Webelos Program - Skill 4 - Sam Houston Area Council

Transcription

Webelos Program - Skill 4
(even years)
Communicator Badge
Communicating Belt Loop
“A communicator is a person who shares information. We all do that
constantly. We tell or show what we know how we feel, and what we
think.
When you speak or write, you communicate. And when you yawn, smile,
or frown, you’re showing other people that you’re sleepy, happy, or
unhappy. You can communicate by drawing pictures and by using sign
language and codes.
We communicate over long distances by mail, telephone and computer.
Communications keep our personal, business, and government worlds
going.”
What does it mean to communicate? Communication is the art of transmitting and receiving information. How do we as human beings go
about this exchange of information? We tell or show what we know, how we feel, and what we think. We communicate with words, facial
expression, and body language. When you speak or write, you communicate
As the human race developed so did our communicative skills. Early man drew pictures on the walls of caves. With the development of
language came a better way to keep records and tell stories – writing. With the discovery of electricity came the telegraph, telephone, radio,
television, computers, microwave transmission, optical fibers, lasers, and on and on and on. We communicate over long distances by
telephone and computer.
With all of the modern technology at our fingertips today it is still important for us to learn basic communication skills - skills that will be with
us throughout our entire lives. Things like how to talk to one another with respect; how to listen to one another. Silly things, like saying
please and thank you. Things like learning good telephone manners, and practicing being polite and courteous to others.
Ancient Means of Communication. Anciently, communication was primarily pictures painted on cave walls or other rock surfaces to tell
about a successful hunt or a travel route or a spiritual belief. Oral language followed and then the written word.
Humans have been inventive in their systems of communication. Greek soldiers sent messages by turning their shields toward the sun. The
flashes of reflected light could be seen several miles away.
Romans built long rows of signal towers, and soldiers shouted messages from tower to tower.
Peoples from Africa sometimes sent messages by beating on a series of large drums. Each drum was kept within hearing distance of the next
one. The drum beats were sent out in a special code that all the drummers understood. Though the messages were simple, they could be
sent at great speed for hundreds of miles.
Communication also has a creative aspect. Art has the ability to communicate feelings and ideas with a variety of media. Visual artists
communicate through pictures, dancers through dance, musicians through music, and writers and poets through words.
Pigeon post: The Homing pigeon was a one way postal service. People would write a small note and tie it around the foot of a pigeon. The
pigeon would fly back to the place it was born (hence the name) Genghis Khan, the swiftest and most wide-ranging conqueror of medieval
history, used these pigeons to carry news of each new conquest to his homeland in Mongolia.
Gutenberg: A German who was responsible for inventing printing, and making multiple copies for mass communication.
Optical signals: The telescope was used to pick up a wide range of signals and secret codes from afar.
Mail Coaches: It was time for better postal service, so the price to deliver a letter by coach and protected guards was high. If you were poor,
you would send your letter with whomever and it could take several days, months, even years before your letter would reach its destination.
Smoke signals
Flags on ships
Reflective glass or shields: were used to reflect the sun’s rays in some kind of code.
Covering a lantern's light: in code like fashion
Day Camp Program Plan, revised Jan 2014
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Webelos Day Camp Program (Even Years)
Communicator 1: Play the Body Language Game with your den. Webelos Book Page 168
Materials:
 Body Language Sheet
Or
 Pen
 Paper
We often send messages without meaning to do it. People can see how we feel by our
frown or smile or by a shrug of our shoulders. Such facial expressions and gestures are
called body language.
Animals use body language too. When a dog wags its tail, you know the dog is happy.
When a cat arches its back or bares its claws, you know the cat is prepared to fight.
Body Language Game
Option 1: Give your den members paper and pencils. Ask them to think about feelings they can show by body
language only – without making a sound. Have them make a list of at least five feelings they can show
Option 2: Cut up the Body Language Game Sheet
Den members take turns showing these feelings without using any words or verbalizations. The others try to guess
what the feeling is. The den leader or den chief can be referee and decide whether the body language really does
show the feeling.
If a den member guesses correctly, he gets on point. If nobody guesses correctly, the boy who performed the body
language gets one point. The final winner is the boy with the most points.
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The Body Language Game
Not all communication is verbal. Cut the cards. Place the cards in a container so that the boys
can draw them out. Each boy, in turn, draws a card and then must convey what it says without
using any verbal language or sounds. The boys may use body language and facial expressions
only.
bored
confused
curious
excited
happy
hurt
interested
mad
relaxed
sad
scared
shy
surprised
tired
Help!
Come here!
Stop!
That Smells Good
That smells bad
I’m choking!
What time is it?
OK
I agree!
Be quiet!
I’m hungry
Go away!
Watch out!
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Communicator 3: Invent a sign language or a picture writing language and use it to tell someone a story.
Webelos Book Page 172
Materials:
 Sign language sheet
 Paper, two per scout
 pencils
If you met a French boy, how could you communicate with him? You couldn’t talk with him unless he
knew English or you knew French.
You would try signs or gestures. Maybe you would draw pictures, too. That’s what American Indians
did when they wanted to communicate with people form a tribe that spoke a different language.
See Wolf Handbook for American Sign Language, the language used by people with hearing
impairments. You’ll also find signs used by American Indians and samples of picture writing.
