no limits - venturer articles

Selected Venturer Section articles from No Limits Magazine - 1999 - 2002

Keep it lightExclusion gameTwo wheeled travellerOutdoor activitiesExpeditions abroadBackpack stoveThe island - leadershipgameThe Problem of SurvivalExpeditionsThe coraclePower kitingHomemade stovesScout StaveItaly 2001

Creative ThinkingGenerating ideasWinter months ideasFun and gamesSpin off activitiesVenturer ideasVenturer ideas part 2Venturer ideas part 3Survival of the fittestPutting your best footforwardUnderstanding the teamsystemWorking with groupsLinks between thesections

Youth AffairsLeadership qualitiesScouting Top TenCanoe LeadershipMountain LeadershipPerson to personA look at leadershipLeaders RoleLearning ProcessWay marked trail walkingThe Spiritual dimensionCelebration of life

When backpacking, and in particularlightweight backpacking, there are anumber of objectives you shouldhave in mind. Weight is usually atthe top of the list; you wanteverything as light as possible.Performance; you want it to begood enough for everything. Cost;you have to be able to afford it.These three criteria form what couldbe termed the eternal triangle ofbackpacking.

Most lightweight gear comes markedwith a weight, but manufacturersbeing manufacturers, these are notalways as accurate as they mightbe. It is easy to become confused ormisled. The easiest answer is toshop for your kit armed with a springbalance. Something going up to7kilos is easily enough to read anddetermine weight of item.

Tents and SheltersA good tent that is both strong andlight are expensive. To get astructurally strong flexible-pole tentyou have to go up-market to thegeodesic designs and that costs alot of money.Most manufacturers offer a numberof tents in the lightweight range. Ifyou are travelling alone the lightestwill be in the range of 1.5 kiloshowever if you are traveling withothers the weight of a two or threeperson tent can be distributed withapproximately the same weightcarried as a solo tent. For theultimate adventure you should notdismiss the humble bivouac sheetor, to use the army parlance, thebasha sheet. This six foot by eightfoot piece of PU nylon has tagsaround the outside so that it can bepegged down or you might considera plastic sheet. It is the mostversatile, lightweight, inexpensive,and durable shelter avalable. It’s useis limited only by the ingenuity andexpertise of the user and if you don’thave any, money it can be aninteresting possibility. If you intendtravelling over mountainous terrain,perhaps camping high up then youneed a tent that will perform inextreme conditions and that will beexpensive. No matter what methodyou choose you will have to makecompromises along the way, floorspace, weight, strenght.The tent you select will probably,have, a super thin groundsheet tosave weight so you will also have tohave a sleeping mat both to protectthe groundsheet and insulate yourbody from the ground.

SleepingWithout a shadow of a doubt thebest you can sleep in is a down bagbut if it gets wet it is next to useless.If your bag is likely to get wet, steerclear of down. The alternative is aman-made fibre bag.These come in many guises but theprinciple is the same in all. A long,man-made fibre is hollow and thus

traps air. As with down it is thetrapped air that keeps you warm.The advantages of artificial fibresare clear. The bags are cheaperthan down, they are warmerunderneath you (because they areharder to compress), they keep youwarmer when wet, and they areeasier to keep clean.

Disadvantages? They aresubstantially heavier and bulkierthan down, and won’t last youanywhere near as long.

weight. Some harnesses leavemore room for air to circulatebetween you and the sack. In theend it is down to personal choiceand budget, consult the brouchuresand cross check with people youknow who have bought rucsacksand see what they recommend.

Cooking and EatingYou will need a stove, something tocook in, something to eat out of,something to eat with and (very

popular, the Tranzia has awindshield built round the containerwhich also neatly holds the billy.Again the design is foolproof. Thestove is heavy and bulky so watchthe weight.Still in the liquid fuel range, there arethe pressurised burners, running oneither paraffin or petrol. Theparaffin stove traditionally known asthe primus stove has undergonesome major design upgrades inrecent years and a new collection ofmulti-fuel stoves are now availablethat allow different fuels to be usedby the same stove. Once burning,these stove provide an intense andefficient heat source and can beadjusted to give various rates ofheat. Gas stoves are simple to use.They are relatively cheap to buy butare expensive to run. Unless used ina sheltered area they are useless asthe heat is quickly blown away andas the canister runs down so doesthe pressure.Once again, compromise is the finalsolution. You will generally find thatpressurised paraffin is the tried andtrusted stove for most formalexpeditions, and is the generalfavourite of many. Solid fuel is auseful last resort to have availablewhen you are traveling light, relyingin the main on wood fires, and thereis no way of lighting one. Gas fuel issimply a consumer conveniencestove that is simple to use in all butextreme conditions.

With so much wonderful equipmentaround it is easy to get carried awayand seek for the best in everything.A large rucksack to carry a fiveseason down bag with a Goretexbivi-bag, a super stove and ageodesic dome tent. In reality, if youthink over the use to which yourequipment will be put carefully youwill often find that the best is notsuitable for you and you are just aswell off with something cheaper.Then, when your style of travelling orcamping does demand the best, theexpense becomes worthwhile.

The compromise is clear. If you canstay out of the wet and can afford topay more, invest in down which lastslonger, so costing the same in thelong run. If you constantly get wetwhen camping, buy a man-madefibre bag. Another alternative is toconsider a fleece inner bag andcombine it in use with a lightersleeping bag depending onexpected weather. The bag is verygood for those who bivouac and canbe used to effect with a good downinner bag. Handle or better stillborrow one to try before you buy.Zips should all be well baffled toprevent loss of heat. If the bag youchoose is a man-made fibre one,check to see if it comes with acompression stuff sack. If it doesn’tand you want one, this will add a fewpounds to the final price.

RucksacksWith rucksacks two things areimportant from the outset; size andwaterproofing. You have availableto you any size of sack you want,and (whatever the manufacturermay say to the contrary) none ofthem are waterproof.The capacity of a rucsack ismeasured ‘in litres. A small daypack weighs in at about 25 litres.From there you have various sizesup to a general all round rucsacksized at 75 litres. With one of theseyou will be able to manage anythingup to mountaineering (at a push),but you pay a price for the facility.Having 75 litres to play with you feela terrible urge to fill up all the space,even for summer camping in thelowlands. Because of this, somepeople prefer a 65 or even a 50 litrerucsack.After those important criteria the restmore or less comes down topersonal preference. If you areorganised in the way you pack, aone section rucksack is simpler andmore effective. It is an advantage ifyour pockets can be detached, buthaving them fixed saves a bit of

importantly) something to carrywater in. The essential part of the‘something to eat with’ is a generalpurpose blade. This will cut upanything you want to eat tomanageable portions as well aswhittle. Save the weight by cuttingdown on the number of utensils youtake rather than by using flimsy‘camping’ ones which bend the firsttime you use them.When you choose a billy make sureof two things. Firstly, it should havea good handle, preferably one thatwill not get too hot to hold whilstcooking is in progress, Secondly, itmust have a close-fitting lid. Thereare many styles of billy available tochoose from. The two pint ‘paint tin’type, is a handy size and can be useon a wood fire. The rectangular armytype that hold up to a litre is anexcellent choice. These fit nicely intothe side pocket of a rucksack andcan be filled with snack foods andbrew kit for the day’s use.

StovesThe array of stove available isdown to choice. The choicehere is between solid fuel, liquidor gas.Solid fuel comes in blocksthat resemble large white tablets.A packet fits neatly intothe metal tray that youburn them in. Thisstove is little biggerthan a pack of playingcards. The systemis foolproof since youmerely set a match to theblocks and add more forextra heat, take away forless heat. Moving onto liquid stoves yourchoice increasesconsiderably.Most simple ofall is the methsburner. Hereyou have a containerinto which you pour methsand then set fire to it. The most

Keepingit light

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The GreatEgg Bonanza

This exercise is design to developyeamwork, initivetive , and constructionskills as well as developing the mental skillsof the group.

Each team of Venturer are set aconstructive task, whereby they have todesign and build a gadget frommiscellaneous bits and pieces of no realvalue. The teams must then complete theobjective against each other and theclock.

Each team will need some equipmentI No. Elastic Band ( power source),Cling film, newspaper, cellotape,pipecleaners, milk cartons, paperclips, oddsand ends

Projects

Move an egg from one position to another10 metres away. Without breaking it, ortouching the ground

Lift an egg 1 metre off the ground over abarrier and onto the other side, withoutbreaking it.

Construct an egg timer, to tell exactly 2minutes, every time.

Construct a devise that will package anegg, this devise must be capable of

travelling a distance of at least 3 metres (off the end of a plank) and survive afreefall from the top of the hall or den (distance at least 7 - 10 metres )

Time limitWrite out the projects and seal in anenvelope. Give each team at least 1.30mins to 2 hours to make the craft ordevise. Allow half an hour for testing.

Contest RulesOnly one egg will be given for testingpurposes, and one egg for final test.

Eggs may not be taped or cast in a solid

A streamer maybe attached to the freefallcraft but it can be no longer than 3metres

In construction and craft / devise you maynot use padding of any type to protectthe egg. You can however imploy shockabsorbers but they can only be activatedon impact - something like an air bag in acar of crimple panels in cars that collaspeon impact.

The craft / devise must be self propelled -once it is set up to go it must travel by itsself.

Rules can be changed at short notice tocircumvent the’ benders - of- rules’ and(heaven forbid) ‘cheaters’

Hints for experiment andpractice

In designing your craft/devise, firstconsider the basics you have to work with- a one litre milk carton, an egg, some sortof shock absorber, bits and pieces andperhaps a streamer. As you experiment,consider what you can change, here are afew suggestions: -

Change the shape of the carton, itsweight, surface. Add nose cones,bumpers, cushioners.

Change the egg position

Change the shock absorber, size, shape,weight,material. Try elasticity,crushability, padding, and cradling.

Change the streamer, size, shape, weight,material.

Change to fins and flaps for guidance.

It is an excellent idea to cover the floorof your test area with a sheet of plastictaped to the floor. Each team isresponsible for cleaning up their mess(the best part of it at least ). When thechallenge is over the plastic can be rolledup and placed in the bin.

What to do...

Divide the youngpeople into three groups.Place a dot on theforehead each person:Red for one group, Greenfor another,Blue for the third.

Round 1.The Greens have all the power and aregiven chairs to sit down comfortably. Theymay be treated to a glass of minerals orsome chocolate They order the Reds tostand together with their noses touchingone wall They may not look round or talk.They are totally excluded from theactivity. Meanwhile the Greens give ordersto the Blues, e.g. Hop on one leg, do 10press-ups, make animal noises, countbackwards in Irish.

The Blues must do what theGreens tell them, (within thebounds of safety)

Round 2.After a few minutes stop and change theroles round - bringing the Reds away fromthe wall and instead serving the Blues, etc.

Round 3.Hold a third round so that each group hasexperienced exclusion domination andprivilege.

Alternatively, do not play rounds two andthree. This will leave stronger feelings tofuel the discussion. Only play it this wayif you consider your group are matureenough to be able for the strong feelings,especially among the excluded.

DebriefGive everyone a chance to talk aboutwhat happened in the game, what theyfelt at each stage in the game, and whatthey wanted to do. Focus on how peoplefelt: left-out, angry, powerful.....

Exclusion game

Now explain clearly that the group isleaving the game behind to focus on whatthe game can teach us about real life.

Now ask does this really happen in Ireland?What groups in Ireland experienceexclusion frequently? Select a couple ofthe groups named and let the membersdraw up a list of the ways it happens. Isthis fair? From their own feelings in thegame, how do they imagine people whoare excluded from society feel?

The bicycle has been a popular choice of vehiclefor the discerning traveller. It is the mostefficient of any human powered land vehicle. Thebicycle is cheap, and because it is a simplemachine, is also reliable. Its basic form is similarthe world over, with spares available everywhere.

Cycling is slow enough to keep you in touch withlife but still fast enough to bring daily changes. Afit rider ought to be able to manage an average of60-80 kilometres a day, putting you part waybetween pedestrians and motorcars. A bike canmanage a daily distance of four times that of awalker, a third that of a car.

‘Isn’t it hard work?’ Sometimes, but for everyuphill there’s a down that’s as much fun as flying.‘What happens when it rains?’ You get wet. Orstop in a cafe. ‘How do you survive with so littleluggage?’ It’s leaving behind the junk of everydaylife that makes bike touring such fun.

On your bikeIf you are unsure of your stamina, choose for afirst trip somewhere mild such as the midlands.You do not have to be either an athlete, or able torun up three flights of stairs without collapsing toride a bicycle. It is a rhythmic, low-stress form ofexercise. Riding to work, or school, or regularlyduring evenings and weekends, will build a healthyfoundation of fitness. If you have never touredbefore, try a day cycle from home (50kmsmaximum), or a weekend cycle.Once you know how many miles you cancomfortably ride in a day, you can plan your tourroute. Always allow for the first couple of days tobe ‘easy’ set yourself distances that you knowyou can finish easily, and this will allow you toadjust to the climate (if abroad), and to the extraexercise.

Get your bike and yourself ready. Safety helmets,lights, reflectors and reflector strips on pannierbags. It is very important that you are seen bothduring the day and at nightime or dusk. Safetyshould be a major consideration particular if youare travelling in a group.

Beware of being tricked by the map. Main roadsare best avoided. This means investing in somegood maps as a general rule, scales of 1:200,00 willshow all minor roads. For safe cycling on roughtracks, you’ll need map of 1:50,000. It’s notalways the places with the highest mountains thatare the most tiring to ride through Scotland,where the roads often folio valley bottoms, is a loteasier than the south-west of England where theroad helter-skelter up and down ferocious angles.Holland may be as flat as a pancake but it’s thisflatness that allow the wind to blow unchecked

You may already have a clear idea of where youwould like to ride. Hilly ness, prevailing winds,temperature rainfall, whether the roads aresurfaced or dirt, are all factors worth quantifyingbefore you leave. The actual route you take willfit in with places of interest (andaccommodation). There may be duller section ofyour route that you would like to skip. If so, youneed to find out in advance whether you can haveyou bike transported on buses or trains.What type of accommodation you decide uponaffects the amount of luggage you carry and theamount of money you spend. Camping provide thegreatest flexibility but also the greatest weight ofluggage. With (or without) a tent you can stay inall manner of places. Farmers will often con sent

to the use of a field-corner, and in wildernessareas you can often camp where you choose(leave nothing; take nothing). With a group oftravellers you can share the weight of the tent,cooking gear and so on. If you are using youth-hostels, you can travel very lightly but your routeis fixed by available accommodation.

The Bike and ClothingMost people have a bike and if you need to buyone the bicycle need cost no more than a goodcamera or backpack. Neither need it be an exoticmix of the latest aluminium alloys and hi-techtyres. Foster Fraser covered 19,237 milesthrough seventeen countries on a heavy steelroadster fitted with leather bags. Destinationsare reached through the urge to make thejourney, rather than the colour of the bike frame.Given the determination to succeed, virtually anytype of bike can be used for making a journey.The author Christa Gausden made her firstjourney, from the Mediterranean to the EnglishChannel, on a single-speed shopping bike.Spending time and money on your bike howeverwill increase your comfort and the bike’sreliability.

For road touring, the most comfortable machine isa lightweight ten or twelve speed. The saddle isvery much a question of personal preference; tryseveral before deciding. (Note that you should fita wide ‘mattress’ saddle if you have uprighthandlebars, as most of your weight will be on yourbottom.) It is very important that your bikeframe is the correct size for you. There areseveral different methods of computing this, but arough rule of thumb is to subtract 25 centimetresfrom your inside leg measurement. You should beable to stand, both feet flat on the ground, withas least three centimetres between the top-tubeand your crotch .

Luggage should be carried in panniers attached toa rigid triangulate carrier that cannot sway.Normally rear panniers should be sufficient if youneed more capacity, use a set of front pannier .Lightweight item such as a sleeping bag, can becarried on the top of the rear carrier ifnecessary. The guiding rule is to keep weigh aslow down and as close to the centre of the bikeas possible. Never carry anything on your back.Clothing chosen carefully will keep you warmand dry in temperate climates; cool andcomfortable in the heat. Choose items on the‘layer’ principle: each piece of clothingshould function on its own, or fit whenworn with all the others. The top layersshould be windproof, and in waterprooftoo. Gore-Tex is ideal. Close fittingclothes are more comfortable, don’tflap as you ride, and can’t getcaught in the wheels and chain set.In bright conditions a peaked hator beret makes life morecomfortable, and cyclinggloves (with padded palms) willcushion you from roadvibration. Choose shoes with astiff sole that will cushion yourfoot from the pedal, and whichare also good for walking.

Mountain bikesIf you’re planning to venture off the beatentrack, on rough roads and tracks, a mountainbike will provide the greatest strength andreliability. They are heavier than a road-bikeand, on tarmac, a lot slower. But on dirt roadsand trails mountain bikes are in their elementeasy to control, with good grip and resistant tovibration, knocks and crashes. Mountain bikesgenerally come with fifteen gears, powerfulcantilever brakes and heavy duty ribbed tyresthat are virtually puncture proof. For sheertoughness, a mountain bike is impossible to beat,but you pay for this toughness by pedalling moreweight in a less efficient riding position.

On the RoadThe greatest hazard is other traffic. Alwayskeep to your side of the road, watching andlistening for approaching vehicles. Look out toofor cows, sheep, people, pot-holes and ruts, allof which can appear without warning and spelldisaster for the unwary.Dogs deserve special mention. Being chased up-hill by a mad dog is the cyclist’s ultimatenightmare. I’ve always found the safest escapeto be speed.Security need not be a problem if you obeycertain rules. Unless you are going to live withyour bike day and night, you need a strong lock.The best are the hoop-shaped hardened steelmodels. Always lock your bike to an immovableobject, with the lock passing round the frameand rear wheel. For added security, the frontwheel can be removed and locked also. Beforebuying, check that the lock of your choice is bigenough for the job. Note that quick releasehubs increase the chance of the wheels beingstolen. Always lock your bike in a public place,and if you’re in a cafe or shop, keep it in sight.Better still is to leave one of the group to watchthe bikes in torn.

The Two-WheeledTraveller

OutdoorActivitiesThe answer to the frequently asked question,‘what makes Scouting different from otherorganisations?’ is, in two words, outdoor activities.We look for adventure, and we find it in the hills,the sea and the sky. Indeed, there is not muchpoint in becoming a Venturer if you are not drawnby the prospect of adventure in the company oflike-minded companions.

In the open air you come face to face withsituations in which your physical self is allimportant. It may be that rock climbing does notappeal to you but one of the great features ofVenturing is that it allows its members to choosetheir own activities and this applies to outdoor asmuch as to the indoor activities. Again, there is noshortage of pursuits to choose from. If rockclimbing is not for you, select photography oranything else you like.

Somewhere along the line, there hasgot to be some give and take. You are,after all, a member of a Venturer Group,and you have to build a programme thatwill entertain, satisfy and instruct all themembers. So, if something on the outdoorprogramme does not appeal to you,orienteering perhaps, try not to turn up yournose and decide not to go that weekend.Take a more positive line. Show a real interest,or, at least, approach it with an open mind andyou may very well find that orienteering begins tostir your imagination and creates the urge to findout more and take your interest further.

Planning a programme to take account of allindividual tastes is far from easy. The enthusiasmsof some are met with the yawns of boredom, Thebest way of catering for most of the VenturerGroups needs is to have a programme which hasregular summer outdoor meetings for everybodyand extra meetings for those with other interests,in that way, everyone will get a fair crack of thewhip.

Pleasing everybody

There is, of course, a way of pleasing everybody.Camps and expeditions contain just about everyingredient or appeal and nobody gets left out. But,here, we are concerned with outdoor activities inthe ordinary programme setting. In deciding whichoutdoor pursuits to choose in, say, the autumnperiod, it will obviously need to find out fromeverybody what they would like to do. First, theywill suggest a mixture of already popular activities.Next will come new ones which they would like totry and others will be chosen to help towards oneof the awards.

With the ideas to hand, the Committee will beable to put together a worthwhile forward-lookingand adventurous programme of outdoor activitywhich will, over a four month period, involveeverybody at some time or other.

There is no need, of course, to follow a regulartime-table in these activities, meeting, say, at aregular time once a fortnight. Instead, three hoursorienteering might be followed two or three weekslater by a whole day of rock climbing on cragsforty miles from home. A few weeks later, aweekend’s compass and mapping exercise with anight of lightweight camping can meet severalpurposes and make a worthwhile expedition in,itself. And, as a bonus, there is added variety.

You must be thoroughly trained in all the activitiesyou choose to do, whether they are simply forinterest or steps towards an award. In a typicalUnit and perhaps in your Group, there will not bepeople who are expert in everything. There maybe a competent rock climber or canoeist, theremay be a sub-aqua enthusiast or someone intoarchery but you will not have them all. If whowant the right information and training find the

right people and the right courses. How do theygo about this?

The first person to consult is the Venturer Leader.He/she may have first hand information, know theright courses to look for or can point you in theright direction. Such courses are not usuallyexpensive, but assistance can sometimes beobtained from your local VEC. The mainorganisations and governing bodies also arrangeintroductory course to their sports and arrange thekind of courses you will be Interested in.

The number of clubs, organisations and societieswhich can help your Venturer Group towards amore adventurous outdoor life is very greatindeed, and the more you look, the more you willfind. If you want to do well in your chosenactivities, you will need expert help from peoplewho have trod the same path before you. Findthe organisations which can help you, join and askthe experts for guidance.Without it, you willnot get far, andwithout progress,you will notdevelop yourenthusiasm.

But what do you do if everyone is keen onsomething that is both new and expensive totake up? If sub-aqua looks appealing, do youlook at the price of wet-suits, multiply by thenumber of Venturers in the Group, shriek withalarm and then settle for a ten mile hikeinstead? It would be a poor look-out forVenturing if that was all you could do.

Sooner or later, a determined Venturer Groupand its Unit will overcome the initial lack ofequipment. If rock climbing is wanted, rockclimbing will be done. But it is one thing to beequipped; it is another vital consideration to beproperly equipped. Obviously no one would goon a rock climb using a washing but the marginof safety is hazier if someone is wearing ananorak which is suspect in foul weather.Venturers should take a proud, professionalinterest in their equipment, making certain that it is the best, safest and most reliable for its

purpose.

It must be faced that adventureinvolves risk. There is a greaterdanger from falling off a cliff thanfrom a chair in the kitchen. But riskscan be minimised by learning andrespecting the appropriate safetyprecautions. They are drawn up foryour benefit and ignoring themjeopardises not only your life, but thelives of those who would turn outselflessly to rescue you. To go onmountains in foul weather, badlyequipped, unprepared for danger andignorant about the safety rules isworse than stupid; it is selfish. So,the first thing to do when you havechosen your activity is to see if thereis a safety code that governs it. Thenget hold of the code, learn it until it isreally familiar. That is an absolutepriority.

Group ActivitiesSome activities are best suited togroups rather than individuals, TheExecutive Committee will programme

them, for the whole Group to tackle and willsee that they happen at fairly regular Intervals.Other pursuits are better suited to individuals orpairs and do not need numbers for success. Inchoosing your activities, be realistic as well asadventurous.

As a Group, choose activities which everyone isinterested in or, at least, prepared to try;choose things you can afford to do or for whichyou can find the resources. Activities whichwill not involve travelling long distances beforethey can be started are obviously moreeconomical. Finally, make sure you can getexpert advice.

As an individual, you should select activitieswhich appeal strongly and are likely to becomelong term hobbies. Again, make sure you canfinance them somehow. Pursuits that you cantackle alone or with a small group can befollowed up whenever the enthusiasts want toget on with them.

It is, of course, vital that you have the rightequipment for the activities of your choice. Everykeen rock climber wants a good belt, climbingrope and rock boots, and he/she will get themsomehow, no matter how great the effort neededor the price asked. Similarly, a Venturer whoseimagination is captured by the white water of aswift river will, before long, start to build or saveup for his/her own slalom canoe. But there is, aswe all know, a limit to what each individual canafford and the time will come when the VenturerGroup has to step in and acquire a selection ofgood quality outdoor equipment.

The Executive Committee should draw up a list ofpriorities, asking itself which activities the Groupis most interested in. Most things that are doneout of doors, necessitate some gear. It is a caseof deciding what should be bought first and how isthe money to be found?

Equipment

There is a minimum list of equipment which anyself-respecting Venturer Group should maintain. Itwill include good standard compasses, a widerange of Ordnance Survey maps, climbing ropes,every kind of modern camping equipment andtools like axes and saws. If the Group reallyspecialises in canoeing or skiing, for example, itwill build up its own fleet of canoes or amountain-resort’s worth of skis, sticks and evenboots.

Vent

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At some stage, many Scouts thinkabout going abroad. Some consider avisit to another country as a normal partof their annual programme. Some planit once every two or three years, andsome, of course, go back to the sameplace year after year. But for everybodythere is always a first time.

When the idea is first put forward, it canbe for a variety of reasons: to make orrenew friendships with Scouts inanother country; to put into practiceskills learnt at home; to assist otherScouts, such as helping in a communitydevelopment project; or just to discovernew things, people and cultures. Afterall, there would be little point intravelling to another country simply todo the same things that could be doneat home,

QuestionsThe first questions which will be askedare where to go, what to do, when togo, and who can help?

‘Take advantage of new challenges butdon’t plan to do abroad what can easilybe done at home’.

Answers to the first two questions willdepend very largely upon the Scoutsown interests (as well as uponeconomic factors). A Troop interestedin cycling will probably chose to gosome place different than a Troop whichwants to hike in the mountains.

When to go will depend on a number offactors: school or other holidays in yourcountry, and the one you want to visit:the Leaders ability to have time offwork; the seasonal climate; and the costof transportation and accommodationduring ‘high’ seasons.

The fourth question, of who can help, ismore easily answered in a general way.There are many sources for theinformation, advice and preciseknowledge that will be needed. Oncethe decision to go abroad has beentaken and the basic choices ofdestination and programme objectiveshave been set, then is time to meet andtalk with some experts.

Your InternationalCommissionerOne of the first people to contact is theInternational Commissioner.

Our association have rules concerningScout groups traveling abroad. We alsohave guidelines and information toassist groups with their preparations.The International Commissioner will beable to work with you through theimportant first steps in planning, andprovide many of the contacts to beused. He may, for instance, be able tosuggest campsites or indooraccommodation, recommended travelagents and coach operators, and give agreat deal of essential elementaryguidance.

If you want to attend a Scout camp orevent in another country ask theInternational Commissioner to send thelatest copy of ‘Forthcoming InternationalEvents’ which we publish once or twicea year in ‘No Limits’

Contact with otherScoutsThe International Commissioner canprovide the initial contact with a Scoutassociation in the country(s) you plan tovisit. Some associations are willing andable to help you to plan a visit to theircountry. They many, for example, willbe able to recommend inexpensiveaccommodation, or perhaps arrangehome hospitality.

If you wish to make contact with aScout Association in another country,do it well in advance, Give them time torespond to your questions. Above alldo not wait until you are in theircountry to make contact. Usually thereis little that can be done at short notice.Last minute requests for help can alsocreate ill will. You should not expectanother association to help you in anyway, unless it has offered to so inadvance.

Start Planning EarlyPlanning for most trips can take 12 to18 months. The first steps may simplybe to collect information about thecountry (from tourist offices, embassies,the libraries ... ) and how to get there(from travel agents, youth and students’travel organisations).

In the early stages, it is well to makeuse of other people’s previousexperience. Talking to someone whohas planned a similar expedition it willhelp you to avoid some pitfalls. It willalso allow you to use their contacts andto draw upon their knowledge of allsorts of important subjects: passports,insurance, currency exchange, roadtravel regulations or train fare reductionsto name but a few. Even if theirexperiences don’t completely overlapwith your own intentions you willcertainly be able to gain some benefitfrom them,

During your preparations keep otherpeople informed of your plans. Parents,other Scout Leaders, sponsors, and theInternational Commissioner will all beimportant to the success of theexpedition.

A preliminary visitAll the contacts, letters and brochurescannot substitute for guided tours, Andsome costs, like transportation andaccommodation, will vary (if the size ofthe group changes. It is often notpossible to establish a precise budgettoo far in advance, thus a generouscontingency allowance must be built in... just in case

Costs can be reduced by organizingfund-raising activities. Grants may beavailable from Youth Exchange Bureaufor educational activities abroad-applications often need to be made wellin advance to secure funding.Firms may be prepared to support thetrip either by a direct grant, or byproviding goods or services.

Making the most of it

There are two basic components to anexpedition abroad which will alloweveryone to make the most of it:preparation and participation. Just asyou would not attempt to across thePacific without thorough training andpractice, so you should be well preparedfor a visit to another country.

Have the Scouts learn a few words ofthe language(s) they will encounter,learn some history, study maps, andread guidebooks. Backgroundknowledge will help to make theexperience more enjoyable andeducational. It will give a betterunderstanding of the country andpeople and help you to break downsome of the initial barriers.

Expeditionsabroad

Take with you some photographs ofyour home town and your Scoutactivities. These will help the peopleyou meet to learn more about you.

When you get there, it is never enoughsimply to sit back and watch. You mustalso try to participate m the day-to-daylife of the country and really find outabout the people from the inside. Yougo abroad to take an active part inanother community and to experience adifferent lifestyle for a while.

Record your experiencesPart of the planning should be to decidehow to record your experiences. Adaily diary recording the programme,places visited, people met will provide avaluable souvenir. Pictures, of course,are ‘worth a thousand words’. Slideswill be particularly useful for sharingyour experiences with other Scouts,parents and community groupsSome groups may even consider moresophisticated techniques such asrecording sounds as well as images, oreven making video recording!.

Home ContactDon’t forget to appoint a home contactand back-up; someone who can alwaysbe contacted by telephone to let themknow all is well, or if something iswrong.

When you get backWhen it is all over and everyone ishome safely, the organising task is notyet finished. A report on yourexperiences will help other people, whomay be in the same position as youwere two years ago. A copy to theInternational Commissioner will help himand others. A report to the Unit,Region, parents and anyone else whocontributed funds, equipment orexpertise will demonstrate that theirsupport was appreciated. And don’tforget the letters of thanks and thegreetings to new friends made abroad.

Vent

ure

Fort

hThe EuropeanScout VoluntaryProgrammeMany young people from all round theworld are now working at campsites andactivity centres in Europe through theEuropean Scout Voluntary Programme.The aim of the programme is to assistyoung people from all over the world todevelop their leadership skills and intercultural learning. This is achieved bygiving them the chance to work as avolunteer at a site in a foreign countrywithin Europe (currently 28 sites in 10countries). By making a commitment ofat least 4 weeks and by fulfilling certainother requirements, the young peoplealso receive some support for their travelcosts from the European Scout Region.Work is already beginning on the

preparation of the programme fornext year. If you are connectedwith a site and may be interestedin having young people from allover the world helping you or if youwould be interested in having agreat time in another country andwould like to know more about theprogramme, please contact eitherThe International Commissioner inNHQ or John Moffat Director,Kandenteg International ScoutCentre, CH - 3718 Kandersteg,Switzerland Tel: +41 33 675 82 82email:[email protected]

Make anultra lightbackpackstove

What you need2 aluminum drink cansa handful of ‘Perlight’- obtainable ingarden centresCoat hanger or strong wire or oldmetal tent pegsMethelated spirit

Some toolsScissorsDrill2mm drill bitWire cuttersPliers

Step onefor the base neatly cut can one about3.5cm from the bottom. For the top,cut the other can about 25 cm fromthe bottom.

Step 2Drill a number of holes (18-30) aroundthe edge of the top and in the centeras shown using a 2mm drill bit.

Step 3Fill the base with ‘Perlight’ just morethan half full

Step 4Make 6-8 vertical cuts around the top.Make the cuts up to but not over therounded edge. Slowly press the topinto the bottom. ( a small board canhelp to make this easier)

Step 5Fill the stove about half full with thefuel. Light the burner by slowly movinga match over the edge of the burner.Note: if it does not light, tip the burnerso that a small amount of the fuel restsin the rim and re-light.

