Pathfinder Wiki - User contributions [en]

User:Jackson Rich

2020-04-12T10:05:27Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]] [[File:Prophets_and_Prophecy.png|50px]] [[File:Christian_Grooming_and_Manners_Honor.png|50px]] [[File:Family_Life_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]] [[File:Fire_Safety.png|50px]]

Nature -

[[File:Australian_Birds.png|50px]] [[File:Dogs_Honor.png|50px]] [[File:Endangered_Species.png|50px]] [[File:Herbs_Honor.png|50px]] [[File:Livestock_Honor.png|50px]] [[File:Poultry_Honor.png|50px]] [[File:Mammals_Honor.png|50px]] [[File:Marsupials_Honor.png|50px]] [[File:Parrots_and_Cockatoos_Honor.png|50px]] [[File:Cetaceans_Honor.png|50px]] [[File:Antelopes_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]] [[File:Health_and_Healing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-04-08T12:54:05Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]] [[File:Fire_Safety.png|50px]]

Nature -

[[File:Australian_Birds.png|50px]] [[File:Dogs_Honor.png|50px]] [[File:Endangered_Species.png|50px]] [[File:Herbs_Honor.png|50px]] [[File:Livestock_Honor.png|50px]] [[File:Poultry_Honor.png|50px]] [[File:Mammals_Honor.png|50px]] [[File:Marsupials_Honor.png|50px]] [[File:Parrots_and_Cockatoos_Honor.png|50px]] [[File:Cetaceans_Honor.png|50px]] [[File:Antelopes_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]] [[File:Health_and_Healing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-03-06T02:31:35Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]] [[File:Fire_Safety.png|50px]]

Nature -

[[File:Australian_Birds.png|50px]] [[File:Dogs_Honor.png|50px]] [[File:Endangered_Species.png|50px]] [[File:Herbs_Honor.png|50px]] [[File:Livestock_Honor.png|50px]] [[File:Poultry_Honor.png|50px]] [[File:Mammals_Honor.png|50px]] [[File:Marsupials_Honor.png|50px]] [[File:Parrots_and_Cockatoos_Honor.png|50px]] [[File:Cetaceans_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]] [[File:Health_and_Healing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-03-05T12:37:57Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Nature -

[[File:Australian_Birds.png|50px]] [[File:Dogs_Honor.png|50px]] [[File:Endangered_Species.png|50px]] [[File:Herbs_Honor.png|50px]] [[File:Livestock_Honor.png|50px]] [[File:Poultry_Honor.png|50px]] [[File:Mammals_Honor.png|50px]] [[File:Marsupials_Honor.png|50px]] [[File:Parrots_and_Cockatoos_Honor.png|50px]] [[File:Cetaceans_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]] [[File:Health_and_Healing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-03-05T12:36:12Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Nature -

[[File:Australian_Birds.png|50px]] [[File:Dogs_Honor.png|50px]] [[File:Endangered_Species.png|50px]] [[File:Herbs_Honor.png|50px]] [[File:Livestock_Honor.png|50px]] [[File:Poultry_Honor.png|50px]] [[File:Mammals_Honor.png|50px]] [[File:Marsupials_Honor.png|50px]] [[File:Parrots_and_Cockatoos_Honor.png|50px]] [[File:Cetaceans_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-02-04T23:30:37Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-28T09:06:21Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|60px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-28T09:04:46Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]] [[File:Native_American_Lore.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:26:54Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

====Australia==== 
The Australian National Flag may be used to cover the coffin of any deceased Australian citizen at their funeral. The canton should be draped over the ‘left shoulder’ of the coffin, representing the heart. The flag should be removed before the coffin is lowered into the grave or, at a crematorium, after the service. The deceased’s service headdress, sword or baton, awards or medals if any and family flowers may be placed on the flag covering the coffin. Care should be taken during the interment to maintain the dignity of the flag.

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

====Australia==== 
When displayed on a flag rope (a ‘halyard’), the flag should be as close as possible to the top, with the flag rope tight. If the national flag is vertically suspended in an east-west street, the canton should be towards the north. In a north-south street the canton should be towards the east

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

===Australia=== 
When a flag becomes dilapidated and no longer suitable for use, it should be destroyed privately and in a dignified way. For example, it may be cut into small unrecognisable pieces then disposed of with the normal rubbish collection.
In some circumstances it may be fitting to hold a ceremony to mark the retirement of a used Australian National Flag. The order of ceremony below is provided as a guide to how such an event could be run.
Introduction/Welcome by Master of Ceremonies
Acknowledgement of Country
Comments regarding the history and symbolism of the Australian National Flag (flag to be retired brought to be displayed to those in attendance)
Comments regarding retired flag’s history (where flown, how long, memorable events in that time)
Speech about retirement of flag (Short Silence while flag is retired)
The flag can be ceremonially cut into three pieces with solemnity. Two cuts should be done in such a way to ensure that the three symbolic elements of the flag are left intact: The Union Jack, The Federation Star and the Southern Cross.
The parts of the flag can be placed in a suitable receptacle and either escorted from the scene or left until those attending the ceremony depart. After the ceremony the flag may either be placed in a permanent place of storage or should be destroyed privately and in a dignified way such as cutting it into small unrecognisable pieces, placing it in an appropriate sealed bag or closed container and then putting it in the normal rubbish collection.
Australian National Anthem is played. Information on Anthem protocol and downloadable music files are available on the PM&C website
Closing Remarks

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:20:00Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

====Australia==== 
The Australian National Flag may be used to cover the coffin of any deceased Australian citizen at their funeral. The canton should be draped over the ‘left shoulder’ of the coffin, representing the heart. The flag should be removed before the coffin is lowered into the grave or, at a crematorium, after the service. The deceased’s service headdress, sword or baton, awards or medals if any and family flowers may be placed on the flag covering the coffin. Care should be taken during the interment to maintain the dignity of the flag.

