
+ Use a cell or smart phone and record sounds such as a door shutting, wood chopping, water
+boiling, sweeping the floor, footsteps, light switch, car starting etc.
+SCOUTS - Thinking Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Method
+ Play the sounds one at a time to the Patrols and then give them 1 to 2 minutes to identify it and
+note it down.
+ At the end of the recording, get the Patrols to read out what they think the sounds were.
+ Points for each correct answer.
+Twenty Questions
+Equipment
+ Nil
+Method
+ One Scout thinks of a person or an object and then answers up to 20 questions from the other
+Scouts by saying “yes” or “no”.
+ After Twenty Questions, the same person has to think of another object.
+ If the object is identified before reaching 20 questions the person guessing correctly thinks of a
+new object.
+Word Building
+Equipment - nil
+Method
+ This game is particularly suitable for playing at a campfire with a small numbers of Scouts.
+ The first Scout calls out a letter of the alphabet. E.g. W
+ The second Scout thinks of a word starting with that letter and calls out the next letter of the
+word. E.g. H
+ The next Scout builds on the three letters and might call out A and so on.
+ The challenge is to build a word as long as possible. E.g. “whatsoever”.
+ When the word is complete, start the game again with the next person in line.
+SCOUTS - Thinking Games SCOUTS New Zealand Page 3

data/sources/Scouts Wide Games.txt

@@ -0,0 +1,226 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Wide Games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+SCOUTS – Wide Games
+Wide Games
+Introduction
+These game sheets have been developed to support the National Programmes. The games are from the “Fun
+and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
+and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
+as well.
+There are many more games listed on the internet that may be used if desired. The games have been sorted
+into categories, and are listed alphabetically in each document.
+If your Scouts have a favourite game in this category that you would like to share with other leaders, please
+forward the game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader
+for adding to this document.
+Customs Officers
+Equipment
+ A piece of wood or a small cardboard box (illicit goods)
+ 3 or 4 powerful torches or spotlights
+Method
+ This game is a variation of the Spotlight game.
+ Locate a park with trees and bushes that will provide cover for the players.
+ Appoint three or four Customs Officers who hide within 20 metres of the illicit goods and are
+armed with the torches or spotlights.
+ The players scatter around the playing field using whatever cover they can find and on “Go”,
+start to creep up to the illicit goods.
+ The Customs Officers use their torches to spot and correctly name the players as they attempt
+to collect the illicit goods and spirit them away.
+ The spotlights or torches must be aimed and switched on for 5 seconds only, and not waved
+about in the hopes of spotting someone.
+Field Card Game
+Equipment
+ An old pack of playing cards.
+ Local map or a hand drawn map of a local park
+Method
+ Define a playing area at a campsite or a local park.
+ Hide the 52 cards right across the playing area.
+ Devise some clues to help the Scouts work out the playing area where the cards are hidden, but
+not where the cards are placed.
+ The Patrols work out the size of the playing area from the clues provided and set to work
+looking for the cards.
+ After a set amount of time, the Patrols return to base and add up the values of the cards found.
+ The Patrol with the highest value wins.
+July 2015 Scouts Wide Games.doc
+
+--- PAGE 2 ---
+Flag Raid
+Equipment
+ Two flags and poles.
+ Lengths of wool to tie around the wrists of each player, plus spares.
+ A park with bush, trees or scrub on it for hiding in.
+Method
+ Divide the troop into two teams.
+ Each team sets up a base about 100 metres apart and hangs the flag on a tree or pole so that
+it’s clearly visible.
+ All players tie a piece of wool around their wrist – this is the lifeline.
+ Each team has to allocate players to be defenders and attackers.
+ On “Go” the attackers creep up to the other teams flag and attempt to take it and bring it to the
+Scout Leader.
+ If an attacker is tagged by a defender, the lifeline is removed and the attacker returns to the
+Scout Leader to get another lifeline.
+ The intent is to use their tracking skills to get the flag, not an all out assault.
+ The team who is first to take a flag to the Scout Leader wins.
+Hares and Hounds
+Equipment
+ Two or three whistles, bells or billies and lids (noisemakers).
+Method
+ This game is best played on a partially bush clad reserve or scrub land on a dark night.
+ Appoint two or three hares and give them a noisemaker each.
+ Send the hares off with instructions to keep moving around the playing area, but they have to
+make a loud noise for 10 seconds every three minutes or so.
+ After 5 minutes, send the remainder of the players (hounds) after the hares. The hares are
+caught once they have been tagged.
+ When the hares have both been caught, appoint two or three new hares and start again.
+ This is a good game for getting young Scouts used to the dark, and to start learning how to
+work as a team to hunt down the hares.
+Have You Got The Body?
+Equipment
+ Cotton wool or other ID feature,
+ 50 or so cardboard cards or disks etc.
+ A Venturer Unit or members of another Scout Troop.
+Method
+ Recruit up to 10 strangers to help with the game. It would be a good chance to involve a
+Venturer Unit or a Rover Crew. These strangers are the ‘body snatchers’.
+ The ‘body snatchers’ are given a discrete identifying feature so the Scouts can work out who
+they are. A wad of cotton wool sticking out of one ear would work, or a Unit T shirt partially
+covered with a jacket etc.
+ The ‘body snatchers’ go directly to the park or where the game is being played and circulate
+individually around the area.
+ The Scout Patrols (in uniform and not with it covered up) have to identify the ‘body snatchers’
+in the park or street and ask them “Have you got the body?”.
+ Having been asked the question, the ‘body snatchers’ then give the Patrol a card to show they
+have asked the question.
+ Everyone returns to the base at the end of the allotted time.
+ The Patrol with the most cards wins the game.
+SCOUTS - Wide Games SCOUTS New Zealand Page 2
+
+--- PAGE 3 ---
+Hunter And Avengers
+Equipment - Nil
+Method
+ A large park, camp site, reserve or farm is needed for this game.
+ Divide the troop into two teams, ‘Hunters’ and ‘Avengers’.
+ On “Go” the ‘Avengers’ disperse and hide.
+ After 5 mins, the ‘Hunters’ are sent out to capture the ‘Avengers’.
+ When an ‘Avenger’ is tagged, he or she is escorted to the prison.
+ An untagged ‘Avenger’ can break into the prison and free the prisoners by ‘high fiving’ them.
+ The game ends at a set time, or when all the Avengers are in prison.
+Lighthouse
+Equipment
+ One or two Glo sticks
+ A large clear plastic soft drink bottle.
+Method
+ Break a Glo Stick and place it inside the soft drink bottle.
+ Place the bottle on a hillock or modest sized hill. This becomes the lighthouse.
+ Divide the troop into one third ‘defenders’ and two thirds ‘attackers’.
+ The ‘defenders’ go and hide around the hill with the aim of protecting the lighthouse.
+ On “Go” the attackers plan a strategy and then set out to turn the light off. This is done by the
+‘attackers’ covering the light with a jacket or bag or otherwise removing the light from view.
+ After a set time and if time permits, choose a new set of ‘defenders’ and play again.
+Lost Leader
+Equipment
+ A small roll of wool per Patrol – each Patrol has a different colour.
+ Torches will be needed if dark.
+Method
+ Cut the wool into 10cm lengths or longer so that each Patrol Leader has about 50 pieces. Keep
+one piece back for the Assistant Patrol Leader.
+ Send the Patrol Leaders out with the wool strips and ask them to lay a trail through the streets
+or a nearby park or both and then hide within several metres of the last strip of wool clue.
+(meant to be blood maybe?)
+ After 30 mins, give the Asst. Patrol Leaders a sample strip and explain that the PLs have gone
+missing and that each Patrol needs to find their PL ASAP to make sure they are OK.
+ The Patrols should collect the clues as they find them so no rubbish is left lying around.
+ Brief the PLs about making sure the clues don’t blow or wash away etc. Also discuss putting the
+clues at different heights by tying them to low branches etc.
+Photograph Hunt
+Equipment
+ Photographs of 6 to 8 different locations in the neighbourhood of the Scout Hall or the
+campsite. A different set for each Patrol and printed on one page.
+ Pencil.
+ A street map of the neighbourhood with map reference grids.
+Method
+ There is quite a bit of preparation involved in this game.
+ Take photos of notable items or objects within a kilometre of the hall or base. (gate posts,
+House letter box, street signs, odd shaped trees and shrubs, tennis courts, traffic islands, shop
+windows etc.). A different set for each patrol if possible.
+SCOUTS - Wide Games SCOUTS New Zealand Page 3
+
+--- PAGE 4 ---
+ It would be best to write several street names on the back of any photo where the location may
+not be readily apparent so as to give a guide to the general locality.
+ Hand out the sheet of photos to each Patrol or team. They have to identify the site and visit it,
+and write the map reference on the back of the photo.
+ If the troop has one or more GPS, use those in place of a map for one or two Patrols.
+Sardines
+Equipment - Nil
+Method
+ Select one person from the Troop and send them off to hide in an area that can hide 10 or more
+people – a patch of scrub or a gully etc.
+ After 5 minutes, send the troop out to find the person.
+ As each of the players find the hidden Scout they quietly hide with them.
+ The game ends when the last Scout finds them all.
+Spotlight
+Equipment
+ A powerful torch or spotlight that throws a beam at least 30 to 40 metres or further.
+Method
+ The aim of the game is for the players to creep up to within 4 metres of the ‘spotlight’ holder
+without being seen.
+ One person is appointed as the ‘spotlight’ person and stands at the home base.
+ The players disperse around the playing area and on “Go” start to creep up to the home base
+using all available cover.
+ The ‘spotlight’ person must not sweep the beam around the playing area. They must aim it at a
+particular spot and after 5 seconds switch if off again, wait 10 seconds and switch it on again
+and so on.
+ If the ‘spotlight’ person sees a player and can identify them, he or she calls out their name
+while the light is still on them. At that point the player is out. The Scout Leader may need to
+confirm that the name is correct.
+ Depending on time, the game may continue until a person gets to the Spotlight’ without being
+named, or continue until all players have made it home or are out.
+String Break
+Equipment
+ Materials for a fire, or a hobo stove type burner.
+ Materials to make a ‘torch’ to carry the flame 100 metres or more.
+ A box of matches per team.
+ Two stakes per team.
+ A length of twine about 1 metre long per team.
+Method
+ The aim of each team is to travel to and burn through a taut string belonging to the other team.
+ Form the Scouts into two, four or six small teams if numbers permit.
+ Pair the teams up and place them about 100 metres apart.
+ Each team lights a small fire from which they can light and relight a ‘torch’. They could make a
+hobo stove burner out of a salmon or tuna tin, a strip of corrugated cardboard and could use
+cooking oil as the fuel.
+ Each team hammers in the stakes about 80cm apart and ties the twine between them. Place
+these about 3 metres from the fire.
+ Each team makes a ‘torch’ out of brush or other materials that when lit, will burn long enough
+to transport the flame 100 metres.
+ On “Go” the team have to light the fire, make a ‘torch’, set the torch alight, travel to the other
+team’s string and burn it through.
+SCOUTS - Wide Games SCOUTS New Zealand Page 4
+
+--- PAGE 5 ---
+ The first team to part the string wins the game.
+ Be mindful of any fire restrictions.
+ Talk about planning and delegation of tasks before starting the game.
+Wounded Spy
+Equipment
+ Mix some chicken mash or untreated saw dust with red dye to resemble blood. The mix must be
+non harmful to birds and animals etc.
+Method
+ Could be played in patrols.
+ Could be played in a park where the Scouts can roam at will.
+ If played in the streets, make sure the Scouts are easily identified as Scouts by the public
+(uniforms and scarves clearly visible).
+ The spy heads off with a Ziploc bag of ‘blood’ and drops half a teaspoon full every two or three
+metres or so along the route. A bigger smear every now and then could be read as a fall etc.
+ The trail could be laid so that it ends up back at or near the base.
+ After fifteen minutes, send the patrol members after the wounded spy. The Patrol members are
+to be told the spy is wounded and to look out for blood etc.
+ Once the spy is spotted he or she can be captured by tagging and brought back to base.
+ The spy needs to be given a time to be back at the base or hall in case the Patrol members lose
+the trail.
+SCOUTS - Wide Games SCOUTS New Zealand Page 5

data/sources/Special Needs Part 1.txt

@@ -0,0 +1,719 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 1.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Special Issue #228 - Girl Scouts with Special Needs - Part 1 of 3
+Scouting Links Newsletter - September 19, 2003
+Welcome to this Special Edition of the Scouting Links Newsletter for
+leaders/volunteers who have Girl Scouts/Guides with special
+needs/disabilities/different abilities. When you have girls with
+different levels of ability in your troop, the most important tools you
+need are a good sense of humor, patience and knowledge. In this issue,
+you will find advice, activities and websites about how to integrate all
+girls into your troop and how to get the other girls to accept
+differences and limitations.
+My deepest thanks to the many wonderful people who contributed to this
+special issue!
+This issue of the Scouting Links Newsletter is going out to 4,282
+subscribers. To all our new subscribers, welcome!
+For all of our new subscribers who don't understand why they are getting
+this issue of the newsletter when it doesn't apply to them, let me
+explain. Every once in a while I write "Special" issues that are devoted
+to one topic. If you get a special issue about something that you're not
+interested in, please just delete it. If you missed the one that
+pertains to your particular level, you can get it from the archives at
+http://groups.yahoo.com/group/Scouting_Links_Newsletter/files. Just
+click on the folder that applies to the level that you are interested
+in.
+If you enjoy this newsletter, please forward a copy to your Girl
+Scout/Guide friends and invite them to join (I'm always looking for new
+people to get ideas from)!!
+To subscribe, unsubscribe, change your email address (I need new and old
+address) or include a request in the newsletter, please send me a note
+at mailto:katie.baron@att.net and I'll take care of it for you.
+In this issue:
+Disabilities . . . Different Abilities . . . What Are Leaders
+Dealing With?
+Working Together as a Troop
+Intellectually Challenged (aka Learning Disabilities or Mental
+Disabilities)
+ADD/ADHD
+Asperger's Syndrome
+Down Syndrome
+Visual Impairments
+
+--- PAGE 2 ---
+Hearing Impairments
+Cerebral Palsy
+Disability Awareness Programs & Activities
+Service With A Smile
+Camping
+Disability Resources
+What NOT to Say to a Person with Special Needs
+================================================
+Since a sense of humor is so important . . . .
+Q. How many Girl Scouts does it take to change a light bulb?
+A. Thirty -- 1 to change the bulb and 29 to sing about it!
+Q. How many Girl Scout leaders does it take to screw in a light bulb?
+A. Only one. But she's required to attend eight hours of mandatory
+training first!
+================================================
+>>Editor's Notes:
+1. In order to respect the privacy of the girls, all girls' names have
+been changed.
+2. The US government is now using "Intellectually Challenged" instead of
+"Learning Disabled" or "Mentally Disabled". I want you to know what the
+currently accepted terminology is, but I'm not comfortable changing the
+wording of items that people have submitted, so please keep this in mind
+as you read through the newsletter.
+3. This is by no means a comprehensive resource. It is based solely on
+information that was sent to me by other leaders and information that I
+found on the internet.
+* * * Disabilities . . . Different Abilities . . . What Are Leaders
+Dealing With? * * *
+>>Submitted by Eileen, mailto:eileenmsmith@msn.com
+My daughter has a learning disability that makes math hard and reading
+harder. Unfortunately the handbooks are all geared for girls at grade
+level and difficult for her to enjoy.
+In addition to my own daughter, I have a girl who has ADHD and a girl I
+was sure had a problem because she struggled with spelling, coloring and
+reading. Sure enough 2 years later the school system finally diagnoses
+her and gets her the much needed reading help.
+Many of these young ladies already struggle with issues in school and
+
+--- PAGE 3 ---
+have self esteem issues.
+>>Submitted by Karen, mailto:karenl@uwpc.org
+I have a girl who is deaf in my troop. I've also worked with a girl who
+is developmentally delayed in my troop for 2 years, and this is the same
+troop in which I had 3 girls who were gifted. That was . . .
+interesting.
+>>Submitted by Judy, mailto:bzmomx2@insite-pro.com
+You really get a lot out of having such a girl in your troop, in your
+life. I've had all different types of girls in my troops. However, right
+now I have a girl with Cerebral Palsy in my troop. She either uses a
+walker or her wheel chair and she is just amazing. It has actually been
+fun (although her dad doesn't think so to see her break out of her shell
+and start to have some normal early teen attitudes). She is the 2nd of 7
+and until she joined my troop about 15 months ago she always watched
+them going, doing, playing, etc., and only had her one week away at CP
+camp. What a joy!
+Another thing was watching as the girls in the troop changed what they
+naturally did to make sure that they were accommodating her. They
+stopped playing monkey in the middle when dinner was over and waiting
+for the meeting to start and went to other things that would include
+this young lady without ever having to be told. It can work!
+>>Submitted by Carol, mailto:cgradyreader@juno.com
+For the last several years I have had a girl in the troop who is both
+physically and mentally handicapped. She is in Life Skills classes.
+Physically she has to deal with an unusually-shaped head (she was born
+with the bones fused and they have been separated twice) and deformed
+hands and feet. Also, she has problems communicating and her speaking
+device is both very expensive and usually non-operative.
+"Kelly" is included in all troop activities except those she is too
+young for (I have a mixed age troop). Many of our service projects are
+simple--this year the girls worked in the butterfly garden my daughter
+created as part of her Gold project, moved wood chips from a church
+parking lot to the playground, made St. Jude Halloween candy treat bags,
+worked at Thinking Day--all of these are simple to do. I read
+requirements for badge work to "Kelly" and explain them to her mom, who
+helps her with requirements. Council lets me gear work from the Junior
+book to her level, so each badge is tailored to her level. We try to do
+one or two badges a year and one or two council patches within the
+troop. The girls are good about helping "Kelly" with crafts when we do
+them (not often--I'm not crafty) and once they got over trying to do
+everything for her, it has worked out. If we're doing something
+
+--- PAGE 4 ---
+difficult, someone does it one-on-one with her. "Kelly" went to camp
+again this year for the second time, and her mom is very pleased.
+"Kelly" had been to another camp for special students in the past and
+the kids made fun of her and called her a monster. She did not want to
+go to camp anymore. Girl Scouts have been very accepting. Last year my
+daughter was a CIT and she said the main problem "Kelly" had was not
+showering--her mom said she is afraid of showers. This year she is in a
+session that is centered around pool activities and I told the office to
+have one of the staff take her to the private shower, turn it on, hand
+"Kelly" the soap and tell her to get wet and soap and rinse. On
+understanding her....we do our best and she does hers, I can usually
+figure it out, and if not, yes/no questions can usually get us there.
+>>Submitted by Mary, mailto:mmille5002@mediaone.net
+I have been very fortunate to have had several girls in my troop that
+are "handicapped or have ADHD, hearing impaired, learning disabled,
+sensory integration disorder" and that is just 3 girls. My youngest
+daughter is one of those 3 girls. She is learning disabled, with ADHD
+and sensory integration disorder. The other 2 girls are/where in her
+class at school. It is a great challenge for them to try and integrate
+into a "normal setting" with out seeming to stand out or to get special
+treatment. It can be very difficult to manage them sometimes, but in the
+long run it is worth it. One of them bridged to Juniors last year and
+the other 2 girls will bridge with me to Juniors next Month. Some
+parents don't understand these children just want to be liked and have
+friends just like everyone else. They have feelings that get hurt when
+someone says "Why do you talk like a baby?" "Why can't you read as well
+as the other 3rd graders?" I have focused on the Try Its that included
+acceptance. I have tried to teach tolerance to the other girls, and try
+not to favor my daughter when ever possible. We did Caring and Sharing
+at a sleep over in town; we worked on the Around the World Try It,
+Brownies Around the World. This year we did the Stitch It Try It and we
+made quilt squares for me to sew into a larger quilt- they are not
+perfect by any stretch of the imagination but ALL THE GIRLS TRIED THEIR
+BEST. And that is all I ask of them. Yes my daughter with ADHD got
+frustrated with hers and we put it down and came back to it later and
+finished when she was calmer. It does work! If your have a girl who is
+medicated for ADHD, please talk to her parents and make sure she is
+takes it before your meeting if needed. If you are having a discipline
+problem with a girl, please do not let it slide. Talk to her parents, do
+not just brush it off as just another problem. Lots of kids with ADHD
+have learning disabilities as well. The girls may be upset because you
+gave her too many directions at one time to follow, it is as simple as
+that some times and it can escalate to "Suzy doesn't listen" Talk to
+your Special Education Department and ask about any pointers about
+conditions in general with out disclosing any names. Most schools also
+
+--- PAGE 5 ---
+have a Parents Advisory Council for the school in general and another
+for the Special Ed department as well. Our school does and they can be
+helpful in getting you some information. It is a very fine line that I
+have to walk. Generally I ask one of my Co -leaders to talk to my
+daughter if need be and then if she doesn't listen we go to 3 strikes
+and your out (my husband would come and get her if need be.) She tends
+to behave better when I'm NOT at the meetings (sometimes I have to
+work), but for the most part the meetings go very well. We meet at night
+so the ADHD factor is lessened since she has time after school to get
+out some "energy" so to speak. Yes a lot of children without ADHD are
+wound up after school and I did Daisies and Brownies after school. It
+was a lot tougher than at night even the "normal" girls were hyper; that
+might be an alternative for some leaders.
+As for children in wheel chairs, there are plenty of things that you can
+do and places you can go. A hike at local Audubon society, a trip to the
+local museum (most public buildings are handicap accessible), go to the
+library, Police station, town hall, fire department, etc. Talk to the
+girl's parents and find out any restrictions, etc, just like you do for
+all the girls. Talk to the girls. Make sure all the girls have a turn
+being a buddy with a girl who has special needs. No matter what the
+special need issue is, help her to participate in the troop governance,
+collect dues, take attendance, etc. Educate the other parents in the
+troop as well as the girls. You don't always have to change a lot.
+Just talk to the girls and parents and try and treat these girls as
+normal as possible. That's all they really want and to MAKE NEW FRIENDS
+AND KEEP THE OLD, ONE IS SILVER AND THE OTHER GOLD. Remember,
+whether
+it is your daughter or not, every girl has the right to be there as long
+as she can follow the Girl Scout Promise and Law.
+>>Submitted by Leanne, mailto:leanne_p_2@yahoo.com
+Got one for you that is SOOOOOOO often overlooked . . . Just because a
+girl is 'smart' doesn't mean she can do everything. Many incredibly
+intelligent girls are socially awkward and may not make friends easily--
+other girls, especially ones they know from school, may well continue to
+shun the 'nerd' or the 'teacher's pet' at GS as well. These 'smart'
+girls may need extra attention and encouragement to be included-- just
+as if she were of the low-skills group. Leaders often overlook the needs
+of high-skills girls, assuming that since they're 'bright' they can just
+figure it out on their own (that is, if the leader even realizes the
+girl may need help at all).
+* * * WORKING TOGETHER AS A TROOP * * *
+>>Submitted by Carol, mailto:cisch@cinci.rr.com
+During my years as a Girl Scout Leader I have had 4 girls with ADHD, one
+
+--- PAGE 6 ---
+girl who is autistic, one girl who is deaf on one side, one who is
+dyslexic, one girl who has an oppositional disorder as well as ADHD and
+an eating disorder, and one who is developmentally handicapped. Just
+looking at my girls you would never have know that any of the girls were
+not "normal".
+My girls have all gone to school together and know each other well, so
+the girls are very aware of most of the other's limitations. We have
+done all of the activities that other troops have done. The girls are
+now entering their last year as Cadettes. We have found that certain
+problems that were not much of an issue when the girls were younger (the
+lack of reading skill for the girl who is dyslexic was not a problem in
+1st grade, but became a problem by 5th grade), and that the most of the
+problems have decreased with their maturity. Some of the issues have
+become more pronounced with age though, including the addition of
+anorexia and the greater differences of the developmental disorder. The
+cliquishness of Jr. High girls has been more of an issue than any of the
+above disabilities and is something that we are always on guard for.
+* We (generally the girls) always place the girl who is partially deaf
+on the right side (her left is her good ear) of the group and she has a
+normal spot on the corner of the table we meet around. She speaks up
+when she doesn't hear, and we ask.
+* We are all aware that too much attention or frustration will make our
+girl who is autistic very nervous and tend to bring on problems, so she
+generally sits close to one of the leaders (the leaders see to this) at
+a meeting where crafts or intense planning is required. That way we can
+help her as needed with minimal notice. The girls are also aware of her
+problems and tend to keep "low key" to help her out. When we go on
+field trips, the girls are very protective of her, and as leaders, we
+tend to just keep an eye on things. This girl is very intelligent and
+the girls realize this and prize her input. Educating the other girls
+is key here!
+* Our girl who is dyslexic was very shy (she has since moved to another
+state). Her problems surfaced mainly where reading was an issue, and so
+we tried not to put her in a position where this came up, all of our
+ceremonies or times when we may have had the girls read something were
+read aloud by a leader (adult or scout) or memorized. The other girls
+did not know about her problems by her parents' request. This made it
+more difficult as the older the girls got, the more she tended to try to
+sink into the background. We always made a point of manipulating the
+patrols and "buddies" to see that she was with one of the more sensitive
+girls.
+* My girls with ADHD have usually been my greatest challenge, because
+they do not "appear" to have a problem. Most are on medication (though
+not all) and emotional roller coasters and disruptions are a fact of
+
+--- PAGE 7 ---
+life. We have found that a light style works best to diffuse these
+issues. The biggest problem is that the other girls haven't always
+accepted these girls as well; we have had two loners develop from this
+group. Part of the problem is that these kids never have had their
+problems discussed in a group (at school or at Girl Scouts). As the
+girls have gotten older these problems have diffused.
+* My girl with several problems (ADHD, Oppositional Disorder and
+Anorexia) has been more of a challenge with the other parents than the
+girls. They tend to see her as a bad influence on the other girls (she
+can be a bit difficult) and her parents do not want her problems made
+public. The contact the other parents have had with her is mainly in
+field trips and activities where we have parent volunteers or in
+"father/mother - daughter" events. She is also very witty and smart and
+we have found that by playing up her leadership potential, and praising
+the positive that she can be dealt with. She is another girl that in
+trips and meeting we try to have a leader sitting/being close to her to
+help her realize what the limits are. She is actually a strong
+contributor to the troop and is very funny. Imagine having a young
+Robin Williams in your troop.
+* The girl in our troop that has developmental issues is approximately 4
+years (or more) behind the other girls, developmentally. This
+translates into being less mature, and unable to complete certain
+badge/award requirements as written in the program. After talking to
+council, she is now working on her Silver Award and we modify (very
+subtly so she isn't aware of it) the requirements to meet her needs.
+She is very sensitive to the fact that she is different, but on the
+whole, is incredibly enthusiastic. When the girls are planning events
+and volunteering to do things, she tries to volunteer for everything -
+we (the leaders, and some of the more mature girls) step in and try to
+help keep the assignments more even as she does not have the ability to
+follow through like the other girls can. I have developed a strong bond
+with this girls mother, and call her after every meeting to keep her in
+the loop with what she is volunteering for, and what she needs to be
+working on. I also call this girl before every event or meeting that
+she is participating in to make sure she is prepared.
+The single thing I have found to be most helpful is education and
+knowledge. The more the adults working with the girls and the girls
+themselves understand about the problems and challenges these girl face
+(as all of them are "unseen" handicaps) the easier it is to work with
+the girls as part of the troop. The girls are VERY supportive if they
+understand what is at issue. The need to work closely with the parents
+or caregivers of these girls is also crucial to understanding what their
+limits are and how they react to challenges. I have found that these
+girls have added a richness and diversity to our group that you would
+never guess if you were to see our "white, upper-middle class, suburban"
+
+--- PAGE 8 ---
+troop out in public.
+>>Submitted by R. Jingle, mailto:RbJ2040@aol.com
+My experience has been that any activity can be modified to fit the
+needs of any girl. For some activities that may include additional
+people and safety equipment but most importantly it requires a
+willingness to think out of the box and to do something a little crazy
+even.
+I've got lots of suggestions, but here are a couple of quickies:
+1. Ask the girls to brainstorm how to do an activity that seems
+difficult for the person with the disability. Allow the ridiculous
+answers as well as those that may be workable. Don't let them give up,
+come up with a solution, try it. Everybody learns; everybody wins.
+Example: How does a person in a wheelchair do a hand stand? If she can
+bend at the waist, she bends and put her hands down. If she can't bend,
+then touch the hand of a friend who is standing!
+2. Have all of the girls experience the disability while doing an
+activity. By laying materials out in order of use, giving very clear,
+simple directions and, through kinetic instruction we can teach any
+activity. And, it may help the other girls to realize how differently or
+similarly the one girl "sees" the world. When I've given this
+suggestion, sighted leaders often raise the question of colors in
+crafts. If a girl is sight impaired, she can't see what colors to use.
+So, mark them in Braille or lay them out in alphabetical order (Blue,
+Green, Red, Yellow) or better yet, who says the sky has to be blue?
+Have you ever considered what blue smells like? Not what it looks like
+but smells or tastes or feels like?
+>>Submitted by Eileen, mailto:eileenmsmith@msn.com
+Getting along as a troop with girls from super bright (1 is in the
+gifted program) to learning disabled in reading and math is a challenge.
+I learned right away not to push girls who do not like to read in public
+to read out loud. They have that pressure in school and don't need it in
+scouts. And there are always plenty of volunteers waving their hands to
+read.
+As far as badge requirements, you really do have to bend a bit. We did
+journals for a heritage badge. I made some pages very fill in the blank
+and we read them together. Other pages were blank for the girls to use
+for stories or pictures. No matter what the badge I always let the girls
+express themselves in pictures as well as words. The only exception
+would be a writing badge but that badge would not be particularly
+suitable to a group with girls who are learning disabled.
+
+--- PAGE 9 ---
+Sometimes I'd make kaper charts or pair the girls for activities so they
+would be more balanced.
+And leadership skills come in all packages. You just have to find the
+right task for that girl to be in charge of. She may be a good
+organizer, or have an outstanding personality that naturally leads the
+rest. She may be more reserved and prefer the behind the scenes tasks.
+All these jobs need to be done. And with any luck they will open up to
+new ideas and projects.
+Here in Richmond there was recently a story in the paper of a Brownie
+Girl Scout who is disabled. She has an older friend (middle school age)
+who comes to all the meetings with her to help her participate. I do not
+believe the older girl is a scout but as a leader I would probably have
+the girl or other helper registered for insurance purposes.
+Maturity is another issue altogether. I am noticing that as my girls age
+the gap between the oldest girls and the youngest girls is more and more
+noticeable and problematic. The older girls would prefer more leader
+roles and the younger to just "play". Our youngest is more immature as
+well. I believe she would be happier in a troop with younger girls as
+she gravitates towards them at large functions. Now if you can just
+convince the mom.
+And there's also a time factor. If you have a girl with special needs
+who really wants to earn her Bronze, Silver or Gold Award, you need to
+help her decide whether to stay in a level an extra year or move up
+early. For example my daughter is a 6th grade Cadette to give her time
+to work towards the Silver.
+>>Submitted by Jann, mailto:gstroop183@hotmail.com
+I have a Girl Scout who has significant development delays. When she
+joined the troop (as we entered Cadettes) we did several activities to
+help prepare everyone for working successfully with "Suzie".
+1. "Suzie's" Mom wrote a letter to the troop, explaining "Suzie's"
+history and current abilities. We read this at a meeting (when "Suzie"
+was not there.) We discussed what this meant and used the GS Law to talk
+about being friendly, considerate and how we could be a "sister to every
+Girl Scout."
+2. I developed several activities based around different types of
+disabilities. The girls learned about physical handicaps by having
+hands, legs, ears or eyes bandaged and completing a set of physical
+tests. I also developed a series of reading and writing challenges (the
+
+--- PAGE 10 ---
+idea is based on the Girl Scout book dealing with disabilities.) Math
+problems become difficult when numbers change meaning and letters have
+different sounds. This prompted the biggest discussion and most
+frustration for the troop. It was the best example of what life is like
+day in and out for "Suzie".
+"Suzie" does everything the other troop members do - from badge work to
+service projects. There are some activities where "Suzie" requires
+additional support.
+3. When we have traveled (to London in 2000 and to Paris in 2002)
+"Suzie's" parents have traveled with us. I must be responsible for ALL
+members of the troop. Traveling such great distance and to foreign
+countries, I felt it best to have one on one support for "Suzie". Her
+parents have helped by coming along on our fun trips to help
+specifically with "Suzie", her medications and her needs.
+4. For local, overnight events "Suzie" has had a variety of adult
+support to insure that she can attend. (again, as troop leader, I have
+to be responsible for ALL members of the troop and cannot be focused on
+just one girl.) We have had college students and young professionals
+willing to volunteer a night to attend a sleepover at a museum or
+similar event as "Suzie's" buddy.
+5. We constantly swap buddies when doing activities. At troop meetings,
+we work in pairs and the girls help "Suzie" when there are writing or
+reading activities. I have several other troop members who have learning
+disabilities; this pairing has helped all of them achieve their goals.
+When we travel we change buddies twice a day, so there is a lot of
+change and movement of the girls.
+6. I have very supportive troop parents and many are willing to help out
+at meetings when we are doing crafts or more complicated activities.
+They will often pair with "Suzie" when the girls are working
+independently.
+7. "Suzie's" younger sister, who does not have any disabilities, is now
+a member of the troop. I make every effort to NOT put the sisters
+together or to depend on "Suzie's" sister for assistance. I avoid
+pairing them or putting them as buddies unless we are traveling. I feel
+she has enough responsibility at home - that Girl Scouting should be her
+focus when with the troop.
+"Suzie" is entering her 7th year in the troop. She continues through an
+extended High School program. This year, with the support of our
+Council, "Suzie" will be working toward her Girl Scout Gold Award. I am
+
+--- PAGE 11 ---
+working with a member of our council to develop activities and
+requirements that fit "Suzie's" abilities. "Suzie" saw 6 members of our
+troop receive their Gold Award last year - and she is very excited to
+work on her very own project.
+>>Submitted by Harriet, mailto:LMBar1@aol.com
+As the mother of a child with disabilities, I know how important it is
+for children with disabilities to be included in their communities and
+what a challenge it can be for the adults working with them.
+I have a few suggestions on how to make things go a little smoother:
+First, talk to the parents, they are your #1 resource, they know their
+child better than anyone and have dealt with them in different
+situations. Don't be afraid to ask questions about the disability and
+the child. If the child is comfortable, ask them about their disability
+or how they handle different situations. Try to educate yourself about
+the disability, if you know of another person or family dealing with the
+disability, or working with a child with the disability (teacher,
+therapist, etc.). It is not unreasonable to request someone accompany a
+child if you do not feel you can handle the situation alone. Some
+behavioral disorders may require a lot of one on one supervision and
+some girls may need a lot physical help. Remember that even if a girl
+has an adult (parent, older sibling, etc.) with them, you still need to
+treat them like the other girls and interact with them as much as
+possible and encourage the other girls to do likewise. It important to
+get to know the girls as individuals, with likes and dislikes, they are
+very much like any other girl their age. Also remember that these are
+GIRLS with disabilities, not disabled girls. They can be just a capable
+as the typical girls in your troop, if given the chance. In general,
+parents of disabled children are very involved and would be glad to help
+out at meetings and trips. Families with physically disabled children
+usually have vans, so they can transport their child and a few more. Let
+the parents get involved, you will have "expert" help with their child
+and help with the entire troop. It always makes a girl feel special to
+have her parent there helping at a meeting. Also, incorporate the Girl
+Scout program, e.g., Caring and Sharing Try-It, how we are ALL different
+in some way, etc.
+I have personal experience dealing with ADHD and Autism. I have a girl
+with ADHD in my Junior Troop. We have had problems with her attitude,
+some children with ADHD have a negative attitude and say whatever comes
+to mind (no impulse control) and she would say things like "I hate Girl
+Scouts" or "I begged my Mom to let me quit". I would speak to her about
+what she'd like to do differently and appropriateness of comments (she
+would say these things in front of the other girls). I tried not to take
+the comments personally and would discuss this with her mother and ask
+
+--- PAGE 12 ---
+advice of others familiar with the disorder. I discovered that she loved
+to earn badges and other awards, just didn't necessarily like to do a
+lot of work and also that it was very difficult for her to do extra work
+at home, keeping up with schoolwork can be a challenge, since she
+couldn't focus for long periods of time. I tried to plan all 6 badge
+requirements during meeting times, I also made a point of telling her
+when activities were part of an award. For example, we had only 2
+Juniors who were older sisters of our Brownies so we met at the same
+time. I told her activities with the Brownies counted towards the Junior
+Aide award. She became very helpful after that and stopped complaining
+about being with the younger girls. I saved the award until the end of
+the year and recognized her hard work at our ceremony (which we invited
+the parents to). So, keep in mind that many girls with ADHD may be
+externally motivated and use the awards as incentives for them to
+participate in activities and to keep a positive attitude. I would
+remind her about keeping a good attitude, especially when we had
+something special going on and compliment her on good behavior. It
+worked. As a bonus, I got to know her Mom well and could count on her
+help despite a hectic work schedule. As a nurse, she came in and helped
+us earn the Healthy Habits Try-It and Healthier You Badge. She also
+chaperoned all our trips.
+I myself have a girl with autism. I became a Daisy Leader so she could
+attend. We have a lot of behavior issues with her; she doesn't comply
+much of the time and won't always participate. It's difficult to lead
+the troop and deal with her. Our neighbor is my Asst. Leader and will
+take over if I need to deal with my daughter. I have also had my husband
+come and get her if she is too disruptive. Sometimes children with
+autism can be set off by little things, I would recommend they be
+accompanied by an adult who knows them, especially at first. Of course,
+there are many children with Autism who are very independent and can
+participate well in a group, but they are usually a little older. Most
+people with Autism are very visual, so a picture Kaper Chart may help
+them, also their own picture schedule (their family can help with this).
+There aren't many community programs available to children with Autism,
+most people don't want to deal with them; so if you can give a girl with
+Autism (or any disability) the opportunity to participate in Girl
+Scouts, you are doing something wonderful for her and her family. You'll
+also find that it is a very rewarding experience for you and a great
+learning opportunity for everyone.
+>>Submitted by Donna, mailto:tnthompson@sympatico.ca
+I have a daughter in Guiding with special needs. She is limited
+physically in what she can do. But she is very knowledgeable and able
+to have a lot of input in planning and to some peoples surprise how she
+participates at camps and various activities. Even before joining
+
+--- PAGE 13 ---
+Guiding, we had our own motto "Do the Best You Can". And in Guiding we
+have followed that through since so many of the girls are different in
+how they do things, as long they do their best and try that is what
+counts.
+I have also had girls in my units who learn differently. In Brownies we
+would do things as a group and it was natural for the ones that weren't
+keeping up to gravitate to one side and I would help then and then there
+were the girls the excelled and they seemed to cluster around another
+leader and then there was the core group. But since we all worked more
+or less in a circle, no one seemed to notice that some were ahead and
+others were slightly behind.
+Every year no matter what age group I am working with, we hold at least
+one ability awareness evening. Some examples of activities are:
+Having the girls feed themselves blind folded.
+Having them feed each other blindfolded or with mittens on. (Pudding is
+the snack of choice for this)
+If you can borrow wheelchairs from a local rehab centre you can have
+relay races. (Obstacles are set up for this such as a piece of carpet
+that isn't flush with the floor, you'd be amazed how hard this is for
+some and pillions that they have to weave in and out of)
+You can have one or two girls volunteer to spend the whole meeting in a
+wheelchair.
+Have then try to turn pages of a book with out using their hands or tie
+their shoes without using their thumbs.
+Have them put socks on their hands and try to do something as simple as
+picking up puzzle pieces or a piece of cutlery.
+For one night I was able to get a beeping ball and blind folded all of
+the girls for a game of catch. (this was very interesting)
+Trying to do up buttons with one hand.
+You might be able to borrow items from a local rehab centre such as
+canes for the blind and blind fold the participants to go through an
+obstacle course.
+Another idea is to hand out a card to each girl and not show it to
+anyone else. On each card each participant has a different ability,
+which from that moment on they have to participate in regular activities
+at the meeting while having that different ability. This is great to
+use at a regular meeting night and then discuss how they felt and how
+they thought they were treated differently.
+>>Submitted by Jann, mailto:djschultz1@cox.net
+When working with Girl Scouts who are disabled, the program allows you
+to adapt and arrange badge requirements and awards to accommodate their
+abilities. Within the Cadette and Senior program, there are many IPA's
+
+--- PAGE 14 ---
+that can be adapted for girls with special needs.
+Some things to consider before you start:
+1. Does this badge work interest the girl? If no, don't use it "just
+because" it will work. She has to be interested in the activities -
+just like the rest of the troop!
+2. If the troop is working on a specific IPA, what activities within the
+requirements can be adjusted for different skill levels? Are there
+similar types of activities that could be used to replace requirements
+that would be more appropriate for the girl?
+3. How can troop members be included to help a disabled troop member
+achieve the award?
+4. Are there consultants who can assist with the badge work who are
+familiar with working with disabled girls and can help adapt
+requirements?
+Most often, adaptations need to include discussions instead of writing,
+partnering rather than individual activities, role play to involve the
+girls, reading aloud by members of the group rather than individual
+reading, prepared handouts to focus on specific activities and provide
+simple guidelines. Consultants should be advised of any special needs,
+so they can be prepared for working with all troop members.
+Here are some examples of adapting IPA activities:
+Conflict Resolution IPA - This is a great award for every girl to earn!
+Here are some adaptations:
+Skill Builder 1 - Have troop members read aloud from their handbooks and
+hold a discussion on techniques for resolving conflicts. Have girls
+share stories about using these techniques. Include everyone in the
+discussion.
+Skill Builder 3 - Role Play the Listening Exercises, every member of the
+troop can have a responsibility as a participant, observer or
+facilitator. Discuss as a troop how they felt about the activity.
+Skill Builder 4 - Work as partners or triads to read aloud from the
+handbook. Have small groups compare answers. Discuss as a troop.
+Skill Builder 5 - Attend a live sports event as a troop or gather to
+watch one on TV (great activity in the fall for football or
+spring/summer for baseball.) In advance, prepare the girls to watch for
+specific behaviors. After the game, hold a discussion addressing the
+questions in the book.
+Technology 3 - Watch 2 or 3 television shows together (great at a
+slumber party with a TV/VCR.) In advance, prepare the girls to watch
+for the specific issues you want to discuss (post them on the wall or
+give them a handout.) Hold a discussion after the shows. Create skits
+or role plays. Divide into small groups and design a new ending to each
+
+--- PAGE 15 ---
+of the shows and share the "skit" with the rest of the troop.
+Service Project 1 - Hold a brainstorming session to list issues of
+interest to the troop. Select 1 or 2 for a Mock Court. Identify
+appropriate roles for troop members. There can be jobs for everyone -
+Lawyers, Defendant, Plaintiff, Sergeant at Arms, Judge, jury, witnesses,
+members of the press, etc. Role play the mock court, including all
+troop members. Arrive at a resolution. Hold a discussion to insure
+understanding of the process and the resolution.
+Career Exploration 1 - When inviting a consultant to visit the troop (or
+to go and visit a consultant at their job) have troop members prepare
+questions in advance. Each girl can be prepared to ask a question.
+Emergency Preparedness - Knowing what to do in an emergency is important
+for all girls to learn! Prior to attending a First Aid / CPR training,
+ask the instructor for accommodations for troop members. Often verbal
+testing can be given, demonstration of skills can be used instead of
+written testing.
+Camping - Almost every girl likes to be in the out of doors. (Even if
+just for the day!) Choose your camp site location to accommodate all
+members of the troop. Check for handicapped facilities prior to your
+trip. This leads into activity #1.
+Skill Builder 1 - When selecting a camping site, make sure every member
+of the troop can participate. The girls can be very creative and locate
+cabins, mixed use camp sites, etc. Discuss the questions from the book.
+Skill Builder 2 - Every member of the troop submit recipes for a troop
+camping cookbook. Use partners when completing cooking activities.
+Skill Builder 3 - Discuss all emergency procedures and role play to
+insure understanding. Working as partners, complete additional
+activities for emergencies and first aid.
+Skill Builder 5 - Brainstorm ideas as a troop for creative ways to
+arrive at your campsite. Have the troop select their favorite, taking
+into account everyone's abilities. (Our troop selected the mystery ride
+and scavenger hunt and tasked the adult leaders with preparing for the
+troop!) Work as small teams to review maps, plans and checklists.
+Technology 3 - Visit a local sporting goods store. Advise your
+consultant about the needs and requirements of the troop. Have the
+troop members prepare questions prior to the visit and everyone ask a
+question.
+Technology 4 - Working on the internet - gain parent permission and have
+troop members work in small teams or as partners. Prepare a specific
+questionnaire (like an on line scavenger hunt) for the partners to
+complete. Discuss answers as a troop.
+Service Project 1 - lends itself perfectly to a group activity. As a
+
+--- PAGE 16 ---
+troop, complete the assessment from the GSUSA book Focus on Ability.
+Discuss the results of the survey and assign a troop member to record
+your findings. Submit a letter asking for campsite improvements.
+Career Exploration 1 - When inviting a consultant to visit the troop (or
+to go and visit a consultant at their job) have troop members prepare
+questions in advance. Each girl can be prepared to ask a question.
+Other IPA's that have been successfully adapted:
+Family Living - requires the family to work with the Girl Scout (our
+troop did this over a summer holiday.)
+Home Improvement - every girl likes to "dress up" her room. Good life
+skills included in this IPA.
+Travel - great activities to complete as partners and small teams.
+Service Project 2 lends itself to discussing traveling with someone who
+finds it difficult to travel on her own.
+Understanding Yourself and Others - lots of great role plays and
+discussions!
+Creative Cuisine - working as partners and with consultants you can have
+dinner parties and field trips.
+Wildlife - enjoy visits to the out-of-doors, to a zoo or on local field
+trips. Work as partners or small teams to complete identification
+activities. Service Project 3 lends itself to discussions in the troop
+for accommodating all troop members.
+Women's Health - important for all girls to complete! Using
+consultants, discussions, role plays & skits to insure understanding.
+Several service projects can be completed by working as teams or
+partners.
+Computers in Everyday Life and Exploring the Net --computers are an
+important part of our world. Working with consultants, locating school
+resources, working as partners or small teams can complete this IPA.
+Do You Get the Message - can be a fun, interactive IPA to complete as a
+troop. There are lots of opportunities for discussion, role play, small
+group activities. Consultants for Career Exploration 2 can help troop
+members learn about disabilities.
+A World of Understanding - can be a great tie in to Thinking Day. Lots
+of discussion, team or partner activities, consultants and field trips.
+Collecting - while a collection can be a very individual activity, this
+IPA lends itself to group activities, field trips, discussions and team
+activities.
+Museum Discovery - can often be completed in cooperation with a museum
+education director. This IPA lends itself to field trips, overnight
+events at a museum, partner activities and discussions. Adapt the
+Service Project requirement to complete a survey for accessibility and
+ease of use for a specific museum. Submit ideas and recommendations to
+the museum director.
+On A High Note - if your troop likes music, this can be a fun IPA to
+
+--- PAGE 17 ---
+complete together. Through listening, discussions, field trips and
+consultants. The Service Project can be a Troop Activity (a singing
+show.)
+Women Through Time - by using oral history, partners for reading
+activities, discussion groups and role play the entire troop can enjoy
+earning this badge. Consultants can help with Career Exploration and
+partners or small teams can work on the service projects together.
+Games for Life - what can be more fun at a sleepover that playing
+games. Using discussion, partners, team activities that the girls can
+complete many of the activities. The Service Project 5 lends itself to
+discussing disabilities and adaptation of games. A Consultant could
+help with the Service Project and Career Exploration.

