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>

.claude/agents/pareto-strategy-optimizer.md

@@ -0,0 +1,116 @@
+---
+name: pareto-strategy-optimizer
+description: Use this agent when you need to analyze a task or problem and find the most efficient solution that follows the Pareto principle (80/20 rule) - achieving maximum results with minimum resources. This agent excels at strategic exploration of options to identify high-leverage approaches that deliver disproportionate value relative to effort invested. Examples:\n\n<example>\nContext: User wants to optimize their learning approach for a new programming language\nuser: "I need to learn Python for data science work"\nassistant: "I'll use the pareto-strategy-optimizer agent to identify the most efficient learning path"\n<commentary>\nThe user needs a strategic approach to learning, so the pareto-strategy-optimizer will explore options and identify the 20% of Python concepts that will give 80% of practical data science capability.\n</commentary>\n</example>\n\n<example>\nContext: User needs to improve application performance\nuser: "Our app is running slowly and we need to optimize it"\nassistant: "Let me engage the pareto-strategy-optimizer agent to identify the highest-impact optimizations"\n<commentary>\nPerformance optimization requires strategic thinking to identify which improvements will yield the greatest results with minimal effort.\n</commentary>\n</example>\n\n<example>\nContext: User wants to streamline a business process\nuser: "We have a complex onboarding process with 30 steps"\nassistant: "I'll deploy the pareto-strategy-optimizer agent to find the critical path that delivers most value"\n<commentary>\nProcess optimization is perfect for Pareto analysis - finding which steps deliver the most value.\n</commentary>\n</example>
+tools: Glob, Grep, Read, WebFetch, TodoWrite, WebSearch, BashOutput, KillBash, Bash
+model: opus
+color: green
+---
+
+### Rol și Responsabilități
+Ești un agent specialist în analiza Pareto și optimizare strategică - the art of achieving 80% of results with 20% of effor. Primești o strategie specifică și dezvolți un plan detaliat de implementare, evaluând toate aspectele relevante pentru maximizarea șanselor de succes.
+ 
+### Proces de Analiză
+
+#### PASUL 1: Descompunerea Strategiei
+- Identifică componentele esențiale ale strategiei
+- Mapează dependențele și secvențialitatea
+- Stabilește punctele critice de succes
+
+#### PASUL 2: Planificare Detaliată
+Dezvoltă un plan care include:
+
+1. **Faze de Implementare**:
+   - Faza de Inițiere (ce, când, cum)
+   - Faza de Dezvoltare (activități specifice)
+   - Faza de Validare (teste și verificări)
+   - Faza de Scalare (dacă e cazul)
+
+2. **Analiza Resurselor**:
+   - Resurse umane necesare (competențe, timp)
+   - Resurse materiale/tehnologice
+   - Buget estimat
+   - Timeline realist
+
+3. **Analiza Riscurilor**:
+   - Riscuri majore identificate
+   - Probabilitate și impact
+   - Strategii de mitigare
+   - Trigger-e pentru activare contingențe
+
+#### PASUL 3: Optimizare Pareto
+Evaluează planul din perspectiva:
+- Trade-off între viteză și calitate
+- Trade-off între cost și beneficii
+- Trade-off între risc și recompensă
+- Identifică punctele de optim Pareto
+
+#### PASUL 4: Metrici și Monitorizare
+Definește:
+- Leading indicators (predictivi)
+- Lagging indicators (confirmare succes)
+- Praguri de alertă
+- Frecvența de monitorizare
+
+### Format Output Agent
+```markdown
+## PLAN STRATEGIC - [Numele Strategiei]
+
+### Rezumat Executiv
+[Max 100 cuvinte - esența planului]
+
+### Scor de Fezabilitate: [0-10]
+Justificare: [de ce acest scor]
+
+### Plan de Implementare
+
+#### Faza 1: [Nume] (Săptămânile 1-X)
+- Obiectiv: [ce se realizează]
+- Activități cheie:
+  1. [Activitate specifică + durată]
+  2. [Activitate specifică + durată]
+- Deliverables: [ce se livrează]
+- Resurse: [ce e necesar]
+- Riscuri: [principale riscuri în această fază]
+
+#### Faza 2: [Nume] (Săptămânile X-Y)
+[Similar cu Faza 1]
+
+### Analiza Cost-Beneficiu
+- Cost total estimat: [valoare + breakdown]
+- Beneficii estimate: [cuantificabile + calitative]
+- ROI estimat: [calcul și timeline]
+- Breakeven point: [când]
+
+### Matricea de Risc
+| Risc | Probabilitate | Impact | Scor | Mitigare |
+|------|--------------|--------|------|----------|
+| [Risc 1] | [L/M/H] | [L/M/H] | [1-9] | [Strategie] |
+
+### Avantaje Competitive ale Acestei Strategii
+1. [Avantaj unic 1]
+2. [Avantaj unic 2]
+
+### Puncte Slabe și Limitări
+1. [Limitare onestă 1]
+2. [Limitare onestă 2]
+
+### Compatibilitate cu Alte Strategii
+- Sinergie cu: [ID strategii complementare]
+- Conflict cu: [ID strategii incompatibile]
+- Poate fi combinată prin: [modalități de integrare]
+
+### Recomandare Finală
+[IMPLEMENTARE COMPLETĂ / IMPLEMENTARE PARȚIALĂ / COMBINARE CU ALTE STRATEGII / RESPINGERE]
+
+Justificare: [argumentare clară]
+
+**Key Principles**
+   - Always question whether each element is truly necessary
+   - Focus on outcomes, not activities
+   - Seek multiplicative rather than additive improvements
+   - Embrace "good enough" for non-critical elements
+   - Iterate quickly based on feedback rather than perfecting upfront
+
+When you receive a task, explore it thoroughly but efficiently. Challenge assumptions, identify shortcuts, and find creative ways to deliver exceptional value with minimal resource expenditure. Your goal is not just efficiency, but strategic brilliance - finding the elegant solution that others miss by being too focused on completeness rather than effectiveness.
+
+Remember: Perfection is often the enemy of efficiency. Your role is to find the sweet spot where effort and results achieve optimal balance.

.dockerignore

@@ -0,0 +1,65 @@
+# Git and version control
+.git
+.gitignore
+.github
+
+# Python cache and compiled files
+__pycache__/
+*.py[cod]
+*$py.class
+*.so
+.Python
+env/
+venv/
+ENV/
+env.bak/
+venv.bak/
+
+# Virtual environments
+.venv
+.env
+
+# IDE files
+.vscode/
+.idea/
+*.swp
+*.swo
+*~
+
+# OS files
+.DS_Store
+Thumbs.db
+
+# Documentation (except needed files)
+docs/project/
+docs/user/
+README.md
+
+# Test files
+tests/
+pytest.ini
+.coverage
+htmlcov/
+
+# Development files
+.pytest_cache/
+.mypy_cache/
+.flake8
+
+# Temporary files
+*.tmp
+*.log
+logs/
+
+# Build artifacts
+build/
+dist/
+*.egg-info/
+
+# Node modules (if any)
+node_modules/
+npm-debug.log
+
+# Backup files
+*.bak
+*.backup

.env.example

@@ -0,0 +1,20 @@
+# Environment configuration for INDEX-SISTEM-JOCURI v2.0
+
+# Flask Configuration
+FLASK_ENV=production
+FLASK_HOST=0.0.0.0
+FLASK_PORT=5000
+SECRET_KEY=your-production-secret-key-here
+
+# Database Configuration
+DATABASE_URL=/app/data/activities.db
+
+# Data Source
+INDEX_MASTER_FILE=/app/data/INDEX_MASTER_JOCURI_ACTIVITATI.md
+
+# Search Configuration
+SEARCH_RESULTS_LIMIT=100
+FTS_ENABLED=true
+
+# Development Settings (for local development)
+DEBUG=false

.gitignore

@@ -161,10 +161,23 @@ cython_debug/
 # VS Code
 .vscode/
 
-# SQLite databases
-*.db
-*.sqlite
-*.sqlite3
+# SQLite databases (keep main database, ignore backups and tests)
+*.db.backup
+*test*.db
+*debug*.db
+*.sqlite.backup
+*.sqlite3.backup
+
+# Temporary and debug files
+*test*.py
+*debug*.py
+*temp*.py
+*.tmp
+*.backup
+*.bak
+
+# Keep main production database
+!data/activities.db
 
 # Windows
 desktop.ini
@@ -178,4 +191,4 @@ Desktop.ini
 .LSOverride
 
 # Linux
-*~
+*~desktop.ini

Dockerfile

@@ -0,0 +1,69 @@
+# Multi-stage Dockerfile for INDEX-SISTEM-JOCURI v2.0
+FROM python:3.11-slim as builder
+
+# Set build arguments
+ARG DEBIAN_FRONTEND=noninteractive
+
+# Install system dependencies for building
+RUN apt-get update && apt-get install -y \
+    build-essential \
+    curl \
+    && rm -rf /var/lib/apt/lists/*
+
+# Install pipenv
+RUN pip install --no-cache-dir pipenv
+
+# Set working directory
+WORKDIR /app
+
+# Copy Pipfile and Pipfile.lock
+COPY Pipfile Pipfile.lock ./
+
+# Install Python dependencies
+RUN pipenv install --system --deploy --ignore-pipfile
+
+# Production stage
+FROM python:3.11-slim as production
+
+# Set environment variables
+ENV PYTHONUNBUFFERED=1
+ENV FLASK_ENV=production
+ENV FLASK_HOST=0.0.0.0
+ENV FLASK_PORT=5000
+
+# Create non-root user for security
+RUN groupadd -r appuser && useradd -r -g appuser appuser
+
+# Install runtime dependencies
+RUN apt-get update && apt-get install -y \
+    curl \
+    && rm -rf /var/lib/apt/lists/*
+
+# Set working directory
+WORKDIR /app
+
+# Copy Python dependencies from builder
+COPY --from=builder /usr/local/lib/python3.11/site-packages /usr/local/lib/python3.11/site-packages
+COPY --from=builder /usr/local/bin /usr/local/bin
+
+# Copy application code
+COPY app/ ./app/
+COPY data/ ./data/
+COPY scripts/ ./scripts/
+
+# Create necessary directories and set permissions
+RUN mkdir -p /app/data /app/logs && \
+    chown -R appuser:appuser /app
+
+# Switch to non-root user
+USER appuser
+
+# Health check
+HEALTHCHECK --interval=30s --timeout=10s --start-period=60s --retries=3 \
+    CMD curl -f http://localhost:${FLASK_PORT}/health || exit 1
+
+# Expose port
+EXPOSE 5000
+
+# Default command
+CMD ["python", "-m", "app.main"]

Pipfile

@@ -0,0 +1,28 @@
+[[source]]
+url = "https://pypi.org/simple"
+verify_ssl = true
+name = "pypi"
+
+[packages]
+flask = "~=2.3.0"
+flask-wtf = "~=1.1.0"
+flask-sqlalchemy = "~=3.0.0"
+markdown = "~=3.4.0"
+gunicorn = "~=21.2.0"
+python-dotenv = "~=1.0.0"
+lxml = "*"
+python-docx = "*"
+pdfplumber = "*"
+pypdf2 = "*"
+beautifulsoup4 = "*"
+chardet = "*"
+
+[dev-packages]
+pytest = "~=7.4.0"
+pytest-cov = "~=4.1.0"
+black = "~=23.7.0"
+flake8 = "~=6.0.0"
+mypy = "~=1.5.0"
+
+[requires]
+python_version = "3.11"

README.md

@@ -1,134 +0,0 @@
-# 🎮 COLECȚIA JOCURI ȘI ACTIVITĂȚI TINERET
-
-**200+ fișiere PDF | 2000+ activități catalogate | Sistem de căutare automatizat**
-
----
-
-## 📁 STRUCTURA DIRECTORULUI
-
-```
-/carti-camp-jocuri/
-├── 📚 Fișiere PDF originale (200+ fișiere)
-│   ├── Activities and Games Scouts NZ/
-│   ├── dragon.sleepdeprived.ca/
-│   ├── escape-room/
-│   ├── prim-ajutor/
-│   └── ...și multe altele
-│
-└── 📋 INDEX-SISTEM-JOCURI/          ← SISTEMUL DE CATALOGARE
-    ├── INDEX_MASTER_JOCURI_ACTIVITATI.md  (Catalogul complet)
-    ├── GHID_UTILIZARE.md                   (Manual detaliat)
-    ├── README.md                           (Start rapid)
-    ├── game_library_manager.py             (Script principal)
-    ├── search_games.py                     (Căutare interactivă)
-    └── game_library.db                     (Baza de date)
-```
-
----
-
-## 🚀 UTILIZARE RAPIDĂ
-
-### 1. Căutare Manuală (Cel mai simplu)
-```bash
-# Deschideți fișierul în orice editor de text
-INDEX-SISTEM-JOCURI/INDEX_MASTER_JOCURI_ACTIVITATI.md
-
-# Căutați cu Ctrl+F:
-"team building"     → Activități de echipă
-"8-11 ani"         → Jocuri pentru Cubs
-"fără materiale"   → Jocuri care nu necesită echipament
-"orientare"        → Jocuri cu busole
-```
-
-### 2. Căutare Automatizată (Recomandat)
-```bash
-# Intrați în directorul sistemului
-cd INDEX-SISTEM-JOCURI
-
-# Căutare interactivă (urmați instrucțiunile)
-python search_games.py
-
-# Căutări rapide
-python search_games.py --category "Team Building"
-python search_games.py --age 8 --keywords "cooperare"
-```
-
----
-
-## 📊 STATISTICI COLECȚIE
-
-- **📁 Total fișiere:** 200+
-- **🎮 Total activități:** 2,000+  
-- **📂 Categorii principale:** 8
-- **🗣️ Limbi:** Română, Engleză
-- **📄 Formate:** PDF (85%), DOC (10%), HTML (5%)
-
-### Distribuția pe categorii:
-- **🏕️ Jocuri Cercetășești:** 800+ activități (40%)
-- **🤝 Team Building:** 300+ activități (15%)  
-- **🏞️ Camping & Exterior:** 400+ activități (20%)
-- **🧩 Escape Room & Puzzle:** 100+ activități (5%)
-- **🧭 Orientare & Busole:** 80+ activități (4%)
-- **🚑 Primul Ajutor:** 60+ activități (3%)
-- **📚 Activități Educaționale:** 200+ activități (10%)
-- **🎵 Resurse Speciale:** 60+ activități (3%)
-
----
-
-## ⚡ EXEMPLE DE UTILIZARE
-
-```bash
-cd INDEX-SISTEM-JOCURI
-
-# Jocuri pentru copii mici (5-8 ani)
-python search_games.py --age 5
-
-# Activități team building
-python search_games.py --category "Team Building"
-
-# Jocuri fără materiale  
-python search_games.py --keywords "fără materiale"
-
-# Activități de tabără
-python search_games.py --keywords "camping,exterior"
-```
-
----
-
-## 🎯 PENTRU DIFERITE TIPURI DE UTILIZATORI
-
-### 🏕️ Organizatori de tabere:
-- **Categorii:** Camping & Exterior, Orientare
-- **Cuvinte cheie:** "tabără", "natură", "orientare", "supraviețuire"
-
-### 👨‍🏫 Profesori și educatori:
-- **Categorii:** Activități Educaționale, Team Building
-- **Cuvinte cheie:** "științe", "biologie", "primul ajutor", "conflicte"
-
-### 🏕️ Instructori Scout:
-- **Categorii:** Jocuri Cercetășești  
-- **Cuvinte cheie:** "Cubs", "Scouts", "cercetași", "Baden Powell"
-
-### 🎪 Animatori evenimente:
-- **Categorii:** Escape Room, Resurse Speciale
-- **Cuvinte cheie:** "puzzle", "cântece", "interior", "fără materiale"
-
----
-
-## 📖 DOCUMENTAȚIA COMPLETĂ
-
-Consultați subdirectorul **`INDEX-SISTEM-JOCURI/`** pentru:
-
-| Fișier | Pentru ce |
-|--------|-----------|
-| **README.md** | Start rapid și exemple |
-| **INDEX_MASTER_JOCURI_ACTIVITATI.md** | Catalogul complet (300+ pagini) |
-| **GHID_UTILIZARE.md** | Manual detaliat de utilizare |
-| **search_games.py** | Căutare automată în colecție |
-
----
-
-**🎉 Succese în organizarea activităților!**
-
-*Pentru asistență detaliată: `INDEX-SISTEM-JOCURI/GHID_UTILIZARE.md`*  
-*Sistem creat cu Claude AI - 2025-09-09*

