Boy Scout Requirement Changes
1998

Ranks: Joining, Tenderfoot, Second Class, First Class, Star, Life, Eagle.

Merit Badges: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z.

The following changes were made to the requirements for the ranks and various merit badges in the 1998 edition of Boy Scout Requirements. These changes are effective immediately, except for Scouts who have already started a merit badge. They may continue to use the old requirements.

Ranks

All
Tenderfoot through Eagle Rank Requirements - In each rank, "Complete your board of review" has been added as the final requirement. (Requirement 13 for Tenderfoot, 11 for Second Class, 12 for First Class, and 7 for Star, Life and Eagle.)
 
Tenderfoot Rank Requirements
In requirement 9a, the "Run/walk" distance has been changed from "500 yards" to "approximately one quarter mile."
 
First Class Rank Requirements
In requirement 8c, "broken leg" has been changed to "sprained ankle."

Merit Badges

Archaeology
New merit badge, the requirements for which are as follows:
 
  1. Tell what archaeology is and explain how it differs from anthropology, geology, paleontology, and history.
  2. Describe each of the following steps of the archaeological process: site location, site excavation, artifact identification and examination, interpretation, preservation, and information sharing.
  3. Describe at least two ways in which archaeologists determine the age of sites, structures, or artifacts. Explain what relative dating is.
  4. Do TWO of the following:
    1. Gather research on three archaeological sites located outside the United States. Point out each site on a world map. Explain how each site was discovered. Describe some of the information from the past that has been found at each site. Explain how the information gained from the study of these sites answers questions that archaeologists are asking and how the information may be important for modern people. Compare the relative ages of the sites.
    2. Gather research on three archaeological sites that are within the United States. Point out each site on a map. Explain how each site was discovered. Describe some of the information from the past that has been found at each site. Explain how the information gained from the study of these sites answers questions that archaeologists are asking and how the information may be important for modern people. Compare the relative ages of the sites.
    3. Visit an archaeological site and gather research on it. Explain how the site was discovered. Describe some of the information from the past that has been found at the site. Explain how the information gained from the study of this site answers questions that archaeologists are asking and how the information may be important for modern people. Compare the age of this site with the ages of the other sites you have researched.
  5. Choose ONE of the research projects you completed for requirement 4. Present your findings to your scout troop, school class, or other group.
  6. Do the following:
    1. Explain why it is important to protect archaeological sites.
    2. Explain what people should do if they think they have found an artifact.
    3. Describe ways in which you can be a protector of the past.
  7. Do ONE of the following:
    1. Make a list of items you would include in a time capsule. Discuss with your merit badge counselor what archaeologist a thousand years from now might learn from the contents of your capsule about you and the culture in which you live.
    2. Make a list of the trash your family throws out during one week. Discuss with your counselor what archaelolgists finding that trash a thousand years from now might learn from it about you and your family.
  8. Do ONE of the following:
    1. Under the supervision of a qualified archaeologist, spend at least eight hours helping to excavate an archaeological site.
    2. Under the supervision of a qualified archaeologist, spend at least eight hours in an archaeological laboratory helping to prepare artifacts for analysis, storage, or display.
    3. If you are unable to work in the field or in a laboratory under the supervision of a qualified archaeologist, you may substitute a mock dig. To find out how to make a mock dig, talk with a professional archaeologist, trained avocational archaeologist, museum school instructor, junior high or high school science teacher, advisor from a local archaeology society, or other qualified instructor. Plan what you will bury in your artificial site to show use of your "site" during two time periods.
  9. Under the supervision of a qualified archaeologist or instructor, do ONE of the following:
    1. Help prepare an archaeological exhibit for display in a museum, visitor center, school, or other public area.
    2. Use the methods of experimental archaeology to re-create an item or to practice skills from the past. Write a brief report explaining the experiment and its results.
  10. Identify three career opportunities in archaeology and tell what education and experience are required for each.
  11. Do ONE of the following:
    1. Research American Indians who live or once lived in your area. Find out about traditional lifeways, dwellings, clothing styles, arts and crafts, and methods of food gathering, preparation, and storage. Describe what you would expect to find at an archaeological site for these people.
    2. Research settlers or soldiers who were in your area at least one hundred years ago. Find out about the houses or forts, ways of life, clothing styles, arts and crafts, and dietary habits of the early settlers, farmers, ranchers, soldiers, or townspeople who once lived in the area where your community now stands. Describe what you would expect to find at an archaeological site for these people.
Bird Study
In requirement 1, delete the parenthetical phrase "(total of 6 hours)."