data/sources/Special Needs Part 2.txt

@@ -0,0 +1,571 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 2.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Special Issue #228 - Girl Scouts with Special Needs - Part 2 of 3
+Scouting Links Newsletter - September 19, 2003
+* * * ADVICE FROM GSUSA * * *
+The following is from
+http://www.girlscouts.org/adults/needs.html#resources:
+Girl Scouts is about inclusion. Learn the terminology. Do some research,
+using some of the resources available from Girl Scouts of the USA and
+online. And remember, the Girl Scout Program Goals address a girl's
+individual needs and potential - this inherent flexibility is a recipe
+for success for girls of all abilities.
+A Leader Should:
+ASK parents, doctors, teachers, and the girl herself about the
+disability and any health and safety limitations. Learn about any
+allergies, triggers, and special concerns. Have a procedure in place for
+any kind of medical emergency. Do not be afraid to ask for special
+assistance, if needed.
+PREPARE the girls who are not disabled in the troop for what to
+expect when a new girl with a disability is joining it. For disabilities
+that interfere little with typical functioning, give the minimum
+information for girls to understand the condition. More explanation may
+be needed for visible disabilities or for those that affect a girl's
+ability to function.
+CHECK OUT meeting spaces, field trip sites, and transportation to
+make sure they accommodate individual needs.
+ADAPT the Girl Scout program to meet special needs as they arise.
+(Think ahead, and encourage girls to assist you in this effort.)
+* * * INTELLECTUALLY CHALLENGED/LEARNING DISABILITIES * * *
+>>Submitted by Barb, mailto:Mountklein8500@aol.com
+My son has learning disabilities. He is about as smart as he can be.
+The problem is that he processes information slowly, therefore most
+people misinterpret his knowledge (this same kid passed the learners
+after 2 tries). He has a learning disorder called Sensory Integrated
+Dysfunction. Basically it's a planning problem. If you give him
+several things to remember, he may remember part 5, 2 and 10 in that
+order. Understanding and patience would be the key in this. Sometimes
+remembering to give him the final outcome of an event, say the Civil
+War, and backing out of it helps.
+Helpful Websites:
+http://www.ldonline.org/
+http://www.dldcec.org/
+http://www.learningdifferences.com/
+http://www.ncld.org/
+
+--- PAGE 2 ---
+http://mentalhealth.about.com/library/h/docs/bld03446.htm
+http://www.ldanatl.org/ - Learning Disabilities Association of America
+* * * ADD/ADHD * * *
+>>Submitted by Carly, mailto:dysfunctionalmother@comcast.net
+My name is Carly and I'm a new Cadette. I made a web site for my Bronze
+Award project called http://www.understandme.org. It's where girls with
+ADD/ADHD can post about how their lives are affected by it and, their
+parents/Girl Scout Leaders can read some tips by my mom. I am hoping
+that you will help me spread the word. I would really like girls to
+share and Leaders to learn and share. I have a flyer on the site you can
+download. Thank you to anyone who takes the time to read this!
+>>Submitted by Lisa, mailto:emyers@gte.net
+For girls with ADHD, keep them moving and focused. Activities need to be
+short and tactile. Projects like making Gack work great, (You know the 2
+parts liquid starch one part white glue, add food coloring, and squish
+till thickens.)
+>>Submitted by BrownieTrp4110@aol.com
+My daughter has ADHD. She is on medication but she only takes it during
+school hours so by the time we have our meetings it has worn off. My
+solution is when my daughter needs to be corrected my co-leader does it
+for me. I keep her busy by having her sit with me or work with her and
+her activities. It doesn't away time with the other girls. It helps when
+my co-leaders corrects her, believe me that works when you have a
+co-leader that can step in and do that. She is a big help to my daughter
+and me. ADHD children need organization and steps to follow a routine;
+they need one at every meeting and through life.
+>>Submitted by Wendy, mailto:themama61@yahoo.com
+Two of my girls have ADHD and I always count on them to be my "runners".
+They go and get (so to speak) so they are not always expected to sit
+still. They also make great leaders of games. Take them off to the side
+and teach them so that they can teach others. If they are not always
+expected to be still they will do better when it is time.
+>>Submitted by Dianna, mailto:da_wolff@hotmail.com
+I'm the mom of two kids with ADHD and have had to deal with some pretty
+emotionally disabled kids over the years.
+One girl was undiagnosed for 2 of the 3 years she was with me and became
+worse and worse until she was institutionalized ... I can't imagine how
+the mom handled it. Needless to say the number one thing in this
+situation was communication with her mom about what the counselors
+encouraged us to do. Behavior contracts can be very helpful. I found
+
+--- PAGE 3 ---
+that giving this little girl "special" attention was helpful. I had to
+eventually sit down with her peers and explain that she was having
+problems that we couldn't see that were in the inside and I expected all
+her "sister" Girl Scouts to be patient and help her through this. Her
+behavior was bizarre and frankly I was happy to bridge her up after 3
+years. The other kids grew to hate her... she was stealing their stuff,
+lying and basically doing tons of things that she should not have been
+and it was very difficult for everyone. As a last resort I was
+getting to the point I was going to ask the mom not to bring her to
+meetings anymore because I was afraid of her hurting other girls. In no
+instance is a girl allowed to scare another girl in the troop.... When
+that happens the girl with the behavior problem MUST leave. The safety
+of all is most important.
+I make lots of calls to the parents reminding them since the girls are
+so forgetful. Yes I have over 20 girls and this can be time consuming,
+but it cuts back on the frustration. In order to try to help girls
+remember things like permission slips we instituted scout bucks last
+year. It did help and now my Senior troop wants scout bucks also... go
+figure! Of course you will hear pro's and con's on the scout bucks. We
+were very careful to make sure the rewards were for things in the girls
+control.... dues and money are NOT involved in the bucks system. Just
+things like remembering to bring permission slips, wearing vests and
+pins, bringing pencils etc.
+>>Submitted by Laura, mailto:REDHEDINKY@aol.com
+I have ADD/ADHD, my 4 kids have it, my husband and I both have dyslexia.
+I'm a Cubmaster at my sons' special ed school. My 7th grade daughter
+just started there this year. Here are my thoughts:
+Remember, not EVERYONE gets "diagnosed" with an attention problem. They
+can even be intermittent so one meeting a kid can pay attention and
+another they can't. They might be distracted by things in their personal
+life and not even have a "learning disability" but be exhibiting the
+signs.
+Another thing to remember when you are fed up and going to penalize a
+girl for being chronically late and you're furious with her parents for
+not being "responsible" -- the kid got it from somewhere! True some
+children have learning differences from some unknown source, but I can't
+tell you how many kids I work with at my children's school for Dyslexia
+and specific attention disorders who OBVIOUSLY got it from their
+parents! You DON'T "grow out" of these things, you learn to adapt and
+overcome.
+I am a VERY responsible person and simply have NO CONCEPT of time. I'm
+
+--- PAGE 4 ---
+38. I still haven't learned how to adapt and overcome my time issues.
+I've got organizational issues as well -- I can plan a campout for 150
+people with NO PROBLEMS. I can organize a badge workshop or Service Unit
+event for a hundred and the girls love it and things run smoothly. BUT,
+figure out a schedule to do my laundry or how often to clean the
+bathrooms, forget it! It is absurd, but that's how my brain functions.
+1. Keep things uncluttered and simple. Do not over-decorate or it will
+distract people with attention differences and make it hard for them to
+focus.
+2. Include QUIET activities before you want the kids to pay attention to
+something important. You may want to play soft classical music. The kids
+usually don't listen to it at home and it's different. It will get their
+attention just because it's a change in the normal music routine. Also,
+they probably will say they don't like it and that will raise their
+tension levels and help them pay attention.
+3. Follow the SAME routine for EVERY meeting. We do this with my
+dyslexic and ADD/ADHD Cub Scouts. If we change the least bit, a couple
+of them used to get REALLY upset and refuse to participate.
+4. Tell the kids what you are going to be doing ahead of time, review it
+at the beginning of the meeting (maybe during a snack time?), do the
+activity, then review it again.
+Example: Send home a monthly schedule saying what you'll do at each
+meeting. Tell the kids what the following meeting will be about. Week 1:
+"Today we're going to talk about knife safety." Ask who has ever used a
+knife before. This will help you establish who can help you lead an
+activity, who is excited, who is apprehensive and who might be AFRAID of
+a new activity. (Usually, if there is a strong reaction, the kid needs
+an adult to be their buddy.)
+Next do your talk, but give each kid something to hold or color while
+you are talking about knife safety. (They could color a paper knife that
+will be cut out and assembled at the next meeting.)
+Then get up and do some moving around -- maybe a song or fast paced game
+about knives. We use a LOT of relay races with my group. These races do
+not necessarily have any purpose other than to expel excess energy.
+Winning is NOT emphasized.
+Regroup, but in a different setting -- you were at the table before they
+expelled excess energy, so you could arrange chairs in a circle, move to
+a different area of the room, sit in a circle on the floor, etc..
+
+--- PAGE 5 ---
+Now you are ready to demonstrate knife safety and let the kids watch. At
+the NEXT meeting, THEY will get to demonstrate knife safety with their
+paper knives that they colored themselves earlier in the meeting. After
+your demonstration, let them play. They have concentrated enough for one
+meeting and need to do some silly and fun stuff. At the NEXT meeting,
+they will remember what you've taught then and be able to build on that
+knowledge. By the 4th meeting, you will have them cutting something with
+real knives, using safety circles, correcting each other on safety
+violations, etc.
+This type of procedure can be used for ANYTHING you are trying to teach.
+Building a fire, knife safety, sewing, pitching a tent, using a camera
+... anything!
+5. If someone is having a bad day, respect that and don't FORCE her to
+participate. They will join in when they are ready. Forcing them,
+glaring at them, or other "negative" attention will only feed their bad
+mood. BLOW IT OFF and don't let them steal your thunder! It's really no
+big deal if they want to sit at a table by themselves and pout. Tell
+them where they can go to be by themselves and that you'd love them to
+join you when they are ready.
+It took me half the year to figure out what was going on with my son's
+best friend in 3rd grade. He'd immediately say something was stupid and
+he wasn't going to do it. He was afraid of trying new things and didn't
+want to fail in front of all his friends. I told him he could go sit in
+the chair and do his homework if he didn't want to participate, but that
+I was tired of him calling the activities stupid. He'd always come over
+after he saw what was going on and felt confident enough to try it.
+FINALLY, I figured out what was going on. I asked him if that was it and
+he said yes, so, we agreed that I'd ALWAYS tell them what we were going
+to do and how we were going to do it before we did it -- I didn't have
+to change anything. You ALWAYS have to give the kids instruction before
+they do something, right? But, HE felt better and it gave him confidence
+that I wasn't going to let him make a fool out of himself.
+6. ESTABLISH EYE CONTACT and stop talking when the child looks away. If
+they don't look back as soon as you stop talking, remind them "Eyes on
+me" and start talking when they look back. You may find you are doing
+this little process several times before you can get one sentence out.
+BUT, the kids have probably heard it before if they have an attention
+problem and you are showing them that you understand how they work and
+aren't MAD at them. You are PATIENT and want them to UNDERSTAND.
+7. When you correct misbehavior, SAY WHAT YOU WANT them to do, not
+"Don't RUN!" The kids may only hear you say "RUN!!!" and take off. Go
+
+--- PAGE 6 ---
+ahead and laugh, but I've seen it a million times! I'm a yeller and it's
+was hard for me to redirect myself to say, "WALK!!!" instead of "DON'T
+RUN!!!!!!!!!!!!" Another good command is "STOP!" It applies to a
+plethora of behaviors.
+8. DON'T make all the kids in your troop READ in front of each other!!!
+Horror of horrors is all I can say. To help a kid with learning
+differences feel a part of the group and not like an idiot, make a
+general announcement that "I know some of you love to read out loud and
+some of you hate it. If you'd like a turn reading, let me know. No one
+HAS to read out loud." This also covers the bases for the shy girls. You
+will likely have more outgoing, attention seeking volunteers.
+9. DON'T make ALL the kids in your troop stand up in front of people.
+When we do ceremonies, some of the kids stand behind the other ones up
+on stage, hiding so no one can see them. I make them all get up on
+stage, but they don't have to stand in a nice neat orderly line so all
+the parents can see them. The shy ones hid and gradually, as they get up
+there more and more, they realize lightening will not strike them. Their
+comfort level increases and after 4 or 5 ceremonies, they are readily
+visible.
+10. Don't ASSUME they don't care about earning their badges. But don't
+FORCE badge work on them either. Remember their parents may have time
+and organizational difficulties just like they do. It might just be too
+hard for the families to combat behavior, family activities, schoolwork,
+and everything else to get those badge requirements done. The child may
+not be able to read the requirements themselves even if they are in 5th
+or 6th grade. You may even need to adapt the requirements slightly so
+the child can earn the badge or Try-it. I couldn't memorize when I was
+young and I still can't. If my leaders had waited for me to memorize my
+Promise and Law, they'd still be waiting today. I was also the Cadette
+who never finished that last requirement to earn by badge. I didn't want
+to bother with the reading. I didn't want any MORE school work. It was
+just too much stress and trouble to bother with for me. You may have
+kids like that too. You can help them by taking them aside at a meeting
+or allowing a meeting every now and then for the whole troop to finish
+up badge work. Even though I didn't finish my badges as a Cadette, I
+still had a sense of accomplishment from scouting because we camped a
+LOT. I enjoyed that more than the work of badges. As long as the kids
+are learning and having fun, that is what is important.
+11. ALL kids (adults too) learn better using a multi-sensory approach.
+Involve as many senses in your training as possible.
+Make GIANT game boards out of sheets, shower curtains, tablecloths,
+
+--- PAGE 7 ---
+etc., and permanent markers. You can make a generic game board using a
+#10 can to make BIG circles, smaller cans for smaller circles, different
+size boxes to make rectangles, etc. You can use stencils if you are
+artistically challenged or just draw some things on there freehand. DO
+NOT OVER DECORATE THE BOARD! This will distract your kids with attention
+"differences" and make it hard for them to concentrate.
+To use canoeing as an example, here is how I'd make a game:
+1. Go through my training manual and pick out "vocabulary" words. Put
+all these words with definitions on one set of cards and label them
+"Vocabulary" on the back.
+2. Pick out all the different types of strokes. Put all these on
+"Demonstrate" cards. When you land on a Demonstrate spot on the board,
+pick one of these cards and the WHOLE GROUP has to demonstrate the
+stroke. You can also add how to put on a PFD.
+3. Make a generic board on a PLAIN flannel backed vinyl tablecloth with
+2 squares for my decks of cards. Make circles or squares on the board
+for a path to get from Start to Finish. Color some of the spots a
+special color. When a player lands on one of them, they get to pick a
+card from a special deck -- Wave cards and Life Rings in this case.
+4. Assemble 1 or 2 giant cubes and color the dots on them for dice.
+5. Cut out 4 to 6 paper canoes from colored paper to use as "men" and
+have them laminated.
+6. Make some "Wave" cards that have a scenario to act out. "You and your
+partner are in the middle of the lake and a storm comes up. What would
+you do?"
+7. Make some "Life Rings" cards to mix in with the Wave cards. These
+cards would contain safety related topics.
+8. I'd probably include 4 to 6 paddles and PFDs (Personal Flotation
+Devices) for the demonstration cards. If you have access to REAL items;
+that will only reinforce the retention of what you are teaching.
+Again, with this method, you can adapt the generic game board to ANY
+skill you are trying to teach -- knife safety, hiking (add some
+stretches to the demonstration cards), fire building (include real twigs
+or fun foam for demonstrations), cooking, sewing, anything!
+I was thinking of younger kids when I wrote the above. For older girls,
+remember they don't outgrow their learning differences. That girl who is
+always talking too loud? Maybe that's how loud she needs to HEAR things
+to be able to focus on them. The girl who's always interrupting? She
+probably can't control her impulses. Don't get mad at the girls, just
+say to yourself that they can't help it and what can YOU do to help
+them?
+Often, these kids get teased at school or made fun of for being
+
+--- PAGE 8 ---
+immature, having a low stress tolerance level, and/or get frustrated
+VERY easily. You can make an immature/frustrated girl your partner if
+she is bothering other kids. YOU will be kind to her and that is what
+she will remember, that her leader is nice to her; that an ADULT in her
+life thought she was WORTH teaching. She may not let YOU know it, but
+that's exactly what is going on. Gradually, as she gets the message from
+YOU that she's ok the way she is and you will still like her; that will
+translate to how she is with the other kids. The other kids will also
+see that YOU think she's ok the way she is and they can accept her too.
+So many kids think you have to be a certain way to be OK. By having a
+kid with disabilities around, your actions will show the other kids that
+it's ok to be different. There is a LOT of "same" in there too. To help
+emphasize the "same" play getting to know you games. You can find a lot
+on the internet. This will help break down the walls and start team
+building within your troop. Scouting is a GREAT place for kids with
+learning disabilities!
+* * * ASPERGER SYNDROME * * *
+>>Submitted by Kate, mailto:wishlisty@yahoo.com
+I have included info I saved from, I believe, AGS list on Asperger
+Syndrome. I am sorry now that I did not save contacts for postings, but
+I only planned this for personal use; never expected the need to share.
+>>1. STRUCTURE, STRUCTURE, STRUCTURE. Knowing what, when, and how
+something is going to happen is very crucial. What I did in the
+beginning of the year is we sat down decided what the rules would be.
+She needs to be nice to others, not blurt out things, etc. When she
+can't comply she would need to sit outside the room, until she felt
+better in control. Sometimes it helped sometimes it didn't. But everyone
+needed to know that this behavior would not be tolerated. The rest of
+the troop was aware of what was going on, and have been very supportive
+of her.
+But when things started taking a slide downward, it was back to the
+doctor for a med adjustment, and in my daughter's case, hospitalization.
+At times it is difficult for these kids to control their behaviors. That
+is where meds come in. If these behaviors are going on consistently,
+something more needs to be done, behavioral approaches can't always
+help.
+Have you seen her without her mother? My daughter can control things a
+little better when I'm not around. Have you talked to the troop about
+her disorder? How at times she may not be able to control things? This
+was very beneficial.
+
+--- PAGE 9 ---
+>>2. For a long time Asperger Syndrome was not recognized. I try and
+explain it to people that it is almost like a borderline Autism. I also
+say that people with this, well their elevator goes to the top floor but
+it skips a few floors in-between. For more information, go to
+http://www.udel.edu/bkirby/asperger/
+I have also seen this referred to as the "geek syndrome" -- that is,
+many high functioning people with Asperger's tend to become computer
+geeks. They seem to function well in that field (hint: try to channel
+interests in that direction).
+Some things about Asperger's: above average intelligence is one of the
+hallmarks, which makes it difficult as the people have the "smarts" to
+get into more trouble, but not the "wiring" to understand why. They
+really, really need structure and any deviance causes them to act out.
+My girl friend has an Autistic son and an Asperger's son and just moved.
+All I can say was chaos reigned for several weeks afterwards until the
+two settled into their routine. Asperger's get a "passion in life",
+sometimes 2. Everything else takes a back seat to that passion. They
+also tend to be incredible pack-rats.
+Many people with Asperger's syndrome are Celiacs -- that is allergic to
+wheat and anything that has wheat or barley in it (that includes
+mustard, mayo, ketchup and you wouldn't believe what else). My
+girlfriend put all her sons on a Celiac diet and within 3 months you
+could see a real improvement in behavior. A word of warning, most
+doctors don't believe in this -- she fought with her doctor for several
+years before he accepted her assessment of the situation. Also, when you
+put a person with Asperger's on the Celiac diet at first they will get
+worse. It is easier with an older person with Asperger's as after a
+while they will realize that they feel better without the wheat than
+with it. Do a search on celiac, there are several lists also for this.
+>>3 .I had a girl about 7 years ago that wasn't diagnosed with
+Asperger's and we didn't know what to call it back then. One of the
+things we did was talk to her A LOT. We said "you are such a pretty girl
+when you smile, smile once during every meeting." We slowly increased
+that request. By the end of the year she was actually a pleasant girl to
+be around.
+Remember . . . . you are a sister to every Girl Scout. I WILL NOT
+TOLERATE any behavior that deviates from this. No picking on each other.
+It takes about 6 weeks for new girls to adjust to this. However, it
+slowly dawns on them that while it means they can't pick on other girls,
+guess what, other girls can't pick on them! Aha!!! I know some leaders
+tell me that it is not practical to demand this behavior. The girls will
+
+--- PAGE 10 ---
+behave as you expect them to behave. More I can't say.
+>>4. Children with Asperger's need the social interaction with their
+peers that organizations such as Girl Scouts provide.
+It may help you to look at the girl with Asperger's in a different
+light. One from how much this girl has achieved rather than how far she
+has to go. I speak from experience because my 9 year old son has
+Asperger's and is in Cub Scouts. When my son was 4 his speech was
+unintelligible, his eye contact was minimal, and he had no friends. Now
+at 9, he reads at the high school level (or above), has excellent eye
+contact and has a couple of good friends. His ability to take turns has
+greatly improved and due to a fantastic, loving teacher, 3rd grade was a
+good year in school. He still has a very limited diet (only eats cereal,
+peanut butter on toast or crackers, chicken tenders - not nuggets, and
+fries) and he has great difficulty with team sports. His particular
+sensitivities are to sounds and smells. Other children with Asperger's
+may be hypersensitive to touch (even textures), temperatures, and light,
+as well.
+I suggest that you first sit down with the girl's mother to discuss her
+daughter. Ask her about her daughter's history and the things she has
+achieved that she didn't think were possible - I guarantee you there are
+many. Then, ask her what her ultimate goal for her daughter is - our
+goal for our son is that he eventually becomes indistinguishable from
+his peers during normal everyday interactions. Hers may not be so grand
+or may even extend to total recovery depending upon her philosophy.
+Next, ask her if there are any specific areas they are currently working
+on with their daughter that you can help with or that can be achieved
+through Girl Scouts.
+People with Asperger's tend to become fixated on certain things. For
+instance, my son prefers the number 5 and the color blue. We use to HAVE
+to accommodate this fixation, but now it is not as important - we let
+him decide. Right now he talks endlessly about time machines, chemistry
+formulas, and black holes. Other kids think he is strange and tend to
+avoid him. He has made a couple of close friends that put up with his
+odd behaviors because he can be very interesting and a lot of fun if
+given the chance - and of course, their parents teach them tolerance and
+the value of having differences.
+I am sure there are those that think he is spoiled, difficult, and
+temperamental. Fortunately there are also those that recognize that he
+is an amazingly bright child that has a mind that sometimes refuses to
+cooperate with him. Most children with Aspergers that lash out do so
+because of provocation. They are NOT stupid and resent being treated as
+
+--- PAGE 11 ---
+such by other children and adults. In fact, many children with Aspergers
+are extremely bright and usually excel in one or more subjects because
+of their innate ability to concentrate (fixate) on one subject for
+extended lengths of time.
+I would end the conversation with the girl's mother by focusing on two
+topics. Preparation and Discipline. When preparing for meetings
+specifically plan how best to include her daughter and what to do when
+her daughter simply can not participate in an activity. What alternate
+activity can she do while the rest of the group continues on? Can she
+help set up the next activity, read a book she has brought, etc?
+Discipline - How does she handle it with her daughter? What works best
+with her daughter? Are their certain methods that work and others that
+do not? What goes for one does NOT go for all. Every child has his or
+her own differences and responds to different methods of discipline.
+Long lectures with a child with Asperger's are usually useless. The
+consequences for our son usually involve removing television viewing
+(fixates on cartoons) and/or Legos for serious offenses - hitting
+someone, etc. For minor offenses, a short time-out. Consistency is the
+key.
+Do not expect the child to meet your expectations when/if she
+apologizes. Many children with Asperger's have not mastered the ability
+to "show" genuine sorrow on their faces. If you receive an apology do
+NOT insist on a better one. Accept the one you were given just as you
+usually would and try to withhold judgment on the adequacy of the
+apology. Let her mother decide what is genuine or not since she knows
+her daughter.
+Also, do not assume the child is on medication. Many children on the
+spectrum are not on any medication.
+Some suggestions: With the mother's permission, discuss her daughter
+with the other girls (and maybe the other parents). Remind the girls
+that EVERYONE needs and wants friends and the importance of being a
+friend to every Girl Scout. Some friends are not as easy as other
+friends, but that does not make them less important or less valuable.
+Explain that people with Aspergers, unlike say a quadriplegic, is
+something wrong on the inside. Just because you can't see it doesn't
+mean it is there and doesn't mean that the child can do anything about
+it. Just like a quadriplegic can't walk just because she wants to. You
+may want to try blindfolding the girls and handing them sticks to guide
+themselves across the room or to lace their shoes. Another idea involves
+using ear plugs AND ear protection headgear while they try reading the
+lips of their partner. You can't really duplicate the Asperger
+
+--- PAGE 12 ---
+experience, but you might be able to show your girls that empathy and
+understanding are always preferable than fear and avoidance.
+If applicable, have all the girls fill in a "Favorites" sheet without
+their names on top and then have them try to figure out which sheet
+belongs to which girl.
+Give the girls some ideas on how to help include the child with
+Aspergers and how to deal with things they don't like. If the child with
+Asperger's hits them, rather than hit back, say, "Please don't hit me on
+the head, it hurts me when you hit me." Language with a child with
+Asperger's needs to be very specific, not vague. "Don't hit" is too
+vague.
+I know it sounds like a lot to expect from young girls, but I bet the
+girls will surprise you if you just help them find ways to include the
+child with Aspergers. For instance, you may assign the "Leader Helper"
+for the day to be the one to go out of her way to help the child with
+Asperger's to participate. Of course, the child with Asperger's mother
+should be agreeable to this.
+Use a buddy bin to "pair-up" the girls for group activities rather than
+having the whole group
+congregate together. We use a coffee can with Popsicle sticks (names
+printed on them). Children with Asperger's tend to have problems in
+groups - so break your group up in smaller settings whenever possible.
+Try to tailor one or two activities in areas of interest to the child
+with Asperger's - if she is capable, let her lead the group in that
+activity. Children with Asperger's like structure and control so they
+know what to expect and how to behave. Some days my son will tell me his
+head is acting all funny inside - some days are worse than others for
+him. He can't help it, so we do what we can to accommodate him and help
+him to function better. If it is his day to lead an activity and he is
+having a bad day, we change it to another day - Flexibility and planning
+helps.
+Something as simple as changing the room you are meeting in may solve a
+host of behavioral problems - the noise level or the lighting may be
+affecting her behavior.
+* * Down Syndrome * * *
+Submitted by R. Jingle, mailto:
+For a Girl Scout with Down Syndrome, how about a buddy? One of the
+kapers for each meeting is that one of the girls works directly with the
+young lady with Down Syndrome as her buddy for that meeting. The helping
+
+--- PAGE 13 ---
+buddy realizes that she helps, not does for. This may mean that the
+helping buddy will not get the craft or activity done for themselves.
+The leader needs to make sure to there's a way for the girl with Down's
+Syndrome to be a helping buddy too (help the leader greet new members of
+the troop, show them where to put their things, etc.) Of course all of
+this hinges on the level of independence and functioning the girl with
+Down Syndrome has.
+The helping buddy idea can work for any girl who needs special
+accommodations, extra hands and legs.
+Create a troop language that indicates when a girl needs special
+assistance. Maybe if she says "butterscotch pudding", everybody know
+she needs help going to the restroom or if she says "kites fly high"
+that she needs someone another hand. If the girl is nonverbal what are
+the signs she uses to communicate with her caregivers? How can those
+signs be incorporated into the troop's vocabulary?
+Submitted by Katy, mailto:furryfeathers@mindspring.com
+My daughter is 13, almost 14, going into her second year of Cadettes.
+I've talked with members of our council staff, and they all have
+encouraged me to keep my daughter as involved as possible. A couple
+things we have done are...
+1. I have an assistant leader whose main responsibility is helping my
+daughter while we are planning. She can plan, to some extent, even if
+it making a choice between two choices. This other leader may even be
+taking my daughter camping next month, to an older girl event, where
+they will plan an event for Brownies. I took her last year, and she
+loved it. This would be the first time my daughter camped without me.
+2. Find something the girl wants to be involved in. My daughter is
+mostly non-verbal, but loves to sing! She is active in the council
+choir, and gets excited about practice, as well as performances. This
+will also be her council committee, when she gets to Senior Girl Scouts,
+and needs to be on a committee for one of the pre-requisites. They do
+ask the Cadette and Senior members of the choir to come early for
+planning purposes once every few months, so this is legit for her.
+3. Be flexible. Will the girl in your troop finish the requirements to
+the same level as some of the other girls? Probably not. But will she
+learn something from each activity? Hopefully she will. While working
+on the Safety Award, the other girls had a requirement about making a
+list of emergency numbers, to take with them when they baby sit. My
+daughter learned to dial 911. For her, this was very hard, but now,
+quite an accomplishment. We made a game of it, and the other girls in
+the troop ask her sometimes, "Who do you call for a fire" she answers
+
+--- PAGE 14 ---
+"911". If they ask, who do you call if your sick, she still answers,
+"Mom!" But she knows the difference between an emergency and just
+being sick, so this is wonderful.
+A lot of keeping a girl with a disability in your troop depends on your
+outlook, and that of the other girls in the troop, and even in the
+service unit. Honestly, it is why I first became a leader. My daughter
+wasn't welcomed into the first troop we tried, and I wanted her to be a
+part of Girl Scouts. So I got involved. Girls who join my troop are
+told up front about my daughter, and are given the option of another
+troop, if they aren't comfortable with working with my daughter. Best
+of luck!