app/__init__.py

@@ -0,0 +1,22 @@
+"""
+Flask application factory for INDEX-SISTEM-JOCURI v2.0
+"""
+
+from flask import Flask
+from app.config import Config
+
+def create_app(config_class=Config):
+    """Create Flask application instance"""
+    # Set correct template and static directories
+    import os
+    template_dir = os.path.join(os.path.dirname(__file__), 'templates')
+    static_dir = os.path.join(os.path.dirname(__file__), 'static')
+    
+    app = Flask(__name__, template_folder=template_dir, static_folder=static_dir)
+    app.config.from_object(config_class)
+    
+    # Register blueprints
+    from app.web.routes import bp as main_bp
+    app.register_blueprint(main_bp)
+    
+    return app

app/config.py

@@ -0,0 +1,43 @@
+"""
+Configuration settings for INDEX-SISTEM-JOCURI v2.0
+"""
+
+import os
+from pathlib import Path
+
+class Config:
+    """Base configuration"""
+    SECRET_KEY = os.environ.get('SECRET_KEY') or 'dev-secret-key-change-in-production'
+    DATABASE_URL = os.environ.get('DATABASE_URL') or 'sqlite:///data/activities.db'
+    
+    # Application settings
+    FLASK_ENV = os.environ.get('FLASK_ENV') or 'development'
+    DEBUG = os.environ.get('DEBUG', 'false').lower() == 'true'
+    
+    # Data directories
+    BASE_DIR = Path(__file__).parent.parent
+    DATA_DIR = BASE_DIR / 'data'
+    INDEX_MASTER_FILE = DATA_DIR / 'INDEX_MASTER_JOCURI_ACTIVITATI.md'
+    
+    # Search settings
+    SEARCH_RESULTS_LIMIT = int(os.environ.get('SEARCH_RESULTS_LIMIT', '100'))
+    FTS_ENABLED = True
+    
+    @staticmethod
+    def ensure_directories():
+        """Ensure required directories exist"""
+        Config.DATA_DIR.mkdir(exist_ok=True)
+
+class ProductionConfig(Config):
+    """Production configuration"""
+    DEBUG = False
+    SECRET_KEY = os.environ.get('SECRET_KEY') or 'default-production-key-change-me'
+
+class DevelopmentConfig(Config):
+    """Development configuration"""
+    DEBUG = True
+
+class TestingConfig(Config):
+    """Testing configuration"""
+    TESTING = True
+    DATABASE_URL = 'sqlite:///:memory:'

app/main.py

@@ -0,0 +1,52 @@
+#!/usr/bin/env python3
+"""
+Main application entry point for INDEX-SISTEM-JOCURI v2.0
+"""
+
+import os
+import sys
+from pathlib import Path
+
+# Add parent directory to Python path
+sys.path.insert(0, str(Path(__file__).parent.parent))
+
+from app import create_app
+from app.config import Config, ProductionConfig, DevelopmentConfig
+
+def main():
+    """Main application entry point"""
+    
+    # Ensure directories exist
+    Config.ensure_directories()
+    
+    # Determine configuration
+    flask_env = os.environ.get('FLASK_ENV', 'development')
+    if flask_env == 'production':
+        config_class = ProductionConfig
+    else:
+        config_class = DevelopmentConfig
+    
+    # Create application
+    app = create_app(config_class)
+    
+    # Print startup information
+    print("🚀 Starting INDEX-SISTEM-JOCURI v2.0")
+    print("=" * 50)
+    print(f"Environment: {flask_env}")
+    print(f"Debug mode: {app.config['DEBUG']}")
+    print(f"Database: {app.config['DATABASE_URL']}")
+    print("=" * 50)
+    
+    # Run application
+    host = os.environ.get('FLASK_HOST', '0.0.0.0')
+    port = int(os.environ.get('FLASK_PORT', '5000'))
+    
+    app.run(
+        host=host,
+        port=port,
+        debug=app.config['DEBUG'],
+        threaded=True
+    )
+
+if __name__ == '__main__':
+    main()

app/models/__init__.py

@@ -0,0 +1,8 @@
+"""
+Data models for INDEX-SISTEM-JOCURI v2.0
+"""
+
+from .activity import Activity
+from .database import DatabaseManager
+
+__all__ = ['Activity', 'DatabaseManager']

app/models/activity.py

@@ -0,0 +1,153 @@
+"""
+Activity data model for INDEX-SISTEM-JOCURI v2.0
+"""
+
+from dataclasses import dataclass, field
+from typing import List, Optional, Dict, Any
+import json
+
+@dataclass
+class Activity:
+    """Activity data model with comprehensive fields"""
+    
+    # Basic information
+    name: str
+    description: str
+    rules: Optional[str] = None
+    variations: Optional[str] = None
+    
+    # Categories
+    category: str = ""
+    subcategory: Optional[str] = None
+    
+    # Source information
+    source_file: str = ""
+    page_reference: Optional[str] = None
+    
+    # Age and participants
+    age_group_min: Optional[int] = None
+    age_group_max: Optional[int] = None
+    participants_min: Optional[int] = None
+    participants_max: Optional[int] = None
+    
+    # Duration
+    duration_min: Optional[int] = None  # minutes
+    duration_max: Optional[int] = None  # minutes
+    
+    # Materials and setup
+    materials_category: Optional[str] = None
+    materials_list: Optional[str] = None
+    skills_developed: Optional[str] = None
+    difficulty_level: Optional[str] = None
+    
+    # Search and metadata
+    keywords: Optional[str] = None
+    tags: List[str] = field(default_factory=list)
+    popularity_score: int = 0
+    
+    # Database fields
+    id: Optional[int] = None
+    created_at: Optional[str] = None
+    updated_at: Optional[str] = None
+    
+    def to_dict(self) -> Dict[str, Any]:
+        """Convert activity to dictionary for database storage"""
+        return {
+            'name': self.name,
+            'description': self.description,
+            'rules': self.rules,
+            'variations': self.variations,
+            'category': self.category,
+            'subcategory': self.subcategory,
+            'source_file': self.source_file,
+            'page_reference': self.page_reference,
+            'age_group_min': self.age_group_min,
+            'age_group_max': self.age_group_max,
+            'participants_min': self.participants_min,
+            'participants_max': self.participants_max,
+            'duration_min': self.duration_min,
+            'duration_max': self.duration_max,
+            'materials_category': self.materials_category,
+            'materials_list': self.materials_list,
+            'skills_developed': self.skills_developed,
+            'difficulty_level': self.difficulty_level,
+            'keywords': self.keywords,
+            'tags': json.dumps(self.tags) if self.tags else None,
+            'popularity_score': self.popularity_score
+        }
+    
+    @classmethod
+    def from_dict(cls, data: Dict[str, Any]) -> 'Activity':
+        """Create activity from dictionary"""
+        # Parse tags from JSON if present
+        tags = []
+        if data.get('tags'):
+            try:
+                tags = json.loads(data['tags'])
+            except (json.JSONDecodeError, TypeError):
+                tags = []
+        
+        return cls(
+            id=data.get('id'),
+            name=data.get('name', ''),
+            description=data.get('description', ''),
+            rules=data.get('rules'),
+            variations=data.get('variations'),
+            category=data.get('category', ''),
+            subcategory=data.get('subcategory'),
+            source_file=data.get('source_file', ''),
+            page_reference=data.get('page_reference'),
+            age_group_min=data.get('age_group_min'),
+            age_group_max=data.get('age_group_max'),
+            participants_min=data.get('participants_min'),
+            participants_max=data.get('participants_max'),
+            duration_min=data.get('duration_min'),
+            duration_max=data.get('duration_max'),
+            materials_category=data.get('materials_category'),
+            materials_list=data.get('materials_list'),
+            skills_developed=data.get('skills_developed'),
+            difficulty_level=data.get('difficulty_level'),
+            keywords=data.get('keywords'),
+            tags=tags,
+            popularity_score=data.get('popularity_score', 0),
+            created_at=data.get('created_at'),
+            updated_at=data.get('updated_at')
+        )
+    
+    def get_age_range_display(self) -> str:
+        """Get formatted age range for display"""
+        if self.age_group_min and self.age_group_max:
+            return f"{self.age_group_min}-{self.age_group_max} ani"
+        elif self.age_group_min:
+            return f"{self.age_group_min}+ ani"
+        elif self.age_group_max:
+            return f"până la {self.age_group_max} ani"
+        return "toate vârstele"
+    
+    def get_participants_display(self) -> str:
+        """Get formatted participants range for display"""
+        if self.participants_min and self.participants_max:
+            return f"{self.participants_min}-{self.participants_max} persoane"
+        elif self.participants_min:
+            return f"{self.participants_min}+ persoane"
+        elif self.participants_max:
+            return f"până la {self.participants_max} persoane"
+        return "orice număr"
+    
+    def get_duration_display(self) -> str:
+        """Get formatted duration for display"""
+        if self.duration_min and self.duration_max:
+            return f"{self.duration_min}-{self.duration_max} minute"
+        elif self.duration_min:
+            return f"{self.duration_min}+ minute"
+        elif self.duration_max:
+            return f"până la {self.duration_max} minute"
+        return "durată variabilă"
+    
+    def get_materials_display(self) -> str:
+        """Get formatted materials for display"""
+        if self.materials_category:
+            return self.materials_category
+        elif self.materials_list:
+            return self.materials_list[:100] + "..." if len(self.materials_list) > 100 else self.materials_list
+        return "nu specificate"