Step 6Cut and straighten a coat hanger. Usesmall fine sandpaper to remove anycoatings or paint. Bend the wireinto a shape that will hold a pota few inches above the burner( see example) You can also shapemetal tent pegs so that they willhold a pot. Push into ground when youwant to use burner.

1.

2.3.

4.

5.

6.

Fun onthe water

You need two large inner tubes

A baseboard made from 20mmshuttering ply and holes drilled inbaseboard so that tubes can besecured by ropes

Secure tubes to baseboard beforecovering with plastic sheeting or tarpsheet

Don’t forget the life jacket

What style of leadership do Iuse within my section andwith the other adults at Unitand regional level. Will I playthe nice guy and let peopleget away with murder or will Iplay the hard military type and“run a tight ship?...” This littlestory might help to explain:

A group of twenty five passengers aremarooned on a desert island along withfive officers from their luxury liner thatfloundered during wild storms.The Officers know the rough locationof the island and realise that this spotin the South Pacific is completely offthe main shipping lines. The bestchance is to build a raft and sail awayto safety.The passengers look to the Ship’sOfficers for leadership and it is decidedthat it will be best for all if the groupdivides up into five teams, each teambeing led by one of the Ship’s Officers.Each team will search the island for asuitable source of raft making material,food and water. If any team gets a raftbuilt they will sail to safety and contacthelp. Here is an account of how eachteam got on after they split up.

Team one

The first team was led by the Ship’sEntertainment Officer. He had spentmany years organising the cabaret,games and dances on board ship. Hehad great concern for the welfare ofthe passengers and never wanted topush them too hard. He was the mostpopular officer of the lot.As soon as the group broke up, he tookhis team and asked them what theywanted to do. They weren’t took keenon travelling East along the island - itseemed too heavily forested. TheWestern shore looked much easier totravel golden sandy beaches, coconutgroves - no real raft making material butnice, easy-going territory. As thebeach was surrounded coral reef,making launch impossible.This team set off along the beach andreached point 1.9 on the map. This,’they decided was the furthest theyshould go. The entertainment’s Officeragreed. He didn’t want to push themat all, as long as they were happy. Hemade sure that they had enough food -he let them go swimming as they wished- the lagoon was safe and beautifullywarm.Team One didn’t get off the island - butthey were all very happy - the

Entertainment’s Officer made sure ofthat. He kept them at point 1.9 wherethey were all very comfortable and heremained as popular as ever.

Team two

The second team was led by the Ship’sEngineer. He was a hard old sea dogwho believed that the team should getoff the island as soon as possible. Hehad worked with worse teams than thisbut always came up trumps. Push themhard that was his motto. Give them notime to think.He choose the Easterly route along theroute. At times this looked veryovergrown, with some cliff areas alongthe shore, but there was bound to beplenty of wood there and food and,water must abound.He took his team aside, telling themthat if anyone didn’t pull their weight,they would be left to die. There wasno room for slackers here. The survivalof the fittest, that’s what it was allabout!He pushed his team along the Southernshore of the island for two solid weeks.For much of the time they had to wadethrough mangrove swamps and once ortwice had to scale cliff ledges. Theyfound many sources of timber, food andwater, many areas where a launch mighthave been possible but on arrival atpoint 9.1 on the map, team twomutinied. One of their members hadalready died when he fell from a cliff.The others knocked the first mateunconscious and escaped into theforest. The Ship’s Engineer awoke atpoint 9.1 on the island in a daze andwondered what had gone wrong.

Team three

This team was led by the Purser. Hewas used to taking bookings, countingmoney, ordering fuel and food. Henever really wanted to be a ship’sOfficer. His father had pushed him intoit. All he wanted to do all day was toremain undisturbed. He was happiestwhen people left him alone.He turned to his team, once the othershad gone, and told them he didn’treally want the job of leading them. Heonly took it because he didn’t wantanyone to give out to him. He didn’treally want to get off the island or evenmake sure that h;. five passengers werefed and safe. He just wanted to staywhere he was and wait ,for someoneelse to save them.So they panicked, fought amongthemselves, split up and left him to getmore and more depressed.

Team four

This team was led by the Captain. Hetook his team aside and had a meeting.They made up a map of the island,worked out where the best source offood and materials would be. Thenthey discussed the skills andcapabilities of each member of theteam.Balancing the need to get off the islandagainst the capabilities of the teammembers, the t6ey decided to head ina North Easterly direction - avoiding thedangerous swamps.After a week or so they had set upbase camp at point 9.9 on the map - apoint from which they had easy accessto the lush timber and food reserves.There was also an ideal spot forlaunching their raft - with no fear ofcrashing on a coral reef.They started to collect timber andbuild up stocks of food. The Captainworked hard alongside his team. Theyshared out the work among the team.One passenger, a carpenter, took onthe job of designing the raft, theothers start collecting wood. Problemsarose from time to time, people felttired, they saw little progress ‘at times,but the Captain got the team togetherand discussed the problems - notallowing grudges to build up.Within a month, the team had a raftbuilt and stocked. They launched andspent a week or so on trials. Havingsorted out some design faults theysailed away and were discovered twoweeks later by an oil tanker and saved.

Team five

The fifth team was led by you. Whereexactly would you end up? Which ofthe first four teams would you follow?

You see the first four teams bydifferent kinds of leaders. Each leaderhad a different emphasis on two things- people and results,

1. The Entertainment’sOfficerwho led Team One was only interestedin keeping his people happy. He didn’treally care about getting off the islandbecause his people just wanted theeasy option - they wanted to laze abouton the lagoon rather than work. Hedidn’t even expect them to gather food- he did all that and they loved him forit. He know that there would probablybe a stormy season, but didn’t want tobring it up, he just laughed it off.People mightn’t like him if he was tooserious.His team ended up at point 1.9 on themap so we’ll call him a “one-niner”.

2. The Ship’s Engineertook exactly the opposite approach.He had very little regard for his people- all he cared about was the resultwhich had to be achieved - regardless!He pushed his people hard. He tookthe side of the island that was obviouslygoing to produce the goods but his

The Island- an exercise inLeadership styles

people suffered, and as often happensthey fought back and left him.He made all the decisions - regardlessof whether some of his people had gooideas. He ,won all arguments and madesure the other person knew they hadlost.He ended up on the bottom right handcorner of the island (grid ref. 9.1) sowe’ll call him “nine-oner”.

3. The Purserwasn’t really interested in whetherhis people were happy or not. Nor washe interested in achieving his set goal,i.e. getting off the island. -His teamcould do as they liked as long as theydidn’t disturb him. As you wouldexpect, his team enjoyed themselvesfor a while -they did as they wished,but soon panicked, quarreled andleft him alone at point 1.1, so we’llcall him a “one-oner”.

4. The Ship’s Captainon the other hand seemed tobe able to handle both the peopleand the task in hand together. Whilehe showed his ability to work hispeople according to their skillsand abilities, he was also able to keep

them working towards their goal.He seldom made decisions on his own -by involving the team, he gave them afeeling of importance and -also thequality of decisions was much higher -the carpenter obviously knew what hewas talking about when it came to boatbuilding.From time to time his people hadarguments amongst themselves and withhim. Instead of brushing it under thecarpet he made the point of actuallydiscussing these problems, trying tofind the root cause.The Captain made it all the way topoint 9.9 on the island, so we’ll call hima “nine-niner”.

YOU!So which style do you normally use?How do you go about leading your teamof adult leaders or young people inScouting?Think of other people in Scouting -what style do they use? Are they“engineers” or “entertainmentofficers”, “pursers” or “captains”?If you are a Scout Leader or VentureScout Leader, why not use this storyfor your next PL’ training or executivemeeting.

But the application of this idea toourselves is what is important. Theystyle of leadership we use has a greateffect on the people we work with andof course on the job we do inScouting. There are too many ship’sengineers in Scouting today and lots ofentertainment officers who just wantto keep everyone happy. We have some‘pursers’ who do just enough to keeptheir position and don’t want to sticktheir necks out. We don’t have enoughShip’s Captains around. Those peoplewho would end up at point 9.9 on theisland is the kind of leader we need.It’s not too hard to become a “nine-niner”. It involves developing goodteamwork, listening for new ideas,evaluating these, proposing solutionsand confronting problems as soon asthey arise. Above all it means that atno time do you lose sight of the needsof either the people around you or thetask in hand.

conducted in a variety of ways. Someare set up for individual programsections over a series of weekends orduring a longer experience.

From the small beginning in 1919, WoodBadge training has developed andbecome internationally accepted.Holders of the Wood Badge, who all aremembers of the Ist Gilwell Park Group,are recognized around the world.The World Conference considers WoodBadge training one of the majorunifying factors in World Scouting andhas repeatedly reaffirmed its belief inthe value of this type of training.

Wood Badge Insignia

When the first group of Scouterscompleted their training, B.-P. believedthere should be a form of recognitionto identify the level of trainingachieved. He looked through some ofthe souvenirs from his military careerand came across a necklace of woodenbeads, and a leather thong.The necklace consisted of 1,000 ormore beads strung on a rawhide lace.The beads were made of a SouthAfrican yellow wood with a soft pith sothat, when they were shaped, the pith

made a natural nick atthe end of each bead.

The History ofthe WoodbadgeAs early as 191 1, four years after thelaunching of the Scout movement, theFounder recognized the need for somesystem of adult leader training. Heencouraged commissioners all over theUnited Kingdom to experiment withtraining courses for Scouters. In 1913,he devised a set of notes for use atScouters' training camps.

The onset of the First World Wardelayed any further action, but B.-P.did not forget about it. In 1918, whenMr. W. F. De Bois MacLaren offered toprovide a camp for the Scouts inLondon, B.-P. suggested it might also beused as a training site for Scouters. Mr.MacLaren agreed and, in 1919, GilwellPark at Chingford in Essex, England, waspurchased. On September 8, 1919, thefirst training camp for Scoutmasters washeld. It was patterned on what B.-P.used in 1907 at the first camp for boyson Brownsea Island, and on notes hehad written in the HeadquartersGazette. He described the frameworkof training at Gilwell in Aids toScoutmastership, published shortlyafter the first training camp.The Diploma Course for the WoodBadge, as B.-P. called it, had threeparts.- Theoretical - aims and methods ofScout training as defined in Aids toScoutmastership, Scouting for Boys andRules.- Practical - four weekends or eightdays in camp.- Administration - practicaladministration of his troop for a periodof 18 months.Although the method of organising thecamp was based on B.-P.'s 1913 notes,as time has passed, the content haschanged to keep pace with changes inScouting.Today, Wood Badge courses are

going well. An elderly man who met himasked about his unusually depressedappearance. Then the man took theleather thong from around his neck andplaced it in B.-P.'s hand. "Wear this," hesaid. "My mother gave it to me forluck. Now it will bring you luck."B.-P. took two beads from the necklaceand knotted them on the thong tocreate what is now known worldwide asthe Wood Badge.Replicas of the beads were made frombeech wood at Gilwell Park in London.Originally, the Wood Badge was wornaround the brim of the Stetson, to holdit in place. Later it was removed fromthe hat to be worn around the neck,and the woggle and neckerchief wereadded.

The Gilwell ScarfThe neckerchief, known as the' GilwellScarf, originally was grey (the colour ofhumility) on the outside and a warm redon the inside. Today the outside of thescarf is the earthtone colour beige.On the peak of the scarf is a smallpatch of the MacLaren tartan, areminder that Gilwell Park was boughtand presented to the movement by Mr.MacLaren.

The Woggle

In the early days of Scouting, the scarfwas fastened at the throat by a knotbut, in 1920 or 1921, the scarf slidecame into use. It is said the name"woggle" was invented for it by Gidney,the first Camp Chief of Gilwell.In those days, the lighting of fires byfriction was very much of a novelty and,for many years, was demonstrated onWood Badge courses. The main pieceof equipment for this activity was aleather thong. When not being usedfor fire-making, the thong was longenough to make a two strand Turk'sHead woggle, which is what we weartoday.

Such a necklace was a distinctionconferred on royalty and outstandingwarriors. This particular necklace wasworn by Dinuzulu, King of the Zulus,and was given to B.-P. when hedefeated the Zulus during hostilities inNatal Zululand.B.-P. obtained the leather thong duringthe Siege of Mafeking. Things were not

Leaders who attended the first Scoutmaster course in Gilwell ParkSeptember 1919. Baden Powell is seated in the centre of the photograph.

These situations are ones which people havefound themselves in on occasions in the pastand will, doubtless, find themselves in thefuture. For this reason a knowledge of survivalcan be as useful as a knowledge of first aid.

Although we live in a relatively civilisedenvironment the ease of modern travel, coupledwith the fact that Scout expeditions are goingto more remote areas, maintains the need for aknowledge of survival skills. In certain respectsthe need is greater than ever before. Sixtyyears ago the frontiersmen, explorers, etc.were automatically prepared to spend a longtime on a trek. There was no real worry if anexpedition planned to last a month took two,since food could continue to be shot as long asone had a rifle and ammunition. Now one canexchange the comfort of home for anunexpectedly cold, hot or otherwise differentclimate in a matter of hours and without thebenefit of the right clothing or equipment.

Before going further it may be as well to definethe term ‘survival’, I suggest that thefollowing is a reasonable definition. ‘Survival isthe art of remaining alive in and escaping froma hostile environment, without full facilities.’This needs a few words of explanation. If youcamp in the Scottish hills in winter with a goodmountain tent, a warm sleeping bag, a stovewith plenty of fuel and no shortage of food , thisis camping not survival. Survival begins whensome relatively essential item is missing andbecomes more acute the less one has. Tryingdehydrated food or using improvised campingequipment are useful skills for survival but notsurvival in themselves.

Those who remember the Backwoodsman andPioneer Badges with the requirements ofskinning and cooking a rabbit, building a shelterfrom natural materials, etc. may well agree withthis point. The American Rescue Service hassaid that country people or city people whohave had a lot of Scout training are the bestsurvivors.

It is important to analyse the problems beforetrying to plan any system of progressivetraining. In survival there are materialproblems and mental problems. The materialproblems can be sub-divided into the need tostay alive and the need to escape from thehostile environment.

To stay alive the following mustbe considered

Food

Without it one will eventually die although notas rapidly as one might think. In her book. HeyI’m Alive, Helen Klaben describes how shestayed alive for forty-nine days on virtuallynothing.

WaterWith no water available a man, even in a coolclimate and doing no work , is unlikely tosurvive more than fifteen days. However, if theman can find two pints of water every day heshould survive much longer. Exactly how muchwill depend on his activity and rate of sweating.

Shelter and WarmthWithout these the physical condition of thesurvivor will deteriorate.

MedicalUntreated injuries or sickness will underminethe body to some extent especially if allied to alack of shelter and food. Additionally the abilityto escape on foot will be inhibited.

CommunicationA person is a very small object and the earth isa very big place. Some means of attractingattention is vital for anyone in need of help. Amobile phone is excellent if a signal is available ifnot then traditional means of communicationwill need to be used.

A satisfactory solution to these matters is notthe final answer. The survivor will remain alivebut may never get away. While not enteringinto the argument as to whether or not one

should leave a large marker such as a crashedaircraft, upturned boat, etc. there are likelyto be occasions when a survivor will have toget himself out of his difficulties. To the fivefactors given above must be added thefollowing:

MovementHow to move, when to move, etc. now becomevital questions to be answered.

NavigationThis may not be to one-degree accuracy but inmany types of terrain it is quite an effort tokeep going in a constant compass directionwithout veering well off course. Walking incircles is not just a travelers tale.

Load-carryingToo big a load will reduce your chances ofreaching help but too small a load may meanvital items are abandoned. The load must becarried as efficiently as possible if a lot ofenergy is not to be wasted.

The solution to material problems canbe summed up In three words -training, testing and experience.

Training can be achieved by regular discussionwith others, and working out your ownsolutions with members of the Group. Bythrough testing methods and ideas you willdetermine those which appear to be the mostsatisfactory but you should beware of

life, good and bad, will affect it. His homeupbringing, school, job, success or failure,religious belief, moral standards are just a fewareas of influence. The value of a good ScoutUnit over a Scouting life of, say, ten years iseasy to see. The will to survive must be based onconfidence in oneself to cope and how mucheasier it will be to cope if one has practicedcoping before.

Group BehaviourMost people will survive better as a group. Thefear of letting one’s down or being seen to beweak is a wonderful force to survive and worktogether.

Activity of MindStress is reduced by occupying the mind as far aspossible. Everyone in a group should be allocatedsome task, however small.

Conservation of ResourcesNotwithstanding the last comment the ability to‘switch off’ and husband one’s physical andmental resources is very valuable.

Decision TakingIndecision in a Leader will generate stress.When a decision is taken the stress is reducedbut unless the Leader communicates his/ herdecision and their confidence to the party stresswill remain in the members. It is vital thateveryone knows what is going on and has achance to ask questions or voice their opinions.

The Problem ofSurvival

discarding a technique completely, since manytechniques are not geographically universal. Allideas should be tried: nothing is tooinsignificant as a survival possibility. Survivalcould well be described as 100% attention tothe detail of living. Experience of thetechniques will give confidence in their useand, more important, confidence in one’s ownpowers of survival. A Scout of any age can trybuilding a shelter from natural materials andspend a night in it. The difference is that for aneleven-year-old there is a nearby hut or barn ifthe weather turns rough but for the eighteen-year-old there Is not. The next test is to try itin winter .

Material problems are easy to find a solution forsince one is dealing with tangible things. It isthe mental problems which are less easy tosolve and training for them is more difficult,but one mental factor, the will to survive isparamount to overall mental and materialconsiderations. In considering the psychologyof survival a Dr. Seyle has described the stresssyndrome. There is not the space here toconsider it in more than bare outline but thefollowing points may be worth pondering.

The Will to SurviveThe trump card in survival. With it almostanything is possible, without people haveliterally turned their face to the wall andallowed themselves to die. It is an amalgam of aman’s personality and almost everything in his

Most survival situations are likely to occur asdramatic change. The well-planned expeditionsuddenly meets a crisis which was unforeseen -the boat suddenly breaks down, the aircraftsuddenly crashes. The sudden shock is a verydamaging blow to a persons mental stressstability and the strange situation gives rise to ahost of fears in everyone. In a situation like thisthe person who says that they are not afraid iseither a liar or a fool. Both should be avoided.Fear of the unknown can easily be understood.It is Inherent in all of us and can often be seen inanimals. It might well be said that we live to(5comfortably. Central heating, plenty of food, theprovisions of the welfare state .11 lead to astate of mind which does not accept discomforthappily, and many people have a real fear ofdiscomfort. In a tough situation some will beginto fear others in the group. Dark forbiddingmountains, gloomy stretches of water canreadily induce fear and give an overpoweringsense of foreboding.

Previous knowledge of survival techniques, selfconfidence, good leadership coupled with anstrong determination to survive will produce thebest chance for anyone, anywhere.

Imagine yourself with awalking party. There Is ablast of wind, a lot of noiseand you are.engulfed in anavalanche of snow. You aresailing In a yacht a heavywind blows, you lose yourmast and are set adriftHow do you cope?

Do you fancy your chances at survival then make sure youattend the National Survival Weekend for Venturers on

March 23/25 in Fermanagh

Why expeditions?

Undoubtedly expeditioning is an advantage to thelife blood of any Venturer Group. Why is it thatthose Groups who go on expeditions as a regularpart of their annual programming are usually themost successful groups and why is it that thosewho don’t have an expedition of any kind are sooften hopeless.

Why is this so?

What does an expedition do that providesthat spark in your Venturer Group’sprogramme.Scouting is about the business of livingtogether.Scouting provides an opportunity to testvalues.Scouting provides a challenge to theindividual which will be demandingScouting provides the expertise for suchdemandsExpeditioning is about the business ofliving togetherExpeditioning provides an opportunity totest valuesExpeditioning provides a challenge to theindividual which will be demandingExpeditioning provides the expertise forsuch demands

What is an expedition

If one looks at the word in the dictionary,expedition really means going out on foot, so forthe Cub Pack it means going for a walk in the localpark. For the Venturer group it means walkingfrom Dublin to Galway in a straight line. Theword, of course, has much wider connotationsthan this. It really means any form of activity thatrequires travel and going away from our normalenvironment.

Expeditioning is not restricted tothe Venturer Group, it is somethingthat Cub, Scouts and Venturerscan do. Expeditions complimentthe standing camp and it isprobable that the valuesof the standing campcan be incorporatedinto a well runexpedition theexpedition hashowever more tooffer the VenturerGroup and suits smallernumbers and experience of travelling light witheverything you need in your pack.

What type of expedition

There are three main types of expeditions:-

That which tests the physique and for want ofa better me we call the “The Back Breaker”.

That which test the mind and for the want of abetter name we call the “The Head Sweller”.

That which is for fun which we call “The Crack”

It may be that your expedition will be exclusivelyone of these types but generally speaking, allexpeditions will include all three categories.

It seems to me a good thing that to rotateexpeditions so as to have a preponderance of oneof these categories year by year- there bysatisfying the needs of all members of the group.There is a great danger that an overabundance ofparticular activity whether it be mountaineering,boating or visiting cathedrals may make theexpedition exclusively open to those interested inthose activities and may exclude those who arenot. Therefore an expedition having a wide varietyof all these activities will ensure greater harmonyand participation.

What value is it to theventurer Group

Without doubt, the proper planning of theexpedition will take time. There is much toorganise, considerable research may have to beundertaken, finance raised, people contacted,parents informed expeditioners trained, foodaccommodation, transport all arranged and lotsmore.It is in all of this that the greatest value of anexpedition is realised and that value isinvolvement. Young people are trained bytaking part in the processes connected in themounting of an expedition and, of courseinvolving everyone means that the expeditionbecomes part of the week by week programme.

Therefore, good leadership from leaders andfrom the executive Committee will seize theopportunities which expeditioning provides forfilling the programme with worth while trainingitems. The group can be seen to grow in statureas it co-ordinates its thinking and activitytowards an ultimate goal. The expertise learnedthroughout planning an expedition and whilst onexpedition will form the tradition for the nextstage of the groups life. Such expertisebecomes traditional and is handed down thusensuring the growth of the Group in interest,knowledge, experience and achievement.

What does the expeditionoffer to the individual.

Good co-ordination throughout the expeditionenables the individual to test himself againststandards that have been set. It provides agoal to be reached; it gives a sense of

achievement. It helps an individual to fill animportant part of the Group throughdependence and support, one for another.

Qualities of leadership are brought to the fore,the ability to fit into a team will be developed;learning to live tolerably with ones companion incircumstances that may not be comfortable andlearning to be responsible an reliable are allprocesses that an expedition can engender.

Any young person will find his/her imaginationfired by good expeditions and this enthusiasmfor reaching out can not be dampened onceexperienced.

What have expeditions gotto offer the leader

A good expedition, as can be seen from what Ihave already said, provides a multi-plicity ofopportunities for training young peopleexpedition planning and organisation provides atremendous amount of material for trainingpurposes which, in turn means that programmeplanning becomes easier, more imaginative andinteresting. All young people need to feel week toweek, that they are making progress andprogressive planning for an expedition will enablethis process to happen. Leaders need to studycarefully the details relating to expeditions sothat they can pass on this information and helpdirect their Group as they themselves discoverwhat to do.

A good expedition, well organised and run, will beone of the most memorable things that a youngperson undertakes. It is up to leaders toencourage the process within their own Groups.It is up to leaders to be bold and undertakeexpeditions as a regular part of their annualprogramme. With it the Group will succeed-without it, in my opinion, it fails.

Cardboard StoveA cheap little stove can be made from some cardboard, wax and a small tin. Start by cutting small strips ofcardboard and place these loosely into the tin as shown. Melt some wax -old candles and pour into tin. Allowsome cardboard to show through the wax. Light the cardboard and allow it to char. Put out fire and it is nowready for use. A simple frame can be made to hold a pot by using metal tent pegs. How good is it. Run a simpleexperiment using a gas stove, tranzia stove and cardboard stove and see how long it takes to boil a pint of water.

Coracle type boat made from onesheet of marine plywoodThe

twig

The Coracle -traditional watercraft

Photo of coracle men with their crafts as they fish for salmon using driftnets inthe last century

Traditional Welsh Coracle built using ash lathesto form basket and covered in cowhide

Start by collecting 32 hazel or ashrods from croppings approx. 25mmthick across their length. The rodsneed to be about 2.5mts long.Place rods evenly in the ground in arough oval shape 2 mts long by 1.5mts wide (traditional size 6’X4’)

The idea is to create abasket shape approx.50 cms high. Bend therods over from thelong side first and tietogether as shown. Donot trim rods until thebasket is created asminor adjustmentsmaybe necessary toget correct shape.Work slowly and withcare to avoid rodscracking.

When rods have been cut trim and smooth the edge to preventit puncturing your covering

An interlacing binding iswoven around the base ofthe frame approx. 100mmdeep using light rods orwillow withies.

When basket shape is achievedplace planks and rocks on top offrame to set the frame in shapeovernight.

Remove coracle frame fromthe ground and trim edge.Cover frame with plastictarp or sheeting and yourready to go

The seat is fixed inthe middle of thecoracle. Bind theedge of the seat tothe frame.

Paddling a coracleThe coracle is paddled by leaningover the front end of the boat andmoving the paddle in an ‘S’movement.This may seem odd at first but it isthe traditional method of paddlingthe craft.

The coracle is a traditionalwater craft used for centuriesby rivermen fishing salmon. Itwas particularly popular onthe Boyne where the lastknown coracle was used. It isan excellent and fun filledactivity for Venturers and itsbackwood element certainlymakes it a scouting skill worthpossessing. They can be simplybuilt in one day or two days ifyou want a more permanentcraft.

A single handledpaddle is used. It canbe a modern type orconstructed as shown.It is 1200mm in length.

For centuries the only type ofkite you could get was a singlestring kite, what you wouldrecognize today as a diamondor box kite, that simply went upand stayed there. If yourmemories of kite flying aretangled lines, kites in trees andrunning backwards tryinghopelessly to get your kite intothe air, then you are in for a bigsurprise. Kite flying has come along way over the last 20 yearsand many are now high tech,high performance machines.

The Beginning of anAdventureIt is said that the kite was the secondtoy ever invented by humankind. Soyou can argue that the enjoyment ofkites is now deeply embedded in thehuman psyche. You can also argue that,until recently, kites had kept the somebasic design and flying qualities theywere first made with. In spite of this fewchildren or adults could resist the magicfeel of the tugging line or the idea thatthey could control this flying object.Mankind has been obsessed with theidea of flying for thousands of years.The kite represented one way he couldphysically attach himself to the conceptof flying. It was inevitable that one daykites would drag themselves into themodern age and that’s what hashappened to stunt/sport kitesparticularly.The fun and excitement that comes froma stunt kite is the same as that you getfrom bikes, skateboards, roller bladesand snowboards. Once you’ve got thekite you can let rip with your imaginationand find enjoyment in your toy farbeyond what may, at first, appear to bepossible.

Power kiting uses a large kite or highwinds to produce a load big enough tomove the flyer. Most of the variants ofpower kiting— especially the popularones— are some type of sailing. All of thesailing forms use a large kite or a stackof kites as the power source for somevehicle however large or small. The kiteis always steerable so that the flier canposition it in the sky similar to the way asailor trims a sail. The pilot can sail thecraft upwind downwind or across thewind just like a conventional sail boat.However the kite allows techniques andspeed not possible in any conventionalsail boat.Kite dragging and sand skiing use thekite to move the flyer downwind. Kitejumping uses the kite to lift the flyer offthe ground and cushion the return to theground. Man lifting suspends the flyer offthe ground.

ActivitiesThe following are all examples of Powerkiting activities where kites are used asthe traction system:

StackingJumpingScudding

Body SurfingBuggying

Kite Surfing

JumpingJumping can be done using either twoline or four line kites. Use the power ofthe kite(s) to lift you off the ground bothupwards and forwards. This is best done

on the beach as the sand provides youwith a soft landing.

ScuddingScudding is the art of skidding along theground on your feet. You can use eithera two or four line kite for this but a fourline kite will provide you with smootherand more constant power.

The longer you can keep the kite in thePower zone, the further you will skid.The stronger the wind, the faster youwill travel.

Body SurfingStand in the sea with the water aroundwaist height with the kite flying directlyabove your head. Bring the kite down into the Power zone and lean forward atthe same time.Keep the kite flying in the Power zoneand you will be pulled forward throughthe water. You may find that at times youare pulled right out of the water by thepower of the kite, considering thestrength of the wind.Both Body Surfing and Scudding areexcellent ways to discover the kitepower before you move on to activitiessuch as buggying

Kite BuggyingKite buggying is probably the mostpopular form of power kiting. It is easyto learn, safe, fun, and there is goodgear available commercially. Whenbuggying, the buggy pilot sits in a small,light vehicle while flying a kite that pullsthe pilot and buggy. The seat is usuallylow to the ground and the wheels areno more than an arm’s reach away. Thepilot steers the buggy with pegsattached to the front forks. For powerthe pilot flies a steerable kite. The kitepulls the pilot and buggy much as a sailpulls a sailboat. The buggy can goupwind, downwind or across the windat speeds from 5 mph (8 kph) to 50mph (80 kph) or higher.Kite buggies are quite manueverableand easily controlled. The pilot cansteer a course between objects,accelerate or decelerate at will andeasily stop the buggy. The buggy cansafely approach people and even turncircles around them. Similarly, the kite iseasily steered around trees, sanddunes and other kites.Aside from the obvious need for a kitebuggy and a kite, kite buggyingrequires only a large, open space and asome wind.

The most popular surfaces arebeaches as they provide some of thebest and broadest rolling surfaces, buta mown field can be quite fun and is acommon choice

Where to buy kites in IrelandThese are some of the places where you’d getgood kites:

WIND & WAVE, MONKSTOWN, DUBLINTHE OUTDOOR STORES LTD, DUNLAOGHAIRE, DUBLIN TEL: 01-2844108

THE OUTDOOR STORES LTD, DUNDRUMSHOPPING CENTRE, DUNDRUM, DUBLIN 14TEL: 01- 2961911

THE OUTDOOR STORES LTD , THEBOULEVARD, BRAY, CO WICKLOW,TEL: 01- 2828288

RIVER DEEP MOUNTAIN HIGH, RUTLAND ST.,CO. LIMERICK

Flexifoil agent - Power Kites and StackersUnited agencies . Balbriggan (01)8394182Web - www.thekitewarehouse.cjb.net

Power Kiting

Vent

urer

For

th

Check out the web -tons of designdrawings for buggysand technical adviseon flying power kites

No.5 2002

Fold down wood burningstoveThis stove is basically a wood burning boxstyle stove. The front is open and the top isopen. You just get a small fire going and putyour pot on top. I�ve successfully made oneand it boiled 3 cups of water in less than 5minutes, once I got the fire going. The stovehas air slots cut into the side walls whichallow for excellent air flow. Also the stovebottom sits 1 inch above the ground so youmight be able to use this stove on a bench ortable if it is placed on a flat stone. The easeof a wood fire without damage to theground.

Homemade StovesMost Units have a number of Trangia stoves in their stores but it is very easy to makeyour own with little and in expensive equipment. Below we illustrate two spirit burningstoves a portable wood stove and a tin can stove which will burn tinder very efficiently.Challenge either yourself, Patrol Leaders or Venturers to make and experiment with thestoves. A word of warning, be careful out there - test all stoves in the out of doors andtreat them with the respect that you would any stove or fire.