In requirement 2, delete the parenthetical phrase "(total of 15 hours)" and the footnote "Requirements 1 and 2 must be done at different times."

In requirement 4, replace "in your neighborhood" with "where you live."

Requirement 5 is changed to read:

  1. Write a 500-word history about a bird of your choice. Include the following information if available:
    1. Nesting habits
    2. Behavior and territory
    3. Food habits and diet
    4. Description and size of the young and adult birds
    5. Migratory habits, if it is not a permanent resident
    6. Any unusual characteristics about the bird you find interesting
Option 7(e) has been deleted.

Option 8(c) is changed to read: "Make a list of 20 species of extinct and declining birds of the United States."

Bugling
Delete the footnote "NOTE: a bugle, trumpet, or cornet may be used to meet these requirements."
 
Canoeing
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Climbing
New merit badge, the requirements for which are as follows:
 
  1. Show that you know first aid for injuries or illnesses that may occur during climbing activities, including hypothermia, blisters, sprains, abrasions, and fractures.
  2. Present yourself properly dressed for belaying, climbing, and rappelling (i.e., appropriate clothing, footwear, and a helmet; rapellers must also wear gloves).
  3. Location. Do the following:
    1. Explain the mountaineers (free climbers) climbing classifications and apply the classifications to the rock faces or walls where you will demonstrate your climbing and rapelling skills.
    2. Evaluate the safety of a particular climbing area. Consider weather, visibility, the condition of the climbing surface, and any environmental hazards.
    3. Determine how to summon aid to the climbing area in case of an emergency.
  4. Verbal signals. Explain the importance of using verbal signals during every climb and rappel. With the help of the merit badge counselor or another Scout, demonstrate the verbal signals used by each of the following:
    1. Climbers
    2. Rappellers
    3. Belayers
  5. Rope. Do the following:
    1. Describe the kind of rope acceptable for use in climbing and rappelling.
    2. Show how to examine a rope for signs of wear or damage.
    3. Discuss ways to prevent a rope from being damaged.
    4. Explain when and how a rope should be retired.
    5. Properly coil a rope.
  6. Knots. Demonstrate the ability to tie each of the following knots. Give at least one example of how each knot is used in belaying, climbing, or rappelling.
    1. Figure eight on a bight
    2. Figure eight follow-through
    3. Water knot
    4. Grapevine knot
    5. Bowline on a coil
  7. Harnesses. Correctly put on at least ONE of the following:
    1. Commercially made climbing harness
    2. Knotted leg-loop seat sling
    3. Swiss seat sling
    4. Diaper sling
  8. Belaying. Do the following:
    1. Explain the importance of belaying every climber and rappeller.
    2. Belay three different climbers ascending a rock face or climbing wall.
    3. Belay three different rappellers descending a rock face or rappel wall.
  9. Climbing. Do the following:
    1. Show the correct way to tie into a belay rope.
    2. Climb at least three different routes on a rock face or climbing wall, demonstrate good technique and using verbal signals with belayer.
  10. Rappelling. Do the following:
    1. Using carabiners and a rappel device, secure your climbing harness or seat sling to a rappel rope.
    2. Tie in to a belay rope set up to protect rappellers.
    3. Rappel down three different rock faces or three rappel routes on a climbing wall. Use verbal signals to communicate with a belayer, and demonstrate good rappelling technique.
  11. Demonstrate ways to store rope, hardware, and other gear used for climbing, rappelling, and belaying.
Communications
Requirements 1-3 now read:
 
  1. Develop a plan to teach a skill. Have your merit badge counselor approve the plan. Make teaching aids. Carry out your plan. With your counselor, check to see if you have successfully taught the skill.
  2. Choose a product or service. Build a sales plan based on its good points. Try to "sell" your merit badge counselor on buying it from you. Talk with the counselor about how well you did in telling about the product or service and convincing the counselor to buy it.
  3. Do the following:
    1. Show how you would make a telephone call inviting an expert in the field of your choice to give a demonstration to your unit on that person's area of expertise.
    2. Show how to create an effective recorded message and how to leave a voice-mail message.
In requirement 5, "Record what you hear." Has been replaced with "Listen and take notes."