data/sources/Special Needs Part 3.txt

@@ -0,0 +1,814 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 3.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Special Issue #228 - Girl Scouts with Special Needs - Part 3 of 3
+Scouting Links Newsletter - September 19, 2003
+* * * VISUAL IMPAIRMENTS * * *
+>> Submitted by Rosie, mailto:rosie_0801@yahoo.com
+You know that phase kids go through, when they around 7 or 8? That phase
+where everything must be fair? I don't mean the whining "It's not
+faaaiiiirrr" in regards to lack of junk food etc. I mean that period
+where their minds develop a deep sense of justice, and are unable to
+comprehend anything that won't fit into it. My girls were in that
+phase, and persisted in hollering at "Keesha" for not "staying in the
+lines" at poison ball (ie dodge ball in the US). "Keesha" couldn't see
+anything clearly, if more than about 5cm from her face. The girls were
+not being nasty, they just had nowhere to file the fact that "Keesha"
+couldn't see the lines, no matter how many "little chats" we had about
+it. The solution?
+I invited a blind teenager along. She brought her Braille typewriter to
+show the girls, a kids book translated into Braille, and a few other
+bibs and bobs. Her coin holder, and 'thing to put over the side of a cup
+so you don't overfill.' The girls were most interested and asked lots of
+questions. When they began to get a bit fidgety, I suggested some games.
+I gave each girl a blindfold, just some fabric scraps I had. They could
+see just enough to ensure they wouldn't crash into anyone/anything, but
+not enough to be able to see the lines in poison ball! It is really
+important to keep everyone on equal footings (leaders excluded.) Don't
+let any girl take off her blindfold until the activity is finished. If
+her eyes are itchy, or any other catastrophe, take her out of the
+activity are, to let her rub them, then the blindfold goes back on, and
+she can return to the activity. Nothing worse than knowing someone can
+see you, and you can't see them. After playing blindfolded poison ball,
+I was assured that they would "NEVER tell anyone off for going outside
+the lines EVER AGAIN!" Mission accomplished!
+To provide an idea of what it would be like to be fully blind. I used an
+activity I remembered from my brownie days. I figured if it has stayed
+in my memory for 15 years, it will make an impression on them too. One
+leader should arrange enough table space in the middle of the room for
+the girls to fit around comfortably, and double over their blindfolds,
+so they can't see at all. Another leader should be in the kitchen
+preparing 2 plates with some margarine on them, and 2 with jam.
+(Depending on how many girls you have. Just make sure there is not
+nearly enough to go around.) When the girls are blindfolded, deliver the
+plates to the table. Give each girl a plate, slice of bread, and a
+butter knife. Explain to them that this is an activity to pretend to be
+fully blind, rather than vision impaired as they were earlier. All they
+
+--- PAGE 2 ---
+have to do is butter, then jam the bread, which, as they all know, is
+easy. Again, all blindfolds stay on until the activity is finished,
+which is when everyone is finished. After that, it's up to them, and
+sure, they can eat it when they finish, though I bet they won't want to!
+DO NOT help them, if they can't reach they'll have to ask one of the
+other girls. We all love our girls, but DON'T give in, even to the
+little ones. 5 minutes of discomfort won't kill them.
+While this might all sound like torture, we actually used it as a
+bring-a-friend night, and they all had a ball! Best of all, it all fits
+into an hour, and we've broken through the mindset, and my girls have
+been much better ever since. I used this with my 5-8 year olds, and I
+think it would work just as well with any other age group. Perhaps even
+teenagers, if they were in the mood?
+* * Crafts for Girl Scouts with Visual Impairments * *
+>>Submitted by Heather of the Fowler Center,
+mailto:programs@thefowlercenter.org
+I think that Mask Making would be a great activity. All you need is
+vaseline, plaster of paris strips (it comes in a round tube and you can
+cut it into strips), and water. You put vaseline on the area that is
+going to be 'molded.' Then wet the strips in water and place over the
+area. Let it set for a little while until it is dry and then it will
+come off in the shape of whatever was 'molded.' It really does a good
+job of picking up the different features on faces or hands and it feels
+neat when it is all done.
+Also, you can do a sensory activity (I know this isn't really arts and
+crafts, but it is fun) where you take film canisters and put different
+powders or pieces of things that have a definite odor. I usually use
+things like cinnamon, licorice, spices, candy, etc. You put each smell
+into two canisters and then give each participant one canister. Then
+they have to find their partner (the one who has a canister that smells
+the same as theirs). You can also do this to put people into groups -
+just use each scent the number of times that will correlate with the
+size of the groups that you want.
+Fairy garden houses: building a house using sticks and green moss, and
+carpenters glue. You can also have them plant something that grows
+quickly in a styrofoam cup (just poke a hole in the bottom of it with a
+pencil). They would just need to water it when the soil started to feel
+to dry, and then would be able to feel when the plant started growing.
+Beans and peppers are great for this. I strongly suggest you building a
+house prior to asking them to do it, that way you can find out what will
+work best for your group.
+
+--- PAGE 3 ---
+>>Submitted by JoMarie of JoMarie's Creative Braille, Inc,
+mailto:ken@creativebraille.com
+1. Tactile cards, Using different things such as sand paper, cotton,
+wildflowers and etc.
+2. Leather lacing
+3. Painting Ceramics in which they use only one color that can be fired.
+4. Glass painting in which a sighted person will put the pattern on the
+glass with liquid lead then after that dries they can feel that and
+paint in the different area's.
+5. Weaving with cloth or yarn and etc.
+The girls who are blind mainly need it to be tactile so that we can be
+able to feel what we are doing in place of being able to see it. So if
+you keep that in mind the blind can do everything a sighted person can
+do except drive.
+>>Submitted by Lisa, mailto:emyers@gte.net
+Sculpting is very therapeutic for children who are blind. In the context
+of a meeting, making bead jewelry from sculpy is fun. They can squish
+bits of clay in any shape and then string them onto a nail or wire to
+make the hole, and then bake. The child will enjoy feeling the beads she
+has made and your non-sight impaired children will enjoy the bead making
+as well.
+>>Visual Impairment Websites:
+http://www.comeunity.com/disability/vision/index.html
+http://www.afb.org/
+>>Other Resources
+Books for the Blind, Inc.
+2123 E. 38th Street
+Brooklyn NY 11234
+Telephone - 718-951-9081
+Unfortunately, they do not have an available website, so you would have
+to call them for any information and inquiries, but they do have the
+Girl Scout books.
+* * * HEARING IMPAIRMENTS * * *
+>>Submitted by Jean, mailto:seanchai@escape.ca
+American Sign Language, the language used by Deaf North Americans, is
+every bit as colourful and complicated as French or Tagalog. How well do
+YOU know ASL?
+The syntax is very different, also. Instead of Signing, "I am going to
+the store now," you would Sign, "Me store go."
+
+--- PAGE 4 ---
+If you live anywhere close to a Centre for the Deaf, or a collage or
+school which teaches ASL, it might be better to have someone come to
+your girls and talk to them about what it's like to be Deaf, to have an
+invisible handicap. That person might be able to teach the girls the
+alphabet and finger spell a few words. But that is NOT 'sign language'
+but finger spelling. The Deaf community frowns on non-ASL speakers
+teaching the hearing community about Deaf culture.
+>>Submitted by Gloria, mailto:coffeecafe@cfl.rr.com
+One game I teach the girls which helps with their ABC's is Hangman. Here
+are my rules:
+1. No voices can be used, only signing the ABC's. In the beginning, they
+can whisper their letter to one of the leader's if they aren't sure how
+to sign it. If you can, get them copies of the ABC's.
+2. When they are ready to guess the word, they can speak only then
+because we haven't learned the signed words yet. Once you do learn the
+signed word, then NO VOICES. NO MATTER WHAT.
+3. If the word is guessed, everyone does the silent cheer. Which is:
+both hands spread (like showing the number 5), raise them to the sky and
+shake them like crazy. I did this one with first years Brownies and they
+did really well.
+The other game I actually used with adults is Signed Bingo.
+You make up your own cards with the words Just like a BINGO card.
+The caller then Signs the word OR finger spells the word. In the
+beginning, I gave the people scratch paper so they could write what they
+thought I finger spelled. For younger girls, you can always cut out
+pictures of the item. Again adult help is allowed.
+2. Again no voices.
+3. To yell BINGO, it is the Silent cheer.
+4. Once pointed to, they person will finger spell or sign the word to
+the caller. If they are right, they win a sticker or a small piece of
+candy. The adults I taught loved the game and said it gave them good
+practice.
+Learning songs is also a lot of fun. I cannot remember the series name
+but check with your Library for Sign Language videos. Ask the Librarian
+if they have any for kids. The ones I saw had one for animals, numbers,
+patriotic songs, nursery rhymes and I can't remember what else.
+I am hearing impaired. There are a few tips for people chatting with/to
+us that they don't always realize:
+I am not ignoring you. Chances are I really didn't hear you.
+I cannot listen to a radio, AND hear you. I have to concentrate on one
+
+--- PAGE 5 ---
+or the other. Turn it off or touch me to get my attention.
+If your back is to me, likely I know you're talking, but I have no clue
+what you're saying. Also, don't talk to me from another room. You're
+wasting your time and mine, even if you raise your voice.
+You may feel angry, "I've called you three times!" I do not feel bad
+about that; I didn't hear you. Remember: I am not ignoring you.
+If you are speaking quickly, I cannot always listen that fast. If you
+are dropping your voice, you may drop your conversation right off the
+edge of my hearing range. Don't try to tell me secrets unless we're
+alone. I don't understand whispers well.
+Don't tell me I have 'selective hearing' because that implies I do not
+choose to listen. Some times acoustics seem to work better, or the other
+person enunciates better or whatever. Also - please do not say, "Never
+mind" and walk away from me. You are punishing me for a hearing loss
+that I cannot control.
+One of our family friends is known as DAVE because he has a big, booming
+voice. He's a delight to talk to. Another friend is a shrinking violet -
+she's stressful to chat with, because she speaks so low I can hear only
+one word in six.
+Face me, if possible with light on you so I can lip-read clearly. Try
+not to let your voice drop too much. Be patient with me when I ask you
+to repeat what you just said, or when I interrupt you when I cannot hear
+you. Seat me across from you so I can see you. In a crowded space, with
+many people talking, be aware that I cannot eavesdrop, or perhaps even
+hear you. When there is background music, don't assume I can hear it,
+too. If it is quiet, 'mood music,' I likely don't know it's there at
+all.
+You might see me, during coffee breaks, reading a newspaper or a book. I
+am not being anti-social; it's my way of resting from the constant
+having to strain to listen. I need 'down time' too!
+The other thing is to ask - it's hard to have a 'hidden handicap'
+because most other people get testy when you ask for help. Especially if
+they think you didn't need it. One woman was often nasty to me when,
+during District meetings, I'd ask for clarification. Finally I emailed
+her, explaining my circumstances. She had assumed I was needy, looking
+for attention, that I chose not to wear a hearing aid, etc. like some
+fellow at her work. She was apologetic after we had an exchange, and
+has been much nicer since.
+
+--- PAGE 6 ---
+>>Editor's Note: I don't really think about it, but I too am hearing
+impaired (deaf in one ear). Jean's advice on talking to a hearing
+impaired person made me think, "That's exactly how it is with me!" So
+heed her advice, she is a wise woman!
+>>Submitted by Rosie, mailto:rosie_0801@yahoo.com
+I don't know how much sign language you or your co-leader know, but I
+think it is important for you to make sure you really know what you are
+teaching. I would assume you are thinking of teaching the girls the
+"Signed English" version of the promise, and that is NOT the same as
+ASL, and the girls need to be aware of the difference. There are lots of
+games that can help to teach sign (I'm doing the same thing with my
+girls at the moment.) "What's the time Mr. Wolf" is a great way to teach
+and practice numbers. "Deaf Chinese Whispers" is great for everything.
+If you or your co-leader sign, ignore this bit, but if you don't, I
+HIGHLY recommend you find someone who does, to come and teach your
+girls. This may be a Deaf person, an ASL student (who feels comfortable
+enough to teach a little bit,) a teacher of the Deaf, a CODA (Child of
+Deaf Adult.) Try contacting your closest Deaf Services Centre, or Deaf
+School, they will be able to help you. Don't try to learn, or teach out
+of a book. A book cannot teach a visual language. ASL is a language
+belonging to a specific culture group, and deserves respect (it's not
+just a "cool thing" like Pig Latin!) Also if this is an adventure you
+and your girls would like to partake in, it would be incredibly wasteful
+not to make the most of it. Sign language loses most of it's meaning if
+it is not in context. Context in this case, is the Deaf Community. If
+you want to do this properly, it will be one of the most interesting
+projects you've ever taken part in. Being in the USA, you have many
+resources that even this Aussie guide leader knows about! Gallaudet
+University, for instance. Have you ever seen Deaf Theatre? I recommend
+it highly!
+We have a program over here, run through the Deaf Services, called
+"Deaf, Deaf World." We run a baby version of it for the new students at
+school. (I study Auslan- Australian Sign Language.) The aim is to turn
+the tables on the hearing people. It involves setting up various
+situations eg. a bank, travel agent, really anything involving detailed
+conversation. Different tables, representing the different scenarios
+will use different methods of communication. One will sign, at their
+normal speed (perhaps getting slower and more condescending,) another
+will speak without voice, another will mime. Extra deaf will stand
+around having conversation, signing at 90 km an hour, joke, laugh, try
+to sign to the hearing people, and give up signing "stupid hearing
+person" to their friend. It might sound harsh, but that's what deaf have
+to deal with everyday. The hearing people must go to each station, and
+
+--- PAGE 7 ---
+try and carry out the appropriate activity for each scenario. They tend
+to get the idea, and understand what it's like to be in the other
+person's shoes. I've never participated in this myself, but feedback
+from others shows it to be an incredibly unpleasant, but valuable
+experience.
+A game we play at school, and I've taught my gumnuts (the equivalent of
+Daisy Girl Scouts in the US), is "Deaf Chinese Whispers." Whoever is
+running the game, should prepare a few sheets of paper with simple
+pictures, eg. a circle with a square in the middle, a wavy line, a
+house, etc. Start with very simple things, and increase as they get the
+hang of it. Leaders ought to join in these games, if they are learning
+also. They need just as much practice as the girls, if not more. Have
+some spare paper and pens, or a whiteboard extra. To run the game, you
+need teams of equal number, use their patrols if it suits. The girls
+need to be lined up, one behind the other, with each team about an arms
+length away. It's good to have a bit of elbow room. The first girl in
+each patrol faces the leader in charge, all other participants face the
+other way. The leader will draw the picture in the air, repeating a few
+times if needed. The girl then turns and taps the next persons shoulder,
+who turns around to carefully watch, then taps the next person, and so
+on. The last in line, runs to the front to draw on the whiteboard, or
+spare paper, what she saw. This is harder than it sounds to a beginner.
+As with all deaf games, NO VOICE, although the leader in charge can if
+she feels it necessary, but don't give hints, just repeat yourself
+again... They are only beginners after all. The most common mistake is
+to draw a mirror image of the original. The ability to reverse it is
+called transposition, so a picture must be transposed. Cool word eh?
+Believe it or not, once you get the hang of transposition, you'll have a
+lot less problems reading a street directory, I hardly ever need to turn
+it so it faces the 'right direction' anymore! This game can be used as
+I've explained, or to sign a simple phrase eg "green frog" or something
+like that, or a phrase you've already taught, to try and consolidate the
+knowledge, or a short fingerspelled word, start small, only three or
+four letters. This game can be used with all age groups, my gumnuts
+found it a challenge, but one worth working on, and I've seen it played
+by adults with just as much enthusiasm as kids.
+There are lots of things important about teaching sign, which I've
+talked about in other articles, but 2 more come to mind. One, accuracy
+is more important than speed. Speed will come with practice, accuracy is
+more important. Keep thumbs tucked in when they are supposed to be,
+otherwise it's like trying to read messy handwriting. The other thing,
+is not to teach them to speak at the same time as signing. It may be
+appropriate in some situations, eg. You are going around the circle with
+each girl/leader taking a turn to remember a sign. In that case,
+
+--- PAGE 8 ---
+sign-speaking is limited to that activity, and a good way to see what
+the kids remember. Other than that, it's a really bad habit. Sign is a
+visual language, the grammar is different, and it's impossible to think
+visually while speaking English. If you are speaking (with voice or not)
+you inhibit your language learning abilities, and you can't use the
+correct facial expressions or lip patterns if you are jabbering away in
+English, or any other spoken language. Can you draw a picture with
+words. You can describe a picture with words, but can you draw it? Does
+writing "tree here" on a bit of paper tell you what it looks like or
+what else is around it?
+Classifiers are an important part of sign languages; they are the parts
+of the language that make it colourful and interesting. Take the
+classifiers out of the language, and it becomes about as interesting as
+a monotone math lecture. Classifiers are mostly adjectives, the
+describing element of the language. It's hard for me to explain
+classifiers, because they are visual, not verbal tools, but if you find
+a deaf person, they'll teach you. They are probably more important for
+beginners, than actual vocabulary. If you don't know a sign for
+something, you can always act it, or classify it, if you know how. A
+great way to practice classifiers, is Kim's game, which can be varied in
+many ways. The object here, is not to remember all the items, but to
+classify which items are 'missing,' describe it, not just shout out,
+"the books missing!" I can tell you how to teach classifiers, but I
+can't actually teach them to you. Besides, I "speak" Auslan, not ASL, so
+it wouldn't be much help anyway. Auslan is very similar to BSL (British
+Sign Language) but very different to ASL (American Sign Language.) I
+know even classifying a car driving along the road, is different in ASL
+than it is in Auslan, and you'd think that was pretty basic.
+An interesting challenge for Cadettes or Seniors, would be researching
+opinions about cochlear implants, or other such controversial issues.
+There is a lot of stuff on the internet. They could set up a debate, if
+they found themselves interested enough. They might get a bit more fired
+up if you give them the scenario, that they have given birth to a deaf
+baby, (or their friend has) what are the education options available,
+should they have a cochlear implant put in, etc etc. It should really
+get them thinking. Perhaps this could lead to a service project,
+creating a comprehensive pamphlet, if they find it difficult to find
+information. I don't know what information is available to new parents
+of deaf babies in other countries, but here in Australia, the
+information given is VERY poor. A friend of mine has a 9 year old son
+who is deaf, all the info she got from the professionals was "Your son
+is deaf, bye." Everything she knows, she found out herself, she wasn't
+even referred to an early intervention centre.
+
+--- PAGE 9 ---
+>>Submitted by Tracy, mailto:Tracy.Breault@AndersenCorp.com
+We are a Brownie troop that has had the same 24 girls since Daisy's. We
+have a girl who is 90% deaf. She is the light and joy of our troop.
+She participates in the hearing impaired class at our elementary school
+as well.
+We have never had a problem having her as part of our troop. The Girl
+Scout Council in your area (as part of its laws and promise) does not
+exclude anyone. We need a full-time interpreter for our troop when
+"Sally" comes to the bi-weekly meetings as well as all of our field
+trips and overnight camping trips. The Council set us up with an
+interpreter that works through the council (they usually have several
+different resources). Our interpreter participates in everything with
+us as long as she has pretty good notice and if not - the council always
+finds a replacement for us. At the beginning of the year, we give them
+our meeting dates and then she plans for those meetings. She has
+actually become one of our Girl Scout family and we include Sue in
+everything with us including doing a special recognition for her at the
+end of the year. Not only does she sign for "Sally", she helps our
+other girls at craft time too. Our other 23 girls have learned
+significant words in sign language and can talk to "Sally" through
+pointing or through certain words they now know.
+Call the council - they should be providing a no-cost resource to you
+for something like this and provide support in the disability you need.
+Websites:
+Games for deaf scouts
+-http://www.inquiry.net/outdoor/games/disabled/games_for_deaf_scouts.htm
+American Alphabet - http://where.com/scott.net/asl/
+British and Australian alphabet -
+http://mysite.freeserve.com/redditch.deafclub
+Mostly everyone's alphabet! (this one's very long, you may have to cut
+and paste it)
+http://www.download-games-and-free-game-
+downloads.com/directory/Science/Social_Sciences/Language_and_Linguistics/Natural_L
+anguages/Sign_Languages/
+http://www.coe.ilstu.edu/portfolios/students/klshuba/edventure.htm -
+Michigan State
+http://edf3.gallaudet.edu/Projects.htm#Deaf%20Culture - Gallaudet the
+Deaf College
+* * * CEREBRAL PALSY * * *
+
+--- PAGE 10 ---
+>>Submitted by Mary, mailto:insanehousewife@yahoo.com
+I have a 6 year old daughter with Cerebral Palsy, as well as a healthy
+12 year old daughter who has been in GS since Daisies. I haven't signed
+up my younger daughter for GS yet, and I'm not sure that I will. I have
+a very hard time imagining her at events, both local and Council. I
+would love to see how other leaders have handled these challenges. I'd
+love her to be in, but don't see any resources to help her be an active
+Girl Scout. I'd love to chip in with anything I can. She is in a
+wheelchair, able to communicate and it is my aim to have her integrated
+into regular activities as much as possible.
+>>Response from Rosie, mailto:rosie_0801@yahoo.com
+While I haven't had experience with Cerebral Palsy, so don't fully
+understand, I think you should to try and find a troop with leaders who
+are able to work with your daughter. It's certainly not fair to lend her
+to just anyone. Not fair to the leaders, if they can't handle it, and
+not fair to your daughter to be without adequate resources. Even if you
+have to travel a bit outside your area, I think it's worth it. While it
+is important to know one's limitations, us guide and scout leaders are
+here to focus on strengths. Basically, if your daughter is unable to
+participate to her fullest, someone needs a more creative mind. Perhaps
+by enrolling your daughter, you will be providing an opportunity for a
+troop out there to really live up to their Girl Scout promise and law.
+It's all character building.
+>>Submitted by Jean, mailto:seanchai@escape.ca
+At this time I have a Guide with mild CP. She walks without aids, but
+cannot run. Last winter she came snowshoeing with us. I think she fell
+down every 2nd or 3rd step, but she kept on going. You should have seen
+her face! "I DID IT!" I think, for her, the Snowshoer badge was a bit of
+an anti-climax!
+A couple of years ago, we had a girl with a more severe case of CP. She
+needed a walker to get around but didn't bring it to Guides; instead,
+she would pull herself up on the other girls' clothes or depend on them
+to help her walk. She was a beautiful, clever child; I often wonder how
+she's getting on.
+>>Submitted by Shelagh, mailto:octamom@SHAW.CA
+I am a Sparks Guider with a girl in my Unit who has CP and cannot run or
+see. All year I have modified games and activities to fit her needs,
+and my latest challenge was an Easter egg hunt. How do you have an
+Easter egg hunt for 5 year olds without running or seeing? My answer and
+other information can be found at
+http://www.bc-girlguides.org/03resources/03specialneeds.html.
+
+--- PAGE 11 ---
+>>Helpful Websites:
+http://www.comeunity.com/disability/cerebral_palsy/index.html
+http://www.ucp.org/ - United Cerebral Palsy
+* * * DISABILITY AWARENESS PROGRAMS & ACTIVITIES * * *
+Note: You should always contact the council indicated before starting to
+work on one of their patch programs to request permission to use their
+program and to obtain patch ordering information.
+>> Girl Scouts of the South Jersey Pines, NJ
+http://www.zm.org/girlscouts/signing.tryit.shtml - Signing Friends
+Brownie Try It
+http://www.zm.org/girlscouts/signing.badge.shtml - Signing Friends
+Junior Badge
+http://www.zm.org/girlscouts/signing.ipp.shtml - Signing Friends
+Cadette/Senior IPA
+Girl Scouts San Diego Imperial Council, CA
+http://www.girlscoutssdi.org/Program/PatchesandBadges.html - Disability
+Awareness, Blind Awareness
+>>Girl Scouts of Orange County, DA
+http://www.gscoc.org/Try-It_Booklet.pdf - Page down to the Talking With
+Your Hands Try It
+http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to the Talking
+With Our Hands Badge
+http://www.gscoc.org/Try-It_Booklet.pdf - Page down to Yes I Can! Try It
+(disability awareness)
+http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to Yes I Can
+Badge (disability awareness)
+http://www.gscoc.org/Interest_Project_Booklet.pdf - Page down to Yes I
+Can Interest Project (disability awareness)
+Pine Valley Girl Scout Council, GA
+http://hometown.aol.com/GSMomJoann/whatiftryit.html - What If You
+Couldn't Try It
+http://hometown.aol.com/GSMomJoann/whatifipp.html - What If You Couldn't
+IPA
+>>Submitted by Jean, mailto:seanchai@escape.ca
+Just some ideas that I've gathered from various sources (SAPPHIRE and
+the Ontario Newsletter, as well as some improvs)
+Reduced sight: smear some dollar store glasses with vasoline then try to
+see what the girls can see with them
+
+--- PAGE 12 ---
+Hands: tape hands up in various different ways... have them experiment
+and see just what they can and can't do (simple tasks like buttoning
+something up, writing their name, zipping up their jackets)
+Speech impediment: 4 or five pieces of bubblegum in the mouth, try to
+talk and carry out a normal conversation
+Hearing impairment: in partners, 1 person wears cotton balls in their
+ears while carrying out a conversation then switch. What was it like to
+hear the other person, what was it like to hear yourself?
+Blindness: with a partner, one blindfolded... have one help the other
+girl around the room avoiding others and objects... afterwards how did
+they lead them? As the person who couldn't see, did you feel
+comfortable? Then show them the proper way to lead (hold the others
+hand with your forearms together and walk side by side with
+communication)
+Mobility: play a circle game with a few girls (say three or four
+depending on the number) in chairs.... these are wheelchairs and they
+can't move... toss a ball from one to another around the room (can't
+throw to the same person twice). Did the girls in the chair have any
+problems and how did they feel? Do you notice any of the other girls
+helping a lot/too little/just right?
+Sign language: have a poster with the ASL up and have the girls learn
+how to sign their name (good gathering activity).
+Almost forgot one!! Can't remember who gave me this idea but it was a
+good one.
+Take an egg carton and cut in half (6 places)
+00
+00
+00
+(like that) and then teach the Braille alphabet by placing cotton balls
+in the egg dip (what are those parts called?) for the appropriate
+letter. Have the girls feel them and manipulate them. Ideally you could
+acquire 13 full egg cartons (then cut in half you get 26) so that you
+can just have the cotton balls into position for a complete set of the
+alphabet (I would recommend labeling them)... or you could have a few in
+a row to make up a word.... there are soooo many things that you can do
+with this idea.
++++
+We had a lady who is blind and her guide dog (she corrected us on the
+"seeing eye dog") come to our Guide meeting a couple of years ago. She
+brought with her a video tape on the training of Guide dogs which wasn't
+
+--- PAGE 13 ---
+too long, maybe 15 minutes, and it was excellent. (Our district has a
+small TV & VCR for such purposes, but if yours doesn't, maybe a Guider
+could offer to bring one.) She talked about her daily routine as a
+blind person, the special relationship she has with her dog, etc. She
+brought in several items to show and tell, e.g. a Braille cookbook that
+she read recipes from, a money identifier, a special alarm clock with
+removable crystal so you can feel the numbers, etc. She then answered
+questions. If I remember correctly, this took over an hour. If you
+still have time to fill, you could have the girls identify areas in
+their meeting place that are not easily accessible to the handicapped.
+You could also have them try doing simple tasks with their right hand
+kept behind their back or with a blindfold. This was one of our best
+meetings, and the girls wanted to know when our guest and her dog could
+come back.
++++
+We were able to borrow a wheelchair and crutches from the Red Cross, and
+our girls had to get around our school (meeting site). It is an old
+school, full of stairs, and so was interesting. Relays and obstacle
+races using crutches and wheelchairs or blindfolded, painting with brush
+in feet or mouth, etc. We did a booth at our Thinking Day Carnival last
+year that included putting puzzles together wearing mittens, or with ski
+masks that had wax paper across the glass (we had to add a couple of
+_little_ holes, because you can't see at all through the wax paper!) If
+we'd been willing to wreck them, we'd have used vasoline smeared on the
+glass.
++++
+* What about variations of Kim's Game based on the other senses, like
+touch and tell, sniff and tell, hear and tell?
+* Or a stalking game where a blindfolded person sits in the middle with
+a water pistol (or spray bottle) and sprays in the direction she hears a
+sound of someone coming to get an object (e.g., wrapped candy) that's
+behind her back.
+* Describe the position of food on a plate (use paper plates and
+pictures from food magazines), as if it were a clock face. e.g., rice at
+three o'clock, chicken at 3:30, carrots at 3:45, etc.
+* See if they can walk a straight line when blindfolded.
+* Try walking with a white cane or substitute, using the cane as if it
+were an extension of their arm and using it to feel from side to side
+ahead of them.
+* Draw something specific, like a pig or an elephant, with their eyes
+shut.
+* How clearly can they write their name with eyes shut?
++++
+We do a drama game in the dark that would be good. In the light: Each
+person chooses a sound - a whistle, a word, a sound effect and you go
+around the circle to be sure everyone knows the sounds. You need to pay
+
+--- PAGE 14 ---
+special attention to the sounds made be the person on either side of
+you. Then either in dark or light, everyone mingles around. The lights
+go out, and you start making your sound, and listening for the sound of
+the people who were on either side of you. You try to reassemble the
+circle by walking carefully around and listening for the sounds of your
+neighbours. It can be very interesting!
++++
+As part of our staff training, we did several activities that enhance
+handicapped awareness.
+1) Silent meal: No one was allowed to talk, only gesture or use sign
+language...those of us who knew it. This activity was accompanied by an
+explanation of deafness, and a discussion of how hard it can be for deaf
+people to communicate in a world where not everyone knows sign
+language. You can also teach some sign language.
+2) Blindfold activity: This is a partner activity. One person is
+blindfolded, the other "guides" them by allowing the blindfolded partner
+to place her hand on the "sighted" person's arm. The sighted person
+needs to be aware of steps up or down, and vocalize this to the
+blindfolded individual. You can do this activity for a meal, a walk or
+even an obstacle course.
+3) Attempting to do a task using only one arm/hand. Changing for
+swimming, cooking a meal, tying shoes, etc.
+All these activities were followed by a discussion, so we could learn
+from each other's experiences
+Try doing things with oven mitts on, (like a Tupperware Shape sorter
+that toddlers normally have very little trouble with) gives them an idea
+of how a disability can make you very uncoordinated.
+In the past I've had my son come in to explain and answer questions
+about being in a wheelchair. He has also brought in special equipment
+that he uses to horseback ride, canoe, bicycle, and downhill ski. He
+also stresses that he hopes to marry, have children, and tells them
+about his job, and college education. Now that all children are
+integrated in the school system, disabilities are not the unknown of the
+past. I find now that people do not think the people with severe
+disabilities can find employment, marry, and have children.
+>>More websites with Disability Awareness Activities:
+http://www.urbanext.uiuc.edu/wims/wimsproject.html - Walk in My Shoes
+http://www.storknet.com/cubbies/kidscrafts/blindpainting.htm - Blind
+Painting
+http://www.havasumagazine.com/craft.htm#touch%20letter
+http://agrability.sdstate.edu/BNG4H.html
+http://www.skl.com/~guidezon/disabili.htm
+
+--- PAGE 15 ---
+http://members.tripod.com/~imaware/index.html
+http://www.girlscoutsmilehi.org/pdf/pageinpage/handouts/games/DisabilityAwarenessAc
+tivities.pdf
+http://www.cnib.ca/library/visunet/white_cane_week_2003/event_and_activity_selection.
+htm
+http://www.kotb.com/ - Kids on the Block
+http://www.record-eagle.com/herald/2003/aug/20ins.htm
+http://www.abilitiesfirst.org/discover.htm
+http://www.familyvillage.wisc.edu/general/disability-awareness.html
+http://abe.sdstate.edu/agrability/daa.htm
+http://www.ideallives.com/awareness.htm
+* * * SERVICE WITH A SMILE * * *
+>>Submitted by Sue, mailto:bondasks@msn.com
+A suggestion for a simple but well appreciated Service Project and a
+learning experience at the same time. I work as an Instructional
+Assistant in a preschool Autistic Support classroom. We are not able to
+take our kids on the playground because it is not fenced in and some of
+our kids are runners. Even though we only have nine children and three
+staff, it is not possible for us to go on the playground without
+one-on-one help. If older girls could give an hour of their time to help
+support these children they would be able to enjoy something that is an
+everyday experience for their typical peers but a rare activity for our
+children. We have not been able to take them on the playground yet this
+year. Our summer session just ended, but we begin again August 27th. Our
+classroom is located in the Warminster Recreation Center in Warminster,
+PA.
+* * * CAMPING * * *
+Think Girl Scouts with disabilities can't go camping? Think again!
+There are many opportunities available to explore the great outdoors for
+girls of all ability levels.
+Check out these websites for more information:
+http://www.geocities.com/Paris/1502/camping2002.htm
+http://www.dto.com/camping/accessible/
+http://www.hants.gov.uk/istcclr/cch11388.html
+http://www.campingunlimited.com/
+http://www.nscd.org/
+http://wmoore.net/therapy.html
+* * * DISABILITY RESOURCES * * *
+Girl Scouts: Lenni Lenape Council in NJ has created some wonderful
+
+--- PAGE 16 ---
+information sheets to help Girl Scout leaders who have girls with
+disabilities in their troops. They are:
+Girls with Disabilities General Guidelines
+Girls with Emotional Disabilities
+Girls with Hearing Disabilities
+Girls with Intellectual Disabilities (formerly known as Mental
+Disabilities)
+Girls with Non-Verbal Communication Methods
+Girls with Physical Disabilities
+Girls with Seizures General Guidelines
+Girls with Speech and Language Disabilities
+Girls with Visual Disabilities
+These files can be found in the Scouting Links archives (as Microsoft
+Word documents) by going to
+http://groups.yahoo.com/group/Scouting_Links_Newsletter/files and
+clicking on the Girl Scouts with Disabilities folder. You will need to
+have a Yahoo! Id to join the group, but it's free. Just go to
+http://www.yahoo.com.
+GSUSA has some advice for leaders too at
+http://www.girlscouts.org/adults/needs.html.
+>>Available at your council shop:
+Focus on Ability: Serving Girls with Special Needs. A must resource
+offering practical suggestions for leaders, girls, trainers, program
+staff members, and anyone else looking to include girls with
+disabilities in Girl Scout activities successfully. This book offers
+information about specific disabilities, suggestions for inclusion and
+program adaptations, as well as a lengthy resource list.
+>>Submitted by Cookie, mailto:grugan@epix.net
+Our Pluralism Task Force put together "Abilities" kits to accompany the
+GSUSA publication, Focus on Ability. The kits contain things like: a
+tape recorder with spelling words dictated (they are muffled) to imitate
+hearing impairment. We have glasses that have been painted with nail
+polish so that vision is not clear. There are worksheets and
+instructions. For instance, girls put masking tape on their fingers and
+try to pick things up or thread a needle. This is a valuable booklet -
+you can really take off from it.
+Here are some disability resource websites:
+http://mentalhealth.about.com/library/h/orgs/bl0918.htm
+http://www.aapd.com/ - American Association of People with Disabilities
+http://www.child.gov.ab.ca/whatwedo/disabilities/page.cfm?pg=index
+http://www.teachervision.fen.com/lesson-plans/lesson-26106.html -
+
+--- PAGE 17 ---
+Special Need Resource Center
+http://www.teachervision.fen.com/lesson-plans/lesson-3759.html - Adapt
+Lessons to Reach All Students
+http://www.childrenwithdisabilities.ncjrs.org/
+http://www.comeunity.com/special_needs/
+http://www.disabilityresources.org/
+http://www.disabledparents.net/
+http://www.irsc.org/
+http://www.kidsource.com/NICHCY/infantpub.html
+http://www.makoa.org/index.html
+http://www.nichcy.org/ - National Information Center for Children and
+Youth with Disabilities
+http://www.overcomingdisabilities.com/?src=overture
+http://www.rarediseases.org/ - National Organization for Rare Disorders
+http://www.resourcesnyc.org/rcsn.htm
+http://www.specialchild.com/index.html
+http://www.tash.org/
+http://www.biausa.org/Pages/splash.html - Brain Injury Association of
+America
+http://www.autism-society.org/site/PageServer - Autism Society of
+America
+http://www.feat.org/ - Families for Early Autism Treatment
+http://www.sbaa.org/ - Spina Bifida Association of America
+* * * WHAT NOT TO SAY TO A PERSON WITH SPECIAL NEEDS * * *
+Submitted by Carol, mailto:lorac5@MINDSPRING.COM
+Remembering that we serve "every girl, everywhere", we need to know what
+to do -- and not to do -- in non-typical situations. It seems to me
+that these speakers are not necessarily cruel, or even thoughtless --
+which seems to indicate that the speaker knows better, and doesn't pay
+attention. I would say that these speakers (for the most part) are
+truly ignorant -- they simply don't know better.
+I'm in another "non-average" situation. I teach visually impaired and
+blind children, have many friends who are have visual disabilities, and
+rely on crutches to get around whenever I need to do a bunch of walking,
+or will be walking on uneven ground (like every time I go to GS camp).
+I've gotten my own list's worth of comments over the years...here goes!
+1) From the server at a restaurant, speaking about a blind friend: "What
+does *she* want to eat? (My answer: "I don't know -- why don't you ask
+her?"
+2) From any well-meaning adult, about any child with a disability:
+"What's wrong with him (her)?" (My answer: "Nothing! He's just
+blind!"
+
+--- PAGE 18 ---
+3) And, the variation on #2, in a setting where there's more than one
+child with a disability: "What's wrong with that one?" (Again, the
+answer is "Nothing!")
+4) This is one of my personal pet peeves, spoken to any person with
+crutches, a walker, or even an uneven gait: "Slow down!" (C'mon! I'm
+53 years old, in possession of at least most of my faculties, and
+already walk more slowly than the general populace...I can't be trusted
+to set my own comfortable and safe pace?)
+5) Spoken to a child with arthritis, who was using her crutches and
+walking down the hall at an almost normal pace, "Slow Down! You'll
+Fall!" (Sadly, the people around her succeeded in convincing her that
+she was a helpless invalid -- by the time she was in high school, she
+would sit, passively, in her wheelchair and wait for the people around
+her to do everything for her -- from pushing the "play" button on her
+tape recorder to feeding her. This was NOT a case where the arthritis
+prevented her from doing things!)
+6) Spoken to any teacher or parent of a child with a disability: "You
+must have sooooo much patience!" (They obviously haven't seen the times
+I've lost my temper and blown sky-high!)
+7) Mouthed silently, sometimes accompanied by a pointing gesture to the
+eyes: "Is she blind?" If I'm feeling nice, I ignore this one. If I'm
+not, I may answer, "What? I can't hear you!" or "Frankie, the
+gentleman wants to know if you're blind!"
+8) Spoken to me, by many, many girls and adults: "Let me do that -- you
+can't!" (Mind you, I appreciate help when it's needed, and, on
+occasion, love being pampered. A far better response, however, would
+be, "May I help you?" or "You look like you could use a hand -- how can
+I help?")
+9) Spoken to many different children with many different disabilities,
+when the rest of the (class, GS troop, camp group) were getting ready
+for an active game or relay race: "(Child's name), come with me. You
+can help me keep score!" (Again, well-meaning adults -- but where does
+that leave the child? On the sidelines! I *do* realize that not all
+children can participate in all activities -- but far more can
+participate, with modifications, then are generally allowed to!)
+10) Spoken by a day camp director, who was telling me about the efforts
+she was making to recruit and include children with disabilities in her
+session: "Of course, we won't include children with seizures!" (At
+
+--- PAGE 19 ---
+which, I'm ashamed to say, I forgot any vestige of professional demeanor
+or appropriate GS language, and responded, "Why the h--- not?" After a
+more fruitful discussion than my response warranted, and my promise to
+do a presentation on first aid for seizures to the staff, she did,
+indeed include such girls.)
+11) Spoken at the same Day Camp session, when the director had gone out
+of her way to include girls with disabilities. One of the leaders
+gushed to me, "I think it's so *sweet* that, in addition to having
+handicapped children, we have a handicapped leader!" That was one time
+that I was truly taken aback to the point of speechlessness. I'd *like*
+to think that, as a level II first aider, a canoeist, a life guard, a
+long-time special educator, and a long-time Girl Scout volunteer, I was
+valuable for more than my crutches!
+12) Spoken to me many, many times, by educated people who *should* know
+better...."You teach blind children? You must know sign language!"
+(Uh...what's wrong with this picture? I hear from teachers of children
+with hearing impairments that they get the "you must know Braille"
+comment, too!)
+= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
+Contact Info:
+Katie Baron
+Editor, Scouting Links Newsletter, mailto:katie.baron@att.net
+Leader, Junior Girl Scout Troop 645
+Assistant Service Unit Manager
+National Delegate
+Red Cross and Council Trainer
+Member of, but not speaking for, Girl Scouts: Lenni-Lenape Council, NJ
+Bert and Mary Gaddis, Webmaster
+Scouting Links Website, mailto:postmaster@bgaddis.net
+http://www.scoutinglinks.com/
+Notice: This newsletter is not affiliated with nor endorsed by the Girl
+Scouts of the USA. 'Girl Scouts' and 'Girl Scouts of the USA' are either
+trademarks or registered trademarks of Girl Scouts of the USA. The names
+of other companies, organizations or products mentioned herein may be
+trademarks of their respective owners.

data/sources/The ABC's of packing.txt

@@ -0,0 +1,25 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/The ABC's of packing.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+The A, B, C and D’s of packing!
+A Age-appropriate size and weight: can your daughter carry it to and from
+the camp site?
+Campers are required to carry their own luggage, so please limit baggage
+to one piece of luggage, a bedroll, and a small daypack. Suitcases on
+wheels are NOT recommended, as the wheels do not work on the gravel
+roadways. Rubbermaid or similar containers are very difficult to carry.
+B Bedroll: is it waterproof?
+There are many options to waterproof a bedroll: a tarp, shower curtain,
+dry-bag, stuff sac, etc. Garbage bags are not acceptable for a number of
+reasons: they tear easily, they are easily confused with real garbage bags,
+and they are not as easy to carry as the recommended methods
+C Content: are the items appropriate for her camp?
+Each camp has a kit list – all of the items are necessary and must
+accompany your daughter to camp. Please do not send any new,
+irreplaceable or expensive items. Camp is a great place for old and
+comfortable clothes! No food, chips, candy or gum.
+D During camp: can you daughter find her stuff when needed?
+Is her name on each item so any lost items can be returned to her?

