DuctTape

I think it is based on intent. When the adults have advancement as the goal instead if a method; this is when it changes. Even if the scouts meet the requirements as written, they are denied a true scouting experience because the aims are not likely realized as they are not the desired outcome.

I have not been to BWCA, but I do go to the Quetico to the north. So this may or may not apply. I have noticed that the evening mosquitos run like clockwork, and you can hear them a few minutes before they descend on your campsite. Thus I recommend determining their timing on night 1, and then plan each day so all can be safely in bug proof zones for all subsequent nights.

While I usually would recommend a deference to the PLC, in this case I think the decision should be based at the Patrol level.

https://www.scouting.org/resources/insignia-guide/

I see you have asked a lot if questions regarding uniform and insignia. Please forgive me if you have already read: https://www.scouting.org/resources/insignia-guide/ Beyond the official BSA resource, I think it is a good practice to then defer all other uniforming questions NOT included in the BSA guide to the PLC. I use this approach as it is then directly related to achieving the aims of scouting.

I would defer to the PLC as to what constitutes the troop uniform.

I agree with qwazse regarding the signing-off. I would like to focus more on best practices prior to the testing and sign-off. Perhaps I should prime the pump. Starting with a counter-example of NOT best practices. A new scout goes on his first campout and is assigned cooking duty with a patrol mate for breakfast. They make breakfast and then he goes and gets signed-off on the tenderfoot requirement. What is missing here almost entirely is the explanation, demonstration and guidance for the scout to understand and perform assistance at any sort of expected level. A better practice: On the first campout the PL or Instructor acts as the cook's assistant and explains his role, and what he is supposed to do. He demonstrates how to assist the cook appropriately. He brings scouts into the camp kitchen and helps them try the various tasks such as cutting up carrots, or peeling potatoes, opening cans, etc... Depending on the scouts, this might repeat itself for every meal on that first campout. During planning for the secind campout a scout may go to his PL and say, "hey, I'd like to be tested on the tenderfoot req 2a, assist in preparing a meal". (PL may need to encourage scouts to ask to be tested, especially the first time). The PL ensures the scout has the opportunity to be tested by having him assigned as the asst cook for a meal. Prior to that meal PL (or instructor) talks to him (best would be while hiking to camp) about what the scout will demonstrate as the cook's assistant. The purpose of this discussion is for the PL to ensure success, or to determine if the scout is really ready to be tested. Then the scout gets tested, the PL (or Instructor) observes to determine whether the scout fulfilled the requirement.

I do not favor these, or any other process which takes the scout out of the equation. One of the great opportunities for scouts' personal growth is being denied when they have little to no part in the financial aspect of their program. Weekly dues collected at every meeting, and bringing cash for the upcoming camping trip to give to the patrol mate buying the food are all opportunities to grow in responsibility, and independence. Sure it is easier to have the adults do it all, but that is the case with most everything. So how do the adults help ensure a scout is not excluded from a trip by "forgetting" while still fostering patrol and individual independence, and financial responsibility? Like all questions of this matter it comes down to communication: adults communicate with adults, and scouts with scouts. Let's take an upcoming campout as an example. Evergreen Patrol has an upcoming campout. Without goung through the entirety of the logistics and communications, lets look at one single scout. Timmy tells his PL he is going. The cost for each patrol member is $12. The PL tells the whole patrol the $ is needed next week. The PL gives the list of attendees to the SPL (if exists) or to the SM. Here is where the communication splits but reunites. The SM arranges transportation and more importantly (using ASMs) contact the parents of the attendees directly about the logistics and their scouts responsibilities. The parent, knowing their child best will either help them remember to bring the $ to next meeting, or have it with them so the "forgetful scout" can quickly get the $ at the meeting. So the next meeting comes around and the Patrol treasurer/scribe/etc... is collecting the $ from those attending. Timmy "forgot". The PL could say, "hey is your mom still here, go see if she has it. We will wait for you." Timmy goes to mom to get the $ and returns. If a lot of scouts "forgot" then the SM minute at the end of the meeting ( or better some near future meeting) could be a yarn about responsibility and its impacts on others. They key is to balance the goal of the scouts personal growth and involve the parents in that journey. The SM should explain the purpose of the program and all aspects, including financial are opportunities for personal growth.

keep it simple, imo. No fractional ages. 14 y/o and 12 y/o ok 14 y/o and 11 y/o not.