Piece finemetal mesh

Fibreglass wad

Bottom of adrink tin

Pince edges tohold mesh inplace

Pour in Methsinto burner. Donot fill to thetop

Punch holes in a small fruittin using can punch. Smoothoff edges

Ultra Lightweight stove

What you need2 aluminum drink cansa handful of �Perlight�- obtainable ingarden centresCoat hanger or strong wire or oldmetal tent pegsMethelated spiritSome toolsScissorsDrill2mm drill bitWire cuttersPliers

Step 5Fill the stove about half full with the fuel. Light the burnerby slowly moving a match over the edge of the burner.Note: if it does not light, tip the burner so that a smallamount of the fuel rests in the rim and re-light.Step 6Cut and straighten a coat hanger. Use small finesandpaper to remove any coatings or paint. Bend the wireinto a shape that will hold a pot a few inches above theburner ( see example) You can also shape metal tent pegsso that they will hold a pot. Push into ground when youwant to use burner.

Step onefor the base neatly cut can one about3.5cm from the bottom. For the top,cut the other can about 25 cm fromthe bottom.

Step 2Drill a number of holes (18-30) aroundthe edge of the top and in the centeras shown using a 2mm drill bit.

Step 3Fill the base with�Perlight� just morethan half full

Step 4Make 6-8 vertical cuts around the top.Make the cuts up to but not over therounded edge. Slowly press the topinto the bottom. ( a small board canhelp to make this easier)

Oil Can Stove

Clean out an empty 1 gallon oil canand cut openings as shown. The stovewill burn fuel very effectively. Fuelneed only be small twigs and sticks

Air holeson bothsides

Fuelopening

Pot holes

The Scout Shop for allyour Scouting and outdoor

needs.

The Scout ShopCapel Street Dublin,

McCurtain Street, Corkand depots throughout

the country

75th Anniversary LogoCompetition

Members of the Association at all levels - Beavers, CubScouts/Macaoimh, Scouts Venturers and Leaders areinvited to submit suggestions for a concept for a logoto depict the 75th Anniversary of our Association in2002.

Suggestion should be in written rather than picture form. Forexample you may suggest that ‘the logo should portray thespirit of Scouting and you think it should have the symbol of afire in the logo’.

The reason for this approach rather than picture form is thatoften it is difficult to reproduce a suggested logo fromdrawings submitted. The committee will select a number ofconcepts from the entries submitted and the logo will beprofessional produced from your suggestions. The final logowill then by chosen from these finished logo types. Thewinning logo will form the design for the uniform badge andpromotional materials etc.

Prizes will be awarded to the short-listed ideas and to thefinal winning design suggestion.

All entries should be sent to:

Chairperson of the 75th Anniversary CommitteeScouting Ireland CSI

26 Dolphins Barn StreetDublin 8

Closing date for entries 26 October 2001

break. You can lift up underbrush to searchfor berries or pry up logs and rocks tosatisfy your curiosity about what’sunderneath. When it’s time for a rest, putyour pack on the ground and brace it withthe stave for an on-the-spot easy chair.On more adventurous terrain, the walkingstick is even more useful. It is a handybalance aid when crossing log bridges. Usedas a brace to lean on, it can be a life-and-sprained-ankle-saver on hills, rocky ground,and slippery- bottomed streams. Markedwith a measuring scale (zero at thebottom), it is useful for measuring waterdepth and the size of specimens. And, it’smuch safer to poke into holes and behindrocks with a stave rather than your hand.

A stave is handy in many emergencysituations, as well. Two staves make a quicklitter or stretcher. One can be a reachingaid for a comrade struggling in the water. Itwill support you if you fall through ice. Youcan use it as a crutch if necessary, or makeit into a mast for a sail on a canoe.Whenever it saves you the time of having tofind and cut a pole, you will appreciatehaving it handy.In camp, especially in open countryside, thestave can become a makeshift ridgepole ortentpole. It is instantly available for liftinghot pots off the fire or propping up a billy oftea. With a few staves, you can produce aflagpole or a camp gadget. Weighted withrocks, snow, or dirt, it becomes a“deadman” to replace those lost tent pegs.A stave is fun to play with, too. In winter,slide it along the snow in a game ofSnowsnakes. In summer, hurl it like a javelinor build it into a pioneering project. And forsheer relaxation on a rainy day or quietevening, there is little more pleasant thansitting under a tree or tarp and carving astave.My favourite hiking stick was one I startedwith when I first left home. Carved on topwith the head of a bearded woodsman, itrecorded my climbs and hikes. Over theyears, such a stave becomes very much apart of your life. Perhaps Sensei Lee andthose old Druids were right. A stave is morethan just a piece of wood. There is a spiritto it.

Making a StaveYou can make a walking stick from almostany type of wood. Hardwoods such as ash,oak, and maple are good choices if you canget them. Old Robin Hood would havepreferred yew or sweet chestnut. Hazel is agood choice and conifer saplings are usuallystraight, light, and strong. Use whateveryou can find in your area.Choose standing deadfall that is straightand free from checks (splits) with the barkfirmly attached. When you are ready tostrip off the dried bark, a draw strokeworks best. It isn’t necessary to take off allthe bark: simply smooth the stick at thehandgrip.

The ScoutStaveA stave is a basic tool for theoutdoor traveler. Forthousands of years, thewalking stick has been symbol,weapon, record, and supportfor the tired feet and legs ofthe wanderer. Even today, onthe trail or in camp, it has ahundred uses. For centuries,labourers used the stave tosupport loads and defendthemselves against man andbeast. Egyptian hieroglyphicspicture travelers with sticksin hand. The Bible is full ofreferences to staves. The ancient Druids,who believed each wood copse had its ownliving spirit, apologized to a tree beforecutting it for a stave. Banned from owningconventional weapons, the poor of manycountries traditionally turned to the stavefor protection.The stave is also a symbol of authority andpower. Moses used his to part the sea andto get water from a rock. In Egypt, thestave and the shorter rod were thePharaoh’s symbols of office. At the sametime, the stave, especially a stave with acrook, has always represented the humbleshepherd. Truly, this is a stick for all men.

In B.-P’s day, the stave was considered animportant part of a Scout’s outdoorequipment. Today, a stylized figure with astave marks trails in many modern parks andis often used to indicate the availability ofhiking trails in recreation and wildernessareas. In many countries, the same symbolindicates a hostel - a place of rest for aweary walker.

As a weapon, a stick or cudgel was once amatch for the sword, at least in legend.Sensei (master) Frank Lee of Martial ArtsInternational says two major forms of thestave are used in modern oriental martialarts, but he also says that “unless a personis trained to know the spirit of the stave, itis just a stick.”

Record keeping is one of the oldest uses fora stave. The ancient Norse used a notchedstick called a skor to keep track ofnumerical information, and the word stuckaround to become today’s “score”. Somenative American peoples carried coup sticksdecorated with carvings and feathers tocommemorate victories in battle. A modernversion of this kind of record keeping in theAlps, where every town and touristattraction sells little metal crests to tackonto a walking stick.

On the TrailPeople tend to personalize their walkingsticks. Frequently, they are ornatelycarved. Many Scouts “keep skor” bycarving a mark for every so-manykilometres hiked or inking in the names oftrails covered. At the 1971 World Jamboreein Japan, for example, Scouts who climbedMount Fuji were issued a stave at thebottom. At each checkpoint along the way,it was marked with Japanese characters.Decorated or not, a stave belongs on thetrail. “A hiking stick helps make the milesglide by,” wrote Robert Birkby in Boys Lifemagazine. “It swings comfortably in yourhand, offering balance and a rhythm to yourgait.”In dense overgrowth, use the stave to pushaside brush and cobwebs and to preventbranches from whipping into your face. Ifthe trail is wide enough, slip it behind yourhips and hoist your pack to give your back a

The length of your walking stick is prettymuch a matter of taste. Some like a short,light stick just above waist level. Otherschoose one about chin height. For balanceand utility, I’ve always preferred a staveabout chin height.Your stave needs to be thick enough to bestrong, thin enough to be light, andcomfortable to carry. A pole three to fourcentimetres diameter at the base and fouror five at the butt (thick end)

When you smooth the handgrip or if youpersonalize the stave by carving spirals orrings, take care not to cut too deeply. I’veseen many carved staves break at a crucialtime. It’s best to keep the carving on thehead only for safety around the top.You can protect the lower end with a metalferrule to reduce wear. A short piece of ironpipe works well. Carve the bottom of thestave until it is just barely too big to fit thepipe, then heat the ferrule with a torch orboiling water. Using a glove or cloth tohandle the hot pipe, drive it firmly over theend of the stave. When it cools, it will griptightly.

If your stave wasn’t properly dried, theferrule may loosen. Drive in a wedge or glueit on with epoxy cement. More simply, youcan glue on a rubber cane or crutch tip.This is definitely preferred if you bring thestave into a hostel or hotel room.Those who are not into rough and rustic cansand or plane the stave and add a finish ofany outdoor varnish or occasionally apply acoat of stain or oil. But raw wood takes on abeautiful sheen from perspiration, and youmay achieve all the finish you want just byhandling your stave kilometre afterkilometre.

World JamboreeExtra Places available

A small number of extra places areavailable to people interested inattending the World Jamboree in

Thailand.

Details and information from theJamboree Secretary

Brian LockheedWaterfall (near Cork)North Cork, Co. Cork.

This year’s Explorer belt headed off fromDublin on the 25th of July, having toyed withthe possiblility of there being a few hic-ups(which involved the changing of leaders flighttickets after last minute injuries and aparticipant in the passport office three hoursbefore the flight getting an emergencypassport) it is important to remember, this wasto be a no-panic belt.

This was the 22nd year of the Explorer beltand the destination was Italy. We had 54participants and a staff of over 25, 15 of whoflew out with the expedition. The flight toRome took three hours, arriving as the eveningwas begining to cool but just enough to give ataste of the heat that was yet to come. Weheaded for base camp for the first night, BPpark, localita L’Aoila, Bassano Romano (VT)situated 60 km outside of Rome where the ladsmade final preparations for the journey ahead.

It was an early start the following morning aswe were met by two coaches at the site. Theroute of the first coach was to head north andbegin it’s drops in Tuscany, driving along thecoast before crossing the countryside toMontepulciano, a famous wine producingtown. The second coach headed north-easttaking in the beautiful countryside of Umbria,it’s many hills and fantastic little towns as wellas passing through the area more famous forSt. Francis. All of the drops were finished bytwo o’clock. Aclimatising to the heat was theparticipants biggest challange during the firstfew days but this was quickly sorted as theydid what the Italians do and got into the habitof having siestas.

Explorer BeltItaly 2001

During the ten days, the staff were greatdealing with the few problems thathappened on the road, whilst also creatinga great impression and an even betterrapport with the locals as well as findingways of cooling down in the mid-day sun.

Day ten the lads arrived back, navigatingthe dusty road to the campsite was theirfinal hurdle. Having had the experience of alifetime and badly in need of a shower, theywere welcomed back by a proud staff. Aftershowering, they changed into their whitepolo shirts and attended an eventful masswith the other scouters who were sharingthe site. This was followed by the barbequeof barbeques, story swapping, blisterbursting and an Ennis campfire special.Over the next few days, staff were busyassessing while program staff kept theparticipants entertained.

The day of the presentation started early,with a vist to Rome and a public audiencewith the Pope, a stadium atmosphere whicheveryone will remember. The day continuedwith a virtual tour of Rome, and then timefor everyone to do a bit of shopping. Thepresentation meal was held near the siteand was attended by the ChiefCommissioner as well as staff from thecampsite. In all 51 participants receivedcertificates and 43 achieved the belt. Theday and night was throughly enjoyed byeveryone. The day after gave everyonefree-time to do more shopping or toparticipate in a mediteranean cookingdemonstration. Finally it must be mentionedthat this was a rain free belt up until wereached Ireland.

They were sunburnt, had blisters on their feet andbroke down crying at one stage but Swords girlsGillian McSweeney (17) and Lisa Colgan (17) havejust enjoyed the adventure of a lifetime.

The girls spent an amazing 10 days trekking andcamping across Italy as part of an unique challengeorganised by Scouting Ireland CSI and supported byLondis Top Shop.

‘I’m absolutely knackered,’ said Lisa. ‘It was really,really tough, it was so humid, I had at least sevenblisters on each foot but 1 had a great time.’The girls didn’t know where they were going in Italyuntil they reached Dublin Airport.

‘We discovered we were bound for Rome,’ said Lisa.They were dropped off along side of the road anand 10 days later, on a limited budget and havingcompleted 200km they arrived back to base camp.‘It was quite scary actually,’ said Lisa ‘We weredropped in Bazano at 12.30pm, the shops wereshut, we didn’t know where to go and there was noone around. But we eventually found our way.’The girls walked 13km on the first day and 29km onthe second but ‘that almost killed us’, said Lisa ‘andwe didn’t try that again.

Day 6 of their adventure was a bad day for the girls,who had reached breakdown point .’We were sittingat the side of the road crying,’ said Lisa. ‘We ranghome, talked to our Mams and the Scout Leaderswho said to try our best.’

‘We decided that we really wanted the belt, thatwas what kept us going,’ said Gillian.

The girls found Italians to be incredibly friendlyand hospitable. However, it was day 8 beforethey had a shower. A number of Italians gavethem food and some allowed the girls stay thenight in their house.

“There was one family who was lovely.’ They letus stay in their house, use their shower andsleep in their daughter’s bed,’ said Lisa.

They were thrilled when they reached basecamp. ‘Coming through the gates was anamazing feeling,’ said the girls, ‘people werestanding clapping and all we could think was‘we’ve done it’ and were hugging and kissingeveryone.’

Lisa found the heat and humidity particularlytaxing. ‘I didn’t expect it to be that hot,’ she said,’you’d take a 15-minute break then five minutesdown the road you’d be as bad again, you justcouldn’t walk, couldn’t breathe.’ Gillian and Lisagot on very well. ‘We really bonded together,’they said. ‘We were there for each other andreally encouraged and helped each other out.’

The girls received the Explorer Belt for theirefforts, the highest honour in Venturering . ‘We’reabsolutely delighted but Iam thankful we don’thave to do it again,’ laughed Lisa.

Adventure of a lifetime for local scout girlsby Eimear Cotter (reprinted with kind permission of the Drogheda Independent)

Creative thinkingThe delivery of the programme in your section is achallenge for most Leaders. How to make it exciting andinteresting and keep the members of your section comingdown every week is a constant challenge. Having a wellplanned programme makes life easier and involves all theleaders of your section in its delivery. But putting ittogether at planning meetings is where fresh ideas arerequired. In this article we will explore how your brainworks and with an understanding of how we think wewill show how you can turn it to your advantage whenplanning and creating programmes.

forced to deviate from the main roads do wediscover this information. A typical exampleis when you are partaking in a quiz and aquestion is asked and you know the answerbut you don’t know why you know theanswer but will often dismiss it by saying‘Oh, I read it somewhere. Yes, you probablydid and when you did you brain stored thatinformation away to be discovered at alater date. So in order to generate newideas and make new connections andlearning within the brain we need to be ableto navigate away from the main roads andat the same time use our right hand side ofour brains to spark new ideas from theinformation discovered. Beware however,the left hand side of your brain wants thesimple life,’ think down the main roads itworks well’, ‘why do you want to discovernew areas that is extra work’ etc. In orderto create new ideas you have to bedetermined and push through the left handside barrier.

The toolsYou will no doubt have heard of a method ofidea generation called brainstorming. In thisprocess all ideas are valid and can bepresented by anyone in the group. A word isthrown out or listed and it sets the groupthinking each word will mean somethingdifferent to each person and will spark awide and diverse selection of words or ideasafter say 3 or 4 minutes. The list can thenbe re-examined and explored and from thatpractical and workable ideas determined.This is an excellent tool and is used in thework place and in Scouting for the quickgeneration of ideas. I would suggest

Our brainOur brain is made up of two halves that arejoined together in the middle and connectedto the spinal cord which takes signalsthrough our body. Each side, the left handand the right hand sides, have distinctfunctions.

The left hand side tends to be the dominantside and controls most of our directthinking. This side of the brain is the logicaland analytical side, it orders facts andfigures, calculations and controls language.When presented with a problem it likes tosolve it quickly and move on to the nextitem. It is also the side of the brain thatdetermines what is possible and impossible.So that when a problem is presented it willtackle it but will quickly give up if a solutionis not found in a short space of time.Normally resulting in sighs of ‘Oh! that’simpossible’ or ‘that’s stupid’ and we moveon to other things, however, if we aredetermined to find a solution and stick alittle longer at the problem a solution will befound. The solution is normally found by aninteraction with the right hand side of yourbrain.

The right hand side of the brain is thecreative engine. It looks at things fromdifferent perspectives and an interaction isconstantly at play with ideas and thoughtssparking across the brain from right to left.As they arrive the left hand side analysesthe idea and determines whether it will workor not and bingo you have a new idea. Theright hand side contains such functions asmusic, rhythm, colour, scale, art anddaydreaming, and when you are thinkingwithin the right hand side time isunimportant and you can let yourself driftfrom thought to thought. Unfortunately theleft hand side is always there in the backround waiting to take over and dominateyour thinking. So for example you may behappily relaxing or daydreaming as youlisten to a piece of music and before longyour left hand brain starts to interfere withthoughts like’ its time to make the dinner’or ‘I could be doing something moreconstructive’.

So in order to be more creative we need tobe able to subdue the left hand side of ourbrains so that we can allow the creativejuices to flow. You will already be aware ofthis happening, how many times have youtravelled home from work in a car or bus andwhen you get home you don’t remember anypart of the journey, normally you will havebeen daydreaming all the way home. The lefthand side of your brain drove the car homein a subconscious way and allowed the righthand side of your brain to dominate yourthinking. Another example would be whenyou may go to bed at night, you lie on thepillow and try to go to sleep and suddenlyyour brain is racing with all sorts of ideasand thoughts. Again your left hand brain hasshut down allowing the right hand side todominate. Unfortunately, when this happens

we tend to let our brains wander but on theother hand if we set it a task of thinking onparticular lines then a wealth of ideas willspring forth. Everybody has the ability tothink creatively. Some people are betterthan others and tend to be what we mightcall artistic or creative but in fact theyonly have the ability to access their righthand side of their brain more easily.

This method uses the main road theory asexplained above and provides us with signposts which will lead us into new areas ofthinking. It also complements the strengthsof each side of the brain the fanciful and thelogical. Some people may use this methodalready but in most cases it is a corruptionof the brainstorming exercise – building fromword to word – which runs out of steam veryquickly. In the method outlined below and inthe chart illustrated the idea is to take aconcept ‘Help!! instead of ‘first aid’ or ageneral statement or in practical terms afilm title or a book title as your base idea.For example if you take ’James Bond 007’ asyour base idea the possibility of yourthought process is enhanced as you nowhave 14 films to choose from plus all theother spy novels and films you may haveseen. Therefore you mind is opened up tomany possibilities for thought. From thisbase idea you now generate 5 or 6 newideas that quickly spring to mind and fromthese ideas you then generate others thusexpanding the range of your thoughtprocess. If a number of people are involvedin this process then the possibilities aremultiplied. Normally you will need togenerate 4 cycles of ideas before you startto get to the nitty gritty. As leaders you willhave a fair idea of the programmepossibilities of your section and using thisknowledge it will be easy to steer and assignthe ideas generated towards therequirements of badges and scouting skills.Often when the chart is complete ideas willbe linked that ordinarily your brain wouldnot link together but by using the mind mapyou will have created new signposts in yourthinking process which will allow you toexplore new areas. From the charts createdit is only a matter of getting the right mixfrom the ideas into your programme eachweek.

Right brain exerciseThe next time you find yourself daydreamingor thinking in right brain mode try tocontrol your thought process. If you have aproblem to solve – what am I going to do fornext weeks meeting – wait until youdiscover yourself in a right brain mode andthen think about your problem and you willfind that the ideas will just flow out. A simpleexercise to allow your right brain todominate is to draw a large square on apiece of paper and start to shade it in. Bythe time you get to half way your right handbrain will be kicking into gear. Drawing andpainting are functions of the right hand sideof the brain so by participating in thisprocess it activates that area. The lefthand side of your brain has alreadydetermined how long it is going to take youto shade in the piece of paper and has ineffect shut down allowing the right handside to dominate for that period of time. Itis also a good idea to express your thoughtsin a graphical form rather than written asthis also plays up to right hand side activity.For example you may get an idea for acommando course but rather than writing

commando course draw very simplematchstick drawings of theobstacles. This will help youto maintain your spell ofright hand brain thinking.

however that it doesn’t really exploit thereal information stored in our brains assingle words trap your thinking like acrossword puzzle. The method I amsuggesting, and works best for generatingideas for a Scouting programme, is mindmapping.

The main roadsThe ability to explore new ideas and createnew ideas is based to a large extent on theinformation presently stored in our heads.We all have millions of connects in ourbrains, connects and thoughts built up overour lifetime. Most people only use approx.30% of their brain power. One of the reasonwhy this is so is that we thinkusing only the main roads and formost of us that is all we need to do.If you consider thebrain as a map ofIreland then most of ourthinking is confined tothe main roads. If you putDublin as the centralprocessing area of thebrain and look at themain road structure ofthe country then you havesome idea of what I am talking about.The brain stores relatedinformation in separateareas – on our map ofIreland – people in Cork,work skills in Galway, tools in Sligo, holidaysin Derry etc. much the same as a filingcabinet. However there is a vast amount ofother information stored in other locationsjust off the main roads or in the vastlandscape of our brains. Only when we are

BrainstormingThe term Brainstorming has become acommonly used word in the English languageas a generic term for creative thinking. Thebasis of brainstorming is a generating ideas ina group situation based on the principle ofsuspending judgment - a principle whichscientific research has proved to be highlyproductive in individual effort as well as groupeffort. The generation phase is separate fromthe judgment phase of thinking.In Michael Morgan’s book Creative WorkforceInnovation he gives the following guidelines:Brainstorming is a process that works bestwith a group of people when you follow thefollowing four rules.

Have a well-defined and clearly statedproblemHave someone assigned to write down allthe ideas as they occurHave the right number of people in thegroupHave someone in charge to help enforcethe following guidelines:Suspend judgment Every idea is acceptedand recordedEncourage people to build on the ideas ofothersEncourage way-out and odd ideas

In Serious Creativity, Edward de Bonodescribes brainstorming as a traditionalapproach to do deliberate creative thinkingwith the consequence that people thinkcreative thinking can only be done in groups.The whole idea of brainstorming is that otherpeople’s remarks would act to stimulate yourown ideas in a sort of chain reaction of ideas.Groups are not at all necessary for deliberatecreative thinking, and Serious Creativitydescribes techniques for individuals to use toproduce ideas. In a group you have to listen toothers and you may spend time repeatingyour own ideas so they get sufficient attention.Thinking as a group using brainstorming cancertainly produce ideas, but individual thinkingusing techniques such as those described byde Bono should be employed.de Bono believes that individuals are muchbetter at generating ideas and fresh directions.Once the idea has been born then a groupmay be better able to develop the idea andtake it in more directions than can theoriginator.

What is a problem?The solution to the problem is the differencebetween the present situation and desiredresult.

ThinkingMost of the time our thinking is automatic. Bybecoming more aware of different thinkingprocesses we can refine our thinking skills,and also improve communications andtherefore performance when working withothers. The six thinking hats communicationdevice, developed by Edward de Bono,involves six thinking processes, which we canselect, and exchange according tocircumstances. The process is similar toselecting from a hat-rack of different hats.Each hat has been given a different colour tohelp you recognise and remember them.

The Six Thinking HatsWhite Hat: facts and figures (mind maps

and spider diagrams)Red hat : ‘Hot’ emotional judgements.

Hunches and feelingsBlack hat : Concentrating on why

something will not workYellow hat : Looking on the bright side.

(‘Yes And’ thinking)Green hat : Creating new and valuable ideas.

(Lateral thinking techniques)Blue hat : Managing the other hats. (‘Which

hat to wear?’)

Lateral thinking is firmly linked to the name ofEdward de Bono. In a well-known metaphor,he describes a typical problem-solvingprocess as ‘digging a hole deeper’. This isvertical thinking and it is only through the useof lateral thinking that we can escape from the

hole and ‘find somewhere else to dig’.Practising the three techniques below canhelp improve our skills in lateral thinking.

ReversalWhen we are ‘stuck’ on some problem itsometimes pays to ‘turn our thinking upsidedown’. We may discover that the ‘obvious’approach - or sequence of steps - can beusefully reversed. In this way a threat canbecome an opportunity. With practice you willfind there are several ways of switching yourperspective, each of which is a kind ofreversal.

The Intermediate Impossible (‘wouldn’t it bewonderful if)

An idea which would be rejected unless it istreated as a stepping stone to new andpractical ideas. In one innovation study a newrange of a products came from the deliberateintermediate impossible of a perpetual motionmachine. The eventual ideas were for low-viscosity lubrication products. When you needsome really unusual ideas you should playaround with fanciful intermediate ideas. Somepeople find it difficult to escape from reality.Fortunately, research has shown that practiceimproves our skills at escaping from our oldideas and dreaming up imaginative startingpoints for new ideas.

Random JuxtapositionThere are several ways of deliberatelystimulating ideas through the randomjuxtaposition of unexpected material. A walkaround a museum or a supermarket isguaranteed to trigger off fresh thoughts for theprepared mind. A more contrived method ofescaping from stuckness is to open a book atrandom and pick a word which forces us tomake fresh associations. The technique isexcellent for an individual who has becomehopelessly stuck on a creative task and hasno-one to bounce ideas off. Another version isthe deliberate introduction of an unexpectedidea in meetings to shake people free frommind-sets. (‘Throwing in a bunch of bananas’).

Group Problem solvingThis basic system of problem-solving isrecommended to practice the elements ofteamwork on complex problems. Teams areadvised to follow the steps closely whilebecoming used to the system. Later it isvaluable to experiment and introduce versionsthat have been found to be more satisfactory.

MessGetting ready (examining the mess)

PerspectivesSearching for new perspectives

(listing how tos)Selecting a new perspective

(to escape ‘stuckness’)Ideas

Idea exploring stage(searching for idea possibilities)

Idea exploring state(producing an ideas short-list)

ActionIdea Development and Implementation

(finding the strengths of a key idea)Idea Development and Implementation

(overcoming weaknesses in a key idea)

PerspectivesSearching for new perspectives (listing howtos)Keeping evaluation to a minimum list allpossible ways of looking at the problem thegroup can suggest. Use the ‘How To’ format.

Avoid complex How Tos (split them into oneswith a simple central objective). Include wishful‘How Tos’.

Selecting a new perspective (to escape‘stuckness’)Select one ‘How To’ which offers the promiseof new and useful ideas. If possible invite the‘problem-owner’ (the person who has to act onthe results) to select the How To. The selectionis a first trial. Other How Tos can be chosen ata later time.

IdeasIdea exploring stage (searching for ideapossibilities)Using the rules of brainstorming, generate asmany ideas as possible without evaluation inany way. The group tries to help the leaderavoid translation’, or idea omissions. Include allway-out ideas as one of these may become atrigger to a winning idea.

Idea exploring state (producing an ideasshort-list)Produce a criteria check-list of key aspects ofa ‘good’ idea, according to the informationavailable. Pay particular attention to the needsof the problem-owner(s). Use the checklist toagree as a group on a quick intuitive culling ofideas, removing those that fail on two or morekey criteria. Work towards a quick rejection ofat least half of the ideas. Keep culling until youhave a good short-list.

Some lateral thinking problemsto work your brain cells

1.There is a man that lives on the top floor of avery tall building. Everyday he gets theelevator down to the ground floor to leave thebuilding to go to work. Upon returning fromwork though, he can only travel half way up inthe lift and has to walk the rest of the wayunless it’s raining! WHY?

This is probably the best known and mostcelebrated of all lateral thinking puzzles. It is atrue classic. Although there are many possiblesolutions which fit the initial conditions, only thecanonical answer istruly satisfying.

2. A man and his son are in a car accident.The father dies on the scene, but the child isrushed to the hospital. When he arrives thesurgeon says “I can’t operate on this boy, heis my son!” How canthis be?

3. A man is wearing black. Black shoes,socks, trousers, jumper, gloves and balaclava.He is walking down a black street with all thestreet lamps off. A black car is comingtowards him with its light off toobut somehow manages to stop in time. Howdid the driver see the man?

4. One day Kerry celebrated her birthday. Twodays later her older twinbrother, Terry, celebrated his birthday. Why?

5. Manhole Covers - Why is it better to haveround manhole covers than square ones?

This is logical rather than lateral, but it is agood puzzle which can be solved by lateralthinking techniques. It is supposedly used by avery well-known software company as aninterview question for prospective employees.

6. The Deadly Party : A man went to a partyand drank some of the punch. He then leftearly.Everyone else at the party who drank thepunch subsequently died of poisoning. Whydid the man not die?

7. Heaven : A man died and went to Heaven.There were thousands of other people there.They were all naked and all looked as they didat the age of 21. He looked around to see ifthere was anyone he recognized. He saw acouple and he knew immediately that theywere Adam and Eve. How didhe know?

8. Trouble with Sons : A woman had two sonswho were born on the same hour of the sameday ofthe same year. But they were not twins. Howcould this be so?

9. The Man in the Bar : A man walks into a barand asks the barman for a glass of water. Thebarman pulls out a gun and points it at theman. The man says ‘Thank you’ and walksout.

This puzzle has claims to be the best of thegenre. It is simple in its statement, absolutelybaffling and yet with a completely satisfyingsolution. Most people struggle very hard tosolve this one yet they likethe answer when they hear it or have thesatisfaction of figuring it out.

SOLUTIONS:

GeneratingIdeas

1) The man is very very short and so can onlyreach half way up the lift buttons! However,if it is raining then he will have his umbrellawith him and so can press the higher buttonswith it.

2) The surgeon is the boy’s mother.

3) It was day time.

4) At the time she went into labor, the motherof the twins was travelling by boat. The oldertwin, Terry, was born first early on March 1st.The boat then crossed a time zone andKerry, the younger twin, was born onFebruary the 28th. Therefore, the youngertwin celebrates her birthday two days beforeher older brother.

5) A square manhole cover can be turnedand dropped down the diagonal of themanhole. A round manhole cannot bedropped down the manhole. So for safetyand practicality, all manhole covers should beround.

6) The poison in the punch came from the icecubes. When the man drank the punch, theice was fully frozen. Gradually it melted,poisoning the punch.

7) He recognized Adam and Eve as the onlypeople without navels because they were notborn of women, they had never had umbilicalcords and therefore they never had navels.This one seems perfectly logical but it cansometimes spark fierce theologicalarguments.

8) They were two of a set of triplets (orquadruplets etc.) This puzzle stumps manypeople. They try outlandish solutionsinvolving test-tube babies or surrogatemothers. Why does the brain search forcomplex solutions when there is a muchsimpler one available?

9) The man had hiccups. The barmanrecognized this from his speech and drew thegun in order to give him a shock. It workedand cured the hiccups - so the man nolonger needed the water. This is a simplepuzzle to state but a difficult one to solve. Itis a perfect example of a seemingly irrationaland incongruous situation having a simpleand complete explanation. Amazingly thisclassic puzzle seems to work in differentcultures and languages.

Making itthrough

the wintermonths

Assault CourseThis activity can be done either at the weekend or ona meeting night. On either occasion some of the timecan be spent building the obstacles and then sometime spent racing over them. With any activity such asthis we need to be careful that everyone is involvedand that the group’s natural athletes do not diminishthe achievements of the other Venturers who cangain just as much. This activity needs to build theVenturer’s confidence and not destroy it and so allthe obstacles need to take the ability of the Venturersinto account.This activity can also be used to build team work, bysplitting the group into teams and working like that.Why not get each team to design and build anobstacle for the rest of the group to use, and thenadd them all together to form a simple course.