app/models/database.py

@@ -0,0 +1,344 @@
+"""
+Database manager for INDEX-SISTEM-JOCURI v2.0
+Implements SQLite with FTS5 for full-text search
+"""
+
+import sqlite3
+import json
+from pathlib import Path
+from typing import List, Dict, Any, Optional, Tuple
+from app.models.activity import Activity
+
+class DatabaseManager:
+    """Enhanced database manager with FTS5 support"""
+    
+    def __init__(self, db_path: str):
+        """Initialize database manager"""
+        self.db_path = Path(db_path)
+        self.db_path.parent.mkdir(parents=True, exist_ok=True)
+        self._init_database()
+    
+    def _get_connection(self) -> sqlite3.Connection:
+        """Get database connection with row factory"""
+        conn = sqlite3.connect(self.db_path)
+        conn.row_factory = sqlite3.Row
+        # Enable FTS5
+        conn.execute("PRAGMA table_info=sqlite_master")
+        return conn
+    
+    def _init_database(self):
+        """Initialize database with v2.0 schema"""
+        with self._get_connection() as conn:
+            # Main activities table
+            conn.execute("""
+                CREATE TABLE IF NOT EXISTS activities (
+                    id INTEGER PRIMARY KEY AUTOINCREMENT,
+                    name TEXT NOT NULL,
+                    description TEXT NOT NULL,
+                    rules TEXT,
+                    variations TEXT,
+                    category TEXT NOT NULL,
+                    subcategory TEXT,
+                    source_file TEXT NOT NULL,
+                    page_reference TEXT,
+                    
+                    -- Structured parameters
+                    age_group_min INTEGER,
+                    age_group_max INTEGER,
+                    participants_min INTEGER,
+                    participants_max INTEGER,
+                    duration_min INTEGER,
+                    duration_max INTEGER,
+                    
+                    -- Categories for filtering
+                    materials_category TEXT,
+                    materials_list TEXT,
+                    skills_developed TEXT,
+                    difficulty_level TEXT,
+                    
+                    -- Metadata
+                    keywords TEXT,
+                    tags TEXT,
+                    popularity_score INTEGER DEFAULT 0,
+                    created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP,
+                    updated_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP
+                )
+            """)
+            
+            # FTS5 virtual table for search
+            conn.execute("""
+                CREATE VIRTUAL TABLE IF NOT EXISTS activities_fts USING fts5(
+                    name, description, rules, variations, keywords,
+                    content='activities',
+                    content_rowid='id'
+                )
+            """)
+            
+            # Categories table for dynamic filters
+            conn.execute("""
+                CREATE TABLE IF NOT EXISTS categories (
+                    id INTEGER PRIMARY KEY AUTOINCREMENT,
+                    type TEXT NOT NULL,
+                    value TEXT NOT NULL,
+                    display_name TEXT,
+                    usage_count INTEGER DEFAULT 0,
+                    UNIQUE(type, value)
+                )
+            """)
+            
+            # Create indexes for performance
+            indexes = [
+                "CREATE INDEX IF NOT EXISTS idx_activities_category ON activities(category)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_age ON activities(age_group_min, age_group_max)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_participants ON activities(participants_min, participants_max)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_duration ON activities(duration_min, duration_max)",
+                "CREATE INDEX IF NOT EXISTS idx_categories_type ON categories(type)"
+            ]
+            
+            for index_sql in indexes:
+                conn.execute(index_sql)
+            
+            # Triggers to keep FTS in sync
+            conn.execute("""
+                CREATE TRIGGER IF NOT EXISTS activities_fts_insert AFTER INSERT ON activities
+                BEGIN
+                    INSERT INTO activities_fts(rowid, name, description, rules, variations, keywords)
+                    VALUES (new.id, new.name, new.description, new.rules, new.variations, new.keywords);
+                END
+            """)
+            
+            conn.execute("""
+                CREATE TRIGGER IF NOT EXISTS activities_fts_delete AFTER DELETE ON activities
+                BEGIN
+                    DELETE FROM activities_fts WHERE rowid = old.id;
+                END
+            """)
+            
+            conn.execute("""
+                CREATE TRIGGER IF NOT EXISTS activities_fts_update AFTER UPDATE ON activities
+                BEGIN
+                    DELETE FROM activities_fts WHERE rowid = old.id;
+                    INSERT INTO activities_fts(rowid, name, description, rules, variations, keywords)
+                    VALUES (new.id, new.name, new.description, new.rules, new.variations, new.keywords);
+                END
+            """)
+            
+            conn.commit()
+    
+    def insert_activity(self, activity: Activity) -> int:
+        """Insert new activity and return ID"""
+        with self._get_connection() as conn:
+            data = activity.to_dict()
+            
+            columns = ', '.join(data.keys())
+            placeholders = ', '.join(['?' for _ in data])
+            values = list(data.values())
+            
+            cursor = conn.execute(
+                f"INSERT INTO activities ({columns}) VALUES ({placeholders})",
+                values
+            )
+            
+            activity_id = cursor.lastrowid
+            
+            # Update category counts
+            self._update_category_counts(conn, activity)
+            
+            conn.commit()
+            return activity_id
+    
+    def bulk_insert_activities(self, activities: List[Activity]) -> int:
+        """Bulk insert activities for better performance"""
+        if not activities:
+            return 0
+        
+        with self._get_connection() as conn:
+            data_list = [activity.to_dict() for activity in activities]
+            
+            if not data_list:
+                return 0
+            
+            columns = ', '.join(data_list[0].keys())
+            placeholders = ', '.join(['?' for _ in data_list[0]])
+            
+            values_list = [list(data.values()) for data in data_list]
+            
+            conn.executemany(
+                f"INSERT INTO activities ({columns}) VALUES ({placeholders})",
+                values_list
+            )
+            
+            # Update category counts
+            for activity in activities:
+                self._update_category_counts(conn, activity)
+            
+            conn.commit()
+            return len(activities)
+    
+    def _update_category_counts(self, conn: sqlite3.Connection, activity: Activity):
+        """Update category usage counts"""
+        categories_to_update = [
+            ('category', activity.category),
+            ('age_group', activity.get_age_range_display()),
+            ('participants', activity.get_participants_display()),
+            ('duration', activity.get_duration_display()),
+            ('materials', activity.get_materials_display()),
+            ('difficulty', activity.difficulty_level),
+        ]
+        
+        for cat_type, cat_value in categories_to_update:
+            if cat_value and cat_value.strip():
+                conn.execute("""
+                    INSERT OR IGNORE INTO categories (type, value, display_name, usage_count)
+                    VALUES (?, ?, ?, 0)
+                """, (cat_type, cat_value, cat_value))
+                
+                conn.execute("""
+                    UPDATE categories 
+                    SET usage_count = usage_count + 1 
+                    WHERE type = ? AND value = ?
+                """, (cat_type, cat_value))
+    
+    def search_activities(self, 
+                         search_text: Optional[str] = None,
+                         category: Optional[str] = None,
+                         age_group_min: Optional[int] = None,
+                         age_group_max: Optional[int] = None,
+                         participants_min: Optional[int] = None,
+                         participants_max: Optional[int] = None,
+                         duration_min: Optional[int] = None,
+                         duration_max: Optional[int] = None,
+                         materials_category: Optional[str] = None,
+                         difficulty_level: Optional[str] = None,
+                         limit: int = 100) -> List[Dict[str, Any]]:
+        """Enhanced search with FTS5 and filters"""
+        
+        with self._get_connection() as conn:
+            if search_text and search_text.strip():
+                # Use FTS5 for text search
+                base_query = """
+                    SELECT a.*, 
+                           activities_fts.rank as search_rank
+                    FROM activities a
+                    JOIN activities_fts ON a.id = activities_fts.rowid
+                    WHERE activities_fts MATCH ?
+                """
+                params = [search_text.strip()]
+                order_clause = "ORDER BY search_rank, a.popularity_score DESC"
+            else:
+                # Regular query without FTS
+                base_query = "SELECT * FROM activities WHERE 1=1"
+                params = []
+                order_clause = "ORDER BY popularity_score DESC, name ASC"
+            
+            # Add filters
+            if category:
+                base_query += " AND category LIKE ?"
+                params.append(f"%{category}%")
+            
+            if age_group_min is not None:
+                base_query += " AND (age_group_min IS NULL OR age_group_min <= ?)"
+                params.append(age_group_min)
+            
+            if age_group_max is not None:
+                base_query += " AND (age_group_max IS NULL OR age_group_max >= ?)"
+                params.append(age_group_max)
+            
+            if participants_min is not None:
+                base_query += " AND (participants_min IS NULL OR participants_min <= ?)"
+                params.append(participants_min)
+            
+            if participants_max is not None:
+                base_query += " AND (participants_max IS NULL OR participants_max >= ?)"
+                params.append(participants_max)
+            
+            if duration_min is not None:
+                base_query += " AND (duration_min IS NULL OR duration_min >= ?)"
+                params.append(duration_min)
+            
+            if duration_max is not None:
+                base_query += " AND (duration_max IS NULL OR duration_max <= ?)"
+                params.append(duration_max)
+            
+            if materials_category:
+                base_query += " AND materials_category LIKE ?"
+                params.append(f"%{materials_category}%")
+            
+            if difficulty_level:
+                base_query += " AND difficulty_level = ?"
+                params.append(difficulty_level)
+            
+            # Add ordering and limit
+            query = f"{base_query} {order_clause} LIMIT ?"
+            params.append(limit)
+            
+            cursor = conn.execute(query, params)
+            return [dict(row) for row in cursor.fetchall()]
+    
+    def get_activity_by_id(self, activity_id: int) -> Optional[Dict[str, Any]]:
+        """Get single activity by ID"""
+        with self._get_connection() as conn:
+            cursor = conn.execute("SELECT * FROM activities WHERE id = ?", (activity_id,))
+            row = cursor.fetchone()
+            return dict(row) if row else None
+    
+    def get_filter_options(self) -> Dict[str, List[str]]:
+        """Get dynamic filter options from categories table"""
+        with self._get_connection() as conn:
+            cursor = conn.execute("""
+                SELECT type, value, usage_count 
+                FROM categories 
+                WHERE usage_count > 0 
+                ORDER BY type, usage_count DESC, value ASC
+            """)
+            
+            options = {}
+            for row in cursor.fetchall():
+                cat_type, value, count = row
+                if cat_type not in options:
+                    options[cat_type] = []
+                options[cat_type].append(value)
+            
+            return options
+    
+    def get_statistics(self) -> Dict[str, Any]:
+        """Get database statistics"""
+        with self._get_connection() as conn:
+            # Total activities
+            cursor = conn.execute("SELECT COUNT(*) FROM activities")
+            total_activities = cursor.fetchone()[0]
+            
+            # Activities by category
+            cursor = conn.execute("""
+                SELECT category, COUNT(*) as count 
+                FROM activities 
+                GROUP BY category 
+                ORDER BY count DESC
+            """)
+            categories = dict(cursor.fetchall())
+            
+            # Database size
+            cursor = conn.execute("SELECT page_count * page_size as size FROM pragma_page_count(), pragma_page_size()")
+            size_row = cursor.fetchone()
+            db_size = size_row[0] if size_row else 0
+            
+            return {
+                'total_activities': total_activities,
+                'categories': categories,
+                'database_size_bytes': db_size,
+                'database_path': str(self.db_path)
+            }
+    
+    def clear_database(self):
+        """Clear all data from database"""
+        with self._get_connection() as conn:
+            conn.execute("DELETE FROM activities")
+            conn.execute("DELETE FROM activities_fts")
+            conn.execute("DELETE FROM categories")
+            conn.commit()
+    
+    def rebuild_fts_index(self):
+        """Rebuild FTS5 index"""
+        with self._get_connection() as conn:
+            conn.execute("INSERT INTO activities_fts(activities_fts) VALUES('rebuild')")
+            conn.commit()

app/services/__init__.py

@@ -0,0 +1,9 @@
+"""
+Services for INDEX-SISTEM-JOCURI v2.0
+"""
+
+from .parser import IndexMasterParser
+from .indexer import ActivityIndexer
+from .search import SearchService
+
+__all__ = ['IndexMasterParser', 'ActivityIndexer', 'SearchService']

app/services/indexer.py

@@ -0,0 +1,248 @@
+"""
+Activity indexer service for INDEX-SISTEM-JOCURI v2.0
+Coordinates parsing and database indexing
+"""
+
+from typing import List, Dict, Any
+from pathlib import Path
+from app.models.database import DatabaseManager
+from app.models.activity import Activity
+from app.services.parser import IndexMasterParser
+import time
+
+class ActivityIndexer:
+    """Service for indexing activities from INDEX_MASTER into database"""
+    
+    def __init__(self, db_manager: DatabaseManager, index_master_path: str):
+        """Initialize indexer with database manager and INDEX_MASTER path"""
+        self.db = db_manager
+        self.parser = IndexMasterParser(index_master_path)
+        self.indexing_stats = {}
+    
+    def index_all_activities(self, clear_existing: bool = False) -> Dict[str, Any]:
+        """Index all activities from INDEX_MASTER into database"""
+        
+        print("🚀 Starting activity indexing process...")
+        start_time = time.time()
+        
+        # Clear existing data if requested
+        if clear_existing:
+            print("🗑️  Clearing existing database...")
+            self.db.clear_database()
+        
+        # Parse activities from INDEX_MASTER
+        print("📖 Parsing INDEX_MASTER file...")
+        activities = self.parser.parse_all_categories()
+        
+        if not activities:
+            print("❌ No activities were parsed!")
+            return {'success': False, 'error': 'No activities parsed'}
+        
+        # Filter valid activities
+        valid_activities = []
+        for activity in activities:
+            if self.parser.validate_activity_completeness(activity):
+                valid_activities.append(activity)
+            else:
+                print(f"⚠️  Skipping incomplete activity: {activity.name[:50]}...")
+        
+        print(f"✅ Validated {len(valid_activities)} activities out of {len(activities)} parsed")
+        
+        if len(valid_activities) < 100:
+            print(f"⚠️  Warning: Only {len(valid_activities)} valid activities found. Expected 500+")
+        
+        # Bulk insert into database
+        print("💾 Inserting activities into database...")
+        try:
+            inserted_count = self.db.bulk_insert_activities(valid_activities)
+            
+            # Rebuild FTS index for optimal search performance
+            print("🔍 Rebuilding search index...")
+            self.db.rebuild_fts_index()
+            
+            end_time = time.time()
+            indexing_time = end_time - start_time
+            
+            # Generate final statistics (with error handling)
+            try:
+                stats = self._generate_indexing_stats(valid_activities, indexing_time)
+                stats['inserted_count'] = inserted_count
+                stats['success'] = True
+            except Exception as e:
+                print(f"⚠️  Error generating statistics: {e}")
+                stats = {
+                    'success': True,
+                    'inserted_count': inserted_count,
+                    'indexing_time_seconds': indexing_time,
+                    'error': f'Stats generation failed: {str(e)}'
+                }
+            
+            print(f"✅ Indexing complete! {inserted_count} activities indexed in {indexing_time:.2f}s")
+            
+            # Verify database state (with error handling)
+            try:
+                db_stats = self.db.get_statistics()
+                print(f"📊 Database now contains {db_stats['total_activities']} activities")
+            except Exception as e:
+                print(f"⚠️  Error getting database statistics: {e}")
+                print(f"📊 Database insertion completed, statistics unavailable")
+            
+            return stats
+            
+        except Exception as e:
+            print(f"❌ Error during database insertion: {e}")
+            return {'success': False, 'error': str(e)}
+    
+    def index_specific_category(self, category_code: str) -> Dict[str, Any]:
+        """Index activities from a specific category only"""
+        
+        print(f"🎯 Indexing specific category: {category_code}")
+        
+        # Load content and parse specific category
+        if not self.parser.load_content():
+            return {'success': False, 'error': 'Could not load INDEX_MASTER'}
+        
+        category_name = self.parser.category_mapping.get(category_code)
+        if not category_name:
+            return {'success': False, 'error': f'Unknown category code: {category_code}'}
+        
+        activities = self.parser.parse_category_section(category_code, category_name)
+        
+        if not activities:
+            return {'success': False, 'error': f'No activities found in category {category_code}'}
+        
+        # Filter valid activities
+        valid_activities = [a for a in activities if self.parser.validate_activity_completeness(a)]
+        
+        try:
+            inserted_count = self.db.bulk_insert_activities(valid_activities)
+            return {
+                'success': True,
+                'category': category_name,
+                'inserted_count': inserted_count,
+                'total_parsed': len(activities),
+                'valid_activities': len(valid_activities)
+            }
+        except Exception as e:
+            return {'success': False, 'error': str(e)}
+    
+    def _generate_indexing_stats(self, activities: List[Activity], indexing_time: float) -> Dict[str, Any]:
+        """Generate comprehensive indexing statistics"""
+        
+        # Get parser statistics
+        parser_stats = self.parser.get_parsing_statistics()
+        
+        # Calculate additional metrics
+        categories = {}
+        age_ranges = {}
+        durations = {}
+        materials = {}
+        
+        for activity in activities:
+            # Category breakdown
+            if activity.category in categories:
+                categories[activity.category] += 1
+            else:
+                categories[activity.category] = 1
+            
+            # Age range analysis (with safety check)
+            try:
+                age_key = activity.get_age_range_display() or "nespecificat"
+                age_ranges[age_key] = age_ranges.get(age_key, 0) + 1
+            except Exception as e:
+                print(f"Warning: Error getting age range for activity {activity.name}: {e}")
+                age_ranges["nespecificat"] = age_ranges.get("nespecificat", 0) + 1
+            
+            # Duration analysis (with safety check)
+            try:
+                duration_key = activity.get_duration_display() or "nespecificat"
+                durations[duration_key] = durations.get(duration_key, 0) + 1
+            except Exception as e:
+                print(f"Warning: Error getting duration for activity {activity.name}: {e}")
+                durations["nespecificat"] = durations.get("nespecificat", 0) + 1
+            
+            # Materials analysis (with safety check)
+            try:
+                materials_key = activity.get_materials_display() or "nespecificat"
+                materials[materials_key] = materials.get(materials_key, 0) + 1
+            except Exception as e:
+                print(f"Warning: Error getting materials for activity {activity.name}: {e}")
+                materials["nespecificat"] = materials.get("nespecificat", 0) + 1
+        
+        return {
+            'indexing_time_seconds': indexing_time,
+            'parsing_stats': parser_stats,
+            'distribution': {
+                'categories': categories,
+                'age_ranges': age_ranges,
+                'durations': durations,
+                'materials': materials
+            },
+            'quality_metrics': {
+                'completion_rate': parser_stats.get('completion_rate', 0),
+                'average_description_length': parser_stats.get('average_description_length', 0),
+                'activities_with_metadata': sum(1 for a in activities if a.age_group_min or a.participants_min or a.duration_min)
+            }
+        }
+    
+    def verify_indexing_quality(self) -> Dict[str, Any]:
+        """Verify the quality of indexed data"""
+        
+        try:
+            # Get database statistics
+            db_stats = self.db.get_statistics()
+            
+            # Check for minimum activity count
+            total_activities = db_stats['total_activities']
+            meets_minimum = total_activities >= 500
+            
+            # Check category distribution
+            categories = db_stats.get('categories', {})
+            category_coverage = len(categories)
+            
+            # Sample some activities to check quality
+            sample_activities = self.db.search_activities(limit=10)
+            
+            quality_issues = []
+            for activity in sample_activities:
+                if not activity.get('description') or len(activity['description']) < 10:
+                    quality_issues.append(f"Activity {activity.get('name', 'Unknown')} has insufficient description")
+                
+                if not activity.get('category'):
+                    quality_issues.append(f"Activity {activity.get('name', 'Unknown')} missing category")
+            
+            return {
+                'total_activities': total_activities,
+                'meets_minimum_requirement': meets_minimum,
+                'minimum_target': 500,
+                'category_coverage': category_coverage,
+                'expected_categories': len(self.parser.category_mapping),
+                'quality_issues': quality_issues,
+                'quality_score': max(0, 100 - len(quality_issues) * 10),
+                'database_stats': db_stats
+            }
+            
+        except Exception as e:
+            return {'error': str(e), 'quality_score': 0}
+    
+    def get_indexing_progress(self) -> Dict[str, Any]:
+        """Get current indexing progress and status"""
+        try:
+            db_stats = self.db.get_statistics()
+            
+            # Calculate progress towards 500+ activities goal
+            total_activities = db_stats['total_activities']
+            target_activities = 500
+            progress_percentage = min(100, (total_activities / target_activities) * 100)
+            
+            return {
+                'current_activities': total_activities,
+                'target_activities': target_activities,
+                'progress_percentage': progress_percentage,
+                'status': 'completed' if total_activities >= target_activities else 'in_progress',
+                'categories_indexed': list(db_stats.get('categories', {}).keys()),
+                'database_size_mb': db_stats.get('database_size_bytes', 0) / (1024 * 1024)
+            }
+            
+        except Exception as e:
+            return {'error': str(e), 'status': 'error'}