data/sources/WDS-Beaver-Games-Book.txt

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+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/WDS-Beaver-Games-Book.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+101
+Games for
+Beaver
+Scouts
+
+--- PAGE 2 ---
+In order to play the games in this book your Games Box should consist of the following:
+Cardboard tubes
+Empty Matchboxes
+Pieces of card
+Felt Pens
+Large Dice (enough to have one for each Lodge)
+Whistle
+Tennis Balls
+Large Soft Ball
+Bean Bags
+Empty Pop Bottles
+Newspaper(s)
+Chalk
+String
+Plastic Cups
+Plastic Plate
+Paper and Pencils
+For the games more suited to a party you will also need:
+Smarties
+Spaghetti (cooked)
+Chocolate Buttons
+Straws
+Balloons
+There are also games for use with a parachute
+
+--- PAGE 3 ---
+Games
+The Lost Boys
+This game can be played as a whole Colony, or in smaller groups. The one who is (cid:147)it(cid:148) leaves
+the room. Everyone changes places and one child is chosen to be covered with a blanket.
+When (cid:147)it(cid:148) returns he/she has to guess who is under the blanket.
+Crocodiles
+Four Beaver Scouts are chosen to be crocodiles and the rest choose an animal they wish to
+be. Everyone circulates and, at a signal, the crocodiles seize their prey. The Leader calls out
+the name of an animal and if that animal is captured by the crocodile, they then become
+another crocodile.
+Sticky Toffee
+This is a game of tag. Everyone runs off and (cid:147)it(cid:148) chases them. As soon as (cid:147)it(cid:148) touches one of
+them they join hands and both try to catch the other players. Each time someone is touched
+they join the line, the chain becomes long and the last player is the new (cid:147)it(cid:148).
+Rainbow Game
+Have a collection of cards all colours of the rainbow, and put them on the walls around the
+room. The Leader then calls out an item and the children have to run to the card of that
+colour, for example, Leader calls (cid:147)grass(cid:148) and they all run to green, (cid:147)sunshine(cid:148) and they all run
+to yellow and so on.
+The last person to reach that colour is out for one go and gets to call the next colour, then
+rejoins the game.
+Sammy Smartie Game
+Each lodge has a saucer with about six smarties on it. One player leaves the room and the
+remaining players select a specific smartie to be Sammy. The player then returns to the room
+and starts to eat the smarties, one at a time. When he/she touches the chosen smartie the
+others call out (cid:147)Sammy Smartie(cid:148) and the game stops. Start the game again until everyone
+has had a turn.
+Build a Tower
+Each lodge has a selection of identical objects, for example, cardboard tube, matchbox, piece
+of card and so on, and a dice. Shake the dice in turns and each time a six is thrown, an
+object can be selected and used to build a tower. The Beaver Scouts will learn that care is
+more important than speed.
+Caterpillar Crawl
+Leader calls out instructions and players respond to commands for example: Caterpillars
+crawl (cid:150) the players all crawl, Butterflies (cid:150) the players (cid:147)fly(cid:148) around the room arms out, Pupate
+(to become a chrysalis) - stop and curl up in a ball on floor and stay perfectly still.
+Alarm
+All the Beaver Scouts lie at one end of the room in one big line. Then they take off their
+shoes and neckerchiefs and woggles and place them at the top of their head. The Leader
+blows a whistle and each Beaver Scout must jump up, put on his/her belongings and run to
+the other end of the room as quickly as possible.
+Skittles
+The Beaver Scouts all stand in a line against a wall and the leader bowls a ball at them to try
+and hit them on the legs (Soft Ball). The Beaver Scouts have to jump to avoid being hit. No-
+one is out whether hit or not.
+Clap and Catch
+The leader is in the centre of the circle throwing the ball to each beaver Scout in turn. As the
+ball is thrown a number is called out and the Beaver Scout has to clap that number of times
+before catching the ball. If the ball is dropped the Beaver Scout has to run round the outside
+of the circle and back to their place.
+
+--- PAGE 4 ---
+Pasta Relay
+You need a bowl of cooked spaghetti for each lodge and a fork or implement of some kind to
+pick up the spaghetti. On the word (cid:147)GO(cid:148), one team member at a time goes to the bowl of
+spaghetti and has to unravel one strand of the pasta and carry it back to their team without
+dropping it, but holding onto it is not allowed. To make the game more interesting, when
+cooking the spaghetti add a little food colouring to the water and you will end up with coloured
+spaghetti.
+Bean Bag Balance
+Use chairs or empty lemonade bottles and make an obstacle course for each lodge. The
+Beaver Scouts must balance a bean bag on their head and weave in and out of the course. If
+they drop the bean bag they have to go back to the beginning and start again. Winners are
+the first lodge with all Beaver Scouts back.
+Hot potatoes
+Sit down in a circle with one person in the middle, who is blindfolded. A hot potato (Bean bag
+or ball) is passed around the circle from one person to the next until the person in the middle
+yells out (cid:147)hot potato(cid:148) and a number up to twenty. The potato is passed along, with the players
+counting softly until the chosen number is reached. Then they all yell (cid:147)hot potato(cid:148) and
+whoever has the potato in their hands takes the place of the person in the middle, and the
+game continues.
+Lot of Bottle
+Players form a circle within which stands the bottles. A brave player is chosen to guard the
+bottles and he/she also stands inside the circle. On the word (cid:147)GO(cid:148), the football is thrown into
+play. The players outside the line must try to knock over the bottles which the chosen player
+may defend. See how long the defender succeeds before choosing a new one.
+Newspaper Line Tear
+Each player has a piece of newspaper and on the word (cid:147)GO(cid:148), they must try to tear as long a
+strip of paper as possible in the given time. See who can tear the longest unbroken strip in,
+say four minutes.
+Blanket Volleyball
+Teams of four to six players hold a blanket each. The team with the ball tosses the ball from
+their blanket to another team(cid:146)s blanket. A point is only scored if the other team catches the
+ball on their blanket
+Sharks (parachute game)
+Hold canopy and start waving it like a gentle sea. A Beaver Scout is the chosen to be (cid:147)IT(cid:148).
+He/she starts to wave with one hand over their head like a sharks fin under the canopy. The
+shark swims for a while and then grabs someone and pulls them under. That person
+becomes the shark and the old shark, takes their place holding the parachute.
+Alligator Sweep (parachute game)
+Like sharks but the players sit down on the floor with their legs stretched out under the
+canopy. At the start the alligator pulls the victim under the canopy by the legs. The two
+alligators then look for more victims, until everyone is under the canopy.
+Escape
+Beaver Scouts stand in a circle a little distance apart from each other. One Beaver Scout is
+chosen to be the escaper and one the jailer. The jailer sits in the middle of the circle. At the
+word (cid:147)GO(cid:148) the escaper runs in and out of the circle before returning to his/her place and then
+reaching the safety of the chair. During this time the jailer is trying to catch him/her by
+following them by the same route. If the escaper is captured a new escaper is chosen and, if
+the escaper is not captured they swap places for the next turn. The game continues until
+everyone has had a go.
+
+--- PAGE 5 ---
+Skittle Game
+You need around 12 skittles (empty lemonade bottles will do). Split the colony into two
+teams, who are each placed behind a base line at opposing ends of the room. In front of
+each team base line, six or more skittles are placed at irregular intervals across the room. A
+large soft ball is supplied and given to the team which wins the toss. The ball must be thrown
+at the opposing teams skittles in an effort to knock them over. The opponents retrieve the ball
+and throw it at their opponents(cid:146) skittles. This continues until all the skittles belonging to one
+team are demolished. If the game gets too easy with a large ball, try a smaller ball.
+Moon Rock
+Give each Beaver Scout a mat or a piece of paper to put on the floor, then they blast off into
+space, by running round the room. Leaders remove one mat. Beavers then return to their
+mats when the whistle is blown. This should leave one Beaver Scout out each time. The
+Beaver Scout who is out then blows the whistle for blast off and goes to stand on a mat.
+He/she then blows the whistle again for returning to the base. The next Beaver left out is
+given the whistle and the game begins again.
+Beaver Pond
+You will need four fairly large signs reading: Dam, Lodge, Cottage, Forest and they you will
+need to put them where they can be seen. The leader calls out one of the four names and all
+Beaver Scouts run to the correct sign and do the appropriate action.
+Dam (cid:150) bend over one behind the other to represent a dam
+Lodge- form a circle with arms above heads to represent a lodge
+Cottage (cid:150) stand in a square linking arms
+Forest (cid:150) stand in a circles swaying back and forth to represent trees
+When the leader calls DANGER, the Beaver Scouts all slap their hands on the floor to
+represent danger. Instead of eliminating Beaver Scouts, the last one down on the call
+DANGER could be the caller next time.
+Mr Beaver
+Beaver Scouts join hands and make a circle with one sitting in the middle. The Beaver
+Scouts march round him/her saying (cid:147)Hey Mr/Mrs Beaver sitting on a log, you can(cid:146)t catch me(cid:148).
+They then break hands and run away until one is caught by the Beaver Scout sitting in the
+middle. The one caught becomes Mr/Mrs Beaver and the game continues.
+Heads and Tails
+Divide the Beaver Scouts into two teams. Each Beaver Scout grasps the waist of the person
+in front. The (cid:147)HEAD(cid:148) (first in the team) has to catch the (cid:147)TAIL(cid:148) (last in the opposing team), by
+dragging everyone with him/her. Anyone letting go of the chain becomes the (cid:147)TAIL(cid:148). If the
+(cid:147)HEAD(cid:148) touches the (cid:147)TAIL(cid:148) that team wins a point and all players change places until
+everyone has had the chance of becoming a (cid:147)HEAD(cid:148) or a (cid:147)TAIL(cid:148).
+Sweet Pick Up
+Line the Beaver Scouts up in their lodges, give each a plastic straw. At the end of the hall pile
+chocolate buttons on a plate, one pile for each lodge. Each Beaver Scout must take it in turns
+to run up to the plate and pick up a button with the straw. He/she must run back to his/her
+team line and the next one can go. Once he/she has returned, they can eat their button. This
+continues until all buttons on the plate have gone.
+Beavers
+All the Beaver Scouts have a straw and a paper Beaver about 30cm long. They all line up in
+their lodges at one end of the room. When the whistle is blown they first one in the line must
+go down on all fours and with the straw, blow the paper Beaver up to the other end of the
+room and back again. This continues until all Beavers in the lodge have had a turn.
+Birthday Cake
+Give each Beaver Scout the name of an ingredient of a cake (Fruit cake is good as it has
+many ingredients). The leader reads out a story of someone making a cake and each time an
+ingredient is read out the Beaver Scout with that name runs to the opposite end of the room
+
+--- PAGE 6 ---
+and back again. When the leader calls out (cid:147)CAKE(cid:148) all Beaver Scouts runs to the end of the
+room and back again.
+Train Game
+Make a circle of chairs facing out, with one chair for each Beaver Scout, less one. The
+Beaver Scout without the chair is the engineer. He/she runs round the circle and taps Beaver
+Scouts on the shoulder, at random, who must join the train until they are all up. Then the
+leader calls out various instructions to them: SLOW TRAIN (cid:150) they all walk slowly, FAST
+TRAIN (cid:150) they all run, REVERSE they all walk backwards, STATION (cid:150) they sit on the chairs.
+The one left standing is the new engineer and off they go again.
+Stop the Ball
+Divide your hall into for quarters, by chalk lines or rope on the floor. Divide the Beaver Scouts
+into four teams, and put each team into (cid:147)their corner(cid:148). Enter with a soft ball and each team
+has to try to (cid:147)stop the ball(cid:148) landing in their corner.
+Secret Weapon
+All the Beaver Scouts are divided into two teams and given numbers. A secret weapon (a
+ball, bean bag etc) is placed in the middle of the floor. When a number is called the two
+Beaver Scouts with this number have to run up and try to get the secret weapon to prevent it
+falling into enemy hands. Ensure no pushing and fighting takes place, the first one to the
+secret weapon takes it back to their team. A simple points score can be given.
+Fishing for Dinner
+Cut a number of fishes sufficient to give one to each person and place them around the hall,
+whilst the Beaver Scouts are out of the room enjoying another activity. Before allowing them
+back into the room explain that they must catch as many fishes as possible to feed to their
+lodge. After a short time blow whistle and count how many each lodge have caught.
+Balloon Sweeping
+Two teams are formed who are lined up at one end of the room. Then place a line of four or
+five chairs down which each team will have to pass, manoeuvring in between the chairs,
+rather like an obstacle course. Each player at the front has a broom and the balloons are put
+down on the floor in front of them. At the word (cid:147)GO(cid:148) both players must sweep their balloons to
+the end of the room, round the chairs and back up to their team where the broom is handed to
+the next player who repeats the circuit etc. until all team members have had a turn. The first
+team to get the last player back with a balloon is the winner. (Have a few spare balloons
+blown up (cid:147)just in case(cid:148)).
+Jingle Bells
+In Jingle Bells all but one Beaver Scout is blindfolded and the odd one out is given a bell. The
+blindfolded players try to catch the player with the bell by listening to where the sound is. The
+first person to catch the one with the bell changes places and the game begins again. No
+running only walking allowed and make sure there are no obstacles around which those
+blindfolded call fall over.
+King/Queen of the Castle
+Place a newspaper on the floor (the castle) then one player is selected and made King/Queen
+of the Castle. He/she then stands on one leg and folds their arms and challenges by shouting
+(cid:147)I(cid:146)m the King/Queen of the Castle(cid:148). The Leader selects players one at a time to try and knock
+the King/Queen from their castle- the challenger must also only stand on one leg and only
+push gently with arms folded. Best done on a crash mat to save bruises. Let everyone have a
+go at being the King/Queen.
+Back to Front Race
+The players divide into two teams and stand sideways on a line. The leaders of the teams
+have at their feet two saucers, one empty and the other containing 12 objects. On the word
+(cid:147)GO(cid:148) the leader picks up one object at a time and passes it down the line of players. When
+the object reaches the back it is passed back up to the leader, only this time it has to be
+passed behind the players(cid:146) backs. While the game is in progress, then, objects are being
+
+--- PAGE 7 ---
+passed up and down the line at the front and back and every player will be passing two
+objects at the same time. When the leader receives the objects back to them, they place
+them in the empty saucer. When all the objects are back the leader shouts (cid:147)FINISHED(cid:148). The
+first team to do this is the winner.
+Squeak Piggy Squeak
+One player is blindfolded and stands in the middle of the room. The others sit round in a
+circle cross-legged. Spin the blindfold player three times. He/she must then walk towards the
+edge of the circle (leader to help guide them) and when he/she reaches one of the players
+he/she must kneel in front of that player and say (cid:147)SQUEAK PIGGY SQUEAK(cid:148). The player
+now squeaks back disguising his/her voice as much as possible to prevent the blindfolded
+player from guessing who it is. If he/she guesses correctly the players change places. If not,
+the blindfolded player must get up and find somebody else. This continues until everyone has
+had a go at being blindfolded or until time runs out.
+Hopping Home
+Two homes are marked out at each end of the room and a small area is marked between
+them as the CASTLE. All players but one must stand in one of the homes, the odd one is the
+King/Queen who must stand in the castle. On the word (cid:147)GO(cid:148) the players have to hop across
+the room to the opposite home, whilst the King/Queen hops after them trying to catch them.
+Any player caught becomes a soldier and has to help catch the other players. Players who let
+both their feet touch the ground as they hop from one home to the other, becomes soldiers
+too, but if the King/Queen lets both his/her feet touch the ground while trying to catch the
+others he/she must go back to the Castle before setting off again to catch the other players.
+The game ends when all players have become soldiers.
+North, South, East and West
+Before play starts mark out the four compass points on the ground with chalk. Group all the
+players in the centre and call out one of the compass points, to which all players must run.
+The last player there calls another compass point and so on, with the players dashing to and
+fro across the compass frequently swapping the role of the caller as they go.
+Hunt the Alphabet
+In this game the Beaver Scouts get into their lodges, to work together to find objects that
+represent each letter of the Alphabet. They must start with something for the letter A, then B
+then C and so on. In some cases they may not be able to find an object for a letter. If this
+happens they are allowed to improvise with what objects are available. For example a couple
+of pencils used as sticks played against a glass jar represent a xylophone for the letter X
+Catch the Meteorite
+Beavers sit in a circle. One Beaver Scout stands in the middle on a chair and holds a balloon
+(meteorite) up in the air. As he/she does so, he/she calls out a space name (in other words
+the name of another Beaver Scout there). The chosen one has to catch the balloon before it
+hits the ground. If successful that Beaver Scout takes the place of the one on the chair and
+the process is repeated. If the balloon is caught that Beaver Scout sits down, the balloon
+passed back to the Beaver Scout on the chair and another name is called.
+Space Walking
+Demonstrate to the Beaver Scouts how a spaceman would walk on the moon where there is
+no gravity. Using suitable space music play a version of musical statues where the Beaver
+Scouts walk around in space until the music stops and they have to freeze.
+Rocket round the moon
+Put Beaver Scouts into their lodges and put them in different places around the room. Draw a
+circle in the middle of the room with a piece of chalk. Start the game by counting down (cid:147)5-4-
+3-2-1 blast off(cid:148) and the first member of each team runs up to the circle, goes round it in a
+clockwise direction (explain this to them before you start) then back to their place.
+
+--- PAGE 8 ---
+Land on the moon
+Beavers are divided into two teams and form circles at opposite ends of the room. One circle
+is the moon the other is the earth. A leader stands in the middle of the earth circle and throws
+a ball to each Beaver Scout in turn counting each catch as they go round. Meanwhile the first
+one in the moon team races round the earth circle and back to their place. When all those in
+the moon team have run round the earth circle, the last one shouts (cid:147)LANDED(cid:148) and the leader
+stops throwing the ball. Then the teams swap over and the team with the highest catch score
+wins.
+Whirling stars
+All sit in a circle, facing outwards and are given the names of stars, for example, Plough.
+Orion, Taurus and Gemini. When the leader calls out one of the star names, they run round
+the outside of the circle and back to their places. The last one back sits inwards, but remains
+in the game. This continues until there is only one out of each star remaining facing
+outwards.
+Rocket Relay
+The Beaver Scouts line up in their lodges. When the leader shouts (cid:147)BLAST OFF(cid:148) the first one
+in the lodge runs off round the room and touches three different walls. He/she then returns to
+the lodge and the next player sets off. The first team to complete all team members is the
+winner.
+Musical Chairs
+Play as normal except that as the chairs are removed the Beaver Scouts without a chair sits
+on someone(cid:146)s lap. Eventually the whole Colony will be sitting on one chair.
+Chair Exchange
+One chair is given to every two or three players. Once everyone is perched on a chair a
+series of exchanges are called out for example: (cid:147)Everyone who has a dog move one chair(cid:148),
+(cid:147)Everyone with fair hair move two chairs(cid:148). Everyone must move in a clockwise direction. The
+game continues until you run out of ideas or out of time.
+Spin the Plate
+Players should sit or kneel in a circle. One stands in the centre and spins a plate on the floor.
+At the same time he/she calls out the name of any of the other Beaver Scouts who has to
+catch the plate before it stops spinning. As soon as the spinning commences the spinner
+returns to his/her seat. The person whose name was called becomes the next spinner.
+Defend your Goal
+The Beaver Scouts stand in a circle with their legs apart. One stands in the middle with a
+football, he/she is trying to score a goal by getting the ball between the legs of the other
+Beaver Scouts. The one in the circle have to defend their goal by jumping their feet together
+or bringing their knees together. They are not allowed to use their hands.
+Big Ben
+The Beaver Scouts stand in a circle and are numbered 1 (cid:150) 5 around the circle. One Beaver
+Scout stands in the middle holding his/her neckerchief out at arms length. Then he/she calls
+a number (cid:150) all the ones with that number run round the edge of the circle and enter into the
+middle through their own gap to try and catch the neckerchief. The one who catches the
+neckerchief first is the winner and goes into the middle.
+Balloon Busters
+Insert pieces of paper with simple instructions e.g. (cid:147)Pretend to be a dog(cid:148), (cid:147)Sing a Song(cid:148). (cid:147)Do 3
+bunny jumps(cid:148) etc. inside inflated balloons. The Beavers sit in a circle and pass the balloon
+around until the Leader shouts (cid:147)STOP(cid:148). The Beaver Scout holding the balloon bursts it and
+carries out the instruction written on the paper.
+Dice Chase
+The Beaver Scouts sit in a circle and are numbered from 1 (cid:150) 6. The first one to play (or the
+Leader) rolls the dice. All the Beaver Scouts who have that number jump up and run around
+
+--- PAGE 9 ---
+the outside of the circle back to their place and into the middle of the circle to try and capture
+the dice. The one who grabs the dice gets to roll it next time, and so on(cid:133)(cid:133)(cid:133).
+Dracula(cid:146)s Gate
+The Beaver Scouts stand in a circle with one in the middle, those in the circle chant (cid:147)Dracula(cid:146)s
+Gate goes Clickety Clickety(cid:148) (cid:150) the one in the middle suddenly shouts (cid:147)CALCK(cid:148). They all fall
+down to the floor and the one in the middle tries to catch as many as possible before they
+reach the floor.
+Baked Beans
+Draw or place circles of various sizes on the floor. The Beaver Scouts walk quickly around the
+room avoiding the circles. The Leader shouts commands and the Beavers move accordingly:
+e.g. Jumping Beans (cid:150) Jump, Runner Beans (cid:150) Run, String beans (cid:150) Skip, Broad Beans (cid:150) Walk
+Backwards. On the command (cid:147)Baked Beans(cid:148) they all run to the circles, anyone who does not
+cram onto a circle has to call out the commands for the next round.
+Frost and Sun
+One Beaver Scout wears something white (Frost) and another wears something yellow (Sun).
+The other Beaver Scouts run round but if Frost touches them they freeze (Stand Still) until
+Sun comes along and defrosts them (touches them) and sets them free.
+Snowballs
+The Beaver Scouts run round the room and at the blow of a whistle they must move in a
+different direction in a different manner. The Leader calls out a number and they have to form
+groups of that number (snowflakes). If a Leader calls out (cid:147)snowballs(cid:148) they all have to join up
+together to form one big (cid:147)ball(cid:148).
+Traffic Lights
+The Beaver Scouts run round the room, a leader calls out the colours of traffic lights and they
+perform the actions as detailed below:
+Red (cid:150) Stop, Amber (cid:150) Find a partner, do piggy back and freeze, Green (cid:150) run, Car Crash (cid:150) all
+fall down shouting (cid:147)BANG(cid:148).
+Tunnel Tag
+Two are chosen to be (cid:147)IT(cid:148) and they run around and try to catch the others. When someone is
+caught they stand still with their legs apart to make a tunnel. Beaver Scouts who are free can
+release the Beaver Scouts who have been caught by crawling through the tunnel.
+Frozen Bean Bag
+Each Beaver Scout has a Bean Bag balanced on their head and moves around the room
+slowly and gently to get used to balancing. Then the Leader calls out actions e.g. Hop, Skip,
+Walk Backwards etc. If a Beaver Scout drops their bean bag they must freeze (Stand Still).
+To be defrosted another Beaver Scout has to pick up the bean bag from the floor and place it
+on the (cid:147)frozen(cid:148) Beaver(cid:146)s head (cid:150) without dropping their own bean bag.
+Mystery Containers
+Equipment needed: 8 containers, rice, peas, spaghetti, paper clips, used matches, currants,
+sand and cornflakes (cid:150) or any other items you can think of. Put one sort of item into each of
+the 8 containers, seal them and number each one. Tell the Beaver Scouts what is in the
+boxes and they have to discover it by shaking each one.
+Bleep Bleep
+Beaver Scouts are paired off and they decide upon a signal between themselves. They are
+then blindfolded and scattered around the room. Then they have to try and find their partner
+by using the signal they have chosen. (This could be whistle, brum brum, peep peep, woof
+woof or almost anything at all!).
+Laughing Handkerchief
+
+--- PAGE 10 ---
+Leader or chosen Beaver Scout throws the handkerchief in the air as high as possible. When
+it starts to fall everyone must laugh but the moment it lands there must be instant silence.
+Anyone who is still laughing must sit out one turn.
+Blindfold Fly
+A Beaver Scout is blindfolded and turned round several times. The others have to move
+round making a (cid:147)zzzzzzzzzzzzzz(cid:148) sound like a Bluebottle. When the blindfolded Beaver
+Scout catches one of the flies he/she has to guess the name of the captured Beaver/fly.
+Squirrels in the Trees
+Divide the Beaver Scouts intro groups of three plus two odd ones. Two in each group make
+an arch using their arms and the third one crouches beneath the arch as a squirrel. The two
+odd ones are a fox and a squirrel and they start at opposite ends of the room. The fox chases
+the squirrel in an attempt to capture it. The squirrel can rest in any of the arches by going
+behind the crouched squirrel and pushing him/her out of their hole, he/she is now the squirrel
+to be chased. If the fox catches the squirrel they change places.
+Lions and Tigers
+The Beaver Scouts are divided into two teams and stand at opposite ends of the room, one
+team is called (cid:147)Lions(cid:148) the other called (cid:147)Tigers(cid:148), before the game starts decided which one are
+to be the catchers. The Leader gives the instructions e.g. (cid:147)Lions move two steps forward(cid:148),
+(cid:147)Tigers move three steps forwards(cid:148) Lions move one step forward(cid:148), (cid:147)Tigers move two steps
+back(cid:148) and so on until they are close together. The Leader then shouts (cid:147)Lions catch the
+Tigers(cid:148). The catchers then chase the opposing team. They try to apprehend as many of the
+other team as possible before they reach the safety of the other end of the room again.
+Those who are caught join in with the other side. The game continues until all of one side is
+caught.
+Beaver Hockey
+The Beaver Scouts are divided into two teams, standing down each side of the room, facing
+each other and numbered off from opposite ends of the room. The Leader calls a number and
+the two with that number hop forwards, with their arms folded and try to knock their opponent
+off balance without putting down their spare foot.
+Trains
+The Beaver Scouts are split into two equal groups. The first one at the end of the room (the
+engine) runs back to pick up a carriage (the next one in the line) and hangs onto the other
+one around the waist. The (cid:147)Engine(cid:148) and (cid:147)Carriages(cid:148) keep returning until all the (cid:147)Carriages(cid:148)
+have been picked up. The full train then runs up to the end of the room and the first train past
+the post is the winner.
+Jumping Beavers
+Divide the Beaver Scouts up into their lodges. Place a football between the knees of the first
+one in the team. Each Beaver Scout has to bounce to the end of the room, touch the wall and
+return back to his/her team then hand over the ball to the next in line. This continues until
+everyone in the team has had a turn.
+Build a Tower
+The Beaver Scouts are divided into two teams and sit down on the opposite sides of the
+room. They are numbered off with team numbers sitting diagonally opposite each other. The
+bricks (cardboard boxes) are placed in a hoop (or a circle) in the middle with another hoop (or
+circle) at each end for the team. When a number is called out the Beavers with that number
+run to pick up a (cid:147)brick(cid:148) and balance it in their home (cid:147)hoop(cid:148). If the bricks fall, then that team
+has to start again. The (cid:147)winners(cid:148) are the team who has built the highest tower at the end of
+the game.
+Welly relay
+The Beaver Scouts are divided into their lodges and then each lodge is split into two. Half the
+lodge stand at one end of the room and the other half stand at the opposite end. The first one
+in each lodge puts on the wellies and hurries to the other end of the room and takes them off.
+
+--- PAGE 11 ---
+The second one puts them on and hurries back to the third and so on until all Beaver Scouts
+have had a turn. Make sure wellies are big enough for all of them to get their feet inside.
+Puff
+For this game you will need a plastic cup with a small hole in the bottom and a length of string
+for each lodge. Thread the string through the hole in the bottom of the plastic cup and tie
+each end of the string to two chairs, spaced apart. One for each lodge.
+Divide into their lodges and stand them at the end of the room away from the line. On the
+word (cid:147)GO(cid:148) the first one in each lodge runs up to the string and tries to blow the cup to the end
+of the line, then returning it with his/her hand ready for the next Beaver Scout to have their
+turn.
+Clumsy Chocolate
+For this game you need a large bar of chocolate, a knife and fork, a plastic plate, a pair of
+gloves, a scarf, a woolly hat and a dice.
+Beaver Scouts sit in a circle with everything above in the middle. The dice is passed round
+the circle until the first Beaver Scout rolls a six, he/she then runs to the middle of the circle,
+puts on the clothing and tries to eat the chocolate with the knife and fork before the next one
+gets a six. Each time a six is thrown that Beaver Scout runs to the middle and takes over
+dressing-up and eating the chocolate until all the chocolate is eaten.
+Easter Egg Relay
+The Beaver Scouts are divided up into their lodges and stand in a line at the end of the room.
+Immediately in front of each lodge is a bowl and at the other end of the room is one bowl full
+of little eggs (make sure there is one for each Beaver Scout). On the word (cid:147)GO(cid:148) the first one
+in each lodge takes the spoon, runs to the bowl of eggs and takes one out with the spoon.
+He/she then races back to his/her lodge, places the egg in the bowl and passes the spoon
+onto the next player. If anyone drops an egg when running back to their lodge, the egg must
+be picked up and put back into the bowl and the Beaver Scouts runs back to their lodge
+before starting again. The game continues until all Beaver Scouts have had a turn, then they
+are allowed to eat their own egg.
+Potato Head
+Items needed for each Lodge:
+1 head drawn on paper
+2 eyes drawn on separate pieces of paper
+1 nose drawn on a separate piece of paper
+1 mouth drawn on a separate piece of paper
+2 Ears drawn on separate pieces of paper
+Some hair drawn on a separate piece of paper
+A dice
+Each lodge will have the items above and they take it in turn to throw the dice, each time they
+get the right number they can add a piece to the head. To be able to start they must throw a
+six to get the head and then they add the pieces as they get the right number (each piece is
+worth a different number)
+Head (cid:150) 6
+Eye (cid:150) 5
+Other Eye (cid:150) 5
+Nose (cid:150) 4
+Mouth (cid:150) 3
+Hair (cid:150) 2
+Ears - 1
+The winners are the first lodge to complete their head.
+Puddle Race
+You need a sheet of paper for each Beaver Scout and another for each lodge. The first
+Beaver Scout has two puddles, he/she places a puddle (paper) on the floor and stands on it.
+He/she places the spare puddle in front of him/her and moves onto it. The second Beaver
+Scout moves onto the empty puddle left by the first one, then passes his/her puddle to the
+
+--- PAGE 12 ---
+Beaver in front, he/she puts it onto the floor and moves onto it followed by the second Beaver.
+This is then repeated by the whole lodge in turn. When the whole lodge has done this there
+will be an empty puddle at the back of the lodge, this is then passed forward to the leader and
+the whole lodge moves on again. This is repeated until the whole lodge has reached the
+finishing line.
+Stepping Stones
+Spread sheets of old newspaper out randomly as stepping stones across the room. Beaver
+Scouts must attempt to cross the room by jumping from stepping stone to stepping stone
+without touching the ground.
+Fishes
+All the Beaver Scouts sit in a circle and are given the names of different types of fish such as
+Cod, Herring, Plaice and Salmon. When the leader calls out the name of a fish all those
+Beavers with that fish name start running round the outside of the circle and follow commands
+which are given by the leader. Tides turning (cid:150) Beavers turn round and run the opposite way,
+Sharks coming (cid:150) Beavers stop running and freeze, Fisherman(cid:146)s coming (cid:150) Beavers run quickly
+back to their places. The next lot are called and it continues until you run out of time.
+Noughts and Crosses
+Set up nine chairs, three across and three down (Like a noughts and crosses
+Board). Put the Beaver Scouts into two separate teams, one is the noughts team the other
+the crosses team. Then ask the Beavers in turn any question
+(have some questions prepared before the start of the meeting) the one who gets it right sits
+on a chair the idea to get a line of noughts or crosses.
+Where do animals live
+Label four different pieces of paper with the names, NEST, BURROW, FARM and ZOO.
+Then put them up on four different walls of the room. The leader calls out the names of
+animals and the Beaver Scouts run to where they think that animal lives. The last one there
+or the one that gets the place wrong is out for one go and then gets to call the name of the
+animal. Animals such as: Robin, Mouse, Pig, Lion, Pigeon, Rabbit, Cow, Camel, Swan, Mole,
+Horse, Elephant, Blackbird, Fox, Sheep, Monkey, Polar Bear, Chicken.
+Poison Mat
+Place a mat or a small blanket in the middle of the room. Everyone then links hands to make
+a circle round the mat. The object of the game is for everyone to pull everybody, without
+breaking the circle and try to get and many out as possible by making them touch the mat.
+Hat Relay
+You need two hats per lodge, sewn together with a short length of elastic. Divide the Colony
+into two teams, sub-dividing each team into pairs. On your command, each pair runs to a
+given point and runs back, wearing the joined hats to the next player and so on until the team
+has finished. No one can run without wearing a hat. They have a tendency to fall off if the
+pair do not work together.
+Dolphins Versus Fishermen
+One Beaver Scout is a dolphin and two are fishermen. The fishermen are identified by
+wearing their neckers the wrong way round. The remainder of the Colony are fish. The
+fishermen chase the fish, touch them, thereby (cid:147)freezing(cid:148) the fish. The fish freeze until they
+are set free by the dolphin crawling through their legs. Change leading character frequently.
+Changing Weather
+Beavers have to do the appropriate action when a leader calls out the weather forecast
+Rain (cid:150) stand still with arms in the air as if holding an umbrella
+Snow (cid:150) freeze into a snowman with arms at their sides
+Wind (cid:150) run round the room howling
+Fog (cid:150) crawl around on their hands and knees
+Storm Approaching (cid:150) crouch into a ball on the floor
+Sun (cid:150) jump up and down on the spot with arms outstretched
+
+--- PAGE 13 ---
+Raisin Relay
+Divide the Beavers Scouts into lodges and give each Beaver Scout a drinking straw. At a
+distance on a plate place a number of raisins or dried fruit. On command a Beaver Scout
+runs to the plate and sucks up a raisin on the end of the straw and promptly eats it. Continue
+the game until all raisins have been eaten
+Find the Bomb
+Cut black paper bombs with short lengths of string for fuses. Scatter them around the meeting
+place hidden or at least difficult to find. Divide the Beaver Scouts into their lodges and in
+each lodge one is chosen to be the Bomb Disposal Expert. The ones that are chosen have to
+sit on a chair at one end of the room while the rest of the lodge go to find the bombs. When
+they find one they have to come back to the Bomb Disposal Expert to collect it and carefully
+carry it back to the chair. The winners are the lodge with most bombs.
+The Rattlesnake
+One child is the snake and (cid:147)rattles(cid:148) with a key ring or something similar. Everyone else is
+dancing around the room. The snake taps someone on the shoulder , that person is then
+(cid:147)eaten(cid:148) by the snake (that is the captured one crawls beneath the snakes legs and becomes
+part of the snake by holding onto his/her middle). The chase continues with each successive
+captured Beaver Scout having to crawl through more pairs of legs to join the snake. Carry on
+until all are caught.
+Farm Visit
+Beaver Scouts sit in a circle, except for one who is blindfolded. He/she is the farmer inside the
+circle. He/she stops in front of anyone and says the name of an animal found on the farm.
+The Beaver Scout chosen has to make the sound of that animal. If the farmer guesses the
+name of the child making the noise they swop places otherwise the farmer goes onto the next
+one in the ring and tries again. Don(cid:146)t allow the farmer to have more than three attempts
+before giving a new Beaver Scout the chance to be farmer.
+Sticky Popcorn
+On the word (cid:147)GO(cid:148) everyone jumps (pops) about. As contact is made with other they link up
+and stick together. Continue with the game until everybody is part of a popcorn bunch or,
+even better, every Beaver Scout is part of one single Colony-sized bunch of sticky popcorn all
+popping in unison.
+Hello
+This is played in a circle formation, starting with one Beaver Scout in the middle. He/she goes
+to one of the Beaver Scouts in the circle, shakes hands and says (cid:147)Hello, my name is(cid:133)..(cid:148) and
+states his/her name. They both run round the circle, one each way and race to the vacant
+space. The last one to arrive goes on to shake another players hand.
+Hands or Feet
+Have some lively music playing to encourage the Beaver Scouts to move around. When the
+music stops each Beaver Scout finds a partner and they decide whether to stand hands
+together or feet together. When everyone has decided and taken position the leader calls out
+wither (cid:147)hands(cid:148) or (cid:147)feet(cid:148). Whichever is called, all the pairs in that position sit down on the spot
+for the next go and join in again after the next call.
+Tommy Tucker
+Form the Colony into a circle with one Beaver Scout in the centre as Tommy Tucker. He/she
+walks quickly round the circle and stops suddenly in front of two players at whom he/she
+points and says (cid:147)Tommy Tucker says run for supper(cid:148). On the word (cid:147)supper(cid:148) (cid:150) and not before
+(cid:150) the two players run round the circle in opposite directions and one place is taken by
+Tommy. The first runner back, goes through the vacant space to the centre and becomes the
+next Tommy Tucker.
+
+--- PAGE 14 ---
+Alphabet Steps
+All the Beaver Scouts stand in a line at one end of the room and a leader stands at the other
+end with a bag of letters. The leader takes one letter at a time out of the bag and calls it out
+and any child who has that letter in his/her name takes one step forward. If the letter occurs
+twice, then he/she takes two steps and so on. The first Beaver Scout to reach the Leader is
+the winner. It may help if all Leaders know how to spell all the names or if each Beaver Scout
+has his/her own name written on a piece of paper so he/she can check when to step.
+Boats
+The Beaver Scouts run around while listening for the following commands:
+Rowing Boat (cid:150) sit down and row
+Submarines- lie flat on the floor
+Speed Boats (cid:150) run fast with noise effect
+Wind Surfer (cid:150) stand holding an imaginary sail and wobble like a wind surfer
+Canoe (cid:150) sit down and paddle.
+Give the Dog a Bone
+The Beaver Scouts are divided into two teams facing each other and numbered. In between
+the two teams is a rope made into a circle, by tying a knot with both ends, this is the bone.
+Two lines are drawn a little way apart on the floor. When a number is called, the object is for
+that Beaver Scout to run and pick up the rope and pull his opponents feet over the line (as in
+a tug of war) and to gain that bone. Depending on the size of the rope and the Beaver
+Scouts, another (cid:147)dog friend(cid:148) could come along and help.
+All Change
+For this game the Beaver Scouts need to be in a circle. A leader gives each person the name
+of one of four different fruits. One player stands in the middle and calls one of the fruit
+names. All those players with that particular fruit name must get up and change places with
+one of the other fruits of the same name. The player in the centre must also attempt to find a
+space and a new player will be on for the next go.
+Dodge Ball
+Divide the Beaver Scouts into groups. One group must make a large circle and the other
+group goes into the centre of that circle. The circle players are given a soft ball to throw at the
+group in the circle. The centre Beavers must dodge but cannot leave the circle. When a
+Beaver is hit, he/she and the thrower must change places. Continue with the game until all
+Beaver Scouts have had a turn.
+Card Relay
+You will need two sets of playing cards, two hats and two chairs.
+Line the Beaver Scouts up in two equal lines. At the top of the room, place a chair and in
+front of this about six feet away place a hat. On the floor in front of the chair put a set of
+cards. On the word (cid:147)GO(cid:148) the first Beaver Scout in each team, runs up to the chair, picks up
+one playing card sits down and tries to toss the card into the hat. When he succeeds he/she
+runs back and tags the next player in the team. He/she then runs up to the chair and repeats
+the action. This continues until all playing cards are in the hat or until time runs out.
+Secret Service
+Sit all the Beavers in a circle. The leader goes to the first Beaver and whispers a message
+such as (cid:147)It(cid:146)s a nice day if it doesn(cid:146)t rain(cid:148). That Beaver will pass the message to the next
+Beaver in a whisper so that it goes round the circle. They are only allowed to say it once and
+then wait to see what the message sounds like when the last Beaver Scout says the message
+out loud. The leader then says what the message was at the start. Continue as long as you
+have time.
+The Pond
+Sit all Beaver Scouts in the middle of the room. They must imagine that they are in a big
+lodge. When the leader shouts (cid:147)There is a leak in the front of the lodge(cid:148) all Beaver Scouts
+run to the front of the room and fix the leak by pretending to hammer something in place. The
+location can be changed each time and the leak can be anywhere in the lodge.
+
+--- PAGE 15 ---
+Guide Dog Trail
+Set out some obstacles such as chairs around the room. Put the Beaver Scouts into pairs.
+One is blindfolded and the other is their guide dog. The guide dog leads the blind person
+round the obstacles and back to the start without letting the blind person bump into the
+obstacles, when they get back they change places.
+Beaver Promise
+Print out all the words of the Beaver Promise enough for each lodge. Put these into a bag for
+each lodge and tip them on the floor in each lodge area. Get the Beaver Scouts to put the
+words of the Beaver Promise in the correct order. The first lodge to complete this correctly is
+the winner.

data/sources/When-Someone-Close-to-You-Dies-A-Guide-for-talking-with-and-supporting-Children-Romanian.txt

@@ -0,0 +1,292 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/When-Someone-Close-to-You-Dies-A-Guide-for-talking-with-and-supporting-Children-Romanian.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Când vă decedează cineva apropiat
+Îndrumar pentru a discuta cu copiii şi a le oferi sprijin
+
+--- PAGE 2 ---
+Când vă decedează cineva apropiat
+Îndrumar pentru a discuta cu copiii şi a le oferi sprijin
+Sincere condoleanţe pentru dumneavoastră, familia şi prietenii dumneavoastră care sunt afectaţi de această pierdere.
+Cunoaştem durerea şi suferinţa resimţite după moartea unei persoane apropiate.
+Moartea poate surveni în orice moment al vieţii. Uneori, ne aşteptăm să se întâmple din cauza unei boli sau a
+bătrâneţii. Alteori, se întâmplă brusc, fără vreun avertisment.
+Această broşură se adresează părinţilor/tutorilor şi explică modul în care copiii şi adolescenţii înţeleg moartea şi
+reacţionează la ea. De asemenea, aceasta cuprinde sfaturi privind sprijinul oferit copiilor după decesul unei persoane
+apropiate.
+Broşura de faţă a fost realizată de un grup multi-disciplinar din cadrul Belfast Health and Social Care Trust şi se
+bazează pe o broşură realizată în prealabil de Dr. Nichola Rooney, medic primar psiholog clinician, pentru a fi utilizată
+în spitalul de copii Royal Belfast Hospital.
+Cuprins
+Pagina
+Cum înţeleg copiii moartea 4
+Cum să le spuneţi copiilor despre decesul unei persoane apropiate 8
+Cum să-i ajutaţi pe copii să-şi ia rămas bun 10
+Nevoile copiilor după decesul unei persoane iubite 13
+Unde să căutaţi ajutor pentru copii 16
+
+--- PAGE 3 ---
+Moartea este dificil de explicat unui copil. Copiii sunt foarte afectaţi de decesul unei persoane iubite. Însă, cu sprijin
+atent, părinţii şi tutorii îi pot ajuta pe copii să se adapteze la realitatea morţii şi să-şi gestioneze sentimentele de
+pierdere şi durere asociate decesului.
+Uneori, adulţii consideră că este mai bine să-i protejeze pe copii şi să nu discute un deces cu ei. Este normal ca
+părinţii/tutorii să nu ştie prea bine ce să le spună copiilor când le dau vestea decesului unei persoane iubite. Cu toate
+acestea, cercetările şi relatările familiilor şi copiilor în cauză arată că aceştia din urmă se adaptează mai bine dacă li
+se dau informaţiile adecvate cât mai curând posibil.
+Cum înţeleg copiii moartea
+Copiii au sentimente şi emoţii asemănătoare cu ale adulţilor atunci când decedează cineva apropiat lor. Însă modul în
+care își manifestă aceste sentimente şi emoţii sunt adesea diferite, ceea ce poate fi derutant pentru copii, tutori şi alţi
+adulţi. Copiii mici nu pot să fie trişti o perioadă îndelungată, aşa că este posibil să fie foarte supăraţi acum, iar în
+secunda următoare să se joace şi să râdă. Uneori, pot să accepte cu uşurinţă un deces la început, dar un pic mai
+târziu să devină foarte supăraţi. Noi spunem că sar de la durere la alte stări. Acest răspuns este unul normal şi este
+important să li se ofere ocazia de a-şi exprima durerea când simt ei nevoia. Ca adult, poate fi dificil să faceţi faţă
+schimbărilor de dispoziţie ale copiilor, deoarece adulţii tind să fie trişti tot timpul. Modul în care copiii înţeleg moartea
+depinde în mare măsură de vârsta şi de capacitatea acestora.
+Reacţia copiilor la pierderea suferită va fi influenţată de felul în care înţeleg ei moartea, aşa cum veţi vedea în
+secţiunile de mai jos. Totuşi, copiii se dezvoltă în ritmuri diferite şi pot înţelege moartea într-un mod mai pueril sau mai
+matur decât ar corespunde vârstei lor efective.
+0-2 ani
+Copiii foarte mici nu înţeleg semnificaţia morţii, dar sunt foarte sensibili la supărarea celor din jurul lor. Ei reacţionează
+la pierderea persoanei iubite şi este posibil să o caute fizic sau, în cazul în care vorbesc, să o strige. Bebeluşii şi copiii
+mici îşi pot manifesta suferinţa fiind supăraţi, mai obosiţi decât de obicei, dependenţi sau uşor de speriat. Deşi copiii
+de această vârstă nu înţeleg semnificaţia morţii, tot este important să le vorbiţi despre acest lucru. Vor începe să
+înţeleagă cuvintele nefamiliare pe măsură ce cresc şi se dezvoltă.
+2-5 ani
+Copiii cu vârsta cuprinsă între 2 şi 5 ani pot să nu înţeleagă faptul că moartea este permanentă şi că se întâmplă
+oricărei fiinţe vii. Din cauza înţelegerii lor limitate, este posibil să nu aibă nicio reacţie când li se spune că a murit
+cineva. Copiii de această vârstă înţeleg lucrurile foarte literal, aşa că limbajul folosit este deosebit de important. Este
+esenţial să evitaţi explicaţii de genul „a plecat departe” sau „doarme”, deoarece acestea pot crea confuzii. Este mai
+bine să folosiţi termenii „moarte” şi „a murit”, deşi aceste cuvinte sunt greu de spus copiilor mici. Lor le este greu să
+înţeleagă faptul că o persoană decedată nu mai poate reveni, în viitor, de aceea trebuie să li se repete că atunci când
+cineva moare, nu se mai întoarce niciodată. Ei pot pune întrebări precum:
+• Poţi să te dai cu bicicleta în rai?
+• Buni mai poate să mă vadă?
+• Mami/tati va fi acolo când plecăm în vacanţă?
+Aşa încearcă cei mici să dea un sens celor întâmplate. Deşi poate fi dificil să răspundeţi la aceste întrebări, este
+important să răspundeţi cât mai răbdător şi mai sincer posibil, amintindu-i copilului că persoana iubită decedată nu se
+
+--- PAGE 4 ---
+va întoarce niciodată.
+În toate familiile au loc certuri şi, în astfel de momente, copiii pot spune că urăsc pe cineva sau că şi-ar dori ca cineva
+să moară. Copiii de această vârstă îşi dezvoltă imaginaţia şi adesea adoptă o „gândire magică”. De aceea, pot gândi
+că decesul a survenit din cauza cuvintelor sau dorinţelor lor exprimate în timpul unei cerţi. Dat fiind că uneori copiii se
+învinovăţesc singuri când moare cineva special, este foarte important ca ei să înţeleagă şi să audă că nimic din ceea
+ce spunem sau gândim nu poate provoca moartea cuiva.
+5-11 ani
+Pe măsură ce copiii mai cresc puțin, încep să înţeleagă ce înseamnă „pentru totdeauna” şi că moartea este
+permanentă. Cu toate acestea, tot simt sau speră că pot să inverseze ce s-a întâmplat („Dacă fac ce-mi spune mama,
+poate se întoarce [numele]”). Ca şi copiii mici, şi ei au nevoie să li se spună că nimic din ceea ce zicem sau gândim
+nu poate provoca moartea cuiva.
+Copiii înţeleg mai multe despre moarte între vârstele de opt şi zece ani. Treptat, aceştia înţeleg că moartea are o
+cauză şi că toate fiinţele vii trebuie să moară. Este normal să pună întrebări despre moarte, chiar dacă nu au avut
+experienţa unui deces printre apropiaţi. Copiii pot să manifeste curiozitate şi să pună întrebări despre ce se întâmplă
+în momentul morţii sau după înmormântare. Este important ca cineva care se simte în largul lui cu astfel de întrebări
+să le răspundă. Este posibil să vă fie prea greu să răspundeţi la aceste întrebări şi să doriţi să implicaţi pe altcineva,
+care nu face parte din familia apropiată.
+Adolescenţii
+Adolescenţii înţeleg moartea la fel ca adulţii. Experienţa decesului unei persoane apropiate poate fi extrem de dificilă
+pentru adolescenţi, întrucât aceştia încă nu au maturitatea emoţională a adulţilor. Ei înţeleg caracterul final al morţii şi
+impactul pe termen lung pe care aceasta îl va avea asupra vieţilor lor şi asupra vieţii de familie. La această vârstă, ei
+trec prin schimbări fizice, emoţionale şi sociale majore, care îi pot face să se simtă foarte vulnerabili şi să resimtă mai
+acut nevoia sprijinului din partea familiilor şi a celor iubiţi. Adesea, adolescenţii discută despre experienţele şi
+sentimentele lor mai mult cu prietenii, decât cu părinţii/tutorii. Este posibil ca părinţii/tutorii să-şi facă griji pentru copiii
+lor adolescenţi şi pentru modul în care fac faţă situaţiei. Poate fi util să discutaţi cu părinţii prietenilor, cu profesorii sau
+cu alţi adulţi importanţi pentru a vă asigura că adolescenţii stau de vorbă cu cineva.
+
+--- PAGE 5 ---
+Cum să le spuneţi copiilor despre decesul unei persoane apropiate
+Părinţii/tutorii declară frecvent că se simt nesiguri când trebuie să le vorbească copiilor despre moarte. Deşi nu există
+o formulă pentru a face acest lucru, sperăm că îndrumările de mai jos vor fi utile.
+• Este util ca părinţii/tutorii să stabilească între ei ce doresc să le spună copiilor înainte de a discuta cu aceştia.
+Astfel, copiii vor primi aceeaşi explicaţie de la toată lumea.
+• Vorbiţi cu copiii dumneavoastră cât mai curând posibil. Dacă aşteptaţi prea mult, există riscul ca aceştia să afle
+de la altcineva sau să simtă că ceva nu este în regulă şi să se îngrijoreze.
+• Este important să fiţi cât mai deschişi şi mai sinceri posibil şi să explicaţi clar ce s-a întâmplat, într-un limbaj pe
+care copiii să-l poată înţelege.
+• Cantitatea de informaţii necesară copiilor depinde de vârsta şi de capacitatea acestora. Copiii mici nu au nevoie
+de explicaţii complicate şi poate fi suficient să spuneţi ceva de genul: „[Numele] a fost bolnavă multă vreme, iar
+doctorii şi asistentele au încercat din greu să o facă bine, dar a fost prea bolnavă şi a murit.” Pentru copiii mai
+mari şi adolescenţi va fi nevoie de explicaţii mai detaliate.
+• Când li se vorbeşte pentru prima oară despre moarte, copiii mici pot fi curioşi mai ales „unde” şi „când” s-a produs
+aceasta. Copiii un pic mai mari pot să întrebe „cum” a murit persoana iubită, iar copiii mai mari şi adolescenţii vor
+dori să afle şi „de ce”.
+• Este important să folosiţi cuvintele „moarte” sau „a murit” în loc să spuneţi că „o să doarmă multă vreme”, „am
+pierdut-o” sau „a plecat într-o călătorie”. Aceste afirmaţii pot cauza confuzie, mai ales în rândul copiilor mici, care
+le înţeleg literal şi, prin urmare, se vor supăra sau le va fi teamă să meargă la culcare, să se rătăcească sau să
+plece într-o călătorie.
+• Celor mai mici trebuie să le spuneţi că, atunci când moare cineva, corpul său nu mai funcţionează şi nu mai are
+nevoie de aer ca să respire. Este important să li se spună copiilor că un corp decedat nu simte foame, sete,
+căldură sau frig.
+• Este normal ca aceştia să se îngrijoreze de propriul viitor şi să pună întrebări de genul: „Mai pot să mă duc la
+petrecerea prietenului meu?” sau „Cine o să mă ia de la înot?”. Este util să-i liniştiţi în ceea ce priveşte
+continuitatea rutinei, atunci când este posibil, sau să le explicaţi clar alte planuri.
+Cum să-i ajutaţi pe copii să-şi ia rămas bun
+Poate nu sunteţi siguri dacă ar fi util pentru copiii dumneavoastră să vadă persoana iubită după deces sau să participe
+la înmormântare. Părinţii/tutorii descriu frecvent această decizie ca pe una foarte dificilă, care trebuie luată într-un
+moment în care şi ei suferă. Fiecare situaţie este aparte şi oamenii pot avea concepţii diferite. Copiii au nevoie să li
+se dea ocazia de a-şi lua rămas-bun.
+Din cercetări şi din discuţiile cu copii şi tineri cărora le-a decedat cineva, rezultă ca se recomandă să li se dea copiilor
+ocazia de a vedea persoana iubită după deces şi de a lua parte la înmormântare. Este important ca aceştia să fie bine
+pregătiţi pentru acest eveniment şi să fie însoţiţi de un adult cunoscut şi de încredere, care să îi sprijine şi să răspundă
+la orice întrebări ar avea aceştia. Copiii mai mari şi adolescenţii pot simţi nevoia să discute despre ceea ce simt în
+legătură cu vederea persoanei iubite după moarte şi/sau participarea la înmormântare. Ar putea fi util să le arătaţi
+avantajele şi dezavantajele, ca să-i ajutaţi să ia o decizie.
+
+--- PAGE 6 ---
+Vederea persoanei iubite după deces
+• Copiii au nevoie de o pregătire atentă înainte de a vedea persoana iubită după deces. Au nevoie de o descriere
+clară a sicriului, a camerei, a persoanelor care vor fi prezente şi a persoanei care îi va însoţi.
+• Este important să discutaţi cu ei despre felul în care arată persoana iubită (de exemplu, cu ce va fi îmbrăcată) şi
+despre faptul că pielea şi-a schimbat culoarea şi este rece.
+• Unii copii preferă să stea la distanţă, mai ales la început, şi trebuie să ştie că pot face acest lucru. Este posibil să
+aibă nevoie să li se spună că pot să atingă sau să sărute persoana iubită decedată, dar şi că nu e nimic dacă nu
+doresc să facă asta. (Poate aţi fost informaţi că, dată fiind cauza decesului, nu se recomandă atingerea
+cadavrului).
+• Este important să lăsaţi copiii să vină şi să plece când doresc.
+• Poate fi util să petreceţi un timp împreună, ca familie, în privat. Cu siguranţă, acesta este un moment cu
+încărcătură emoțională foarte mare pentru familii, iar lumea poate să plângă sau să fie supărată. Intimitatea,
+spaţiul şi timpul petrecut împreună sunt importante.
+• Este în regulă ca adulţii să manifeste un nivel adecvat de emoţie şi să plângă în faţa copiilor, cu condiţia să aibă o
+explicaţie pentru acest lucru.
+• Poate fi util să li se dea copiilor ocazia de a pune în sicriu un obiect cu o semnificaţie aparte: un bilet, o jucărie, o
+poezie, un desen sau un cadou. Este foarte important ca obiectul respectiv să nu fie ursuleţul lor preferat sau
+păturica cu care sunt înveliţi la culcare, deoarece vor avea nevoie de ele în săptămânile care vor urma. Un obiect
+secundar ca importanţă ar fi o alegere mai bună.
+• Copiii şi tinerii pot spune că nu doresc să vadă persoana iubită după deces. Este esenţial să încercaţi să aflaţi
+motivul. Este important să aflaţi dacă este o dorinţă sinceră de a-şi aminti persoana în cauză aşa cum era în
+timpul vieţii sau, mai degrabă, o decizie bazată pe teamă sau îngrijorare (de exemplu, cum ar putea arăta,
+îngrijorarea că ar putea să sufere). În acest din urmă caz, ei pot fi sprijiniţi să vadă persoana iubită decedată.
+• În situaţia în care motivul decesului a fost o traumă şi corpul a fost vătămat în mare măsură, ar fi bine să cereţi
+sfaturi dacă ar fi indicat ca cei mici să vadă persoana iubită după deces. În majoritatea cazurilor, poate fi văzută
+şi/sau atinsă o parte a corpului neafectată de traumă.
+Participarea la slujba de înmormântare
+• În general, este util ca la înmormântare să participe şi copiii. Este important ca ei să ştie ce se va întâmpla (de
+exemplu, cine va fi cu ei, unde se va afla sicriul) şi să aibă oportunitatea de a pune întrebări. Poate ajuta să fie
+însoţiţi de un adult cunoscut şi de încredere, care să îi sprijine şi să răspundă la orice întrebări ar avea aceştia.
+• Poate fi benefic pentru copii să poată alege dacă să aibă un rol direct în înmormântare (de exemplu, să citească
+o poezie sau să pună o floare pe sicriu) sau un rol indirect (de exemplu, să scrie un mesaj pentru flori sau să
+aleagă o asociaţie caritabilă pentru donaţii).
+• Dacă dvs. sau copiii aveţi anumite convingeri despre viaţa de după moarte, ar putea fi mângâietor să le
+împărtăşiţi.
+Participarea la îngropare / incinerare
+• Unii adulţi preferă să nu fie şi copiii prezenţi la îngropare/incinerare, în timp ce alţi adulţi doresc să participe şi
+copiii. Dacă doriţi să fie prezenţi copiii dumneavoastră, este important ca aceştia să fie bine pregătiţi şi să ştie ce
+se va întâmpla, precum şi să li se dea posibilitatea să pună întrebări. Poate fi util să fie însoţiţi de un adult
+
+--- PAGE 7 ---
+cunoscut şi de încredere, care să îi sprijine şi să răspundă la orice întrebări ar avea aceştia.
+• Copiii mai mari şi tinerii ar trebui să poată alege dacă participă sau nu la îngropare/incinerare.
+• Copiii pot avea întrebări cu privire la îngropări şi incinerări. Este normal să fie curioşi şi să întrebe ce se întâmplă
+cu o persoană după ce moare. Este important să le amintiţi că, atunci când o persoană decedează, corpul nu mai
+funcţionează şi nu mai are nevoie de aer ca să respire, nici nu mai simte foame, sete, durere, căldură sau frig. De
+asemenea, este important ca cineva care se simte în largul lui cu astfel de întrebări să le răspundă. Este posibil
+să vă fie prea greu să răspundeţi la aceste întrebări şi să doriţi să implicaţi pe altcineva, care nu face parte din
+familia apropiată.
+Nevoile copiilor după decesul unei persoane iubite
+Poate fi descurajant să încercaţi să îndepliniţi nevoile copiilor după decesul unei persoane iubite, când şi
+dumneavoastră suferiţi şi resursele emoţionale şi fizice sunt limitate. Este esenţial să fiţi blânzi cu dumneavoastră
+înşivă, încercaţi să nu aveţi pretenţii prea mari de la propria persoană şi amintiţi-vă că şi dumneavoastră aveţi nevoie
+de sprijin. Copiii care pierd o persoană iubită au nevoi pe care sperăm că îndrumarul de faţă vă va ajuta să le
+îndepliniţi.
+Ajutaţi-i pe copii să se simtă în siguranţă
+În această perioadă, copiilor le este greu să se despartă de părinţi/tutori, ceea ce este normal. Este posibil să-i
+urmeze pe părinţi/tutori prin casă sau să ceară să fie ţinuţi pe genunchi.
+• Despărţirile care nu sunt necesare ar trebui evitate, iar dacă sunt necesare, pregătiţi-vă copilul pentru acestea.
+• Pe copii îi ajută să fie îmbrăţişaţi, alintaţi şi să primească asigurări emoţionale. Copiii au nevoie să fie asiguraţi că,
+deşi suferiţi, tot puteţi să aveţi grijă de ei şi că încă sunt iubiţi şi importanţi.
+• Restabilirea sau crearea unor rutine (de exemplu, ora de mers la culcare, ora de luat masa, activităţi zilnice) sunt
+utile pentru copiii dumneavoastră. Copiii se simt cel mai în siguranţă când ştiu ce să facă şi la ce să se aştepte,
+iar rutina ajută în acest sens. Este foarte util să restabiliţi limitele şi regulile normale pentru a-i ajuta pe copii să se
+simtă în siguranţă.
+• După decesul cuiva apropiat, copiii pot avea deficienţe de somn. Adesea au coşmaruri despre cineva care vine
+să îi ia sau despre alţi membri ai familiei care mor. În astfel de momente, trebuie să îi asiguraţi că sunt protejaţi.
+Poate ajuta să lăsaţi o lumină aprinsă. Copiii mici ar putea cere să doarmă în patul dumneavoastră. Dat fiind că
+ar putea fi greu să scăpaţi de acest obicei, mai bine îi liniştiţi şi îi ajutaţi să adoarmă la loc în patul lor.
+• Asiguraţi-vă că oamenii importanţi din viaţa copiilor (de exemplu, profesorii, tutorii, liderii pentru tineret) sunt la
+curent cu decesul, astfel încât să ofere şi ei asistenţă.
+Ajutaţi-i pe copii să-şi gestioneze emoţiile
+Copiii află despre durere de la adulţi şi este în regulă să manifestaţi un nivel adecvat de emoţie în faţa lor, cu condiţia
+să le explicaţi de ce sunteţi trişti sau supăraţi. Copiii au nevoie să găsească modalităţi prin care să-şi arate
+sentimentele legate de viaţa şi moartea persoanei iubite.
+• Copiii trebuie să ştie că este în regulă să fie trişti, dar că este în regulă şi să fie fericiţi, să se simtă bine şi să se
+joace, chiar şi atunci când se întâmplă ceva trist. Tot au nevoie să-şi serbeze zilele de naştere şi ocaziile
+speciale. Nu este ieşit din comun ca cei mici să traducă experienţa pierderii în activităţi de joacă.
+• Copiii au relaţii unice şi foarte speciale cu membrii familiei şi prietenii, adesea caracterizate printr-o mare
+dragoste dar, uneori, şi printr-o furie puternică. După decesul cuiva apropiat, copiii se simt frecvent vinovaţi
+
+--- PAGE 8 ---
+pentru momentele de furie şi este important să ştie că este normal. Ei au nevoie să li se spună că nimic din ceea
+ce zicem sau gândim nu poate provoca moartea cuiva. Este util să-i asiguraţi că au fost iubiţi de persoana care a
+murit. Amintiţi-le lucrurile bune pe care le-au făcut pentru persoana iubită şi încurajaţi-i să păstreze amintirile
+frumoase.
+• Copiii îşi pot manifesta durerea printr-un comportament agresiv. Acest lucru se poate întâmpla acasă, prin crize
+sau certuri cu fraţii şi surorile lor, precum şi la şcoală, prin probleme de disciplină în clasă sau certuri cu prietenii.
+Aceasta este modalitatea lor de a-şi exprima furia pentru pierderea nedreaptă pe care au suferit-o. Este posibil să
+vă învinovăţească pe dumneavoastră că aţi permis aşa ceva sau să fie furioşi că au fost părăsiţi. Acordaţi-le
+atenţie din plin când se comportă bine şi fiţi fermi când au un comportament pe care îl consideraţi inacceptabil. Îi
+puteţi ajuta să-şi rezolve furia discutând pe îndelete cu ei.
+Ajutaţi-i pe copii să-şi împărtăşească amintirile
+Este important pentru copii să-şi povestească amintirile şi să vorbească despre persoana care a decedat, să se uite la
+fotografii, filme/înregistrări video şi suveniruri.
+• Pe copii îi poate ajuta să petreacă puţin timp printre hainele şi obiectele care i-au aparţinut persoanei iubite. În
+timp şi când sunteţi pregătiţi, este benefic pentru copii să-şi aleagă câteva dintre lucrurile la care ţin.
+• Umplerea unor „cutii de amintiri” cu lucruri speciale sau crearea unor albume de colaje cu experienţele comune
+sunt alte modalităţi de a păstra vie memoria persoanei respective.
+• Este important să se păstreze amintiri speciale şi fotografii pentru copii, mai ales pentru cei foarte mici care poate
+nu au multe amintiri cu persoana iubită.
+Unde să căutaţi ajutor pentru copii
+Multe familii se descurcă cu sprijinul familiei extinse şi al prietenilor sau cu sprijin din alte surse, cum ar fi grupurile
+confesionale şi comunitare. Dacă doriţi să discutaţi despre reacţia copilului dumneavoastră la deces sau să primiţi
+informaţii suplimentare, mai jos veţi găsi datele de contact ale unor agenţii care oferă consiliere şi încurajări. De
+asemenea, dacă vă îngrijorează comportamentul atipic al copiilor dumneavoastră sau consideraţi că aceştia ar putea
+beneficia de sprijin din afara familiei, aceste agenţii vă vor sprijini şi ajuta.
+Organizaţii de sprijin locale *
+Barnardo’s Child Bereavement Sfaturi şi informaţii
+Support Service (Serviciul de sprijin) pentru părinţii copiilor
+453 Ormeau Road cărora le-a decedat o persoană iubită
+Belfast BT7 3GQ
+Tel: 028 9064 5899
+www.barnardos.org.uk/childbereavementservice
+Cruse Bereavement Care Toate tipurile de doliu
+Birou regional
+Graham House
+Knockbracken Healthcare Park
+Saintfield Road
+Belfast BT8 8BH
+Tel: (028) 9079 2419
+www.cruseni.org
+Linia de asistenţă telefonică: 0844 477 9400
+Să ne amintim de copilul nostru Tel: (028) 9079 7975
+
+--- PAGE 9 ---
+Family Trauma Centre Deces brusc sau traumatic
+1 Wellington Park în care au fost implicaţi copii
+Belfast BT9 6DJ
+Tel: (028) 9020 4700
+Organizaţii de sprijin naţionale
+Childhood Bereavement Network www.chiLdhoodbereavementnetwork.org.uk
+Winston’s Wish www.winstonswish.org.uk
+Child Bereavement Charity www.childbereavement.org.uk www.childbereavement.org.uk
+Informaţii despre Belfast Health and Social Care Trust
+Belfast Health and Social Care Trust are o pagină dedicată doliului pe site-ul său public. Aceasta cuprinde informaţiile
+din prezenta broşură şi altele din serie. Adresa web este: www.belfasttrust.hscni.net.
+Noi, la Belfast Trust, dorim să întelegem şi să învăţăm din experienţele pacienţilor noştri şi ale rudelor acestora. Dacă
+doriţi să faceţi un comentariu privind orice aspect al îngrijirii primite, vă rugăm să transmiteţi comentariile
+dumneavoastră la:
+Trust Bereavement Coordinator
+1st Floor
+Bostock House
+Royal Group of Hospitals
+Grosvenor Road
+Belfast
+BT12 6BA
+Dacă nu sunteţi mulţumiţi de orice aspect al îngrijirii primite şi doriţi să faceţi o reclamaţie, vă rugăm să contactaţi:
+Complaints/Patient Liaison Manager (Manager reclamaţii/Relaţii cu pacienţii)
+McKinney House
+Musgrave Park Hospital
+Stockmans Lane
+Belfast
+BT9 7JB