Cub Scout Promise in sign language.
Now see if you can invent your own sign language or pictures writing and use it to communicate with
your den. First explain the meaning of each sign or picture. Then tell a simple story using them.
Here is a sample story in an invented sign language.
Ask the scouts to try to invent their own picture language. Stick figures and simple signs are acceptable.
Once the scout has come up with a simple language have them write a short story using their language.
Each scout should explain their language.
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American Sign Language
www.iidc.indiana.edu/cedir/kidsweb/amachart.html
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Emoticons
These are ways of communicating emotions in email. Using characters that one can type on the keyboard (such as the colon,
dash and right parenthesis), you can convey that you are happy (smiley face).
To read an “emoticon,” you need to look at it sideways. Look at the “As Typed” text – that is how it will appear in the email. Now
look at the “Turned sideways” column so that you can see what the “emoticon” is saying about how you feel.
www.boyscouttrail.com/webelos/w2/otherresources/communicator.pdf
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Native American Indian Rock Art
Native American Indian rock art includes two styles of creation: pictographs, which are drawings or paintings made on rocks,
and petroglyphs, which is when the images have been carved into the rock.
These images were usually created in order to record the history of tribal events, but also included ceremonial images and even
maps of hunting areas.
The greatest concentration of Native American Indian rock can be found in the southwestern United States. Eastern Utah alone
has over one thousand known rock art sites, and New Mexico and Texas also contain a wealth of sites.
Look at the image to the left, found in Utah. Do you see the person riding a horse hunting a deer with his bow and arrow? Do
you see the buffalo grazing behind him? Would you guess that the presence of a wheel might suggest this rock art was done at a
time after contact with Anglo settlers? What else do you see?
www.artsology.com/rockart.php
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Egyptian Hieroglyphics
http://firehow.com/200911144450/how-to-read-egyptian-hieroglyphics.html
www.virtual-egypt.com/newhtml/hieroglyphics/sample/alphabet.htm
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Communicator 4: Identify and discuss with your den as many different methods of communication as you can
(at least six different methods). Webelos Book Page 174
Materials:
 None
Methods of Communication:
Each day, you share your thoughts and ideas with other people. You ask questions and answer
them. You receive information from all sorts of sources. It’s all communication. How many
methods of communication touch your life?
Brainstorm with the Scouts different ways to communicate.
Spoken words: Talking directly or by telephone, Skype, Facetime, cell telephone, CB radio, ham
radio, announcements on the school public address system; singing, translating spoken words
from one language to another.
Nonverbal communication: gestures, body language, sign language, interpretive dance.
Written words: Notes, letters, newspapers, magazines, books, e-mail, twitter, facebook, posters,
notices on bulletin boards, braille books; text messages
Recorded words: Compact disks, tape recordings of books or instructions.
Audiovisual: Motion pictures, videos, television, YouTube.
What important messages do signs on the street give you? Do they all use words? Do you get
information from radio programs? Can art and music communicate? Can a look from a person
communicate? What else do you know that is a form of communication?
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Forms of Communication
:)
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Communicator 5: Invent your own den secret code and send one of your den members a secret message.
Secret codes are fun. You can invent a secret code that only your den members know. Send
them a short message and see if they can decode it.
Materials:
Secret code sheets
Pencil
paper
Have each scout solve some simple code, create their own code and then send a secret
message to another scout.
Secret Codes Worksheet Answers
Read Every Third Letter: Webelos Scouts have fun.
Rail Fence Code: Eagle Scouts are cool!
Reverse the Words: Can you solve an easy code?
Reverse Alphabet: Ready to go camping?
Numbers for Letters: The Jungle Book.
Ready Every Other Letter: Meet me in the park at noon.
Pig Pen: Hunting High and Low!
Optional activities
Invisible Ink: You want to send a secret message, but you don't want the wrong eyes to read it. What do you do? For centuries, soldiers and
spies have written secret messages in invisible ink. General George Washington's men used invisible "white ink" to send messages during the
American Revolution. You can write invisibly with lemon, lime, or onion juice, or with sugar water. Use a thin brush or a toothpick. When the
letters dry, your message will disappear. Hold the paper against a light bulb until the message reappears. Keep the paper moving so it won't
burn.
Secret Sounds: Use prerecorded sounds or have den chief produce sounds from behind a screen or another room. Webelos listen as each
sound is produced and then write down what they think the sound is. Example: Sandpaper rubbing against something; a deck of cards being
flipped into the air, a golf ball or Ping Pong ball, bouncing on a bare floor; bursting of a paper bag; etc.
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Name: _________________
Secret Codes
Codes usually have two parts. The first part is making the code, called "encoding." The
second part is called "decoding," which tells the person who receives the encoded
message how to read and understand it.
Read Every Third Letter
Here’s a simple code that is tough to break, unless you know the secret. The secret: Pick out every third letter.
ATWRQESNBZTELULCAOPVSCLSBTCRVONMUZOTGXSRUHMFAGIVWNEYFFDRUTMN
____________________
________________
_______________
___________
Rail Fence Code
In the Rail Fence Code, you encode by dropping down every other letter. Then, take the bottom line of letters and
put them next to the top line of letters. You'll come up with a coded message: which you send. When your friend
wants to decode the message, he just counts the number of letters, divides it by two, and places the last half below
and between the first half.