app/services/parser.py

@@ -0,0 +1,340 @@
+"""
+Advanced parser for INDEX_MASTER_JOCURI_ACTIVITATI.md
+Extracts 500+ individual activities with full details
+"""
+
+import re
+from pathlib import Path
+from typing import List, Dict, Optional, Tuple
+from app.models.activity import Activity
+
+class IndexMasterParser:
+    """Advanced parser for extracting real activities from INDEX_MASTER"""
+    
+    def __init__(self, index_file_path: str):
+        """Initialize parser with INDEX_MASTER file path"""
+        self.index_file_path = Path(index_file_path)
+        self.content = ""
+        self.activities = []
+        
+        # Category mapping for main sections (exact match from file)
+        self.category_mapping = {
+            '[A]': 'JOCURI CERCETĂȘEȘTI ȘI SCOUT',
+            '[B]': 'TEAM BUILDING ȘI COMUNICARE',
+            '[C]': 'CAMPING ȘI ACTIVITĂȚI EXTERIOR', 
+            '[D]': 'ESCAPE ROOM ȘI PUZZLE-URI',
+            '[E]': 'ORIENTARE ȘI BUSOLE',
+            '[F]': 'PRIMUL AJUTOR ȘI SIGURANȚA',
+            '[G]': 'ACTIVITĂȚI EDUCAȚIONALE',
+            '[H]': 'RESURSE SPECIALE'
+        }
+    
+    def load_content(self) -> bool:
+        """Load and validate INDEX_MASTER content"""
+        try:
+            if not self.index_file_path.exists():
+                print(f"❌ INDEX_MASTER file not found: {self.index_file_path}")
+                return False
+            
+            with open(self.index_file_path, 'r', encoding='utf-8') as f:
+                self.content = f.read()
+            
+            if len(self.content) < 1000:  # Sanity check
+                print(f"⚠️  INDEX_MASTER file seems too small: {len(self.content)} chars")
+                return False
+            
+            print(f"✅ Loaded INDEX_MASTER: {len(self.content)} characters")
+            return True
+            
+        except Exception as e:
+            print(f"❌ Error loading INDEX_MASTER: {e}")
+            return False
+    
+    def parse_all_categories(self) -> List[Activity]:
+        """Parse all categories and extract individual activities"""
+        if not self.load_content():
+            return []
+        
+        print("🔍 Starting comprehensive parsing of INDEX_MASTER...")
+        
+        # Parse each main category
+        for category_code, category_name in self.category_mapping.items():
+            print(f"\n📂 Processing category {category_code}: {category_name}")
+            category_activities = self.parse_category_section(category_code, category_name)
+            self.activities.extend(category_activities)
+            print(f"   ✅ Extracted {len(category_activities)} activities")
+        
+        print(f"\n🎯 Total activities extracted: {len(self.activities)}")
+        return self.activities
+    
+    def parse_category_section(self, category_code: str, category_name: str) -> List[Activity]:
+        """Parse a specific category section"""
+        activities = []
+        
+        # Find the category section - exact pattern match
+        # Look for the actual section, not the table of contents
+        pattern = rf"^## {re.escape(category_code)} {re.escape(category_name)}\s*$"
+        matches = list(re.finditer(pattern, self.content, re.MULTILINE | re.IGNORECASE))
+        
+        if not matches:
+            print(f"   ⚠️  Category section not found: {category_code}")
+            return activities
+        
+        # Take the last match (should be the actual section, not TOC)
+        match = matches[-1]
+        print(f"   📍 Found section at position {match.start()}")
+        
+        # Extract content until next main category or end
+        start_pos = match.end()
+        
+        # Find next main category (look for complete header)
+        next_category_pattern = r"^## \[[A-H]\] [A-ZĂÂÎȘȚ]"
+        next_match = re.search(next_category_pattern, self.content[start_pos:], re.MULTILINE)
+        
+        if next_match:
+            end_pos = start_pos + next_match.start()
+            section_content = self.content[start_pos:end_pos]
+        else:
+            section_content = self.content[start_pos:]
+        
+        # Parse subsections within the category
+        activities.extend(self._parse_subsections(section_content, category_name))
+        
+        return activities
+    
+    def _parse_subsections(self, section_content: str, category_name: str) -> List[Activity]:
+        """Parse subsections within a category"""
+        activities = []
+        
+        # Find all subsections (### markers)
+        subsection_pattern = r"^### (.+?)$"
+        subsections = re.finditer(subsection_pattern, section_content, re.MULTILINE)
+        
+        subsection_list = list(subsections)
+        
+        for i, subsection in enumerate(subsection_list):
+            subsection_title = subsection.group(1).strip()
+            subsection_start = subsection.end()
+            
+            # Find end of subsection
+            if i + 1 < len(subsection_list):
+                subsection_end = subsection_list[i + 1].start()
+            else:
+                subsection_end = len(section_content)
+            
+            subsection_text = section_content[subsection_start:subsection_end]
+            
+            # Parse individual games in this subsection
+            subsection_activities = self._parse_games_in_subsection(
+                subsection_text, category_name, subsection_title
+            )
+            activities.extend(subsection_activities)
+        
+        return activities
+    
+    def _parse_games_in_subsection(self, subsection_text: str, category_name: str, subsection_title: str) -> List[Activity]:
+        """Parse individual games within a subsection"""
+        activities = []
+        
+        # Look for "Exemple de jocuri:" sections
+        examples_pattern = r"\*\*Exemple de jocuri:\*\*\s*\n(.*?)(?=\n\*\*|$)"
+        examples_matches = re.finditer(examples_pattern, subsection_text, re.DOTALL)
+        
+        for examples_match in examples_matches:
+            examples_text = examples_match.group(1)
+            
+            # Extract individual games (numbered list)
+            game_pattern = r"^(\d+)\.\s*\*\*(.+?)\*\*\s*-\s*(.+?)$"
+            games = re.finditer(game_pattern, examples_text, re.MULTILINE)
+            
+            for game_match in games:
+                game_number = game_match.group(1)
+                game_name = game_match.group(2).strip()
+                game_description = game_match.group(3).strip()
+                
+                # Extract metadata from subsection
+                metadata = self._extract_subsection_metadata(subsection_text)
+                
+                # Create activity
+                activity = Activity(
+                    name=game_name,
+                    description=game_description,
+                    category=category_name,
+                    subcategory=subsection_title,
+                    source_file=f"INDEX_MASTER_JOCURI_ACTIVITATI.md",
+                    page_reference=f"{category_name} > {subsection_title} > #{game_number}",
+                    **metadata
+                )
+                
+                activities.append(activity)
+        
+        # Also extract from direct activity descriptions without "Exemple de jocuri"
+        activities.extend(self._parse_direct_activities(subsection_text, category_name, subsection_title))
+        
+        return activities
+    
+    def _extract_subsection_metadata(self, subsection_text: str) -> Dict:
+        """Extract metadata from subsection text"""
+        metadata = {}
+        
+        # Extract participants info
+        participants_pattern = r"\*\*Participanți:\*\*\s*(.+?)(?:\n|\*\*)"
+        participants_match = re.search(participants_pattern, subsection_text)
+        if participants_match:
+            participants_text = participants_match.group(1).strip()
+            participants = self._parse_participants(participants_text)
+            metadata.update(participants)
+        
+        # Extract duration
+        duration_pattern = r"\*\*Durata:\*\*\s*(.+?)(?:\n|\*\*)"
+        duration_match = re.search(duration_pattern, subsection_text)
+        if duration_match:
+            duration_text = duration_match.group(1).strip()
+            duration = self._parse_duration(duration_text)
+            metadata.update(duration)
+        
+        # Extract materials
+        materials_pattern = r"\*\*Materiale:\*\*\s*(.+?)(?:\n|\*\*)"
+        materials_match = re.search(materials_pattern, subsection_text)
+        if materials_match:
+            materials_text = materials_match.group(1).strip()
+            metadata['materials_list'] = materials_text
+            metadata['materials_category'] = self._categorize_materials(materials_text)
+        
+        # Extract keywords
+        keywords_pattern = r"\*\*Cuvinte cheie:\*\*\s*(.+?)(?:\n|\*\*)"
+        keywords_match = re.search(keywords_pattern, subsection_text)
+        if keywords_match:
+            metadata['keywords'] = keywords_match.group(1).strip()
+        
+        return metadata
+    
+    def _parse_participants(self, participants_text: str) -> Dict:
+        """Parse participants information"""
+        result = {}
+        
+        # Look for number ranges like "8-30 copii" or "5-15 persoane"
+        range_pattern = r"(\d+)-(\d+)"
+        range_match = re.search(range_pattern, participants_text)
+        
+        if range_match:
+            result['participants_min'] = int(range_match.group(1))
+            result['participants_max'] = int(range_match.group(2))
+        else:
+            # Look for single numbers
+            number_pattern = r"(\d+)\+"
+            number_match = re.search(number_pattern, participants_text)
+            if number_match:
+                result['participants_min'] = int(number_match.group(1))
+        
+        # Extract age information
+        age_pattern = r"(\d+)-(\d+)\s*ani"
+        age_match = re.search(age_pattern, participants_text)
+        if age_match:
+            result['age_group_min'] = int(age_match.group(1))
+            result['age_group_max'] = int(age_match.group(2))
+        
+        return result
+    
+    def _parse_duration(self, duration_text: str) -> Dict:
+        """Parse duration information"""
+        result = {}
+        
+        # Look for time ranges like "5-20 minute" or "15-30min"
+        range_pattern = r"(\d+)-(\d+)\s*(?:minute|min)"
+        range_match = re.search(range_pattern, duration_text)
+        
+        if range_match:
+            result['duration_min'] = int(range_match.group(1))
+            result['duration_max'] = int(range_match.group(2))
+        else:
+            # Look for single duration
+            single_pattern = r"(\d+)\+?\s*(?:minute|min)"
+            single_match = re.search(single_pattern, duration_text)
+            if single_match:
+                result['duration_min'] = int(single_match.group(1))
+        
+        return result
+    
+    def _categorize_materials(self, materials_text: str) -> str:
+        """Categorize materials into simple categories"""
+        materials_lower = materials_text.lower()
+        
+        if any(word in materials_lower for word in ['fără', 'nu necesare', 'nimic', 'minime']):
+            return 'Fără materiale'
+        elif any(word in materials_lower for word in ['hârtie', 'creion', 'marker', 'simple']):
+            return 'Materiale simple'
+        elif any(word in materials_lower for word in ['computer', 'proiector', 'echipament', 'complexe']):
+            return 'Materiale complexe'
+        else:
+            return 'Materiale variate'
+    
+    def _parse_direct_activities(self, subsection_text: str, category_name: str, subsection_title: str) -> List[Activity]:
+        """Parse activities that are described directly without 'Exemple de jocuri' section"""
+        activities = []
+        
+        # Look for activity descriptions in sections that don't have "Exemple de jocuri"
+        if "**Exemple de jocuri:**" not in subsection_text:
+            # Try to extract from file descriptions
+            file_pattern = r"\*\*Fișier:\*\*\s*`([^`]+)`.*?\*\*(.+?)\*\*"
+            file_matches = re.finditer(file_pattern, subsection_text, re.DOTALL)
+            
+            for file_match in file_matches:
+                file_name = file_match.group(1)
+                description_part = file_match.group(2)
+                
+                # Create a general activity for this file
+                activity = Activity(
+                    name=f"Activități din {file_name}",
+                    description=f"Colecție de activități din fișierul {file_name}. {description_part[:200]}...",
+                    category=category_name,
+                    subcategory=subsection_title,
+                    source_file=file_name,
+                    page_reference=f"{category_name} > {subsection_title}",
+                    **self._extract_subsection_metadata(subsection_text)
+                )
+                
+                activities.append(activity)
+        
+        return activities
+    
+    def validate_activity_completeness(self, activity: Activity) -> bool:
+        """Validate that an activity has all necessary fields"""
+        required_fields = ['name', 'description', 'category', 'source_file']
+        
+        for field in required_fields:
+            if not getattr(activity, field) or not getattr(activity, field).strip():
+                return False
+        
+        # Check minimum description length
+        if len(activity.description) < 10:
+            return False
+        
+        return True
+    
+    def get_parsing_statistics(self) -> Dict:
+        """Get statistics about the parsing process"""
+        if not self.activities:
+            return {'total_activities': 0}
+        
+        category_counts = {}
+        valid_activities = 0
+        
+        for activity in self.activities:
+            # Count by category
+            if activity.category in category_counts:
+                category_counts[activity.category] += 1
+            else:
+                category_counts[activity.category] = 1
+            
+            # Count valid activities
+            if self.validate_activity_completeness(activity):
+                valid_activities += 1
+        
+        return {
+            'total_activities': len(self.activities),
+            'valid_activities': valid_activities,
+            'completion_rate': (valid_activities / len(self.activities)) * 100 if self.activities else 0,
+            'category_breakdown': category_counts,
+            'average_description_length': sum(len(a.description) for a in self.activities) / len(self.activities) if self.activities else 0
+        }