data/sources/ciuperci final.txt

@@ -0,0 +1,312 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/ciuperci final.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Specii de ciuperci de padure din Romania
+Ciupercile de padure apar in diferite forme si culori si poarta denumiri variate si
+sugestive. Cele mai intalnite specii comestibile de ciuperci pe care le intalnim in
+padurile din Romania sunt urmatoarele:
+Lista ciupercilor comestibile din flora spontana a Romaniei
+Denumirea /
+Denumirea
+Poza denumirile Observatii
+stiintifica
+populare
+ciuperca de camp, Se poate confunda cu A.
+Agaricus arvensis ciuperca oilor / xanthodermus. Saprofita in
+horse mushroom pasuni sau paduri.
+/agaric imperial, the
+Saprofita in paduri de foioase si
+Agaricus augustus prince, prataiolo
+rasinoase.
+maiestoso
+ciuperca de cultura, Are varietati de cultura. Se poate
+confunda cu A. xanthodermus.
+Agaricus bisporus sampinion /
+este spontana? Saprofita in terenuri
+champignon
+innierbate.
+Se poate confunda cu A.
+ciuperca de balegar, xanthodermus (la persoane
+sampinion, sensibile poate produce probleme
+Agaricus gastrointestinale). Saprotrofa in
+champignon / rose
+campestris terenuri innierbate. Palaria uneori
+des pres, field
+maronie se poate confunda
+mushroom cu Amanita Phalloides - Buretele
+viperei, care este otravitoare.
+Se poate confunda cu A.
+Agarius bitorquis /spring agaric xanthodermus. Saprofita in
+terenuri innierbate.
+
+--- PAGE 2 ---
+ciuperca de padure / Saprofita in paduri. La ciupercile
+Agarius silvatica tinere, palaria se poate confunda cu
+wood mushroom
+palaria amanitelor otravitoare.
+ciuciulean de
+Albatrellus In paduri de rasinoase si amestec cu
+toamna, galbinea,
+confluens foioase.
+galbinele, roine
+buretele oilor / fungo In paduri de rasinoase si amestec cu
+Albatrellus ovinus
+del pane foioase.
+buretele domnesc, Se poate confunda cu A.
+Amanita caesarea muscaria. In paduri diverse
+craita / Cesar
+(micoritica).
+buretele domnesc,
+craita / blusher, Se poate confunda cu A.
+pantherina (toxica). In paduri
+Amanita rubescens l'Amanite
+diverse de foioase si rasinoase
+rougissante, tignosa
+(micoritica).
+vinata
+Se poate confunda cu alte amanite.
+Amanita vaginata burete / grisette
+In paduri diverse (micoritica).
+Armillaria mellea
+sensu largo specie Pentru persoanele neinstruite,
+colectiva din care speciile de Armillaria se pot
+fac parte: ghebe, opintici / confunda cu gheba
+pucioasa Hypholoma
+A. gallica (gheba de honey fungus, fasciculare (slab toxica) si alte
+deal, gheba de gorun). chiodino del miele specii inrudite ecologic si morfologic.
+A. cepistipes (gheba Parazite si saprofite pe arbori, in
+de brad). paduri diverse.
+A. mellea sensu
+
+--- PAGE 3 ---
+stricto (gheba de
+campie, gheba de stejar).
+A. ostoyae (gheba de
+munte, gheba de brad).
+hrib negru, pitarca,
+Boletus aereus pitoanca / porcini In paduri de foioase (micoritica).
+negro, cep
+Boletus badius hribul murg
+In paduri de foioase si rasinoase
+hrib, manatarca, hrib
+(micoritica). Sub numele comun B.
+Boletus edulis cenusiu / porcini, edulis se recoltau in trecut si
+cep speciile asemanatoare (B.
+aereus, B. reticulatus s.a.)
+Boletus elegans untoasa cu inel
+Boletus luridus chitarca, pitarca
+pita vacii, turta vacii
+/ bolet jaune, In paduri de foioase si rasinoase
+Boletus luteus
+pinarello, pinarolo, (micoritica).
+slippery Jack
+
+--- PAGE 4 ---
+hrib de pin / pinicola,
+Boletus pinophilus porcino dei pini,
+In paduri de pin (micoritica).
+(B. pinicola) pinewood king
+bolete
+manatarca, hrib /
+Boletus reticulatus
+summer cep, In paduri (micoritica).
+(B. aestivalis)
+ceppatello, estatino
+chitarca, burete de
+Boletus scaber mesteacan, burete
+calugaresc
+Boletus
+buza caprei
+subtomentosus
+Cantharellus galbiori / chanterelle, In paduri de foioase si rasinoase
+cibarius girolle. (micoritica).
+laba ursului,
+Clavaria aurea
+togmagiorii
+
+--- PAGE 5 ---
+buretii creti, creasta
+Clavaria botrytis cocosului,
+ramurelele
+buretele cu peruca,
+Conservarea (congelare) urgenta
+Coprinus comatus buretele de cerneala este indicata. Saprofita in terenuri
+/ ink mushroom innierbate.
+Micoritica in paduri de brad. Sub
+rascovul, buretii
+numele comun L. deliciosus se
+dulci, painea padurii,
+recoltau in trecut si ceilalti rascovi
+Lactarius deliciosus rascovii de brad / (L. deterrimus, L.
+Safron milk-cup, sanguifluus, L.
+semisanguifluus, L.
+rude, sanguinaccio
+salmonicolor)
+iutarii, buretii iuti,
+Lactarius piperatus
+buretele laptos
+laptuca dulce,
+burete dulce, Micoritica in paduri de foioase si
+Lactarius volemus
+buretele rosu, rasinoase.
+rascov laptos
+buretele alb al Ciupercile tinere se pot confunda cu
+Lepiota naucina
+porumbeilor amanitele albe otravitoare.
+
+--- PAGE 6 ---
+palaria sarpelui,
+Lepiota procera buretele serpesc,
+parasolul
+bureti de roua, bureti Se poate confunda cu alte specii
+Marasmius oreades
+de pajiste, bureciori mici maronii. Saprofita in pasuni.
+Morchella conica zbarciogi In paduri (micoritica).
+Morchella esculenta ciuciulete, pupi / true Comestibila. Are si valoare
+medicinala. In paduri, pasuni, livezi.
+(M. vulgaris) morel
+diverse.
+pastrav de fag,
+burete de fag,
+buretele negru de Are si proprietati medicinale. Are
+Pleurotus ostreatus varietati de cultura. Saprofita sau
+fag, negrisori /
+parazita pe foioase.
+oyster mushroom,
+Pleurote en huitre
+pastrav, pastrav de
+Polyporus Are si proprietati medicinale.
+nuc, pastrav de ulm
+squamosus Saprofita sau parazita pe foioase.
+/ Dryad's saddle
+
+--- PAGE 7 ---
+painisoara /
+Russula alutacea Glanzende Micoritica in paduri diverse.
+Ledertaubing
+hulubita, vinetelele /
+Russula aurea (R.
+colombina dorata, Micoritica in paduri.
+aurata)
+gilded brittlegill
+hulubita, vinetica
+Russula porumbeilor / Micoritica in paduri de foioase si
+cyanoxantha colombina magiore, rasinoase.
+Frauen-Taubling
+Micoritica in paduri de foioase.
+painea pamantului,
+Persoanele neinstruite o pot
+vinetica / the flirt, confunda cu Amanita
+Russula vesca
+Fleischrote Speise- phaloides (buretele viperei, care
+Taubling are inel, volva si palarie cu forma
+convexa usor de observat!).
+oita, vinetica pestrita
+/ colombina verde, Micoritica in paduri de foioase.
+Russula virescens Persoanele neinstruite o pot
+Rossela verde,
+confunda cu Amanita phaloides.
+green brittlegill
+buretele de mai,
+Tricholoma georgii
+buretele de spin
+
+--- PAGE 8 ---
+Tricholoma
+/charbonnier In paduri (micoritica).
+portentosum
+trufa alba, trufa de
+In paduri de foioase (micoritica). Se
+Tuber magnatum toamna / truffe recolteaza in perioada 1 octombrie-
+blanche, white truffle 15 decembrie.
+Tuber trufa neagra, perla
+melanosporum neagra
+ATENTIE! Unele specii de ciuperci sunt comestibile, altele sunt foarte toxice. Printre hribi, de
+exemplu, exista specii bune de mancat si altele otravitoare. Nu consumati ciuperci culese din
+natura decat daca sunteti siguri ca le-ati identificat corect, de preferat cu ajutorul unei persoane
+care cunoaste foarte bine ciupercile.
+
+--- PAGE 9 ---
+Lista principalelor ciuperci otravitoare, toxice sau
+nerecomandate pentru consum
+Poza Denumirea stiintifica Denumirea / denumirile populare
+Agaricus
+champignonul oilor
+xanthodermus
+Amanita citrina buretele de lamaie
+Amanita muscaria buretele mustelor
+Amanita panterina burete pestrit, buretele pantera
+Amanita phalloides buretele viperei, ciuperca alba
+
+--- PAGE 10 ---
+Amanita porphyria buretele tomnatic
+Amanita regalis
+buretele primavaratic, ingerul
+Amanita verna
+distrugator
+Amanita virosa buretele tomnatic
+Boletus luridus hribul mistretului
+
+--- PAGE 11 ---
+Boletus satanas Lenz hrib tiganesc
+Calvatia utriformis buretele iepurilor
+Clitocybe candicans
+Clitocybe cerussata
+Clitocybe dealbata palnioara de fildes, nicoretii
+Clitocybe nebularis cenusareasa
+
+--- PAGE 12 ---
+Clitocybe phyllophila
+buretele fals, palnioara ondulata,
+Clitocybe rivulosa
+ciuperca naduselii
+Cortinarius
+buretii de mesteacan
+cinnamomeus
+Cortinarius orellanus palaria nebunului
+Entoloma lividum ciuperca pieptanusului
+
+--- PAGE 13 ---
+Genul Inocybe ciuperca plangatoare
+Gyromitra esculenta zbarciogul gras
+Gyromitra gigas creier de vitel
+Hebeloma sinapizans ciuperca plangatoare
+Hydnotria tulasnei
+
+--- PAGE 14 ---
+Hypholoma
+gheba pucioasa
+fasciculare
+Lactarius picinus
+Lactarius
+scrobiculatus
+Lactarius torminosus buretii flocosi
+Lepiota helveola buretele serpesc caramiziu
+Omphalotus olearius buricul maslinului
+
+--- PAGE 15 ---
+Paxillus involutus buretele porcesc
+Psilocybe
+semilanceata
+Rhodophyllus incanus
+Rhodophyllus
+staurosporus
+Russula emetic vinetica focului
+
+--- PAGE 16 ---
+Russula foetens vinetica puturoasa
+Scleroderma citrinum buretele cerbilor
+Scleroderma
+buretele cerbilor fals
+verrucosum
+Tricholoma pardinum ciuperca soarecelui
+Tricholoma
+sulphureum
+
+--- PAGE 17 ---
+Tuber dryophillum
+Tuber excavatum trufa scobita
+Tuber fulgens Quel

data/sources/frontier-theme.txt

@@ -0,0 +1,166 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/frontier-theme.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Backwoods Skills
+T t t h h u o s e F i s h u s a t r e h h u w r e o n a i d a e m v n n d a d r i i v B t m r y v a v i f i e e o r a n n e t o o r h . l c e s n l s n n o a T k w t ” y s u m w w t h h e r w s n e e o e o x a u e n o i p u l t i r w a h w s t d l r l . o d n o s a b n s r d u m i e y a a e n n s o s a t t t o d u t e f e n l w f i e r r n t d e l a h r a s i g f s c e a k y e a s t i s r a n l “ o t l w a d W s h d i u n n a i a t t n t i d h o p t l h h d d t i e o n s e i w a d r i n t u re G P • • • la I t G u S e n o n s e o e t t t h a t t a h t e k h t e r b e o S i i a m u v i n x d g v e y v h s a g c w n c h h h t a a a a l g l t t e S e a m n b o g a o f t e t e u n a f r t a o ia t t r h u r l t s e r h a t a e b l r m e s e e t s r t b t u o d e s c m h s tu t e . a r t l e t o k . e s e . r u s a i s t n e t a h d s f a o s t c r u y a t p o h m p u e o o c s r u t a h fl s n e a f l g o m te e r a r d a k a a e s n s h d a e p n h l o t d o e s w r h s o ib t w o le
+so that the other sixes can’t fi nd it
+Do
+• Bring the sixes to a wooded area that has plenty of fallen trees or
+materials that they can easily use for a shelter
+• Everyone should be invovled in building it and when it is done each six
+takes turns in trying to fi nd the others shelters
+Review
+• To fi nish light a fi re with each six to have a chat while it is being done
+about how they got on with the bivvy building
+• Find out what were the high lights of the camp and if they achieved
+what they thought the would achieve
+Resources
+Fallen branches
+Twigs and leaves
+Survival bag for the ground
+Top tips:
+Make sure to follow Leave No Trace principles and not break off branches
+off of trees and only uses fallen material
+10/10/10/01
+
+--- PAGE 2 ---
+Canoe
+Most civilisations has had their own
+version of small vessels and some
+still use them as a major method Getting Started...
+of travel and not just for sport. In
+the land of the “Wild Frontiers” the
+c s a ki n ll o o e f i t s h e k in C g u b o f S th co e u w ts a t t e o r s s h . o Te w s h t o th w e Plan
+good they are. • The Sixer should chat to their six about going kayaking and if they would
+like to go
+• If they are up for it then fi nd out how each Cub Scout is getting on in the
+Adventure Skill stages for paddling
+•• Plan a trip to go kayaking with your six and go to a place where you can
+get the support you need like a Water Activity Centre
+DDo
+•• It would be good for the Sixer to keep a record of how each member is
+getting on in each Adventure Skill
+•• Each Cub Scout has the potential of being at various stages in the
+Adventure Skill
+•• The Six can go canoeing by either inviting an individual instructor through
+the Scout Group or someone known to them or they can go to a centre
+that does the skill
+RReview
+•• Have a chat when presenting the Adventure Skills badges about how
+they got on and how diffi cult they found it
+•• Ask them about if they want to go to the next stage and when they want
+to do it
+RResources
+hhttp://www.canoe.ie/
+AA local contact to the Group or Individual
+TTop tips:
+TThe Cub Scouts can get more information about what they have to do in the
+SSkill from their special Adventure Skills Poster Book.
+10/10/10/1
+
+--- PAGE 3 ---
+Elders Day
+o a g w b e t t o h h o n n T f a e u k e C t h t n t h a r E e p o a o t e h l s a w t m d E i e o c o s e l m l e o u s n d r E s d m r s e u h o l c g d . r n i a m n e n s e e T i v t . r u t o h y i h e r s n T n f ? a e i g t i i h I a d h n t n W h W y e i e t T f t i y o e h t y i h o r l o r s d i ? a e n a b m t t t s r e e F h C e a k e r e a a u t n o t m i n h o r b o y n e d e . n w o t S i W u a e h l o a c e n l r i n n w s h o d g h e d t a u g a o e e s t t e y r r s l y d s G P • • la T y A e n o a s u l k k t n t t g t h o e e i t r h S n p e i e x S o g t i o p x l e o a r b b S g o e a u c n t a t i s o u a e l s d e a e r n r o p f e t e t v h e o e e p n ir l t d e s t h u a a . p n t p d . b o . h r r i o t n w a g n s t d h s e o g y m u i a e d r a e o n f i c m t e h p e o O rta ld n e t r t o P eople
+the they know together so, that they can impart their wisdom and
+knowledge
+•• It may be useful to bring the Elders to the planning meeting so that the
+ideas can be kept real and they will know what the Cub Scouts want
+to do
+DDo
+•• The day could be designed as a way for the Cub Scout to shadow the
+Elder to see what they do
+•• Have part of the day where the role is reversed and the Cub Scout
+brings the Elder around with them
+•• Compare an ordinary day between the Cub Scout and the Elder and
+look at both the Similarities and the differences
+RReview
+•• Get the older people to talk to the Cub Scouts about how they got
+on and to build on new friendships. Get the Cub Scouts to try and
+remember some of the things that they did or were told.
+Resources
+Maps of the local area
+Local history book to help with references.
+Food and drink for the afternoon
+TTop tips
+Elders could be either Grandparents or older members of a
+Group like the Group Leader
+10/10/10/1
+
+--- PAGE 4 ---
+Harvest Festival
+a a a F p w n l w s e r p d a o a o C o r y y t n o t p d h e o t o d o l o e i l e e e f u f e n r H b s c n s a e a i r h a e a c n a y a a y h e r g t i v t d i i d n n n o e t a . g h g g m t s T h e c t t t t u e h h o h h F f c r a e m o a e e h n a o n s p m h k s d t k t e o a s i u s v h o a r n b a t v a t p n o o a e l e r l d e v l w s t t t h e l h c t h e a i e n s r e t a v s o i t m n e e t i e p n n h k l a e a s . g o e f r r u t t t i t w W h s h l h o f a a n a b o i f l t s o l d u r y r t G P • • la D s T t e h n o h i a s m e t t c e u t S t h t s i h e x i s i y n n s w g a h a r o t e y g h u s a l t d h t h a N o m n S w a a k t k f u t u h e t r l e e a a S p li r i s r x o t v c t o i o d f e u e th l s d e d c t e h l . i e n . b g r . s a t t h e a b t e th in e g y t g h e a t n f k r f o u m l f o n r a ture and
+Do
+• Design a way to celebrate thankfulness for one or some of the things
+on their list
+• Invite others to the event so that they will know what the Six are
+thankful for
+• Plan the event and run it making sure that the Six keep a record of the
+event like a photo gallery of it
+Review
+• After the others have gone the Cub Scouts should do a clean up of the
+area and have a chat about the day
+• Harvesting is about getting the fruit out of the seed that was planted
+• What fruit do the Cub Scouts get from planting the seeds of friendship
+and sharing?
+Resources:
+http://www.harvestfestivals.net/favorites.htm
+Material to build the day’s celebrations.
+Top tips:
+The Six could look at the Irish Festival of Lughnasa
+10/10/10/1
+
+--- PAGE 5 ---
+Medicine Man
+C g t o h t e w a m r a w t a n o t t a o m i d T d r n l n r i l e h n d u g l w d m d e k n f h a s t o M e u i h t M a n r d b y s e u t d t i a e h c s w t c b h c d t i e a r a c a h k e i i c n e l s a M a w i i h d n n v t n s e e h u e e e c t h d r e m o e e e a a M i y c a n h n r b t i a m d n h n e e a e n o e e a o t a s f w l f i n f n t m n e o t o p e y h d c r o e a . t e e t h t s l o n D n s h o e p p p . a e n t o i e l D h r n e f i r S p e t a c s u t b e i i h n o x n t a y o w e c n ? g l p i o n le g , G P • • • la H a C h C e n n e a h h d l v a a p t e t t s t t h a a a t e b h b i d o e o i n m i u m u s t t p c g r h d u o e o o s r c t s w i a n o i n o g v S h c n e e a e r w a M w o t r i i t f h n e h a d e g d t a n i h m c r n e i t n c h u t s i e e s n i e i x y g c M a a a b a d b r n e n e o d i n d u s . g m a t ic . n t e u k h . c n s e e i t c e r f o r o f t o l a r e r i a n o t h e c f e d a th m h b e e y p M a fi t l e r i e n e l d e g a i v c o s i i s n f i a o e p n f e m o o r a p m n le
+of a sketch.
+Do
+• Medicine Man dances are all about letting the music control the
+movements
+• It could be fun to try out different types of music to see what kind
+of dances the Cub Scouts come up with
+• When they have picked their favourite dance they should do it at a
+campfi re and invite other sixes to do something at the campfi re, be
+it a dance, a song or a story
+Review
+• After the campfi re sit around the dying embers and have a chat
+about how they got on
+• Did they think it was silly or was it fun
+• There could also be a discussion about what music they listen to
+put them in a good mood
+Resources
+Music player
+Campfi re
+Top tips
+Learn how to do a rain dance
+10/10/10/1
+
+--- PAGE 6 ---
+Meditation
+C W re i y o s b h k a o o t r u h a n e t f u i t t e e n t o t r n h h s w g m t e e o p e i m e s r m u t i “ n h p d i t W e t e d i a t s t i i t c s i h m t t o l i i o d e a m m a e j t u s F a p e f e i w s n e r n o s o v t d w i t r t e f o n s t c o a t r t i m h i t r t i y n m e h g a c i o r h e e n e r s e f u o t u f ” d s . f m u a t o a t e I t h n n n r a o y s e d d o n t t t t h n o a o p t c h o e e r k e h a r e s e o r e l e s a e a e . p l l a t l n l p l a e f e x d x d . G P • • • la B o T u A e n f n h e s c w i k f s t o r i e t n r c t h e a d a e i t n g i m n n o b g i a n e t b g g im i o n o u e a n t f t S S t o h h r c e e o o t t n u n h e t a e i ’ n s x s g t e O r s c lf w a t t h m n a e p o t r t t h d a h e l a k y v . t l e o i . k a t . e h t e t i o m S d e ix o i n a to b t h o re e u l t a d t x a h y a e n t i o m d r p i e f o l t a r h t x e a y n a c n e d
+think they should do anything in the Six on camp
+Do
+• Some good ideas for meditation on a camp are to create a special
+tent for just getting away for a few moments
+• The tent is normally used on longer camps that need it more than
+ever
+• The tent should maybe have some pictures or slogans hanging up
+to motivate and encourage
+• It is most effective when the people that use the special tent put
+something in it that helps them to relax and get motivation from
+Review
+• When the Six comes back from camp sit around with the things
+that were in the Sacred Space and ask the Six what they thought of
+them
+• It would be good it they think about the next time and what things
+they could add to the experience
+Resources
+A small tent (two to three man in size)
+Posters and objects that motivate and inspire the SIx
+Top tips
+The Six could also look at doing a Scout’s Own based on giving
+time to refl ect on things that they have seen on the camp that
+amazed them...
+10/10/10/1

data/sources/human_stratego_carti_v1.txt

@@ -0,0 +1,83 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/human_stratego_carti_v1.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+GENERALG SPION SPION COLONEL COLONEL COLONEL MAIOR MAIOR
+RANG: 1 RANG: RANG: RANG: 2 RANG: 2 RANG: 2 RANG: 3 RANG: 3
+Este cel mai Poate omorî pe Poate omorî pe
+puternic. Poate fi GENERAL, dar este GENERAL, dar este
+omorât doar de omorât de oricine omorât de oricine
+SPION. altcineva. altcineva.
+50 PUNCTE 30 PUNCTE 30 PUNCTE 30 PUNCTE 30 PUNCTE 30 PUNCTE 25 PUNCTE 25 PUNCTE
+MAIOR MAIOR CĂPITAN CĂPITAN CĂPITAN CĂPITAN CĂPITAN LOCOTENENT
+RANG: 3 RANG: 3 RANG: 4 RANG: 4 RANG: 4 RANG: 4 RANG: 4 RANG: 5
+25 PUNCTE 25 PUNCTE 20 PUNCTE 20 PUNCTE 20 PUNCTE 20 PUNCTE 20 PUNCTE 15 PUNCTE
+LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT CERCETAȘ CERCETAȘ CERCETAȘ
+RANG: 5 RANG: 5 RANG: 5 RANG: 5 RANG: 5 RANG: 7 RANG: 7 RANG: 7
+15 PUNCTE 10 PUNCTE 15 PUNCTE 15 PUNCTE 15 PUNCTE 5 PUNCTE 5 PUNCTE 5 PUNCTE
+
+--- PAGE 2 ---
+CERCETAȘ CERCETAȘ CERCETAȘ CERCETAȘ CERCETAȘ GENIST GENIST GENIST
+RANG: 7 RANG: 7 RANG: 7 RANG: 7 RANG: 7 RANG: 6 RANG: 6 RANG: 6
+Singurul care poate Singurul care poate Singurul care poate
+dezamorsa dezamorsa dezamorsa
+BOMBA. BOMBA. BOMBA.
+5 PUNCTE 5 PUNCTE 5 PUNCTE 5 PUNCTE 5 PUNCTE 10 PUNCTE 10 PUNCTE 10 PUNCTE
+GENIST BOMBA BOMBA BOMBA BOMBA BOMBA
+ATOMICĂ
+Poate omorî pe Poate omorî pe Poate omorî pe Poate omorî pe
+RANG: 6
+oricine, în afară de oricine, în afară de oricine, în afară de oricine, în afară de
+Poate omorî pe
+GENIST și de GENIST și de GENIST și de GENIST și de
+oricine, în afară de
+Singurul care poate
+GENERAL. GENERAL. GENERAL. GENERAL.
+GENERAL.
+dezamorsa
+BOMBA.
+10 PUNCTE 10 PUNCTE 10 PUNCTE 10 PUNCTE 10 PUNCTE 0 PUNCTE
+
+--- PAGE 3 ---
+Human Stratego
+Grupul se împarte în două echipe și fiecare ia jumătatea opusă a unui câmp. Fiecare echipă primește 40-60 de cărți și 1-5 „steaguri”. Steagurile stau la capătul
+lor. La fiecare echipă un „Lider” are toate cărțile, iar sarcina lui este să le distribuie echipei. Fiecare card are un număr care determină „rangul” sau rolul de
+specialitate și numărul de puncte în cazul capturării. Jocul se desfășoară în ture de 10-15 de minute.
+La fel ca “Capture the Flag”, obiectivul este de a elimina jucătorii celeilalte echipe și de a aduce steagurile înapoi. Jocul se încheie și o echipă câștigă dacă:
+- Au capturat toate steagurile celeilalte echipe SAU
+- Ei elimină Generaul cealalte echipe SAU
+- Timpul se termină și au cele mai multe puncte.
+Pentru a împiedica alți jucători să vă ia steagurile, „dați leapșa” unui jucător advers (în oricare dintre zone) și cei doi jucători se „duelează” arătându-și cărțile unii
+altora. Jucătorul cu un „rang” mai mare primește cartea celuilalt jucător și continuă să joace. Jucătorul cu rangul inferior pierde și trebuie să arunce steagul pe
+care îl purta (dacă aveau unul) și să se întoarcă imediat la Liderul echipei sale pentru o nouă carte. Dacă ambii jucători au același rang, se “duelează” cu piatră-
+foarfece-hârtie și cel care câștigă ia cartea pierzătorului.
+La sfârșitul rundei se numără punctele câștigate și se returnează cărțile echipelor.
+În ultimele 1-2 runde, în ultimele 5 minute, puteți introduce în joc cărțile „Bomba atomică” și „Bomba cu hidrogen”. Anunțați acest lucru. Jucătorii vor putea
+schimba cartea lor cu “Bomba atomică” sau “Bomba cu hidrogen”.
+Puncte:
+Dacă timpul expiră, echipa cu cele mai multe puncte câștigă. Obțineți 75 de puncte pentru fiecare steag pe care îl aveți pe partea dvs. de câmp (inclusiv pe
+propriul dvs.). De asemenea, primiți puncte pentru fiecare carte capturată de la cealaltă echipă.
+Steag, 75 puncte
+#7 - General (pierde doar în fața Spionului, dacă îl atacă Spionul), 50 puncte
+#6 – Colonel, 30 puncte
+#5 – Maior, 25 puncte
+#4 – Căpitan, 20 puncte
+#3 – Locotenent, 15 puncte
+#2 - Genist (poate dezamorsa o bombă), 10 puncte
+#1 – Cercetaș, 5 puncte
+Spion (poate învinge un General dacă îl atacă), 30 puncte
+Bombă (omoară pe oricine, cu excepția Generalului, pierde doar la Genist), 10 puncte
+
+--- PAGE 4 ---
+Bomba atomică – poate omorî pe oricine, cu excepția Generalului
+Bomba cu hidrogen – poate omorî pe oricine, inclusiv pe General
+Note:
+- Puteți avea o singură carte activă la un moment dat și nu aveți voie să „schimbați” cu un alt jucător. Cu toate acestea, vi se permite să vă întoarceți la Lider și să
+primiți unul nou în orice moment. De preferat maxim o schimbare de carte pe tur.
+- Puteți purta un singur steag simultan, dar îl puteți transmite colegilor de echipă dacă doriți (nu peste jumătatea terenului).
+- Dacă pierdeți un duel în timp ce țineți un steag, trebuie să îl lăsați acolo unde este. Un jucător nu are voie să miște propriul steag pe jumătatea lui. Puteți salva
+propriile dvs. steaguri din jumătatea celeilalte echipe.
+- Sunteți încurajat să anunțați coechipierii cu privire la cărțile adversarilor, astfel încât să puteți coordona și să le câștigați. Lucrează împreună pentru a distrage,
+salva și ajuta echipa ta să recupereze steagurile și să elimine inamicii.

data/sources/human_stratego_carti_v2.txt

@@ -0,0 +1,121 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/human_stratego_carti_v2.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+GENERAL SPION SPION COLONEL COLONEL COLONEL COLONEL
+50 30 30 30 30 30 30
+Este cel mai
+puternic. Poate fi Poate omorî pe Poate omorî pe
+omorât doar de GENERAL, dar este GENERAL, dar este
+SPION, dacă spionul omorât de oricine omorât de oricine
+îl atinge. altcineva. altcineva.
+MAIOR MAIOR MAIOR MAIOR CĂPITAN CĂPITAN CĂPITAN
+25 25 25 25 20 20 20
+LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT LOCOTENENT
+15 15 15 15 15 15 15
+
+--- PAGE 2 ---
+CERCETAȘ CERCETAȘ CERCETAȘ CERCETAȘ CERCETAȘ GENIST GENIST
+5 5 5 5 5 10 10
+Singurul care Singurul care
+poate dezamorsa poate dezamorsa
+BOMBA. BOMBA.
+GENIST BOMBA BOMBA BOMBA BOMBA BOMBA BOMBA H
+10 10 10 10 10 ATOMICĂ
+Poate omorî pe
+oricine, chiar și pe
+Singurul care poate Poate omorî pe Poate omorî pe Poate omorî pe Poate omorî pe Poate omorî pe GENERAL.
+dezamorsa BOMBA. oricine, în afară de oricine, în afară de oricine, în afară de oricine, în afară de oricine, în afară de
+GENIST și de GENIST și de GENIST și de GENIST și de GENERAL.
+GENERAL. GENERAL. GENERAL. GENERAL.
+SPION COLONEL MAIOR CĂPITAN LOCOTENENT CERCETAȘ BOMBA
+15
+30 30 25 20 5 10
+Poate omorî pe Poate omorî pe
+GENERAL, dar este oricine, în afară de
+omorât de oricine GENIST și de
+altcineva. GENERAL.
+
+--- PAGE 3 ---
+SPION COLONEL MAIOR CĂPITAN LOCOTENENT CERCETAȘ GENIST
+15
+30 30 25 20 5 10
+Poate omorî pe
+Singurul care
+GENERAL, dar este
+poate dezamorsa
+omorât de oricine
+BOMBA.
+altcineva.
+SPION COLONEL MAIOR CĂPITAN LOCOTENENT CERCETAȘ GENIST
+15
+30 30 25 20 5 10
+Poate omorî pe
+Singurul care
+GENERAL, dar este
+poate dezamorsa
+omorât de oricine
+BOMBA.
+altcineva.
+SPION COLONEL MAIOR CĂPITAN LOCOTENENT CERCETAȘ BOMBA
+15
+30 30 25 20 5 10
+Poate omorî pe Poate omorî pe
+GENERAL, dar este oricine, în afară de
+omorât de oricine GENIST și de
+altcineva. GENERAL.
+
+--- PAGE 4 ---
+Human Stratego
+Grupul se împarte în două echipe și fiecare ia jumătatea opusă a unui câmp. Fiecare echipă
+primește 40-60 de cărți și 1-5 „steaguri”. Steagurile stau la capătul lor. La fiecare echipă un
+„Lider” are toate cărțile, iar sarcina lui este să le distribuie echipei. Fiecare card are un număr
+care determină „rangul” sau rolul de specialitate și numărul de în cazul capturării. Jocul se
+desfășoară în ture de 10-15 de minute.
+La fel ca “Capture the Flag”, obiectivul este de a elimina jucătorii celeilalte echipe și de a aduce
+steagurile înapoi. Jocul se încheie și o echipă câștigă dacă:
+- Au capturat toate steagurile celeilalte echipe SAU
+- Ei elimină Generaul cealalte echipe SAU
+- Timpul se termină și au cele mai multe.
+Pentru a împiedica alți jucători să vă ia steagurile, „dați leapșa” unui jucător advers (în oricare
+dintre zone) și cei doi jucători se „duelează” arătându-și cărțile unii altora. Jucătorul cu un
+„rang” mai mare primește cartea celuilalt jucător și continuă să joace. Jucătorul cu rangul
+inferior pierde și trebuie să arunce steagul pe care îl purta (dacă aveau unul) și să se întoarcă
+imediat la Liderul echipei sale pentru o nouă carte. Dacă ambii jucători au același rang, se
+“duelează” cu piatră-foarfece-hârtie și cel care câștigă ia cartea pierzătorului.
+La sfârșitul rundei se numărăle câștigate și se returnează cărțile echipelor.
+În ultimele 1-2 runde, în ultimele 5 minute, puteți introduce în joc cărțile „Bomba atomică” și
+„Bomba cu hidrogen”. Anunțați acest lucru. Jucătorii vor putea schimba cartea lor cu “Bomba
+atomică” sau “Bomba cu hidrogen”.
+Puncte:
+Dacă timpul expiră, echipa cu cele mai multe câștigă. Obțineți 75 de pentru fiecare steag pe
+care îl aveți pe partea dvs. de câmp (inclusiv pe propriul dvs.). De asemenea, primiți pentru
+fiecare carte capturată de la cealaltă echipă.
+Steag, 75
+#7 - General (pierde doar în fața Spionului, dacă îl atacă Spionul), 50
+#6 – Colonel, 30
+#5 – Maior, 25
+#4 – Căpitan, 20
+#3 – Locotenent, 15
+#2 - Genist (poate dezamorsa o bombă), 10
+#1 – Cercetaș, 5
+Spion (poate învinge un General dacă îl atacă), 30
+Bombă (omoară pe oricine, cu excepția Generalului, pierde doar la Genist), 10
+Bomba atomică – poate omorî pe oricine, cu excepția Generalului
+Bomba cu hidrogen – poate omorî pe oricine, inclusiv pe General
+
+--- PAGE 5 ---
+Note:
+- Puteți avea o singură carte activă la un moment dat și nu aveți voie să „schimbați” cu un alt
+jucător. Cu toate acestea, vi se permite să vă întoarceți la Lider și să primiți unul nou în orice
+moment. De preferat maxim o schimbare de carte pe tur.
+- Puteți purta un singur steag simultan, dar îl puteți transmite colegilor de echipă dacă doriți
+(nu peste jumătatea terenului).
+- Dacă pierdeți un duel în timp ce țineți un steag, trebuie să îl lăsați acolo unde este. Un
+jucător nu are voie să miște propriul steag pe jumătatea lui. Puteți salva propriile dvs. steaguri
+din jumătatea celeilalte echipe.
+- Sunteți încurajat să anunțați coechipierii cu privire la cărțile adversarilor, astfel încât să puteți
+coordona și să le câștigați. Lucrează împreună pentru a distrage, salva și ajuta echipa ta să
+recupereze steagurile și să elimine inamicii.