Back 2 BasicsHowever experienced your Group may be (or at leastthink they are), every so often it’s worth running aBack 2 Basics course. Within the course, cover allthe ‘simple’ (basic) aspects of Scouting, such asusing gas cookers and lamps, tent maintenance andpitching, camp cooking, etc. This serves not only as arefresher course for those who have been involvedin Scouting for a long time, but also trains newmembers who may have joined the Group from a non-Scouting background. You can either invite downleaders from the Unit (for example the Scout leader,or Unit Quartermaster) to teach you, or take turnsamong the more experienced members of the Groupin teaching those less experienced - the advantage ofthe latter being that it teaches people how to teach,and more importantly how to teach effectively - whichis always a valuable skill to have.

Budget MealsFirstly, you must split the Group down into teams.Approximately 5 or 6 people per team. Then, allocatea pitifully small budget to each team - a budget whichmust seem ridiculously small, but still be possible.About a Euro per head is reasonable. Tell each teamthat they must plan and cook a 2 course meal withenough food for everybody in the team to have areasonably good meal.If you have a supermarket reasonably close you cansend them to the supermarket for the first half of themeeting to look round and purchase the food theyrequire (making sure they bring back a receipt toprove they have not gone over budget). If there is nosupermarket nearby, then give them a weeks noticeof the programme item, and ask them to comeprepared to the next meeting.The meal can then be cooked at your meeting hall oncamping stoves (whilst the main food should bebought from their budget, it can be supplemented fromthe kitchen cupboards (i.e. salt, pepper, sugar etc).It is up to the Leaders to judge who has produced thebest meal.

Circus Skills EveningEverybody loves to go to the circus, and many areimpressed with those skills which are displayed -juggling, diablo and flower sticks, for instance. Thetruth is, however, that these skills are not really thatamazing - anybody can do it.To find this out for yourself, have a go at a Groupmeeting. Juggling is an easy option, but there aremany other things which can be obtained easily andare good fun to try. Even things which seemcomplicated, like unicycle riding are easy once youget the hang of it. Just one word of caution - circus

skills (especially things like tightrope walking) can bedangerous, so do make sure you do things safely.

Cocktail!Everybody has their favorite drink combination, be it asimple orange juice and lemonade, to the more exoticfruit punch. Use this evening as an opportunity to proveto the world that you don’t need alcohol to have a goodtime, or to make a good drink.There are hundreds of different combinations of fruitjuice you could make, so try them out and see whichyou like best. Try spicing up your cocktails withtabasco, or glazing the glass with sugar. Finally, tryadding pieces of chopped fruit, or a cherry to the drink.

Disability AwarenessThere are a number of ideas which can beincorporated into a Disability Awareness evening. Thefirst, and perhaps the most obvious is to invite aspeaker down from a local charity for disabled people(or perhaps a disabled person themselves) to talkabout what it’s like and answer any questions.The best way for anybody to understand thedifficulties of disability is to experience it forthemselves. There are several ways of doing this. Oneidea is suggested in another programme item - byholding a ‘Blind Evening’. Alternatively, set up an assaultcourse of obstacles in the hall (e.g. chairs, tables, etc)and ask people to attempt to cross it, either usingcrutches or a wheelchair.

Equipment MaintenanceSomething which doesn’t sound like much fun, butnone-the-less needs to be done is the maintenance ofany lightweight hiking equipment in the stores. Theadvantage of doing this is that everyone in the Groupgets the opportunity to get familiar with the equipmentavailable. It also means that you know the equipment isready for use when you need it. Whilst you arecleaning it / learning to use it you can make aninventory of items available. It’s also worth rating theequipment for speed, durability, ease of use, etc.

Local Scavenger HuntOriginally a programme item for Beavers, this can beadapted for a Venturer Group with a little thought. Tokeep organisation work down to a bare minimum, splitthe Group into teams, and spend the first part of themeeting asking each team to compile a list of about 25items for another team to look for. Since this is a Groupevent, though, the items should be a little moreinteresting than those found on a list you might give to aBeaver. Use things which require a little imagination(e.g. something gold), things which require thought, orthings for which a number of different items wouldsuffice (e.g. a disc - could be a computer disc, acompact disc, or just anything which is round).The second part of the evening can then be spentsearching for the list of items another team hascompiled. Award extra points for ingenuity.

Mystery MealsBuy in advance some tins of food i.e. one tin of meat,one tin of vegetables, one pudding tin for each team.Try to pick tins that are reasonably identical in size andshape.Remove all the labels from the tins and invite threemembers from each team to pick a tin (taking it in turns,i.e. one from one team followed by one from the nextteam etc.)Challenge the team to make an interesting meal from thetins they have chosen. You could end up with someweird and wonderful concoctions!A slight variation on this (if you think they may guessthe type of tin) is to put a number or letter on the bottomof each tin and tell them to ask for a number or letter.

Newspaper PioneeringSupply each team with a large amount of oldnewspaper and sellotape. Each team then has toconstruct the tallest free standing structurewhich will support an egg.Set a sensible time limit to build the structure andwhichever teams egg is the highest is the winner.To add real excitement insist that all the eggs muststay aloft for three minutes and time all the teamsat the same time!

Rope WorkA rope work evening can take many differentforms. The simplest way would be to spend anight tying knots, but where’s the fun in that? It’swhat you do with the knots which makes itinteresting, not the tying them in the first place.Try making sinnets (decorative ropes or braidedcord). You can do this by plaiting - try making acoaster out of plaited string. Another thing to tryis making woggles out of a Turks Head Knot.Finally, try making your own ropes out of string.Start with three strings attached at one end tohooks. Put the other ends on a hook placed in ahand drill chuck. Turning the drill will wind thestrings together. Seal each end with a whipping.

Countryside DropThe idea behind the countryside drop is that at thebeginning of the evening everyone is delivered toan unknown starting point by minibus / car, givena map and compass, and told to find their way (ingroups) back to the starting point. Not only doesthis test navigation, it also builds teamwork andshows how different people react in differentsituations.If your Group is located in the middle of a bigtown, or it is impractical to do this activity aroundyour usual meeting place for any other reason,this is an ideal activity to try at camp.

Roving SupperIf you have a fairly small Group who live fairlyclose together, you may like to try carrying out aroving supper. This is where you decide a menubeforehand, and then each course of the meal isheld at a different members house. See howmany courses you can fit into one evening!

Communications Game

The following is an excellent game for teambuilding, and is also a great laugh.Initially, the Group is broken down into equalteams. The teams have to pass on the descriptionof a simple shape down the line and reproduce itat the end. You then give each team member adisability (obviously just temporarily!!), for examplethey are blind (blindfold) can’t hear (earplugs)can’t speak, can’t write/read, can’t speak andcan’t hear etc. Thus, dependingon the order that you set upthe disabilities the team finds it harder and harder to pass the message on (try portraying a starshape to someone that can’t see when you can’tspeak, and then asking themto pass it on to someone thatcan’t hear!!). It can be a relay race if you want but will needsome extra helpers to preventdishonesty.One way that this game has been runis using a task - e.g. applying makeupto either a mannequin head or a helplessvolunteer. At one end of the teamline put the instructions as to type of make-up, position, shade, etc,and have the person applyingmake-up at the other end of the line.The person applying should always be blind, andshould be chosen by the team before they knowwhat he will have to do.

Vent

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Onion Jousting

Mark off a boundary that’s about 2 metres indiameter. Find two participants. Give eachperson two spoons (soup spoons or largeserving spoons may help younger players) andan onion that will rest comfortably in one ofthe spoons (no onions so large that they toppleout at the slightest movement)-Indicate to players that they must place onionin one spoon then hold that spoon by, thehandle only-, they may not touch the onion.They should hold the empty spoon in the otherhand. Once the players are ready, let thejoust begin.Players attempt to knock their opponentsonion to the ground using the empty spoononly while protecting their own onion fromfalling

RulesNo excessive bodily contact is allowed nopushing, shoving, tackling, tickling or footstomping.The well-played joust resembles a dance asplayers twist, bob, weave, bend, gyrate andcontort themselves to avoid the thud of theironion falling to the turf. It’s beautiful in anodd way, and quite a bit of fun as well.

To up the ante a wee bit, substitute eggs forthe onions

Paper dropAn exercise to improve eye to hand contactand reaction time.

You will need a number of paper or light cardstrips 15 cm by 6 cms.

The game is challenge based using two players.One player holds the strip of paper betweenhis/her thumb and forefinger in a pinchingmotion. The other positions his/her hand in anopen pinch position about a 20mm below thestrip of paper as shown.The paper is now dropped by the challengerand his/her opponent tries to catch it as itdrops through their fingers (just pinching - nodropping or scooping motions with the handallowed). Not many individuals have thereaction time to make that kind of rapidpsychomotor movement,

Before you start the drop and-grab sequence,mark the length of paper (top to bottom) in 2cm gradations so you can estimate andmeasure the reaction time of different people.Start with the bottom of the paper justbetween the fingers. Don’t allow anyanticipatory sounds or movements. Forexample, don’t say, ‘...ready, set, GO.’ Havelots of measured sheets available so thatplayers can operate in pairs.

VenturerFun andGames

People are on Planet Venturos a marvelousworld of beauty, peace and intellect. Thepeople there want to spread their lifeformthroughout the universe so they areembarking on a space voyage to anotherworld. To leave the planet they will needspecial life-support vehicles to carry themsafely through space and shield their genetictreasure. Their life-support vehicles are theprops. Any life-support system can support asmany people as can stand on it.

RulesAnyone touching the ground in space; i.e.,between the boundaries, must return to thehome planet for decontamination and spiritualhealing. Rescuing these fertile travelers isrecommended, since all people are expected toarrive safely at the new planet.

For a life support vehicle/system to function,someone must be touching it at all times whenit is in space to maintain the 98.6'temperature necessary to maintain DNAviability. If a life-support is untouched foreven an instant, it ceases to function and it isimmediately removed from the activity.

Example: A person tosses the support onto theground, and then steps onto it Because it leftthat person’s grasp when it was tossed, it islost forever. A correct use would be to place iton the ground and step onto it while havingconstant touch with the prop by hand.

Be extremely watchful for untouched lifesupports. People try to hide the fact thatthey make a mistake. Don’t let a untouchedprop remain in use

Setting boundaries: Generally, it makessense to set the boundaries far enoughapart so that the group will need torecycle some of their props in order tocross the gap

Foot-o-warA length of lashing rope has a loop tied into,each end using a bowline, being large, enoughto slip on (and off) a foot and a rag is tiedaround the centre. 3 lines are draw on floor orground as for tug-o-war.Participants are called to the play area, a pairat a time, and must sit each other. They eachslip a the rope onto one, of their feet, and therag is placed over the middle line.On the word ‘Go’, they must attempt to pulltheir opponent so that the rag passes the linenearest to them. If the loop-slips off a Scout’sfoot, he has lost.Organise a mini-tournament with, possibly,several pairs battling it out at a time.

Back StabbersYou will need about 50 clothes pegs. If the pegscome in different colors, that’s a bonus foreventual team designation. You can spraypaint the wood pins to achieve the team colorsneeded.

Hand out 4 pegs of any color to eachparticipant. Indicate that players are to tryand get rid of their pegs by clipping them ontothe clothing of any other player, who will alsobe trying to do the same. As soon as a playerlegally gets rid of all four clips, he jumps up anddown, simultaneously shouting that he hasaccomplished this. and if anyone is listening,that person is eventually recognized as thewinner. Emphasis is obviously on the actionrather than the outcome.Clipping of pegs is only allowed above thewaist. As such, all the clippers begin to look likematadors attempting to place bandarihos inthe bull

RulesClipping or entangling hair is a no-no.If a clip stays on for 5 seconds, it is considereda legal clip.If a clip spontaneously falls off before 4.99seconds have elapsed, it must be picked up bythe clipper for another try.Clipees may not rub their clipped bodyagainst another person, or the wall, orwhatever in order to dislodge a legal clip.Clothing cannot be grabbed to slow down arunning player, or to facilitate a clip.Boundaries area needs to be established.

Stepping Stones

One prop per person and two ropes or anothersuitable method for identifying the Take-Off(Point A) and the Safe Zone (Point B).

Props can be:Carpet tiles - 12' squares work well or, odd-shaped pieces big enough for 2 - 4 - peoplesfeet to squish onto 18' lengths of 4’x 4" timber

Extras: One suitable object to be carriedalong by the group

Set-UpThe basic set-up here is the old Point A to PointB without touching the ground in between-routine. People are assembled at Point A. givenone prop less than their number; i.e., ninepeople get eight props and told to arrive safelywith the entire group at Point B before timeruns out. If this sounds too much like the sameold thing, here’s the fun way.

Vent

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Pencil funTry and draw the shapes displayed isone action - without taking the pencilfrom the paper. You can not backtrackover previously drawn lines

Everyone is pondering a possible programme forthe next few months. Why don’t we try….?someone suggests. It’s a good idea and eventually itis slotted into the programme.‘What else shall we do?’ the Chairman asks, andthere is a long silence. Everyone tries to think ofsomething else, something different….

But perhaps there is an easier way. instead ofsomething different, why not exploit theoriginal idea more thoroughly?See if it can lead you into a whole range offurther possibilities spin -off’ ideas andactivities some quite modest, some suitable formeetings, but all developing the original idea ina new direction.Let’s take typical suggestions and see what ‘spin-off‘ we could try:-‘Let’s have a weekend away in a National Park.’‘Let’s use a tape recorder’‘Let’s go for a meal ‘

‘Spin-Off’ from a Weekend AwayA weekend away, camping or hill walking in aNational Park, is a fairly common activity for mostVenturer groups, so some of the potential for ‘spin-off’ activities is frequently overlooked. Here are justa few ideas.

A New MealJust for one meal try something completely newperhaps a dehydrated food not previously tasted.It need not be expensive. For example ncombination of some dehydrated minced beef,tomato puree. 5-minute spaghetti and Parmesancheese is economical and satisfying. Or try adifferent breakfast food - Alpen, perhaps, instead ofporridge. At a Group Meeting try making your ownmuesli - it is much cheaper. Try out Quick fry mealsand sauces or specialist back packing meals bySpringlow foods.

Recording in SoundConsider a sound recording of the weekend, lastingabout ten minutes, It will take some planning inadvance and some practice at your meetings toperfect the right techniques and sound levels.

You might include background noises, 10 secondcommentaries at key points en route, or describethe weather conditions as you set out, theprotective clothing being worn, the landscape or theview from a mountain top, any badly equippedparties you may pass, an interview with a localformer or warden, etc. Later you could edit the tapeto give you continuity. A dictaphone is ideal for onroute commentary. Editing can easily be done via acomputer programme or by re-taping to standardtape format. It is more crack using re-tapingmethods as sound effects can be added by thegroup themselves.

Stop OverThe Friday night may be a mad dash to get away,but a little more organisation on the Sunday returncould provide a spare two hours on the journey todivert to some place of interest the Group has

never seen. Some research could be carried outat a meeting, using information from the library /local tourist library or internet.

A Full BriefingA week or two before departure some of themembers might be asked to present a two minutetalk on some aspects of the area (gleaned from aNational Park Guide Book or similar reference).This might cover geology, wild life, mountainrescue facilities, ancient history or farming.

Two minutes is not going to be a major ordeal foranyone, but the collective information will helpmembers to go with their eyes open and gain adeeper understanding of the area. It will also helpto give them greater confidence in talking to anaudience.

Expedition Refresher TrainingSelect a possible route to be followed and at aprevious meeting issue blank route cards andmaps for parties to fill in. Compare the variations inthe total time to cover the route - you may findsome interesting variations, an error of two orthree degrees in bad weather could have fatalconsequences.A short refresher in basic hill-walking techniquesis always a valuable, ’spin-off’ activity.

Recording with a cameraMost Venturer Groups need to build up a collectionof colour slides of their activities during the year,and a weekend away provides a good opportunity.You can use these later to show to older Scoutswhen doing the link, to Scouts on a Patrol Leaders’Training Course or at a parents’ evening.

Instructional Slide SetAnother ‘spinoff’ for the camera. Work out at ameeting a carefully planned set of slides showingbasic hillwalking techniques, clothing, equipmentbeing used, the contents of a day sac, the type offood and emergency food carried, naturallandscape features and local names. Prepare title

Even simpler, you could just take a largeplastic bag with you and clean up a summit.

Up-date EquipmentEvery year firms bring out new equipment,tents, rucsacks and clothing. Circulate somebasic catalogues at meetings prior to yourweekend away.Let members make a list with a felt pen on alarge sheet of paper of items they wouldrecommend a completely new member to buyfor normal hiking in the hills if he had just won£200

Mid-day snacksSome people take exactly the same mid-dayfood on every trip. Try out a variety of highenergy foods, and vary the drinks too - notjust coffee, but different clear soups, Bovril,Oxo, hot lemon, drinking chocolate.Use any day out as an opportunity to learnsomething more.

BackpackingInstead of going to the highest and often mostcrowded spots, try a backpacking weekendround some of the perimeter landscape in theNational Park.Study one of the recent books onbackpacking from the library and work outthe-weight of an ideal set of clothing andequipment, keeping everything as lightweightas possible. Then try it out in practice.

Emergencies RefresherWe can easily become rusty on basic first aid,apparently believing that this knowledge canonly be gained on intensive courses.However, much can be done in small doses atnormal meetings.Everyone involved in adventurous activitiesneeds to know how to cope with four basicconditions: dealing with someone who isunconscious, or is bleeding badly, or has afracture, or has stopped breathing. Try athree minute talk on each by differentmembers of the Group.

Share with OthersShare the weekend experience with others.Take with you two non-Scouts, or two PatrolLeaders from the Scout Section perhaps, ortwo young people who have a disability, likeblindness, and who would not normally havethe chance of an adventurous weekend.

De-BriefingAlways spend a few minutes at the nextMeeting or Executive to identify any aspectsof the weekend which might have beenimproved, or any lessons which were learned.A conscious effort to this will bring out muchuseful experience and the Venturer Group willbuild up more skill and expertise. Consideralso how the weekend might have helpedindividual members towards experience insome aspect of the Rogha Award.

Spin off activities

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slides, too, so that you have acomplete instructional set todemonstrate at Troop Meetings and toshow your expertise. You can alsoscan these slide into a computer andput together a ‘Powerpoint’presentation.

Try a Secondary ActivityExploit some other activity locally,such as visiting a mine or a forestnature trail. Alternatively you couldcontact a local Warden well inadvance to see if there is half-a-day’swork he needs doing, or aconversation project. You could offera few hours help at your camp site orcentre.

National Snow HikeCo. Wicklow 12-14 January 2001

Service Made EasyFOOD GLORIOUS FOOD - Put on a dinner for allthe parents and Region Staff. Cater for ityourself and have a guest speaker. Chargeenough to break even .

MORE FOOD - Following your successful dinneryou’ll get lots of invites to cater for the end-of-year party, Pack Holidays etc.

SCOUT’S OWN - Plan, organise and present theScout’s Own Service at the next Region Camp.What yarns and songs do you know?

CAMPSITE FIX-IT - How’s your Region/AreaCampsite? Huts need painting? Pathsovergrown? Our mob donated and erected aflagpole.

SEND IN THE HEAVIES - So the Ladies Club isputting on a fete/fashion parade/old time dance,etc . . . wouldn’t they love some heftyvolunteers (including males).

VENTURER TRAINING - Rovers or Venturerswho have done it before can help out at thenext Initiative or Leadership Course. Whatunusual stunts can you think up? Obstaclecourses and injured-parachutist-up-a-tree,behind-an-electric wire-fence, etc. go downwell.

IMAGE - Does your /Group/Region have a PublicRelations Team? Local newspapers love toreceive articles on Scouting, especially withgood photos. Does your local radio have aScouting session.

NOW HEAR THIS - A public address system isa great idea for large Scout camps and sportsevents. Can your electrical wizards knock oneup from scratch?

TENDERFOOTS - You probably take all thisoutdoors stuff for granted. Run a camp forsome kinds who aren’t Scouts. Be tolerant andhelpful and maybe they will become Scouts!B.P. did this on Brownsea Island and look whathappened to him!!

SPORTS EVENTS - You can act as impartialofficials at the next sports event run for Cubs orScouts (or Brownies? ... ). Give everyone a job;timekeeping, scoring, first aid, etc.

HAVING A BREAK - So the section leaders arehaving a well earned rest, and the kids are at aloose end for something to do. Of course yourgroup are organising a camp or at least someactivities to occupy the little darlings. Who’squalified to help with test work?

WORTH BOTTLING - Save a couple of lives bydonating a pint each at the Blood Bank.

HAY FEVER - Next time there is a Region Cub.Day, offer tobuild a hay bale maze. Where can you borrowthe hay?

STOP THIEF - Any decent electricians in yourgroup? Ever thought of installing a burglar alarmin your Scout Hall?

DIG IT - The old Widow Murphy around thecorner would love to have some weeding andmowing done. Tea and bickies guaranteed.

RE RUNS - Is your local Historical Societyputting on some sort of re-enactment in the nearfuture? Can they use some extras?

OVER THE TOP - Build a commando course forthe next Scout camp, Pack Holiday, etc.

MOBILE MUNCHIES - Even if you only do it tosee how the other half lives, lend a hand withyour local Meals-on-Wheels Service.

JAMBOREES AND OTHERS - There are manyRegional/national activities on which you canlend a hand . . . After all, you are in theMovement! Cooking, putting up tents, runningactivities, etc.

PACK! PACK! PACK! - Many charities sendfood parcels to the poor. Now’s your chanceto practice your gift wrapping try the VincentDe Paul.

NATIONAL PARKS - Get in touch with theWarden or Ranger and find out if you can helpin any way. Mapping hike tracks, weeding!

GUARD OF HONOUR - Fred’s getting marriedso the least you could do is act as uniformedhonour guards. You can do the same atfunerals. Not necessarily Fred’s.

FundraisingDANCETIME - But what sort? Disco, Rock,Square, Ceile? Any other sort? Fancy dressmakes it more interesting and cheaper. Don’tforget soft drinks to sell to thirsty shapers.

POSTIE! POSTIE! - You’ve seen all thatspecial sale catalogue type junk mail in yourletter box? Well, someone has to deliver it!Check the pamphlets or contact your localchemist, department store, etc., or stick an adin the local paper.

TEN MEN WENT TO MOW - A local factorycomplex had a huge lawn out the front, so ourgroup rostered two people each month to goand mow it. And we got paid!

THING-A-THON - Ever heard of the ScoutWalkathon - Peak 2000? Or you couldorganise your own, or a Bike-a-thon, knot-a-thon, pram-a-thon, joke-a-thon, campfire-sing-along-a thon.

MEALS BETWEEN WHEELS - Progressivedinners, in case you didn’t know, consist ofeach course being served at a different house,with the participants driving (or walking)between each locality and paying for theprivilege of doing so.

CAR WASH - O.K., so it’s a bit old hat, but itstill works. Choose a busy shopping centre,but get permission first.

ASSEMBLY LINE - Putting things together,packing them, addressing them for mail orderfirms. Monotonous work, but there can bemoney in it.

Life in the Open AirGONE NATIVE - Plan a major expedition farfrom civilization.

OPEN ROAD - You don’t have to go off thebeaten track to have a hike. A casualramble along a country road can be funwhether you only take one day or longer.How about taking the Scouts?

SWIMMING - Beach, pool or lake? Andwhile you’re thinking about it, when wasthe last time you rehearsed artificialresuscitation and heart massage?

SOMETHING FISHY - On river or sea. Youcould hire a boat. A prize for the biggestcaught - then get a taxidermist to show youhow to mount it.

RAFTING - You could race or just drift withthe current.

CANOEING - No canoes? Rent ‘em ormake ‘em.

CAVING - Or speliology to be more precise.Get in touch with a caving club.

DOWN ON THE FARM - Lend a hand on afarm for a weekend.Or if you’re a country Group invite somecity slickers up.

PROSPECTING - Get hold of a few metaldetectors and spend the weekendsearching. You probably won’t find anygold, but you’ll soon locate the rubbishheaps behind the houses. Horseshoes, flatirons, antique bottles ...

GETTING YOUR BEARINGS - Practice yourcompass work, either in the hall or outside.Get one person to set out the bearings andplaces, and then each person tries it. Seehow many end up in the same place.

FOILED AGAIN - Have you experimentedwith foil cookery? What time does it taketo cook various foods? It sure beats cartingpots and pans on a hike . . . P.S. Trychocolate bananas! Yummy!!

HELP!! - Do you know the land-to-airrescue signals? How do you tell a passingaircraft that you need a doctor or otherhelp? And what about Morse andsemaphore?

SAILING - Visit the National Water ActivityCentre in Killaloe

ROCKCLIMBING - Scramble your way tothe top. Find an instructor.

LIFE ON WHEELS - Organise a bike hike.An old popular favourite, but make surethere’s a lack of hills.

Ideas for yourVenturer Programme

We will be meeting in theGlendale Lodge, Glencree, Co. Wicklow

at 8 pm on Friday the 12th January.

There is a bus service from Dublin to Enniskerry and we may beable to organise transport from Enniskerry to the lodge.

You will need all your hiking gear and food for the weekend, whichyou will cook yourself on your Trangia’s. You can always bring your

left over Christmas Cake.

Let the team know if you intend to particpatecontact us on Wednesday night in NHQor e-mail us [email protected]

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Life in the Open Air

GOLD PANNING - O.K., somaybe you won’t find much, but atleast you’ll have a clean frypan.

MESSING ABOUT IN BOATS -Lots of groups use canoes andrafts, but what about the oldfashioned rowboat? A lazyafternoon or a long expedition?

CORACLES - What?!? Theyoriginated in Wales as a lightweight, circular, one-man boatmade of skins stretched overwicker. Check in the library andmake your own from whatever youcan scrounge.

DARK WANDERINGS - Try anight hike as part of your nextcamp, or even a regular meetingnight.

SURVIVE OR PERISH - Studytechniques of living off the land,then run a survival camp eatingfreshly caught fish and rabbits,wild berries, fern tips. Make sureyou know what you’re doing!!!Don’t eat anything poisonous willyou?

GYPSIES - Don’t just hike -travel around with a horsedrawncaravan. It’s a great way to seethe country.

Let’s Get Physical

ARCHERY - Pop along to yourlocal archery club and watch outRobin Hood. Why not try makingyour own bow and arrows?

SLIM IN THE GYM - Get the oldiron pumping with a bit of weightlifting and other exercises.

MANY HAPPY RETURNS - Canyou throw a boomerang? Can youmake and decorate one?

WATER SKIING - Either get holdof a boat or a lake with a slope.Some instruction may be necessaryif you don’t want to kill yourself.

ABSEILING - jumping off cliffswith ropes. A bit of instruction andyou can put on your own displays.

BURNING PAPER - Ever built ago-kart? Get your mechanical skillsto work. Great fun.

TEE TIME - Well, you’ve neverplayed golf with the group before,so give it a go. Challenge theparents.

WRESTLING - Arm wrestling?Leg wrestling? or the best of threelifts of the ground wins. Chuck in agame of British Bulldog for goodmeasure.

MAKING A RAQUET - Try tennisfor a change and bring a friend, orperhaps challenge another groupto a game of Ping Pong or maybeBadminton.

GOING TO COURT - If you’rereally feeling energetic why not trya nice quiet game of squash.There’s bound to be a squash courtsomewhere near you.

GEE GEES - Can you ride a horsewithout falling off too often? Giveit a go. Maybe you live on a farmand do it all the time. O.K., whynot invite some city slickers upfor the weekend. It’s worth achuckle.

VOLLEYBALL - A bit of skill andteamwork goes a long way but youshould easily be able to scroungethe sports equipment.

CUNNING RUNNING - Tryorienteering. Here you cancombine your Scoutcraft skillswith your wonderful physique.

ROUNDERS - Never played it?Try it on your next weekend.

TRAIL BIKES - Beg, borrow orhire a few bikes and try it out.Don’t hurt the environment toomuch, please.

B.M.X. - Pinch your littlebrother’s bike and hit the track.Can you stay on?

Don’t attempt Everest untilyou’ve had some practice.

ON GUARD - The ancient art offencing. That’s with foils andsabres, not barbed wire, stupid.

SELF DEFENCE - Learn thebasics on judo, ju-jitsu, karate,kung-fu, etc. You’ll never knowwhen you’ll need it.

SHARP AND KEEN - Run awoodchopping event, before youhave a campfire.

MONKEY SHINES - Try tree-climbing, with spikes, or a Marlinhitch. Any ideas for acompetition?

COME AND DO - In teams oftwo, build one obstacle for acommando course. Theneverybody gets a go at the wholecourse.

CAR TRIAL - O.K., so Venturerscan’t drive, but they cannavigate! Plan it well with crypticclues, an emergency panicenvelope and a barbecueafterwards.

SNEAK WEEK - Requires heapsof organising, bushcraft, stealth,compass work and skill incamoflague. The idea is that teamsspend the week or weekend onsome huge campsite, discreetlyobserving each other withoutbeing observed themselves. Nocontact allowed between teams, allthe enemies movements must benoted. Perhaps extra pointsfor stolen trophies? I

FLOUR POWER - Have a flourbomb raid on the next Scout camp.But make sure you’ve talked itover with the Scout Leader first sothat he’s got lots of ammunition forthe lads.

OLYMPICS - Challenge anotherGroup or more to a games night.Volleyball, leapfrog, tug-of-war,basketball, stilt races, tag, etc.

SOCIALIZING - Don’t keep it toyourselves! Invite the entireRegion or even the Area. Abarbecue party?

STROLLING - Take the Troop orthe Pack out for some exercise. Anot-so-hard day hike is a greatway to make yourselves know.

LOOK WIDE - The old-fashionedwide game always goes down wellwith the Troop. Be inventive, ordo something simple like making theScouts sneak up a hill undetectedand put out a lamp.

FIGHTING MACHINES -Challenge them others to a no-holds barred, all-in, blood-and-gutsgame of tiddly winks, or chess forthe faint hearted.

Making a Fool ofYourself in Public

UNACCUSTOMED AS I AM -Each person is given a set subjectthe week before the meeting andthey have to give a five minutetalk using any props and equipmenthe/she needs.

CAMPFIRE - Prepare now! Makeup a few skits and learn somesongs.

THE SMELL OF GREASE PAINT- Write, produce and perform yourown play or concert before aninvited audience. Doesn’t have tobe lavish.

MOVIE STARS - Get hold of amovie or video camera and makeyour own film. It could be a majorproject.

RADIO ACTIVITY - Hamming itup on the air waves is a lot of fun,especially during jamboree-On-TheAir. How many InternationalScouts can you contact? Your localham radio operator will be pleasedto help.

More ideas foryour Venturer

Programme (part 2)

GERONIMO - Ever jumped out ofa plane? Make sure you’rewearing a parachute and not apack. You’ll need lessons, ofcourse.

NIGHT DROP - A great activitywith the Scouts too! Get yourselfdriven out into the middle ofnowhere, then hike back in thedark. Hot coffee all round.

S.C.U.B.A. - Self containedBreathing Apparatus. Do youknow how to use it? A goodweekend, perhaps coupled with abit of underwater photography.

ON TOW - What’s parasailing?Find out about it and give it a go.

MISSILES - Caber tossing andjaveline throwing and shot puttingand discus throwing and . . . Howabout a Highland Games contest.

BECAUSE IT’S THERE -Mountaineering has its ups anddowns.

OLD FAVOURITES - Trysomething Medieval for old timessake; quarterstaff, jousting,horseshoes.

Inter - sectionalRivalry

WHAT’S COOKING - Challengeanother Group to prepare a threecourse meal. Invite a couple ofprofessional caterers to act asjudges. Set a theme like“French”, “Chinese”,“Vegetarian”, Make it an annualevent with a perpetual trophy.

SPY NIGHT - The Scouts aretold there is a spy carrying secretdocuments in a brown paper bagsomewhere in the shoppingcentre. They are told todiscreetly follow him. They arenot told that the Group are all indisguise and are passing the bagto each other at plannedrendevouz points. Any moreideas?