Example: LUSIEBASUOILKSENOP
L
O
U
I
S
L
I
K
E
S
B
E
A
N
S
O
U
P
Answer: Louis likes bean soup.
Solve this: EGECUSRCOALSOTAEOL
________________
__________________
____________
____________
Reverse the Words
This is a very easy code to crack! Just read each word backwards.
Example: EB DERAPEP! is Be Prepared
Solve this:
NAC
UOY
EVLOS
NA
YSAE
EDOC? ______ ______ _________ _____ _______ ________
Read Every Second Letter
This one is another code for smart Webelos to solve. It's almost like the Rail Fence Code, but not quite! Read every
second letter starting at the first letter, then start again on the letters you missed the first time through!
Example:
R E O N B P E O R W T E B L A L D is Robert Baden Powell (the founder of Boy Scouts)
Solve this: M R E K E A T T M M E I I D N N T I H G E H P T A B R Z K Q A P T U N W O R O F N
___________
________
________
__________
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_____________
_______
___________
Numbers for Letters
This is a very easy code to solve! Each number stands for a letter. 1 stands for A, 2 stands for B, 3 stands for C and so
on.
A
1
B
2
C
3
D
4
E
5
F
6
G
7
H
8
I
9
J
K
L M N O P Q R
S
T U V W X Y
Z
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Now, whenever you see a number, you can either count that many letters, or look up the number and write down the
letter above it.
Example: 19 3 15 21 20 is Scout
Decode this:
20 8 5
10 21 14 7 12 5
2 15 15 11
_______
________________
__________
Reverse Alphabet
This is a very easy code to solve! Each number stands for a letter. 1 stands for A, 2 stands for B, 3 stands for C and so
on.
A
Z
B
Y
C
X
D
W
E
V
F
U
G
T
H
S
I
R
J
Q
K
P
L
O
M
N
N
M
O
L
P
K
Q
J
R
I
S
H
T
G
U
F
V
E
W
D
X
C
Y
B
Z
A
Now, whenever you see a number, you can either count that many letters, or look up the number and write down the
letter above it.
Example: H J F Z I V P M L G is Square Knot
Decode this:
IVZWB
GL
__________
_____
TL
X Z N K R M T?
_____
_________________
Pig Pen
The Pigpen code is quite easy to catch on to. First you write out the whole alphabet in
two grids, as shown:
Each letter is represented by the part of the "pigpen" that surrounds it. If it's the second letter in the box, then it has a
dot in the middle. So an A looks like this:
And a B looks like this:
Example:
Solve this:
is Listen to the Wind
_________________ _________ _________ _________
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Create-a-Code
Codes can be created however you like. The only requirement is that the sender and
receiver use the same encoding and decoding schemes. Make up a symbol for each
letter of the alphabet. Then, write a message using your code and pass this sheet to
another scout to decode. See if he can understand your message and maybe write
one back to you.
A ____
D ____
G ____
J ____
M ____
P ____
S ____
V ____
Y ____
B
E
H
K
N
Q
T
W
Z
____
____
____
____
____
____
____
____
____
C
F
I
L
O
R
U
X
____
____
____
____
____
____
____
____
Scout 1: Secret Message: _______________________________________________________________________
Scout 2: Decode the Message: ___________________________________________________________________
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NATO phonetic alphabet
The NATO phonetic alphabet is widely used to improve
communications when you absolutely have to be clear.
Whether it's radio interference or the sound of gun fire,
soldiers must be able to effectively communicate. The
phonetic alphabet is really a spelling alphabet and not a
true phonetic alphabet, lets operators communicate
clear regardless of language, noise and other
interference. When you are calling for support or an air
strike your commands must be clearly understood
because the consequences could literally be life or death.
Letters often sound the same when spoken (e.g., f and s
or m and n) and the phonetic alphabet gives us a way to
make absolute sure that your orders were relayed
exactly as you meant them to be.
www.militaryspot.com/military-alphabet
Sometimes if it’s difficult for someone to understand you
on the phone, you can make up your own words (e.g., N
for Nancy). Practice with your den.
Character
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
Y
Z
1
2
3
4
5
6
7
8
9
0
Morse Code
In 1836, Samuel Morse demonstrated the ability of a
telegraph system to transmit information over wires.
The information was sent as a series of electrical signals.
Short signals are referred to as dits (represented as dots).
Long signals are referred to as dahs (represented as
dashes). With the advent of radio communications, an
international version of Morse code became widely used.
The most well-known usage of Morse code is for sending
the distress signal: SOS: .../---/...
1.
2.
3.
4.
5.
6.
A dash is equal to three dots
The space between parts of the same letter is equal
to one dot.
The space between two letters is equal to three
dots.
The space between two words is equal to seven dot.
/ = between letters
// = break between words
Morse Code