data/sources/jocuri_de_echipa_cutia_magica.txt

@@ -0,0 +1,627 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/jocuri_de_echipa_cutia_magica.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Nume joc: ASEZAT-VA DUPA...VÂRSTA/ZIUA ŞI LUNA/ÎNĂLŢIME/NR. LA PANTOFI etc.
+Scop: Icebreaker
+Durata: 10-15minute
+Dificultate:medie
+Materiale necesare: -
+Reguli şi Detaliere: Participanţii trebuie să se alinieze în ordinea crescătoare sau descrescătoare (se
+lege de către coordonatorul jocului) vârstei/ziua şi luna/înălţimea/nr. la pantofi etc. Nu se vorbeşte doar
+se poate mima
+Nume joc: SCAUNELE
+Scop: Distracţie
+Durata: 20-30minute
+Dificultate: medie
+Materiale necesare: scaune egale cu numărul de participanţi şi muzică
+Reguli şi Detaliere: Scaunele se aşază în cerc (în prima tură scaunele sunt egale cu numărul de
+participanţi)....după aceea participanţii încep să danseaze nu înainte ca şi coordonatorul să fi scos un
+scaun...după un timp coordonatorul jocului opreşte muzica iar participantul care rămâne fără scaun
+este scos din joc....se continuă până ramâne un singur participant.Nu se vorbeşte în timpul jocului
+Nume joc: OMIDA
+Scop: Cooperare
+Durata: 10-15 minute
+Dificultate: medie
+Materiale necesare: 2 mingişi opţional un cronometru (vezi telefonul mobil)
+Reguli şi Detaliere: Participanţii se împart în două sau mai multe echipe (împărţirea se poate face fie
+numărând din unu în unu rezultând două echipe; fie se grupează în funcţie de preferinţe etc.) care stau
+în două coloane paralele – unuii în spatele celorlalţi. Primul dă mingea celui din spate şi fuge cu
+mingea în faţă (jocul se opreşte când toţi participanţii au trecut în faţă). Se repetă până când cel ce a
+fost la început a ajuns primul din nou. Echipa care termină prima câştigă (opţional se pot şi cronometra
+timpii).
+Nume joc: ŞTAFETA
+Scop: Energizare
+Durata: 10- 20minute
+Dificultate: mare
+Materiale necesare: orice obiect care poate fi folosit ca ştafetă (ex. ouă şi linguri de lemn/metal,
+pahare cu apă etc.), realizarea unui traseu
+Reguli şi Detaliere: Se formează echipele (împărţirea se poate face fie numărând din unu în unu
+rezultând două echipe; fie se grupează în funcţie de preferinţe etc.). Ambele echipe se aliniază la start
+pregătite, primii membrii ale echipelor ţin ştafeta iar la semnalul coordonatorului pornesc pe traseul
+marcat. Iar după parcurgerea traseului ştafeta se predă următorului membru al echipei. Câştigă echipa
+care a parcurs cel mai repede traseul şi cu ştafetele intacte.
+Nume joc: MIM
+Scop: Distractie
+Durata: 30 min
+Dificultate:medie
+Materiale necesare: cuvinte cu lucruri de mimat
+Reguli şi Detaliere: Un voluntar xtrage cuvantul din cutie si mimeaza grupului, cel care a ghicit
+mimeaza si tot asa.
+
+--- PAGE 2 ---
+Nume joc: SĂ NE CUNOAŞTEM
+Scop: Cunoaştere
+Durata: 10 - 15minute
+Dificultate: mică
+Materiale necesare: o minge sau orice obiect care poate fi pasat
+Reguli şi Detaliere: Participanţii se aşază în cec şi pasează mingea de la unul la altul. Cel care deţine
+mingea spune: Pe mine mă cheamă...şi îi dau mingea lui... Mingea se pasează de la un participant la
+altul, până când toţi se prezintă. După ce toţi participanţii şi-au spus numele jocul poate continua astfel:
+Pe mine mă cheamă...şi culoarea mea preferată este ... şi îi dau mingea lui...(acum se spune numele
+persoanei...). Nu se pasează la aceeaşi persoană de două ori
+!!!!! Acest joc se poate adapta astfel: formaţia, ţara, mâncarea, filmul, oraşul mea/meu preferat/ă, ţara
+mea preferat/ă etc.!!!!!!!
+Nume joc: Mâncatul merelor de pe sfoară
+Scop: Distracţie
+Durata: 10 - 15 minute
+Dificultate: medie
+Materiale necesare: sfoară şi mere
+Reguli şi Detaliere: Doi participanţi ţin sfoara pe care sunt legate merele. Participanţii trebuie să
+mănânce merele fără a se ajuta de mâini. Câştigă cel/cea care mănâncă cel mai repede mărul.
+!!!!! Acest joc se poate adapta astfel: în loc de sfoară se foloseşte un lighean cu apă iar merele trebuie
+luate din acesta fără a se folosi mâinile.!!!!!!!
+Nume joc: SACII
+Scop: Distracţie
+Durata: 20 - 30minute
+Dificultate: mare
+Materiale necesare: saci rafie şi traseu marcat
+Reguli şi Detaliere: Jocul este sub forma unui concurs participanţii sunt îmbrăcaţi în saci şi aleargă
+pentru a ajunge primul.
+Se formează echipele (împărţirea se poate face fie numărând din unu în unu rezultând două echipe; fie
+se grupează în funcţie de preferinţe etc.). Ambele echipe se aliniază la start pregătite, primii membrii
+ale echipelor se bagă în sacii de rafie şi aleargă pe traseul marcat (dus-întors). Iar după parcurgerea
+traseului se întorc ..iasă din sac şi intră celelălalt co-echipier în sac. Câştigă echipa care a parcurs cel
+mai repede traseulmarcat.
+Nume joc: FAZAN adaptat
+Scop: Distractie
+Durata: 20 min
+Dificultate:medie
+Materiale necesare: -
+Reguli şi Detaliere: Participantii pe rand trebuie sa gaseasca si sa spuna de ex.
+- cuvinte care incep si se termiba cu C
+- animale care incep cu o anumita litera stabilita
+- filme/cantreti/flori etc. care incep cu o anumita litera
+Joc: IMBRATISAREA IN GRUP
+Scop: Incredere
+Durata: 5 min
+Materiale necesare: fără.
+Regulile jocului: o acţiune foarte bună pentru încheiere. Participanţii se aşează în cerc cu feţele spre
+centru. La comanda instructorului toată lumea se apleacă înainte, până se ating capetele şi se apucă
+cu mâinile de gâtul/ talia vecinilor – îmbrăţişând astfel grupul.
+
+--- PAGE 3 ---
+Nume joc: CE MI-E SCRIS IN FRUNTE
+Scop: Distractie
+Durata: 20 min
+Dificultate:medie
+Materiale necesare: postit-uri
+Reguli şi Detaliere: Fiecarui participant i se lipeste un biletel cu un cuvat pe frunte. Pe rand fiecare
+poate sa puna atatea intrebari sa afle ce este scris pe biletel pana primeste un raspuns negativ, se
+trece la celalt jucator si tot asa pana participantii ghicesc ce le este scris in frunte. Ex intrebari: Sunt
+femeie? Sunt animal? Sunt animal de casa? Sunt un personaj de desn animat? etc
+Nume: CULORILE PREFERATE
+Scop: Comunicare
+Durata:
+Materiale necesare: fără.
+Regulile si Detaliere: recomandăm folosirea acestui joc la un grup care are probleme cu comunicarea
+interpersonală (în cadrul stagiului, sau al vieţii obişnuite). Adună participanţii şi explică-le că ai dori să-i
+cunoşti mai bine. Pentru aceasta, fiecare să se gândească la culoarea sa preferată, iar la semnalul
+instructorului (de exemplu: 1,2, gata!), să o strige cu toţii cât mai tare. Apoi întreabă câţiva participanţi
+dacă pot preciza culoarea preferată de vreunul din colegii/ vecinii lor. Foarte probabil că majoritatea nu
+va reuşi s-o facă. Întreabă-i DE CE nu pot preciza.
+Acest mic joc lămureşte foarte bine participanţii că pentru o bună comunicare e nevoie şi să vorbeşti,
+dar şi să asculţi.
+JOC: VÂNĂTOAREA
+Scop: cunoastere
+Materiale necesare: hartie, pix
+Regulile si Detaliere:Împărţiţi o coală de hârtie în 6 dreptunghiuri. Pe fiecare dreptunghi notaţi:
+1. Vorbeşte fluent limba enegleză (să demonstreze!).
+2. Are un frate.
+3. Nu a făcut meditaţii.
+4. Ştie un banc bun (să-l spună!).
+5. S-a culcat după ora 24.
+6. Este pasionat de jocurile pe calculator (să enumere trei jocuri).
+În cel mai scurt timp, încercaţi să obţineţi câte o semnătură de la 6 persoane distincte ce corespund
+acestor caracteristici. Cine termină primul strigă BINGO!
+JOC: MINGEA CĂLĂTOARE
+Scop: cunoaştere
+Durata: 10- 15 min
+Materiale necesare: minge sau un obiect ce poate fi pasat
+Reguli si Detaliere: Vă aşezaţi în cerc. Invitaţi alături de voi şi voluntarii. Coordonatorul arunca o
+minge la un participant, isi striga numele şi o caracteristică personală proprie şi apoi iese din grup. La
+fel vor proceda şi ceilalti. Ultimul va spune o caracteristică a grupului.
+Joc: LINIA VIEŢII
+Scop: de exprimare a identităţii
+Durata:
+Materiale necesare: sfoara/coarda
+Reguli si Detaliere: Participantii sunt aşezaţi în cerc pe scaune sau pe iarbă. În mijloc se întinde un
+fir de lână/sfoară/coardă. Un voluntar porneşte pe „linia vieţii”, amintindu-şi evenimente importante din
+existenţa proprie, prezentându-le în ordine cronologică sau în orice ordine doreşte (în acest caz va face
+paşi înainte sau înapoi pe „linia vieţii”), putându-se anticipa şi asupra viitorului.
+
+--- PAGE 4 ---
+Joc: VANATOAREA DE COMORI SUFLETESTI
+Scop: Cunoastere, Comunicare
+Durata:
+Materiale necesare:fără
+Reguli si Detaliere: tema este găsirea lucrurilor valoroase din interiorul fiinţei celuilalt, nu a celor pe
+care le poartă pe el sau cu el. Scopul este găsirea numărului maxim de persoane din grup, care
+preţuiesc aceleaşi idei, virtuţi etc. Dacă nu cunoşti persoana pe care o descoşi, mai întâi te şi vă
+prezentaţi.
+Gata de joacă?
+1. Găseşte o persoană care poartă acelaşi număr la pantofi -ca şi tine;
+2. Găseşte o persoană care poartă şapcă; sau nu-i place şapcă - ca şi tine;
+3. Găseşte două persoane care săptămâna trecută au avut teză, lucrare, examen, predare, bilanţ etc.;
+4. Găseşte trei persoane care sunt din acelaşi an de studii ca tine;
+5. Găseşte trei persoane care locuiesc în alte condiţii decât tine (cămin,gazdă, rude etc.);
+6. Găseşte două persoane care săptămâna trecută au fost la teatru, operă, cinema, discotecă, meci,
+sport etc.; explicaţi-vă unii altora de cevă place s-o faceţi;
+7. Găseşte două persoane cărora le place acelaşi gen de muzică, program TV, revistă - ca şi ţie;
+8. Găseşte două persoane cărora le place să bea cafea, coca, bere, apă minerală etc. ca şi ţie;
+discutaţi dacă e bine, cum se poate scăpa de obiceiurile rele etc.;
+9. Găseşte persoane care pe lângă şcoală au şi serviciu temporar; ce avantaje şi greutăţi au din
+aceasta?
+JOC: GHICEŞTE CINE SUNT !
+Scop: cunoastere
+Durata:
+Materiale necesare: foi, pix
+Reguli si Detaliere: Fiecare participant scrie pe un bileţel:
+- culoarea părului;
+- culoarea ochilor;
+- sexul;
+- vârsta;
+- localitatea de provenienţă;
+- un hobby
+Se amestecă toate biletele într-o şapcă/pungă, etc., apoi animatorul sau unul dintre participanţi extrage
+un bilet şi citeşte conţinutul acestuia. Copiii trebuie să ghicească despre cine este vorba. Cel
+recunoscut (sau nu !) preia sarcina jocului.
+JOC: CERCUL DE CONVERSAŢIE
+Scop: de exprimare a identităţii
+Durata:
+Materiale necesare:
+Reguli si Detaliere: Participantii sunt asezati în cerc răspund coordonatorului de joc, continuând şi
+completând enunţurile date. Exemple: Ceea ce prefer eu este .......... ; mi-ar plăcea să fiu .......... ; jocul
+meu preferat este ......... ; cred că numele meu semnifică ................ ; nu mi-ar plăcea să ştiu ............ ;
+sunt fericit (trist) când ........... ; aş vrea să fiu mai .......... ; într-o zi sper .......... .
+Participantilor li se acordă acelaşi timp pentru a da răspunsul potrivit, precum şi libertatea de a nu
+răspunde, dacă nu doresc acest lucru, „sărind” peste cei care nu vor sau nu ştiu să-şi exprime
+opţiunea.
+
+--- PAGE 5 ---
+JOC: FÂNTÂNA MIRACULOASĂ
+Scop: de exprimare a identităţii
+Durata:
+Materiale necesare:
+Reguli si Detaliere: Cercul în care sunt aşezaţi participantii se imaginează ca fiind marginea unei
+fântâni miraculoase. Fiecare participant isi va spune, pe rând, dorinţele. Ex: Dacă aş putea fi o altă
+vieţuitoare din lumea animală, aş fi ............ , pentru că .......... ; dacă aş putea fi o pasăre (o insectă, o
+floare, un copac, o mobilă, un instrument muzical, o casă, o maşină, o stradă, un joc, o emisiune Tv, un
+film, un aliment, o culoare, etc.), aş fi ............ , pentru că ............ .
+JOC: CASCADA CUVINTELOR
+Scop: de echipa
+Durata:
+Materiale necesare:
+Reguli si Detaliere: Se împărte grupul în două subgrupe (maxim 7-8 membri în fiecare subgrup !).
+Fiecare subgrup are o coală de flip-chart. Liderul informal al fiecărui subgrup scrie pe coală un cuvânt
+de început. Restul membrilor subgrupului trec pe rând şi scriu un cuvânt pentru a alcătui în final o
+frază. Se precizeaza: fraza se va referi la tabăra de educativa de la Paltinis.
+Fiecare echipă va prezenta fraza şi va face comentariile de rigoare!
+Nume: CINE SCRIE MAI MULTE NUME?
+Scop: Cunoaştere
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: Cartoane sau foi de hartie format A5 pixuri; obiecte ieftine: pixuri, brichete etc. ca
+si premii
+Reguli şi Detaliere: Fiecare participant primeşte cate o foaie şi un pix. Toti participă la un concurs a
+cărui tema este umplerea foilor cu numele celorlalti jucători. La un semnal, fiecare jucător incepe şi
+scrie nume. Cei care reuşesc sa umple toate locaşurile cu nume strigă "gata". Instructorul acordă
+"premiile" 1, 2 si 3 celor care au terminat primii.
+Instructorul va "verifica" operele primilor clasati citind tare numele. Cei strigati ridică mana sau se ridică
+şi răspund la intrebări: din ce organizatie face parte (an de studii, intreprindere etc.), calificare, unde
+locuieşte, loc de baştinăetc.
+Instructorul poate pregăti şi o listă cu intrebări amuzante, potrivite, pe care le pune celor nominalizati. In
+felul acesta se realizează o prezentare a fiecărui participant
+Nume: TRENUL NUMERELOR
+Scop: Cunoaştere
+Durata: 20 minute
+Dificultate: Medie
+Materiale necesare: fără
+Reguli şi Detaliere: participantii formează un cerc stând cu fata spre centru. Instructorul alege un
+jucător pentru a fi "locomotiva". Acesta se agită de-a lungul cercului, prin fata jucătorilor, până se
+opreste in fata unuia căruia ii spune "Bună, eu sunt Cornel; pe tine cum te cheamă?" Acesta va
+raspunde: Bună Cornel, eu sunt Vlad."
+"Locomotiva" va repeta cu voce tare numele nou aflat de 3 ori: "Vlad, Vlad, Vlad.",
+făcând gesturi glumete (işi agită bratele şi picioarele etc). Apoi Cornel se intoarce cu spatele iar Vlad il
+apucă cu mâinile de talie, devenind "vagonul poştal". Trenuletul porneşte in jurul cercului şi se opreste
+in fata altui participant, căruia ii anuntă numele locomotivei ("Eu sunt Cornel"), al "vagonului poştal"
+("Eu sunt Vlad") si apoi il intreabă cum il cheamă. Dupa ce află, trenuletul repetă in cor noul nume,
+făcând gesturi hazlii.
+De data aceasta, noul jucător devine "locomotiva", fiind apucat de Vlad cu mainile de
+talie, iar Cornel devine vagon şi se agată de talia lui Vlad. Se continuă pană când toti jucătorii se
+ataşează trenului, fiecare devenind pe rând "locomotiva"
+Instructorul va alege pentru inceput un jucător dezinhibat, căruia să nu-i fie ruşine sa
+tipe şi săse strâmbe in fata celorlalti, mai intâi in rolul de "locomotivă" iar apoi in cel de "vagon poştal".
+
+--- PAGE 6 ---
+Nume: HOPA
+Scop: Cooperare, distractie
+Durata: 15 - 30 minute
+Dificultate: Mică
+Materiale necesare: baloane (o buc. la 5 jucatori)
+Reguli şi Detaliere: grupul se imparte in grupe de 4-6 jucatori care primesc cate un balon ce trebuie
+umflat. Apoi, tinându-se de maini, membrii grupului formează un cerc şi se vor strădui să mentină
+balonul in aer, lovindu-l, fara a-şi desprinde mâinile. Dacă balonul atinge solul, grupa "pierde" pentru
+inceput mainile, adică nu mai pot atinge balonul cu mainile. In continuare, mereu fără a-şi desprinde
+mainile, de fiecare dată cand balonul atinge solul, jucătorii "pierd" dreptul de a-şi folosi coatele, umerii,
+capetele, picioatele.
+Nume: Nici Unul Dintre Noi Nu Poate Face Singur Câte Putem Face Toti Impreună
+Scop: Cooperare, Liniştire
+Durata: 15minute
+Dificultate: Mică
+Materiale necesare: 13 buc. cartonaşe, pe fiecare fiind scris (citet, cu litere mari) câte unul din
+cuvintele din titlul jocului
+Reguli şi Detaliere: Instructorul va impărti cartonaşele. dacă sunt mai mult de 13 jucători se alcătuiesc
+câteva perechi in care un jucător e legat la ochi şi primeşte cartonaşul. Dupa ce se primesc
+cartonaşele, nimeni nu mai are voie sa vorbească. Ideea e să se aranjeze toti intr-un şir, astfel incât
+cartonaşele pe care le tin in sus cu scrisul spre inainte cu mâna intinsă (ca să poată fi văzute de vecini)
+să alcătuiasca o propozitie logică. Perechile se aşează in şir ca un singur participant, partenerul
+văzător il indruma pe cel nevăzător (care va tine cartonasul) in pozitia corectă. Grupul trebuie să
+anunte (tot fărăvorbe) instructorului când au terminat.
+Propozitia corectăeste cea din titlul jocului.
+Nume: ULIUL ŞI PORUMBEII
+Scop: Distractie
+Durata: 20 minute
+Dificultate: mică
+Materiale necesare: minge
+Reguli şi Detaliere: jocul se desfăşoară pe o suprafată bine delimitată, suficient de mare dar nu foarte
+mare - pentru a se evita deplasările foarte lungi. Se alege un "uliu" - fie un voluntar, fie un jucător numit
+de instructor, care stă in centru cu mingea in mană. Uliul va arunca mingea fermecată numai stând pe
+loc, incercând sa atingă un porumbel. Porumbeii, adică restul jucătorilor, se feresc cum pot de a deveni
+ulii (de a fi atinşi). Porumbelul atins devine obligatoriu uliu şi va colabora la transformarea porumbeilor
+in ulii. In acest scop, ulii pot să-şi paseze mingea fermecată inainte de a arunca spre un porumbel, dar
+uliul care are mingea este obligat sa stea pe loc. Deoarece la un moment dat nu se mai ştie bine care
+jucători sunt ulii si care porumbei, instructorul va striga din cand in cand "ulii!". La auzul acestui strigăt,
+jocul se opreste, fiecare jucător incremeneşte pe loc şi toti ulii ridică bratele. Sau instructorul va striga:
+"Porumbeii". La auzul acestui strigăt, jocul se opreste, fiecare jucător incremeneste pe loc şi toti
+porumbeii se ghemuiesc. La semnalul instructorului jocul reincepe. Se va termina cand toti porumbeii
+devin ulii. Jocul se poate desfăura in interior sau in aer liber.
+Nume: HOPA
+Scop: Cooperare, distractie
+Durata: 15 - 30 minute
+Materiale necesare: baloane (o buc. la 5 jucatori)
+Reguli şi Detaliere: grupul se imparte in grupe de 4-6 jucatori care primesc cate un balon ce trebuie
+umflat. Apoi, tinându-se de maini, membrii grupului formează un cerc şi se vor strădui să mentină
+balonul in aer, lovindu-l, fara a-şi desprinde mâinile. Dacă balonul atinge solul, grupa "pierde" pentru
+inceput mainile, adică nu mai pot atinge balonul cu mainile. In continuare, mereu fără a-şi desprinde
+mainile, de fiecare dată cand balonul atinge solul, jucătorii "pierd" dreptul de a-şi folosi coatele, umerii,
+capetele, picioatele.
+
+--- PAGE 7 ---
+Nume: ATINGE CUTIA
+Scop: Cooperare, distractie
+Durata: 15 minute
+Dificultate: Mică
+Materiale necesare: minge, cutie, sticla din plastic etc.
+Reguli şi Detaliere: jucătorii se adună in jurul obiectului, asezat pe sol. Scopul este ca toti sa atingă in
+acelaşi timp obiectul cu o anumită parte a corpului (care se indică; de exemplu deget, deget de la
+picior, genunchi, cot, umăr etc).
+Variantă: grupul va transporta obiectul, sustinut de apăsarea extremitătilor respectiva
+ale corpurilor jucătorilor, pană intr-un loc indicat dinainte, situat la vreo 4-6 metri. Un grup prea numeros
+va fi impărtit in grupuri mai mici.
+Nume: GEOMETRIA PE TĂCUTE
+Scop: Cooperare
+Durata: 15 minute
+Dificultate: Mică
+Materiale necesare: un cerc din franghie lungăde 15-30 m
+Reguli şi Detaliere: toti participantii se tin de franghie la intervale egale de-a lungul intregii lungimi.
+Tema jocului este ca grupa să alcatuiască din franghie o figură fără a folosi nici o vorbă. Instructorul va
+indica pe rând ce formăse cere.
+Indicatii pentru instructor: diversele aspecte şi conditii necesare pentru succesul lucrului
+in echipă se poate evidentia, de exemplu, numind unul dintre participanti ca "şef" pentru a dirija restul
+membrilor grupului.
+Nume: AŞEZAREA IMPREUNĂ
+Scop: Cooperare, distractie, energizare
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: fără
+Reguli şi Detaliere: la inceput, jucătorii se grupează in perechi stând spate in spate cu coatele
+agatate. Perechile vor incerca să se aşeze cu fundul pe sol, fără a desprinde bratele. Dupa 2-3 aşezări
+si ridicări reuşite, perechile se grupează câte două si incearcă să facă exercitiul cu patru jucători
+sprijiniti spate in spate si bratele agătate. Se trece apoi la 4 perechi, pentru ca in final toată grupa
+aşezată spate in spate să se ridice si săse aşeze deodată.
+Nume: TRECEREA RÂULUI
+Scop: Cooperare, distractie
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: o funie lungă
+Reguli şi Detaliere: Doi voluntari stau la distantă de cativa metri, apucă capetele funiei şi le agită
+deodată la inăltimea de 10-20 cm de sol. Funia va face "unde" orizontale pe sol - acesta e "râul".
+Grupul va trece in ansamblu de pe o parte pe cealaltă a râului şi inapoi. Jucătorii vor merge sau sări
+deodată. Nimeni nu are voie sa se abtină. Cine atinge funia va ieşi din joc. Câştiga ultimii doi rămaşi in
+joc.
+Variante: Funia se agitămai repede.
+Cei doi voluntari rotesc in aer funia ca pe o coarda uriaşă pe care toti jucătorii o
+sar deodată. Toti jucătorii se tin de mană, de umeri ori de talie.
+
+--- PAGE 8 ---
+Nume: SĂDUCEM MINGEA
+Scop: Cooperare
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: un ghem cu sfoarăgroasă, o minge mare
+Reguli şi Detaliere: Dacă grupul e prea mare se imparte in grupe de 10-14 membri. Jucătorii fiecărei
+grupe se adună in cerc, apoi fiecare aruncă ghemul spre un jucător aproximativ din fată. Sfoara se
+desfăşoară in zig-zag de la un jucător la altul. După ce toti au apucat de sfoară, se leagă capetele sforii
+care formează o retea de legături intre toti membrii echipei. Instructorul aşează mingea la mijlocul
+cercului, pe reteaua de sfoară.
+Tema este să se transporte mingea, sustinută de firele intinse, fără a o scăpa pe jos,
+pană in alt loc indicat.
+Nume: SĂNE SALVĂM IMPREUNĂ!
+Scop: Cooperare
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: cateva chingi/sfoară
+Reguli şi Detaliere: jucătorii alcătuiesc un grup de călători in junglă, capturat de canibali. Toti călătorii,
+stand in picioare si lipiti strans unul de altul, au fost legati cu o funie ca să nu scape. Totusi, nu sunt
+paznici, iar dacă grupul reuseste să se deplaseze pachet, aşa legat cum este, pană in alt loc aflat la o
+oarecare distantă(15-30 m) va gasi acolo ajutor si călătorii vor scăpa de cazanul canibalilor.
+Nume: SĂSCHIMBĂM LOCURILE
+Scop: Cooperare
+Durata: 20 minute
+Dificultate: Medie
+Materiale necesare: o bancă de gimnastică(sau un trunchi de copac căzut etc.)
+Reguli şi Detaliere: Grupul se inşiră in picioare pe banca de gimnastică, apoi jucătorii se numără cu
+voce tare de la 1 la X. Sarcina este schimbarea locurilor, pentru a ajunge in aceeaşi formatie (ordine)
+dar aşezati invers pe bancă, adică jucătorul nr. 1 la celălalt capăt al băncii. Se cronometrează durata
+activitătii, Nu e voie să se calce pe sol. Dacă un jucător atinge solul, jocul se reia sau echipa primeste o
+penalizare de timp care se adaugă la timpul final realizat.
+Joc: SĂ NE ÎNCERCĂM MEMORIA
+Scop: distractie
+Durata: 10 min
+Materiale necesare: cat mai multe obiecte, foi, pix
+Reguli si Detaliere:Aşezăm pe o masă diferite obiecte, apoi le acoperim cu un prosop. Fiecare jucător
+are hârtie şi creion. Se ridică prosopul timp de 10-15 secunde. Jucătorii trebuie să privească foarte
+atent obiectele, care vor fi , imediat, acoperite.
+Este declarat câştigător celcare poate să noteze din memorie cele mai multe obiecte.
+Nume: CORTINA
+Scop: Energizare, distractie
+Durata: 20 minute
+Dificultate: Mică
+Materiale necesare: o pătura (fatăde masă, sac de dormit etc.)
+Reguli şi Detaliere:pătura va fi tinută de doi voluntari verticală, ca o cortină. Grupul se imparte in două
+grupe egale, care se aşează de o parte si de alta a cortinei, la 2-3 metri. Fiecare grupă (care n-o vede
+pe cealaltă) alege un reprezentant care se va aşeza chiar lângă pătură. La semnalul instrcutorului,
+cortina e lăsată în jos. Reprezentantul care sune mai repede numele celuilalt jucător câştigă şi îl ia pe
+învins în grupa sa. Câştigă echipa care termină adversarii.
+
+--- PAGE 9 ---
+Nume: AMORTIZAREA CAPSULEI SPAŢIALE
+Scop: Cooperare
+Durata: 35minute
+Dificultate: Medie
+Materiale necesare: pentru fiecare grupă: un ou poaspăt, 75 cm leucoplast lat de 2 cm, 20 de paie
+(plus rezerve: ouă, paie, leucoplast)
+Reguli şi Detaliere: Povestea: NASA a lansat un concurs pentru alegerea celui mai bun sistem de
+protecţie al modulului care va coborî pe Marte, prin amortizarea şocului rezultat la contactul capsulei cu
+suprafaţa planetei.
+Grupul se împarte în grupe a câte 4-6 membri care primesc obiectele sus-
+menţionate şi sarcina de a concepe, construi şi testa un dispozitiv pentru concursul NASA.
+Fiecare gruă participă la concurs cu un dispozitiv de protecţie, care să împiedice
+spargerea unui ou care cade de la înălţimea de 2,5 metri pe o suprafaţă tare (sol). Grupele au la
+dispoziţie 20 de minute pentru concepţie şi construcţie. După aceste termen, un purtător de cuvânt al
+fiecărei grupe va face o scurtă prezentare în care va lăuda capacităţile dispozitivului său. În sfârşt, câte
+un reprezentant al fiecărei grupe se caţără pe un scaun şi lansează dispozitivul cu ou cu tot.
+Juriul NASA (instructorul) va judeca i stabili verdictul.
+Nume: ŞIRAGUL DE ACCIDENTAŢI
+Scop: Cooperare
+Durata: 25minute
+Dificultate: Medie
+Materiale necesare: fulare, eşarfe pentru legat la ochi
+Reguli şi Detaliere: jucătorii se înşiră într-o linie, ţinându-se de mâini. Toţi se leagă la ochi (sunt
+accidentaţi), mai puţin primul şi ultimul din şir. "Văzătorii" conduc şirul de "nevăzători" într-o călătorie pe
+un drum presărat cu obstacole pregătite dinainte: scaune, bănci, mese, uşi, copaci, gropi, tufişuri,
+garduri, etc. În timpul călătoriei, mâinile tuturor jucătorilor rămân mereu apucate. "Văzătorii" de la
+capetele şirurilor vor anunţa mereu obstacolele şi vor îndruma coechipierii când şi cum să le treacă, iar
+"nevăzătorii" îi vor anunţa problemele pe care le au ("opriţi", "unde să pun iciorul" etc.).
+"Accidentaţii" nu vor merge pasivi şi docili ci vor participa la rezolvarea problemelor
+pe parcurs, anunţându-şi vecinul de greutăţile pe care tocmai le-au depăşit ("vezi că e un ciot", "am dat
+de un copac" etc) sau sprijinindu-l la cerere.
+Joc: SA NE CUNOASTEM
+Scop: de cunoastere
+Durata: 10 - 15 minute
+Dificultate: mică
+Materiale necesare: o minge sau orice obiect care poate fi pasat
+Reguli şi Detaliere: Participanţii se aşază în cerc şi pasează mingea de la unul la altul. Cel care deţine
+mingea spune: Pe mine mă cheamă...şi îi dau mingea lui... Mingea se pasează de la un participant la
+altul, până când toţi se prezintă. După ce toţi participanţii şi-au spus numele jocul poate continua astfel:
+Pe mine mă cheamă...şi culoarea mea preferată este ... şi îi dau mingea lui...(acum se spune numele
+persoanei...). Nu se pasează la aceeaşi persoană de două ori
+!!!!! Acest joc se poate adapta astfel: formaţia, ţara, mâncarea, filmul, oraşul mea/meu preferat/ă, ţara
+mea preferat/ă etc.!!!!!!!
+Joc: PE PIPĂITE !
+Scop: distractie
+Durata: 10 min
+Materiale necesare: cat mai multe obiecte, esarfa
+Reguli si Detaliere: Se aşeaza pe masă mai multe obiecte. Participantii vor fi legaţi la ochi. Pipăind
+obiectele, trebuie să recunoască şi să spună, imediat, ce sunt. Câştigă jucătorul cel care recunoaşte
+cele mai multe obiecte.
+
+--- PAGE 10 ---
+Joc: MAŞINA DE SPĂLAT
+Reguli si Descriere- Se formează două şiruri de copii, faţa în faţă. Un voluntar/cel care rămâne fără
+pereche sau animatorul trece printre cele două şiruri („maşina de spălat”). Când ajunge în dreptul
+primei perechi din şir se opreşte şi aşteaptă să fie „spălat”: fiecare participant la joc îi pune mâna pe
+umăr şi îi spune o caracteristică, o calitate personală sau o vorbă bună. Cel „spălat” mulţumeşte şi
+trece mai departe. Atenţie: se va insista de la început pe caracterul pozitiv al comunicării ! Neapărat
+trebuie să treacă prin „maşina de spălat” copiii trişti, timizi, negativişti, pentru a le ridica moralul, pentru
+a le dezvolta încrederea în sine sau pentru a-i determina să gândească pozitiv.
+Joc: SALUT INTERNATIONAL!
+Scop: energizare
+Durata:10 min
+Dificultate: scazuta
+Reguli si Descriere- Pe o foaie de hartie se vor desena diferite poze cu semne de salut:
+HUG, Nose rubbing, Chinese greeting, Hand shake. Se numara din doi in doi, si se va extrage cate
+un biletel de salut. Apoi se vor imprastia prin incapere si vor trebui sa se salute fiecare cu salutul
+extras, pe rand. Ar merge poze cu imaginile saluturilor.
+Joc: AM INCREDERE!
+Scop: de incredere
+Durata: 20 minute
+Dificultate: medie
+Reguli si Descriere- Intr-un cerc strans, fiecare sta cu mainile intinse, palmele in fata. In mijlocul
+cercului va sta o persoana, cu ochii inchisi care se va lasa purtata in jurul cercului, pe mainile
+celorlalti.
+Joc: OMIDA
+Scop: energizare
+Durata: 10-15 minute
+Dificultate: medie
+Materiale necesare: 2 mingi şi opţional un cronometru (vezi telefonul mobil)
+Reguli şi Detaliere: Participanţii se împart în două sau mai multe echipe (împărţirea se poate face fie
+numărând din unu în unu rezultând două echipe; fie se grupează în funcţie de preferinţe etc.) care stau
+în două coloane paralele – unuii în spatele celorlalţi, cu o distanta de 1 brat intre ei.Primul arunca
+mingea celui din spate şi fuge apoi la coada (jocul se opreşte când toţi participanţii au trecut în faţă).
+Se repetă până când cel ce a fost la început a ajuns primul din nou. Echipa care termină prima câştigă
+(opţional se pot şi cronometra timpii).
+Joc: GHICEŞTE CINE SUNT!
+Scop: cunoastere
+Durata: 10-20 min
+Dificultate: medie
+Reguli si Descriere- Fiecare participant scrie pe un bileţel:
+- culoarea părului;
+- culoarea ochilor;
+- sexul;
+- vârsta;
+- localitatea de provenienţă;
+- un hobby
+Se amestecă toate biletele într-o şapcă/pungă, etc., apoi animatorul sau unul dintre participanţi extrage
+un bilet şi citeşte conţinutul acestuia. Participantii trebuie să ghicească despre cine este vorba. Cel
+recunoscut (sau nu !) preia sarcina jocului.
+
+--- PAGE 11 ---
+Joc:MASAJUL IN GRUP
+Scop: energizare, incredere
+Durata: 10 min
+Materiale necesare: fără.
+Regulile jocului: la sfârşitul lecţiei, când lumea este mai obosită, participantii formează un cerc cu faţa
+spre spatele vecinului. Apoi toţi se apucă să maseze umerii celui din faţă. Se încurajează discuţiile.
+După un timp, toţi se rotesc la 180º şi masează pe cel din faţă (care l-a masat înainte).
+Joc: GET IT HERE
+Scop:teambuilding
+- 12 -60 participanti impartiti in grupuri de 4 -12 pers.
+Durata: 90 min.
+- 10minute pregatire in cadrul grupurilor;
+- 70 minute desfasurare:
+- 60 min. lucru efectiv;
+- 10 min. validarea solutiilor;
+- 10 minute debrief
+Activitati:
+- echipele vor primi cate o lista cu obiecte (fiecare obiect fiind cotat cu un anumit numar de puncte);
+- in intervalul de timp de o ora, echipele vor trebui sa adune cat mai multe dintre acele obiecte si sa le
+aduca la locatia de baza (juriu);
+- obiectele aduse vor fi validate si punctate de catre trainer;
+- castiga echipa care a obtinut maximum de puncte
+Jocul se incheie –la expirarea timpului
+Joc: SĂ DESFACEM NODURILE!
+Scop: de incredere
+Durata:
+Materiale necesare: o chingă, sfoara
+Reguli si Detaliere: se fac cât mai multe noduri simple, succesive, pe chingă (nu foarte strânse!). Apoi
+chinga trece pe rând la fiecare jucător, care desface un nod şi spune o părere, sau ce a învăţat el în
+lecţia respectivă, după care dă chinga vecinului. Acţiunease repetă până se desface ultimul nod.
+Joc: LIMBO
+Scop: distractie
+Durata: 30 min
+Dificultate: scazuta spre mare
+Reguli si Descriere- Orice obiect care poate sta intins –coada de matura, o ata mai groasa.
+Unul sau 2 participanti tin ata, iar ceilalti trebuie sa treaca pe sub ea, fara sa o atinga.
+Treptat ata este lasata in jos. Castiga cel care trece cel mai jos fara sa cada sau sa atinga ata.
+Joc: IMITAM
+Scop: energizare
+Durata: 10 min.
+Dificultate: scazuta
+Reguli si Descriere
+Toata lumea face zice ceea ce face si zice animatorul, si repeta dupa el:
+Mainile in fata. Degetele mari sus. A ci chi ci chi ci chi
+Mainile in fata. Degetele mari sus. Genunchii indoiti. A ci chi ci chi ci chi
+Mainile in fata. Degetele mari sus. Genunchii indoiti. Fundul in afara. A ci chi ci chi ci chi
+Mainile in fata. Degetele mari sus. Genunchii indoiti. Fundul in afara. Capul pe spate. A ci chi ci chi ci
+chi
+Mainile in fata. Degetele mari sus. Genunchii indoiti. Fundul in afara. Capul pe spate. Limba scoasa. A
+ci chi ci chi ci chi.
+
+--- PAGE 12 ---
+Joc: IN OGLINDA
+Scop: energizare
+Durata –15 min.
+Dificultate: medie
+Reguli si Descriere - Se impart participantii in grurupri de cate 2. Unul mimeaza o actiune, cel din
+fata lui trebuie sa mimeze excat la fel, in acelasi timp, sa fie oglinda partenerului.
+Joc: RETEAUA
+Scop: de incredere
+Durata: 10 min
+Materiale necesare: un ghem de sfoară (subţire, colorată).
+Regulile jocului: grupul se aşează în cerc. Un jucător ia ghemul de sfoară, explică cu voce tare de ce
+îi place grupul, reţine capătul sforii apoi aruncă altui participant ghemul care se desfăşoară. Acesta
+apucă sfoara, explică şi el cu voce tare de ce îi place grupul, apoi aruncă ghemul altuia. Şi tot aşa mai
+departe, până ce restul ghemului revine la primul jucător, astfel ca toţi jucătorii se ţin de sfoară iar
+aceasta e desfăşurată în zig-zag de la unul la altul. Reţeaua astfel formată ilustrează relaţiile dintre toţi
+membrii
+grupului.
+Variante: jucătorul anunţă numele celui căruia îi va arunca ghemul şi va specifica un motiv pentru care
+îl apreciază favorabil, apoi va arunca ghemul. Declaraţia va fi despre contribuţia celui din faţă la reuşita
+activităţii colective, sau aprecieri în general despre persoana respectivă. După ce toată lumea e legată
+prin sfoară, instructorul ia o foarfecă şi taie sfoara între fiecare pereche de jucători, explicând: „la
+terminarea şedinţei (lecţiei),
+fiecare participant capătă o bucată de sfoară care-i va aminti mereu de prietenii care i-a făcut aici şi de
+cele învăţate”.
+Joc: CA FRUNZELE COPACULUI
+Scop: de incredere
+Durata:
+Materiale necesare: o foaie mare de hârtie, pixuri, un marker, o rolă de bandă adezivă, „frunze” tăiate
+din hârtie groasă (aproximativ A5).
+Regulile jocului: instructorul desenează pe foaia mare de hârtie (agăţată pe un perete) un copac, cu
+componentele sale: trunchi, rădăcini, ramuri, frunze, fructe etc. Jucătorii aşezaţi în cerc, în jurul planşei
+desenate, primesc câte o „frunză” şi un pix cu care vor scrie pe „frunză” un gând sau o învăţătură cu
+care pleacă de la lecţie. Fiecare va prinde apoi frunza sa cu o bucată de bandă adezivă pe copacul
+desenat pe planşă, într-un loc ce i se pare mai potrivit cu gândul scris: la rădăcină, pe trunchi, pe o
+ramură, ca o
+frunză etc. Instructorul închide activitatea comentând atât gândurile scrise pe „frunze”, cât şi locurile
+unde au fost ele amplasate, accentuând simbolismul şi importanţa fiecărei părţi (rădăcină, trunchi etc.)
+pentru ansamblul copacului (grupului).
+Joc: SARDELELE
+Scop: distractie
+Materiale necesare: fără.
+Regulile jocului: jocul e la fel cu „de-a v-aţi-ascunselea”, numai că pe invers: un jucător (numit de
+instructor, sau voluntar) se ascunde, iar la un semnal restul grupului începe să-l caute. Cine găseşte
+persoana ascunsă, se înghesuie şi se ascunde împreună cu ea, în acelaşi loc. Jocul se termină când
+ascunzătoarea devine vizibilă din cauza înghesuielii.
+
+--- PAGE 13 ---
+Joc: DESENEAZA PE NEVAZUTE
+Scop: distractie
+Materiale necesare: foi de hârtie A4, pixuri.
+Regulile jocului: toţi se aşează pe jos şi fiecare primeşte o foaie de hârtie şi un pix. Instructorul le
+comandă să închidă ochii (eventual sunt legaţi la ochi) şi să deseneze un subiect precizat de el. Cele
+mai bune desene se expun pentru restul zilei.
+Joc: MERSUL PE INCREDERE
+Scop: incredere
+Materiale necesare: legături pentru ochi.
+Regulile jocului: jucătorii se împart în perechi. Unul din membrii perechii e legat la ochi. Tema jocului
+e ca nevăzătorul să fie condus de partener într-o scurtă călătorie, care se poate desfăşura în sală sau
+afară. Conducerea poate fi verbală, sau neverbală: nevăzătorul se ţine cu mâinile de umerii
+partenerului; ori: partenerul pune mâinile pe umerii nevăzătorului; sau cei doi stabilesc un cod de
+gesturi: când partenerul atinge nevăzătorul pe umărul drept, acesta se întoarce cu 90º la dreapta şi
+merge înainte etc.
+Variante: călătoria poate fi organizată sub forma unei curse cu obstacole

data/sources/land-of-the-nile-theme.txt

@@ -0,0 +1,168 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/land-of-the-nile-theme.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Pharaohs
+d a o t n o T T p d t w h e e k w i m n o o s r T r o o p p e L o t h p w f l h l l e a n e i e h t e g , n w h g ’ t a . i h m h d e L o h r A a e o s a e u a o N n s ’ l o a s d t d s d a i h d a l i i t i l e f s n n e a e f p w L e d g a b g r w o e r a d o o ‘ h e t w a H a h s e v i a n s n d e e i r e s c t g g e r h t o e f t h h a t r u e i o f o t e l b l i l P l n t e t p h b e p t p . r s i o o s e i e t e h : e w l r i b a i ‘ s E t a s m L e i e r t c w o g o a e p a o n y f r a o n a o l f d p r h i a i r E r e n t r t . o i i . n a g a v T f o L T d n h e n t h f o a t t h r e n y e d G P • • • la T w T T m e h h h h a n e e i a s y t y t b S w t t e w i h o x i i e a l u l n s y l v n h d k i e o s b n g e u it e o d ld t w o a t . h o t S g a h fi o v e n o e d t G d a a a o o c r u p d h t p r a a a o t b t S r a t o t u e a b u n t o t i i o t u d w y n t h t . J o a . u t i s . n t t h . v ic i i n t e e g a s a n a G d r a e In r h d ju a a s p t t i p o c e e t n a a i l n k n g d to lo fi t n c h a d e l l o S y u . ix t or
+Do
+• The Six go on a visit to the Garda Station.
+• They should go with a list of things that they want to fi nd out about and
+also questions as to what they can do to help fi ght injustice.
+• They can also get the Garda to help them launch a campaign for
+justice for a suitable cause.
+Review
+• After the campaign invite the Community Garda down to chat about
+how they got on and what they learnt from it.
+• They should be looking at how diffi cult it is to fi ght for justice and what
+changes they saw happening.
+Resources
+http://www.afri.ie/
+A Community Garda
+Top tips
+The Sixers could organise a training day for them to be better
+Leaders and fairer in what they are doing.
+10/10/10/01
+
+--- PAGE 2 ---
+Pyramids
+Getting Started...
+The Pyramids are famous all over Plan
+the world for their characteristic
+• The Six should link up with a lodge in the Beaver Scout
+design and for the sheer size of their
+Section so that the Six can plan a maze for the Lodge
+structure. In the “Land of the Nile”
+• It would be advisable for the Six to go to the Beaver Scout
+the Pyramids were much more than
+meeting
+just a big structure. Inside there
+• Find out what kind of things in a maze the Beaver Scouts
+was an intrinsic maze to the burial
+would not like to have so that they can be avoided.
+chamber of a Pharaoh that took
+• Remember for each Cub Scout to choose a People card to do
+years to design.
+a challenge from
+Do
+• The Six need to plan out the maze on paper fi rst and then
+build it.
+• It can be as easy or as diffi cult as the Cub Scouts want to build
+it.
+• The easiest way of building the maze is to use pegs and sisal
+to make the passageways following a design that the Cub
+Scouts come up with.
+Review
+• Chat with the Lodge on how they got on and how easy or hard
+the Beaver Scouts found it.
+• Try to fi nd out how the Cub Scouts found working with Beaver
+Scouts and how they could do things differently the next time.
+Resources
+http://www.astrolog.org/labyrnth/lifesize.htm
+Pegs and Mallets
+Sisal
+Top tips:
+There are lots of mazes built in the country, why not visit one of
+these to see how the Six get on themselves.
+10/10/10/01
+
+--- PAGE 3 ---
+River Boats
+o T l N r d t a f y p r o e i t i n l T p L l v h e r a s s e o h e e ” t c a p s w e r e m t l o t l h o e w o b r t e t e r r h f t o o o ) a t w e l c h E a a t a a l r i i o a i t g r k o a n t n s d h n e y n m f o d t s b d p s t f p o a h o r i s t o t i o e t n j e o a o o f a o u o r d n r w t l f . g p g s r s t t a I a h a l o e r h n e u v n a t t t e e s e s t d n h p t h u r e h l N s a e . e m p i d e p v o s i B p l m o “ a e e p t e o l l h r a t i l e e t u e n ( e f i n i U r t n d r s e o d b i r o g e p a i m i e o v t n d p o l s s n t f e e f w . s e a o t r t r t h o e e e l n h l N e a w a e d e e n i , n s l n e d . s G P • • • • la T t T T R e h h h h e e n e e e m t c y y S i h t n s m i o d x i h i a c o n h t y h e u a e a l v b d g l e C e s h o t u t w a h b l v e e ik S e S e e c n c a h t o o a t s c u a n h a t t r c i s a l y i e n t t r t o g a o o , b f t c b r o d h o u e u o o w i t l i o d n i w d n s g a e g h w a r P o . a t a r e . f t t t h p o e . f e a p r o y d l a r e d c c t h C l t o i i n e v a u g i m t r ld i . d e s s s d e , o t l v o t h e i t d e . s o y a h a ve
+challenge
+Do
+• Raft building is an easy thing to do but there is a bit of science
+involved so look for suitable designs
+• Test the raft in shallow water fi rst before getting on it.
+• Make sure to wear Personal Flotation devices.
+Review
+• When bringing the raft back out of the water fi nd out what the
+Six thought of it
+• What were the fl aws in their design and what could they do the
+next time
+• Try to fi nd out if everyone enjoyed it.
+Resources
+Top tips
+Always make sure that any activity done on or near water is
+done with care and safety.
+would be the easiest from them to do and how
+10/10/10/01
+
+--- PAGE 4 ---
+Farming
+c o r g a c o f r n o p o a t T d h l s w l n h e e o d n t e c o t N t h h i i g n m v e i a l o e e r r m a a l v ” c y k l e a t a e P h o a s s s e f o s t s t h h f r c E a a s r i c r n i u r o g d r c m g c o p y g o s h p p i s e m n s t l . a i g t i . k m a h s e I n w a n u w s t B a n t c h s h u i r t o e e y e s t u a a o e t “ l t d o d d L , w a c a g t b o h o n n r e r e o r d d k n w G P • • la T t S e h h o e n e m n t S e t w ix o h i f a n s t t h h t o e h g u e C l y d u c h b S o a S u v l c e d t o a m u a t c a s h k r m a e t t a f a r y e o b h m o a u d v i t t e . w . g h . r a o . t w th n i n th g i s n g th s e a y l r c e o a u d l y d s g o ro t w ry and
+to fi nd out what they know how to grow and share the knowledge
+between them.
+• As always, the Cub Scouts should pick People Cards to do a
+challenge from
+Do
+• Pick a type of crop to grow from seed. Try to pick one that is easy to
+grow in the Irish Climate
+• Prepare the ground for the seeds, dig a small furrow and remove
+any weeds
+• Plant the seeds and water them and care for them
+• Dig them up when they are ready
+Review
+• Wash them and try to cook them or just eat them raw if they are
+suitable to do so
+• Find out what the Six would do differently the next time.
+Resources
+A small patch of land near the Scout Den
+Seeds like carrots or strawberries
+Top tips
+Build a mini greenhouse to grow more exotic plants.
+10/10/10/01
+
+--- PAGE 5 ---
+Desert Irrigation
+m u l t i A f n v h e w a a m l i d e e l n s n i e l l d a g t l d i fl e r v d h o s t i r i t n h n e e s t o h p a e g l d r a i p a l n o r i a i r t r t n d u d h n i i n p g g g s g e i t n e a s r h s u t p o g o t h e i n i l w n a o p a a r n d n t l i i t d e c n e n . e m o i . g e t T s r f T h s fi l d h o l o p e t h e c s a e r f l y e u c e a n w t t E l n g h t d “ i t o L a h g t r e c i s n n e a t a y o e N g w n p i n n o n r d . t i d h f l i s e e a t N i o k o h o n t n i n w o a f e m o o s o n t n u o h d e t w w d s o g n e e o . i h e e M n s n g N r g e e r t e a o o i r l n t e w ” G P • • • D • l o a C C A R e s h h u n k a e n t t c t a t h k to n e i o t e S n u h x t i e x p i f e g S t t o r h i i x m e t r a y y e S b n k t o o t n u w o t s t w e h d a e e e o r s t e f r h e a e t r t h n t s i e y m e t t h S h p i a a i d n x t c g t t t r h t . y o h e . f a t y o w . t h g a g a r t r e o v o r w e w o s h s n e i o n a a m r a g d e a d a w e r b d s a o e e t u e n rt t r
+cress in a tray
+• Water half of the seeds and leave the other half alone
+• Check the tray regularly and see if they can notice any
+changes
+• Record what they see and compare the two halves
+Review
+• After a few weeks of watering the plants see how they are
+getting on and have a chat about it
+• Did they notice any difference between the two patches
+• Did anything happen with the seeds that they did not expect
+Resources
+Seeding tray
+Water cress seeds
+Water
+Notebook and pencil
+Top tips
+There are many ways of irrigating crops just remember not to
+waste water for no reason.
+Also have a look at the fi lm “Waterworld” to see a situation where
+water is more precious than gold
+10/10/10/01
+
+--- PAGE 6 ---
+‘
+Egyptian Medjay
+E t c h t d g a h e m i y n i s h i p n r p i c a E n e g a d t i v p i d o s l v a u s e l p e i n o a t t n y o l r t e n y . e o M b d f T , e t a C b e h o h p c e i d b a r v e e e d j r t i s a o o l v e a h i t y s p u a r r l a a o l l g l a e s a u e t n h r i n e o v g e h s t d s e n a e i o f n n f a l d t h d e f t h t m o e u a . b a i d a t s T o o S t ’ i s l d u h c t i a c t h a y s e i i o m e e g t s u a f i s y r o o e p t o n . i n r o h n u T d p t r a g t p e h h t o o d a o e e o f n p i f r t l e G P • • la T P T e o h a n e c p t r k r e t e t h p s i a a h n t r o e t u h l f g d e o r b P t e h a S i c a s k t C h F t o e o d a r r e u e m s r o h f a t o C g u e o r l e d n e d d b u o e c n a . t f . S o . r ix t e h r e ’s f u C ll o C un u c b i l S to co d u is t cuss
+how each Six can give their suggestions.
+• The Sixer’s Council set up the Cub Pack Forum using the
+points that the different Sixes brought up and discuss them
+Do
+• The Code of Conduct should be tailored for each Pack and
+what they see as the needs.
+• The Cub Scouts need to talk about what they see as good
+conduct and as bad conduct.
+• They should talk about what should be done if someone uses
+bad conduct.
+• When they have fi nished draw up the list and give everyone a
+copy and put one up in the Hall.
+Review
+• Do a review of the code after a year to see what the Cub
+Scouts thought and what they think needs to be changed in
+the code.
+• Ask did they need to use the Code and if it was effective.
+Resources
+List of suggestions from Cub Scouts
+Top tips:
+Everyone has a say in it and everyone has to agree on the Code
+for it to work
+10/10/10/01