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NewsflashNationalVenturerLeaders

Conference- see backpage fordetails

Culture forBeginnersGONE POTTY - Get a local potterto teach you how to throw. Notas easy as you think.

CARVING - Start with soap andthen try wood, stone, bone -woggles, trophies, chessmen,etc.

STICK WHITTLING - B.P. had afine collection of carved walkingsticks in the days when Scoutstaves were mandatory. Howornate can you get? Specialattachments, secretcompartments, built-in watch orcompass . . .

WEAPONRY - Use yourimagination and your pioneeringskills to construct ancientwarfare machines. Batteringrams, catapults, swingingtargets, or how about anautomatic bellringing burglaralarm.

TAKE UP THY TENT - So youreckon your tents are prettypoorly designed? Could you dobetter? Verandahs, shelves,pockets, rain water gutters.

SCREEN PRINTING - So you’d alllike a Group T-shirt orwindcheater? Get someone tocome along and show you howto make your own printer andstencils.

SNAPHAPPY - What is the bestsort of camera to buy? Which ismost suited to your needs? Yourphotography expert would beglad to show you. How about aphoto competition? There areregular competitions for the bestScouting photo run by the WorldBureau.

WHAT MAN HATH WROUGHT -Ever tried wrought iron art? Canyou use a welder? What are thepros and cons of blacksmithing?

DIM WICKS - Candlemaking canshed a bit of light on yourimagination. Paraffin orBeeswax? Scented? Tapers?Shapes? Colours?

WHAT KNOT - So you’re anexpert knot tyer, eh? Could youmake a macrame wall hanging orHammock?

HIDE AND SEEK - A few hours ofpractice at leather craft andyou’ll be making your own belts,wallets and woggles.

KITE MAKING - Hold acompetition. Use naturalmaterials or scraps. Can you getit off the ground?

MOVE OVER PICASSO - Tryportrait painting or landscapes.Pen and ink, pencil, oils,charcoal, fingerpainting, andwater colours are all worththinking about. You may like tohave your own exhibition, withall the trimmings of course.

HOW’S TRICKS - Conjuring is alegitimate art form. Eachmember learn to devise a fewsimple tricks and then put on ashow for the Cubs?

FURNISHINGS - Design andconstruct those things which youhave always needed for the den,but never got around to makingthem: bookshelves, cupboards,waste paper baskets, etc.

Surviving YourEnvironmentNATURE TRAIL - How manytypes of tree, plant, insect, etc.can you identify them .

WATCH THE BIRDIE - Get upearly and listen for the dawnchorus. Why not use taperecorders?

WOMBLES - How is pollutionaffecting our environment? Lookaround you. What is being doneabout it? What is your Groupdoing about it?

THAT-A-WAY - What do youknow about celestial navigation?Can you use a sextant? Howmany constellations can youname and recognise?

DIG DEEP - Find out aboutarchaeology. Get a guestspeaker or visit the museum.Perhaps a good service projectwould be helping at anarchaeological dig.

LOST SOULS - Train yourselvesin survival skills - crossing rivers,exposure treatment, snowshelters, signalling for help etc.

ON THE HOME FRONT - Makesure everyone can cook forty orfifty basic foods - eggs, potatoes,porridge, meat, etc.

Ideals for AllEVERYTHING YOU WANTED TOKNOW ABOUT SECTS - You areplanning a weekend camp for aGroup consisting of one Muslim,one Jew, one Roman Catholic,one Seventh Day Adventist, oneProtestant, etc. Plan anappropriate menu andprogramme, allowing time forindividual services.

COUGH! COUGH! - Is smokingsmart? Why do.young peoplesmoke? How do you stop?Should it be banned in public?

BOOZE AND DRUGS - Getsomeone to come along and talkabout drug abuse. You’ll beunpleasantly surprised.

LET ME IN - Here’s a thoughtprovoking discussion topicsuppose they droppeda bomb and you had

a fallout shelter big enough tohouse all the Group except three’Who do you leave out? Whichindividuals can contribute themost to your survival? Youwould only have ten minutes todecide before the fallout started .. . a hard one!!!

Crazy Thingsfor No Reasonat AllMEALS ON WHEELS - Cook anomelette or pancakes in awheelbarrow while being pushedaround the block.

KIDS NIGHT - Have a children’sparty for adults; party hats, jelly,ice-cream, 100’s and 1000’ssandwiches pin-the-tail on-the-donkey, blind man’s bluff . . .

APPLIED LUNACY - Try erectinga tent on sand. Try lighting afire underwater. Try cooking anegg in a paper bag. It can be

done - think about it.

COME INTO MY PARLOUR - Geta library book on parlour games.Charades, twenty questions,sardines, is that your Moriarty?,Guggenheim, consequences....

SKYSCRAPERS - The businesspart of the meeting will beconducted up in the rafters of thehall. You’ll need seating and awriting table. A good test ofinitiative and pioneering skills.

DING A LINGS - Can your Groupfit comfortably in a phone box?We always eat our pizzas in oneif it’s raining.

JUST TRY IT - Design a mousetrap to catch only white mice.Slam a revolving door. Walk onwater. Have a fight in slowmotion. Try not to think about

polar bears.

PLEASE DROP A LINE - Send amessage in a plastic bottleattached to a bunch of gas-filledballoons and eagerly await areply.

CHAMELEONS - Could youcamoflague yourself? Yourcampsite? I once fooled myleader by pretending to be a pileof packs and raincoats.

LILLIPUT COOKS - What’s thequickest time you can boil sixteaspoons of water in an eggshellusing a fire built of matches onthree20p pieces? Can you cooksausages on a coathanger over acandle?

SAND CASTLES - why not run asand sculpture competition on alocal beach.

WILD WEST - A quick drawgunfight using water pistols. Alassooing contest. Bronco riding(but how do you build a horse?).

TRANSVESTITES - Organise achange of-sex night (withoutwarning). Girls help the boyswith make-up, then bring out thecamera!!!!

CRASH AND BASH - Next timethere is a fete, Scout Display

etc. get hold of an old cardestined for the tip. Hire out sledgehammers at

£1 a minute.Make sure you

clean up afterwards . . .by the way, do you knowthe world record for pianosmashing?

Everything ElseI Couldn’t beBothered toClassifyCHARCOAL COOKING -Experiment a little. Spend anevening at it, then use it at thenext weekend away.

SCOUT LAWS - Of course youknow them. O.K., then, what’sthe Fifth one? Or the Seventh?Discuss them.

NIGHTBEAT - Start at dusk,finish at dawn. Organise visits toplaces open at night. Hospital,Garda, docks, airport, etc. Finishwith breakfast at the wholesalefruit or fish market. Needs a lotof organising and coffee.

MONEY MONEY MONEY - Getexpert advice on budgeting,borrowing money, bankcard,taxation, hire purchase . . . Whatare the pitfalls and advantages?

PERSUASION - Is advertisingethical? What are the tricks ofthe trade? How can the Groupuse them for recruiting

BATCHING - Be prepared for theoutside world. Can you cook adecent meal? Have a shirtironing competition.

HOW DO YOU TICK? -Transactional analysis? Groupdynamics? Personality clashes?Peer group pressure? What!?!

POW! WOW! - Tired of the oldtent? Pop along to the libraryand find out how to build agenuine Indian tee-pee. It wouldlook great on your next bigcamp.

VenturerProgrammeIdeas Part 3

No.2 2002

Winter�s last frosts are melting, flower budsare bursting, and thoughts drift to summerbackpacking adventures. Imagine hoppinggracefully over boulders, scrambling uprough trails with ease, stopping to enjoythe view without wheezing or panting.Picture yourself springing out of the tenteach morning, muscles rejuvenated andready for action. The question is: After awinter of sloth, how do you make thetransformation to surefooted, iron-lungedmountain goat? By beginning a year-roundprogram that builds strong muscles andaerobic endurance.

�Getting in shape is important so you canbetter enjoy your trip, go farther, and notfeel as if you�re working so hard,� saysDavid Musnick, M.D., a sports medicinespecialist

Now, that doesn�t mean you have to shellout big bucks for a fancy gym membership.To stay in tip-top shape, you need onlyinvest half an hour a day and employ a fewhousehold items. What follows is a get-fitregimen created specifically forbackpackers by exercise experts who knowwhat it takes to haul a pack. Ourprogramme is designed for weekendadventurers and long-trail crusaders alike.If you�ve been sick or injured and haven�texercised recently, get your doctor�sapproval before starting this routine. Wealso include modifications to the baseprogramme for those who are either less fit(be honest now!) or more advanced.

Aerobic ConditioningBackpacking is all about breathing deeplyand moving those legs. So make similaraerobic activities, such as walking, running,step aerobics, swimming, or cycling, thefoundation of your training program. Keepyour workouts to a low to moderateintensity, since hiking is about maintaining asteady pace, not sprinting. That meanstraining at 60 to 70 percent of yourmaximum heart rate. Start and end eachworkout with a 5-minute warm-up and cooldown.This basic aerobic conditioning regimenfocuses on walking, since that�s what you�llbe doing on the trail, and includes:

· a 40-minute brisk walk twice aweek

· a 30-minute brisk walk twice aweek

Six weeks before your first trip, add onelong, low-intensity hike on walking trails orin hilly areas (to reach 50 to 60 percent ofyour maximum heart rate). Walk no morethan half the distance and gain no morethan half the elevation that you expect tohike on each day of your trip. For instance,if you plan to hike 10 miles a day on steepterrain, your walk should be no longer than5 miles on moderate hills. This conservativeapproach builds strength with little risk ofinjury.Rest on 3 nonconsecutive days each weekuntil you add the long hike. Then rest on 2.

For the Less FitBegin walking for 15 or 20 minutesthree times a week, adding a minute toeach walk or cross-training activityuntil you reach 30 minutes. Giveyourself 4 to 6 weeks to reach 30minutes, then use the basic program.

For the SuperfitUp the 40-minute walk or other activityto 50 minutes. You can also add intervaltraining once or twice a week. Forinstance, during your walk, insert fourto six 30-second bursts of speedierwalking or running. Slow down untilyour heart rate drops and yourbreathing slows to near normal.Repeat. You might also add an easycross-training activity on a rest day.

For an added challenge, use one of yourrest days for an additional 30-minutefast walk. Add more aggressiveintervals of five to seven speedy burstsof 60 to 90 seconds each. Also, makeyour long hike longer each week andincorporate up to 75 percent of theelevation gain you�ll face on any givenday of your trip. Carry trekking polesand a light pack to build endurance andupper-body strength.

Muscle StrengtheningIn your backyard or local park, usehousehold weights and a curb to strengthenyour hill-climbing, pack-carrying muscles.Which muscles are those?

�The butt, the butt, and the butt,� saysMark Pierce, Dr. Musnick�s co author and acertified athletic trainer.

Actually, he�s referring to all the buttocks-supporting muscles, including those in thehips, thighs, and calves, plus yourhamstrings and abdominal muscles. You�llalso need to work your shoulder and chestmuscles.These basic exercises will get those musclesin high gear, so add them to your regimenthree times a week, beginning 6 to 8 weeksbefore your trip. Do two or three sets,performing the most repetitions and usingthe heaviest weights in the first set, thendecreasing reps and weight for eachfollowing set.

Lunges with biceps curlsA: Stand with your feet apart and in linewith your hips while holding a weight in eachhand with your arms hanging at your sides.

B: Step forward with one foot, letting yourknee bend when the foot lands. Make surethat when you land, your bent knee remainsover your foot, not in front of it. At thesame time, flex the opposite arm so thatyour palm lifts toward your shoulder. Pushback to a standing position by straighteningyour knee and stepping back as you loweryour hand. Repeat on the opposite side.

No Weights? No ProblemFor strength and balance exercisesrequiring weights, try the homemadevariety: Tools, such as wrenches orhammers, cans of food, or plastic bottlesfilled with water or sand (water sloshing in ahalf-filled bottle will challenge your balance).

SquatsStand with your feet apart and in line withyour hips. Bend your knees and lower yourbuttocks, as if you are going to sit on achair. Keep your back straight, your abstight, and your knees behind your toes.Squat as low as you can while keeping yourtorso upright and your heels on the floor.Return to a standing position. Holding a ballbehind your head with both hands will helpyou maintain a straight posture, or push itabove your head, toward the ceiling, whenyou squat.

Assisted dipsA: Stand between two chairs with theirbacks toward you. Put your hands on thebacks of the chairs and, moving your feetbehind you and bending your knees, balanceon your toes.

B: Then lower your weight between thechairs by using your chest and arm muscles.If your arms feel stressed, put more weighton your toes. Keep your back upright. Pushup with your chest and arms to return to astanding position.

squats with a bench or chair in front of you,or use ski or trekking poles to supportyourself. For step-ups, choose a very lowcurb. For assisted dips, let more of yourbody weight rest on your toes.

For the SuperFitLift more weight or add challenges such asstepping onto a curb with your front footfor lunges or speeding up the reps. Wear aweighted pack. Try unassisted dips bytaking your feet off the ground as you loweryourself.

Balence TrainingImagine gliding along a narrow, ridgelinetrail with 60-foot drop-offs, or springingfrom rock to rock in a river crossing,wearing a heavy pack all the while. Nowimagine tumbling down the mountainside orsplashing through the river. That�s why youneed to work on balance. Here�s the secret:Keep your abdominal muscles tight.Complete a selection of these exercises twoor three times a week in as little as 5minutes total.

Multidirectional lungesDo lunges as described for musclestrengthening, but without the handheldweights; keep your hands on your hipsinstead. This time, you�ll step not onlyforward to lunge, but also to each side(pointing your toes in the direction of thelunge) and backward (lowering yourbuttocks as if to squat). Try this on a softsurface like a mat, sand, or thick grass; theunstable footing will make your abs workharder.

Clock leg reachPretend there�s a clock face drawn on theground and stand at the center of it. Liftone foot off the ground and, withoutchanging the direction you�re facing, pointwith your toes to all of the hours on theclock. Alternate directions as you getbetter, pointing first, for example, at the10, then the 5, then the 2, and finally the12. Having a partner call numbers randomlyto catch you off-guard will increase thedifficulty.

Single-leg stance withchopA: Stand on your left leg with your kneeslightly bent. Clasp your hands and holdthem above your right shoulder.

B: Move your clasped hands quickly fromright shoulder to left hip. Then changesides, standing on your right leg and movingyour clasped hands from your left shoulderto your right hip. You can rotate your torsoto the right and left as your balanceimproves.

Ball tossStand on one foot with your knee slightlybent and face a partner who also is standingon one foot. Toss a ball back and forth,catching it in both hands.

For Balance NovicesSkip the ball toss and don�t add spinalrotation to the single-leg stance with chop.Keep both feet flat on the floor for the clockleg reach and single-leg stance with chop.Stop if you start to feel uncomfortable.

For Balance Pro�sTry lifting yourself onto your toes during theleg reach, single-leg stance, and ball tossexercises. Stand on a less firm surface, likefoam or sand. Hold a child�s ball, medicineball, or hand weights. Or, if you aren�tholding anything, flap your arms to try tounbalance yourself.

SurvivalOf theFittest

Wish you could leap tallmountains in a single

bound? Here�s an exerciseprogram designed for

backpackers.

Step-upsStand facing a curb or low platform. Step uponto it with your right foot, lifting your leftfoot off the ground as you straighten yourright knee. Place your left foot on the stepto finish. Return to the starting position byplacing your left foot on the ground, thenbringing the right foot down. You cancomplete the set�s repetitions with theright foot and then switch to the left, oryou can alternate sides.

For the Less FitStart with two strength-training sessions aweek, and use lighter weights or eliminatethem. Add a few more repetitions tocompensate for less weight. For safety, do

No.2 2002

Some thoughts and suggestion forproducing a winning C.V.

Your experiences in Scouting may be veryuseful to you when applying for a job. Scoutingpresents opportunities for you to takeresponsibility in a variety of different situationsand so helps you to develop the skills andknowledge required to take on responsibilitiesin employment. If you think about your ownexperiences over the past year or two inScouting you may find several examples ofsituations which you could present as examplesof your capability.

Good examples for your a CVmight include the following:

Treasurer for a period, or a specific event,whereby you were responsible forcollecting and accounting for other peoplesmoneyLeader of an event when you had to takechargeof a team and accomplish a task orgoalQuartermaster when you had to organise,look after and return equipment belongingto othersRepresenting your group at a decisionmaking forum where you had to understandthe views of your friends, reflect thoseviews accurately, seek a particularoutcome, negotiate, compromise andconvince your friends to accept theoutcome afterwardsTeam events where the team was stretchedby competition or by the demands of theundertaking, such as survival events ormountaineering. You may have had to takepart in planning for success, work with theteam playing your part, support your teammates, debrief afterwards to determine howyou woulddo better next time.

It might be appropriate to describethe following;

Your role and the specific responsibilitiesyou had.For example were you overall leader withresponsibility for success, safety, morale.Did you have a subset of thoseresponsibilities.The nature of the undertaking. How much.How far. For how long.What personal qualities did you bring tobear.What went well for you.What were the consequences of doing thejob well.What did you learn and how has thishelped you.

It might be good to do this preparation as partof a group, sharing the job of rememberingand the chore of writing about it in a suitableformat for your CV. Sometimes we tend tounderstate the value of our personalinvolvement with things, so it might also be agood idea to ask other members of your groupor team to read what you have written andoffer their suggestions.

Below you will find some tips on preparing aCV, no doubt you will have come across suchadvice elsewhere, but we have included ithere just in case you get something new fromit this time around.

Some Tips on preparing aC.V.

Your C.V. (sometimes called a �Resume�) is asummary of your talents, experience,education and enthusiasms. The wordscurriculum vitae come from Latin and literallymean �the course of one�s life�. Your CV is abiographical summary of your life and is usuallywritten to describe details of education andachievements in chronological order.

Your CV is very important in the first step ofmarketing yourself to potentialemployers. For some jobsemployers can receive hundredsof applications, so it is vital that

your CV has that �something else� thatmakes it special and attracts the reader. In theworld of graduate recruitment largerorganisations receive thousands of CVs,application forms and covering letters, sothink about what is going to make what youwrite stand out from the crowd. A well writtenCV will be something that paints a picture ofyou that will match your skills andachievements as well as your future ambitions.

Always write your CV in the first persone.g. �I have� rather than �He has.�Alternatively you may omit the �I�altogether if you prefer. Check carefullyfor inappropriate jargon and substitutemore user-friendly words when you can.

Ensure that you write about yourachievements. Don�t write about thingsyou are not so good at. It might be unwiseto mention things that could count againstyou when the employer might not haveconsidered them anyway!

Finally, remember that however perfectyou may feel your CV is, it will be stilldown to the individuals who read it tojudge what is valuable to them. There is nosuch thing as a 100% perfectly written CV.The reality is that, however professionalthey are, whoever reads it will have theirown likes, dislikes, prejudices andpreferences.

Here are some Do�s andDon�ts which you might finduseful:

It is essential to tailor your CV to thejob that you are applying for. Read thejobdescription carefully, make surethat you have demonstrated that youmeet all or most of the criteria.Never leave unexplained gaps in yourcareer history.If possible, your employment refereesshould be from your current or mostrecent place of work. Remember thatemployment referees carry much moreweight than personal referees.Never include a photo, even if you looklike a Superstar. The way you look isalmost always irrelevant.Always check your CV thoroughly.Spelling mistakes and poor grammar areunacceptable.Don�t make it too long. Three pages isthe absolute maximum, two shouldsuffice.Prioritise the information that you aresupplying. Always put the most relevantdetails first.Don�t waste time and space elaboratingon non-relevant academic or careerdetails. If it�s not pertinent to the jobin question, just supply the bare facts.Make the key points easy to find andeasy to read. Always bear in mind thatthe recipient may have a significantnumber to read and therefore may onlyhave time to skim-read CV�s.Your CV should be on reasonablequality A4 paper.But there is no reason why you shouldhave to use white paper. Yourapplication may be one of hundredsand coloured paper will make you standout.Don�t submit a hand written CV.

Putting yourbest footforward

by Maeliosa De Buitlear

No.2 2002

Unit: _____________________________ No Attending _____________

Contact Name: ______________________________________________

Address or e-mail: ___________________________________________

Telephone No: ________________ Leader’s name: _________________

Is the leader attending __________ Deposit enclosed: _______________

QuadricepsStand a foot or two away from and with your back to achair back or desk. Using your right leg, bend yourknee and lift your leg behind you so that you can placethe top of your foot on the chair back or desk. Tightenyour buttocks and extend your pelvis slightly forward.Hold, then do the same with your left leg.

HEALTHY TIPS

Modifications for the middle-agedIf you�re a man over 40 or a woman over 50, modify theprogram outlined here, suggests Jim Sloan, author ofStaying Fit Over Fifty Progress slowly and pay attentionto your body.

· Take 2 or 3 days off-or go very easy-after a hardworkout, instead of taking 1 or 2 days off. Thatmeans fewer hard workouts.

· If a long, hilly hike tires your leg muscles, don�t jumpright into a muscle-strengthening leg workout thenext day. Give your muscles extra recovery time.

· Don�t skip strength training. You lose muscle andbone density as you age, but strength training helpsmaintain them.

· Don�t neglect flexibility exercises, because tissuestend to dry and stiffen with age.

TroubleshootingMove slowly until you know the limits of yourcomfortable and pain-free range of motion. If somethinghurts, don�t do it, or modify the routine. Dr. Musnickalso advises:

If you have knee problemsStick to flat surfaces and avoid stepping downhill whendoing lunges or other stepping exercises. Don�t rundownhill or descend stairs as a part of a workout.Lunges and squats, as described on page 58, willstrengthen the fronts of your thighs and yourbuttocks, which can help take pressure off your knees.

If you have back problemsAvoid rotational movements unless your doctor hasapproved them. Lift your backpack safely by lowering

Flexibility TrainingWhether they�re used to hoist your bear bag orpull you over a boulder, flexible muscles will dothe job, without pulling or straining. All hikers,no matter what their level of experience, shouldstretch at least three times a week at home anddaily on the trail. Save your flexibility trainingfor the end of a workout, when your muscles arewarm. Hold each stretch for 15 to 30 secondsand repeat two to five times.

Achilles tendons/calvesA: Stand facing a wall, and press your handsagainst the wall so that your arms are straightand at shoulder height. Extend one foot behindyou, with your heel on the ground and your toesfacing forward.

B: Bend your front leg while keeping your backleg straight. Hold. Then, with your front leg stillbent, bend your back leg, keeping your heel onthe ground (Tip: Move your back foot a littleforward). Hold. Relax and repeat on the otherside.

BackGet down on all fours with your hands directlyunder your shoulders and your knees directlyunder your hips. Inhale slowly, then tuck in yourchin, arch your back, and tuck your hips underslightly. Hold. If you�re stretching correctly,your back will be in an asymmetrical arch, like aHalloween cat. Then exhale and relax your backwithout relaxing your abs; at the same time, liftyour chin to look ahead of you (not up) and liftyour buttocks slightly. Repeat, moving slowlyand carefully.

HamstringsStand in front of a knee-high, sturdy object.Place the heel of one foot on the object,standing tall and keeping both knees straight. Ifyou feel any discomfort, look for a lower object.Lean your torso forward (not down!) and hold.Switch legs and repeat.

yourself to one knee to swing the pack ontoyour back; better yet, have a hiking partnerhoist the pack onto your back. Always keepyour abdominal muscles tightened for support.Do plenty of balance training to develop strongabs, since they support your back muscles.

If you have ankle problemsStrengthen them with one-leg balances, graduallymoving to softer surfaces to add to the challenge.

If you have shoulder problemsAdd strengtheners such as assisted dips,assisted pull-ups (standing on a chair or having afriend support your lower body), and modifiedpush-ups on your knees (supporting your weighton your hands and knees instead of on yourhands and toes).

In A HeartbeatHow to calculate your target heart rate:Since backpacking isn’t a high-speed sport, youdon’t need to train at high speed. Exercising at 60to 70 percent of your maximum heart rate isadequate. To determine your target heart rate,use the formula below, and then check your pulsewhile you’re exercising. Adjust the workout’sintensity to reach your target. If you’re allergic tomath, use the Heart Rate Calculator atwww.totalfitnessnetwork.com.Subtract your age from 220 (226 if you’re awoman) to find your theoretical maximum heartrate.Multiply the result by the percentage of yourmaximum heart rate at which you want toexercise to find your target heart rate.For example, if you are a 35-year-old man, yourmaximum heart rate is 185 (220 - 35 = 185). If youwant to work out at 60 to 70 percent of that,multiply 185 by 0.60 (which equals 111) and 0.70(which equals 130). For hiking workouts, then,your heart rate during training should be 111 to130 beats per minute.

CROAGH PATRICKMarch 15th & 16th 2002

Calling all Venturers & Venturer Leaders - sign up for this legendary hike up historicCROAGH PATRICK and get yourself qualified for a not to be missed trip to MountSnowden on May 3rd-6th

This event is only 6 weeks away so please spread the word and get yourselves bookedin.

More Info will follow soon but so far the plan for CROAGH PATRICK is:For those travelling from Dublin - Coach arranged from Custom House, Dublin onFriday 15th rough cost 20 Euro - 5 Euro deposit per person needed. Full uniform is amust for anyone getting the bus.

Accommodation booked in Westport Den for Friday night only. Possible cost of 5 Euro.Arrive Friday, Walk Saturday and return Saturday evening.Bring your own food and gear.

This is our 75th birthday we hope to have at least 75 Venturers on the hike and havesome birthday cake on the top of the mountain!

For further info contact the National Venturer Team Wed Eves 01 676 1598 or [email protected]

CROAGH PATRICK Booking Form

Unit:__________________________

Secretarys Name & Contact

Phone number/e-mail ___________________________________________________

Leaders Name: ________________________ Leaders Phone No ____________________

Numbers Going: ________

If you are going to avail of the bus from Dublin how many places will you need:

_____________ Please include a 5 Euro deposit per person.

Please return to Venturer Team, Scouting Ireland CSI, 26 Dolphins Barn St., D.8

The High Bog Venturer CycleEaster 2002

Canal & Mountain Cycle through the Heart of Ireland

Meeting in Tullamore Scout Den @ 8 pm on Good Friday Arriving back in Tullamore @ 4 pm on Easter Monday Cost •30.00 each. Includes food & accommodation, etc.

Anyone can do it! Why don’t you? Deposit: •10.00 each ~ limited to 50 places

The High Bog Venturer Cycle

Please return to Venturer Team, Scouting Ireland CSI, 26 Dolphins Barn St., D.8

“ The Patrol system is the one essentialfeature in which Scout training differsfrom that of all other organisations.”

“ The object of the Patrol system ismainly to give real responsibilities to asmany of the boys as possible, with aview to develop their character.”

(Baden-Powell, Aids to Scoutmastership)

These two quotes of the Founder illustratethe importance he attached to the patrol orteam system. This system is the basis onwhich Scout units in all age ranges mustbe organised -from Cub Scouts (children) to Venturers(young adults).

Unfortunately, it is sometimes misunderstoodand misused. All too often, it is simply asystem of “small group operation”, whileit is primarily intended as a system in whichyoung people participate in decision-making,and as a tool for citizenship education.

The elements of the team system

The team system does not just involve the teams. It involves allthe institutions that organise relationships, communication,decision-making and evaluation processes within the groupcomposed of young people and adult leaders.

The team: a primary group

The American sociologist Charles Horton Cooley defines familyand childhood playgroups as primary groups. A primary groupis characterised by close interpersonal relationships. Itinvolves a strong sense of loyalty between the members, ashared sense of belonging, based on mutual caring andidentification. These groups are called primary groups becausethey shape an individual’s moral ideals. They are the rootreference of the moral - and thus social - life of an adult.

A primary group has the following characteristics: a limitednumber of members (5-8) which enable each person to have aclear perception of the other members; relationships based onaffinity become established between the members (what theylike, dislike, feel indifferent towards); the division of labourwithin the group and the frequency of meetings result from theadhesion of group members to common goals. The groupdevelops a micro-culture with its own values, norms, languageand traditions.

The team: a natural grouping

The Lodge, Six, Patrol, and the Group are primary groups.They are typically the kind of groups that children andespecially adolescents seek spontaneously. One of Scouting’smajor strengths is to have recognised this tendency and to usethe ways in which children and adolescents spontaneouslyorganise themselves. Our Founder firmly believed this:

“ Scouting puts the boys into fraternity gangs which istheir natural organisation whether for games, mischief,or loafing.”


This is why the key to success in a Scout unit is when youngpeople form teams according to the criteria that naturally bringyoung people together: spontaneous affinities and friendships,the fact of living in the same neighbourhood, going to the sameschool, etc. The team must first of all be formed of youngpeople who have chosen to be with each other.

The team: an efficient tool forcommunication and action

Just before and after the last World War, Americansociologists brought to light the importance of the primarygroup.

• Observation studies of small groups of 5-6 femaleworkers, conducted over several years, revealed that theiroutput continued to increase despite increases or decreasesin pay. It was discovered that the most important factor in

increased output was the fact that the women hadspontaneously developed friendships and thus took pleasurein their work. (Elton Mayo, The Human Problems of an IndustrialCivilization, 1933).

• Researchers also discovered the importance of primarygroups through studies conducted during the War: essentially,a soldier fights to defend his friends or to conform to theexpectations of a small group of friends - and much less out ofhatred of the enemy or because of ideological convictions.

• While studying the US presidential election in 1940, otherresearchers were surprised to discover that the press andradio had little effect on votes. The most important factor indeciding votes was the interpersonal influence within primarygroups - the daily exchanges between associatesand friends.

• Numerous research studies conducted since havecorroborated these observations. In business or in the publicsector, research has shown that communicating only viaformal hierarchical channels are inefficient if they are not alsorelayed by primary groups. The small group of 5-8 people isthe most efficient form of organisation in terms ofcommunication, action and the transmission of values.

The team: a peer group

A peer group is a group in which all the members are equaland have the same status. In a Scout unit, all the young peopleare equal, but perform different roles according to the needsof group life. The team leader is elected by his/her peers - inagreement with the adult leaders. He or she has a certainamount of authority, but it is in the service of the group - he orshe is not a dictator.

The team leader helps the team members to expressthemselves, to evaluate group life, to make decisions and toorganise themselves. He or she is the “voice” for the decisionstaken: the team leader represents the team at the Court ofHonour or other such meetings. One should not overestimatethe importance of the team leader. Other roles are just asimportant: the Secretary in charge of keeping the team’srecords and the conclusions of the team meetings; theTreasurer, in charge of the team’s financial resources andaccounts; the Equipment Manager; the Cook; the First Aider;the Journalist; etc. Each role is equally important for thesuccess of the team.

A Section is usually composed of 4 teams of 6-8 memberseach.

The Section: a secondary groupA secondary group brings together a fairly large number ofpeople in order to perform differentiated tasks. It oversees therelationships between people and vis-à-vis theinstitution according to its structures and pre-established rules.The section is a secondary group. It has to manage theinteraction and cooperation between the primary groups (theteams). The role of the adult leaders is to orientate andfacilitate the functioning of the section.

When adults first start leading a group of young people, themajority hesitate between three fundamental attitudes:

An autocratic attitude:I decide everything that needs to be done and impose mydecisions on the young people. This kind of attitude is generallyadopted in the name of efficiency (“we’re not going to wasteour time talking, I know what we need to do”, in the name ofsecurity (“we must not take any risks”) or in the name ofmorality (“there are certain things that are not open todiscussion, they are rules to obey”).

An anarchic or laissez-faire attitudeI mustn’t impose any rules whatsoever, nor any particular wayof doing things. The young people must decide everything bythemselves. This kind of attitude may be inspired by ideology(“one must not forbid nor impose anything”) or simply becauseleaders refuse to accept the responsibility or do not feel ableto assume it.