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

====Australia==== 
When displayed on a flag rope (a ‘halyard’), the flag should be as close as possible to the top, with the flag rope tight. If the national flag is vertically suspended in an east-west street, the canton should be towards the north. In a north-south street the canton should be towards the east

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:19:12Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

====Australia==== 
The Australian National Flag may be used to cover the coffin of any deceased Australian citizen at their funeral. The canton should be draped over the ‘left shoulder’ of the coffin, representing the heart. The flag should be removed before the coffin is lowered into the grave or, at a crematorium, after the service. The deceased’s service headdress, sword or baton, awards or medals if any and family flowers may be placed on the flag covering the coffin. Care should be taken during the interment to maintain the dignity of the flag.

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:18:45Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:18:02Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

====Australia==== 
Whether the flag is displayed flat against a surface (either horizontally or vertically), on a staff, on a flag rope, or suspended vertically in the middle of a street, the canton should be in the uppermost left quarter as viewed by a person facing the flag. In the case of the Australian National Flag, the Union Jack should be seen in the top left quarter of the flag. 1 Even when the flag is displayed vertically, this rule must be followed, although to the casual observer the flag appears to be back to front. The reason for this is that the canton is the position of honour on the flag

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:17:13Z

Jackson Rich: /* b. On a platform */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

====Australia==== 
When the Australian National Flag is displayed alone on a speaker’s platform, it should be flat against the wall or on a staff on the right of the speaker as he or she faces the audience.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

AY Honors/Flags - Advanced/Answer Key

2020-01-27T12:16:08Z

Jackson Rich: /* a. Parade –alone, with another, or in a row of flags (US flag never dips) */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=75
|honorname=Flags - Advanced
|skill=2
|year=2013
|category=Outreach
|authority=North American Division
|insignia=Flags Advanced AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Earn the Flags Honor== 
{{honor_prerequisite|category=Outreach|honor=Flags}}

==2. What is the study of flags called?== 
The study of flags is called [[w:Vexillology|Vexillology]].

==3. Know and identify the following basic types of flags and list one flag for each type== 
;a. Badge: a design element used to make a flag distinct when the basic design of the flag is used by other dominions, colonies, or territories within an empire. The Bermuda flag crest is a good example because the basic flag design is shared by other UK territories. [[Image:Flag_of_Bermuda.svg|100px]]
;b. Bicolor: two base colors, either side by side or one above the other. The Vatican flag uses yellow and white side by side. [[Image:Flag_of_the_Vatican_City.svg|50px]] as is the flag of Singapore with a red top and white bottom. [[Image:Flag_of_Singapore.svg|100px]]
;c. Burgee: A burgee is a distinguishing flag, regardless of its shape, of a recreational boating organization. Yacht club members fly them and exchange them on the first visit by a member of one club to another club.
;d. Canton: where it exists, the upper inside section. The stars and blue field(officially the Union) in the American flag form the canton, as does the Union Jack in the Bermuda flag above.
;e. Couped Cross: a cross that does not extend to the edge of the flag. The Swiss national flag has a white couped cross on a red field, [[Image:Flag_of_Switzerland_(Pantone).svg|50px]] and the International Red Cross flag is the reverse of the Swiss Flag.[[Image:Flag_of_the_Red_Cross.svg|50px]]
;f. Cross: two intersecting lines. The UK flag consists of three different crosses on top of each other.[[Image:Flag_of_the_United_Kingdom.svg|100px]], Norway[[Image:Flag_of_Norway.svg|100px]], Sweden[[Image:Flag_of_Sweden.svg|100px]], and Iceland [[Image:Flag_of_Iceland.svg|100px]] all have crosses on their flags.
;g. Pennant: flags (often nautical) tapering to a point or swallowtail and used for identification or signaling. Pennants tend to last longer in strong wind conditions. The flag of Nepal is the only non- four sided national flag in the world and is based on two attached pennants of differing sizes. [[Image:Flag_of_Nepal.svg|50px]]
;h. Quartered: the flag is divided into 4 sections or quarters of either solid colors or solid colors with designs. Panama [[Image:Flag_of_Panama.svg|100px]] and the Dominican Republic [[Image:Flag_of_the_Dominican_Republic.svg|100px]] are the only two current national quartered flags. However, quartered flags are common in history and for sub-national entities like the US State of Maryland [[Image:Flag_of_Maryland.svg|100px]]. The Pathfinder and Master Guide flags shown on the honor patch are also quartered.
;i. Serration: two colors meeting at a sarrated line. Bahrain and Qatar are two national flags with this feature. (White on the left) [[Image:Flag_of_Bahrain.svg|70px]] [[Image:Flag_of_Qatar.svg|100px]]
;j. Triangle: three sided flag feature. Many countries include a triangle on their flag incuding South Africa [[Image:Flag_of_South_Africa.svg|80px]] , Bahamas [[Image:Flag_of_ Bahamas.svg|100px]] , Cuba [[Image:Flag_of_Cuba.svg|100px]] , East Timor [[Image:Flag_of_East Timor.svg|100px]], Sudan [[Image:Flag_of_Sudan.svg|100px]] and more.
;k. Triband: about 30% of the worlds national flags are considered tribands. Sometimes the bands are three different colors (tricolor), but some have just two colors with one of the colors between bands of another color. Often additional symbols are imposed on top of one or more of the bands. The Canadian flag is a triband, with the maple leaf over the center white band [[Image:Flag_of_Canada.svg|100px]] . France has a three color triband without any extra decoration called the ''Tricolour'' [[Image:Flag_of_France.svg|80px]]. A triband that has a thin bands of another color between the major bands is called a fimbriated tricolor or triband and in a few cases the bands are not horizontal or vertical but rather on the diagonal. Both these variations are seen on the flags of the Democratic Republic of the Congo [[Image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|100px]] and Tanzania [[Image:Flag_of_Tanzania.svg|100px]].
;l. Guidon: a flag that represents a specific unit or branch in the military. USA Medical Corp Guidon [[Image:USA_-_Guidon_-_Medical.png|100px]], and USA Psychological Operations Corps Guidon (note the chess piece) [[Image:HQ_498_Psyops_Bn.PNG|100px]] Pathfinder units also use Guidons for individual units.