  
 
 

 


   
 


  




 
  
 
  


 

 
  
   
    
   
  
 

NATO Phonetic
Alphabet
Alfa
Bravo
Charlie
Delta
Echo
Foxtrot
Golf
Hotel
India
Juliett
Kilo
Lima
Mike
November
Oscar
Papa
Quebec
Romeo
Sierra
Tango
Uniform
Violet
Whiskey
Yankee
Zulu
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Zero
www.magnet.fsu.edu
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Telegraphy
Background: Before cell phones and the internet, people communicated very differently. In ancient times, they used smoke signals (by
covering an open fire with a blanket, and suddenly removing it for a short time, a puff of smoke is generated. With some training, the sizes,
shapes of, and intervals between these puffs can be controlled in a way that can be observed from a long distance, and used to carry
information.) Then came semaphore
Telegraphy is the long distance transmission of written messages without physical transport of letters. This definition includes recent forms
of data transmission such as fax, email, and computer networks in general. (A telegraph is a machine for transmitting and receiving messages
over long distances, i.e. for telegraphy.)

Before the internet came into general use, telegraphy messages were known as telegrams or cablegrams, often shortened to a cable
or a wire message. Telegrams sent by the Telex network, a switched network of teleprinters similar to the telephone network, were
known as a telex message. Before long distance telephone services were readily available, telegram services were very popular.
Telegrams were often used to confirm business dealings and, unlike e-mail, a telegram is considered a binding legal document for
business dealings.

Before fax machines came into general use, wire picture or wire photo was a newspaper picture that was sent from a remote
location by a facsimilie telegraph. This is why many fax machines have a photo option even today.
A semaphore network invented by Claude Chappe operated in France from 1792 through 1846. It helped Napoleon enough that it was widely
imitated in Europe and the U.S. The last (Swedish) commercial semaphore link left operation in 1880.
Semaphores are faster than smoke signals and beacons and consume no fuel. They are hundreds of times as fast as post riders and serve
entire regions. However they require operators and towers every 30 km (20 mi), and only send about two words per minute. This causes
them to have a cost per word-mile roughly thirty times as high as electric telegraphs. This is useful to government, but too expensive for most
commercial uses other than commodity price information.
The first commercial electrical telegraph constructed by Sir Charles Wheatstone entered use in London in 1838. An electrical telegraph was
US-patented in 1842 by Samuel Morse, who also developed the Morse code signaling alphabet, and was quickly deployed in the following
two decades. Nikola Tesla and other scientists and inventors showed the usefulness of wireless telegraphy, or radio, beginning in the 1860s.
A continuing goal in telegraphy has been to reduce the cost per message by reducing hand-work, or increasing the sending rate. There were
many experiments with moving pointers, and various electrical encodings. However, most systems were too complicated and unreliable.
http://encyclopedia.kids.net.au/page/te/Telegraph
www.magnet.fsu.edu
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Communicator 8: Write an article about a den activity for your pack newsletter or web site, your local
newspaper, or your school newsletter, newspaper, or Web site. Webelos Book Page 175
Materials:
 Piece of paper
 pencil
Have each Scout write an article each about their week at camp, that they may share with their Pack when they get
back to school next year, or at rally night for their Pack.
Start by having the brainstorm ideas. Have them do this individual and then have them share their ideas.