A democratic attitudeThis attitude involves providing direction on procedures and aframework for decision-making, but not on the content of thedecisions. This is the attitude which the Scout Methodadvocates. In other words, the leader establishes the teamsystem in the section. That is not an option. It is the frameworkneeded for group life. Nonetheless, through this system, theyoung people are able to take part in making decisionsconcerning the “content” of group life, e.g. choosing activities,evaluating them and deciding on their set of rules inaccordance with the Scout Law. In 1939, the psychologist KurtLewin conducted an experiment to demonstrate howdemocratic behaviour was superior to autocratic or laissez-faire behaviour, both in terms of efficiency as well as thepleasure derived by the participants.

If the adult leaders are to maintain a democratic attitude, trueinstitutions need to be in place. Once this is achieved, theleaders’ attitude is no longer a subjective matter, it isdetermined by the need to respect the democratic frameworkof the institution. The two “institutions” that permit thedemocratic organisation of interaction and cooperationbetween the teams are the council (Court of honour, Sixercouncil, Executive committee) and the section meetingThe fundamental law that serves as a reference in evaluatingand organising group life is the Scout Law.

A system of youth participation

“ The Patrol system has a great character-trainingvalue if it is used aright. It leads each boy to see that hehas some individual responsibility for the good of hisPatrol. It leads each Patrol to see that it has definiteresponsibility for the good of the Troop... Through itthe Scouts themselves gradually learn that they haveconsiderable say in what their Troop does. It is thePatrol system that makes the Troop, and all Scoutingfor that matter, a real co-operative effort.”


Understandingthe teamsystem

This quote of the Founder illustrates the primary aim of theteam system: it enables young people to really participate indecision-making. The team system is the primary tool for youthparticipation in Scouting.

“Scouting is a youth movement, supported by adults; it is notjust a youth movement organised by adults. In effect, Scoutingoffers a “learning” community of young people and adultscommitted to a partnership of enthusiasm and experience…”

How this can be put into practicein the different age groups

The principal role of the adult leaders is to advise, propose andprotect. They need to offer a space for experience whichenables each person to develop new attitudes, skills andknowledge so as to achieve the personal developmentobjectives offered by the framework of Scouting’s educationalgoals. They also need to be attentive to the physical, emotionaland moral security of the young people. The team systemenables them to do so.

This applies to each age group, although how it is achieved willevidently depend on the capacities of the age group. As theillustration shows, the extent of adult involvementis greater in the younger age ranges. The degree of youthparticipation in decision-making increases with age. However,from the earliest age, children have a say and take an activepart in decision-making.

A tool for citizenship education

Playing an active role in Scouting prepares young people forresponsibility in society. Young people who have learned howto manage a project together in a Section are better preparedto assume their responsibilities as citizens when they becomeadults. The team system is not just a way of organising thegroup - it is also a key tool for citizenship education.

“ In a sense, we offer a simulation or a microcosmof life in larger communities or societies and ofwhat is meant by being an active and responsiblecitizen. If only the world resembled themicrocosm of a World Scout Jamboree! Thepatrol system is about learning to live together inharmony and achieving more than one could byoneself through synergy. It is about achievingcommon goals for the benefit of everyone.”

The team system enables young people to experience the factthat, together in small communities within a largercommunication and decision-making system, they can plan andachieve projects, and organise group life according to commonvalues. In other words, we no longer have to accept eventspassively. We can change ourselves and the world - and thusbuild a better future together.

Nothing is more urgent nor more important than offering youngpeople this experience.

Would you be interested informing or being part ofa “Fellowship Patrol” if so then let me explain.

A “Fellowship Patrol’ is a gathering of formerScouts, Venturers, Adult Leaders or current AdultLeaders of Scouting Ireland CSI.

It is designed as a Social Informal structure.It can be a many purpose or special interest groupIt can assist or support at all and any level ofScouting.It should ideally number between 5 and 15members.It decides and does whatever activities the groupso wishes.It can, if it so wishes, complement theAssociation’s Scout Fellowship or Rover SectionStructures if they are in use or be “In Lieu” of either.

I am currently a member of a “Fellowship Patrol”which was formed as part of the millenniumcelebrations last year.

The name of my patrol is the Brownsea Island-Buffalo PatroL

We have our own PIL and each member of thepatrol has a specific job.

We each have a Patrol Flag, Patrol Badge andShoulder Knots.

We are a mixed patrol of 12 members agedbetween 30 and 60 plus.

Our first activity was a week-end camp on BrownseaIsland. Next year our patrol are going to Kanderstegand later to Gilwell Park. Our ambition is to visit Kenyaand the burial place of BP.

The patrol “Motto “ or theme Is ‘In the footsteps of theFounder

Help/ Support/ Assistance given to our Scout Friendsto date are:

Assistance at the Leaders Sub-Camp in theMelvin 2001“Whittling” sessions for leaders at the Melvin2001“Wood carving “ sessions at some P.L. andLeader Week-endsScout History projects as requested by youngmembers

We hope to expand on the range of things we can dofor our fellow scouts as time progresses.

If you and a group of your Scout Friends would like toform such a patrol I am only to willing to help andadvise please contact me at :

Sean Farrell -at NHQ 01-6761598

FELLOWSHIPPATROLS

Scouting Skills Pal -RegisterLast year a pilot project of localised Scouting SkillsTraining was carried out on behalf of the NationalCommissioner - Training. Instructors for these SkillsTraining Sessions were recruited locally and it wasfound that an ample number of qualified people wereavailable to successfully deliver the sessions.

As a follow - on to the pilot project and to progressthe concept of Scouting Skills delivery at local level,leaders are being asked to become a ‘ScoutingSkills Pal’. By establishing this project teams ofleaders will be available to deliver Scouting Skills ona Section, Unit, Region, or Field Structure.

If you feel you would be in a position to commityourself to. 1, 2 or even 3 Saturdays or ,Sundaysannually and that this would not interfere with yourother Section, Unit or Regional work, then you are theleaders needed for this project. Leaders involved in“Scouting Skills” delivery work would form teams thatwould work locally in their own areas.

The Scouting Skills that would be delivered are.

Map & CompassPioneering

Knife & AxeFire LightingTent PitchingRope WorkCamp Craft

Scout GamesCamp Fires

Nature StudyCooking & Menus

How to plan a Hostel, Camp or ExpeditionBasic “Scout” First AidProgramme Planning

If you are good at one or more of these skills you arewelcome to become a ‘Scouting Skills Pal’.

This delivery of Scouting Skills will not interfere, rule -out or replace any localised Skills Training already inoperation or replace NTT Programme Skills Training,but rather it is intended that it will enhance andcomplement them

The word “Pal’ in this project means - provider atlocal level, so if you feel you have the time and wouldlike to be part of this project, please contact.

Sean Farrell - at NHQ - (01) 6761598

Working withGroups

In Scouting, working with individuals and with groups started onBrownsea Island-and has been going on ever since. In Scouting, theend is ‘the physical, mental and spiritual development of youngpeople’. And in Scouting we use and develop both these situationsto achieve that end.

As a Leader in Scouting, and in particular in a Venturer Group youare already involved in a ‘group’ situation or possibly a series of‘group’ situations-whether you realise it or not. How can you useand develop these situations to achieve your ends -and those ofVenturing? It sounds a simple question but, like many suchquestions, it calls for a complicated answer.

The simplest answer is to say that youcan only use and develop the groupsetting, in which you find yourself, if youknow something about how peoplebehave in groups, that is, the ‘groupprocess’.

Once again, this may seem a ratherpompous way of stating the obvious.The truth is that, by instinct or by trialand error, you already know a great dealabout the group process (even if you donot call it that!). But, however much weknow by instinct or have learnt throughexperience, it is always helpful to checkour home spun ideas against those of theexpert. That is the purpose of this article.

Let us look upon your Venturer section asa group of individuals with a commonpurpose-because that is how it would beseen by the expert. This is what theexpert has to say.

What Is The GroupProcess?A group is any number of people workingtogether. It can consist of two people ortwenty people. Experience suggests thatfive or six is the ‘natural’ size of a group.A larger group tends to break up, quitenaturally, into sub-groups. In any largishgroup, therefore, you should be able torecognise subgroups, however informal.

Most people belong to several groups atthe same time-in the home, at school, at

work, and in our case the Venturersection. Even within your section, aVenturer may belong to several sub-groups. He/she may be a member ofthe climbing group, or one of four whoare always together. And he/she maybe a member of the ExecutiveCommittee, which is a rather moreformal sort of sub-group.When people are together in a group,they influence each other. Theinteraction of people as members of agroup is called the group process. Thisprocess is inevitable. The people withinthe group cannot avoid influencing oneanother. Whether that influence ishelpful and desirable is another matter(and who is to define desirableanyway?). What we are interested in ishow they influence one another ...

The people in the group play differentroles. Someone has the ideas; someonekeeps the peace; someone makes thejokes; someone keeps the grouptogether; and someone provides theleadership.

Role of the LeaderThe role of the Leader in a group is aninteresting one and has always fascinatedpeople. But, in this case, we are onlyconcerned with the fact that, within agroup, at any one time, we may expect tofind one or more people providingleadership. It is also important to notethat people can change their rules within agroup. This can occur for a variety ofreasons. The aim or the task of the groupmay change. The membership of thegroup may change (someone may join;someone may leave). The members of agroup of young people, such as aVenturer Group, will be growing up, willbe maturing. This will lead to changes inbehaviour. Finally, members of the groupwill be influenced by the roles they play inother groups (in the family, at school, andso on) and, furthermore, those roles mayalso be changing.Changing roles within a group (or,sometimes, not being able to changethem) can produce stress for individualmembers of the group-and tension withinthe group as a whole. So, although agroup may appear to be static andwithout tension, it is unlikely to remain sofor long. But, despite internal changesand tension, a group can maintain a sortof ongoing equilibrium for quite a longtime. Indeed, it must do so to survive asa group.....

Why Group Work?A Venturer Leader can be ignorant ofthe group process. Or he/she canunderstand and observe it but,nevertheless, ignore it. Or he/she canunderstand, observe and use it.

It is better that he/she shouldunderstand it, observe it and use it.Unless the Leader uses it, he/she cannotprovide effective leadership, nor can he/she provide effective learningexperiences for the members of thegroup. Getting on with people, orpersonal relationships, is one of themost important aspects of life and ofgrowing up. Venturing offers youngpeople an ideal opportunity to, learnabout personal relationships. But thislearning can only be done alongsideother people, inside a group - in thiscase, inside your section. When theleader intervenes in the group processand provides leadership or learningexperiences for members of the group itis called group work.

This intervention might be calledmanipulation. Some critics areconcerned that, as adults, we have noright to ‘manipulate’ young people, Butthis is not the intention. Our aim is thebetterment of those with whom wework. If this is true, we must acceptthat, from time to time, we must act.We cannot just sit back and watch.Otherwise, why did we take up thechallenge of youth work in the firstpiece? Briefly, when using this approach,we try to encourage the members ofthe group to decide everything forthemselves. We believe, and experiencehas shown, that the successful Leader,whether consciously or not, veerstowards this approach. Few leadershave much success when they try towork directively, that is when they veertowards the directive approach and tryto decide everything on behalf of themembers of the group.

Of course, these two approaches, asdefined, represent extremes. Mostleaders use a variety of approaches.Nevertheless, the Leader who tries towork non-directively has more success-in terms of the betterment of thosewith whom he/she works-than theLeader who tries to work directively.

Formal Group OrInformal Group?The expert recognises several sorts ofgroups, the formal group and theinformal group. The Venturer section,with its requirements for membership(age, uniform, Award scheme,commitment to a Promise, etc.), wouldappear to be a classic case of a formalgroup. The distinction between being amember and not being a member is veryclear. You join- you are initiated -investiture, you leave-and you areostracised?

At the other end of the scale, there isthe informal group where there appearto be no conditions for membership andno rules concerning joining and leaving.But these, as defined, are two extremes.In fact, every Venturer section has

something of the informal group aboutit, particularly in regard to thesubgroups within it. Any section of tenor so will undoubtedly have sub-groups,however informal. And, on the otherhand, the informal group has, in fact,unwritten rules concerning membershipand behaviour. The behaviour expectedof members of a group is known as agroup norm. Those who comply withthe group norms belong; those who donot comply are rejected or ostracised.Group norms are fascinating. Some canbe observed easily-clothes, speech, hairstyles, mannerisms. Some are less easilyobserved-beliefs, attitudes, values,standards. These show most clearly inenthusiasm for particular activities-andoften contempt for other activities ...We will find group norms in the’ formalgroup just as much as in the informalgroup. The pressure on the members toconform to the group norms is strongand is one of the strongest influenceson the development of the individualwithin the group.

Group FocusThe expert also talks of group focus. Hespeaks of task oriented groups andsocially oriented groups.At one extreme, the group can be solelyconcerned with a task-with climbing,building a boat, running a folk group,playing football, or whatever. At theother extreme, the group can be solelyconcerned with the personalrelationships within the group, with theinteraction of the members of the group.The members meet only to drink coffee,to play computer games, to talk or justto be with one another.Once again, these are two extremes.

No group can be totally task oriented,with no interaction of the members ofthe group. The football team practicetogether, travel together, play together,enjoy success (or suffer defeat!)together. They must interact with oneanother to do all this, particularly if theyare to stay together and continue to playfootball.

Equally no group can be totally sociallyoriented (and engage in no task of anysort). The coffee drinkers come togetherand must do something even if it is onlyto organise the coffee! It is impossible tocome together and to do absolutelynothing A task, however modest, willemerge and the group, if it is to remaintogether, will have to act together. Thetruth is that the group focus of mostgroups contains an element of bothaspects. The leader has a responsibility tomaintain some sort of balance betweenthese two aspects.

The balance should allow all the membersof the group to meet their needs, to playa role or variety of roles, and to enjoysuccess.

People can only benefit frommembership of a group if it meets someof their needs. They look for satisfyingroles to play. They want to belong andto have status in the group. They wantto enjoy personal success and to share inthe achievements of the group. If the

group does not meet any of their needs,or does not provide them with asatisfying role or some measure ofsuccess, they will leave the group.

Your Venturer Group -ACohesive Group?We have stressed that a group isdynamic. That is to say, it is constantlychanging, but at the same time, itremains together, it sticks together. Theexpert speaks of the cohesiveness of agroup.

‘A cohesive group is one in which themembers like one another, and aretherefore attracted towards the group ...A group will become cohesive under thefollowing conditions: frequentinteraction; homogeneity of attitudes,interests and background; rewardingexperiences in the group; a Leader whocan preserve harmony; absence ofaggressive, schizoid or otherwisedisturbing personalities; a task whichrequires cooperative, complementarybehaviour for its completion’.

So much for theexpert. We nowunderstand theideas or at leastthe basic ideas ofthe expert. Canwe see them atwork in our ownSection? And canwe apply themwithin our ownGroup?

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Would you willingly change places withthat other Section Leaders? If you cantruly answer ‘Yes’ to that question youmay be one of that fortunate group whocan relate easily to young people of allages. Most Leaders will naturally bedrawn to the age group with which theyfeel most at ease and to which they feelthey can give most help, possiblybecause they have a child or children ofthat age.

If we accept that the majority of Leaders have anaffinity for a particular Section, because it deals withtheir favorite age group, then the first step towardsimproved co-operation is to respect the abilities of thatLeader relative to that Section. Continuing along thatline, it should be obvious that at a particular time everyyoung person will, in the normal course of growingup, move quite naturally from one Leader’s area ofinfluence into that of another Leader. Since thegrowing up is natural and inevitable and we know wellin advance when the young person should be ready tomake the move, how do we manage to make it such anordeal that so many would rather drop out than moveon? It is certainly worth a discussion at your nextScouters’ Meeting, for part of the answer may lie inour attitudes to each other and to other Sections -

young people develop ... by means of an attractiveand progressive programme of activities’ we actuallyhave to do something about putting it into practice.

The finest method

How then can we show Cub Scouts that it is perfectlynatural and normal for them to grow Into Scouts?Example, as ever, is the finest method at our disposal.In most Units it is customary for the Unit Leader totake part in a Cub Scout’s Investiture, usually to givethe child the Unit neckerchief. How often is the ScoutLeader invited along to be introduced to the newmember of the family? Do the Leaders in your Unitexchange skills? The Scout Leader is a keen amateurphotographer - does the Cub Scout Leader ask him tohelp young Johnny, who wants to do thePhotographer Proficiency Badge? Many Cub Scoutershave hobbies and skills which could be useful to theTroop and vice versa - why not offer to trade a skill?Does your Unit hold events where the sections mixfreely and each can see what the other is doing? Dothe Patrol Leaders come along to Pack Meetings toshow slides of summer camp and other activitiesthey’ve done during the last year? Too often theanswers to these questions are all negative.

If Cub Scouts never meet the Scout Leader, never seeScouts except on formal occasions, never get theopportunity to talk to them about what they do - howcan we expect them to regard the Scout Troop asanything but the Great Unknown, Into which they

Discouraging factors

We have now reached a point where the Cub Scoutknows some of the Troop, the Patrol Leaders and theScout Leader. What factors could still discourage himfrom going to Scouts? Although we happily talk about‘the Colony’, the Pack, ‘the troop’, the Group’ as asingle entity we must not lose sight of the fact that itconsists of a number of individuals, each with theirown needs. We are concerned with the developmentof the individual, so some Leaders, although ‘meaningwell, are actually doing the Cub or Beaver a disserviceby suggesting that he might like to stay on until “afterthe regional football competition/swimming gala”which is only six weeks away. But he’s alreadyworking on his Link Badge with his future Sixer orPatrol Leader, he/she has been to Troop Meetings, CubMeetings or Venturer meetings and had a great timethere and had a tantalising glimpse of what’s in storefor him/her in this new stage of training. He/she nowhas a problem - he doesn’t want to let the currentsection down, but he/she would prefer to get on withbeing a Scout. Most young people of ten and a halfdon’t communicate this sort of problem to anyone.They may tell a friend at school that they are fed upwith Cubs and going to leave ... That’s the messagewhich reaches the Cub Scout Leader, who is verysurprised because “Jimmy was going to play/swim forthe Pack.” Jimmy meanwhile feels guilty over notgoing to Cubs, then wonders If he may get into troublewith the Cub Leader If he goes to Scouts instead ofCubs. He shows his dilemma the only way he can -

attitudes which are bound to be absorbed by theyoung people in our sections..

As Leaders we read about, and even glibly talk about,the Progressive Training Scheme - but where do wethink it starts and ends? I suspect that many of usrelate it only to the stages that can be gained in ourown Sections, when in reality we should be taking amuch wider view. If we could all accept thatProgressive Training Scheme starts on the day that ayoung person becomes a Beaver and continues untiltheir 19th birthday, then maybe we are getting a truerpicture of how Scouting should be, and could be.

Graph

If we visualize the Training Scheme as a graph itshould emerge, not as a series of steps labeled‘Colony’, ‘Pack’, ‘Troop’, and ‘Group’, but as a 13-year-long ramp sliding gently upward In time withphysical growth and personal development. Steps areobstacles to be surmounted: a ramp provides a smoothroute forward and upward. We, the Leaders, mustmaintain the ramp by seeing that those earlyfoundations remain and the surface stays free fromobstacles. We must also be the friendly welcomingpeople waiting to help a young person take the singlestep needed to join us - and they should be able to doit at a point appropriate to their age and personalgrowth, which means at any time during those 13years.

It is of course, easy to accept this in theory but if weare to achieve the Aim of the Association to help

don’t wish to go? When Cub Leaders on trainingcourses say that the first thing to do when a CubScout reaches ten and a half years old is ‘introducehim to the Scout Leader,’ I find it rather sad. I knowit’s asking for a little more time and effort occasionallyfrom all Leaders, but after two and a half years in thePack the Scout Leader should already be a familiarfigure together with at least some of the Patrol Leadersand similarly with Beavers to Cubs and Scouts toVenturers.

When should we start preparing a the members of oursection to move onto the next level? I believe that thepreparation should start the day the join your Section.While the Leader is telling a young person , in the caseof Cubs, what Cub Scouts do and what badges he cangain, the Link Badge should be introduced as anintegral part of the progression Bronze, Silver and GoldArrows, to the Link Badge and the Scout Troop.During their time in the Pack a young person willprobably see several ‘Going Up Ceremonies’,especially in a Unit where co-operation already existsbetween Sections. The ceremony is a simple one buthelps to emphasise that the change from Section tosection is just one small but significant move forwardand upwards, along a slope from childhood toadulthood.

During a ‘Going-up Ceremony’ the young person willsee those who went up last time, so they know thatwhen their turns come they will have plenty of friendsalready in the Section. If you don’t have a ‘Going-upCeremony’ in your Unit find a Unit that does and askyour Unit Leader to arrange for Section Leaders to goalong and watch.

by not going to either. Is a football cup or swimmingtrophy really worth that much?If this story sounds familiar, do get together with theother Leaders in the Unit and try to arrange for ‘Going-Up Ceremonies’ to take place at regular intervals, sothat everyone knows when they will be. Try toarrange things so that two or more young people goup together and if the dates are fixed at regularintervals there is no question of “waiting an extra sixweeks”, so loyalties are less likely to be divided.

Wider horizons

Even when we have done everything in our power toencourage the move forward, or to join from outside,we still need to accept that there will be young peoplewho will decide that the Scouring way is not the rightway for them perhaps because we have widened theirhorizons so that they are able to see more clearly thedirection in which they do want to go.Many of us became Leaders as a logical follow-up toour own training which enabled us to take a‘constructive place In society’. All of us are Leadersbecause we believe in Scouting and all that it standsfor and because we enjoy what we are doing. If wecan transmit our own standards and enthusiasm tothose in our care, we shall be helping to ensure thatScouting will still be moving forward well into thefuture.

LinksbetweenSections

No.2 2002

The position of Youth Affairs Officer in ourAssociation was introduced in the Code of Ethics& Good Practice, published in May 1997. Sincethat date very few Units or Regions haveappointed anyone to the position.

A number of years ago, in conversation with a UnitLeader, I asked if he had a Youth Affairs Officer inthe Unit, his answer was, �We don�t need one. Wedon�t have that sort of thing in our Unit�!!!

Why do we need Youth Affairs Officers?The primary role of the Youth Affairs Officer is toensure the young people in our care benefit fromScouting by promoting the establishment of a childcentred ethos within the Unit / Region. What doesall this mean - to put it simply, the Youth AffairsOfficer�s purpose in life is to make sure our kids havefun, stay safe and enjoy their Scouting life.

Little People Have Rights TooIt is very easy in the busy scouting life of any activeadult scouter to get caught up in the logistics ofmeeting, outings and events and forget that we aredealing with a �group of individuals� and not just a�group�.

# What happens to the child who has agenuine fear of heights when it comes tothe �abseiling section� of the weekendprogramme? Have you ever been made todo something that you really did not wantto do? How did it make it you feel?

# Do we offer a choice of main course whenputting together the menu for camp or dowe take the �he�ll eat it if he�s hungry�option? When was the last time you wentto bed hungry?

# Have you ever roared louder than necessaryat a child or group of children to gaincontrol? Have you ever humiliated a childfor the same purpose? If your boss in workwere to roar at you in the same mannerwould you contact your Union Rep?

# It is human nature to have �favourites� -have you ever considered that favouringone child in the group is effectivelydiscriminating against the rest?

The above examples may not be major offences andonce brought to our attention the solutions shouldn�tbe a huge challenge to any of us. It is very easy toforget that little people have rights including the rightto say �no�, if we don�t give them the right to say �no�in a not so serious situation what message are wesending out in regards to a more serious situation. Itis one of the duties of the Youth Affairs Officer toalways bear in mind the rights of the child in any givensituation and issue reminders to the rest of us whennecessary. In an ideal world we wouldn�t needreminders, we would all automatically carry out theduties of the Youth Affairs Officer. We don�t live in anideal world. Much as we�d like to live in �fantasy land�most of us have to put up with living in �reality land�.

Why do they not participate? Why dothey leave?It is possible that we�re not offering what our youngmembers want. Maybe there�s a bullying problem inthe Unit you�re not aware of. We�ll never knowunless we ask the ones who have left or are reluctantto participate. One of the roles of the Youth AffairsOfficer is to conduct research into why young peopledrop out of Unit activities and/or leave Scoutingaltogether.

Who minds the minders?How do we ensure that our leaders are notunwittingly leaving themselves open? They too areentitled to instruction / advice in self-protection.While these issues would now be addressed in trainingcourses we must remember those who have servedScouting for a number of years and may consider theirtraining days to have long since come to an end.

Times have changed, as has the society in which welive, what would have been acceptable behaviour inthe past may not be seen as such now.Ensuring that our adults are fully aware of what theycan and cannot do would also fall into the role of theYouth Affairs Officer.It is worth remembering that if we are serious in ourefforts to protect our young people we are also ineffect protecting our adults.

Youth ParticipationThis is a phrase that is often used within Scouting.How many of us encourage active youth participation?Do we know what youth participation really meansand how to go about encouraging the concept?Implementation of the Association�s YouthParticipation Policy is yet another role of the YouthAffairs Officer.

Unit Leaders and RegionalCommissionersSome people would say that the duties of the YouthAffairs Officer are a duplication of the duties of theUnit Leader or Regional Commissioner. Without aYouth Affairs Officer the Unit Leader or RegionalCommissioner will find themselves in a position wherethey have to carry out these duties in addition to allof their other duties.In the absence of an ARC Scouts it is the duty of theRegional Commissioner to fulfil that role yet no onewould argue that we don�t need ARC Scouts.It is one of the duties of the Unit Leader to ensurethat the programme sections are delivering anappropriate programme; this doesn�t mean that the

Unit Leader must play an active role in the running ofevery section meeting each week. Another duty ofthe Unit Leader is to see that the income of the Unitdoesn�t fall too far short of the expenses of runningthe Unit. Do we expect our Unit Leaders to run totheir local supermarket and do a bag-pack eachevening before attending every section meeting eachweek? Of course we don�t; this is why we have AdultScouters in our programme sections and Fund RaisingCommittees. Back to reality land.Unit Leaders and Regional Commissioners who arefortunate enough to find the right person to fulfil therole of Youth Affairs Officer and appoint such aperson are doing themselves, their Adult Scouters andin particular the young members in their care a greatfavour.

Problem Shooter / Agony AuntEven the best run Units and Regions will occasionallyhave problems that need sorting. A lot of theseproblems will be minor unless they are left to fester.Like a wound that is ignored, if infection sets in youcould end up losing the arm. We can�t afford to loseour arms.In many cases the sorting of the problem entailsnothing more than listening to the complainant for aslong as is necessary, to avoid infection this should bedone sooner rather than later.We are living in a world of rapid communication,answering machines, message minders, e-mails andtext messages and are in danger of losing the abilityto actually communicate with each other. Whensomeone with a problem or complaint can makecontact with a person who is willing to sit and activelylisten to them they often find that their problem isnot as major as it first seemed. In complaintsituations the fact that they have been listened to isan indication that the complaint will be or is alreadybeing dealt with and very often this will be the end ofthe matter - they just wanted to tell their story.If, however, we don�t have someone who has theability and time to actively listen the minor problemsare in danger of becoming major problems and thecomplainant now has an additional gripe in that�nobody was interested enough to act on the originalcomplaint�.In more serious cases the Unit Leader / RegionalCommissioner should take an active part in complaints;it is advisable in these cases to have a second personin attendance. Who better than the Youth AffairsOfficer to be that second person - the title in itselfwill often allay the fears of the complainant.

Protecting Our MembersWe in Scouting Ireland have long been aware of theneed to protect our children and our adult scouters.There are procedures and guidelines laid out to assistus in this. Does the existence of these proceduresand guidelines mean that our children and adults aresafe? To ensure their safety we have to insist that theprocedures are adhered to, increase the awarenessof our adult members, stop apologising for wanting toprotect our children and start insisting that this is theright of each child. Also listed under the role of theYouth Affairs Officer.

It is the right of every child to have a safe passagethrough his or her childhood - it is the duty of everyadult to provide this.

Perhaps the Unit Leader referred to earlier was abit confused as to the role of a Youth AffairsOfficer. This may be the case in a lot of Units orRegions. Do you now consider that you could youdo with a Youth Affairs Officer in your Unit orRegion? If you have young members you haveyouth affairs.

If you wish to know anything further about the role ofthe Youth Affairs Officer please contact me atScouting Ireland (CSI), Larch Hill, Dublin 16.

Ann BrutonAssistant Chief Commissioner(Programme & Youth Affairs)

YouthAffairs -

the biggerpicture

The qualities required by a Generalin war are different from thoserequired by a Scouter leading a

Section. To determine thosequalities needed by Scouts or

Venturers is almost as difficult,since they are likely to goanywhere and do anything

in later life.This article explores select qualitieswhich are universally applicable toyoung people going out into life.

CourageThis is not the physical sort but rather thecourage needed to take a stand in modern life.A young person today is subjected to peerpressures to drop their standards, to acceptunjustified change. They are constantlychallenged by their own generation to conformto the new ‘with it’ ideas on belief, outlook,behaviour, dress, and almost any other subjectunder the sun. We should be ever ready tosupport a young person who is finding lifedifficult when all his friends are advising him tochange his ideas,. We must not preach but try toindicate in reasonable terms how to cope withthe problem.

DeterminationFor most of us life is a series of exciting stepsforward and frustrating steps backward. Thesteps forward are easy to cope with; butfrustrated hopes, thwarted plans and blockedpaths are not easily accepted by the young. Attimes like these there is a need to hold on, withdetermination, to what one has achieved and tobe prepared to make new plans, to seek newpaths and find new hope.

To lose one’s job, to fail at college, can bedisasters to someone starting out in life, and itwill appear that the whole of life is in fragments.It is at this point that the experienced Scouterwill, not with spineless sympathy but withpractical help, provide additional determinationto see the way round the problem, or suggest away to strike out in a new direction with newaims. Does the training in your Unit or Trooplead to an attitude of determination?

Does the summer camp or expedition have an aimwhich requires some determination to achieve,or is it just a holiday under Scout arrangements?Are new activities started and then allowed tolanguish and die for want of a littledetermination? This quality in our programmewill provide a good foundation for determinationin later life.

EnthusiasmAnyone who starts a lecture, course ordemonstration with an apology, other than forbeing late, sows seeds of suspicion in my mindthat he/she lacks enthusiasm. This lack ofenthusiasm for the task in hand usually becomesevident not long afterwards. Many jobs in lifelack interest, be it putting nuts on bolts in aproduction line, or doing the washing up. But, iftackled with enthusiasm, the job gets done morequickly if nothing else. With an activity we haveto sell the idea to the Patrol Leaders in anenthusiastic fashion. Then, with luck, they willget it across to their Scouts. Life at all stages ismeant to be lived enthusiastically and, if we caninspire this outlook among our Scouts andVenture Scouts, we have given them a valuablequality, probably for life.

In broad terms there are two sorts of people onEarth, those who see Life as a series of problemsand those who see Life as a series of

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opportunities. The latter are livingenthusiastically. Is there enthusiasm in yourUnit from the Cub Scouts to the GroupScout Leader? Do you discuss the problemsof running the Unit - or the excitement ofrunning it? A leader must be able tocommunicate his/her enthusiasm in order toget a project rolling or an idea started.Once going, he/she still has to show hisenthusiasm to keep the motion going.

ExampleA leader can work near miracles by hisexample. Luckily, it is a quality that manyScouters fully appreciate.A good Scouter can see his ownexample working through themembers of his/her Section.Phrases such as ‘ a leadershould never ask others to do something heis not prepared todo himself’ arevery true, despitetheir hackneyedphraseology.What we all haveto be on ourguard against isthat bad exampleis followed just aseasily as good. For that reason we shouldtake more care not to set a bad examplethan to actively set a good one,

JusticeAt first sight this may appear a rather oddquality to consider; but bear in mind thatwe are talking only of good leadership - andthis must embrace being absolutely just andfair. A bad leader might have many of theother qualities of leadership, but I woulddoubt if he/she could have this quality inany great degree. A young person cominginto the world finds much that is unfair andunjust, and that can easily colour his/herown thinking and actions. It will seem unfairthat the boy up the road has many moretoys than other boys. It may seem unjustthat the managing director has a largehouse while the man on the factory floorhas a small one.