Requirements 6-8 have been renumbered 7-9, and a new requirement 6 has been added as follows:

  1. Do ONE of the following:
    1. Write to the editor of a magazine or your local newspaper to express your opinion or share information (on any subject you choose). Or, write to an individual or organization to request information (on any subject). Send your message by fax or electronic mail, if possible. Otherwise, mail a traditional paper letter.
    2. Create a page on the World Wide Web for yourself or to give information about your unit, school, or other organization. Include at least one article and one photograph or illustration.
    3. Use desktop publishing to produce a newsletter, brochure, flier, or other printed material for your unit, school, chartered organization, or other group. Include at least one article and one photograph or illustration.
New requirement 9 (old 8) now reads:
 
  1. Check careers in the field of communications. Choose one career and discuss with your counselor the qualifications and preparation needed for it.
Cycling
In requirement 3(c), delete "chain tension."

In requirement 8, "take six rides of 25 miles each. Take two each month for 3 months." is replaced with "take two rides of ten miles each, two rides of fifteen miles each, and two rides of twenty-five miles each.

In requirement 9, "After the 3-month period in" has been replaced with "After fulfilling."

Dentistry
In requirement 1, add, "do the following" after "Then."

The first sentence of requirement 2(a) now reads "Tell or write about what causes dental decay and gum disease." The first sentence of requirement 2(b) now begins "Show that you can teach others . . ."

In requirement 4(c), "should not be eaten" is replaced by "you should avoid."

In requirement 5(c), "The ways in which" is replaced by "How." "Things to be talked about" is replaced by "Topics."

Requirement 6(a) now reads "Make a model tooth of soap, clay, papier-mâché, or wax. Using a string and a large hand brush, show proper toothbrushing and flossing to your troop or a school class." Requirement 6(e) has been replaced with "Make drawings and write about the progress of dental decay. Describe the types of dental fillings and treatments a dentist can use to repair dental decay problems."

In requirement 7(a), "Study" has been replaced with "Report on," and the third sentence has been deleted. In requirement 7(b), "high school or college needed" has been replaced by "education."

Entrepreneurship
New merit badge, the requirements for which are as follows:
 
  1. In your own words, define entrepreneurship. Explain to your merit badge counselor the role of the entrepreneur in the economy of the United States.
  2. Identify and interview an individual who has started his or her own business. Find out how the entrepreneur got the idea for the business and how the entrepreneur recognized it as a market opportunity. Find out how the entrepreneur raised the capital (money) to start the business. How well is the business doing? Report what you learn.
  3. Do the following:
    1. Write down as many ideas as you can think of for a business. Get ideas from your family and friends. From your list, select three ideas that you believe are the best opportunities for you.
    2. Explain to your counselor why you chose these three ideas rather than the others on your list.
    3. For each of the three ideas that you chose, prepare a list of questions that you would ask potential customers.
    4. For each of your three ideas, informally interview potential customers, using the lists of questions from requirement 3c. Report what you learn.
    5. Using the information you have gathered, choose the one idea that you feel is your best business opportunity.
  4. Conduct a feasibility study of your business idea by doing all of the following (briefly writing or explaining each item to your counselor):
    1. Good or Service
      1. Identify your business goals.
      2. Tell how you will make the good or perform the service. Determine whether it is technically feasible (practical or doable).
      3. Determine how you can make enough of the good or provide enough of the service to meet your business goals. Explain how you will accomplish this.
      4. Identify and describe the potential liability risks of your good or service.
      5. Determine what type of license you might need in order to sell or to make your good or service.
    2. Market
      1. Determine who your customers are. Identify the type of person who would buy your good or service.
      2. Describe the unique benefits of your good or service.
      3. Tell how you will promote and sell your good or service to potential customers.
    3. Finances
      1. If you are selling a good, determine how much it will cost to make one prototype.
      2. Calculate the selling price of your good or service. Explain how you determined the price.
      3. Tell how you will sell your good or service and make a profit.
      4. Determine how much money you will need to start your business. Explain how you will get the money.
    4. Personnel
      1. Determine what parts of the business you will handle yourself. Describe your qualifications for the work. Determine how your business responsibilities will fit into your schedule.
      2. Determine whether you will need additional help to operate your business. If you will need help, describe the qualifications your helpers should have and what duties they will perform.
  5. Do two of the following:
    1. Sketch a prototype of your good or write down a description of your service.
    2. Create the prototype. List all of the materials you used to make your prototype. Calculate the cost of all the materials and labor to compute the total cost of making your prototype.
    3. Design a promotional poster or flier for your good or service.
    4. Project (estimate) your sales through the first three months of operation. Calculate the profit you expect to make.
  6. When you believe your business idea is feasible, start your own business. Show evidence that you started your business (sales receipts, for example, or photos of the good). Report to your counselor the results of your venture.
 