==4. Choose three national flags, including your own, that combined have all the following colors. On those flags, what do the colors represent: == 
;a. Red
;b. Blue
;c. Black
;d. Green
;e. White
;f. Yellow


'''Australia''' The colors of the flag canon follow the symbolism of the colors of the UK flag. The blue field and white stars have no official meaning, but depict the sky with white stars, much like we see the sky.
[[Image:Flag_of_Australia.svg|100px]]


'''Canada''' Red: From the Cross of St George (an element in the UK flag) White: French royal emblem. Together the official colors of Canada since 1921 long before the Maple Leaf was designed.
[[Image:Flag_of_Canada.svg|100px]]


'''USA''' Red, White and Blue: the colors on the flag have no official meaning. http://usflag.org/colors.html
[[Image:Flag_of_the_United_States.svg|100px]]


'''Malaysia''': Red and White: equal states Blue: Unity of the Malaysian people. Yellow: Color of Malaysian Royalty.
[[Image:Flag_of_Malaysia.svg|100px]]


'''Republic of China''': The twelve rays of the white Sun symbolize the twelve months and the twelve traditional shichen (時辰, shíchén), a traditional unit of time which corresponds to two modern hours. Sun Yat-sen added the "Red Earth" to the flag to signify the blood of the revolutionaries who sacrificed themselves in order to overthrow the Qing Dynasty and create the ROC. Together, the three colors of flag correspond to the Three Principles of the People: Blue represents nationalism and liberty; White represents democracy and equality; and Red represents the people's livelihood and fraternity. President Chiang Kai-shek proclaimed on the National Day in 1949, "As long as a national flag with Blue Sky, White Sun, and a Wholly Red Earth flies on the land of China, it symbolises the independence and liberty of the descendants of the Huang Emperor".
[[Image:Flag_of_the_Republic_of_China.svg|100px]]


'''South Africa''': The colors have no official meaning but Black, Gold and Green were part of the African National Congress flag and Blue, White, Red and Green were on the previous South African flag. Therefore it is commonly understood the colors represent a blending of the black and white societies and the design suggests moving forward.
[[Image:Flag_of_South_Africa.svg|100px]] The South African flag includes all the colors listed in the requirement.


'''Peoples Republic of China''': According to the current government interpretation of the flag, the red background symbolizes the revolution and the golden colors were used to "radiate" on the red background. The five stars and their relationship represents the unity of Chinese people under the leadership of the Communist Party of China. The orientation of the stars shows that the unity should go around a center. In the original description of the flag by Zeng, the larger star symbolizes the Communist Party of China, and the four smaller stars that surround the big star symbolize the four social classes (the working class, the peasantry, the urban petite bourgeoisie and the national bourgeoisie) of Chinese people mentioned in Mao's "On the People's Democratic Dictatorship". The five stars that formed an ellipse represent the territory of China (including Outer Mongolia) which is shaped like a Begonia leaf.
[[Image:Flag_of_the_People%27s_Republic_of_China.svg|100px]]


The Olympic Rings are blue, yellow, black, green, and red on a white background. [[Image:Olympic-flag-Victoria.jpg|100px|left]]


The symbol was originally designed in 1912 by Baron Pierre de Coubertin, co-founder of the modern Olympic Games. Coubertin stated the following in the August, 1912 edition of Olympique: "...the six colors [including the flag’s white background] thus combined reproduce the colors of all the nations, with no exception. The blue and yellow of Sweden, the blue and white of Greece, the tri- colors of France, England and America, Germany, Belgium, Italy, Hungary, the yellow and red of Spain next to the novelties of Brazil or Australia, with old Japan and new China. Here is truly an international symbol."

==5. Learn how to properly hoist and retrieve the following flags.== 
;a. National flag
'''Australia:''' raise briskly and lower ceremoniously. If flown with other flags the National flag should raised first and lowered last, unless all flags are raised and lowered together

;b. State/Province
;c. Pathfinder/AY
;d. Christian/Area (District or County)

==6. Learn when and why a flag is flown at ½ staff.== 


Flags are flown at half mast or half staff (term varies by country) as a sign of mourning, respect, or distress. The tradition may relate to leaving room for the invisible flag of death. In some areas the flag is left one flag height from the top of the pole, while in other places it is moved to 3/4 or 2/3 of the way up the pole. Half staff does not usually mean literally 1/2 way up or down.


When raising a flag to half mast one should raise it briefly to the top than lower it to the half mast position. When taking down the flag, raise it to the top briefly and than lower to the base.


The rules and reasons depend on the country. This wikipedia article provides information on the customs in many countries. [[w:Half-mast|Half mast]]

==7. What are the conditions that require a National flag to be lighted?== 


USA: The flag should be lighted at all times, either by sunlight or by an appropriate light source.


Canada: The Maple Leaf flag may be flown at any hour and there are no requirements to light it.

Australia: flag should not be raised before dawn or lowered after dusk. The flag may be flown at night only when it is illuminated.

==8. Teach proper techniques for folding and storing flags.== 
===a. National flag===
===b. State/Province flag===
===c. Christian flag===
===d. AY/Pathfinder flags===
===Bermuda===
===Canada===
There are no rules or protocol for folding the Canadian flag other than doing it respectfully.
===United States===
{{:Adventist Youth Honors Answer Book/Flag folding}}

==9. Learn how to properly display your National flag.== 
===a. Parade –alone, with another, or in a row of flags (US flag never dips) ===

Australia -

In a line of flags carried in single file, the Australian National Flag should always lead. Flags are carried so that the right hand of the carrier is above the left hand. In a line of flags carried abreast, it is preferable to have an Australian National Flag carried at each end of the line. If, however, only one Australian National Flag is available, the following applies: If there is an odd number of flags, the Australian National Flag should be carried in the centre of the line. The flag next highest in order of precedence should be flown to the left of the Australian National Flag (as seen by a viewer facing the flag bearers), the next ranking flag to the right of the Australian National Flag and so on. If there is an even number of flags, the Australian National Flag should be carried on the right-hand end of the line facing the direction of movement (that is, the left end of the line as viewed by a person facing the flags).

===b. On a platform ===

====Bermuda==== 

====Canada==== 
When the National Flag of Canada is displayed in a place of worship or on a speaker's platform, it should be against the wall, or on a flagpole on the left from the point of view of the congregation audience facing the celebrant or speaker (See [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a2 Figures] for examples).

====United States==== 


Same rules as Canada.