data/sources/medieval-theme.txt

@@ -0,0 +1,157 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/medieval-theme.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Kings Court
+p d la e K T b t I c d a b o h n i e e n n e s a e s g m “ e b p t w M a t e C e a e w a s h d d t o e C o k e o e a s p d d u e h . l r s u l i i r e a t e e T f a t o t f a i i v e h r p o h d t c a p m r i e n a e s t e h l e h o s a b n T o t r i e s p o k a s t i a i c m e l o t c t a e l a e e w o n e e l u s p d p a a n i s p t n o i i r o s y t ” c s o r t s t s t c e t h e t h b h h h u b e a t e l e a e e e o s e i c n r s m e c K h e d fi d e o a n n n . i e d p n w s d a d T b e g a e n c a a h o r t t n h w h s t e f e m e d o a e t d h . h i n d n e e d n . G P • la T h t e o a h n v d e t i e n S t b g i a x i a t e n s d h o e o n g b u a ld te h S a a n ve d t a b a e c t h w r a e t t e w n e i t t h h d e th m e . d o . e t . h c e id r e S o ix n e w s h in a t t h th e e P y a w ck o u a l b d o li u k t e
+• They should also decide on what guidelines the debate should
+follow and how many are to debate
+• Each Six should try to focus on an element of the People card’s to
+use in the debate
+Do
+• Each Six should prepare an arugment for the debate and each
+member should have a turn speaking
+• A suitable venue and occasion should be organised to have the
+debate
+• They will need to deliver the arugment in the public forum and
+allow for cross examining of both theirs and others arguments
+Review
+• The fi nal moments of the debate should be about what the Cub
+Scouts thought of the debate and how they thought it went
+• They should look at the structure used and the topics picked
+Resources:
+An agreed topic for covnersation
+A venue to seat participants and specators
+Top tips:
+Invite a Toastmaster to give advice on what they could do
+10/10/10/01
+
+--- PAGE 2 ---
+Knight Training
+t p h r w e o T K a y t M h e s n e f c e o i n g t d C l P l o h o o i r h e t t t w o s h a v t m o . e e a r a o T d r l i s s c h t d v e i t m e a e i e f y a r f r e c e i y n s h o s r d t e a s d i h c n t d e L r a t s i a c s a o y f w t r n f m l t o y o li . o m b v b A a i o n e t t l c h h g o t o e h t t f d o h e t e a h t e G P • la C c e o h n d a t e t t t o o i f t l n h iv e in g S g ix to a u S b p o h u t o t l t a d h e c r e li r f t t e a i e o n f v K d a n lu ig . e h s . ts . and how they lived by a strict
+• Look at the Promise and Law and the parts it plays as Scouting’s
+code of living
+• Ask the Six to put the Promise and Law into their own words
+Do
+• On the camp have a simple programme so that it will allow the Cub
+Scouts to show their code of living in their on way
+• The Cub Scouts need to have the space to show their code in their
+own way
+• See can they follow the code throughout the camp. It would be good
+to have a few occasions where they can revisit the code to see how
+they are getting on.
+Review
+• At the end of the camp chat to the Six about the camp and what they
+thought of it
+• When they have given their thoughts about it see how different their
+code is from the Scouting Promise and Law
+• See can any of the differences be brought into their regular activities.
+Resources
+List of the Six’s code
+Camp with all the trimmings...
+Top tips:
+Why not do some random acts of kindness like the knights?!
+10/10/10/01
+
+--- PAGE 3 ---
+Doctors
+E b M x a p t e o p t h c l D h d f o r k a o e i d o r c t a g r n i c s e f h t r e f t i e e o e o i w w n s r r l n p e s a s s i t e l n h s l w w n d t t e o t o e a i h t l M M r s l o s n e n k s e e i e e m c d B e d w s d u d s l a i s a r e l h l d e e a e c a v a e n s k n a A t r h d d l i d t D g n e o t s t e i e t h m t o s d s o h a e i e e f c i t fi h n t s h a s e k n a / l o a n d P d a w f r l n b e t a a c i h d t r a g o h o i l n o u u h . i u n g t e r u g s s . g t h e h e t e G P • • • la T F D b e e h i o n n f e d o t t h r S t o e e i u x y i t n n r w e e h m e g a d e t m t t o h b i S l n e o g r o s s k t o t i h m n a e t e o y r o d k f o n t t i o n h e w g e o s b d o r a m s re . ic e m . s fi . e fi r m s rs t b t a e a i r d i d f t r r o t a h m i a n t i d n t o h g i e n y g h it a b v e e f o d r o e ne
+• Try to get them to plan a scenario for another Six and that Six
+does likewise
+Do
+• The Scenario should get the Six working together to solve the fi rst
+aid problem
+• Each Scenario should have objectives that the others need to
+reach
+• It may take one or two test sessions where they try some of the
+things that come up
+• The scenario should be some what a surprise when it happens
+Review
+• Have a meeting with the other Six to chat about the scenarios and
+how they got on
+• How did they fi nd them and could they do them in a real life
+situation
+Resources
+First Aid Kit
+Scenarios from each Six
+Top tips:
+Hygiene when treating others is an important message to get
+across
+10/10/10/01
+
+--- PAGE 4 ---
+Jesters
+ba J j o e t c e o t f s h k s t w T t e n e t t h e i o n o o t h r e r f o s c o a o a C y a n n u w l a m t o e y t a e l o u f o l r e c e y n r e s o l s t a s e t u t j g r e s e a r i i o . n s v t n f f T o t e s y a e p r h n t o u r a u e s s n t f f n h o y r f e w . e i o c s c T e o e i r h a o i h d r r t m l u e y e o a c l m e d n a m h J n y n e a s a e t t d s n h . n m g t g i s m e r n b e w a r g a e . n e w k r T t r s e e e h d r o e e f G P • • • la S T F T a e n h o h e n d e r e e t u y y a m c t s s l a s i h h n t o o o o n t s u u h p o l l e l d d a m g n S s p e h l i t a x h o c n S i e p u r c u l d d n u t i i f t s g f w t e o h a s o r g t e t r e y k n t l r e h t w e t t f r it o r i h c e o a k t d s h c d e f i t r o h c o r a u . t p t s h . e e e s o . a r h s p c o l h S e w C i x f u e o b s r a t S h p c ro o a u u re g t n h c t a s a n n P d ig a o h c t k
+• See can the Cub Scouts pick tricks that are linked the the
+People Cards
+Do
+• Jesters party pieces include juggling, music, clowning around
+and posing riddles
+• They will need to spend a bit of time practising the tricks
+before the performance
+• This is a chance for the Cub Scouts to show off campfi re
+sketches
+• The food can include pop corn, chip and dips, hot dogs and
+what ever food they want to provide the parents with.
+Review
+• During the clean up chat about the night and the skills that
+they learnt
+• Let the parents comment on what they thought as well,
+• Give the Cub Scouts the chance to talk about what they
+enjoyed
+Resources
+http://en.wikipedia.org/wiki/Jester
+Juggling balls, Instruments and other props
+Food like Pop corn, chips and dips and drinks (Tea & Coffee)
+Top tips:
+Soap the Joker could be an idea for a fundraiser
+10/10/10/01
+
+--- PAGE 5 ---
+Book Printing
+th T o t a J h h e f i o v s m e o s t a h p e h l u p p e i a r d e l g r e e s a e n u h ” a d t b a n c h t d p i s a d e l e e i r t t s o d a i e y t n p h f u n G d t r o e b c i d i n n u f w a o i g t o t b d t o o i e C e n p o e m k r n g u i l o a s p n d b a b k s e p i e e o d w s o r S a r a n e . e g i p n c s t s I s h l i n d o i t . e t s e r u t P , e a . “ r o h t t s a n I r h p s d e t i e s s n . e i u m n e i f i t e e n o i i M a n o r v c r t m d g n e e a o to e s n d n e h t t i h s o d t o e i i h o t h e f u v e n h a t a s h e r e l e e l s p G P • • • la T a D T e b h h o n o e e t t u r y h e t t e s p a y i h r r o n i k e n u n t a l i o d n g w f g t e r w a y a b n t S w o o d a u o h y t r o t s g th w a a f e o n i t r i h r s w t i e h s o t t e t o r o e k r S y s p i . x r o d in f t o t p . s r d i o . n o m t . i p n e r g i t n h e t i i n t n c g g . . , t . o h a te v l e l p a e c o h p a le t t a o b t o h u e t m
+what they do and what things they have planned.
+• Let them decide whether to go for a poster or newsletter.
+Do
+• The fi rst thing they need to do is decide what message they want to
+give and do a design of what they want
+• They need to draft it together and make it as simple and as easy to
+read
+• After they check the draft the next step is to print off the fi nal copy
+• Finally distributing the print outs will get their message out there
+Review
+• When passing around the newsletter keep an eye on peoples’
+reactions and what they say
+• Talk to the other members of the Six to fi nd out what reactions they
+got to the newsletter.
+• They should survey the readers and bring in any changes to the
+next edition
+Resources:
+http://en.wikipedia.org/wiki/Johannes_Gutenberg
+Top tips:
+Try making a potato block print set where the letters are cut into
+the potato.
+10/10/10/01
+
+--- PAGE 6 ---
+Wind Mills
+c a e r u e o w d n A s m p n r j o e o e o u w l v o f r r a d t s e g k a d c i c t n r y t a t e a e b t h i d s o b r s d t u i m n o s n l e t t e a h e a s i W w m t l n h e v . l n l i i a a a i T m i e n m s n e k n t h r d d n o g a a e e h e e t p y l T s a i m t o r “ o p h s u f g M c n o w o a i r y n a g b r w e c b e g l i o i l h d e v y r n e e s f e i i l e r t d n e e m w o o n s e i v c n s r i e a t p i n t a r n w m a h a l r i d i c s o n l a h T a s i p n d u t s t i i . k c y m i u u s r p . T e h o a m i c e r n h f t o e t s i b g h e o d ” e t i y n u h n r c e g to e s G P • • • • la W H t A L e h o s a e n i o t k v y t h k e i f g t t a h a t e i h t e t c e t n t h S h y h e a i e x k t g i p n r v a o o e i b s s w l o i e s t S u i c a b a t t b i r l w l i i o o c t t y h u c it a a a y t o t l a f f W r e n m r o n y m i a e t n W k r d e W g i n i T n y g i u d n d t h r t d h t b e u e i P y . n r i b o r e . u i w n o s . to w e e e s r n s a e c n w l e o d i n s h i d e f o a w t t u o n r y it b t h o w in e f o e m t r h k a e s n m d w kn h o a w t if
+they could use
+Do
+• In the Six visit a local wind turbine and fi nd out about how it works
+• Get ideas about how to make a simple wind turbine and check the
+designs
+• Build the wind turbines based on the designs and test it
+Review
+• While testing the wind turbine have a discussion about how it is
+working and the main use of the wind
+• Ask them what they thought of it and see if the have any
+suggestions to make it better
+Resources
+A local Wind turbine or wind farm
+Top tips
+Check out adverse effects of wind on nature or on man made
+things
+10/10/10/01

data/sources/mountain-pursuit-challenge.txt

@@ -0,0 +1,394 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/mountain-pursuit-challenge.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+E
+G
+N
+E
+L
+L
+A
+H
+C
+T
+I
+U
+S
+R
+U
+P
+N
+I
+A
+T
+N
+U
+MO
+Original Text and Illustrations by
+Peter Sheehan
+
+--- PAGE 2 ---
+Vital Statistics for the MPC
+ALWAYS STAY TOGETHER...DO NOT SPLIT UP...DON’T SPREAD OUT...SET A
+REASONABLE PACE THAT THE WHOLE TEAM CAN ACHIEVE….
+The weekend can be tough, stick together as a team.
+FAMILIARISE ALL THE TEAM WITH THE INTENDED ROUTE USING THE MAPS
+AND BY COMPLETING A ROUTE CARD.
+The route card is a planning/safety device used by climbers to plan a route
+and get to know it before the actual climb. Fill out the card provided using
+the route outline (everyone in the team is expected to be able to use grid
+references) so that you and all the team know the route. HAND IN A COPY
+OF THE COMPLETED ROUTE CARD AT THE START.
+EVERYONE MUST BE ABLE TO ORIENTATE A MAP TO NORTH AND MUST GET
+INTO THE HABIT OF KNOWING WHERE THEY ARE ON THE HILLS USING A
+MAP.
+YOU ARE EXPECTED TO KNOW THESE BASIC THINGS BEFORE TRYING AN
+m.p.c. WEEKEND. These are things to learn on a low-level day hike NOT on
+an MPC weekend in strange mountain terrain.
+IT IS FOOLISH TO RELY ON ONE PERSON TO NAVIGATE.
+ENSURE THAT YOU AND ALL YOUR TEAM ARE AS FULLY EQUIPPED AS POS-
+SIBLE USING THE EQUIPMENT CHECKLIST.
+This list is provided for your safety and should be referred to carefully. Fill
+out a team checklist accurately and have a copy ready to hand in at the
+start.
+ENSURE THAT YOUR TENT(S) CAN WITHSTAND EXTREME WEATHER.
+PACK YOUR GEAR IN STRONG PLASTIC BAGS AND INSIDE YOUR RUCKSACK.
+Avoid having gear hanging on the outside of your rucksack
+ALWAYS KEEP AN EYE ON THE TIME AND PROGRESS WHEN ON THE HILLS.
+Refer to the estimated times on the routecard
+CHECK IN AND OUT OF ALL CHECKPOINTS AS INSTRUCTED
+If you miss a checkpoint there will be search parties out looking for you so
+be sure to notify the next checkpoint immediately!
+To be prepared for an m.p.c. amongst other things do the following before
+attempting one:
+Practice pitching the tent in wet, windy conditions
+Cook a meal or two on trangias to get used to it and work out quick and
+nourishing meals!
+Pack your rucksack as for an m.p.c. and bring it along on a day
+hike...remember everything in plastic bags inside the rucksack!
+Practice walking a straight bearing and orientating maps
+Measure the length of your stride so you can calculate distances in mist or
+darkness.
+2 3
+tonK
+thgiE
+fo
+erugiF
+
+--- PAGE 3 ---
+What to Bring
+Don’t wear jeans… that’s worth repeating!
+DO NOT WEAR JEANS….they do not hold in warmth, they take ages to dry
+out, when they’re wet they’re like cardboard and are useless for hillwalking
+in Irish weather.
+Wear lots of lighter layers of clothing rather than one or two heavy garments.
+This will give you more flexibility as weather conditions change. Be sure to
+bring a fleece jumper or top to wear in the evening or if it gets very cold.
+Wear comfortable worn-in leather boots with good laces, ankle support and
+sewn-in tongue…..don’t wear a new pair of boots without wearing them in for
+a couple of weeks.
+Wearing doc martin type boots will be allowed but under no circumstances
+are runners, boot-style runners or wellington boots to be worn, they’re just
+not suitable.
+Wear two pairs of woollen socks...avoid wearing socks of synthetic material.
+If you know you’re going to get a blister in a sensitive spot of your foot then
+prevention is the best cure...put a plaster there from the word go!
+Gaiters are a handy extra to keep your boots or lower legs dry. They’re good
+for boggy conditions or in high grass and heather.
+A pair of gloves and a woolly or fleece hat are also MUST BRING items. (In
+survival situations you would not last long without them).
+Bring a very small washkit (don’t forget toilet roll!), and a small personal
+first-aid kit with plenty of plasters in case you get a blister.
+Carry a bivvy bag (survival bag) in case you run into difficulties……
+It can be used be used to store excess gear outside the tent at night (be sure
+It is secure from rain)
+To improvise a stretcher for emergency use (place a small stone in each
+corner for grip)
+It can give you emergency shelter
+It can act as an additional groundsheet
+It can be used as an emergency signalling device (as they are usually bright
+orange and big!)
+2 3
+
+--- PAGE 4 ---
+Packing Hints
+Carry all gear securely on your back inside plastic bags inside your rucksack!
+Make sure your rucksack has a bin bag liner in addition.
+Pack in reverse order to need. Bedding rolled tightly and tied. First in last
+out.
+Balance weight – heavy items close to your back
+Don’t suspend items from the outside of your rucksack! It is O.K. to roll a
+ground mat and secure it with bungees or straps to the top of the rucksack.
+Your packed rucksack should not weigh more than about 11 kilograms.
+The important thing about your sleeping bag is to put it into a compression
+sack and keep it dry, get it right into the rucksack in a plastic bag.
+Don’t forget to bring an insulating ground mat and perhaps a sheetbag for
+extra warmth.
+First-aid gear, rain gear, matches, etc. should all be easy to find.
+In general cut down unnecessary weight as much as possible...leave the china
+mug at home along with the two litres of coke!
+Don’t waste space...the inside of pots and mugs can be used for storage.
+Pack your rucksack as neatly and compactly as possible.
+Check that your rucksack straps are comfortably adjusted and that they
+won’t loosen. Your rucksack should have an internal frame and a waist belt
+- DON’T bring a rucksack with a 1950’s external frame and no waistbelt that
+you found in your grandad’s attic! Your shoulders will be in agony trying to
+carry it and you’ll be in misery for the duration of the weekend!
+4 5
+
+--- PAGE 5 ---
+Accidents
+Your team should be able to cope with a number of potential
+accidents...anything from burns due to careless use of a stove (practice and
+perfect cooking before taking to the hills!) to fractures and sprains due to
+falls (wear decent boos and take care) if the patient can’t be moved or you
+are afraid to attempt it due to a bad accident then make them as comfort-
+able as possible, treat them for shock, create shelter and get help.
+There should be at least five in any hillwalking group so it should be possible
+to send two able navigators for help provided conditions allow it. Ensure
+those going for help take note of the exact position of the shelter and can
+explain exactly what is wrong with the patient.
+Attempting to carry a patient or using an improvised stretcher is ill advised
+except over short distances to get the patient to a safe location in emergen-
+cies or if you are very close to “home”.
+If you are lost, tired out, have an accident or find yourself in dangerous ter-
+rain…….
+- Stop -
+- Stay together -
+- Get as comfortable as possible -
+- Never send anyone for help -
+- Give distress signals on whistles -
+- Help will not be far away -
+Whistle distress call: six long blasts...pause...six long blasts, and so on.
+Only use your whistle in emergencies
+Exposure
+Wet, windy and/or very cold weather conditions contribute to excessive
+fatigue (both physical tiredness and low morale) and lowering of body
+temperature. This can lead to exposure (also called hypothermia) if you
+are unfit, do not have the necessary gear with you to stay warm or you
+have not eaten properly.
+So to help prevent the problem: Bring the right gear; Keep as dry as pos-
+sible; Eat properly; Don’t lengthen your journey unnecessarily through bad
+navigation; Work as a team – share the load and the work
+It is by no means unusual for backpacking hillwalkers to be tired and wet,
+but be on the lookout for certain signs which indicate that someone is
+starting to suffer from exposure rather than just fatigue.
+Watch out for clumsy or irrational behaviour, shivering and stumbling.
+Speech may be slurred and the person will be ice cold. If the person
+actually collapses then stop straight away and create warmth and shelter
+for the patient…
+1. Put the patient in a sleeping bag and bivvy bag
+2. Put up a tent or shelter
+3. Reassure the patient
+4 5
+4. Get help by sending whistle signals.
+
+--- PAGE 6 ---
+Navigation
+Always know where you are on a map. Double check routes and bearings.
+Never leave it to one person to navigate, always involve the whole patrol.
+Follow obvious features where possible, for example, paths, walls, earth-
+banks, etc.
+Be wary of following streams (up or down) as they generally take a steep
+route downhill and are likely to be slippy and hazardous to climb near.
+Orientate your map correctly and check features around you constantly! Fea-
+ture recognition is the surest means of navigation. Make use of your compass
+to orientate your map accurately and to double check direction of travel.
+This will be essential in low visibility conditions or at night as you can’t navi-
+gate by features if you can’t see them!
+Don’t forget to use the contours on the map to help navigate. Walking around
+a hill or peak while maintaining the same height is called contouring.
+Get used to the scale on the map so that you can judge actual distances.
+Don’t follow other patrols blindly. Do your own navigation as a team.
+On The Hills….
+Ziz’n’zag up and down steep slopes...you of course will think that this only
+makes your journey longer...but you will be far more comfortable and energy
+efficient and your ankles will be most grateful...dig in heels rather than toes
+for extra sure-footedness and comfort.
+Avoid losing height that you have gained while on route...i.e. cutting across a
+“valley” may seem like a short cut but you loose height and then you end up
+having to climb a steep slope to regain it...remember from a distance a steep
+slope can look deceivingly easy. Use trees, sheep, and any feature of known
+size to make a more accurate judgement.
+Go the easy way… not the shortest cut! Avoid dense forest, marshy ground,
+muck and private property!
+Watch time! Always keep an eye on your progress relative to where you
+should be at a particular time… this is a primary purpose of the routecard.
+The other benefit of it is that a copy can be left with a responsible person in
+case of emergencies.
+Be alert to the onset of mist/rain/fog/ and darkness! If you are really behind
+time then consider making an escape route, but only as instructed at the
+start.
+Hurrying down steep slopes or stony tracks is another way of getting a free
+trip on a scout stretcher (a fate worse than death I can assure you – they
+don’t call them stretchers for nothing!).
+6 7
+
+--- PAGE 7 ---
+Cooking Equipment
+Trangia type methylated spirit stoves are to be recommended as an efficient,
+dependable and sheltered heat source for cooking in wet ’n’ windy condi-
+tions. They have the added advantage that you are provided with a compact
+set of pots to boot!
+The obvious drawback is the necessit to carry highly flammable meths…
+Make sure you use a dependable container (not glass or light plastic) wrapped
+in a plastic bag and stored away from food.
+Gas stoves are generally not recommended unless they are of an MSR type,
+or butane/propane mix.
+Whatever you use to cook with be sure that all the team know how to use
+them safely. The top of a mountain in bad weather is not the place to learn
+to use a stove for the first time or to experiment or mess with meths or
+gas!
+Always refill and light stoves away from tents and avoid cooking near your
+tent if at all possible.
+Don’t lean over an appliance as you light it unless you want to use your eye-
+brows (or worse)
+Don’t forget to bring along some washing up gear!
+Tentage
+Your tent is your home for the challenge...one which you will be carrying on
+your back from the start to basecamp, basecamp to high camp, and from
+highcamp to the finish. There will probably be two tents per team; a three
+man and a two man at least. Your tents will probably suffer punishment from
+the weather so here’s a few tips to help them survive high winds and lashing
+rain if necessary (no guarantees though!!!)
+Check the tent thoroughly before the m.p.c….
+All seams should be strong
+Peg loops not torn or damaged
+Zips or ties all intact
+No missing guys
+Poles undamaged
+All pegs accounted for and unbent with a few extra for double-pegging
+All pegs preferably of the v-type rather than wire pegs
+No tears in the flysheet
+No tears in the groundsheet
+Improve your tents survival chances by….
+Sewing extra guys to the seam at the bottom of the fly-sheet and half way
+up the side seams
+Pegging properly all pegs at 45 degrees and double peg where appropriate)
+Pitching the tent with the door away from the wind and in as sheltered a
+spot as possible
+using rocks to prevent pegs being pulled out by the wind (be careful that you
+don’t damage the tent though!)
+6 7
+
+--- PAGE 8 ---
+Food / Menu Suggestions
+Eating well is essential for health and good spirits, but unless you want to
+break your back you must try to keep weight to a comfortable minimum. The
+secret is a well planned menu and some organisation in dividing the food out
+for packing.
+Avoid food with long cooking times, it wastes fuel and keeps you hanging
+around, which is the last thing you want to do if its lashing rain!
+Try organising your menu so that all you need to do is boil water! This makes
+cooking convenient and eliminates washing up of pots.
+Bring pre-cooked food which only needs heating up and use boil-in-the-bag
+rice or curry to add instant interest.
+Water from boiling “boil-in-the-bag” food, etc, can be used for wash up to
+save time, fuel & water.
+Frys can be inadvisable as they create messy washing up and too much
+grease will stick in your stomach...not the best if you’ve a long hike ahead
+of you.
+Boil all stream water before drinking it and use sterilising tablets…...you
+know, the ones in your survival kit!
+Use you common sense to cut down weight, for instance….
+Don’t bring eighty tea bags when twenty is more than enough; don’t bring
+a loaf of bread bought in a shop on the Friday night, it’ll get soaked and
+squashed… everyone should have their own ration of sandwiches organised.
+Organise your food on the basis of the following criteria:
+Nourishment value (you will need to eat well when hillwalking for energy)
+Convenience of cooking and preparation
+Minimum weight and bulk (remove unnecessary packaging)
+Maximum appeal! (try to make your meals appetising despite the con-
+straints)
+Don’t plan your menu on the basis of one of these, take them all into
+account!
+In general:
+Pack everything, as compactly as possible (into small containers or see-
+through plastic bags)
+Bring nothing made of glass
+Ensure all liquids are stored in sealed containers and in compartments/bags
+separate from food, etc (bring a small roll of tape in case of problems?)
+Discard all unnecessary packaging.
+8
+
+--- PAGE 9 ---
+Expedition Route Card
+Patrol:_____________________________ Troop:________________________
+Objective/Purpose : EQUIPMENT CHECKLIST - Essential WEATHER FORECAST
+Hiking Boots First Aid Kit Wind :
+Spare clothes Whistle Rain / Snow :
+Dates : Gloves Map(s) Temp :
+Wooly hat Compass
+Maps : W/Proof Jacket Watch Outlook :
+Overtrousers Torch & spares
+Rations Tent
+Gaiters Survival bag
+Safety rope Sleeping bag Escape routes & Comments :
+DO YOU KNOW : Stove & fuel Matches
+The dangers/signs of exposure ? Weather Forecast RTÉ 1 567 + 729 kHz
+Survival Procedures ? 6.33 Daily 11.55 Daily
+First Aid ? 7.55 Daily 12.10 Sunday only
+The capabilities of your group ? 8.55 Sunday only 17.55 Daily
+If everyone has equipment ? 23.52 Daily
+Navigation Techniques ? Weatherdial : 1550 123 123
+Sunset: Sunrise:
+1 2 3 4 5 6 7 8 9
+LOCATION GRID REF Bearing or Distance Height Speed Distance Height Walk Including Stopwatch
+Feature in Km climbed Estimate Time Time Time Rests on route
+TOTALS :
+NOTES FOR CHART ABOVE 1. Magnetic Variation :
+2. Measured on map scale : 3. Height measured in meters.
+4. 2 km/h = slow 3km/h = moderate 4km/h = fast 5. Divide speed into distance.
+6. 1 minute per 10 meters 7. No rests included
+8 8. Stage time = walk time + rest time. (15mins rest per 9. Timed on the route for future reference
+hour)
+
+--- PAGE 10 ---
+Expedition Gear & Patrol Checklist
+This is the list of essential gear for use on the MPC. You should tick off each item as you do
+the final packing. Each scouts gear should not weigh more than 11Kg (25lbs). Remember to
+evenly distribute patrol gear by weight amongst team members. Items marked * will be checked
+in particular at check-in on Friday night. Pack all gear in plastic bags. Ensure all first aid kit
+essentials are being carried.
+PERSONAL GEAR: Lead P/L Scout Scout Scout
+* Hiking Boots
+Socks
+Trousers (No jeans)
+Underclothes
+Shirts
+Warm Jumper
+* Gloves
+Kneckerchief
+* Woolly Hat
+* Waterproof Jacket with hood
+* Waterproof Overtrousers
+Light Jacket and/or Extra jumper
+Foam Mat
+* Bivvy Bag (= survival bag)
+Toilet requisites (including toilet paper!)
+Towel
+Plate, Mug, Cutlery
+Plastic Bags (Lots)
+* Good Rucksack
+Watch
+* Torch
+* Whistle
+Emergency Rations
+Reflector for Road
+Binbag Liner for Rucksack
+* Sleeping Bag
+PATROL GEAR:
+* Maps
+* Mapcases
+* Compasses (minimum two per team)
+* First Aid Kit
+Cooking Equipment
+Fuel
+Tent and Pegs/Poles
+Matches (Waterproofed)
+Spare Pegs/Tent Guys
+Food Supplies
+Pot Cleaning Gear

data/sources/online-games.txt

@@ -0,0 +1,242 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/online-games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+ONLINE GAMES
+Copied from elsewhere - just came across the post in another group so I haven't tried them yet, I
+hope the links work!
+BOARD GAMES
+7 Wonders Duel (2): https://sevenee.mattle.online/welcome
+​
+Agricola (2-4): http://play-agricola.com/
+​
+Azul (2-4): https://azee.mattle.online/
+​
+Backgammon (1-2):
+• http://dailygammon.com/
+​
+• https://cardgames.io/backgammon/
+​
+Battleship (1-2): http://en.battleship-game.org/
+​
+Blokus (2-4): https://blokee.mattle.online/
+​
+Board Game Online (1-16): https://www.boardgame-online.com/
+​
+Brass (2-4): http://brass.orderofthehammer.com/
+​
+Century: Spice Road (2-5): https://spicee.mattle.online/
+​
+Checkers (1-2):
+• http://playingcards.io/game/checkers
+​
+• https://cardgames.io/checkers/
+​
+Codenames (4+):
+• http://codewordsgame.com/
+​
+• https://www.horsepaste.com/
+​
+• https://siemanko.github.io/words2/
+​
+• https://netgames.io/games/codenames/
+​
+• https://codewords.tv/home
+​
+• https://captnemo.in/codenames/
+​
+Diplomacy (2-7):
+• http://webdiplomacy.net/
+​
+• https://www.playdiplomacy.com/
+​
+Dominion (2-6): https://dominion.games/
+​
+GO (1-2):
+• https://go.mattle.online/
+​
+• https://online-go.com/
+​
+Love Letter (2-4): https://netgames.io/games/love-letter/
+​
+Monopoly (2-4):
+• http://www.webopoly.org/https://www.pogo.com/games/monopoly
+​
+Neptune’s Pride: https://np.ironhelmet.com/#landing
+​
+
+--- PAGE 2 ---
+Risk (2-6):
+• http://www.wargear.net/
+​
+• https://www.warzone.com/
+​
+Reversi: https://cardgames.io/reversi/
+​
+Scattergories (2-6): https://scattergoriesonline.net/
+​
+Scrabble (2-4):
+• https://www.pogo.com/games/scrabble
+​
+• https://www.isc.ro/
+​
+Settlers of Catan (2-4):
+• https://colonist.io/
+​
+• https://catanuniverse.com/en/game/
+​
+Shadow Hunters (4-8): http://www.shadowhunters.live/
+​
+Solitaire (1): https://cardgames.io/solitaire/
+​
+Splendor (2-4): https://spendee.mattle.online/
+​
+Through the Ages: A Story of Civilization (2-4): http://boardgaming-online.com/
+​
+Yahtzee (1-2): https://cardgames.io/yahtzee/
+​
+CARD GAMES
+A standard deck of cards: http://playingcards.io/game/standard-deck
+​
+Cards Against Humanity (4+):
+• http://playingcards.io/game/cards-against-humanity
+​
+• https://pretendyoure.xyz/zy/
+​
+Coup (2-6): https://coup.thebrown.net/
+​
+Crazy 8’s: http://playingcards.io/game/crazy-eights
+​
+Go Fish: http://playingcards.io/game/go-fish
+​
+Hanabi (2-5): https://hanabi.live/
+​
+Keyforge (2): https://thecrucible.online/
+​
+Legend of the Five Rings (2): https://jigoku.online/
+​
+Match Up:
+• http://playingcards.io/game/match-up
+​
+• https://setwithfriends.com/
+​
+Poker (2-9): https://blockchain.poker/
+​
+Uno (2-10):
+• http://play-uno.com/newgame.php
+​
+• https://play.unofreak.com/
+​
+DRAWING GAMES
+
+--- PAGE 3 ---
+A Fake Artist Goes to New York (5-10): https://kc-fakeartistonline.herokuapp.com/
+​
+Drawful 2 (2-8): https://jackboxgames.com/drawful-two/ (Steam account needed)
+​ ​
+Pictionary (4+):
+• https://sketchful.io/
+​
+• https://skribbl.io/
+​
+• https://gartic.io/
+​
+• https://www.drawasaurus.org/
+​
+• https://www.drawize.com/
+​
+• https://www.guessing.io/
+​
+Telestrations (4+): https://www.brokenpicturephone.com/
+​
+PUZZLES
+Crossword Puzzles:
+• https://downforacross.com/
+​
+• https://www.washingtonpost.com/crossword-puzzles/
+​
+Jigsaw Puzzles:
+• http://www.epuzzle.info/multiplayer
+​
+• https://jigsawpuzzles.io/
+​
+• http://puzzle.massive.xyz/chill/site/new-player/…
+​
+Sudoku (1): https://sudoku.com/
+​
+Tetris (1-20): https://jstris.jezevec10.com/
+​
+MMORPGS
+Adventure Quest Worlds: https://www.aq.com/
+​
+Battle Royale : https://surviv.io/
+​
+Club Penguin:
+• https://play.cprewritten.net/
+​
+• https://cponline.pw/
+​
+Dragon Fable: https://www.dragonfable.com/
+​
+Dungeons and Dragons: https://roll20.net/
+​
+RuneScape: https://www.runescape.com/splash
+​
+TL; DR eat people, get big:
+• https://agar.io/
+​
+• https://slither.io/
+​
+ToonTown: https://www.toontownrewritten.com/
+​
+Warframe: https://www.warframe.com/
+​
+TRIVIA GAMES
+
+--- PAGE 4 ---
+Jackbox Games: https://jackboxgames.com/
+​
+Quizbowl: https://protobowl.com/
+​
+Quizwitz: https://www.quizwitz.com/en/party
+​
+SOCIAL DEDUCTION GAMES
+Avalon (5-10):
+• https://netgames.io/games/avalon/
+​
+• https://avalon.fun/
+​
+• https://avalongame.online/
+​
+Deception: Murder in Hong Kong (4-12): http://ninjabunny.github.io/mihk/
+​
+Inhuman Conditions (2): http://interrogation.ftwinston.com/
+​
+One-Night Werewolf (4+):
+• https://netgames.io/games/onu-werewolf/
+​
+• https://werewolv.es/
+​
+Secret Hitler (5-10):
+• https://private.secrethitler.io/
+​
+• https://netgames.io/games/secret-hitler/
+​
+Spyfall (3+):
+• https://spyfall.adrianocola.com/
+​
+• https://netgames.io/games/spyfall/
+​
+• https://www.spyfall.app/
+​
+The Resistance (5-10): http://www.theresistanceplus.com/
+​
+Traditional Mafia (4+):
+• https://www.blankmediagames.com/
+​
+• https://mafia.gg
+​
+• https://epicmafia.com/lobby/
+​

data/sources/orienteering-compass-skills.txt

@@ -0,0 +1,449 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/orienteering-compass-skills.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Scout Skills
+Compass
+0845 300 1818
+housing has etched orienting lines and an
+INFORMATION SHEET
+orienting arrow, whilst the baseplate (on which
+the housing is mounted) has the direction of
+A compass is an instrument with a magnetised travel arrow and map scales etched onto it. This
+needle which points to (magnetic) north and is compass allows for bearings, an accurate
+therefore used for determining direction. They method of determining direction, to be worked
+come in different shapes and sizes and indeed, out and is therefore the compass of choice for
+the use of suspended magnetic ore (which hiking and expedition type activities.
+always comes to rest in a north-south direction)
+was used many centuries ago as a primitive form
+of compass. Today, in one form or another,
+compasses are used on land, at sea or in the air,
+to help people to specify direction.
+Types of compass
+Air damped compass - This is the simplest and
+Why use a compass?
+cheapest form of compass and does little more
+than indicate the approximate direction of
+magnetic north. It takes a long time to stabilise As you can see, it is possible to have a varying
+and the slightest movement makes the needle quality of compass depending upon what job it
+move. This compass should never be used for has to do and of course, ultimately, how much
+any sort of hike or expedition. you pay for it!
+Simple map setting compass - It is a liquid filled Apart from determining the direction of north, a
+compass with only magnetic north marked on it compass enables you to work out a compass
+and can be clipped onto the side of a map. It is bearing. This is the angle measured in the
+useful for positioning a map until whatever is in number of degrees between 0 and 360 which
+front of you in reality, is in front of you on the tells you the direction from one place to another.
+map. This can only be approximate as there is We call the direction north '0' and therefore, it
+no allowance for magnetic variation, that is, the follows that east is 90 degrees, south-west is 225
+difference between magnetic north and grid degrees and so on.
+(map) north. (This is explained in more detail
+later on). If we just used the points of the compass, (north,
+south, east, west and so on) we would only get
+Prismatic compass - This is a more expensive
+type of compass with a prism which enables a
+compass bearing to be taken while sighting your
+objective. It can be more accurate than other
+compasses but it is harder to use and therefore
+should only be used once the basic principles of
+map and compass work have been mastered.
+Silva type compass - This consists of a
+magnetised needle suspended in an alcohol filled
+housing. The liquid helps to 'dampen' movement
+of the needle enabling it to be read more quickly
+than air damped compasses. The compass
+1/9 Scout Skills Compass (cid:211) The Scout Association 2000 – Item code: FS315074(Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 2 ---
+eight different directions (or possibly 16 or 32 at Ocean, west of Cornwall. The majority of grid
+most if we further divided the compass points, lines are 1.5 degrees west of true north and are
+for example, south-southwest or north by therefore useful lines to refer to when taking
+northeast and so on). By using bearings, we can bearings.
+have 360, which enables us to be much more Magnetic north - A compass needle points to the
+accurate. magnetic north pole. Unfortunately, it is not in
+the same position as the true North pole. The
+Once we have determined a direction (and magnetic north pole is currently located in the
+bearing) in which to travel, it can then be Baffin Island region of Canada, and from the
+checked at regular intervals to confirm that we United Kingdom, it is west of true north. The
+are still going in the correct direction whether or difference between grid north and magnetic north
+not our destination can be seen. is known as the magnetic variation and its value
+can be found in the orientation panel or margin
+of an Ordnance Survey map.
+When using a compass proficiently, it is
+necessary to be able to:
+• Take a bearing - determine the angle As true north is only about 1.5 degrees off grid
+north, it is so small that it is normally disregarded
+between north and the direction of an object
+and only grid north and magnetic north are used.
+in terms of degrees;
+• Walk on a bearing - use a bearing to get to a
+destination without necessarily using a map; Magnetic variation
+• Set a map - use a compass to correctly
+position a map in order to represent what can The magnetic variation, (the difference between
+actually be seen. magnetic north and true north), is caused by the
+North and South poles not being directly
+(Details on how to do these are covered in the
+'opposite' one another. The lines of the Earth's
+Teach Yourself section.)
+magnetic field do not run in a regular pattern as
+they are affected by other local magnetic forces
+The three norths
+and the magnetic pole is always on the move.
+Some of these lines of magnetic variation are
+When working with a map and compass, there east of true north and others west of true north.
+are three different 'norths' to be considered! Between the east and west lines there is a line of
+Fortunately, in the United Kingdom, for practical zero magnetic variation where the compass does
+purposes, we only have to consider and work point to true north - this line is known as the
+with two of them. agonic line currently running through eastern
+True north - Each day the Earth rotates about its Canada, United States of America and South
+axis once. The ends of the axis are the true America.
+North and true South poles.
+Grid north - The grid lines, pointing to grid north, However, not only does the magnetic variation
+on Ordnance Survey maps divide Great Britain change as you move across the Earth's surface,
+into 100 kilometre sections. They are then it also changes with time. In the United
+further sub-divided into one kilometre squares, Kingdom, the magnetic variation in 1991 was
+east of an imaginary zero point in the Atlantic about 6 degrees and decreasing at an
+approximate rate of 0.5 degrees every three
+years.
+It is important to check the magnetic variation
+regularly, and this can be found on a map's
+orientation panel or margin. Remember also to
+check the year the map was printed, as a map
+that is 20 years or so old, could be up to 3 or 4
+degrees out! In fact, the magnetic variation also
+varies from side to side and top to bottom on
+each and every map but these details can also
+be found on the map.
+2/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 3 ---
+This magnetic variation is important when
+combining a map and compass as you need to
+convert bearings from 'map to field'. To convert
+grid bearings (which are indicated by a map) to
+magnetic bearings (as per the compass pointing
+to magnetic north), add the current variation by
+turning the compass housing anti-clockwise. For
+example, if the current variation was 6 degrees,
+a grid bearing of 122 degrees would become 128
+degrees. This is what the dial should be set at.
+The reverse is true for converting a magnetic
+bearing to a grid bearing; that is, subtract the
+current variation.
+For expeditions abroad however, some parts of
+the world will not only have a different value, but
+may also be east of true north, in which case,
+when converting from grid to magnetic bearings,
+the magnetic variation should be subtracted from
+the compass bearing.
+Further information and resources
+Ask other Leaders experienced in the use of the
+map and compass for advice and ideas. Do they
+know of opportunities for practising or learning
+how to use them?
+There are also plenty of books available on this
+subject, both at a beginner's level, and more
+advanced.
+Camping and Outdoor centres and other high
+street shops selling camping and hiking
+equipment may be able to offer advice.
+3/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 4 ---
+TEACH YOURSELF Walking on a bearing
+This is used when you can initially see your
+objective or destination and don't need a map. It
+Understanding how to use a compass is like
+is important to work out a compass bearing
+many other activities; it's easy when you know
+before the situation changes. This might be due
+how! Practice is also the only way to get it right
+to the weather (rain, fog and so on), the terrain
+and remember it. Although this sheet can help
+you are in (valley, hills and so on) or a delay
+you through the different stages, the only
+resulting in darkness. Any of these factors may
+effective way to learn is to go out and use the
+mean you can no longer see where you are
+compass for real. Ask experienced Leaders for
+aiming for and, therefore, you will need to rely on
+advice and also take part in a hike or expedition
+the compass bearing.
+to put the skills into practice.
+1. Turn the housing of the compass until the
+Time
+bearing you require is against the index
+pointer.
+Up to one hour may be required to become 2. Turn the compass until the needle lies over
+familiar with the parts of a compass and the the orienting arrow.
+principles of how to use it, especially in
+3. Pick out a landmark along your direction of
+conjunction with a map, but more time will be
+travel line and walk towards it.
+required in shorter sessions to put it into practice.
+4. Check your bearing and your objective at
+regular intervals.
+Equipment
+Setting a map with a compass
+A Silva (type) compass and an Ordnance Survey
+map of the area you are in.
+This is for when you are using a map in
+conjunction with a compass to reach a given
+Learning all about it destination, probably in unfamiliar territory.
+Before having a go, you will need to read the 1. Turn the compass housing until the magnetic
+Information Sheet if you have not already done variation for the area is shown against the
+so. index pointer.
+2. Place the direction of travel arrow pointing
+Taking a bearing along the vertical grid line with the direction
+of travel arrow pointing to the top of the map.
+3. Turn the map with the compass in this
+1. Hold the compass flat in your hand with the
+position until the compass needle points to
+direction of travel arrow pointing towards
+the north mark on the compass housing.
+your destination or objective.
+3. Your map is now 'set' and you should be able
+2. Turn the compass housing until the compass
+to recognise actual features from your map
+needle lines up over the orienting arrow.
+in front of you.
+Ensure the north pole of the. needle, usually
+red, is used.
+3. Read off the magnetic bearing (that is, the Combining map and compass
+number of degrees) from the mark on the
+compass housing indicated by the index 1. Place the compass on the map so that one
+pointer. long edge joins the start point and your des-
+4. Keep the housing in that position and check tination, with the direction of travel arrow
+your bearing at regular intervals by lining up pointing towards the direction you wish to
+the needle with the orienting arrow and travel. (The direction of the map does not
+walking in the direction indicated by the matter for this exercise).
+direction of travel arrow. 2. Turn the compass housing until the orienting
+arrow points to the top of the map and the
+orienting lines are parallel to the grid lines.
+4/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 5 ---
+3. Take the compass off the map and read off • Orienting arrow pointing to the bottom of the
+the bearing at the index pointer and add (or map. Again, you will walk (180 degrees out)
+subtract) the local magnetic variation. in the opposite direction.
+4. Turn the whole compass so that the needle • Not taking account of the magnetic effects of
+comes to rest over the orienting arrow, with iron and steel around you. For example,
+the red part to the north. watches, steel buckles, cars, buried pipes,
+5. Hold the compass in front of you, pick out a reinforced concrete, wire fences, railway
+landmark along your line of travel and walk lines and other compasses (and even
+towards it. magnetic rocks!) can influence your
+compass. That is, these items might attract
+the compass needle in preference to the
+magnetic north pole therefore giving you an
+inaccurate reading. If in doubt, try to move
+away from such objects.
+Avoiding obstacles
+Sometimes when using a map and compass you
+will come across obstacles such as a lake, wood
+and so on that cannot be crossed and you must
+get round them somehow. The problem is to
+avoid the obstacle without losing direction.
+Common errors
+The obstacle may be by-passed by going round it
+When first learning how to use a compass, there
+by a series of right angles; walk at 90 degrees to
+seem to be many things to take into
+your original route, count the number of paces
+consideration - here are a few things which often
+until you clear the object. Turn 90 degrees again,
+'go wrong':
+so that you are not parallel with your original
+• Failing to add on the magnetic variation. If bearing and walk past the obstacle. Turn 90
+the magnetic variation is, for example, 6 degrees again and walk the same number of
+degrees, and you forget to add it on, you will paces, then, finally, turn through 90 degrees to
+be 105 metres off course for every kilometre bring you back on your original course.
+travelled in a straight line. This gets
+proportionally bigger over greater distances.
+This may seem rather pedantic, but it does work
+providing the number of paces and turns are
+accurate. This can be vital if the weather takes a
+turn for the worse. An error of just 2 degrees
+over a journey of say, just six kilometres means
+that you will miss your target by 200 metres
+which if you find yourself fog-bound, and it's the
+only habitation for 20 miles around, might be
+fatal!
+Can you do it?
+When you feel confident about using a compass,
+check how you are doing and see which of the
+following you can tick off:
+Name the parts of a Silva compass (cid:149)
+Take a compass bearing (cid:149)
+• Not having the direction of travel arrow Set a map using a compass (cid:149)
+pointing from your start to finish. If you Walk on a compass bearing (cid:149)
+make this mistake you will walk 180 degrees
+Walk around obstacles maintaining the correct
+out from your intended route.
+direction (cid:149)
+5/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 6 ---
+Explain the importance of magnetic variation (cid:149)
+Explain the difference between true north,
+magnetic north and grid north (cid:149)
+So you want more?
+Have a go at orienteering - this is using a map
+and compass over a given area in the form of a
+competition.
+Learn how to take and use back bearings.
+Learn how to draw a resection of map which
+would enable you to locate your position.
+Your notes on this session
+6/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 7 ---
+HOW TO TRAIN OTHERS the aspects that should be covered can be found
+in the Information Sheet and Teach Yourself
+sections.)
+This section is designed to give some practical Here is a typical session outline that you may
+ideas about how you can help other people to wish to follow or adapt:
+understand how to use a compass. This might be • Start with making a simple compass (see
+Leaders or Scouts - either in an informal way on
+overleaf), and outline the purpose of a
+a Troop night or more formally on a skills
+compass.
+workshop, training course or something similar.
+• Follow this by explaining the difference
+between magnetic, true and grid north, and
+Objectives
+the importance of magnetic variation.
+• For Scouts it might be advisable to play a
+I. By the end of the session, participants game or activity which checks their
+will be able to: knowledge and understanding of the
+II. Describe the different parts of a Silva compass points.
+type compass; • Outline the different parts of a Silva type
+III. Explain the difference between true compass; this can be either done by showing
+north, magnetic north and grid north; a visual aid or a large example of a compass
+IV. Demonstrate how to take a compass or better still, having a go at constructing a
+bearing; paper version, as in the attached example.
+V. Demonstrate how to set a map using a • If possible, go outdoors at this stage, and
+compass bearing; using a map and compass, explain to, and
+VI. Demonstrate how to walk on a compass encourage the participants to have a go at,
+bearing. setting a map, taking a bearing, walking on a
+bearing and combining a map and compass.
+It might be helpful if participants are in pairs
+Time
+for this activity so that they can help each
+other. Large groups might mean that not
+Allow up to one or two hours to explain the everyone has a go or learns effectively.
+principles of how to use a compass and to have • Once the participants are happy with the
+an initial go at putting it in to practice. Follow up
+principles of how to use a compass, have a
+sessions at a later date will be important to
+go at some of the activities outlined below
+reinforce the learning.
+either individually or as a series of bases.
+You could also arrange a short hike, perhaps
+Equipment in unfamiliar territory, to reinforce what they
+have learned. It will also be helpful to follow
+up with some of these activities at a later
+Silva type compasses, various Ordnance Survey
+date.
+maps including one or more of the local area.
+MAKE YOUR OWN COMPASS – METHOD 1
+Visual aid of a Silva type compass and its
+component parts. (The attached compass outline
+could be used as an overhead projector Equipment
+transparency - see final page.)
+Sewing needle Sheet of thin paper
+Equipment as per the training activities chosen. Pencil Sheet of A5 paper
+Permanent magnet 15cm of cotton
+Training methods Empty jam jar Felt-tipped pen
+There is no substitute for letting participants get What to do
+'hands-on' experience but there will need to be
+some introduction and explanation. This and the
+• The needle is held down with one finger and
+activities and games will obviously need to be
+stroked with one pole of a permanent
+adapted according to whether it is adults or
+magnet. It is important that the needle is
+Scouts who are the participants. (Details on all
+7/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 8 ---
+always stroked in the same direction. The lies in the same direction as the pointed end
+more times the needle is stroked the more of the magnetised needle.
+molecules are pulled into line and the
+stronger the magnet will become.
+TRAINING ACTIVITIES
+• Cut a two centimetre square of thin paper
+and push the magnetised needle through it.
+Compass Change
+• Make a small hole in the top of the paper
+and carefully tie a length of cotton through
+Equipment
+the hole.
+• Tie the paper and needle to the pencil and
+rest it across the top of the jam jar. The jam None required.
+jar prevents the wind and air currents moving
+the needle. In small groups, the participants form a circle
+• Mark the AS sheet of paper in felt-tipped pen facing inwards. Each participant represents a
+with the points of the compass (N/E/S/W). main compass point (N, NE, E, SE, and so on),
+except one person who is 'it'. This person stands
+in the centre of the circle. 'It' calls out two
+compass points. The participants representing
+these points then attempt to change places and
+'it' tries to take the place of one of them. The
+participant then left without a place in the circle,
+becomes the next 'it'.
+Sheet of thin paper Sheet of AS paper 15cm of
+cotton Felt-tipped pen COMPASS POINT
+Equipment
+None required.
+Gently lift the jar and rest it until the north lies in
+the same direction as the pointed end of the
+The participants stand together in the middle of
+magnetised needle. You now have a compass!
+the room all facing the same direction
+MAKE YOUR OWN COMPASS – METHOD
+How to Use
+TWO
+• Photocopy this page
+Equipment
+• Cut out the three parts
+• Pinch or cut holes in the centre marked ‘+’.
+Needle - magnetised as in Method 1.
+• Fasten the parts together using a brass
+Piece of cork or polystyrene.
+paper fastener or press stud.
+Saucer of water.
+Piece of A5 paper.
+Felt-tipped pen.
+What to do
+• Rest the magnetised needle on a small piece
+of floating cork or polystyrene in a saucer of
+water. The magnetised needle will turn the
+cork or polystyrene into 'an approximately
+north-south direction.
+• Mark the A5 sheet of paper (using the felt-
+tipped pen) with the points of the compass.
+• Gently lift the saucer onto the middle of the
+compass card. Turn the card until the north
+8/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407
+
+--- PAGE 9 ---
+9/9 Scout Skills Compass(cid:211) The Scout Association 2000 – Item code: FS315074 (Format Revision Aug 2000)
+The Scout Association, Information Centre, Gilwell Park, Bury Road, Chingford, London E4 7QW. Email: info.centre@scout.org.uk
+Website www.scoutbase.org.uk Direct: 020 8498 5400 Local rate call: 0845 300 1818 Fax: 020 8498 5407