Environmental Science
The requirements have been completely revised and now read as follows:
 
  1. Make a timeline of the history of environmental science in America. Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or organizations, and important events.
  2. Define the following terms and describe the relationships among them: population, community, ecosystem, biosphere, symbiosis, niche, habitat, conservation, threatened species, endangered species, extinction.
  3. Do ONE activity in EACH of the following categories (using the activities in the merit badge pamphlet as the bases for planning and carrying out your projects), and record your findings:
    1. Ecology
      1. Conduct an experiment to find out how living things respond to changes in their environments. Discuss your observations with your counselor.
      2. Conduct an experiment illustrating the greenhouse effect. Keep a journal of your data and observations. Discuss your conclusions with your counselor.
    2. Air Pollution
      1. Perform an experiment to test for particulates that contribute to air pollution. Discuss your findings with your counselor.
      2. Conduct a study to test the effects of acid rain on plants. Discuss your findings with your counselor.
    3. Water Pollution
      1. Conduct an experiment to show how living things react to thermal pollution. Discuss your observations with your counselor.
      2. Conduct an experiment to identify the methods that could be used to mediate (reduce) the effects of an oil spill on waterfowl. Discuss your results with your counselor.
    4. Land Pollution
      1. Conduct an experiment to illustrate soil erosion by water. Take photographs or make a drawing of the soil before and after your experiment, and make a poster showing your results. Present your poster to your patrol or troop.
      2. Perform an experiment to determine the effect of an oil spill on land. Share your journal and discuss your conclusions with your counselor.
    5. Endangered Species
      1. Do research on one endangered species found in your state. Find out what its natural habitat is, why it is endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a 100-word report about the organism, including a drawing. Present your report to your patrol or troop.
      2. Do research on one species that was endangered or threatened but which has now recovered. Find out how the organism recovered, and what its new status is. Write a 100-word report on the species and discuss it with your counselor.
    6. Resource Recovery
      1. Perform an experiment on packaging materials to find out which ones are biodegradable. Discuss your conclusions with your counselor.
      2. Find out if your local community has a recycling program in effect. If it does, find out what items are recycled, and who pays for recycling. If your community does not have a recycling program, write questions for and conduct a survey on recycling. Include questions about attitudes toward recycling, what should be recycled, and your community's willingness to support a recycling program. Discuss your findings with your counselor.
  4. Build an ecosystem in a bottle. Include soil, plants, fungi, and small animals found in your local environment. Maintain the ecosystem for one week. Observe it daily, and keep a record of your observations. Discuss your observations with your counselor.
  5. Choose an outdoor area to study. In your study area, do ONE of the following:
    1. Mark off three study plots of four square yards each, and count the number of species found there. Then estimate how much space is occupied by each species found in the plots. Make a chart, graph, or table to compare the plots. Write a report that adequately discusses the biodiversity and population density of your study area. Discuss your report with your counselor.
    2. Make four visits to the study area, staying for at least 30 minutes each time, to observe the living and nonliving parts of the ecosystem. Keep a journal of your observations, including a discussion of differences noted during the four visits. Write a report on your observations and discuss it with your counselor.
  6. Propose a hypothetical construction project in your community and prepare a limited environmental impact statement for the project. Study the area to see what the impact of the project might be upon the living and nonliving parts of the ecosystem.
  7. Develop a plan that would help solve an environmental problem, reduce an environmental impact, or affect environmental awareness in your community. Include plans for a specific project that could be done by your patrol or troop.
  8. Discuss three possible careers in the field of environmental science. Identify the education that you would need to pursue ONE of these careers.
Farm Mechanics
Requirement 2 has been renumbered as 3, and the following new requirement 2 is added:
 
  1. Do the following:
    1. List ten safety devices in a well-equipped farm shop and explain the function of each.
    2. Demonstrate proper safety apparel and equipment to be worn and used when operating a grinder, wire-brush wheel, welder, or drill.
    3. Draw a plan showing a well-equipped farm shop. Point out mandatory safety devices and features in the shop.
Requirements 3 and 4 have been renumbered as 4 and 5, and revised to read as follows:
 
  1. Do TWO of the following:
    1. Replace the handle on any tool found on the farm.
    2. Build a tool rack with storage for nails, bolts, nuts, and washers.
    3. Properly grind the mushroom head off of a chisel or punch.
    4. Correctly grind or file a screwdriver tip.
  2. Do ONE of the following:
    1. Make the necessary adjustments to ready a piece of farm equipment or machinery for field operation.
    2. Choose a piece of farm machinery or equipment. Check all nuts, bolts, and screws. Tighten any that are loose. Replace those that are missing, worn, or damaged.
    3. Repair broken or warn farm machinery or equipment.
 