app/services/search.py

@@ -0,0 +1,319 @@
+"""
+Search service for INDEX-SISTEM-JOCURI v2.0
+Enhanced search with FTS5 and intelligent filtering
+"""
+
+from typing import List, Dict, Any, Optional
+from app.models.database import DatabaseManager
+import re
+
+class SearchService:
+    """Enhanced search service with intelligent query processing"""
+    
+    def __init__(self, db_manager: DatabaseManager):
+        """Initialize search service with database manager"""
+        self.db = db_manager
+    
+    def search_activities(self, 
+                         search_text: Optional[str] = None,
+                         filters: Optional[Dict[str, str]] = None,
+                         limit: int = 100) -> List[Dict[str, Any]]:
+        """
+        Enhanced search with intelligent filter mapping and query processing
+        """
+        
+        if filters is None:
+            filters = {}
+        
+        # Process and normalize search text
+        processed_search = self._process_search_text(search_text)
+        
+        # Map web filters to database fields
+        db_filters = self._map_filters_to_db_fields(filters)
+        
+        # Perform database search
+        results = self.db.search_activities(
+            search_text=processed_search,
+            **db_filters,
+            limit=limit
+        )
+        
+        # Post-process results for relevance and ranking
+        return self._post_process_results(results, processed_search, filters)
+    
+    def _process_search_text(self, search_text: Optional[str]) -> Optional[str]:
+        """Process and enhance search text for better FTS5 results"""
+        
+        if not search_text or not search_text.strip():
+            return None
+        
+        # Clean the search text
+        cleaned = search_text.strip()
+        
+        # Handle Romanian diacritics and common variations
+        replacements = {
+            'ă': 'a', 'â': 'a', 'î': 'i', 'ș': 's', 'ț': 't',
+            'Ă': 'A', 'Â': 'A', 'Î': 'I', 'Ș': 'S', 'Ț': 'T'
+        }
+        
+        # Create both original and normalized versions for search
+        normalized = cleaned
+        for old, new in replacements.items():
+            normalized = normalized.replace(old, new)
+        
+        # If different, search for both versions
+        if normalized != cleaned and len(cleaned.split()) == 1:
+            return f'"{cleaned}" OR "{normalized}"'
+        
+        # For multi-word queries, use phrase search with fallback
+        if len(cleaned.split()) > 1:
+            # Try exact phrase first, then individual words
+            words = cleaned.split()
+            individual_terms = ' OR '.join(f'"{word}"' for word in words)
+            return f'"{cleaned}" OR ({individual_terms})'
+        
+        return f'"{cleaned}"'
+    
+    def _map_filters_to_db_fields(self, filters: Dict[str, str]) -> Dict[str, Any]:
+        """Map web interface filters to database query parameters"""
+        
+        db_filters = {}
+        
+        for filter_key, filter_value in filters.items():
+            if not filter_value or not filter_value.strip():
+                continue
+            
+            # Map filter types to database fields
+            if filter_key == 'category':
+                db_filters['category'] = filter_value
+            
+            elif filter_key == 'age_group':
+                # Parse age range (e.g., "5-8 ani", "12+ ani")
+                age_match = re.search(r'(\d+)(?:-(\d+))?\s*ani?', filter_value)
+                if age_match:
+                    min_age = int(age_match.group(1))
+                    max_age = int(age_match.group(2)) if age_match.group(2) else None
+                    
+                    if max_age:
+                        # Range like "5-8 ani"
+                        db_filters['age_group_min'] = min_age
+                        db_filters['age_group_max'] = max_age
+                    else:
+                        # Open range like "12+ ani"
+                        db_filters['age_group_min'] = min_age
+            
+            elif filter_key == 'participants':
+                # Parse participant range (e.g., "5-10 persoane", "30+ persoane")
+                part_match = re.search(r'(\d+)(?:-(\d+))?\s*persoan[eă]?', filter_value)
+                if part_match:
+                    min_part = int(part_match.group(1))
+                    max_part = int(part_match.group(2)) if part_match.group(2) else None
+                    
+                    if max_part:
+                        db_filters['participants_min'] = min_part
+                        db_filters['participants_max'] = max_part
+                    else:
+                        db_filters['participants_min'] = min_part
+            
+            elif filter_key == 'duration':
+                # Parse duration (e.g., "15-30 minute", "60+ minute")
+                dur_match = re.search(r'(\d+)(?:-(\d+))?\s*minut[eă]?', filter_value)
+                if dur_match:
+                    min_dur = int(dur_match.group(1))
+                    max_dur = int(dur_match.group(2)) if dur_match.group(2) else None
+                    
+                    if max_dur:
+                        db_filters['duration_min'] = min_dur
+                        db_filters['duration_max'] = max_dur
+                    else:
+                        db_filters['duration_min'] = min_dur
+            
+            elif filter_key == 'materials':
+                db_filters['materials_category'] = filter_value
+            
+            elif filter_key == 'difficulty':
+                db_filters['difficulty_level'] = filter_value
+            
+            # Handle any other custom filters
+            else:
+                # Generic filter handling - try to match against keywords or tags
+                if 'keywords' not in db_filters:
+                    db_filters['keywords'] = []
+                db_filters['keywords'].append(filter_value)
+        
+        return db_filters
+    
+    def _post_process_results(self, 
+                            results: List[Dict[str, Any]], 
+                            search_text: Optional[str],
+                            filters: Dict[str, str]) -> List[Dict[str, Any]]:
+        """Post-process results for better ranking and relevance"""
+        
+        if not results:
+            return results
+        
+        # If we have search text, boost results based on relevance
+        if search_text:
+            results = self._boost_search_relevance(results, search_text)
+        
+        # Apply secondary ranking based on filters
+        if filters:
+            results = self._apply_filter_boost(results, filters)
+        
+        # Ensure variety in categories if no specific category filter
+        if 'category' not in filters:
+            results = self._ensure_category_variety(results)
+        
+        return results
+    
+    def _boost_search_relevance(self, 
+                              results: List[Dict[str, Any]], 
+                              search_text: str) -> List[Dict[str, Any]]:
+        """Boost results based on search text relevance"""
+        
+        search_terms = search_text.lower().replace('"', '').split()
+        
+        for result in results:
+            boost_score = 0
+            
+            # Check name matches (highest priority)
+            name_lower = result.get('name', '').lower()
+            for term in search_terms:
+                if term in name_lower:
+                    boost_score += 10
+                    if name_lower.startswith(term):
+                        boost_score += 5  # Extra boost for name starts with term
+            
+            # Check description matches
+            desc_lower = result.get('description', '').lower()
+            for term in search_terms:
+                if term in desc_lower:
+                    boost_score += 3
+            
+            # Check keywords matches
+            keywords_lower = result.get('keywords', '').lower()
+            for term in search_terms:
+                if term in keywords_lower:
+                    boost_score += 5
+            
+            # Store boost score for sorting
+            result['_boost_score'] = boost_score
+        
+        # Sort by boost score, then by existing search rank
+        results.sort(key=lambda x: (
+            x.get('_boost_score', 0),
+            x.get('search_rank', 0),
+            x.get('popularity_score', 0)
+        ), reverse=True)
+        
+        # Remove boost score from final results
+        for result in results:
+            result.pop('_boost_score', None)
+        
+        return results
+    
+    def _apply_filter_boost(self, 
+                          results: List[Dict[str, Any]], 
+                          filters: Dict[str, str]) -> List[Dict[str, Any]]:
+        """Apply additional ranking based on filter preferences"""
+        
+        # If user filtered by materials, boost activities with detailed material lists
+        if 'materials' in filters:
+            for result in results:
+                if result.get('materials_list') and len(result['materials_list']) > 50:
+                    result['popularity_score'] = result.get('popularity_score', 0) + 1
+        
+        # If user filtered by age, boost activities with specific age ranges
+        if 'age_group' in filters:
+            for result in results:
+                if result.get('age_group_min') and result.get('age_group_max'):
+                    result['popularity_score'] = result.get('popularity_score', 0) + 1
+        
+        return results
+    
+    def _ensure_category_variety(self, results: List[Dict[str, Any]]) -> List[Dict[str, Any]]:
+        """Ensure variety in categories when no specific category is filtered"""
+        
+        if len(results) <= 10:
+            return results
+        
+        # Group results by category
+        category_groups = {}
+        for result in results:
+            category = result.get('category', 'Unknown')
+            if category not in category_groups:
+                category_groups[category] = []
+            category_groups[category].append(result)
+        
+        # If we have multiple categories, ensure balanced representation
+        if len(category_groups) > 1:
+            balanced_results = []
+            max_per_category = max(3, len(results) // len(category_groups))
+            
+            # Take up to max_per_category from each category
+            for category, category_results in category_groups.items():
+                balanced_results.extend(category_results[:max_per_category])
+            
+            # Add remaining results to reach original count
+            remaining_slots = len(results) - len(balanced_results)
+            if remaining_slots > 0:
+                remaining_results = []
+                for category_results in category_groups.values():
+                    remaining_results.extend(category_results[max_per_category:])
+                
+                # Sort remaining by relevance and add top ones
+                remaining_results.sort(key=lambda x: (
+                    x.get('search_rank', 0),
+                    x.get('popularity_score', 0)
+                ), reverse=True)
+                
+                balanced_results.extend(remaining_results[:remaining_slots])
+            
+            return balanced_results
+        
+        return results
+    
+    def get_search_suggestions(self, partial_query: str, limit: int = 5) -> List[str]:
+        """Get search suggestions based on partial query"""
+        
+        if not partial_query or len(partial_query) < 2:
+            return []
+        
+        try:
+            # Search for activities that match the partial query
+            results = self.db.search_activities(
+                search_text=f'"{partial_query}"',
+                limit=limit * 2
+            )
+            
+            suggestions = []
+            seen = set()
+            
+            for result in results:
+                # Extract potential suggestions from name and keywords
+                name = result.get('name', '')
+                keywords = result.get('keywords', '')
+                
+                # Add name if it contains the partial query
+                if partial_query.lower() in name.lower() and name not in seen:
+                    suggestions.append(name)
+                    seen.add(name)
+                
+                # Add individual keywords that start with partial query
+                if keywords:
+                    for keyword in keywords.split(','):
+                        keyword = keyword.strip()
+                        if (keyword.lower().startswith(partial_query.lower()) and 
+                            len(keyword) > len(partial_query) and
+                            keyword not in seen):
+                            suggestions.append(keyword)
+                            seen.add(keyword)
+                
+                if len(suggestions) >= limit:
+                    break
+            
+            return suggestions[:limit]
+        
+        except Exception as e:
+            print(f"Error getting search suggestions: {e}")
+            return []