===c. Vertically or horizontally on a wall=== 


If hung horizontally, the flag should be right side up (don't hang the flag upside down!).


Flags hung vertically should be hung so that the canton is in the upper left corner. So the stars on the US flag (its canton) should be in the upper left corner as observed from the audience. The Union Jack on the Bermuda flag should be in the upper left. The Canadian Maple Leaf should be placed so that the upper part of the leaf points to the left and the stem to the right from the point of view of the observer facing the flag.

===d. On a casket=== 

====Canada==== 
The canton should be draped over the upper left corner of the casket. The flag should be removed before the casket is lowered into the grave or, at a crematorium, after the service. The flag size for a standard adult-sized casket should be 4 1/2 X 9 feet/ 1.40 X 2.80m.<ref>http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm</ref>

===e. In a group of flags on the same halyard === 
National flag always goes on top of any other flag (with the exception of certain Royal flags). In Canada it is unacceptable to fly the Maple Leaf on the same halyard with another flag.

===f. Flags from two or more nations=== 


After the flag of the host country, the other flags should be displayed in alphabetical order using the common name of the countries, excluding words like "the" and "commonwealth" or "republic of". A number of other scenarios are [http://www.pch.gc.ca/pgm/ceem-cced/etiqtt/101-eng.cfm#a3 detailed here]. The position of honor (for the host country flag) is to the left as observed. Alternatively the position of honor is the center. The position of honor flag is raised first and lowered last, unless all flags are raised and lowered together.


At Commonwealth events or where only Commonwealth country flags are raised, after the host country flag, the flags of each member of the Commonwealth of Nations are displayed in the order the country first joined the Commonwealth with the Union Jack first, than Canada (first to be independent) and so on. All country flags should be flown at the same height and should be the same size vertically (some are shorter or longer horizontally).

==10. Properly carry one of the flags in # 8 as part of a Pathfinder Color Guard at a special event (Parade, Civic Event, Pathfinder Sabbath).== 


Here you practice some of what you learn in this honor.

==11. Learn how to properly & respectfully dispose of a torn/worn National flag. Be part of a ceremony to properly dispose of a National flag== 


;''Note: Pathfinders should wear full Class A uniform when participating in a flag retirement ceremony.''

===Bermuda=== 


http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. The rules of handling UK flags apply. Burn the flag respectfully or cut it apart so it no longer looks like a flag.

===Canada=== 


If you are considering if your flag has reached the point it needs to be replaced, it is time to replace it. Flying a flag with rips, tears, or stains is disrespectful. There is no official protocol for disposing of an old Canadian flag but respectfully burning it privately is suggested. A camp fire, brush fire or a wood stove are all acceptable. Burning the flag with garbage would be unacceptable as the flag should not be combined with garbage.


Modern flags are often made from more durable nylon so they last longer. According to DuPont’s ‘Material Safety Data Sheet’ burning nylon produces: “Hazardous gases / vapors produced in fire are formaldehydes, ammonia, carbon monoxide, cyclopentanone, oxides of nitrogen, traces of hydrogen cyanide, incompletely burned hydrocarbons.” Some suggest cutting up the flag (now it is not a flag) and recycling it - perhaps into new flags.

===United States=== 
There is no official protocol for retiring a US Flag other than that it be done by burning and that it be done respectfully. Here is an outline for a ceremony that you might consider using.


*Kindle a fire near the center of the area where the flag will be retired. Assign someone to tend the fire, seeing that it does not get out of control and that it is sufficiently robust to consume the flag completely.
*Six Pathfinders march forward, with one carrying the flag.
*The flag is unfolded and held horizontally while Taps is played.
*While five of the Pathfinders hold the flag, the sixth one removes the union (blue field) with a pair of sharp scissors.
*The union is placed on the fire.
*The top-most red stripe is then cut from the flag (and the remainder of the flag is still held horizontal to the ground).
*The red strip is placed on the fire.
*Each stripe is then removed, one at a time and placed on the fire.
*When the fire has consumed all the parts of the flag, it should be put out completely.
*When it is cool enough to do so, any grommets that were part of the flag should be collected and buried.

==References== 
http://www.itsanhonour.gov.au/symbols/flag.cfm#protocols
<noinclude></translate></noinclude>

User:Jackson Rich

2020-01-27T11:23:36Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T11:23:12Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]] [[File:Home_Nursing_Honor.png]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T10:39:09Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Flags_Advanced_AY_Honor.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T08:22:57Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]] [[File:Child_Care.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T08:11:00Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]] [[File:CPR_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T08:01:05Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]] [[File:Red_Alert_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T03:56:20Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]] [[File:First_Aid_Standard_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-27T03:03:27Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]] [[File:First_Aid_Basic_Honor.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-26T11:47:06Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Health and Science -

[[File:Basic_Rescue.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

User:Jackson Rich

2020-01-25T20:51:19Z

Jackson Rich:

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]] [[File:Cake-Decorating.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

AY Honors/Eschatology/Answer Key

2020-01-25T20:24:40Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=00
|honorname=Eschatology
|skill=2
|year=2012
|category=Outreach
|authority=South American Division
|insignia_source=SAD
|insignia=Eschatology.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}


Eschatology i/ˌɛskəˈtɒlədʒi/ is a part of theology concerned with what are believed to be the final events of history, or the ultimate destiny of humanity. This concept is commonly referred to as the "end of the world" or "end time".

==1. Read Matthew 24:3-14 and research at least 20 signs that indicate Christ's soon return within the last five years.== 
Matthew 24:3-14;

The Signs of the Times and the End of the Age

3 Now as He sat on the Mount of Olives, the disciples came to Him privately, saying, “Tell us, when will these things be? And what will be the sign of Your coming, and of the end of the age?” 4 And Jesus answered and said to them: “Take heed that no one deceives you. 5 For many will come in My name, saying, ‘I am the Christ,’ and will deceive many. 6 And you will hear of wars and rumors of wars. See that you are not troubled; for [a]all these things must come to pass, but the end is not yet. 7 For nation will rise against nation, and kingdom against kingdom. And there will be famines, [b]pestilences, and earthquakes in various places. 8 All these are the beginning of sorrows. 9 “Then they will deliver you up to tribulation and kill you, and you will be hated by all nations for My name’s sake. 10 And then many will be offended, will betray one another, and will hate one another. 11 Then many false prophets will rise up and deceive many. 12 And because lawlessness will abound, the love of many will grow cold. 13 But he who endures to the end shall be saved. 14 And this gospel of the kingdom will be preached in all the world as a witness to all the nations, and then the end will come.