Who or What is the news about?
What happened?
Where did it happen?
When did it happen?
Why is this important?
 How does this news affect people?
Have scouts share their thoughts on Day Camp so they will have some quotes to use in their article.
Read to them a sample article. Customize this to your camp.
Make up a sample article.
Then have the boys write a short article about camp. Have them read their article to the den.
Optional, if time or looking for something to fill in time at any other point during the week
The object if this game is for each player to add a few words to a single story as it is passed around the group. The
three words should help describe an incredible news story. The more absurd the funnier. Begin the story slowly. For
example, the first player might say "Just last night..."; 2nd player might follow with "..a green monster.." and the 3rd
might add "...ate New York..." If someone gets stuck and can’t think of anything, den leaders instruct the boys to
move to the next person and come back or helps if needed. It’s important to keep the story moving along from player
to player. The den leader writes down the story. The Den Leader then reads the story back to the scouts.
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Writer’s Name: ________________
Day Camp Article
Write an article about Day Camp or Den activity. When writing your article, think
about: Who or What is the news about? What happened? Where did it happen?
When did it happen? Why is this important? How does this news affect people?
I. Headline
II. Lead sentence. Grab and hook your reader right away!
II. Introduction. Which facts and figures will ground your story? You have to tell your
readers where and when this story is happening.
IV. Main body. Heart of your story. Consider quoting one or two scouts.
V. Closing. Find something that sums the article up in a few words.
Ideas:
Title: ___________________________________________________________________
Communicator 8: Write an article about a den activity for your pack newsletter or web site, your local newspaper, or your school newsletter,
newspaper, or Web site.
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Communicator 10: With your parent or guardian, or your Webelos den leader, invite a person who speaks another
language (such as Spanish, French, Arabic, Hebrew) as well as English to visit your den. Ask questions
about the other language (its background, where it is spoken, etc.), discuss words in that language that
den members are already familiar with, or ask about ways to learn another language.
Materials:
 Adult who speaks another language or sign language
 Information on other language (background, where its spoken, ect.)
Learning other languages can be fun, and it will help you throughout your life.
More and more, people all over the world visit and live in countries other than the
one where they were born, and often it’s a country with a different language.
Many US companies do business in countries where the main language is not
English. Knowing another language can help you when you travel, when you meet
people from other countries, and even in the job you do as an adult. Find out
about learning other languages from someone who speaks two or more languages.
Questions for Scouts to ask:
1.
2.
3.
4.
5.
6.
What is the other language you speak? Where are you from?
What countries is the language spoken in?
Is it an old language? Is it a growing language? Is it taught in schools here?
Where and when did you learn to speak English, or the other language?
Do you speak any other languages?
Does speaking this language allow you to do anything that you couldn’t do without it?
English
hello
French
allo
German
hallo
Hebrew
shalom
Italian
buon giorno
Spanish
hola
Swahili
jambo
Mandarin
Ni hao
Swedish
hej
1
2
3
4
5
6
7
8
9
10
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French
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
German
eins
zwei
drei
vier
funf
sechs
sieben
acht
neun
zehn
Italian
uno
due
tre
quattro
cinque
sei
sette
otto
nove
dieci
Spanish
uno
dos
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
Communicator 16: Find out about jobs in communications. Tell your den what you learn. Webelos Book Page 196
Materials:
 Communications job sheets (www.bls.gov/k12/students.htm)
Sample Communication Jobs:
 Advertising
 Artists
 Author
 Book & Magazine Publishing
 Business: newsletter editor, human resources, trainer
 Editor
 Education: language arts teacher, drama teacher, debate coach
 Journalism
 Librarian
 Marketing
 Newscaster
 Newspaper
 Police Dispatcher
 Public Relations
 Radio Broadcasting
 Reporter
 Speech-Language Pathologist
 Television Broadcasting
 Translator
 Writer: books, brochures, newspapers, newsletters, scripts,
speeches, technical, websites
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Desktop Publishers
What Desktop Publishers Do: Desktop publishers use computer
software to design page layouts for newspapers, books, brochures,
and other items that will be printed or put online. They collect the
text, graphics, and other materials they will need and then format
them into a finished product.
Desktop publishers typically do the following:
 Gather existing materials or work with designers and writers to
create new artwork or text
 Find and edit graphics, such as photographs or illustrations
 Use scanners to turn drawings and other materials into digital
images
 Import text and graphics into desktop publishing software
programs
 Position artwork and text on the page layout
 Select formatting properties, such as text size, column width, and spacing
 Check proofs, or preliminary layouts, for errors and make corrections
 Convert files for printing or websites
 Send final files to a commercial printer or print the documents on a high-resolution printer