Over the years much has been discussed regarding "completing the requirements". Most of these discussions will focus on the the last 3 steps of the process, "the scout is tested, etc..." Sometimes, often in passing, a reference will be made to the first step in the process, "a scout learns". Also often ignored is the purpose of Advancement as a Method, and not the aim. Thus, I think it might be a good idea, especially for new Scouters to hear (read) about best practices for the "A scout learns" step. Also in the GTA is a fifth step, often not very well utilized except by the best patrols. I think it would be good to start by linking the appropriate language from the GTA. https://www.scouting.org/resources/guide-to-advancement/ 4.2.1.1 The Scout Learns With learning, a Scout grows in the ability to contribute to the patrol and troop. As Scouts develop knowledge and skills, they are asked to teach others and, in this way, they learn and develop leadership. 4.2.1.5 After the Scout Is Tested and Recognized After the Scout is tested and recognized, a well-organized unit program will help the Scout practice newly learned skills in different settings and methods: at unit meetings, through various activities and outings, by teaching other Scouts, while enjoying games and leading projects, and so forth. These activities reinforce the learning, show how Scout skills and knowledge are applied, and build confidence. Repetition is the key; this is how retention is achieved. The Scout fulfills a requirement and then is placed in a situation to put the skills to work. Scouts who have forgotten any skills or information might seek out a friend, leader, or other resource to help refresh their memory. In so doing, these Scouts will continue to grow.

Another thing about "obstacles" in the training to do the requirement (ie being tested) is to ensure the scouts know/understand/and can avoid obstacles by modifying the route; not just following a straight bearing. It is a good idea during the learning, to have them practice taking a bearing between controls which has a "water" obstacle in which they must deviate by either going around, or using a bridge.

I was asked to be the mB counselor at a MBU for Camping mB at a neighboring district. They wanted it to be an introduction to camping for the new scouts. A group of 20. They asked if two hours was enough. I said 2 hours is perfwct for me to do an intro, but I would not be signing any blue cards. She asked if 3 hours was enough. When I went through the reqs with the MBU director, and showed her it would not be possible, but I was happy to do an intro to camping class and give the scouts my contact info to do the mB. They found someone else to do the class and sign off. While I think it is possible for MBUs to be done well, I agree with the OP that for the majority it seems to be a show up and get the blue card signed.

The librarian can also work in concert with the instructor to help them by sourcing other learning materials. Or with the grubmaster to source menus, and recipes. Or with the PL to find maps and camping locations/ideas. Imagine the librarian building a collection of reference materials and more importantly being the research arm of the patrol.

The SPL duties can be rotated by the PLs early on. Election of a POR is not to give a patch, but to fill a role. For example, if there is no gear election of a troop QM is not necessary just to "fill the position". The same with SPL, until the troop "needs" someone to fill a need, it is not much more than a patch position, not a position of responsibility. Train the scouts to fill needs with POR; not fill POR with scouts. This begins at the patrol level. Think about how this simple change of how we think about the POR transcends all other scouting structures, and what problems it solves pre-emptively.

yeah. Focus on the patrols as individual units. A SPL is only necessary to help with organizing the multiple patrol patrols. Until the patrols are fully functional within, they need not attempt any inter-patrol organization. Even most established troops do not really need a SPL, most need to focus on the patrols first.

Kind of like a simple "No one on one contact" rule.

And gives a false sense of security. The GTSS has become a monstrosity which satisfies insurers but does little to actually increase safety and mitigate risk. Why? Just like a computer system which requires too complex a password that nobody can remember, people need to write it down somewhere usually near their computer which is easily found thus rendering the "increased security password" meaningless. The GTSS has jumped the shark in this regards. I am sure the risk management experts will disagree as their system works on paper. The problem is theory vs practice.

My proposed wording would be to simplify, and get rid of the "registered" and 21+, all the exceptions, and weird iterations, age, gender, blah blah. Just make it "no one on one contact", that is it.

It is a question of the speaker's intent. Are they being generally respectful, or is their language choice a means to be passive aggressive. The speaker *knows* their own intent. The audience infers intent based on context, tone, body language, personal history, etc... I think the OP is noticing some in their area which appear to be more passive aggressive. Which IMO is unfortunate.

to demonstrate "object in eye"... as with all depends if severity to demonstrate... 1. tell the person to blink their eyes to force tears to flush. 2. Pull upper lid over lower lid to attempt to "use eyelashes to brush out" object. Scout can demonstrate these with themselves. 3. Flushing is not demonstrated with actual water, but the technique can be demonstrated. For shock, (spinal, neck injury precautions taken into accout) the scout can demonstrate by: (fake) dial 911, helping the victim into a reclining position. Elevate their legs. Maintain body temperature, with blanket. "tester" tells the scout the victim has vomited... the scout should then turn their head to the side. (spinal, neck injury precautions taken into accout) But I agree with the assessment that the verb used isn't what is most important.

In the first, demonstrate means the scout performs the first aid on a simulated patient. Actually dresses the (fake) wound, etc... In the second, show (not demonstrate) is because it is not appropriate to actually perform rescue breathing, etc...

the powdered pb is nasty IMO.

Of course fuel as a variable comes into play if one is using a stove. I am fortunate that almost all of the backpacking areas I am able to make a twig fire. I know this isn't true for all.

Sewing a lightweight SilNylon tarp is a rather easy task. Almost all of my scouts have taken a sewing course in the middle school. Some even asked if they could make gear in the sewing lab. Fleece hats, balaclavas are a favorite. Buying a few yards of fabric from ripstopbytheroll and some seam sealer is inexpensive. Plus the added benefit of scouts creating instead of the default purchasing.

I have had scouts who were Jehovas Witnesses who also do not participate in the PoA.