Signs indicating Christs soon return -

Wars, Violence, Lawlessness, Drought, Famine, Fire, Flood, Earthquakes, Disease Epidemics, Storms, False Prophets, False Leaders, Religious Persecution of Christs followers, Marriage no longer being as God intended, Secular Societies, Immoral Actions being commonplace, Murder of young through abortion, Strife and discord among society, Sin becoming commonplace and rampant, God's people turning their backs and closing their hearts to the Lord.

==2. Know by memory where to find in the Bible at least five different verses found in this honor that present promises of Christ's second coming.== 
Matthew 24:44 - So you also must be ready, because the Son of Man will come at an hour when you do not expect him.

Hebrews 10:24-25 - And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching.

Revelation 22:20 - He who testifies to these things says, “Yes, I am coming soon.”
Amen. Come, Lord Jesus.

Acts 1:10-11 - They were looking intently up into the sky as he was going, when suddenly two men dressed in white stood beside them. “Men of Galilee,” they said, “why do you stand here looking into the sky? This same Jesus, who has been taken from you into heaven, will come back in the same way you have seen him go into heaven.”

2 Peter 3:8 - But do not forget this one thing, dear friends: With the Lord a day is like a thousand years, and a thousand years are like a day.

==3. Present one of the Biblical parables about Christ's second coming by one of the following methods: music, drawing, poetry or dramatization.== 
Pathfinders doing this honor are free to do this requirement in any of the aforementioned ways, if done as a group a dramatization or a song is a great choice.

==4. Make a timeline of at least one page linking together the main last day events that will culminate with Christ's return. Include what will happen in the following 1,000 years.== 

==5. Study Christ's ascension to Heaven in the Bible, after His resurrection. Make a list of similarities and differences between this event and His seconding coming.== 

==6. Explain the relation between the verses "I come as a thief", found in Revelation 16:15, with "and every eye shall see Him", found in Revelation 1:7.== 

==7. Read the following passages from the Bible and the Spirit of Prophecy:== 

===2 Timothy 4:8=== 
===Revelation 2:10===
===Matthew 24:36===
===Last Day Events, pg. 243===
===Early Writings, pg. 15 & 16===
===The Great Controversy, pg. 639-646===

==From the knowledge gained in this study and the other passages discussed in this honor, answer the following:== 

===a. Why is it possible to say that the Christ's second coming is so close?=== 

===b. How can you make it possible for Christ to return sooner?=== 

===c. What should the focus be regarding a celestial crown and the amount of stars on it?=== 

===d. Who knows the day and hour of Christ's return?=== 

===e. What will be the first signs seen in the heavens, moments before Christ's return?=== 

==References== 
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
<noinclude></translate></noinclude>

AY Honors/Eschatology/Answer Key

2020-01-25T20:21:13Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=00
|honorname=Eschatology
|skill=2
|year=2012
|category=Outreach
|authority=South American Division
|insignia_source=SAD
|insignia=Eschatology.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}


Eschatology i/ˌɛskəˈtɒlədʒi/ is a part of theology concerned with what are believed to be the final events of history, or the ultimate destiny of humanity. This concept is commonly referred to as the "end of the world" or "end time".

==1. Read Matthew 24:3-14 and research at least 20 signs that indicate Christ's soon return within the last five years.== 
Matthew 24:3-14;

The Signs of the Times and the End of the Age

3 Now as He sat on the Mount of Olives, the disciples came to Him privately, saying, “Tell us, when will these things be? And what will be the sign of Your coming, and of the end of the age?” 4 And Jesus answered and said to them: “Take heed that no one deceives you. 5 For many will come in My name, saying, ‘I am the Christ,’ and will deceive many. 6 And you will hear of wars and rumors of wars. See that you are not troubled; for [a]all these things must come to pass, but the end is not yet. 7 For nation will rise against nation, and kingdom against kingdom. And there will be famines, [b]pestilences, and earthquakes in various places. 8 All these are the beginning of sorrows. 9 “Then they will deliver you up to tribulation and kill you, and you will be hated by all nations for My name’s sake. 10 And then many will be offended, will betray one another, and will hate one another. 11 Then many false prophets will rise up and deceive many. 12 And because lawlessness will abound, the love of many will grow cold. 13 But he who endures to the end shall be saved. 14 And this gospel of the kingdom will be preached in all the world as a witness to all the nations, and then the end will come.

Signs indicating Christs soon return -

Wars, Violence, Lawlessness, Drought, Famine, Fire, Flood, Earthquakes, Disease Epidemics, Storms, False Prophets, False Leaders, Religious Persecution of Christs followers, Marriage no longer being as God intended, Secular Societies, Immoral Actions being commonplace, Murder of young through abortion, Strife and discord among society, Sin becoming commonplace and rampant, God's people turning their backs and closing their hearts to the Lord.

==2. Know by memory where to find in the Bible at least five different verses found in this honor that present promises of Christ's second coming.== 
Matthew 24:44 - So you also must be ready, because the Son of Man will come at an hour when you do not expect him.

Hebrews 10:24-25 - And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching.

Revelation 22:20 - He who testifies to these things says, “Yes, I am coming soon.”
Amen. Come, Lord Jesus.

Acts 1:10-11 - They were looking intently up into the sky as he was going, when suddenly two men dressed in white stood beside them. “Men of Galilee,” they said, “why do you stand here looking into the sky? This same Jesus, who has been taken from you into heaven, will come back in the same way you have seen him go into heaven.”

2 Peter 3:8 - But do not forget this one thing, dear friends: With the Lord a day is like a thousand years, and a thousand years are like a day.