New requirement 6 is added as follows:
 
  1. Make a list of safety precautions for adjustments or repairs you make for requirement 5.
Requirement 5 has been renumbered 7. Part (a) is revised to read, "On an engine-powered machine: grease all fittings, change oil and oil filter, clean air cleaner, flush cooling system, clean radiator fins, and replace diesel fuel filters." In part (c), replace "winter" with "winter storage."

Requirement 6 has been renumbered as 8. The following new requirement 9 is added:

  1. Explain each step in ONE of the following maintenance procedures:
    1. Tightening hydraulic fittings
    2. Servicing spark plugs
    3. Lubricating a clutch-release bearing
    4. Cleaning a work piece with a wire-brush wheel.
First Aid
In requirement 3(c), the phrase "on an adult mannequin for 3 minutes" is replaced with "using a training device approved by your counselor."
 
Hiking
Requirement 4 is revised to read "Take five hikes, each on a different day, and each of at least ten continuous miles."

Requirement 6 is revised to read "After each hike, write a short report of your experience. Give dates and descriptions of routes covered, weather, and any interesting things you saw."

Lifesaving
In requirement 1, "2-14" is replaced with "2-15."

Requirement 14 has been renumbered 15, and a new requirement 14 has been added as follows:

  1. Do the following:
    1. Explain how to recognize and confirm cardiac arrest.
    2. Demonstrate proper technique for performing CPR using a training device approved by your counselor.
Motorboating
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Music
In requirement 1, the phrase "picked by" is replaced by the phrase "chosen by". Also, "using good technique, phrasing, tone, rhythm, and dynamics." is added to the end of the first sentence, and the third sentence is deleted.

In the first sentence of requirement 2, "four" is replaced with "five," and in the second sentence "one of" is replaced with "one instrument in."

In requirement 3(a), compact discs and videos are added to the list of sources. "Tell who wrote them. Tell who the artists were. Name the conductors." is replaced with "Name the composers, artists, and conductors." In the last sentence "Talk over" is replaced with "Discuss." In requirement 3(b), "of this country's better-known" is replaced with "better-known American." In requirement 3(c), "town" is replaced with "local," and "take part" is replaced with "perform."

In requirement 4(c), delete "musical." In requirement 4(d), compact discs have been added as a choice.

Personal Management
The requirements have been completely revised and now read as follows:
 