app/static/css/main.css

@@ -0,0 +1,708 @@
+/* INDEX-SISTEM-JOCURI v2.0 - Minimalist Professional Design */
+
+/* Reset and base styles */
+* {
+    margin: 0;
+    padding: 0;
+    box-sizing: border-box;
+}
+
+body {
+    font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Roboto', 'Oxygen', sans-serif;
+    line-height: 1.6;
+    color: #2c3e50;
+    background-color: #f8f9fa;
+    min-height: 100vh;
+    display: flex;
+    flex-direction: column;
+}
+
+/* Container */
+.container {
+    max-width: 1200px;
+    margin: 0 auto;
+    padding: 0 20px;
+}
+
+/* Header */
+.header {
+    background: linear-gradient(135deg, #667eea 0%, #764ba2 100%);
+    color: white;
+    padding: 1rem 0;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.1);
+}
+
+.header .container {
+    display: flex;
+    justify-content: space-between;
+    align-items: center;
+}
+
+.header-title a {
+    color: white;
+    text-decoration: none;
+    font-size: 1.5rem;
+    font-weight: 600;
+}
+
+.header-nav {
+    display: flex;
+    gap: 1.5rem;
+}
+
+.nav-link {
+    color: rgba(255, 255, 255, 0.9);
+    text-decoration: none;
+    font-weight: 500;
+    transition: color 0.2s ease;
+}
+
+.nav-link:hover {
+    color: white;
+}
+
+/* Main content */
+.main {
+    flex: 1;
+    padding: 2rem 0;
+}
+
+/* Search page styles */
+.search-page {
+    max-width: 800px;
+    margin: 0 auto;
+}
+
+.search-header {
+    text-align: center;
+    margin-bottom: 2rem;
+}
+
+.search-title {
+    font-size: 2rem;
+    font-weight: 600;
+    margin-bottom: 0.5rem;
+    color: #2c3e50;
+}
+
+.search-subtitle {
+    color: #6c757d;
+    font-size: 1.1rem;
+}
+
+/* Search form */
+.search-form {
+    background: white;
+    border-radius: 12px;
+    padding: 2rem;
+    box-shadow: 0 4px 20px rgba(0,0,0,0.1);
+    margin-bottom: 2rem;
+}
+
+.search-form.compact {
+    padding: 1rem;
+    margin-bottom: 1rem;
+}
+
+.search-input-group {
+    display: flex;
+    gap: 0.5rem;
+    margin-bottom: 1.5rem;
+}
+
+.search-input {
+    flex: 1;
+    padding: 0.75rem 1rem;
+    border: 2px solid #e9ecef;
+    border-radius: 8px;
+    font-size: 1rem;
+    transition: border-color 0.2s ease;
+}
+
+.search-input:focus {
+    outline: none;
+    border-color: #667eea;
+}
+
+.search-button {
+    padding: 0.75rem 1.5rem;
+    background: linear-gradient(135deg, #667eea 0%, #764ba2 100%);
+    color: white;
+    border: none;
+    border-radius: 8px;
+    font-weight: 600;
+    cursor: pointer;
+    transition: transform 0.2s ease;
+}
+
+.search-button:hover {
+    transform: translateY(-1px);
+}
+
+/* Filters */
+.filters-grid {
+    display: grid;
+    grid-template-columns: repeat(auto-fit, minmax(200px, 1fr));
+    gap: 1rem;
+    margin-bottom: 1.5rem;
+}
+
+.filters-row {
+    display: flex;
+    flex-wrap: wrap;
+    gap: 0.75rem;
+    align-items: center;
+}
+
+.filter-group {
+    display: flex;
+    flex-direction: column;
+    gap: 0.25rem;
+}
+
+.filter-label {
+    font-weight: 600;
+    color: #495057;
+    font-size: 0.9rem;
+}
+
+.filter-select {
+    padding: 0.5rem;
+    border: 2px solid #e9ecef;
+    border-radius: 6px;
+    background: white;
+    font-size: 0.9rem;
+    transition: border-color 0.2s ease;
+}
+
+.filter-select.compact {
+    padding: 0.4rem;
+    font-size: 0.85rem;
+}
+
+.filter-select:focus {
+    outline: none;
+    border-color: #667eea;
+}
+
+.search-actions {
+    display: flex;
+    gap: 1rem;
+    justify-content: center;
+}
+
+/* Buttons */
+.btn {
+    padding: 0.6rem 1.2rem;
+    border: none;
+    border-radius: 6px;
+    font-weight: 600;
+    text-decoration: none;
+    display: inline-block;
+    cursor: pointer;
+    transition: all 0.2s ease;
+    font-size: 0.9rem;
+}
+
+.btn-primary {
+    background: linear-gradient(135deg, #667eea 0%, #764ba2 100%);
+    color: white;
+}
+
+.btn-secondary {
+    background: #6c757d;
+    color: white;
+}
+
+.btn-sm {
+    padding: 0.4rem 0.8rem;
+    font-size: 0.8rem;
+}
+
+.btn:hover {
+    transform: translateY(-1px);
+    box-shadow: 0 4px 12px rgba(0,0,0,0.15);
+}
+
+/* Quick stats */
+.quick-stats {
+    background: white;
+    border-radius: 12px;
+    padding: 1.5rem;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+}
+
+.stats-title {
+    font-size: 1.1rem;
+    margin-bottom: 1rem;
+    color: #2c3e50;
+}
+
+.stats-grid {
+    display: grid;
+    grid-template-columns: repeat(auto-fit, minmax(200px, 1fr));
+    gap: 1rem;
+}
+
+.stat-item {
+    display: flex;
+    justify-content: space-between;
+    align-items: center;
+    padding: 0.75rem;
+    background: #f8f9fa;
+    border-radius: 6px;
+}
+
+.stat-label {
+    font-weight: 500;
+    color: #495057;
+}
+
+.stat-value {
+    font-weight: 600;
+    color: #667eea;
+}
+
+/* Results page */
+.results-header {
+    margin-bottom: 1.5rem;
+}
+
+.results-title {
+    font-size: 1.5rem;
+    margin-bottom: 0.5rem;
+    color: #2c3e50;
+}
+
+.results-count {
+    color: #6c757d;
+    margin-bottom: 1rem;
+}
+
+.applied-filters {
+    display: flex;
+    flex-wrap: wrap;
+    gap: 0.5rem;
+    align-items: center;
+}
+
+.applied-filters-label {
+    font-weight: 600;
+    color: #495057;
+    margin-right: 0.5rem;
+}
+
+.applied-filter {
+    background: #e9ecef;
+    padding: 0.25rem 0.5rem;
+    border-radius: 4px;
+    font-size: 0.8rem;
+    display: flex;
+    align-items: center;
+    gap: 0.5rem;
+}
+
+.remove-filter {
+    color: #dc3545;
+    text-decoration: none;
+    font-weight: bold;
+}
+
+/* Activity cards */
+.results-list {
+    display: grid;
+    gap: 1rem;
+}
+
+.activity-card {
+    background: white;
+    border-radius: 10px;
+    padding: 1.5rem;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+    transition: transform 0.2s ease, box-shadow 0.2s ease;
+}
+
+.activity-card:hover {
+    transform: translateY(-2px);
+    box-shadow: 0 4px 20px rgba(0,0,0,0.1);
+}
+
+.activity-header {
+    display: flex;
+    justify-content: space-between;
+    align-items: flex-start;
+    margin-bottom: 1rem;
+}
+
+.activity-title a {
+    color: #2c3e50;
+    text-decoration: none;
+    font-weight: 600;
+    font-size: 1.1rem;
+}
+
+.activity-title a:hover {
+    color: #667eea;
+}
+
+.activity-category {
+    background: linear-gradient(135deg, #667eea 0%, #764ba2 100%);
+    color: white;
+    padding: 0.25rem 0.75rem;
+    border-radius: 15px;
+    font-size: 0.8rem;
+    font-weight: 600;
+}
+
+.activity-description {
+    margin-bottom: 1rem;
+    color: #495057;
+    line-height: 1.5;
+}
+
+.activity-metadata {
+    display: flex;
+    flex-wrap: wrap;
+    gap: 1rem;
+    margin-bottom: 1rem;
+}
+
+.metadata-item {
+    font-size: 0.85rem;
+    color: #6c757d;
+}
+
+.activity-source {
+    margin-bottom: 1rem;
+}
+
+.activity-source small {
+    color: #adb5bd;
+}
+
+.activity-footer {
+    border-top: 1px solid #e9ecef;
+    padding-top: 1rem;
+}
+
+/* Activity detail page */
+.activity-detail-page {
+    max-width: 800px;
+    margin: 0 auto;
+}
+
+.breadcrumb {
+    margin-bottom: 1rem;
+    color: #6c757d;
+}
+
+.breadcrumb a {
+    color: #667eea;
+    text-decoration: none;
+}
+
+.breadcrumb-separator {
+    margin: 0 0.5rem;
+}
+
+.activity-detail-header {
+    background: white;
+    border-radius: 12px;
+    padding: 2rem;
+    margin-bottom: 1.5rem;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+}
+
+.activity-title-section {
+    display: flex;
+    justify-content: space-between;
+    align-items: flex-start;
+    margin-bottom: 0.5rem;
+}
+
+.activity-detail-title {
+    font-size: 2rem;
+    color: #2c3e50;
+    margin-right: 1rem;
+}
+
+.activity-category-badge {
+    background: linear-gradient(135deg, #667eea 0%, #764ba2 100%);
+    color: white;
+    padding: 0.5rem 1rem;
+    border-radius: 20px;
+    font-weight: 600;
+    white-space: nowrap;
+}
+
+.activity-subcategory {
+    color: #6c757d;
+    font-style: italic;
+}
+
+.activity-detail-content {
+    background: white;
+    border-radius: 12px;
+    padding: 2rem;
+    margin-bottom: 1.5rem;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+}
+
+.activity-section {
+    margin-bottom: 2rem;
+}
+
+.activity-section:last-child {
+    margin-bottom: 0;
+}
+
+.section-title {
+    font-size: 1.3rem;
+    color: #2c3e50;
+    margin-bottom: 1rem;
+    padding-bottom: 0.5rem;
+    border-bottom: 2px solid #f8f9fa;
+}
+
+.metadata-grid {
+    display: grid;
+    grid-template-columns: repeat(auto-fit, minmax(250px, 1fr));
+    gap: 1rem;
+}
+
+.metadata-card {
+    background: #f8f9fa;
+    padding: 1rem;
+    border-radius: 8px;
+}
+
+.metadata-title {
+    font-size: 0.9rem;
+    font-weight: 600;
+    color: #495057;
+    margin-bottom: 0.5rem;
+}
+
+.metadata-value {
+    color: #2c3e50;
+    font-weight: 500;
+}
+
+.keywords {
+    display: flex;
+    flex-wrap: wrap;
+    gap: 0.5rem;
+}
+
+.keyword-tag {
+    background: #e9ecef;
+    padding: 0.25rem 0.75rem;
+    border-radius: 15px;
+    font-size: 0.8rem;
+    color: #495057;
+}
+
+/* Similar activities */
+.similar-activities {
+    background: white;
+    border-radius: 12px;
+    padding: 2rem;
+    margin-bottom: 1.5rem;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+}
+
+.similar-activities-grid {
+    display: grid;
+    grid-template-columns: repeat(auto-fit, minmax(250px, 1fr));
+    gap: 1rem;
+}
+
+.similar-activity-card {
+    background: #f8f9fa;
+    padding: 1rem;
+    border-radius: 8px;
+    transition: background-color 0.2s ease;
+}
+
+.similar-activity-card:hover {
+    background: #e9ecef;
+}
+
+.similar-activity-title a {
+    color: #2c3e50;
+    text-decoration: none;
+    font-weight: 600;
+}
+
+.similar-activity-title a:hover {
+    color: #667eea;
+}
+
+.similar-activity-description {
+    color: #6c757d;
+    font-size: 0.9rem;
+    margin: 0.5rem 0;
+}
+
+.similar-activity-meta {
+    display: flex;
+    gap: 1rem;
+}
+
+.meta-item {
+    font-size: 0.8rem;
+    color: #adb5bd;
+}
+
+.activity-actions {
+    display: flex;
+    gap: 1rem;
+    justify-content: center;
+}
+
+/* Error pages */
+.error-page {
+    display: flex;
+    align-items: center;
+    justify-content: center;
+    min-height: 60vh;
+}
+
+.error-content {
+    text-align: center;
+    max-width: 500px;
+}
+
+.error-title {
+    font-size: 4rem;
+    font-weight: 700;
+    color: #667eea;
+    margin-bottom: 1rem;
+}
+
+.error-subtitle {
+    font-size: 1.5rem;
+    margin-bottom: 1rem;
+    color: #2c3e50;
+}
+
+.error-message {
+    color: #6c757d;
+    margin-bottom: 2rem;
+    line-height: 1.6;
+}
+
+.error-actions {
+    display: flex;
+    gap: 1rem;
+    justify-content: center;
+}
+
+.no-results {
+    background: white;
+    border-radius: 12px;
+    padding: 2rem;
+    text-align: center;
+    box-shadow: 0 2px 10px rgba(0,0,0,0.05);
+}
+
+.no-results h3 {
+    color: #2c3e50;
+    margin-bottom: 1rem;
+}
+
+.no-results ul {
+    text-align: left;
+    display: inline-block;
+    margin: 1rem 0;
+}
+
+.no-results li {
+    color: #6c757d;
+    margin-bottom: 0.5rem;
+}
+
+/* Footer */
+.footer {
+    background: #2c3e50;
+    color: white;
+    padding: 1rem 0;
+    margin-top: auto;
+}
+
+.footer-text {
+    text-align: center;
+    color: rgba(255, 255, 255, 0.8);
+}
+
+/* Error message */
+.error-message {
+    background: #f8d7da;
+    color: #721c24;
+    padding: 1rem;
+    border-radius: 6px;
+    margin: 1rem 0;
+}
+
+/* Responsive design */
+@media (max-width: 768px) {
+    .header .container {
+        flex-direction: column;
+        gap: 1rem;
+    }
+    
+    .search-input-group {
+        flex-direction: column;
+    }
+    
+    .filters-grid {
+        grid-template-columns: 1fr;
+    }
+    
+    .filters-row {
+        flex-direction: column;
+        align-items: stretch;
+    }
+    
+    .activity-header {
+        flex-direction: column;
+        gap: 0.5rem;
+    }
+    
+    .activity-title-section {
+        flex-direction: column;
+        gap: 1rem;
+    }
+    
+    .metadata-grid {
+        grid-template-columns: 1fr;
+    }
+    
+    .similar-activities-grid {
+        grid-template-columns: 1fr;
+    }
+    
+    .activity-actions {
+        flex-direction: column;
+    }
+    
+    .error-actions {
+        flex-direction: column;
+    }
+}
+
+/* Print styles */
+@media print {
+    .header, .footer, .breadcrumb, .activity-actions, .similar-activities {
+        display: none;
+    }
+    
+    .activity-detail-page {
+        max-width: none;
+    }
+    
+    .activity-detail-content {
+        box-shadow: none;
+        border: 1px solid #ddd;
+    }
+}

app/static/js/app.js

@@ -0,0 +1,306 @@
+/**
+ * JavaScript for INDEX-SISTEM-JOCURI v2.0
+ * Clean, minimal interactions
+ */
+
+document.addEventListener('DOMContentLoaded', function() {
+    
+    // Initialize search functionality
+    initializeSearch();
+    
+    // Initialize filter functionality  
+    initializeFilters();
+    
+    // Initialize UI enhancements
+    initializeUIEnhancements();
+});
+
+/**
+ * Initialize search functionality
+ */
+function initializeSearch() {
+    const searchInput = document.getElementById('search_query');
+    
+    if (searchInput) {
+        // Auto-focus search input on main page
+        if (window.location.pathname === '/') {
+            searchInput.focus();
+        }
+        
+        // Handle Enter key in search
+        searchInput.addEventListener('keypress', function(e) {
+            if (e.key === 'Enter') {
+                e.preventDefault();
+                const form = this.closest('form');
+                if (form) {
+                    form.submit();
+                }
+            }
+        });
+        
+        // Clear search with Escape key
+        searchInput.addEventListener('keydown', function(e) {
+            if (e.key === 'Escape') {
+                this.value = '';
+            }
+        });
+    }
+}
+
+/**
+ * Initialize filter functionality
+ */
+function initializeFilters() {
+    const filterSelects = document.querySelectorAll('.filter-select');
+    
+    filterSelects.forEach(select => {
+        // Auto-submit on filter change (for better UX)
+        select.addEventListener('change', function() {
+            if (this.value && !this.classList.contains('no-auto-submit')) {
+                const form = this.closest('form');
+                if (form) {
+                    // Small delay to prevent rapid submissions
+                    setTimeout(() => {
+                        form.submit();
+                    }, 100);
+                }
+            }
+        });
+    });
+}
+
+/**
+ * Initialize UI enhancements
+ */
+function initializeUIEnhancements() {
+    // Add smooth scrolling for anchor links
+    const anchorLinks = document.querySelectorAll('a[href^="#"]');
+    anchorLinks.forEach(link => {
+        link.addEventListener('click', function(e) {
+            const target = document.querySelector(this.getAttribute('href'));
+            if (target) {
+                e.preventDefault();
+                target.scrollIntoView({
+                    behavior: 'smooth',
+                    block: 'start'
+                });
+            }
+        });
+    });
+    
+    // Add loading states to buttons
+    const buttons = document.querySelectorAll('.btn');
+    buttons.forEach(button => {
+        if (button.type === 'submit') {
+            button.addEventListener('click', function() {
+                const originalText = this.textContent;
+                this.textContent = 'Se încarcă...';
+                this.disabled = true;
+                
+                // Re-enable after form submission or timeout
+                setTimeout(() => {
+                    this.textContent = originalText;
+                    this.disabled = false;
+                }, 3000);
+            });
+        }
+    });
+    
+    // Add fade-in animation for activity cards
+    const activityCards = document.querySelectorAll('.activity-card');
+    if (activityCards.length > 0) {
+        // Use Intersection Observer for better performance
+        const observer = new IntersectionObserver((entries) => {
+            entries.forEach(entry => {
+                if (entry.isIntersecting) {
+                    entry.target.style.opacity = '1';
+                    entry.target.style.transform = 'translateY(0)';
+                }
+            });
+        }, {
+            threshold: 0.1
+        });
+        
+        activityCards.forEach((card, index) => {
+            // Initial state
+            card.style.opacity = '0';
+            card.style.transform = 'translateY(20px)';
+            card.style.transition = `opacity 0.6s ease ${index * 0.1}s, transform 0.6s ease ${index * 0.1}s`;
+            
+            observer.observe(card);
+        });
+    }
+}
+
+/**
+ * Clear all filters
+ */
+function clearFilters() {
+    const form = document.querySelector('.search-form');
+    if (form) {
+        // Clear search input
+        const searchInput = form.querySelector('input[name="search_query"]');
+        if (searchInput) {
+            searchInput.value = '';
+        }
+        
+        // Reset all select elements
+        const selects = form.querySelectorAll('select');
+        selects.forEach(select => {
+            select.selectedIndex = 0;
+        });
+        
+        // Submit form to show all results
+        form.submit();
+    }
+}
+
+/**
+ * Remove specific filter
+ */
+function removeFilter(filterName) {
+    const filterElement = document.querySelector(`[name="${filterName}"]`);
+    if (filterElement) {
+        if (filterElement.tagName === 'SELECT') {
+            filterElement.selectedIndex = 0;
+        } else {
+            filterElement.value = '';
+        }
+        
+        const form = filterElement.closest('form');
+        if (form) {
+            form.submit();
+        }
+    }
+}
+
+/**
+ * Copy current page URL to clipboard
+ */
+function copyPageURL() {
+    if (navigator.clipboard) {
+        navigator.clipboard.writeText(window.location.href).then(() => {
+            showNotification('Link copiat în clipboard!');
+        }).catch(() => {
+            fallbackCopyTextToClipboard(window.location.href);
+        });
+    } else {
+        fallbackCopyTextToClipboard(window.location.href);
+    }
+}
+
+/**
+ * Fallback function to copy text to clipboard
+ */
+function fallbackCopyTextToClipboard(text) {
+    const textArea = document.createElement("textarea");
+    textArea.value = text;
+    textArea.style.top = "0";
+    textArea.style.left = "0";
+    textArea.style.position = "fixed";
+    
+    document.body.appendChild(textArea);
+    textArea.focus();
+    textArea.select();
+    
+    try {
+        document.execCommand('copy');
+        showNotification('Link copiat în clipboard!');
+    } catch (err) {
+        console.error('Could not copy text: ', err);
+        showNotification('Nu s-a putut copia link-ul', 'error');
+    }
+    
+    document.body.removeChild(textArea);
+}
+
+/**
+ * Show notification message
+ */
+function showNotification(message, type = 'success') {
+    // Remove existing notifications
+    const existingNotifications = document.querySelectorAll('.notification');
+    existingNotifications.forEach(notification => notification.remove());
+    
+    // Create notification element
+    const notification = document.createElement('div');
+    notification.className = `notification notification-${type}`;
+    notification.textContent = message;
+    
+    // Style the notification
+    notification.style.cssText = `
+        position: fixed;
+        top: 20px;
+        right: 20px;
+        background: ${type === 'success' ? '#28a745' : '#dc3545'};
+        color: white;
+        padding: 1rem 1.5rem;
+        border-radius: 6px;
+        font-weight: 600;
+        z-index: 1000;
+        opacity: 0;
+        transform: translateX(100%);
+        transition: all 0.3s ease;
+    `;
+    
+    document.body.appendChild(notification);
+    
+    // Animate in
+    setTimeout(() => {
+        notification.style.opacity = '1';
+        notification.style.transform = 'translateX(0)';
+    }, 100);
+    
+    // Auto-remove after 3 seconds
+    setTimeout(() => {
+        notification.style.opacity = '0';
+        notification.style.transform = 'translateX(100%)';
+        setTimeout(() => {
+            if (notification.parentNode) {
+                notification.parentNode.removeChild(notification);
+            }
+        }, 300);
+    }, 3000);
+}
+
+/**
+ * Debounce function for performance optimization
+ */
+function debounce(func, wait, immediate) {
+    let timeout;
+    return function executedFunction() {
+        const context = this;
+        const args = arguments;
+        const later = function() {
+            timeout = null;
+            if (!immediate) func.apply(context, args);
+        };
+        const callNow = immediate && !timeout;
+        clearTimeout(timeout);
+        timeout = setTimeout(later, wait);
+        if (callNow) func.apply(context, args);
+    };
+}
+
+/**
+ * Handle form submission with loading state
+ */
+function handleFormSubmission(form) {
+    const submitButton = form.querySelector('button[type="submit"]');
+    if (submitButton) {
+        const originalText = submitButton.textContent;
+        submitButton.textContent = 'Se încarcă...';
+        submitButton.disabled = true;
+        
+        // Set a timeout to re-enable the button in case of slow response
+        setTimeout(() => {
+            submitButton.textContent = originalText;
+            submitButton.disabled = false;
+        }, 5000);
+    }
+}
+
+// Global functions for template usage
+window.clearFilters = clearFilters;
+window.removeFilter = removeFilter;
+window.copyPageURL = copyPageURL;