==3. Present one of the Biblical parables about Christ's second coming by one of the following methods: music, drawing, poetry or dramatization.== 

==4. Make a timeline of at least one page linking together the main last day events that will culminate with Christ's return. Include what will happen in the following 1,000 years.== 

==5. Study Christ's ascension to Heaven in the Bible, after His resurrection. Make a list of similarities and differences between this event and His seconding coming.== 

==6. Explain the relation between the verses "I come as a thief", found in Revelation 16:15, with "and every eye shall see Him", found in Revelation 1:7.== 

==7. Read the following passages from the Bible and the Spirit of Prophecy:== 

===2 Timothy 4:8=== 
===Revelation 2:10===
===Matthew 24:36===
===Last Day Events, pg. 243===
===Early Writings, pg. 15 & 16===
===The Great Controversy, pg. 639-646===

==From the knowledge gained in this study and the other passages discussed in this honor, answer the following:== 

===a. Why is it possible to say that the Christ's second coming is so close?=== 

===b. How can you make it possible for Christ to return sooner?=== 

===c. What should the focus be regarding a celestial crown and the amount of stars on it?=== 

===d. Who knows the day and hour of Christ's return?=== 

===e. What will be the first signs seen in the heavens, moments before Christ's return?=== 

==References== 
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
<noinclude></translate></noinclude>

AY Honors/Eschatology/Answer Key

2020-01-25T20:18:17Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=00
|honorname=Eschatology
|skill=2
|year=2012
|category=Outreach
|authority=South American Division
|insignia_source=SAD
|insignia=Eschatology.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}


Eschatology i/ˌɛskəˈtɒlədʒi/ is a part of theology concerned with what are believed to be the final events of history, or the ultimate destiny of humanity. This concept is commonly referred to as the "end of the world" or "end time".

==1. Read Matthew 24:3-14 and research at least 20 signs that indicate Christ's soon return within the last five years.== 
Matthew 24:3-14;

The Signs of the Times and the End of the Age

3 Now as He sat on the Mount of Olives, the disciples came to Him privately, saying, “Tell us, when will these things be? And what will be the sign of Your coming, and of the end of the age?” 4 And Jesus answered and said to them: “Take heed that no one deceives you. 5 For many will come in My name, saying, ‘I am the Christ,’ and will deceive many. 6 And you will hear of wars and rumors of wars. See that you are not troubled; for [a]all these things must come to pass, but the end is not yet. 7 For nation will rise against nation, and kingdom against kingdom. And there will be famines, [b]pestilences, and earthquakes in various places. 8 All these are the beginning of sorrows. 9 “Then they will deliver you up to tribulation and kill you, and you will be hated by all nations for My name’s sake. 10 And then many will be offended, will betray one another, and will hate one another. 11 Then many false prophets will rise up and deceive many. 12 And because lawlessness will abound, the love of many will grow cold. 13 But he who endures to the end shall be saved. 14 And this gospel of the kingdom will be preached in all the world as a witness to all the nations, and then the end will come.

Signs indicating Christs soon return -

Wars, Violence, Lawlessness, Drought, Famine, Fire, Flood, Earthquakes, Disease Epidemics, Storms, False Prophets, False Leaders, Religious Persecution of Christs followers, Marriage no longer being as God intended, Secular Societies, Immoral Actions being commonplace, Murder of young through abortion, Strife and discord among society, Sin becoming commonplace and rampant, God's people turning their backs and closing their hearts to the Lord.

==2. Know by memory where to find in the Bible at least five different verses found in this honor that present promises of Christ's second coming.== 

==3. Present one of the Biblical parables about Christ's second coming by one of the following methods: music, drawing, poetry or dramatization.== 

==4. Make a timeline of at least one page linking together the main last day events that will culminate with Christ's return. Include what will happen in the following 1,000 years.== 

==5. Study Christ's ascension to Heaven in the Bible, after His resurrection. Make a list of similarities and differences between this event and His seconding coming.== 

==6. Explain the relation between the verses "I come as a thief", found in Revelation 16:15, with "and every eye shall see Him", found in Revelation 1:7.== 

==7. Read the following passages from the Bible and the Spirit of Prophecy:== 

===2 Timothy 4:8=== 
===Revelation 2:10===
===Matthew 24:36===
===Last Day Events, pg. 243===
===Early Writings, pg. 15 & 16===
===The Great Controversy, pg. 639-646===

==From the knowledge gained in this study and the other passages discussed in this honor, answer the following:== 

===a. Why is it possible to say that the Christ's second coming is so close?=== 

===b. How can you make it possible for Christ to return sooner?=== 

===c. What should the focus be regarding a celestial crown and the amount of stars on it?=== 

===d. Who knows the day and hour of Christ's return?=== 

===e. What will be the first signs seen in the heavens, moments before Christ's return?=== 

==References== 
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
<noinclude></translate></noinclude>

AY Honors/Creationism/Answer Key

2020-01-25T19:46:36Z

Jackson Rich: /* b. Make a list with at least five biblical mentions of the flood and give at least five historical and scientific evidences of a global flood. */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=25
|honorname=Creationism
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Creationism.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define the scientific model and theory.== 
A '''scientific model''' seeks to represent empirical objects, phenomena, and physical processes in a logical and objective way. All models are ''in simulacra'', that is, simplified reflections of reality, but, despite their inherent falsity, they are nevertheless extremely useful. Building and disputing models is fundamental to the scientific enterprise. Complete and true representation may be impossible (see non-representational theory), but scientific debate often concerns which is the better model for a given task, e.g., which is the more accurate climate model for seasonal forecasting.
A '''scientific theory''' is a well-substantiated explanation of some aspect of the natural world that is acquired through the scientific method, and repeatedly confirmed through observation and experimentation. As with most (if not all) forms of scientific knowledge, scientific theories are inductive in nature and aim for predictive power and explanatory force.

==2. List three principal differences between the creationist model and the evolutionist model.== 
;Creationist model: Supernatural Designer, the world was made in 6 literal days, and the world is only a few thousand years old.


;Evolutionist model: There is no intelligent Designer, the world and universe was made in a few billion years, and the world is a few billion years old.

==3. Read and respond to the following:== 
===a. 1 Timothy 6:20, 21. What relation can exist between this passage and the evolutionism?===
20 Timothy, guard what has been entrusted to your care. Turn away from godless chatter and the opposing ideas of what is falsely called knowledge, 21 which some have professed and in so doing have departed from the faith. Grace be with you all.