data/sources/orienteering.txt

@@ -0,0 +1,980 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/orienteering.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Scout Orienteering
+Scouting Ireland, 2010
+
+--- PAGE 2 ---
+Orienteering
+This page is intentionally blank
+2
+
+--- PAGE 3 ---
+Orienteering
+Table of Contents
+Introduction ........................................................................................................................... 5
+Equipment Required for Training Programme ....................................................................... 6
+Equipment Required for Event .............................................................................................. 7
+Timetable for programme ...................................................................................................... 8
+Orienteering for Beaver Scouts ............................................................................................. 9
+Lesson 01 – Beaver Scouts – String Trail Orienteering ....................................................... 10
+Lesson 02 – Beaver Scouts – Tracking Signs ..................................................................... 12
+Orienteering for Cub Scouts ................................................................................................ 13
+Lesson 03 – Cub Scouts – Orient the map .......................................................................... 14
+Lesson 04 – Cub Scouts – The Orienteering Equipment ..................................................... 18
+Lesson 05 – Cub Scouts – The Orienteering Map ............................................................... 20
+Orienteering for Scouts ....................................................................................................... 22
+Lesson 06 – Scouts – Map References ............................................................................... 23
+Lesson 07 – Scouts – Contours and Map Symbols ............................................................. 25
+Lesson 08 – Scouts – Compass Work ................................................................................ 28
+Lesson 09 – Scouts – The Orienteering Event .................................................................... 31
+Orienteering for Venture Scouts .......................................................................................... 34
+Lesson 10 – Venture Scouts – Map making ........................................................................ 35
+Orienteering for Rover Scouts ............................................................................................. 40
+Lesson 11 – Rover Scouts – Clue Symbols ........................................................................ 41
+3
+
+--- PAGE 4 ---
+Orienteering
+This page is intentionally blank
+4
+
+--- PAGE 5 ---
+Orienteering
+Introduction
+Orienteering is a sport that involves navigation with a map and compass. The typical format
+is a timed race in which individual participants use a special purpose „orienteering‟ map and
+a magnetic compass to navigate through diverse terrain and collect in sequence, control
+points that are indicated on the map. These control points are typically only given to the
+competitors just after they start when they must transcribe them to the map. Competitors
+start at staggered intervals, are individually timed, and are expected to perform all navigation
+skills on their own. Full rules and principles of the sport are defined by the International
+Orienteering Federation.
+When we look at the skills that the sport requires it is quite easy to see parallels to the Scout
+Method. Participant scouts are learning by doing in the outdoors with nature navigating
+around a course that is a personal challenge to the individual at their ability level.
+Orienteering is an excellent activity to complete a Special Interest Badge in or even as a
+Personal Challenge from the Physical area.
+This document is intended as an addition to the Scout Group programme for the month
+before a scout orienteering event. Its objective is to use orienteering as a theme to improve
+the overall navigation skills of the youth members. It is also a useful document for youth
+members and Scouters planning such an event.
+This resource was developed by the 25th Limerick Scout Group.
+5
+
+--- PAGE 6 ---
+Orienteering
+Equipment Required for Training Programme
+I have tried to keep the cost of the equipment for this programme to a minimum however you
+will need to accumulate the following.
+1) Print copies of Appendix A of this document.
+2) 30 x clear poly pockets.
+3) 10 x Red pens.
+4) 10 x Silvia type compasses.
+5) 10 x Paper hole punches.
+6) 10 x Multicoloured sports cones.
+6
+
+--- PAGE 7 ---
+Orienteering
+Equipment Required for Event
+Event Equipment
+The following list of equipment is required by the event co-ordinator to set out the courses
+described in this document.
+1) 30 x orienteering kites.
+2) 30 x orienteering punches.
+3) 200 x orienteering control cards.
+4) 200 x orienteering maps.
+5) Beaver Scout marking signs.
+(Annex C)
+Group Equipment
+The following list of equipment is required by the participants.
+Beaver Scouts: Clear bag
+Cub Scouts: Clear bag
+Scouts: Clear bag, red pen, compass, safety pins
+Venture Scouts: Clear bag, red pen, compass, safety pins
+Rover Scouts: Clear bag, red pen, compass, safety pins
+7
+
+--- PAGE 8 ---
+Orienteering
+Timetable for programme
+0
+1 9 8 7 6 5 4 3 2 1
+Scout Group Timetable Group - k - k - k - k - k - k - k - k - k - k
+e e e e e e e e e e
+e e e e e e e e e e
+W W W W W W W W W W
+Lesson 01 – String Trail Orienteering Beaver Scouts
+Lesson 02 – Tracking Signs Beaver Scouts
+Lesson 03 – Orient the map Cub Scouts
+Lesson 04 – The Orienteering Equipment Cub Scouts
+Lesson 05 – The Orienteering Map Cub Scouts
+Lesson 06 – Map References Scouts
+Lesson 07 – Contours and Map Symbols Scouts
+Lesson 08 – Compass Work Scouts
+Lesson 09 – The Orienteering Event Scouts
+Lesson 10 – Map making Venture Scouts
+Lesson 11 – Clue Symbols Rover Scouts
+This timetable works back from the event. Some lessons within the group can be linked. For
+example the maps made by the Venture Scouts in Lesson 10 are made from week -9 to
+week -6 and are therefore available for the other group lessons.
+8
+
+--- PAGE 9 ---
+Orienteering
+Orienteering for Beaver Scouts
+Beaver Scouts should be given the skills necessary to read a simple map, follow string trails
+and trails made with scout tracking signs. To bring in the orienteering dimension, the event
+should consist of an obvious trail made with obvious scout trail signs on a simplified map
+with orienteering controls at various intervals.
+9
+
+--- PAGE 10 ---
+Orienteering
+Lesson 01 – Beaver Scouts – String Trail Orienteering
+Section:
+Beaver Scouts
+Objective:
+To teach the Beaver scout about the use of maps and string trails.
+The string course is a short orienteering course which is marked by a continuous ribbon or
+string. The map below shows a sample string-orienteering map with the course marked. The
+map is usually simple and includes just the area around the course. Beaver Scouts may
+colour it in with the appropriate map colours, as you can see in the map below the colours
+are indicated for them.
+Siúlna hAbhann–Beaver Scout Map
+10
+
+--- PAGE 11 ---
+Orienteering
+Laying the String Trail
+From the start, a continuous length of ribbon leads the Beaver Scout along the course. The
+route that the string takes is shown on the map. When the Beaver Scout reach the places
+circled on the map they will punch the control onto the squares on the map. Eventually the
+string leads back to the finish.
+The Beaver Scout need only follow the string around to find all the points and will not get
+lost. For the youngest, this is sufficient and gives the child exercise, fun and some exposure
+to maps, as well as confidence in being alone in the woods. Even at this simplest level,
+however, children can be taught map symbols, map colours and simple orienteering skills.
+Next steps
+For Beaver Scouts ready for more challenge, the locations of the controls can be left off the
+map. The child must figure out where the controls should be on the map.
+Map colour exercise
+Get the Rover Scout, Venture Scout or Scout section to make a simple map around the
+Scout Den but leave the colours of sections off. Indicate what these colours should be and
+their function. Get the Beaver Scouts to colour in their map correctly.
+String Trail around the den exercise
+Get the Rover Scout, Venture Scout or Scout section to make a simple map around the
+Scout Den area.
+Using the control pages in Annex E, print them out in colour and place in poly pockets,
+connect a hole punch with a piece of string to each and stick them up at the control points.
+Lay a string trail course using these controls and get the Beaver Scouts to follow it. Once
+they have enough confidence to perform this, move the exercise to a park and then into the
+woods.
+11
+
+--- PAGE 12 ---
+Orienteering
+Lesson 02 – Beaver Scouts – Tracking Signs
+Section:
+Beaver Scouts
+Objective:
+To teach the Beaver scout about the use of tracking signs and how to follow a tracking sign
+trail.
+Tracking is one of the traditional Scouting activities and involves Beaver and Cub Scouts
+leaving signs or symbols made from natural material on a trail or course for others to follow.
+Tracking signs can easily be mixed with orienteering where the Beaver Scouts follow
+Tracking Signs instead of the string trail from orienteering control to orienteering control.
+When laying such a course it is important that the trail is easy for the Beaver Scout to follow.
+Here is a chart of the most common Tracking Signs used by Scouts.
+Turn Right
+Group has split
+Two gone left and
+3 straight on.
+Turn Left
+Follow trail
+Do not
+follow trail
+Gone
+Message hidden
+Home
+4 paces away
+Tracking Sign Trail around the park
+Get the Rover Scout, Venture Scout or Scout section to make a simple map around the local
+park. Lay a Tracking Sign trail course and get the Beaver Scouts to follow it. Once they have
+enough confidence to perform this, move the exercise to the woods.
+12
+
+--- PAGE 13 ---
+Orienteering
+Orienteering for Cub Scouts
+Cub Scouts should be able to complete an orienteering course around roads, paths,
+bridleways and tracks that are clearly marked on the map. The key less lessons that the Cub
+Scouts need to learn is to orient the map correctly using the topology on front of them, the
+sun and a compass.
+13
+
+--- PAGE 14 ---
+Orienteering
+Lesson 03 – Cub Scouts – Orient the map
+Section:
+Cub Scouts
+Objective:
+To teach the Cub Scout the art of map orientation.
+Using the topology to orienting the map
+Take Cub Scouts to a place on a local map (it does not need to be an orienteering map, a
+large scale ordnance survey map will be adequate).
+Tell them to turn their maps to fit the ground.
+Talk with them about how they did it.
+Ask questions such as "how do you know it's turned to fit the ground?"
+Establish that a good way to do it is to look around and find one or two big features that they
+think should to be on the map. Ask everyone to do that.
+Look for a fence line, a building, a footpath or road.
+Ask them to look at their maps and find the big features, and to put a thumb on the map to
+show where they are standing. Then turn their maps until the big feature on their maps is on
+the correct side of their thumb, i.e. on the same side as the real thing is.
+Next, they should check that the second big feature is also on the correct side of their thumb.
+They may need to turn their maps a little.
+The map being turned correctly, the children should then be led to look about and check that
+other features fit too.
+Repeat the practice at a different place on the map, preferably on the opposite side of a
+given building.
+Folding and thumbing the map
+Once the map has been turned to fit the ground the tip of a thumb should be placed on the
+map immediately below the position where you are standing. As you move along the thumb
+is moved along, checking off each feature as it is passed. Thumbing helps keep track of
+where you are on the map.
+From time to time it will not be possible to comfortably thumb the map because of the width
+of the paper and where you need to put your thumb. In that case the map needs to be folded
+so the thumb can reach your present location on the map. Care has to be taken to fold the
+map so the areas around where you presently are and where you are next going to are
+visible. As you proceed around the course it will probably be necessary to refold the map to
+expose the next area that the course goes through.
+14
+
+--- PAGE 15 ---
+Orienteering
+Using a compass for orienting the map
+This is a simple skill and is probably the most important use of the compass:
+Hold your map horizontally.
+Place the compass flat on the map.
+Rotate the map until the "north lines" on the map (a series of evenly spaced parallel
+lines drawn across the map, all pointing to magnetic north) are aligned with the
+compass needle.
+The map should now be oriented to the terrain. This makes it much easier to read, just as
+text is easier to read right side up than upside down.
+15
+
+--- PAGE 16 ---
+Orienteering
+Using the sun to orienting the map
+Typically orienteering events occur in the late morning or early afternoon so the sun is
+roughly in the south sky. You will not be going too far wrong pointing the bottom of the map
+(and the bottom of the “North Lines” i.e. South) at the sun to orient the map. It is wise to
+confirm your orientation by cross checking with some topographical features in front of you
+against the map.
+Map orientation exercise
+Using a local map or one developed by the Venture Scouts in the locality of the scout den
+get the Cub Scouts to orient the map without compass, simply by using the topological
+features around them.
+When the topological method is mastered get the Cub Scouts to orient the map using the
+compass.
+16
+
+--- PAGE 17 ---
+Orienteering
+Training orienteering event
+If you haven‟t a local orienteering map you could consider giving it to your Venture Scouts as
+a project to make one. However a great way to get a training event going quickly is to use
+Google Earth to print off a small area around your den, estate or park.
+Mark out a short course
+around the area and
+1
+give clues with the
+controls.
+Using the control pages
+in Annex A, print them
+out in colour and place
+in poly pockets, connect
+a hole punch with a
+5
+piece of string to each
+and stick them up at the
+control points.
+Use the control cards in
+Annex E and run
+through your event as
+2 4
+described in the lesson.
+3
+17
+
+--- PAGE 18 ---
+Orienteering
+Lesson 04 – Cub Scouts – The Orienteering Equipment
+Section:
+Cub Scouts
+Objective:
+To teach the Cub Scout about the orienteering equipment.
+Control cards can take various forms, but all include numbered boxes for punching in at
+successive controls as well as spaces for the name of the scout, the course and class, the
+start time, the finish time, and the elapsed time.
+For most orienteering events, starts are staggered so that no two people on the same course
+start at the same time. The standard orienteering event is a point-to-point race; controls are
+numbered on the map and connected in the order the scout is to visit them. Upon reaching
+each control, the orienteer punches a pattern in the corresponding numbered box on the
+control card. This allows the event organisers to verify that the correct controls were visited.
+The control card shown is typical.
+The Cub Scout should fill in his/her name on the card and pin it to their sleeve in such a way
+that you can easily mark the control boxes with the control punch.
+18
+
+--- PAGE 19 ---
+Orienteering
+The Cub Scout also gets a clue card. This card gives a clue as to what to look for when you
+approach the area marked on the map. Is the control kite at a boulder ?, behind a tree ? or at
+a track, river junction ?.
+Intermediate Length 5.2 Km Climb 156M
+1 FG Base of cliff
+2 CD In shallow depression
+3 GT South East side of rootstock
+4 HY North side of boulder
+5 MN Track , stream junction
+6 LO Lower part of tree
+7 GV Inside cave entrance
+Control Kite and Punch
+At each control the scout will find an orienteering control kite
+and attached to it a control punch. They should use the punch
+to mark the appropriate box on the Control Card appropriate to
+the clue on the Clue Card.
+19
+
+--- PAGE 20 ---
+Orienteering
+Lesson 05 – Cub Scouts – The Orienteering Map
+Section:
+Cub Scouts
+Objective:
+To teach the Cub Scout about the Orienteering Map
+Orienteering maps are of a much greater scale than
+ordinance survey maps (typically between 1:5000 and
+1:15000) the symbols are more numerous and of more
+significance. The legend to the left gives some of the more
+common symbols but it is certainly not the complete picture.
+We can see from the map below that a course is marked.
+The start is indicated by a purple or red triangle, the controls
+by circles and the finish by two circles.
+Give out to the scouts a number of old orienteerring maps
+and ask then to pick out the symbols to the left.
+6
+5
+7
+4
+3
+2
+1
+20
+
+--- PAGE 21 ---
+Orienteering
+Orienteering Mapping, Control and Clue Card exercise
+Print for each Cub Scout a copy of the map in Annex D and the Control Card in Annex E.
+Give each a red pen.
+Ask each Cub Scout to transcribe the course marked on the map on the previous page down
+on their map.
+Ask each Cub Scout to make out a clue card with the information they can see at each
+control on the map. i.e. Control 4, Power line junction, Control 5, Fence, road junction etc...
+21
+
+--- PAGE 22 ---
+Orienteering
+Orienteering for Scouts
+Scouts should be able to complete a course as described for Cub Scouts before starting this
+training programme. It would be expected that Scouts would participate in a full orienteering
+course much as would be laid out at an event organised by an orienteering club.
+22
+
+--- PAGE 23 ---
+Orienteering
+Lesson 06 – Scouts – Map References
+Section:
+Scouts
+Objective:
+To teach the scout about references on a map.
+Introduction
+500000
+The first thing you will notice when you look
+A B C D E
+at any ordnance survey map is the grid lines 400000 dir G
+that are superimposed over the map itself. F G H J K o N
+These are formed from a grid superimposed
+300000 htr
+L M N O P
+on the whole island of Ireland which is 200000
+broken into 25 100x100 Km grid areas each Q R S T U
+100000
+identified with a letter („i‟ is missing so it
+V W X Y Z
+cannot be confused with „1‟). 0
+The lines you see on the ordnance survey
+000001 000002 000003 000004 000005
+map are further subdivisions of these grid squares.
+Northings
+The grid lines running
+15
+from the top to the
+14
+bottom of the map are
+13
+12 15 considered to be running
+50
+14 in series across the map
+13 so are called Eastings.
+Eastings 12 The lines running across
+the map are considered
+45 46 47 48 49 50
+to be running in series
+from south to north and
+45 45 46 47 are called Northings.
+23
+
+--- PAGE 24 ---
+Orienteering
+Grid Reference
+A Grid Reference is a method of using the national
+grid to refer exactly to a point on the map. This is
+15 given as three parts.
+50
+14
+<Grid letter><Easting><Northing> S 23 45
+13
+If you are using a large scale map like 1:25,000 or
+12
+50,000 it is customary to drop the grid letter as it is
+impossible to have to eastings or northings that are
+45 46 47 48 49 50 the same from different grid squares.
+In the diagram above therefore we have (46 13) and (48 12). This is
+13
+called a four figure reference and it is accurate to within 1 Km. To
+125
+increase accuracy we subdivide each square again, we can see on
+12 the left the subdivision of the grey coloured grid above.
+45 455 46
+Enlarging this subdivision we can see that it is now
+130
+possible to get more accurate grid references, in
+?
+fact we can now get six figure references. In the
+example we can see (453 123).
+125
+What is the grid reference indicated by the question
+123
+mark ?
+120
+450 455 460
+?
+453
+For orienteering we do not need to refer to
+points on the map with grid references. We also
+do not need northing lines, in fact we do not
+need eastings either but we do need lines
+pointing north to take bearings.
+For this reason on orienteering maps we get a
+set of lines pointing up the map, these point in
+the direction of magnetic north. We will see
+more about this in the next lesson.
+Grid Reference exercise in the den
+Taking the map in annex C and have each
+scout work out the six figure grid reference for
+the base of each scout emblem on the map.
+24
+
+--- PAGE 25 ---
+Orienteering
+Lesson 07 – Scouts – Contours and Map Symbols
+Section:
+Scouts
+Objective:
+To teach the scout the parts of a map and in particular the orienteering map.
+Introduction
+All maps have a legend and in some ways this is similar from map to map. We will first
+discuss this for ordnance survey maps and then look at the differences for orienteering
+maps.
+Here we can see some of the symbols above, these are described in detail along the map
+edge and are pretty common from map type to map type.
+Contour lines
+Along most maps you have typically brown lines which Concave Slope
+join points of equal elevation (height) and are called
+contour lines. By using such lines with a constant Convex Slope
+elevation interval it is possible to show valleys and hills,
+and the steepness of slopes.
+Combination Slope
+In the diagrams we can see how the series of contours give away the shape of a feature.
+60
+30
+Round top Saddle
+Re-entrant
+Conical
+60 60
+Spur 30
+30
+Flat top
+Saddle
+25
+
+--- PAGE 26 ---
+Orienteering
+Map feature exercise in the den
+Taking the map in annex C and have each scout work indicate one of each of the following:
+Post Office Hill
+Cross Road Saddle
+Church Concave slope
+County boundary Convex slope
+Picnic area Sharp drop in ground
+26
+
+--- PAGE 27 ---
+Orienteering
+Orienteering Map legend
+As orienteering maps are of a much greater scale than
+ordinance survey maps (typically between 1:5,000 and
+1:15,000) the symbols are more numerous and of more
+significance. The legend to the left gives some of the more
+common symbols but it is certainly not the complete
+picture.
+To keep maps simple they are limited to very few colours,
+Yellow, Green, Blue, Brown, Black and White are the only
+colours you will find on the map.
+Like ordnance survey,
+orienteering maps make
+extensive use of contours, and
+again like the ordnance survey
+these are brown.
+In the example to the left we
+can clearly see a spur with
+mixed vegetation flowing from
+left to right.
+For orienteering maps the typical contour interval is 5M,
+this compares to a 10M interval on most ordinance survey
+maps.
+Orienteering feature exercise in the den
+Taking the orienteering map in annex D and have each
+scout work indicate one of each of the following:
+Ruin Building
+Depression Track
+Earth bank Boulder
+27
+
+--- PAGE 28 ---
+Orienteering
+Lesson 08 – Scouts – Compass Work
+Section:
+Scouts
+Objective:
+To teach the scout how to use a compass so that he/she will be able to use it as an aid to
+navigation.
+Introduction
+The diagram to the right shows the parts of
+the compass. Each scout should be familiar
+with these and their function.
+Basically the red end of the red and white
+needle in the centre of the dial is pointing to
+the magnetic field located roughly in the
+area of Ellesmere Island in northern
+Canada. This is quite near the north pole
+but not quite, the difference in angle
+between the two is called magnetic
+declination which is a changing figure as
+magnetic north moves about. Currently for
+Ireland it is approximately 7°.
+Technically there is another north called grid north.
+Magnetic North Grid north comes from the national grid which is a
+North Pole
+grid of 5x5 = 25 100 Km squares over Ireland.
+Obviously the north pointing edges are parallel and
+therefore cannot all point directly to true north but the
+difference is so slight we can (up to about 1°) take it
+that True and Grid north‟s are approximately equal.
+Note: The grid lines on an orienteering map are
+actually pointing to magnetic north so no
+7°
+addition or subtraction is required in that sport.
+28
+
+--- PAGE 29 ---
+Orienteering
+Taking a compass bearing
+To determine the magnetic bearing:
+Point the direction-of-travel arrow at the distant feature.
+Keeping the compass level rotate the compass housing
+until the orienting arrow and the magnetic needle are in
+line.
+Read off the magnetic bearing to the feature on the
+compass ring at the direction-of-travel indicator.
+Finding the feature on the map
+To find the feature on the map, you simply need
+to know where you are on the map and:
+Convert the magnetic bearing received
+from the compass to a map bearing
+(which uses grid north instead of
+magnetic north) by subtracting the
+magnetic declination (7°) (CMS,
+Compass to Map Subtract).
+Place the back edge of the compass at
+the place where you (indicated by the red
+dot) are and rotate the map until the
+orienting arrow is parallel to the eastings
+on the map.
+Follow a line along the edge of the
+compass until you see the feature on the
+map (indicated by the blue dot).
+Note: The yellow D in the photo indicates
+magnetic declination.
+Taking a bearing from map to ground
+Obviously the opposite is also true. If you take a bearing on the map by placing the compass
+edge where you are and the forward edge where you want to get to, align the orienting arrow
+with the eastings pointing north. Read of the bearing and add the magnetic declination
+(YMCA – Your Map to Compass you Add) you can now rotate the level compass until the
+orienting arrow and the red needle are in line and the direction-of-travel arrow is pointing in
+the direction you wish to go.
+29
+
+--- PAGE 30 ---
+Orienteering
+Bearing exercise in the den
+In the scout den layout some cones as
+Toilet Kitchen
+shown in the diagram.
+Give each scout a copy of the colour
+chart below a pen and a compass.
+Place a scout on each cone.
+Ask each scout to mark in the magnetic
+bearing from their cone to the other five
+cones along the line of their current
+colour.
+Once each scout has completed ask
+them to rotate cones clockwise to the
+next cone and repeat the exercise until
+they have filled their chart.
+B lu e G r e e n W h ite B la c k Y e llo w R e d
+Blue
+Compare the results of each
+scout to see who has grasped Green
+the concept and who needs
+further work.
+White
+Give each scout a fresh chart
+and ask them to convert each Black
+bearing to a map or grid
+bearing. Yellow
+Red
+30
+
+--- PAGE 31 ---
+Orienteering
+Lesson 09 – Scouts – The Orienteering Event
+Section:
+Scouts
+Objective:
+To teach the scout about the orienteering event.
+Arriving at the event
+When you arrive at the event you should be clothed fully (no shorts) and have your
+compass, clear plastic bag and two safety pins. You will be given a blank map, a control card
+and a clue card.
+Fill in your name on the card and pin it to your sleeve in such a way that you can easily mark
+the control boxes with the control punch. Make sure your clue card is handy.
+Intermediate Length 5.2 Km Climb 156M
+1 FG Base of cliff
+2 CD In shallow depression
+3 GT South East side of rootstock
+4 HY North side of boulder
+5 MN Track , stream junction
+6 LO Lower part of tree
+7 GV Inside cave entrance
+31
+
+--- PAGE 32 ---
+Orienteering
+Starting the event
+At your time to go the controller will mark your start time on the control card and you will be
+permitted to approach the Master map area.
+You will find a map with the course
+laid out like that in the diagram.
+The purple (or red) markings
+6
+indicate the route.
+Start
+5
+1 Control & number
+7
+Link line
+4
+End
+Carefully transcribe these details
+to your map, remember an error
+3
+2
+could have you confused in the
+forest for a time so it is worth
+spending a fraction of the potential
+lost time correctly marking your
+map.
+1
+During the event
+Run around the course in order and at the control points you will
+find the orienteering marker. Check the clue card to ensure that
+the code written on the marker is the correct one and then stamp
+the appropriate box on the control card with the control punch.
+Finishing the event
+When you reach the end point indicated by the double circles approach the controller to get
+your control card marked with the exact finish time.
+32
+
+--- PAGE 33 ---
+Orienteering
+Training orienteering event
+If you haven‟t a local orienteering map you could consider giving it to your Venture Scouts as
+a project to make one. However a great way to get a training event going quickly is to use
+Google Earth to print off a small area around your den, estate or park.
+Mark out a short course
+around the area and
+1
+give clues with the
+controls.
+Using the control pages
+in Annex A, print them
+out in colour and place
+in poly pockets, connect
+a hole punch with a
+5
+piece of string to each
+and stick them up at the
+control points.
+Use the control cards in
+Annex E and run
+through your event as
+2 4
+described in the lesson.
+3
+33
+
+--- PAGE 34 ---
+Orienteering
+Orienteering for Venture Scouts
+Venture Scouts should be able to complete a course as described for Scouts before starting
+this training programme. Venture Scouts should be able to compete in orienteering
+competitions. This programme adds an extra element to the Venture scout in terms of
+orienteering. The ability to make simple orienteering maps which can be used by the
+younger sections.
+34
+
+--- PAGE 35 ---
+Orienteering
+Lesson 10 – Venture Scouts – Map making
+Introduction
+Orienteering maps are drafted to the mapping standards developed by the International
+Orienteering Federation. Mapping standards, such as scale, symbols, colour, and level of
+detail, help ensure a consistent Orienteering experience around the world.
+The general steps are:
+1. Select a suitable area
+2. Obtain permission to use the area
+3. Prepare a base map
+4. Select the map scale
+5. Do the field work
+6. Draft the map
+7. Print the map
+8. Archive the map
+Base Map
+Assuming that you have selected an area
+and have obtained permission to use the
+area then we must prepare a base map. This
+is some form of map to use as a foundation
+or pattern. Your base map should be
+accurate enough to provide exact locations of
+large point features, such as roads, rivers,
+lakes, and major terrain features, so you can
+accurately place the details you collect during
+the field checking process.
+Good sources of base maps are:
+Old orienteering map of the area
+Google Earth
+Ordnance Survey maps
+6” County planning maps
+35
+
+--- PAGE 36 ---
+Orienteering
+Scale
+Orienteering maps are typically 1:10,000 or 1:15,000, however other scales may be used for
+special projects like estates or parks, 1:5,000 is quite common. Whatever scale you choose,
+you'll need to convert the maps you've collected to that scale. A good program for
+manipulating image files is IRFANVIEW, http://www.irfanview.com.
+Global Positioning System
+GPS are a good tool for confirming positions and distances between them, thought they are
+by no means essential.
+OCAD Software
+OCAD9 software is available in demo form free of charge at http://www.ocad.com this
+software will allow the creation of a small scale mapping project.
+Planning the map
+Select the predominant colour. In our case we will mark the private houses in grey so we
+need to create a grey layer. The next area I decided to add is the swamp water to the left
+edge of the map.
+36
+
+--- PAGE 37 ---
+Orienteering
+Now the yellow open land areas are added as a layer followed by the green fight and
+vegetation.
+In the top centre we see the addition of runnable wood. We also add the contour to mark the
+depression in the wooded area plus an earthbank along the edge of the estate.
+37
+
+--- PAGE 38 ---
+Orienteering
+The final colour to be added is black to
+indicate tarred roads and walls. This is the
+map complete.
+On the next page you will find the completed
+map with legend and other edge detail.
+Map-making exercise
+Using the area around you Scout Den make a map that can be used by the other sections in
+your group.
+38
+
+--- PAGE 39 ---
+Orienteering
+SiúlnahAbhann Scale 1:1000
+ORIENTEERING MAP
+Fight
+Open
+Private
+RunnableWood
+Road
+Wall
+Earth bank
+Tree/Bush
+100M
+Cartography by D. Ó Briain Survey March 2008
+39
+
+--- PAGE 40 ---
+Orienteering
+Orienteering for Rover Scouts
+Rover Scouts should be able to complete a course as described for Venture Scouts before
+starting this training programme. Rover Scouts should be able to compete in advanced level
+orienteering competitions. This programme adds the ability to use symbol based clue cards.
+40
+
+--- PAGE 41 ---
+Orienteering
+Lesson 11 – Rover Scouts – Clue Symbols
+Introduction
+Although clues are always written out for beginners' courses, clues for advanced courses
+are given as symbols in a table format. The system is quite simple to master and is more
+compact and specific than a written description.
+Advanced Length 5.2 Km Climb 156M
+1 FG 3
+2 CD
+3 GT 2.5
+4 HY 1.5
+5 MN
+6 LO
+7 GV
+400m
+This example shown here begins with a course designation of Advanced. This is followed by
+the course length and the climb in metres along an ideal (though seldom possible) route.
+This is followed by lines describing each control with a final line describing the approach to
+the finish from the final control.
+A B C D E F G H
+1 FG 3
+Each control row is split into a number of columns which function as follows:
+Column Description
+A Control Number
+B Control Code
+C Which of several features (upper one)
+D The feature (Cliff)
+E Details about the feature appearance
+F Size (3 M high)
+G Location of control kite (at the foot)
+H Other information
+Clue card exercise
+Using table of icons on the next few pages, put together an imaginary control card. Swap
+with another Venture Scout and see do they get the same result.
+41
+
+--- PAGE 42 ---
+Orienteering
+Column ‘C’ - Which feature ?
+Northern South eastern Lower
+Upper Between Middle
+Column ‘D’ - The feature itself
+Earthbank Re-entrant Spur
+Quarry Erosion gully Rib
+Earthwall/Dam Dry ditch Small knoll
+Terrace Hill or knoll Saddle
+Depression Boulder Waterhole
+Small depression Boulder field Stream
+Pit Boulder cluster Wet ditch
+Cliff Stony ground Marsh
+Bare rock Lake Small marsh
+Firm ground
+Cave opening Pond
+in marsh
+Well Spring Open land
+Forest corner Clearing Rough open land
+Vegetation
+Thicket Logged area
+boundary
+42
+
+--- PAGE 43 ---
+Orienteering
+Column ‘D’ cont.
+Tree cluster Road Trail
+Tree cut Fence Wall
+Bridge Building Ruin
+Hunters stand Tower Feed rack
+Rock pillar Single tree Root stock
+Charcoal burning
+Trig. marker Rock pile
+platform
+Anthill Broken ground Special feature
+Special feature Note: Special features are defined by the organiser
+Column ‘E’ - Details of feature
+Shallow Deep Overgrown
+Open Rocky Marshy
+Sandy Evergreen Deciduous
+End western Bend Y junction
+Crossing
+43
+
+--- PAGE 44 ---
+Orienteering
+Column ‘G’ - Location of Marker
+West corner
+Northern side Southeast edge
+(inside)
+East corner
+Northern tip Eastern part
+(outside)
+Upper part Lower part On the top
+Southern foot At the foot
+Column ‘H’ - Other information
+Manned
+Drinks Radio control
+control
+First aid
+Last control to finish
+400m 400m marked route to finish
+400m 400m marked tunnel to finish
+No markings to the finish 400m
+400m
+44
+
+--- PAGE 45 ---
+Orienteering
+This page is intentionally blank
+45

data/sources/programs-scouting-at-home.txt

@@ -0,0 +1,74 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/programs-scouting-at-home.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+Scouting at Home
+Activities to try at home
+Getty Art Challenge Weekly Photo Challenge Fancy Dress
+Suitable for: All Sections Suitable for: All Sections Suitable for: All Sections
+Pick a famous piece of art and recreate it Have a theme for each week, at the start of Everyone dresses up for that nights meet
+using only things (or people!) in and around each meeting, everyone can show off their up, it could be themed, or just anything!
+your house. photos. Don’t forget to include a fashion show for
+everyone to show off their costumes!
+https://twitter.com/GettyMuseum/ https://improvephotography.
+status/1242845952974544896 com/50963/15-theme-ideas-photo-
+contests/
+Make a Video Murder Mystery Camp at Home
+Suitable for: Cubs | Scouts | Venturers |
+Suitable for: Scouts | Venturers | Rovers Suitable for: All Sections
+Rovers
+Plan a Murder Mystery evening! Create a campsite or blanket fort in your
+Use Tiktok or another platform to create a
+house or garden and give the group a
+video around a specific theme and share it https://www.mymysteryparty.com/zombie-
+virtual tour at the meeting.
+with the Group. escape-a-mystery-game/
+Iron Chef Night Virtual Regatta Musical Instrument Session
+Suitable for: All Sections Suitable for: All Sections Suitable for: All Sections
+Have an Iron Chef challenge with your Miss your sailing, how about a virtual Have a musical night with the group. Not
+group. Pick a secret ingredient, then see sailing regatta? everyone in the group may be able to play
+what everyone can come up with using music, or even have an instrument, so
+http://virtualregatta.com/
+only food already in the house! be creative! Pick an easy song and see if
+everyone in the group can play it together.
+https://www.youtube.com/watch?v=-
+Hc_1c_Ask0&feature=share&fbclid=IwAR
+35fIbMNbHWuRGnuxGC3TGaNrptaRcMc
+_6BKdFWY6x4U7-LNI8xbnygAJQ
+
+--- PAGE 2 ---
+Scouting at Home
+Activities to try at home
+Create a Rube Goldberg Semaphore Challenge Dance Class
+Machine
+Suitable for: All Sections Suitable for: All Sections
+Suitable for: All Sections
+Two teams have to send a message in Create or find a dance and teach it to the
+Build a Rube Goldberg machine in your semaphore and another two teams have to group. Once everyone has learnt it, have a
+house or backyard and video it, see how interpret it. Zoom dance convert!
+elaborate you can make it!
+http://www.anbg.gov.au/flags/semaphore. https://www.linkedin.com/feed/update/
+https://www.youtube.com/ html urn:li:activity:6650565673162547200/
+watch?v=MgDF1tyoOvU https://www.
+youtube.com/watch?v=auIlGqEyTm8
+https://www.youtube.com/results?search_
+query=basic+rube+goldberg+machine
+Baby Photo Competition Design a Group T-Shirt Scouting Photo Memories
+Suitable for: All Sections Suitable for: All Sections Suitable for: All Sections
+Send a photo of you as a baby to a Get everyone in the group to create a Have a look through your photos and see
+person in the group, the week before your group t-shirt design, either individually or if you have some old scouting pictures or
+meeting. Then at your meeting, everyone using online collaboration tools. Then do a memories to share. You may even have
+has to guess who’s who! vote and the favorite gets made in to actual parents or grandparents who were in
+t-shirts! Scouts too!
+Bob Ross MS Paint Night Pokemon Showdown Make a Meme
+Suitable for: All Sections Suitable for: Cubs | Scouts | Venturers | Suitable for: Scouts | Venturers | Rovers
+Rovers
+Settle in for a relaxing night with a Bob Your chance to become internet famous!
+Ross painting tutorial. Use MS Paint or Pokémon Showdown is a Pokémon battle Everyone in the group creates a meme,
+Photoshop to recreate one of his paintings, simulator. Play Pokémon battles online! have a theme and a time limit and either
+or if the group is feeling creative try it with Play with randomly generated teams, or create it during your meeting or the week
+actual paint! build your own! before. Have a vote, and the most popular
+wins!
+https://www.youtube.com/user/BobRossInc https://pokemonshowdown.com/

data/sources/volunteer-learning-knot-tying-games.txt

@@ -0,0 +1,78 @@
+SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/volunteer-learning-knot-tying-games.pdf
+CONVERTED: 2025-01-11
+==================================================
+
+
+--- PAGE 1 ---
+KNOT TYING GAMES
+Knot Relay:
+Equipment: One rope for each girl about three feet long
+Formation: Patrols in circles. Each girl is numbered
+Procedure: Decide on a knot for each round of the game. At signal, the number one
+player runs around the circle and returns to her place. She must then tie the
+knot correctly. She passes the rope to the player on her left, who must untie
+the knot before starting around the circle. Each player takes a turn until the
+rope has come back to the number one player and she has untied the knot.
+Finish: The first patrol to finish wins.
+Cats Tails:
+Equipment: 20 - 30 pieces of heavy string, each piece six inches in length Formation:
+Troop divided into three or four teams
+Procedure: Hide all but three or four pieces of string. Each team chooses a “cat”,
+who is given one of the extra pieces of string. At a given signal, all players
+except the “cats” scatter to find the hidden strings. As a girl finds one, she
+takes it to her “cat” and ties it with a square knot to the last piece of string
+the “cat” holds.
+Finish: The team with the longest tail of strings with correctly tied knots
+wins.
+Test of Strength:
+Equipment: One rope for each girl, about three feet long
+Formation: All girls in a circle
+Procedure: Players sit in a circle holding their ropes. Each girl ties one end of her
+rope with a square knot to the rope of the girl on her left. When all knots are
+tied, lift the rope over your heads and down to the middle of your back. At a
+signal, lean back hard against the rope circle. (If any of the square knots
+isn’t tied correctly, you’ll fall over backwards). Try this game making the
+knots behind your back instead in front, or tie them with your eyes shut.
+Finish: The team with the longest tail of strings with correctly tied knots
+wins.
+Continued on next page
+
+--- PAGE 2 ---
+Simon Says Knots:
+Equipment: One rope for each girl about three feet long Procedure:
+Each player holds a rope. Every time “Simon says” to tie a
+certain knot, each player must do it. If the command
+doesn’t start with “Simon says”, players do nothing. A
+player misses if she ties the knot incorrectly, ties the
+wrong knot, or ties one at the wrong time. After three
+misses, a player is out.
+Blindfold Test:
+See how fast you can tie a certain knot when you have your eyes shut or
+are blindfolded.
+Rings:
+Equipment: One rope for each girl, about three feet long. Formation:
+Patrols in circles
+Procedures: Each girl holds her own rope. On signal, each takes one
+end of it, and one end of her right hand neighbor’s rope and
+ties them together with a square knot, thus making a ring.
+Finish: into The first patrol to put the ring on the floor and step
+it wins.
+Clove-Hitch Race:
+Equipment: One rope for each girl, about three feet long Formation:
+Patrols in lines. One player from each team stands about
+ten feet in front of her line to act as post.
+Procedure: On signal, the first girl in each patrol ties a clove hitch
+around the arm of the post.
+No. 2 ties clove hitch around the leg of No. 1, etc. The
+patrol leader inspects the knots of another patrol when
+finished and reports the number of knots tied correctly.
+Clothes-Line Race:
+Equipment: One rope for each patrol, at least 10 feet long.
+Formation: Patrols in line.
+
+--- PAGE 3 ---
+Procedure: A clothes-line is stretched loosely about ten feet in
+front of each line. On signal the first girl in each line runs to
+the line and takes up the slack with a sheep-shank. Each
+following girl must untie and then re-tie the knot.
+Finish: The first patrol to finish wins.