Desktop publishers use publishing software to create page layouts for print or web publication. Some desktop publishers may help to
create web pages using Hypertext Markup Language (HTML), although this is usually the job of web designers. For more information on
workers who design, create, and modify websites, see the profile on information security analysts, web developers, and computer
network architects.
Desktop publishers work with other design and media professionals, such as writers, editors and graphic designers. For example, desktop
publishers work with graphic designers to come up with images that complement the text and fit the available space.
In addition to designing pages, desktop publishers may edit or write text. Some desktop publishers might be responsible for correcting
spelling, punctuation, and grammar or for writing original content themselves.
Desktop publishers’ responsibilities may vary widely from project to project and employer to employer. Smaller firms typically use desktop
publishers to perform a wide range of tasks, while desktop publishers at larger firms may specialize in one part of the publishing process.
Work Environment: About half of all desktop publishers work for the publishing and printing industries. Most of the rest work for
companies in other industries that produce their own printed materials. Part-time work schedules are common.
How to Become a Desktop Publisher: Desktop publishers have a variety of educational backgrounds, but most complete some form of
postsecondary education, such as an associate’s degree. They also usually learn some of their skills on the job. Computer skills, including
knowledge of desktop publishing software, are important.
Pay: The median hourly wage of desktop publishers was $17.60 in May 2010.
Job Outlook: Employment of desktop publishers is projected to decline by 15 percent from 2010 to 2020. Employment will decline rapidly
as other types of workers increasingly do desktop publishing tasks and as fewer print publications are developed.
331
Reporters
What Reporters, Correspondents, and Broadcast News Analysts Do:
Reporters, correspondents, and broadcast news analysts inform the
public about news and events happening internationally, nationally,
and locally. They report the news for newspapers, magazines,
websites, television, and radio.
Reporters, correspondents, and broadcast news analysts typically do
the following:
 Research topics and stories that an editor or news director has
assigned to them
 Interview people who have information, analysis, or opinions
relating to a story or article
 Write articles for newspapers, blogs, and magazines and write
scripts to be read on television or radio
 Review articles to ensure their accuracy and their use of proper style and grammar
 Develop relationships with experts and contacts who provide tips and leads on stories
 Analyze and interpret information to increase their audiences’ understanding of the news
 Update stories as new information becomes available
Reporters and correspondents, also called journalists, often work for a particular type of media organization, such as a television or radio
station, or a newspaper. Those who work in television and radio set up and conduct interviews, which can be broadcast live or recorded
for future broadcasts.
These workers are often responsible for editing interviews and other recordings into a cohesive story and for writing and recording
voiceovers that provide the audience with the facts of the story. They may create multiple versions of the same story for different
broadcasts.
Most television and radio shows have hosts, also called anchors, who report the news and introduce stories from reporters.
Journalists for print media write articles to be used in newspapers, magazines, and online publications. Most newspapers and magazines
have both print and online versions, so reporters must produce content for both versions. Often, doing so requires staying up to date on
new developments of a story so that the online editions can be updated with the most current information.
Some journalists convey stories through both broadcast and print media. For example, television stations often also have a website, and a
reporter may produce a blog post or article for the website. In addition, those working for newspapers or magazines may create videos or
podcasts that people access online.
Some journalists cover a particular topic, such as sports, medicine, or politics. Others cover a wide range of issues.
Journalists in large cities or working for large news organizations are more likely to specialize. Journalists who work in small cities, towns,
or organizations may need to cover a wider range of subjects.
Some reporters live in other countries and cover international news. Some journalists, called commentators or columnists, interpret the
news or offer opinions to readers, viewers, or listeners.
Some reporters—particularly those who work for print news—are self-employed and take freelance assignments from news
organizations. Freelance assignments are given to writers on an as-needed basis. Because these reporters are paid for the individual story,
they work with many organizations and often spend some of their time marketing their stories and looking for their next assignment.
Work Environment: Reporters and correspondents spend a lot of time in the field, conducting interviews and investigating stories. The
work is often fast paced, with constant demands to meet deadlines and to be the first reporter to publish a news story on a subject.
How to Become a Reporter, Correspondent, or Broadcast News Analyst: Employers generally prefer workers who have a bachelor’s
degree in journalism or communications and have experience from an internship or from working on a college newspaper.
Pay: The median annual wage of broadcast news analysts was $54,140 in May 2010. The median annual wage of reporters and