After giving Timothy six chapters of instruction, Paul tells him to “keep” all the things that had been committed to his trust. The word “keep” in this verse means “to guard.” Paul is warning Timothy to guard the teaching that he had been given from being polluted by the false ideas of the world. Paul then describes the kinds of things that he wants Timothy to guard his mind from. Paul’s literal intention of this command was for Timothy to avoid arguments from men who claimed that they had intellectual oppositions to the gospel. Paul knew that many men would claim that their “wisdom” and “knowledge” kept them from believing the truth. But their so-called “knowledge” was not knowledge at all. It was “falsely so called.” But while Paul’s literal intention for this verse was broader, we can certainly apply Paul’s point to the more specific subject of modern-day science. For over 150 years now, ever since Charles Darwin’s Origin of Species was published in 1859 and evolution became the accepted theory for the origin of life, the mainstream scientific community has been in direct opposition to God’s Word and what it has to say about how the universe and life began. Christians often become fearful and timid when they hear that “science” seems to contradict the Bible. Some allow their faith to be shipwrecked. Others just try to make the Bible fit with each new prevailing scientific theory, but we need not be intimidated. We are not on shaky ground as believers. Those who claim to use science to refute the existence of God are the ones who are on shaky ground.

===b. Genesis 1, 2. Can someone disagree with these texts and remain a member of the remnant? Justify the response.===
1 In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.

3 And God said, “Let there be light,” and there was light. 4 God saw that the light was good, and he separated the light from the darkness. 5 God called the light “day,” and the darkness he called “night.” And there was evening, and there was morning—the first day.

6 And God said, “Let there be a vault between the waters to separate water from water.” 7 So God made the vault and separated the water under the vault from the water above it. And it was so. 8 God called the vault “sky.” And there was evening, and there was morning—the second day.

9 And God said, “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so. 10 God called the dry ground “land,” and the gathered waters he called “seas.” And God saw that it was good.

11 Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day.

14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.

20 And God said, “Let the water teem with living creatures, and let birds fly above the earth across the vault of the sky.” 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, “Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth.” 23 And there was evening, and there was morning—the fifth day.

24 And God said, “Let the land produce living creatures according to their kinds: the livestock, the creatures that move along the ground, and the wild animals, each according to its kind.” And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.

26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,[a] and over all the creatures that move along the ground.”

27 So God created mankind in his own image,
in the image of God he created them;
male and female he created them.

28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”

29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.

31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

2 Thus the heavens and the earth were completed in all their vast array.

2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work. 3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done.

Adam and Eve
4 This is the account of the heavens and the earth when they were created, when the Lord God made the earth and the heavens.

5 Now no shrub had yet appeared on the earth[b] and no plant had yet sprung up, for the Lord God had not sent rain on the earth and there was no one to work the ground, 6 but streams[c] came up from the earth and watered the whole surface of the ground. 7 Then the Lord God formed a man[d] from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being.

8 Now the Lord God had planted a garden in the east, in Eden; and there he put the man he had formed. 9 The Lord God made all kinds of trees grow out of the ground—trees that were pleasing to the eye and good for food. In the middle of the garden were the tree of life and the tree of the knowledge of good and evil.

10 A river watering the garden flowed from Eden; from there it was separated into four headwaters. 11 The name of the first is the Pishon; it winds through the entire land of Havilah, where there is gold. 12 (The gold of that land is good; aromatic resin[e] and onyx are also there.) 13 The name of the second river is the Gihon; it winds through the entire land of Cush.[f] 14 The name of the third river is the Tigris; it runs along the east side of Ashur. And the fourth river is the Euphrates.

15 The Lord God took the man and put him in the Garden of Eden to work it and take care of it. 16 And the Lord God commanded the man, “You are free to eat from any tree in the garden; 17 but you must not eat from the tree of the knowledge of good and evil, for when you eat from it you will certainly die.”

18 The Lord God said, “It is not good for the man to be alone. I will make a helper suitable for him.”

19 Now the Lord God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name. 20 So the man gave names to all the livestock, the birds in the sky and all the wild animals.

But for Adam[g] no suitable helper was found. 21 So the Lord God caused the man to fall into a deep sleep; and while he was sleeping, he took one of the man’s ribs[h] and then closed up the place with flesh. 22 Then the Lord God made a woman from the rib[i] he had taken out of the man, and he brought her to the man.

23 The man said,

“This is now bone of my bones
and flesh of my flesh;
she shall be called ‘woman,’
for she was taken out of man.”

24 That is why a man leaves his father and mother and is united to his wife, and they become one flesh.

25 Adam and his wife were both naked, and they felt no shame.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The doctrine of the remnant is outlined as follows;
"13. Remnant and Its Mission:
The universal church is composed of all who truly believe in Christ, but in the last days, a time of widespread apostasy, a remnant has been called out to keep the commandments of God and the faith of Jesus. This remnant announces the arrival of the judgment hour, proclaims salvation through Christ, and heralds the approach of His second advent. This proclamation is symbolized by the three angels of Revelation 14; it coincides with the work of judgment in heaven and results in a work of repentance and reform on earth. Every believer is called to have a personal part in this world wide witness. (Rev. 12:17; 14:6-12; 18:1-4; 2 Cor. 5:10; Jude 3, 14; 1 Peter 1:16-19; 2 Peter 3:10–14; Rev. 21:1–14.0”
We as Seventh Day Adventists and as faithful Christians as a whole we are called to believe and uphold the scripture, keep the commandments and the faith of Jesus. Jesus is the Father and the Holy Spirit made manifest in human form. If we are called to uphold the scripture and keep the faith of our lord then we can not simply refute and run counter to what is said, as such one cannot disagree with the texts of Genesis 1 and 2 or any of the other Gospels be they the old Hebrew texts of the Old Testament or the Early Christian texts of the New Testament why? Because we are not on shaky ground as believers if we follow and uphold our beliefs but it is those who claim to use science to refute the existence of God and his word, who are the ones who are on shaky ground. And as such cannot remain a member of the faith.