app/templates/404.html

@@ -0,0 +1,24 @@
+{% extends "base.html" %}
+
+{% block title %}Pagină nu a fost găsită - INDEX Sistem Jocuri{% endblock %}
+
+{% block content %}
+<div class="error-page">
+    <div class="error-content">
+        <h1 class="error-title">404</h1>
+        <h2 class="error-subtitle">Pagina nu a fost găsită</h2>
+        <p class="error-message">
+            Ne pare rău, dar pagina pe care o căutați nu există sau a fost mutată.
+        </p>
+        
+        <div class="error-actions">
+            <a href="{{ url_for('main.index') }}" class="btn btn-primary">
+                Întoarce-te la căutare
+            </a>
+            <a href="javascript:history.back()" class="btn btn-secondary">
+                Pagina anterioară
+            </a>
+        </div>
+    </div>
+</div>
+{% endblock %}

app/templates/500.html

@@ -0,0 +1,24 @@
+{% extends "base.html" %}
+
+{% block title %}Eroare server - INDEX Sistem Jocuri{% endblock %}
+
+{% block content %}
+<div class="error-page">
+    <div class="error-content">
+        <h1 class="error-title">500</h1>
+        <h2 class="error-subtitle">Eroare internă server</h2>
+        <p class="error-message">
+            A apărut o eroare neașteptată. Echipa noastră a fost notificată și lucrează pentru a rezolva problema.
+        </p>
+        
+        <div class="error-actions">
+            <a href="{{ url_for('main.index') }}" class="btn btn-primary">
+                Întoarce-te la căutare
+            </a>
+            <a href="javascript:location.reload()" class="btn btn-secondary">
+                Reîncarcă pagina
+            </a>
+        </div>
+    </div>
+</div>
+{% endblock %}

app/templates/activity.html

@@ -0,0 +1,196 @@
+{% extends "base.html" %}
+
+{% block title %}{{ activity.name }} - INDEX Sistem Jocuri{% endblock %}
+
+{% block content %}
+<div class="activity-detail-page">
+    <!-- Breadcrumb navigation -->
+    <nav class="breadcrumb">
+        <a href="{{ url_for('main.index') }}">Căutare</a>
+        <span class="breadcrumb-separator">»</span>
+        <span class="breadcrumb-current">{{ activity.name }}</span>
+    </nav>
+
+    <!-- Activity header -->
+    <header class="activity-detail-header">
+        <div class="activity-title-section">
+            <h1 class="activity-detail-title">{{ activity.name }}</h1>
+            <span class="activity-category-badge">{{ activity.category }}</span>
+        </div>
+        
+        {% if activity.subcategory %}
+        <p class="activity-subcategory">{{ activity.subcategory }}</p>
+        {% endif %}
+    </header>
+
+    <!-- Activity content -->
+    <div class="activity-detail-content">
+        <!-- Main description -->
+        <section class="activity-section">
+            <h2 class="section-title">Descriere</h2>
+            <div class="activity-description">{{ activity.description }}</div>
+        </section>
+
+        <!-- Rules and variations -->
+        {% if activity.rules %}
+        <section class="activity-section">
+            <h2 class="section-title">Reguli</h2>
+            <div class="activity-rules">{{ activity.rules }}</div>
+        </section>
+        {% endif %}
+
+        {% if activity.variations %}
+        <section class="activity-section">
+            <h2 class="section-title">Variații</h2>
+            <div class="activity-variations">{{ activity.variations }}</div>
+        </section>
+        {% endif %}
+
+        <!-- Metadata grid -->
+        <section class="activity-section">
+            <h2 class="section-title">Detalii activitate</h2>
+            <div class="metadata-grid">
+                {% if activity.get_age_range_display() != "toate vârstele" %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Grupa de vârstă</h3>
+                    <p class="metadata-value">{{ activity.get_age_range_display() }}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.get_participants_display() != "orice număr" %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Participanți</h3>
+                    <p class="metadata-value">{{ activity.get_participants_display() }}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.get_duration_display() != "durată variabilă" %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Durata</h3>
+                    <p class="metadata-value">{{ activity.get_duration_display() }}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.get_materials_display() != "nu specificate" %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Materiale necesare</h3>
+                    <p class="metadata-value">{{ activity.get_materials_display() }}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.skills_developed %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Competențe dezvoltate</h3>
+                    <p class="metadata-value">{{ activity.skills_developed }}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.difficulty_level %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Nivel dificultate</h3>
+                    <p class="metadata-value">{{ activity.difficulty_level }}</p>
+                </div>
+                {% endif %}
+            </div>
+        </section>
+
+        <!-- Additional materials -->
+        {% if activity.materials_list and activity.materials_list != activity.get_materials_display() %}
+        <section class="activity-section">
+            <h2 class="section-title">Lista detaliată materiale</h2>
+            <div class="materials-list">{{ activity.materials_list }}</div>
+        </section>
+        {% endif %}
+
+        <!-- Keywords -->
+        {% if activity.keywords %}
+        <section class="activity-section">
+            <h2 class="section-title">Cuvinte cheie</h2>
+            <div class="keywords">
+                {% for keyword in activity.keywords.split(',') %}
+                <span class="keyword-tag">{{ keyword.strip() }}</span>
+                {% endfor %}
+            </div>
+        </section>
+        {% endif %}
+
+        <!-- Source information -->
+        <section class="activity-section">
+            <h2 class="section-title">Informații sursă</h2>
+            <div class="source-info">
+                {% if activity.source_file %}
+                <p><strong>Fișier sursă:</strong> {{ activity.source_file }}</p>
+                {% endif %}
+                
+                {% if activity.page_reference %}
+                <p><strong>Referință:</strong> {{ activity.page_reference }}</p>
+                {% endif %}
+            </div>
+        </section>
+    </div>
+
+    <!-- Similar activities -->
+    {% if similar_activities %}
+    <section class="similar-activities">
+        <h2 class="section-title">Activități similare</h2>
+        <div class="similar-activities-grid">
+            {% for similar in similar_activities %}
+            <article class="similar-activity-card">
+                <h3 class="similar-activity-title">
+                    <a href="{{ url_for('main.activity_detail', activity_id=similar.id) }}">
+                        {{ similar.name }}
+                    </a>
+                </h3>
+                <p class="similar-activity-description">
+                    {{ similar.description[:100] }}{% if similar.description|length > 100 %}...{% endif %}
+                </p>
+                <div class="similar-activity-meta">
+                    {% if similar.get_age_range_display() != "toate vârstele" %}
+                    <span class="meta-item">{{ similar.get_age_range_display() }}</span>
+                    {% endif %}
+                    {% if similar.get_participants_display() != "orice număr" %}
+                    <span class="meta-item">{{ similar.get_participants_display() }}</span>
+                    {% endif %}
+                </div>
+            </article>
+            {% endfor %}
+        </div>
+    </section>
+    {% endif %}
+
+    <!-- Action buttons -->
+    <div class="activity-actions">
+        <a href="javascript:history.back()" class="btn btn-secondary">
+            ← Înapoi la rezultate
+        </a>
+        <a href="{{ url_for('main.index') }}" class="btn btn-primary">
+            Căutare nouă
+        </a>
+    </div>
+</div>
+{% endblock %}
+
+{% block scripts %}
+<script>
+// Print functionality
+function printActivity() {
+    window.print();
+}
+
+// Copy link functionality
+function copyLink() {
+    navigator.clipboard.writeText(window.location.href).then(function() {
+        alert('Link copiat în clipboard!');
+    });
+}
+
+// Add print styles when printing
+window.addEventListener('beforeprint', function() {
+    document.body.classList.add('printing');
+});
+
+window.addEventListener('afterprint', function() {
+    document.body.classList.remove('printing');
+});
+</script>
+{% endblock %}

app/templates/base.html

@@ -0,0 +1,44 @@
+<!DOCTYPE html>
+<html lang="ro">
+<head>
+    <meta charset="UTF-8">
+    <meta name="viewport" content="width=device-width, initial-scale=1.0">
+    <title>{% block title %}INDEX Sistem Jocuri{% endblock %}</title>
+    <link href="{{ url_for('static', filename='css/main.css') }}" rel="stylesheet">
+    {% block head %}{% endblock %}
+</head>
+<body>
+    <header class="header">
+        <div class="container">
+            <h1 class="header-title">
+                <a href="{{ url_for('main.index') }}">INDEX Sistem Jocuri</a>
+            </h1>
+            <nav class="header-nav">
+                <a href="{{ url_for('main.index') }}" class="nav-link">Căutare</a>
+                <a href="{{ url_for('main.api_statistics') }}" class="nav-link">Statistici</a>
+            </nav>
+        </div>
+    </header>
+
+    <main class="main">
+        <div class="container">
+            {% block content %}{% endblock %}
+        </div>
+    </main>
+
+    <footer class="footer">
+        <div class="container">
+            <p class="footer-text">
+                {% if stats and stats.total_activities %}
+                    {{ stats.total_activities }} activități indexate
+                {% else %}
+                    Sistem de indexare activități educaționale
+                {% endif %}
+            </p>
+        </div>
+    </footer>
+
+    <script src="{{ url_for('static', filename='js/app.js') }}"></script>
+    {% block scripts %}{% endblock %}
+</body>
+</html>

app/templates/index.html

@@ -0,0 +1,153 @@
+{% extends "base.html" %}
+
+{% block title %}Căutare Activități - INDEX Sistem Jocuri{% endblock %}
+
+{% block content %}
+<div class="search-page">
+    <div class="search-header">
+        <h2 class="search-title">Căutare Activități Educaționale</h2>
+        <p class="search-subtitle">
+            Descoperă activități pentru copii și tineri din catalogul nostru de 
+            {% if stats and stats.total_activities %}{{ stats.total_activities }}{% else %}500+{% endif %} 
+            jocuri și exerciții.
+        </p>
+    </div>
+
+    <form method="POST" action="{{ url_for('main.search') }}" class="search-form">
+        <!-- Main search input -->
+        <div class="search-input-group">
+            <input 
+                type="text" 
+                name="search_query" 
+                id="search_query"
+                class="search-input" 
+                placeholder="Caută activități după nume, descriere sau cuvinte cheie..."
+                autocomplete="off"
+            >
+            <button type="submit" class="search-button">Căutare</button>
+        </div>
+
+        <!-- Dynamic filters -->
+        <div class="filters-grid">
+            {% if filters %}
+                {% if filters.category %}
+                <div class="filter-group">
+                    <label for="category" class="filter-label">Categorie</label>
+                    <select name="category" id="category" class="filter-select">
+                        <option value="">Toate categoriile</option>
+                        {% for category in filters.category %}
+                        <option value="{{ category }}">{{ category }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.age_group %}
+                <div class="filter-group">
+                    <label for="age_group" class="filter-label">Grupa de vârstă</label>
+                    <select name="age_group" id="age_group" class="filter-select">
+                        <option value="">Toate vârstele</option>
+                        {% for age_group in filters.age_group %}
+                        <option value="{{ age_group }}">{{ age_group }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.participants %}
+                <div class="filter-group">
+                    <label for="participants" class="filter-label">Participanți</label>
+                    <select name="participants" id="participants" class="filter-select">
+                        <option value="">Orice număr</option>
+                        {% for participants in filters.participants %}
+                        <option value="{{ participants }}">{{ participants }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.duration %}
+                <div class="filter-group">
+                    <label for="duration" class="filter-label">Durata</label>
+                    <select name="duration" id="duration" class="filter-select">
+                        <option value="">Orice durată</option>
+                        {% for duration in filters.duration %}
+                        <option value="{{ duration }}">{{ duration }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.materials %}
+                <div class="filter-group">
+                    <label for="materials" class="filter-label">Materiale</label>
+                    <select name="materials" id="materials" class="filter-select">
+                        <option value="">Orice materiale</option>
+                        {% for materials in filters.materials %}
+                        <option value="{{ materials }}">{{ materials }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.difficulty %}
+                <div class="filter-group">
+                    <label for="difficulty" class="filter-label">Dificultate</label>
+                    <select name="difficulty" id="difficulty" class="filter-select">
+                        <option value="">Orice nivel</option>
+                        {% for difficulty in filters.difficulty %}
+                        <option value="{{ difficulty }}">{{ difficulty }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+            {% endif %}
+        </div>
+
+        <!-- Action buttons -->
+        <div class="search-actions">
+            <button type="submit" class="btn btn-primary">Aplică filtrele</button>
+            <button type="button" class="btn btn-secondary" onclick="clearFilters()">Resetează</button>
+        </div>
+    </form>
+
+    <!-- Quick stats -->
+    {% if stats and stats.categories %}
+    <div class="quick-stats">
+        <h3 class="stats-title">Categorii disponibile</h3>
+        <div class="stats-grid">
+            {% for category, count in stats.categories.items() %}
+            <div class="stat-item">
+                <span class="stat-label">{{ category }}</span>
+                <span class="stat-value">{{ count }}</span>
+            </div>
+            {% endfor %}
+        </div>
+    </div>
+    {% endif %}
+</div>
+{% endblock %}
+
+{% block scripts %}
+<script>
+function clearFilters() {
+    // Reset all form fields
+    document.getElementById('search_query').value = '';
+    
+    const selects = document.querySelectorAll('.filter-select');
+    selects.forEach(select => select.selectedIndex = 0);
+}
+
+// Auto-submit on filter change for better UX
+document.addEventListener('DOMContentLoaded', function() {
+    const filterSelects = document.querySelectorAll('.filter-select');
+    filterSelects.forEach(select => {
+        select.addEventListener('change', function() {
+            if (this.value) {
+                document.querySelector('.search-form').submit();
+            }
+        });
+    });
+});
+</script>
+{% endblock %}