  1. Do the following:
    1. Lead a discussion with your family to identify one family financial goal that must be saved for out of family income. Choose a goal that has strong personal interest for both you and your family (a family trip or vacation, a new VCR, or a family car, for instance).
    2. Discuss the goal in detail (where to go on vacation, for example, or what kind of car to buy), the cost of the goal, and when you want to reach the goal.
    3. Discuss how your family could accumulate funds to reach this goal, how the goal will affect the rest of the family budget, and how you could help your family achieve the goal.
  2. Do the following:
    1. Prepare a personal budget or spending plan for three months, including a "pay yourself first" savings plan. Keep track of everything you buy. Balance all income with expenses and savings at the end of each month.
    2. Share your three month budget with your merit badge counselor. Explain how you determined discretionary income (income not spent to meet fixed expenses), how much you saved, and what you spent money on. Did you spend more or less than you budgeted?
  3. Do ONE of the following:
    1. Identify a personal financial goal and make a plan to achieve that goal.
      1. Write down the goal you want to achieve. (This may be a small, short term goal such as buying clothes, or it may be a major, long-term goal such as saving for college.)
      2. Develop a financial plan to accomplish the goal. Determine how much the goal will cost, how much time you have to reach the goal, how you will earn money to pay for the goal, and what adjustments you could make if you cannot reach the goal in the desired time with the income you can earn.
      3. Discuss your plan with your counselor.
        OR:
    2. Determine a spending/savings plan for living on your own.
      1. Choose a realistic job based on your age, skills, education, and experience (working at a fast-food restaurant, movie theater, or college library, for example). Determine how much you would probably make per hour and how many hours you would work each week. Determine your spendable income (after taxes and other deductions are taken out) for a month.
      2. Make a list of all basic monthly living expenses: rent, food, transportation, clothing, telephone, etc. Ask family or friends, or call sources to help you determine costs.
      3. Compare projected income with projected expenses. Would you have enough income to live on? Would any be left over for fun? For savings?
      4. If expenses exceed income, determine what options you would have for bringing the two into balance. Could you reduce or eliminate expenses? Work more hours a week? Get a higher-paying job?
      5. Discuss you final plan with your counselor.
  4. Do the following:
    1. Choose an item you would like to buy. Be specific. (For example, identify the brand name of a pair of shoes you want, or the title of a CD.)
    2. Comparison shop for the item. Find out where you can buy the item for the best price. Call around; study ads. Look for a sale or a discount coupon.
    3. Consider alternatives. Could you buy the item used? Should you wait for a sale?
    4. Discuss your shopping strategy with your counselor.
  5. Do ONE of the following:
    1. Visit a bank. Ask a bank representative to explain checking accounts, savings accounts, loans, and automated teller machines (ATMs). Explain to your counselor the difference between a checking account and a savings account. Discuss with your counselor the minimum requirements to open and maintain the accounts or to take out a loan.
      OR:
    2. Visit another type of financial institution, such as a stock brokerage firm or an insurance company. Ask a representative what the firm does and how it works with consumers. Explain to your counselor the differences in services offered by the following types of financial professionals: financial planner, stockbroker, insurance agent, accountant, tax preparer, banker, estate planning attorney.
  6. Do the following:
    1. Explain the difference between saving for a goal and investing for a goal.
    2. Explain the two basic methods of investing: loaned and owned.
    3. Explain the concepts of simple and compound interest and how compound interest can be used to increase your savings and investments more rapidly.
    4. Explain the concepts of yield, profit, and total return, and how they are used to evaluate investment performance.
    5. Explain the basic features of the following types of investments, including risks and rewards and whether they involve lending or owning: bank savings accounts, certificates of deposit, U.S. Savings Bonds, shares of stock, shares in a mutual fund, real estate.
  7. Do the following:
    1. Explain what a loan is, what interest is, and how the "annual percentage rate" measures the true cost of a loan.
    2. Choose something you want to buy or do, but currently cannot afford. Set up an imaginary loan so you can "achieve" that goal. Identify the "principal" amount, interest rate, and repayment schedule. Determine the total cost of the loan (principal plus interest). Determine how it would affect your total cost if you paid back the same amount every two weeks, instead of once a month.
    3. Explain the differences between a charge card, a debit card, and a credit card.
    4. Identify the factors that affect the costs of credit. Tell which factors can be controlled.
    5. Explain credit reports and how personal responsibility can affect your credit record.
    6. Describe ways to reduce or eliminate debt.
  8. Do the following:
    1. Explain the five ways to manage risk.
    2. Explain the six basic types of insurance and why someday you might need one or more of them.
    3. Define the two major types of life insurance (term and permanent) and compare their advantages and disadvantages.
  9. Do the following:
    1. Identify a job or career that interests you and do basic research about it at your library or through other information sources. Make a presentation to your troop or counselor about the job or career. Your report should include:
      1. An explanation of your interest in the job or career (how you learned of it, what about it that interests you, what its job prospects are, and how you think the job or career will change in the future)
      2. Any qualifications required (education, skills, experiences) and how you might become qualified for the job
      3. The job's functions and responsibilities (the duties of the job or career)
      4. The organizations, trade associations, professional associations, governmental regulations, or licenses involved in the career field
    2. Do ONE of the following:
      1. Prepare a personal résumé for the job.
        OR:
      2. Interview someone in the job or career field and prepare a summary of the interview.
    3. Discuss with your counselor your personal goals and ambitions in life. Relate these to your intellectual, physical, spiritual, and moral development. How has Scouting helped you in accomplishing your goals and ambitions? Share your thoughts with your family.

Rowing
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Safety
In requirement 1(e), "your home" is replaced with "your family's home."

In requirement 5, the parenthetical listing "(such as a church, theater, picnic, beach, travel)" is replaced with "(at church, at a theater, on a picnic, at the beach, and while traveling, for example)."

Small-Boat Sailing
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Soil and Water Conservation
Requirements 3(d) & 5(f) were removed.
 
Swimming
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Waterskiing
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Whitewater
In requirement 2(b), the phrase "on an adult mannequin for at least three minutes" has been replaced with "using a training device approved by your counselor."
 
Analysis prepared by:
Bruce E. Cobern (bec@pipeline.com)
Advancement Chairman
Founders District
Queens Council, NY

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