correspondents was $34,530 in May 2010.
Job Outlook: Employment of broadcast news analysts is expected to grow by 10 percent from 2010 to 2020, about as fast as the average
for all occupations. Employment of reporters and correspondents is expected to decline moderately by 8 percent from 2010 to 2020.
Declines are expected because of the consolidation of news organizations, a decrease in readership of newspapers, and a decline in
viewership for many news television shows.
332
Writers
What Writers and Authors Do: Writers and authors develop original written content for
advertisements, books, magazines, movie and television scripts, songs, and online
publications.
Writers and authors typically do the following:
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Choose subject matter that interests readers
Write fiction or nonfiction through scripts, novels, and biographies
Conduct research to get factual information and authentic detail
Write advertising copy for use by newspapers, magazines, broadcasts, and the Internet
Present drafts to editors and clients for feedback
Work with editors and clients to shape the material so it can be published
Writers and authors develop original written material, namely, stories and
advertisements, for books, magazines, and online publications.
Writers must establish their credibility with editors and readers through strong research
and the use of appropriate sources and citations. Writers and authors select the material
they want to use and then convey the information to readers. With help from editors,
they may revise or rewrite sections, searching for the best organization and the most
appropriate phrasing. For more information, see the profile on editors.
An increasing number of writers are freelance writers—that is, they are self-employed and make their living by selling their written
content to book and magazine publishers; news organizations; advertising agencies; and movie, theater, and television producers. Many
freelance writers are hired to complete specific short-term or recurring assignments, such as writing a newspaper column, contributing to
a series of articles in a magazine, or producing an organization’s newsletter.
An increasing number of writers are producing material that is published directly online in videos and on blogs. The following are types of
writers and authors:
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
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Copywriters prepare advertisements to promote the sale of a good or service. They often work with a client to produce
advertising themes, jingles, and slogans.
Biographers write a thorough account of a person’s life. They gather information from interviews and research about the person
to accurately portray important events in that person's life.
Novelists write books of fiction, creating characters and plots that may be imaginary or may be based on real events.
Songwriters compose music and lyrics for songs. They may write and perform their own songs or sell their work to a music
publisher. They sometimes work with a client to produce advertising themes, jingles, and slogans and may be involved in
marketing the product or service.
Playwrights write scripts for theatrical productions. They produce lines for actors to say, stage direction for actors to follow, and
ideas for theatrical set design.
Screenwriters create scripts for movies and television. They may produce original stories, characters, and dialogue or turn a book
into a movie or television script. Some may produce content for radio broadcasts and other types of performance.
Work Environment: Writers and authors work in an office, at home, or wherever else they have access to a computer. Most writers and
authors work full time. However, self-employed and freelance writers usually work part time or have variable schedules.
How to Become a Writer or Author: A college degree is generally required for a salaried position as a writer or an author. Proficiency
with computers and communications equipment also is necessary to stay in touch with sources, editors, and other writers while working
on assignments. Excellent writing skills are essential.
Pay: The median annual wage of writers and authors was $55,420 in May 2010.
Job Outlook: Employment of writers and authors is projected to grow 6 percent from 2010 to 2020, slower than the average for all
occupations. Strong competition is expected for salaried writing jobs because many people are attracted to this occupation.
333
Editors
What Editors Do: Editors plan, review, and revise content for publication. An editor’s
responsibilities vary with the employer and the type and level of editorial position.
Editors typically do the following:
 Read content and correct for errors in spelling, punctuation, and grammar
 Rewrite copy to make it easier for people to understand
 Verify facts, using standard reference sources
 Evaluate submissions from writers to decide what to publish
 Work with writers to help their ideas and stories succeed
 Plan the content of publications according to the publication's style and editorial policy
 Develop story and content ideas while being mindful of the audience
 Allocate space for the text, photos, and illustrations that make up a story
 Approve final versions submitted by staff
Editors plan, coordinate, and revise material for publication in books, newspapers,
magazines, or websites. Editors review story ideas and decide what material will appeal
most to readers. They also review and edit drafts of books and articles, offer comments
to improve the product, and suggest titles and headlines. In smaller organizations, a
single editor may perform all of the editorial duties or share them with only a few other
people.
The following are examples of types of editors:

Copy editors review copy for errors in grammar, punctuation, and spelling and check the copy for readability, style, and
agreement with editorial policy. They suggest revisions, such as changing words and rearranging sentences and paragraphs to
improve clarity or accuracy. They also may carry out research, confirm sources for writers, and verify facts, dates, and statistics.
In addition, they may arrange page layouts of articles, photographs, and advertising.

Publication assistants who work for book-publishing houses may read and evaluate manuscripts submitted by freelance writers,
proofread uncorrected proofs, and answer questions about published material. Assistants on small newspapers or in smaller
media markets may compile articles available from wire services or the Internet, answer phones, and proofread articles.

Executive editors oversee assistant editors and generally have the final say about what stories are published and how they are
covered. Executive editors typically hire writers, reporters, and other employees. They also plan budgets and negotiate contracts
with freelance writers, sometimes called “stringers” in the news industry. Although many executive editors work for newspaper
publishers, some work for television broadcasters, magazines, or advertising and public relations firms.

Assistant editors have responsibility for a particular subject, such as local news, international news, feature stories, or sports.
Most assistant editors work for newspaper publishers, television broadcasters, magazines, book publishers, or advertising and
public relations firms.

Managing editors typically work for magazines, newspaper publishers, and television broadcasters, and are responsible for the
daily operation of a news department.
Work Environment: Editors usually work in offices, but advances in technology now allow some editors to work wherever they have a
computer. Because most editors have strict production deadlines, the work can be stressful and sometimes tiring. More than half of all
editors work in the publishing industry. Most work full time.
How to Become an Editor: A college degree is generally required for someone to be an editor. Proficiency with computers and
communications equipment also is necessary.
Pay: The median annual wage of editors was $51,470 in May 2010.
Job Outlook: Employment of editors is expected to experience little or no change from 2010 to 2020 as print media continue to face
strong pressure from online publications. Strong competition is expected for salaried editing jobs because many people want to work in
the media industry.
334
Librarians
What Librarians Do: Librarians help people find information from many sources. They
maintain library collections and do other work as needed to keep the library running.
Librarians typically do the following:
 Help library patrons find the information they need
 Organize library materials so they are easy to find
 Plan programs for different groups, such as storytelling for young children
 Develop and index databases of library materials
 Read book reviews, publishers' announcements, and catalogs to see what is available
 Choose new books, audio books, videos, and other materials for the library
 Research and buy new computers and other equipment as needed for the library
 Train and direct library technicians, assistants, and other support staff
 Prepare library budgets
In small libraries, librarians are often responsible for many or all aspects of library
operations. They may manage a staff of library assistants and technicians. In larger
libraries, librarians usually focus on a specific area, such as user services, technical services,
or administrative services.
Librarians working in user services help patrons find the information they need. They listen to what patrons are looking for and help them
research the subject using both electronic and print resources. User services librarians also teach patrons how to use library resources to
find information on their own. This may include familiarizing patrons with catalogs of print materials, helping them access and search
digital libraries, or educating them on Internet search techniques.
Technical services librarians get, prepare, and classify library materials. They organize materials to make it easy for patrons to find
information. These librarians are less likely to work directly with the public.
Librarians in administrative services manage libraries. They hire and supervise staff, prepare budgets, and negotiate contracts for library
materials and equipment. Some conduct public relations or fundraising for the library.
Librarians who work in different settings sometimes have different job duties. The following are examples of types of librarians:
School librarians, sometimes called school media specialists, work in elementary, middle, and high school libraries and teach students
how to use library resources. They also help teachers develop lesson plans and find materials for classroom instruction.
Special librarians work in settings other than school or public libraries. They are sometimes called information professionals. Law firms,
hospitals, businesses, museums, government agencies, and many other groups have their own libraries with special librarians. The main
purpose of these libraries and information centers is to serve the information needs of the organization that houses the library. Therefore,
special librarians collect and organize materials focused on those subjects. The following are examples of special librarians:
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Government librarians provide research services and access to information for government staff and the public.
Law librarians help lawyers, law students, judges, and law clerks locate and organize legal resources.
Medical librarians help health professionals, patients, and researchers find health and science information. They may provide
information about new clinical trials and medical treatments and procedures, teach medical students how to locate medical
information, or answer consumers' health questions.
Work Environment: Most librarians work in schools, colleges, or public libraries. Most work full time.
How to Become a Librarian: Most librarians need a master’s degree in library science. Some positions have additional requirements, such
as a teaching certificate or a degree in another field.
Pay: The median annual wage of librarians was $54,500 in May 2010.
Job Outlook: Employment of librarians is expected to grow by 7 percent from 2010 to 2020, which is slower than average for all
occupations. There may be competition for librarian positions, but those with library science training may be able to use those skills in
other settings.
335

Webelos Program - Skill 4 - Sam Houston Area Council

Transcription

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