But these are not matters for discussionunder the heading of leadership. A leadermust be just and fair to those he/she isleading. Some will be liked, some will not,but this must not affect his/her action.He must see that work and rest, food andcomfort are fairly apportioned. That doesnot mean precise mathematical shares. APatrol Leader of 15 will take more than hisshare of the Patrol kit in his rucksack on anexpedition than will the young 12-year-old.This is being fair according to ability, and isright.

Closely linked to justice is the question ofhonesty. We cannot be just without beinghonest. Dishonesty soon builds up until youhave a complete web of and justice will findit hard to penetrate. A leader who is knownto be fair and just will always be respected,even though he/she may call upon hisfollowers to take a hard and rugged path attimes.

KnowledgeTo lead others, in almost any task, a leaderneeds to have a good knowledge of thattask. He need not be the absolute expert;many jobs call for experts in specific fields,but he must have enough knowledge to givehim the confidence to lead, to decidepriorities, and to take decisions. We mustshow that we expect our Scouts to acquire

knowledge. We must expect the person incharge of an expedition’s rations to havetaken some pains to gain detailed knowledgeof his/her task in order to carry it outadequately. As Scouters, we may have tohelp him/her to find this information, butthat is part of our job as leaders. With anincrease in knowledge comes confidenceand with confidence comes increased abilityto lead.

LoyaltyA leader must be loyal to those above himand must expect loyalty from those whofollow him. It is a quality implicit in anyleader/ follower relationship. Do we, asScouters, grumble about other Leadersbehind their backs or, worse, do we do it infront of our Scouts? Once a, decision istaken, do we loyally abide by it, or do wecarry it out in a half-hearted fashion? Do weinsist on loyalty to a promise made ‘or anundertaking given? If we do, then we areoffering some training in loyalty. A youngperson will often have clashes of loyalty - forexample, to his school football team or to hisPatrol - and we must give help on where hisloyalty should lie. Loyalty goes upwards,downwards and sometimes sideways.

Self-disciplineLeaders need to have self-discipline. Theymust control their feelings, and may have todo unpleasant things in uncomfortablecircumstances. They must also be preparedto sacrifice their own ambition for the sakeof others and be able to see other people’spoints of view, even if they clash with theirown.

At the same time you must remain clearly theleader, the one whose hand is on the tiller,the one who brings order out of chaos.With self-discipline a Scout will go throughlife smoothly and sincerely, taking things asthey come, and being a rock to which otherswill sometimes need to cling.

ConclusionThink further about leadership and ask otherScouters about it, Put your views to someVenturers or Patrol Leaders for their ideas,because this is what Scouting is about. Weencourage leadership at all levels from theSixer upwards - yet many of us give it littleactive thought. As you think about yourPatrol Leaders, consider if you are givingthem the right training. A Patrol Leadersweekend should give them some help in theirtask of leading, and not just teach a few newskills or a pioneering project, vital and usefulthough these things are.

Beaver10 things a Beaver should be able to do

# Fly a kite# Follow a tracking sign trail# Signal a message with a torch# Assist with lighting a fire# Make a shelter /den# Be able to find the North Star# Cook a sausage on a stick# Tie a reef knot# Make a simple compass# Treat a cut or scratch

Cub Scout/Macaoimh

10 things a Cub Scout should be able to do

# Tie a figure of eight knot# Pack a rucksack# Render some basic first aid# Pitch a tent# Use a compass and read a map# Navigate using nature# Cook a backwoods meal# Stalk animals# Light a fire using only one match# Own a survival kit

Scout10 things a Scout should be able to do

# Make a Turks head woggle# Light a fire using flint and steel# Make a bivvy shelter# Survive in the backwoods# Build a tripod tower# Navigate across open countryside# Cook a meal on a fire# Deal with an emergency# Own a stave/walking stick# Make a raft/coracle

Venturer10 things a Venturer should be able to do

# Be able to abseil# Pack a rucksack for a lightweight expedition# Make a raft/coracle# Navigate in all conditions# Deal with an emergency# Camp in all locations and seasons# Build a bridge or tower# Paddle a canoe# Survive in all conditions# Climb a rock face

Section Top Ten10 things that should happen in your section eachyear.

The minimum standard should be an outdooractivity once a month. The breakup can be likethis:-

6 Hikes or outings2 Weekend camps1 weekend hostel

1 Annual camp/expedition/holiday

Section Leader10 things a section leader in any section should beable to do

# Be able to camp# Light a fire with one match# Tie the basic knots# Use a map and compass# Render basic first aid# Know the SQS minimum standard# Know about TLP/Commissions/Permits# Ensure your on a NHQ mailing list# Basic elements of section programme# How to seek help and advice

Unit Leader/Commissioner

10 things a Unit Leader/Commissioner should knowand be able to do

# Know the SQS concept# How to run and chair committee meetings# How to talk in public# Seek help and support from Unit Leader/Commissioner team# Know camping procedures and standards# How to induct new adults to scouting# Direct the training of your leaders# Get your leaders on a mailing list# Be able to hike and camp# Be aware of youth opinions and needs

Scouting

TopTenScouting is....

an out of school educationalmovement that enables young people

so that they can undertakeadventurous and challenging activities

with others - activities that willdevelop positive characteristics,

improve their mental, teamwork andcreative skills and allow them to havea greater understanding of the world

in which we live and theenvironments that make that world.

People who are Scouts are likelyto be

Able to solve problems creativelyand effectively

Capable of being a constructiveand productive member of a team

Able to take care of themselvesand others

Able to cope with emergencies

Aware of and have a deep affinitywith the environment and theneed to conserve it

Responsible and capable ofassuming leadership with ease

Able to live and survive in theopen

Capable of undertaking challengingand adventurous activities

Scouting can be complex or very simple tounderstand. This TOP TEN listings will enable you toget a simple picture of what a member of yoursection should be able to do. This is basic fare butyet these are the main items that your membersexpect from Scouting. Can all your members doeverything on the list ? if not, then it is anopportunity to do some of these items as part ofyour programmes.

The TOP TEN is a MINIMUM list, of course, thereare thousands of other things that your membersshould be able to do but if they can do the basiclist then you are half way there.

Canoeing falls into two distinct types - theKayak - enclosed canoe and the CanadianCanoe - open canoe. Both types are popularin Ireland and offer different experiences onthe water.

The Canadian Canoe

The Canadian Canoe or Open Canadian isimmediately distinguishable from a kayakbecause it is paddled using a single bladedpaddle. The canoe originated with thenative tribes of North America and wastraditionally made from a timber framecovered in one of a variety of barks, usuallybirch. Nowadays, most canoes are madefrom plastic, fibreglass, or aluminium. Theoriginal designs which were used to travelacross the large expansive lakes of Canadawere open on top for transporting peopleand goods.

Canadian canoeing is particularly suited toexploring the inland waterways of ourcountry. Ireland offers an attractivenetwork of inland waterways for canoeing -providing endless possibilities for exploring,fishing, and multi-day expeditions. Oneattraction of this form of canoeing is that itcan be enjoyed by the whole family. Whilstthe majority of those involved in canadiancanoeing favour leisurely trips on slowmoving rivers such as the Shannon orBarrow, others have begun to use canadiancanoes in marathon races. Due toinnovations in materials and design, canoesare now seen increasingly on rivers withsmall rapids and fast moving water.

KayakingKayaks are enclosed canoes and althoughthey can be used on quite waterways it ismore suited to rough water and as a resultis suited to wild water and slalomcompetitions and races. The Slalom canoeistraces alone against the clock. In thisdiscipline, the challenge is to pass throughapproximately twenty five gates suspendedabove the water, avoiding a touch with anypart of the boat, paddle, or body. Thecompetitor must pass through the gates inthe correct order and direction.

An exhilarating canoeing discipline in whichparticipants race down white water riversagainst the clock. Races are conducted on atime trail basis with each competitor

Level 1 Kayak InstructorQualification

The Level 1 Kayak Instructor Qualificationaims to enable candidates to

1.01 become qualified to instructintroductory, basic, and intermediateproficiency level kayaking skills on water ofno higher than Grade I difficulty includingVery Sheltered Waters and/or ShelteredTidal Areas. A Level 1 Kayak Instructor isspecifically not qualified to lead groups andis restricted to static instructional sessionsonly.

Canoeingand

CanoeLeadership

1.02 assess for the Level 1 KayakProficiency Award.

Training Course Outline

The Level 1 Kayak Instructor Qualificationrequires that a candidate attend a two daytraining course (or a programme of similarduration) and a one day assessment.

Applying to attend a Level 1Kayak Instructor TrainingCourse.

Before applying to attend a Level 1 KayakInstructor Training Course, a candidatemust

Have registered with the Irish Canoe Unionas a Level 1 Kayak Instructor Trainee.

Be of a proficiency level equivalent to theLevel 3 Kayak Proficiency Award.

Be at least 16 years of age at the time ofapplication.

Have unrestricted access to a fully equippedkayak, personal equipment, and additionalequipment as listed for a Level 1 KayakInstructor Assessment.

Applying to attend a Level IKayak Instructor Assessment

Before applying to attend a Level 1 KayakInstructor Assessment, a candidate must

Have maintained registration as a Level 1Kayak Instructor Trainee.

Have obtained a Level 3 Kayak ProficiencyAward.

Be at least 18 years of age.

Have unrestricted access to a fully equippedkayak, personal equipment, and additionalequipment as listed for a Level 1 KayakInstructor Assessment.

Have attended an approved Level 1 KayakInstructor Training Course or Programmewithin the 24 months period preceding aselected assessment date.

Have recorded in a Level 1 Kayak InstructorLogbook following the completion of a Level1 Kayak Instructor Training Course at least25 hours (on the water) of instructionalexperience under the supervision of at leasttwo registered Level 3 Kayak Instructors.

Have recorded in a Level 1 Kayak Instructor Logbook as part of the 25 hours supervised instructional

experience details ofassisting in the preparationof a group for a Level 2Kayak ProficiencyAssessment. The group mustconsist of at least threeparticipants.

Possess a current and approved First Aid Certificate (e.g. REC Level 2).

Be recommended for assessment by a registered Level 3 Kayak Instructor.

Have returned to the Irish Canoe Union Office a completed Level 1 Kayak Instructor Logbook ` accompanied by a Level 1 Kayak Instructor Assessment application form no later than three weeks before a selected assessment date.

Area Definitions for Canoeingon Rivers and Lakes

Very Sheltered WaterCanalsCanals with bank side access and egress andwhich have a minimum of commercial traffic.

LakesSmall lakes which do not have difficultlanding areas and which are not largeenough for problems to occur if there is asudden change in conditions.

Rivers Specified sites on slow moving rivers.

Sheltered Water

RiversFlat slow moving rivers without weirs orrapids.

LakesDiscretion and common sense must applywhen considering the use of lakes. Thisdefinition includes a perimeter of no morethan 250 metres from shore on a large lake.To paddle in offshore breezes on large lakesrequires the same degree of caution as forthe sea.

Moderate Rivers and Lakes

RiversGrade II rivers and equivalent weirs.

LakesThis definition includes lakes of up to twomiles diameter. Caution should to beexercised while paddling on lakes and thisdefinition excludes conditions where thereare offshore wind conditions of above Force4.

starting at one minute intervals and racingover rapids of varying difficulties.

The successful racer chooses andnegotiates a route which is as obstacle freeas possible and at the same time utilises thefast current to the best advantage.

Introductory CanoeCourses

The Irish Canoe Union will be running aseries of introductory evening canoeingcourses throughout the summer monthsat its Canoe Training Centre which islocated in the Strawberry Beds,Chapelizod.

The courses are from 7.00 until 9.30 pm,one evening per week over six weeks.Courses are of introductory level andoperate under the guidance of qualifiedCanoe Union instructors. Assessment forthe Level 2 Kayak Proficiency Certificatecan be arranged at the end of eachcourse.

The course fee is £90. All technicalequipment is supplied.

Places are limited so you are advised tobook early.

Block 1Six evening sessions. One evening perweek over six weeks.

C1 - Tuesday - April 3rd to May 8th.C2 - Wednesday - April 4th to May 9th.C3 - Thursday - April 5th to May 10th.

Block 2Six evening sessions. One evening per weekover six weeks. C4 - Tuesday - May 15th to June 19thC5 - Wednesday - May 16th to June 20th.C6 - Thursday - May 17th to June 21st.

Block 3Six evening sessions. One evening per weekover six weeks.C7 - Tuesday - June 26th to July 31st.C8 - Wednesday - June 27th to August 1st.C9 - Thursday - June 28th to August 2nd.

Block 4Four evening sessions. One evening perweek over four weeks followed by a one dayriver tripC10 - Tuesday - August 21st to September

15th.C11 - Wednesday - August 22nd to

September 16thC12 - Thursday - August 23rd to September

16th.

Further details and application formsfrom:Irish Canoe UnionHouse of SportLong Mile RoadDublin 12

Telephone (01)4509838 Fax(01)4604795

BOS (The Irish Mountain Training Board)is the body designated by theMountaineering Council of Ireland (MCI)in association with educational andyouth groups to supervisemountaineering training in the Republicof Ireland. The Board does not arrangecourses, but approves courses based onits standards and makes the appropriateawards to those who have completedthe requirements and passed theassessments.

BOS’s main role is to operate a range oftraining schemes, covering varyinglevels of expertise in both hill walkingand rock-climbing.

The Mountain SkillsSchemeThe Mountain Skills Scheme aims to help hill walkersto look after themselves in the Irish Mountains. Thecourses provide training in the basic skills required tocarry out hill walking competently, safely andenjoyably. Aspects of navigation, equipment, safetyand mountain hazards are covered. The training isparticularly suitable for:

1. Members of mountaineering clubs who wish toobtain formal instruction in basic skills tosupplement experience gained in club activity;

2. Members of educational, voluntary and youthorganisations being introduced to Hill Walkingas part of a broader training in AdventureSports.

3. Prospective Mountain Leadership Candidates.4. Anyone who wants to learn basic mountaineering

skills for personal interest.

Completion of a Mountain Skills Course does notconstitute a qualification to lead others in the hills.

Mountain Skills Programme

The courses are run by approved centres andorganisations (contact the MCI/AFAS Office for an up-to-date list) and follow the syllabus laid down by BOS(The Irish Mountain Training Board). The minimumduration for the course is 4 days and 2 evenings but itcan take other formats. At least 5 hours of each dayis spent on practical instruction in outdoor skills onthe hills and mountains and a reasonable standard offitness is necessary if candidates are to benefit fromthese sessions. Participants are recommended toobtain further hill walking experience in the companyof small groups in which they have an input into groupdecisions.

Syllabus for Mountain Skills Navigation:Map scales, symbols, grid references, reliefdepictionOrdnance Survey maps: reliability, suitability,comparison of different scales;Simple measurement of distance on a map and onthe ground;Methods of calculating distance travelled andheight climbed;Feature recognition (distant and near), mapsetting and self location;Use of a compass for following bearings, takingbearings and simple resections;Navigating across country using map alone andusing map and compass;Simple navigational techniques (aiming off, handrails, attack points etc.);Route planning (choice, route recording, badweather alternatives, escape routes);Night Navigation.

Personal EquipmentDiscussion (with reference to weight, bulk andcost) of outdoor clothing and equipment(Including emergency equipment)

Mountain HazardsClimatic hazards; temperature, precipitation,wind lightning, humidity, rain and snow.Topographic hazards: dangerous types ofterrain with a special emphasis on remoteness.

Personal Security on Steep GroundSafe movement in ascent and descent of brokenground.Route finding difficulties in ascent and descent.Hazard avoidance.

Emergency ProceduresProcedure in event or an accident or incident;Prevention, diagnosis and treatment ofMountain Hypothermia (Exposure)Mountain Rescue Organisations: posts, teamsand call-out procedures.

The Mountain LeadershipSchemeThe Mountain Leadership Scheme provides training forany hill walker who takes responsibility for others inthe hills. It is designed to help hill walkers to leadgroups safety in the conditions normally encounteredin the Irish hills and is most appropriate to those whoare:

1. teachers or youth leaders taking groups intothe hills, whether or not mountaineering istheir primary aim;

2. leading groups on basic courses in a Centre, Campor Mountain Tour Organisation;

3. training inexperienced people in a MountaineeringClub.

it does not provide training in rock climbing or inwinter mountaineering except as is necessary to givea leader confidence in dealing with rocky terrain orcoping with an emergency situation.

Entry and ParticipationCandidates who hold a current First Aid Certificateand have passed the Mountain Skills Test within theprevious 3 years may register with the Board whichadministers the Scheme. They are then issued with aLog Book, and may commence training under thescheme. The fee and registration lasts for two yearsafter which it must be renewed if the candidate hasnot gained the award within that time.

Scheme RequirementsThese can normally be completed in twelve toeighteen months but longer may be taken ifnecessary. The training falls naturally into four parts:

(a) formal training in Mountain Leadership and FirstAid;

(b) the acquisition of personal skills andexperience;

(c) the acquisition of leadership and instructionalskills;

(d) the acquisition of background knowledge.

The formal instruction and assessment can only betaken on courses approved by BOS. You shouldcontact these centres directly for details of coursedates, costs etc.

Training CoursesCandidates must attend a Mountain LeadershipTraining course of five days. The course, which maybe spread over 2 weekends, provides an introductionto the training and functions of a mountain leader.The Syllabus expands on the basic skills of hillcraft. Italso includes aspects of leadership, conservation andaccess, movement and protection on steep ground,river crossing techniques, and incident and accidentprocedure. The final 3 days of training are held inrugged mountain terrain and include a high mountaincamp.

Mountain ExperienceIt must be stressed that the experience gained by thecandidate is at least as important as the formalinstruction received when it comes to assessment.A total commitment of at least 40 days, (including atleast 20 quality hill days of personal mountaineeringexperience) would normally be required to cover theexperience and leadership requirements and topractice and gain proficiency in the assessed skills.

Further information on these course andothers can be obtained from

Mountaineering Council of IrelandHouse of SportLong Mile Road,Dublin 12Phone 01- 4507376

Web site - http://www.mountaining.ie

Format of Mountain Skills Course

BOS lays down the syllabus for the Mountain SkillsCourse. However, the Director of the course isdelegated by the Board and is responsible for makingall the arrangements for the course. Courses may berun over two weekends or as part of a five daycourse. It may also be run as part of a furthereducation course. At the end of the training periodcandidates may sit a two-day Mountain Skills test.Participants on the course will spend most of the daysessions in the hills under practical instruction and assuch a reasonable standard of fitness is necessary.Most specialist equipment can be provided by therelevant centre.

MountainLeadership

On Understanding ofHuman Nature

Think in terms of an individual’s personaldesires, interests and experiences.Develop empathy, i.e. the ability toproject oneself into other person’sthinking and feeling.

People want to have a say in the makingof decisions or plans that affect them.Without such a say, full co-operation isnot always possible. Asking questions isone of the most effective ways of gettingthrough to other people, but theiranswers must be listened to. Let peopletalk, get gripes off their chest, expresstheir opinions. Emotions may, and all tooften do, close a person’s mind so thatfacts and factual “know how” do not getthrough to that part of his mind thatmakes decisions determining action.

Physical arrangements, leading to agood emotional atmosphere are mostimportant. Important decisions are oftenmade following a social interaction orjust a pleasant informal walk. Coffeebreak is a good example. Even in simplecommunications, we have to let peopletalk back, ask questions and clear upeven what may appear to be simpleinstructions.

thoughtful consideration has been givencan we claim that we have actuallylistened.We can talk without thinking but to listen,careful and thoughtful consideration hasto be given.

Communication time is spent: Writing9%, Reading 16% Speaking 30%,Listening 45%.

In other words, 79% of ourcommunication time is spent speakingand listening. It is estimated that ourlistening can be improved at least 25%.

We are almost constantly in a talking-listening situation.

What are the badhabits?

1. Self-centred rather than listener-centred.

2. prejudices affect evaluation of whatthe speaker is saying.

3. We don’t like the speaker. Thisaffects our judgement of what hehas to say.

4. We daydream. We can listen fourtimes as fast as the speaker canspeak.

5. We are listening to reply rather thanto understand.

6. As the speaker is making a pointwe are listening and thinking ofhow to refute that point.

7. We are only pretending to listen.Our ears are tuned out.

We can get around these faults by:I. Recognising them.2. Putting. ourselves in the speaker’s

shoes (empathy).3. Adopting an attitude of wanting to

understand and appreciate thespeaker. It must include thewillingness to dispel prejudices andto give credit to what the speaker issaying.

4. Reply. When we reply we reply towhat the speaker has said - not to thespeaker.

For agreement:-ask - rather than telltalk it overremember the basic drives, needs andexperiences of the individual.

The Art of PersuasionThere are two sides to every question.When a member states a point of view onwhich the Leader disagrees, there aretwo possible ways of meeting thesituation.I. Bring in a counter-argument to

show him that he is wrong.This leads to increasingly sharpdisagreements, marked by brieferand more rapid interchanges, moreinterruptions and rising emotionaltensions.

2. Express interest (not approval) in hispoint of view and ask him toelaborate. Why does he feel thisway? What is behind his thinking?

This relaxes tension and makesagreement possible. The member doesnot feel under pressure to get out hisstatement in a hurry and prepare for acounter attack. He is able to talk to thesubject and around it in an informal,exploratory manner. The leader is thenable to size up possibilities forcompromise.

Trouble is that all too frequently ourpurpose is to prove that we are right: andthe other fellow is wrong.

Persuasion is moreeffective than frontalattack

1. Try to win the person’s goodwill2. Begin with a statement the person

already believes3. Get him involved by showing

interest4. Find an area of agreement5. Gently advance a mild suggestion6. Give time for suggestion to sink in

Listening is the first step towardspersuasion. It is one of the most obviousways of recognising and showingappreciation of an individual’s worth asan individual.Keep an open mind while the otherfellow talks. We risk having our ownattitudes changed but it is worth it. Alsothe other point of view may bring outweak points or faulty reasoning in ourown point of view.The informal casual manner (coffeebreak) is usually most agreeable andeffective in talking to groups. Think offthe individuals in the group as much asthe subject under discussion.

Physical arrangement for any groupsetting are most important. Goodventilation, proper temperature, not toohumid, paper and pencils, perhapscoffee. Avoid anything that will adverselyeffect the channels of communication.

Good morale is essential in goodcommunications. Conversely, goodcommunication is essential to goodmorale.

The Art of Listening

One of the most promising introductionsto a lecture was made by a speaker whostepped to the platform and said “As Iunderstand it, my job is to talk to you.Your job is to listen. If you finish before Ido, I hope you will let me know”.We listen when we participate, when wetake part, when we are actively involvedin the communication pattern. Only when

P E R S O N T O P E R S O NC O M M U N I C A T I O N

E F F E C T I V E

P A R T I C I P A T I O N

A T M E E T I N G SROLE OF THE COMMITTEE

A member a committee should know andkeep in mind the aims of the committeeand what its goals. It is a waste of timefor a committee to discuss matters overwhich it has no control or influence, or,which do not contribute towardsachieving its aims.

OBJECTIVES OF A MEETING

Every meeting should have a purpose.This might include:

Receiving reports,

Setting goals,

Planning a programme of action,

Solving problems,

Explaining tasks and allocating jobs,

Training people,

Building morale,

Keeping things moving.

You should know beforehand what isexpected of you at the meeting and whatit is hoped to achieve by the end of themeeting.

THE NEW MEMBER

If you are not clear about the role of thecommittee or the purpose of a particularmeeting, you should ask questions andmake sure you get clear answers. Don’tbe shy about asking questions andremember that the other members willknow that you are new and needinformation.

HELPFUL PARTICIPATION

Everyone who has something tocontribute should do so. If you havebeen consulted and have contributed tothe process of making the decision, thenyou will find it easier to support the finaldecision.

Don’t jump in immediately to fill a silence.It can give a space, which gives people achance to reflect.

Support a discussion by:

Showing interest,

Resisting distractions,

Avoiding side discussions,

Avoiding interrupting,

Speaking “through the chairperson”.

If you are replying to an argument orproposal that you do not agree with:

Re-examine your own thinking,

Are you sure of your facts?

Is your opposition based on a pet theoryor peeve

Persuade rather than confront

PARTICIPATE ACTIVELY

Even though everyone else may supporta particular proposal, make sure that youare happy with the proposal beforevoting for it. Sometimes new ideas goagainst the grain and people are morecomfortable with the old and tried ways.

Emotions and feelings can often blind usto logic and fact. Make sure you have thefacts and sufficient time to consider arange of solutions before making up yourmind and supporting a particulardecision.

LISTEN ACTIVELYKeep your mind open. Another point ofview may show up weakness or faultyreasoning in your own attitude.

When you are listening, write dawn yourthoughts using keywords. We can listenfour times faster than a speaker canspeak. Concentrate on the ideas and notthe way they are said.

Listen to understand. Don’t be collectingmaterial just to attack the argument. Letthe speaker finish before deciding aboutwhat has been said.

TheoriesTrait theories assume that if wecan identify the distinguishingcharacteristics of successfulleaders we should have a clueto the leadership problem. As aconsequence we should atleast be able to select the mostsuitable people for leadershippositions. Hundreds of studiesin this area failed to agree oneven 5% of the requisite traitsand were so ill defined as to beworthless in practice.

Style theories, are based on theassumption, that subordinateswill work more effectively forleaders who use given styles ofleadership than they will forleaders who employ otherstyles. The styles usually

A look at Leadership

Few will deny the Importance of leadership and the contribution it can make to a betterutilisation of our resources and, more particularly, our human resources. Most of us areinvolved with it at some time or another. What it is and how it can be improved istherefore worthy of some consideration. The search for the definitive answers to theleadership problem has spawned hundreds of studies and as many theories.

Approaches to the problem of leadership have usually fallen under three generalheadings - Trait Theories, Style Theories and Contingency Theories.

compared are the authoritarianand democratic dimensions. Inthe former power resides withthe leader while in the latterthese powers andresponsibilities are shared withthe group in some way. Thedemocratic style is usually thesuggested model and results inmore supporting andparticipative leadership. Whilethese style theories are much invogue research findingsindicate that style alone is notthe answer to effectiveleadership.

Contingency theories take amore specific account of theother variables involved in aleadership situation, inparticular, the task, the workgroup and the position of theleaders in the work group. Thisschool of thought maintains thatthere is no such thing as the“right” style of leadership butthat leadership will be mosteffective when the requirementsof the leader, the subordinatesand the task fit together. Thusthe appropriate leadershipcould vary from situation tosituation and vary along a scalestretching between theextremes of authoritarianleadership and democraticleadership.

General Scout view ofthe adult leader’s roleScouting should reflect or makeuse of the distinction between aformal leadership position; e.g.the Patrol Leader, Scout Leader

etc., and the act of leadershipthat may be exercised byvarious persons in varyingcircumstances. Remember,acts of leadership make agroup experience a valuableone for learning democraticliving and for personalitydevelopment.

It is also important to distinguishbetween the adult leader or theinstitutional leader who has animposed role with the group,and the “democratic’ leader orleader chosen by the group.The democratic leader orleader, chosen by the group,obtains his authority from theyoung people themselves.

Scouting should also re-

examine some of theestablished assumptions usedwith respect to Beaver Scout,Cub Scout, Scout and Venturerdifferences in the use ofleadership.

Views of adultleadership in ScoutingThere are strong indications ofthe need for modification ofsome view of adult leadershipthat seem generally heldthroughout Scouting.

Common Mode v.Individual Qualities.One view that needs modifyingis that of expecting all adultleaders to conform more or lessto a single predeterminedmodel to be carbon copies of atheoretical “ideal” - withoutrealizing that no consistentpattern of personality traits willcharacterize leaders.Recognition of the greatvariance in personalities, inrelations with young people, inmethods and results that themovement will always getshould help to obtain a clearerconcept of the role of the adultleader in Scouting.

Father ImageAnother view that needsmodifying is that of thedomination of the group or theindividual member by theperson of the adult leader.Scouting must questionwhether it is appropriate thatthe adult be the central figure of

all ceremonies and on mostoccasions.

Why should the group’s “official”representative be the appointedadult rather than the electedPatrol Leader? is it really theadult to whom the ScoutPromise, for example, shouldbe made? In swinging from thisemphasis on the role of theperson of the adult leader, itmust not be confused with therole of the personality of theadult leader.

Adult knows best.This view attempts to ignore therapid social and technologicalchanges in society that resultsin parental knowledge andexperience becoming rapidlyoutdated. It attempts to denythe existence of the teenageculture as an important force inthe transmission of patterns ofbehaviour, values, and knowhow. It implies that the learningprocess is entirely vertical, fromadult to young person, which itnever really was, and iscompletely innocent of thehorizontal process asexemplified by the peer group.

An understanding of theseforces is vital to serving youth.Disregard them throughignorance is to invite failure. Toignore them by choice is tocommit suicide.

Leader vs LeadershipScouting should stop thinking interms of “the” leader and start

building on a more effectiveconcept, (democratic)‘leadership”. The same personmay be a Leader in somesituations and a follower inothers. In thinking of“leadership” rather than theleader, it will be recognized thatleadership is not what oneperson does but is action byany member that helps thegroup to move in the direction itwishes to move. This does notnecessarily disturb the presentorganizational setup with thesenior adult; e.g. the SectionLeader having the overallcoordinating responsibility.Applied properly, it can producewhat educators refer to as“enriched programme,” whichcan only come from peoplehaving varied backgrounds andabilities.

This principle also embracesthe use of “people’ leadership,and it lessens dependency onthe adult and strengthens youthleadership and group ability tofunction in the absence of theadult.

Greater use of youngadult leadersIn any modification ofScouting’s thinking about adultleaders, the role of youngeradult leaders should berecognized and used to a muchgreater extent, perhaps asactivity leaders, with the olderadults cast more in the role ofadvisers or facilitators.

Skills v RelationshipsBecause it can have a bearingon the concept of adultleadership, the attainment ofskills must not be confused withthe function of leadership. Itmust not be concluded that the

teaching of a skill is leadershiptraining. On the other hand,care must be taken to avoid aswing to the opposite extremeneglect of the provision of“tools” of democraticleadership.R.M. Wittenburg, in his book SoYou Want To HelpPeople? emphasizes that:... skills (of the adult leader) arehandy and necessary, but whatreally counts is personality.. Wedo not mean that skill is notnecessary. It is the tool withwhich one works - skills inworking with young people arethe means with which oneachieves his ends - to helpothers help themselves... thebridge between leader andgroup is relationships. If we areable to establish soundrelationships, our skill can beapplied to good advantage....Without a good relationship ...skill is of little use.

“Relationship (therefore) is thetransmission bell without whichthe dynamo of human energycannot reach its objective. It isexpressed in feeling tones andis more significant than skills.Skills are tools; relationshipsare the heart. “

Definition of adultleadership in ScoutingAny future definition of adultleadership in Scouting shouldinclude the following points:

Scouting leadership combinesthe efforts of both adults andyoung people in the performingof acts which help the groupachieve its objectives.Therefore, leadership is afunction of the situation.

While having manycoordinating activities, thecentral function of adults is tohelp the group learn to decideand act for itself more efficiently,to help the group organize itself.It is a process in which theadults attempt to guide, direct,or influence the thought,feelings, and behaviour ofyoung people. In other words,the role of the adult is to helpthe group become autonomous.When a group is formed, theadult is directly involved. Asgroup autonomy develops,adult involvement decreasesproportionately. As the groupbecomes autonomous, theadult’s role gradually changesto that of consultant. Again,leadership is a function of thesituation.