app/templates/results.html

@@ -0,0 +1,222 @@
+{% extends "base.html" %}
+
+{% block title %}Rezultate căutare - INDEX Sistem Jocuri{% endblock %}
+
+{% block content %}
+<div class="results-page">
+    <!-- Search form (compact version) -->
+    <form method="POST" action="{{ url_for('main.search') }}" class="search-form compact">
+        <div class="search-input-group">
+            <input 
+                type="text" 
+                name="search_query" 
+                value="{{ search_query }}"
+                class="search-input" 
+                placeholder="Caută activități..."
+            >
+            <button type="submit" class="search-button">Căutare</button>
+        </div>
+
+        {% if filters %}
+        <div class="filters-row">
+            {% if filters.category %}
+            <select name="category" class="filter-select compact">
+                <option value="">Toate categoriile</option>
+                {% for category in filters.category %}
+                <option value="{{ category }}" {% if applied_filters.category == category %}selected{% endif %}>
+                    {{ category }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.age_group %}
+            <select name="age_group" class="filter-select compact">
+                <option value="">Toate vârstele</option>
+                {% for age_group in filters.age_group %}
+                <option value="{{ age_group }}" {% if applied_filters.age_group == age_group %}selected{% endif %}>
+                    {{ age_group }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.participants %}
+            <select name="participants" class="filter-select compact">
+                <option value="">Orice număr</option>
+                {% for participants in filters.participants %}
+                <option value="{{ participants }}" {% if applied_filters.participants == participants %}selected{% endif %}>
+                    {{ participants }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.duration %}
+            <select name="duration" class="filter-select compact">
+                <option value="">Orice durată</option>
+                {% for duration in filters.duration %}
+                <option value="{{ duration }}" {% if applied_filters.duration == duration %}selected{% endif %}>
+                    {{ duration }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            <button type="button" class="btn btn-secondary btn-sm" onclick="clearFilters()">
+                Resetează
+            </button>
+        </div>
+        {% endif %}
+    </form>
+
+    <!-- Results header -->
+    <div class="results-header">
+        <h2 class="results-title">
+            Rezultate căutare
+            {% if search_query %}pentru "{{ search_query }}"{% endif %}
+        </h2>
+        <p class="results-count">
+            {% if results_count > 0 %}
+                {{ results_count }} activități găsite
+            {% else %}
+                Nu au fost găsite activități
+            {% endif %}
+        </p>
+
+        <!-- Applied filters display -->
+        {% if applied_filters %}
+        <div class="applied-filters">
+            <span class="applied-filters-label">Filtre aplicate:</span>
+            {% for filter_key, filter_value in applied_filters.items() %}
+            <span class="applied-filter">
+                {{ filter_value }}
+                <a href="javascript:removeFilter('{{ filter_key }}')" class="remove-filter">×</a>
+            </span>
+            {% endfor %}
+        </div>
+        {% endif %}
+    </div>
+
+    <!-- Results list -->
+    {% if activities %}
+    <div class="results-list">
+        {% for activity in activities %}
+        <article class="activity-card">
+            <header class="activity-header">
+                <h3 class="activity-title">
+                    <a href="{{ url_for('main.activity_detail', activity_id=activity.id) }}">
+                        {{ activity.name }}
+                    </a>
+                </h3>
+                <span class="activity-category">{{ activity.category }}</span>
+            </header>
+
+            <div class="activity-content">
+                <p class="activity-description">{{ activity.description }}</p>
+                
+                <div class="activity-metadata">
+                    {% if activity.get_age_range_display() != "toate vârstele" %}
+                    <span class="metadata-item">
+                        <strong>Vârsta:</strong> {{ activity.get_age_range_display() }}
+                    </span>
+                    {% endif %}
+
+                    {% if activity.get_participants_display() != "orice număr" %}
+                    <span class="metadata-item">
+                        <strong>Participanți:</strong> {{ activity.get_participants_display() }}
+                    </span>
+                    {% endif %}
+
+                    {% if activity.get_duration_display() != "durată variabilă" %}
+                    <span class="metadata-item">
+                        <strong>Durata:</strong> {{ activity.get_duration_display() }}
+                    </span>
+                    {% endif %}
+
+                    {% if activity.get_materials_display() != "nu specificate" %}
+                    <span class="metadata-item">
+                        <strong>Materiale:</strong> {{ activity.get_materials_display() }}
+                    </span>
+                    {% endif %}
+                </div>
+
+                {% if activity.source_file %}
+                <div class="activity-source">
+                    <small>Sursă: {{ activity.source_file }}</small>
+                </div>
+                {% endif %}
+            </div>
+
+            <footer class="activity-footer">
+                <a href="{{ url_for('main.activity_detail', activity_id=activity.id) }}" 
+                   class="btn btn-primary btn-sm">
+                    Vezi detalii
+                </a>
+            </footer>
+        </article>
+        {% endfor %}
+    </div>
+    {% else %}
+    <div class="no-results">
+        <h3>Nu au fost găsite activități</h3>
+        <p>Încearcă să:</p>
+        <ul>
+            <li>Modifici termenii de căutare</li>
+            <li>Elimini unele filtre</li>
+            <li>Verifici ortografia</li>
+            <li>Folosești termeni mai generali</li>
+        </ul>
+        <a href="{{ url_for('main.index') }}" class="btn btn-primary">
+            Întoarce-te la căutare
+        </a>
+    </div>
+    {% endif %}
+
+    {% if error %}
+    <div class="error-message">
+        <strong>Eroare:</strong> {{ error }}
+    </div>
+    {% endif %}
+</div>
+{% endblock %}
+
+{% block scripts %}
+<script>
+function clearFilters() {
+    // Clear search query and all filters
+    const form = document.querySelector('.search-form');
+    const inputs = form.querySelectorAll('input, select');
+    
+    inputs.forEach(input => {
+        if (input.type === 'text') {
+            input.value = '';
+        } else if (input.tagName === 'SELECT') {
+            input.selectedIndex = 0;
+        }
+    });
+    
+    // Submit the form to show all results
+    form.submit();
+}
+
+function removeFilter(filterKey) {
+    // Remove specific filter by setting its value to empty
+    const filterElement = document.querySelector(`[name="${filterKey}"]`);
+    if (filterElement) {
+        filterElement.value = '';
+        document.querySelector('.search-form').submit();
+    }
+}
+
+// Auto-submit on filter change
+document.addEventListener('DOMContentLoaded', function() {
+    const filterSelects = document.querySelectorAll('.filter-select');
+    filterSelects.forEach(select => {
+        select.addEventListener('change', function() {
+            document.querySelector('.search-form').submit();
+        });
+    });
+});
+</script>
+{% endblock %}

app/web/__init__.py

@@ -0,0 +1,3 @@
+"""
+Web interface components for INDEX-SISTEM-JOCURI v2.0
+"""

app/web/routes.py

@@ -0,0 +1,227 @@
+"""
+Flask routes for INDEX-SISTEM-JOCURI v2.0
+Clean, minimalist web interface with dynamic filters
+"""
+
+from flask import Blueprint, request, render_template, jsonify, current_app
+from app.models.database import DatabaseManager
+from app.models.activity import Activity
+from app.services.search import SearchService
+import os
+from pathlib import Path
+
+bp = Blueprint('main', __name__)
+
+# Initialize database manager (will be configured in application factory)
+def get_db_manager():
+    """Get database manager instance"""
+    db_path = current_app.config.get('DATABASE_URL', 'sqlite:///data/activities.db')
+    if db_path.startswith('sqlite:///'):
+        db_path = db_path[10:]
+    return DatabaseManager(db_path)
+
+def get_search_service():
+    """Get search service instance"""
+    return SearchService(get_db_manager())
+
+@bp.route('/')
+def index():
+    """Main search page with dynamic filters"""
+    try:
+        db = get_db_manager()
+        
+        # Get dynamic filter options from database
+        filter_options = db.get_filter_options()
+        
+        # Get database statistics for the interface
+        stats = db.get_statistics()
+        
+        return render_template('index.html', 
+                             filters=filter_options,
+                             stats=stats)
+    
+    except Exception as e:
+        print(f"Error loading main page: {e}")
+        # Fallback with empty filters
+        return render_template('index.html', 
+                             filters={},
+                             stats={'total_activities': 0})
+
+@bp.route('/search', methods=['GET', 'POST'])
+def search():
+    """Search activities with filters"""
+    try:
+        search_service = get_search_service()
+        
+        # Get search parameters
+        if request.method == 'POST':
+            search_query = request.form.get('search_query', '').strip()
+            filters = {k: v for k, v in request.form.items() 
+                      if k != 'search_query' and v and v.strip()}
+        else:
+            search_query = request.args.get('q', '').strip()
+            filters = {k: v for k, v in request.args.items() 
+                      if k != 'q' and v and v.strip()}
+        
+        # Perform search
+        results = search_service.search_activities(
+            search_text=search_query if search_query else None,
+            filters=filters,
+            limit=current_app.config.get('SEARCH_RESULTS_LIMIT', 100)
+        )
+        
+        # Convert results to Activity objects for better template handling
+        activities = [Activity.from_dict(result) for result in results]
+        
+        # Get filter options for the form
+        db = get_db_manager()
+        filter_options = db.get_filter_options()
+        
+        return render_template('results.html',
+                             activities=activities,
+                             search_query=search_query,
+                             applied_filters=filters,
+                             filters=filter_options,
+                             results_count=len(activities))
+    
+    except Exception as e:
+        print(f"Search error: {e}")
+        return render_template('results.html',
+                             activities=[],
+                             search_query='',
+                             applied_filters={},
+                             filters={},
+                             results_count=0,
+                             error=str(e))
+
+@bp.route('/activity/<int:activity_id>')
+def activity_detail(activity_id):
+    """Show detailed activity information"""
+    try:
+        db = get_db_manager()
+        
+        # Get activity
+        activity_data = db.get_activity_by_id(activity_id)
+        if not activity_data:
+            return render_template('404.html'), 404
+        
+        activity = Activity.from_dict(activity_data)
+        
+        # Get similar activities (same category)
+        similar_results = db.search_activities(
+            category=activity.category,
+            limit=5
+        )
+        
+        # Filter out current activity and convert to Activity objects
+        similar_activities = [
+            Activity.from_dict(result) for result in similar_results
+            if result['id'] != activity_id
+        ][:3]  # Limit to 3 recommendations
+        
+        return render_template('activity.html',
+                             activity=activity,
+                             similar_activities=similar_activities)
+    
+    except Exception as e:
+        print(f"Error loading activity {activity_id}: {e}")
+        return render_template('404.html'), 404
+
+@bp.route('/health')
+def health_check():
+    """Health check endpoint for Docker"""
+    try:
+        db = get_db_manager()
+        stats = db.get_statistics()
+        
+        return jsonify({
+            'status': 'healthy',
+            'database': 'connected',
+            'activities_count': stats.get('total_activities', 0),
+            'timestamp': stats.get('timestamp', 'unknown')
+        })
+    
+    except Exception as e:
+        return jsonify({
+            'status': 'unhealthy',
+            'error': str(e)
+        }), 500
+
+@bp.route('/api/statistics')
+def api_statistics():
+    """API endpoint for database statistics"""
+    try:
+        db = get_db_manager()
+        stats = db.get_statistics()
+        return jsonify(stats)
+    
+    except Exception as e:
+        return jsonify({'error': str(e)}), 500
+
+@bp.route('/api/filters')
+def api_filters():
+    """API endpoint for dynamic filter options"""
+    try:
+        db = get_db_manager()
+        filters = db.get_filter_options()
+        return jsonify(filters)
+    
+    except Exception as e:
+        return jsonify({'error': str(e)}), 500
+
+@bp.route('/api/search')
+def api_search():
+    """JSON API for search (for AJAX requests)"""
+    try:
+        search_service = get_search_service()
+        
+        # Get search parameters from query string
+        search_query = request.args.get('q', '').strip()
+        filters = {k: v for k, v in request.args.items() 
+                  if k not in ['q', 'limit', 'format'] and v and v.strip()}
+        
+        limit = min(int(request.args.get('limit', 50)), 100)  # Max 100 results
+        
+        # Perform search
+        results = search_service.search_activities(
+            search_text=search_query if search_query else None,
+            filters=filters,
+            limit=limit
+        )
+        
+        # Format results for JSON response
+        formatted_results = []
+        for result in results:
+            activity = Activity.from_dict(result)
+            formatted_results.append({
+                'id': activity.id,
+                'name': activity.name,
+                'description': activity.description[:200] + '...' if len(activity.description) > 200 else activity.description,
+                'category': activity.category,
+                'age_range': activity.get_age_range_display(),
+                'participants': activity.get_participants_display(),
+                'duration': activity.get_duration_display(),
+                'materials': activity.get_materials_display(),
+                'source_file': activity.source_file,
+                'url': f'/activity/{activity.id}'
+            })
+        
+        return jsonify({
+            'results': formatted_results,
+            'count': len(formatted_results),
+            'query': search_query,
+            'filters': filters
+        })
+    
+    except Exception as e:
+        return jsonify({'error': str(e)}), 500
+
+@bp.errorhandler(404)
+def not_found(error):
+    """404 error handler"""
+    return render_template('404.html'), 404
+
+@bp.errorhandler(500)
+def internal_error(error):
+    """500 error handler"""
+    return render_template('500.html'), 500

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

@@ -0,0 +1,310 @@
+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

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+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

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+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.