As each adult brings differentqualities to the task of Scoutleadership and as differentphases of this task will drawupon different qualities, it isexpected that some of eachadult’s functions may changewith the setting, situation, andindividual qualities required,within the concept ofdemocratic “leadership.”

However, many situations arisedemanding “leadership” from the mostappropriate person present, who mayor may not be called “leader”. Thus itis helpful to adopt a-broader picture ofleadership, applied to whoever is calledupon to “lead” at a particular time.

Consider a typical situation. Fivemembers of a Venture Scout Unit havedecided to go climbing in a month’stime. Jim is the one most experiencedin mountaineering and is accepted bythe others as “leader” for this activity.How does he set about it ?

He probably gets the group together todiscuss the weekend. What do theywant to do? Which area, which climb,perhaps ? Having taken a decision onthe task, they must then plan how toachieve it. This will involve the wholegroup. Jim will ensure they areworking together as a team and thateach individual is fully involved andwants to make the weekend a success.

Any activity can be considered in thisway. The leader’s job is to ensure thatthese three areas are properly dealtwith - the needs of the task, the groupand each individual. It will be helpfulto consider each of these in moredetail.

The TaskWhat exactly is the group trying to do ?Then, how can it be achieved ? Whatare the alternative methods ? Shall wego by minibus, or train, or several cars ?What equipment will be required ? Whatwill the weather be like ? What are therules i.n Safety on the Hills ? ... and soon.

The weekend must be carefullyplanned. Once there, furtherdecisions wi,ll be necessary. Perhapsthe weather has changed or one of theparty is feeling off-colour, so that plansmust be modified. Afterwards - was itsuccessful ? Could it have beenimproved ? Is there any action thatneeds to be taken as a result ? Howmany Scouts activities fall short of theirpotential through inadequate planning ?How often are the same mistakesrepeated through failure to carry outan evaluation and apply the lessonslearned ?

The GroupThey have come together through theircommon interest in this case inmountain’eering. If they are to play afull part in ensuring the success of theactivity they must feel it is “their”expedition or activity. This is, perhaps,one of the most important tasks of theleader. He does this, for example, byensuring they do the planning - he justmakes sure it is done. An encouragingword here and ‘there, a casualquestion, is often all that is required.In other words, he shares theleadership with them and the decisionsare not his atone.

In planning the weekend, Jim mustknow what the capabilities of eachmember are, i.e. the total resources ofthe group. He must make sure that fulluse is made of these. During theweekend itself, he will see thateveryone plays his intended part, he

taking him for granted, but being awareof his feelings characteristics andneeds. He may lack certain skills (forexample in camping) so the leader musthelp him to develop them either himselfor by using someone else. He ma .yhave problems which only the leadercan help him solve. He will do this bytalking with him and getting him tothink them through for himself (that isby counselling him).

Each individual will be affected by theleader’s personality - what he is. Theleader’s example must, therefore, bethe right one. How he responds,perhaps, if there is a minor accidentduring the weekend, will oftendetermine the reactions of the othermembers of the group. If he panics,they will do so, too. Taken together,then, in these various ways the leadermakes sure that each individual isplaying ‘his full part, and is able to doso, with encouragement.

These three aspects of the leader’srole are obviously closely linked. Theyhave only been highlighted in this wayto help us identify more clearly whatthe leader actually does, or should bedoing. We can then see where we fallshort and how we can improve.Particular skills (counselling forexample) can be developed if required.

In addition this approach can be usedin training boys, for example in incidentjourneys, not just to judge how wellthe “leader” does but to help himimprove as a result. It is, perhaps, ofmost use to the Scout or VentureScout Leader as a mental checklistwhen working with his Troop or Unit,encouraging the member “leaders” inany activity. It is also very relevant toPack and Troop Meetings, or PackOutings, in fact in any activity whereyou, as leader, are working with’others, from the simplest event to themost complex expedition.

The Leader’s RolePart of the leader’s role in encouraging the development of his members is de pendant on

his example - what he is as a person. He creates the “atmosphere” or “ethos” of thePack, Troop, Unit or Group for which he is responsible. Beyond that, what he does

determines the effectiveness of his leadership. A great deal of research has been carriedout by the military and in industry into developing leadership. The general approach has

been to analyse what the leader does, to make him aware of this, and then to help him toimprove his performance.

First, though, what do we mean by “leader” ? Usually We refer to a specific appointment,a Patrol Leader or Cub Scout Leader. We then expect that person to do certain things and

behave in a particular way.

will co-ordinate the group as required.At the-planning stages there may besome aspects which need to bediscussed with the rest of the Unit.Jim will probably do this at theExecutive Committee, where he willneed to be able to represent thegroup’s views and intentions so thatdecisions can be taken based on thefacts.

In these various ways the leader makessure that the group works together asa team.

The IndividualHow about each individual in the group? He must know exactly what he isgoing to -do, and preferably why. Theleader must then communicate this tohim without misunderstanding. He hasfeelings and requires encouragement -Jim must treat him as a person, not

The activities that are undertaken in Scoutingnecessitate the need for knowledge of a numberof skills. A knowledge of these skills allowyoung people to participate in the activitiesarranged for them through our programme moreeffectively. The skills we expect our members toknow are necessary survival skills for anyoneventuring out into the wilds. The type of skillsthat a frontier man/explorer/adventurer wouldpossess before they would embark on a journeyinto the great outback in times past and indeedin the present day. When one embarks on anadventure into the great outdoors we leavebehind the trapping of or homes, towns andcities. These skills therefore are our passport toa safer adventure in the open.

The purpose of Scouting is to offer young people theopportunity to explore and experience the adventure of theoutdoors in safety and with confidence. In order to do this werun a programme of meetings, events , and activities. At theweekly meetings we endeavour to instill in young people thevariety of skills necessary through varied activities andprogramme items. It is hoped that the young people will learnthese skills in practical, hands on, situations so that when asituation arises in the open, these skills can be put into effect.Scouting encompasses more than just the need for outdoorskills, we also attempt to develop within our members the skillsof teamwork, leadership, life skills, and responsibility.Therefore the responsibilities for the transfer of knowledgefrom the Leader to the young person is enormous.

The sensesLearning is accomplished through the five senses: seeing,hearing, feeling, smelling and tasting. It is through thesesenses that impressions, which result in learning are made onthe mind. It is important, therefore that material is presentedthat make strong impressions on the trainee.If you were to rank the senses in order of importance ingrasping impressions and ideas, it would be; seeing, hearing,feeling, smelling and tasting . While the latter two are generallyof least importance in giving impressions that are important forlearning, they can be very important in some areas. Forexample, a fireman may use smell to learn the exact location ofa fire, a food inspector may use taste to learn if a product issatisfactory.In planning any learning activity, it is important to rememberthat the five senses are the channels through which anindividual is stimulated. Through the senses he or she makescontact with the things around him or her, and makeresponses which lead to the acquiring of new knowledge, skillsor attitudes. The more senses involved the greater the learning.The concept of learning by doing, as used throughout ourprogramme, enables young people to have a more directlearning experience and hopefully a more lasting one for thefuture.

MemoryResearch has shown that when a skill is learnt andimmediately put into practice and continued to be used,learning and retention are much higher. Studies have alsoshown that if you do not have an opportunity to use the skillshortly after the original input that it is likely that you will forget50% of what was learnt in a passive way by reading orlistening. In a year you could have forgotten 80%.In fact, some studies indicate that within 24 hours you will haveforgotten 50% of what you heard the previous day. In twoweeks, you will have forgotten 25% more. Adults and youngpeople can learn by listening and watching, but they’ll learnbetter if they are actively involved in the learning process.In order to accomplish active learning Scouting uses smallteams of young people - Lodge, Six, Patrol and Group workingand sharing together and a process of learning by doing. Inthis method the skills are transferred using the interactions of agroup of young people. The team work together to overcomeor achieve a challenge, by doing this it is possible to effect theunderstanding and uptake of new skills and the reinforcing ofskills already held. In order to understand this process it isnecessary to explain it in detail.

Learning to do itYoung people join Scouting because they want to take part inhikes, go on camps, and generally participate in the adventureof Scouting. These young people realise that they cannotparticipate in the activities of Scouting without a number ofskills. They want to know how to light fires, how to read maps,how to camp. Therefore in general within Scouting we have acaptive audience ready to learn so already we have overcomeone of the difficulties to establishing the conditions for learning.Young people of scouting age are at a stage in life where theywant to discover new things, acquire new skills, test

themselves and discover their limits. It is possible for youngpeople to do this in safety within our sections if the propermethods are put into practice. It is not an easy method tomanage as it requires time for it to come to full fruition.However, once it is up and running it makes the transfer ofinformation easier for the Leader, and in the long run makesthe operation of a section more effective and beneficial for theyoung people who are its members.

Learning by doing is achieved by allowing your members todiscover solutions to problems / challenges and then using thecollective skills of the team - (Lodge, Six, Patrol, Group) toovercome or solve that problem. Normally the knowledge ofthe skill required to overcome the problem is held by the youngleader of the team or an older or more experienced member ofthe team. Therefore through using the skills inherent in theteam it is possible to achieve a number of things

Overcome the problemAllow a younger or new recruit to see a skill being put intoaction to overcome a problemAllows an opportunity for the members of the team to seeagain, use again, a skill in a practical situation and as a resultreinforce it in our memory banks. Allows opportunity for thePatrol Leader in the case of the Scout Troop or someone elsein the Patrol to instruct younger or less experienced member ina new skill in a practical situation there and then.Allows the Patrol Leader to discover those skills which areweak within his/her Patrol or discover gaps in his/her ownknowledge.

The method above assumes a level of skill inherent within theteam. Sometimes this is not the case. In this instant it will benecessary to train the Patrol Leaders or Sixers and theirassistants in additional sessions by the Leader team. Thesesessions could be held after the Patrol Leaders Councilmeeting/ Sixer meeting or on another night or afternoon. Thesesessions should cover those skills that will be needed in thecoming months programme. By using this method it willachieve a number of things:-

Raise the level of skill in the team (Six, Patrol)Establish the Patrol Leader and Assistant Patrol Leader,Sixer and Second as experts in their Patrols/Six and as aresult help the Patrol Leaders and Sixers in the running andleadership of their Patrols/SixesEnable the meeting to run as expectedEnable the transfer of skills to the rest of the Patrol/SixAssist Testwork and Badge passing.

One of the secrets to retaining a skill is the reinforcement ofthat skill in the memory banks. Through constant reinforcementand repetition of the use of the skill at meetings and onactivities the young people will retain the skill through life andbecause of the many practical ways it can be show in actionwill develop within the young people the capabilities to ‘BePrepared’ for any situation.Through the progressive scheme, the aim is to train youngpeople in the many skills of Scouting over his/her lifetime in theScouting. Therefore the concept of devoting a Scout skill to aparticular month is a bad policy as it does not allow the skill tobe imbedded in a practical way into the memory banks. So,through using wider themes each month it is possible to touchon so many more skills thus allowing the young person topractice and cross fertilise skills in a more practical way. If thepracticing of these skills is through a process of teamchallenges it also allows those with little knowledge anopportunity to see and do at their own pace, and for the Patrol/Six/Group to develop as a team.

Passing on a skillThere should never be a need for the Leader to lecture to thesection as in a classroom situation. The old picture of a Leaderwith a piece of string in his/her hand trying to teach knots to aTroop of 30 Scouts each with their own piece of string shouldnever happen.The Leader should act like a floating expert ready to lend ahand and offer advice if and when needed. That does notmean that he/she just let’s it happen. The Leader can managethis process by using the training of Patrol Leaders/Sixer.

How this happens is something like this: -

The Six are given a challenge at the Pack meeting or on camp.You the Leader then watch the Six in action. If the Six are saybuilding a shelter and cannot tie a lashing or have made anattempt but its not working. Now you as the Leader couldassist the Six in this challenge by showing them how to make alashing, thus enabling the Six to complete the challenge but atthe same time learning a new skill. You may follow up thistraining later with a bit of extra instruction to the Sixer or bydirecting the Six members to suitable handbooks.At the next challenge in the programme you may assistanother Six in a First Aid skill - such as pointing out that thevictim is suffering from shock and how to treat it as well as thefact that the victim has a cut to his head, and again pointingthem to the relevant pages of a First Aid manual.By using this approach it is possible over a period of time toeffect a greater knowledge of Scout skills by every member ofthe section. The transfer of knowledge is concentrated to aone to one method or one to Patrol/Six method. This is farbetter than one to thirty. The other beauty of this system is thatyou are instructing in a practical situation where it is possible tosee a result immediately. In the case of the example above theLeader shows how the lashing is done and it is seen in use acouple of minutes later as an important knot in the structure ofa shelter. The second important part of this method is that youare only passing on a bit of information or knowledge of a skillat a time therefore it is easier to concentrate the minds of theyoung people into learning this new skill. Lastly, you enable thePatrol/Six to participate with honour in the challenge and not beshown up, thus helping to reinforce the Patrol/Six as a teamand develop Patrol/Six spirit.

This method used on a ongoing basis coupled with PatrolLeader/Sixer training and direction to written material will workand as a result the challenges offered to your section canincrease in complexity over the year.

TheLearningProcess

Way markedtrail walkingWay marked trail walking is a very popular activity in Ireland. Thefirst trail, the Wicklow Way, opened as recently as 1982; now, only 17years later there are 27 Ways in all, covering a total of over 2,750km. The routes are established with the co-operation and support ofBord Failte, Coilite Teoranta, many private landowners, and LocalAuthorities.

The Ways are not just for the experienced trekkers. In the rightconditions, anyone of any ability should be capable of walking any ofthe routes at their own pace.

The Ways themselves are very varied. Ranging from towpath walksalong the canals and rivers to circuits of the mountainous peninsulasof the South West. What they have in common is that they aredesigned, with very few exceptions, so that any reasonable fitperson can walk them. They don’t demand great stamina, difficultnavigation or climbing techniques. They rarely rise above 300m(1000 ft) altitude, except on occasion to cross a well-marked passabove this height. This does not stop them winding throughmagnificent mountain scenery, for most of Ireland’s mountains areclose to the sea, and the valleys and passes are quite low,

In particular the routes mainly follow old disused roads, grassyboheens and forest tracks.None of the routes involve significantclimbs. All the routes are marked at frequent intervals with sturdyposts (bearing a yellow directional arrow and/or signposts).

While experienced walkers may want to walk the routes from

Wildlife on the WaysIt is possible to see deer on many mountain slopes hares, foxes and grouse are metalong the trails and, more rarely, badgers. Squirrels frequent the forests. The Irish heronmay be seen on the rivers.

There are interesting plant habitats also. Among the flora visible are Orchids, CarlineThistle, Grass of Parnassus, Blue Fleabane and Butterwort. If one travels quietly one maysurprise fallow deer, hares, foxes, badgers, red squirrels and pine marten. Most gamebirds are still plentiful. Hen harriers, ravens and crossbill finches can also be seen.

Many of our Association campsites are situated on or close to some of the way markedtrails and it is possible to use the campsite for a base or a number of sites as bases andtravel between them.

Please use the Ways carefully and sensitively, by closing gates, using stiles, keeping topaths, respecting farmland and avoiding unnecessary erosion.

It is possible to make shorter walks, for a weekend, a day, an afternoon, out of each Way,and often there will be the possibility of a circular walk.

Maps and Guidebooks

The whole of Ireland is currently being remapped at 1:50,000 scale; For planning, the four1:250,000 map which cover the whole country are very useful. Most of the Ways are wellcovered by Maps and Guidebooks - they may be found in local bookshops and inspecialist bookshops or walking gear shops.

beginning to end, people with less experience often choose to walkonly sections of the routes that suit their ability. Some of the routescan be comfortably covered over a weekend period.

The Ways are sign posted with standard way marks - the familiaryellow arrow and “Walking Man” - and stiles and bridges have beenerected where necessary. While it is possible to follow a Way simplyby using the waymarks, it is strongly recommended that walkerstake a map guide or guidebook which will greatly increase theirenjoyment by pointing out the very interesting historical,archaeological and natural features along the Way. The map guidesare also useful for the almost inevitable moment when a waymarkhas perhaps been hidden by summer foliage or has been uprooted.

Irish weather, though changeable, is good walking weather. Insummer, there will rarely be a day when the wind will not blow themist away and the sun gleam through the clouds to reflect off thestreams and pick out the bright greens and russets of the hillside. Itis rarely very cold in Ireland, and is equally rarely too hot, to allowcomfortable walking.

In 1926,B-P was requested to makea presentation to the JointConference of Commissioners ofScouting and Guiding at HighLeigh, England, on the subject of“Religion in the Boy Scout and GirlGuide Movements ”.At the outset,he summarized his views bysaying: “I have been asked todescribe more fully than has beenshown in ‘Scouting for boys ’what was in my mind as regardsreligion when I institutedScouting and Guiding. Iwas asked ‘Wheredoes Religion come in?’Well, my reply is ‘It doesnot come in at all. It is alreadythere. It is the fundamentalfactor underlying Scouting andGuiding ’ And he insisted: “Itis all important that this should befully understood by Commissionersso that they can explain it to ourScouters and Guiders as well as tooutsiders who may want to knowabout it ”.

B-P quoting J.F.Newton (at that time Bishop ofWinchester)said “Religion is not a thing apartfrom life, but life itself at its best ”. In the sameaddress, Duty to God is linked with Duty toself Duty to others the spirit of service andthe pursuit of happiness in life the wholeculminating with an ideal vision of society

Thus, B-P speaks of astronomy, then“...dealing with the objects nearer home, eachchild can imbibe for himself...the wonders andbeauties of the Universe around him, and thusdevelop an outlook of wider interests togetherwith some realisations of the Creator and ofthe spiritual side of life...This is one practicalway by which the young soul can beattracted and led to a realisation of God. Thefurther step is to show that God is loveworking around and within each one ”.

Duty to self:“...The boy can then realisebetter that part of his ‘Duty to God ’ is to takecare of and develop as a sacred trust thosetalents with which God has equipped him forhis passage through his life ”.

Duty to others and spirit of service:“Thus we can teach them that to do Duty toGod means not merely to lean on his kindnessbut to do his will by practising love towardsone ’s neighbour ...much on the line of theSermon on the Mount ”.

Spirit of service: “It is only through goodwilland cooperation, that is through cheerfulservice for others, that a man reaches truesuccess, i.e. Happiness. For then he findsthat Heaven is here in this world and notmerely a vision of the next ”.

And he concludes: “If this (all theabove)can be brought about as a general rulethen indeed shall we find Heaven upon earth”.

Conclusion: using the words of his time, B-Pexpressed clearly that the spiritual dimensionis part of a whole, linked with the otheraspects of the fundamental principles and allstems from the purpose of the Movement: theintegral development of young people.

One deep conviction which permeated B-P ’sthinking throughout his life was theimportance of education rather than that ofsimple instruction if society wants to createreal citizens, young people with “character ”.This observation applies also to spiritualeducation.

This observation was developed in 1926,in the address devoted to “Religion in the Boy Scout and Girl Guide

Movement ”,already quoted above: “Nature study gives the most

Lastly, through and with all of the abovedimensions, the dimension of Worship. Hereagain, “spiritual moments ” should not bedissociated from other activities but closelyintegrated into them. Such moments shouldhelp young people to think about the eventsthey have been through, to understand theirvalue, to put them together and to find them ameaning

It could simply be a song or a phrase at theend of a painful effort, such as climbing a hillor building a tower or winning a race!There are, of course, more structuredmoments called “Scouts ’ Own ”. Virtuallyanything can be woven around times ofsilence, meditation, expression (drawings,songs, drama, poems).Thinking about prayerand worship,“…many young people todayfind it difficult to pray, yet the best prayerscome from them ”.

Let us remind ourselves of Baden-Powell ’sidea that “to pray ” is not necessarily thesame as “reciting prayers ” and that the bestprayers are the ones that we make upourselves. “Let prayers come from the heart,not said by heart ”.

Scouting – born of the educational intuition ofa great soldier who had become a greateducationalist – shares with the majorreligions and spiritualities the themes andconvictions that are essential for the survivaland development of not only each individualhuman being but also each human communityfrom the smallest to the biggest: the desire tobuild a world of fellowship and love bybanishing all temptations to dominate and hatefrom our thinking and our collective life; aspirit of service so that when we face ourneighbours mere material considerations areset aside; and the respect for nature whichthe Founder himself described as a“laboratory, a club and a temple ”.

Relationship between SCOUTING,NATURE and RELIGIOUSEXPERIENCEIf we look at the great spiritual traditions in the history of humanity, the mountain is a majortheme in several of the world ’s religions, and this is why the mountain has been chosenas the theme here.

Already in the time of the Hittites, “each mountain [was ] … the seat, the earthly fixationpoint of a powerful, vigorous god of thunder and symbol of strength … The mountain wastherefore a place of high sacrality ”.

In the Hindu tradition, Arunachala is a sacred mountain which shows darkness turning tolight, in other words, the dawn. It is the demonstration of Shiva, of absolute reality.Shiva is the God of the cosmic dance, and the fire that destroys the world at the end oftimes giving rise to a new world. The pilgrim circles the mountain to look at it from everypoint of view, but the truth is in the centre, immobile like Arunachala, the sacred mountainthat symbolizes the way to God, to the one who does not change.

In Japan, “the mountains have been considered as the sacred residence of the kami(gods)who provide the water to grow rice since ancient times ”.“Following the introductionof Buddhism in the 6 th century, the mountains that had been considered particularlysacred became centres of religious and ascetic practices ”.

The mountain has a special place in the Bible too. It was on Mount Sinai that Mosesreceived the Tablets of the Law;174 in the First Book of Kings, the prophet Elijah heard theLord say: “Go out and stand on the mountain in the presence of the Lord, for the Lord isabout to pass by ”. In the New Testament, it was again on a mountain that Jesus Christproclaimed the Beatitudes and where the Transfiguration took place in the presence ofMoses and Elijah.

Thus, in several religious traditions, the mountain is a privileged place to encounterGod and also to encounter onesel f The mountain theme is often linked to that of solitude,to leaving the everyday world aside, to escaping from other human beings … some mysticauthors even claim that, in any genuine search for truth, solitude is not a choice but anecessity!

And this thought was so deeply rooted in hismind that he came back to it in his “LastMessage to the Scouts of the World ”:“Naturestudy will show you how full of beautiful andwonderful things God has made the world for

you to enjoy...Try to leave this world alittle better than you found it”

As we have seen, Baden-Powell recognized that activities in nature play a central role in the integral

development of youngpeople, and veryparticularly in theirspiritual development. The various “sites ” in

nature that are part of thehistory or symbolism ofdifferent religions also provide

occasions when young people can have contact with beautifulsurroundings that cannot fail to inspirefeelings of peace, love and wonder.As the box at the end of this articleshows, we have drawn particular attention to the symbolic role that mountains can play as a placewhere a person can meet with God,but there are also other examplessuch as the sensation of eternity

between the sea and the sky, the desert as a place of solitude and retreat from worldly things, and so on. Similarly, we can think of different activitiesthat help young people to explore anddiscover the wonders of nature, and tounderstand why we must protect wildlife andthe environment.Since the inception of Scouting, the concernfor the improvement of society has beenpresent in the “good turn ”,in the spirit ofservice that is enshrined in the Promise andLaw.

The Spiritual Dimensionof Scouting

understandableand eagerly grasped method...We try toteach them through precepts and elementarytheology, within school walls, while outsidethe sun is shining and Nature is calling toshow them through their eyes, ears, nosesand sense of touch, the wonders andbeauties of the Creator”.

As we have seen above, B-P. had truereverence for nature.“And yet in it all there is life and sensation,reproduction, death and evolution going onsteadily under the same great law by whichwe...are governed. Man has his Nature-comrades among the forest plants andcreatures. For those who have eyes to seeand ears to hear, the forest is at once alaboratory, a club and a temple”.

He did not hesitate to counter the argumentsof the atheists of his time:“ Theatheists...maintain that a religion that has to belearnt from books written by men cannot be atrue one. But they don’t seem to see thatbesides printed books...God has given us asone step the great Book of Nature to read;and they cannot say that there is untruththere – the facts stand before them....I do not suggest Nature Study as a form ofworship or as a substitute for religion, but Iadvocate the understanding of Nature as astep, in certain cases, towards gainingreligion ”But, above all, he felt strongly that nature hadthe possibility of creating an atmosphereconducive to “…think of higher things ”.Thus,“the wonder...of all wonders is how someteachers have neglected this (i.e. naturestudy) easy and unfailing means of educationand have struggled to impose Biblicalinstruction as a first step towards getting arestless, full-spirited boy to think of higherthings ”. And he insisted: “Scoutcraft is ameans through which the veriest hooligan canbe brought to higher thought and to theelements of faith in God ”.

Life is the great adventure for all of us, butespecially when we are young and healthyenough to follow adventure trails whereverthey may lead; one can experience the thrilland satisfaction of an adventure with theearth only by venturing forth. Thewilderness is the frontier of adventure, andof course adventure is a meaningless term ifwe are content to sit at home and only readabout it in a book. The true adventurestories are the ones we live ourselves.Adolescence is perhaps the prime time toventure into the beyond, even thoughyoung people are seldom able to explaintheir restless desire to “go forth” and areeven less likely to equate it with learning anew intimacy with, the earth - the nextstep in the love story of nature.

[They may think] they go into thewilderness for a lark, just to testthemselves, or to face a challenge, butwhat they really go in for is toexperience at first hand the spiritualvalues of wilderness ... the opportunityof knowing ... what simplicity reallymeans, the importance of the naturaland the sense of oneness with the earththat inevitably comes with it.

OLSON: 1969

Adventure is not a destination, it is ajourney. There are fresh experiences ofwholeness in every contact, growthopportunities, new worlds to conquer(without and within) and horizons to beexpanded.

Adventurous earth-loving does not involveonly sunshine activities but also rising tothe challenge of the outdoors in all seasons.There is a special satisfaction in a challengemet and overcome, especially if it stretchesus to our limits. These are the richexperiences we will recall at later timeswhen the aches and pains andinconvenience of the moment are forgotten.When we find security in a comfortable andself-indulgent lifestyle, how easily a blisteror a tiny stone in a boot can become thebiggest problem in the world.

The importance of thewilderness experience

These are times when we are conscious ofthe benediction of life, as a basic ingredientin our mental well-being.

From time to time we are infused by a senseof physical well-being so strong that itoverflows and embraces, as it were, a partof the world: it makes us want to sing “Oh!What a beautiful morning, Oh! What abeautiful day”. Young and healthy peopleexperience the mood more frequently thanolder folk although they are less able todescribe the sensation other than with theexuberance of their bodies.

The wilderness inspires feelings of awe andwonder, and one’s intimate !contact withthis environment leads to thoughts aboutspiritual meanings and eternal processes.Individuals feel better acquainted with theirown thoughts and feelings, and they feel“different” in some way - calmer, at peacewith themselves, “more beautiful on theinside and unstifled”. They appreciate theslow pace of things, and they appreciatetheir privacy and the chance to attend totheir own thoughts.

Wilderness areas have not always beenviewed through the cultural spectacleswhich many people use today. Ancientliterature abounds with pictures of thewilderness as dark, dangerous and even evil- a place of exile, loneliness and hazardsinhabited by spirits, monsters anddangerous predators. And for those whoare careless, the wilderness does have somenasty surprises from time to time.Early settlers in new lands were at pains toclear the ground for the civilizing plough, inthe process reducing wilderness areas to,

remnants of their former glory. About 100years ago people began to realize that thelast frontiers were almost the lost frontiers,and conservation movements began to lobbyfor setting aside wilderness areas forposterity.

What are the magic ingredients that makewilderness areas so attractive to so manypeople these days? Why is it that so manyare prepared to spend so much to deprivethemselves of the comforts of home for theexperience of ‘roughing it’ in nature?

# Nature simply seemed to be there,independent of any human need or use,and that was enough.

# You seemed to lose awareness ofyourself, so absorbed were you by anexperience.

# The pure delight of a moment wassufficient reason for being there.

# Time seemed to stand still and notmatter at all.

# You seem tuned to the rhythm of life in aspecial way.

# You felt you were in the presence ofsomething great.

# They find their fives more meaningful.# They consider the meaning of life more

frequently.# They meditate on life more frequently.# They know the meaning and purpose of

life more consistently.# They feel more self-assured and

confident than non-peakers.

This insight should make us more willing toshare our experiences with others, knowingthat this is very common within the Scoutfamily. It should serve as a strong basis fordiscussions relating to the meaning of life,meditations on the nature of God, a sense ofmission and purpose, and service to others.

A person who experiencesthese peaks frequently is...

more at peace within himself or herself thanthe average person [and] should be able torise above many of the petty concernswhich are culturally ingrained on a widescale and pursue values which are morehumanly beneficial ... There is likely to be asubaverage concern for materialpossessions ... less status consciousness ...and a freedom to be more concerned aboutthe needs of others ... These experiencesdo not appear to be mere chanceoccurrences that have little to do with therest of a person’s life ... they appear to beone aspect of a selfactualizing style of life.

Of course it would be naive to overlook thefact that these characteristics could alsotypify people who do not need to worry toomuch about material possessions and statusbecause they already enjoy such benefits.We need to be free of worries about basicneeds before we can realize our fullpotential as human beings.Because Scouting tries to improve thewelfare of Scouts by means of community

The celebrationof life

The lure of the wilds

People seek the wild places because theyoffer:

~ Wild beauty~ A sense of feeling alone in the world~ Reduction of stress~ A clean and pure world~ Wild freedom~ Distance from cities~ A sense of God being there~ Inspiration~ Ultimate challenges~ Comfort and strength

Nature is our adventure playground, a placewhere we can learn to focus on theenvironment and do what is necessary inorder to survive comfortably. Here we canlearn to cope with physical discomfort andto conquer our fears. As we venture forthwe find that we are changed, our attitudesto nature are enhanced and we learn toharmonize with the life of the planet whichis our home. Outdoor Scouting adventuresare much more than healthy games foryoung people; they are fundamental toforming adults who care about the earth.

Peaks and peakersDo you have a special memory of anexperience in nature when something almostindescribably wonderful happened to you?Something so pure, dreamlike, fragile yettangible that at the time it seemed like atouch of the divine?

Peak experiencesPerhaps at some time you had some of thefollowing experiences:# Things came into unaccustomed, sharp

focus and you were really aware ofeverything around you.

# A particular place seemed to be all theworld.

# God seemed very close.# Stress and concern seemed far away.

And perhaps on reflection it seemed thatyou had gained a clearer view of yourself,other people and of the world. Theexperience was desirable and you longed torepeat it. Life seemed more lovely andworthwhile.A lot of people have had such experiencesand as a leader of young people the chancesare you have been in such situations,certainly by reading an article whichprepares you for helping others findmeaning and purpose in life your voluntaryparticipation in Scouting marks you assomeone who has made a lifestyle choicewhich involves working for social change,helping to solve social problems and helpingothers.

The experiences described on the previouspage have long been known to psychologistsas the peak experiences, and they happento most people at one time or another.Eighty per cent of randomly sampled peoplecan recall peak experiences in nature, 40per cent recall peak experiences reflectinga sense of harmony with the universe and 50per cent recall a sense of contact with thebeyond to which they attach religioussignificance

This is of special interest to Scouts becausethis research suggests that Scouters will, inthe main, be high peakers who encounterthese experiences more frequently andmore intensely than others.Because of this factor, backed by the ethosof Scouting (channeled as it is towardsservice to others and duty to God), Scoutsare likely be high peakers too. The followingapplies to high peakers:

development programmes, the opportunityto become more than mere survivors willcreate the secure foundations for effectivecharacter building through environmentalencounters in nature. In such encounterspeak experiences will increasingly play theirpart.Under such conditions the heart can walkalong the same trail as the feet and help tocarry its share of the load.

Adapted from a series of articles contained inthe handbook entitles ‘The Global Scout’ whichendeavoured to explore Scouting links tonature and environmental studies andspirtuality and how it applies to modernScouting.

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