==4. Share at least five passages from Ellen White’s Writing in the book “Patriarchs and Prophets” that mention the “young” age of the earth.== 

==5. Investigate the fundamental belief, “The Creation,” of the Seventh-day Adventist Church. Demonstrate the base of this fundamental belief through the Bible, finding from memory at least five passages that talk about this idea.== 
God is Creator of all things, and has revealed in Scripture the authentic account of His creative activity. In six days the Lord made “the heaven and the earth” and all living things upon the earth, and rested on the seventh day of that first week. Thus He established the Sabbath as a perpetual memorial of His completed creative work. The first man and woman were made in the image of God as the crowning work of Creation, given dominion over the world, and charged with responsibility to care for it. When the world was finished it was “very good,” declaring the glory of God. (Gen. 1; Gen. 2; Ex. 20:8-11; Ps 19:1-6; Ps 33:6,9; Ps 104; Heb. 11:3.)

==6. Read chapters six through nine of Genesis. Afterwards, do one of the following activities:== 
===a. Investigate and elaborate a detailed schedule about a theory accepted by scientific creationists about how the events occurred.===
===b. Make a list with at least five biblical mentions of the flood and give at least five historical and scientific evidences of a global flood.===

Biblical

Genesis 7:4 - "For after seven more days, I will send rain on the earth forty days and forty nights; and I will blot out from the face of the land every living thing that I have made."

Genesis 7:21-23 - All flesh that moved on the earth perished, birds and cattle and beasts and every swarming thing that swarms upon the earth, and all mankind; of all that was on the dry land, all in whose nostrils was the breath of the spirit of life, died. Thus He blotted out every living thing that was upon the face of the land, from man to animals to creeping things and to birds of the sky, and they were blotted out from the earth; and only Noah was left, together with those that were with him in the ark.

Isaiah 54:9 - "For this is like the days of Noah to Me, When I swore that the waters of Noah Would not flood the earth again; So I have sworn that I will not be angry with you Nor will I rebuke you.

Genesis 8:21-22 - The LORD smelled the soothing aroma; and the LORD said to Himself, "I will never again curse the ground on account of man, for the intent of man's heart is evil from his youth; and I will never again destroy every living thing, as I have done. "While the earth remains, Seedtime and harvest, And cold and heat, And summer and winter, And day and night Shall not cease."

Genesis 7:24 - The water prevailed upon the earth one hundred and fifty days.

Historical and Scientific

Robert Ballard - Four hundred feet below the surface, they unearthed an ancient shoreline, proof to Ballard that a catastrophic event did happen in the Black Sea. By carbon dating shells found along the shoreline, Ballard said he believes they have established a timeline for that catastrophic event, which he estimates happened around 5,000 BC. Some experts believe this was around the time when Noah's flood could have occurred.

A theory goes on to suggest that the story of this traumatic event, seared into the collective memory of the survivors, was passed down from generation to generation and eventually inspired the biblical account of Noah.

Noah is described in the Bible as a family man, a father of three, who is about to celebrate his 600th birthday. "In the early chapters of Genesis, people live 800 years, 700 years, 900 years," said Rabbi Burt Visotzky, a professor of Talmud and Rabbinics at the Jewish Theological Seminary in New York. "Those are mythic numbers, those are way too big. We don't quite know what to do with that. So sometimes those large numbers, I think, also serve to reinforce the mystery of the text." Some of the details of the Noah story seem mythical, so many biblical scholars believe the story of Noah and the Ark was inspired by the legendary flood stories of nearby Mesopotamia, in particular "The Epic of Gilgamesh." These ancient narratives were already being passed down from one generation to the next, centuries before Noah appeared in the Bible.

In pre-Christian times, fossils found on land were thought by Greek philosophers, including Xenophanes, Xanthus and Aristotle, to be evidence that the sea had in past ages covered the land. Their concept of vast time periods in an eternal cosmos was rejected by early Christian writers as incompatible with their belief in Creation by God. Among the church fathers, Tertullian spoke of fossils demonstrating that mountains had been overrun by water without explicitly saying when. Chrysostom and Augustine believed that fossils were the remains of animals that were killed and buried during the brief duration of the Biblical Genesis Flood, and later Martin Luther viewed fossils as having resulted from the Flood. Other scholars, including Avicenna, thought fossils were produced in the rock by "petrifying virtue" acting on "seeds" of plants and animals. In 1580 Bernard Palissy speculated that fossils had formed in lakes, and natural historians subsequently disputed the alternatives. Robert Hooke made empirical investigations, and doubted that the numbers of fossil shells or depth of shell beds could have formed in the one year of Noah's Flood. In 1616 Nicolas Steno showed how chemical processes changed organic remains into stone fossils. His fundamental principles of stratigraphy published in 1669 established that rock strata formed horizontally and were later broken and tilted, though he assumed these processes would occur within 6,000 years including a worldwide Flood.

The team claims to have found in 2007 and 2008 seven large wooden compartments buried at 13,000 feet (4,000 meters) above sea level, near the peak of Mount Ararat. They returned to the site with a film crew in October 2009. Many Christians believe the mountain in Turkey is the final resting place of Noah's ark, which the Bible says protected Noah, his family, and pairs of every animal species on Earth during a divine deluge that wiped out most of humanity. "The structure is partitioned into different spaces," said Noah's Ark Ministries International team member Man-fai Yuen in a statement. "We believe that the wooden structure we entered is the same structure recorded in historical accounts. ... "The team says radiocarbon-dated wood taken from the discovery site—whose location they're keeping secret for now—shows the purported ark is about 4,800 years old, which coincides roughly with the time of Noah's flood implied by the Bible.

==7. Attend a meeting on creationism sponsored by the school, faculty, Club, church, district, or region.== 
===a. Prior to your attendance, write some of the anticipated doubts that people may have about a scientific presentation from a Creationist viewpoint. If possible, present them to a speaker or participant so they can clarify responses from a biblical and/or scientific basis.===
===b. As you debrief the meeting, share at least fifteen objections that can be made by the evolutionists for a creationists viewpoint. Share some of the biblical and scientific ways that you can refute objections.===

==8. Investigate and demonstrate how to argue in favor of creationism, using three of the following questions:== 
===a. From the biological point of view, what are the systems of irreducible complexity?===
===b. From the geological point of view, investigate and draw a geological column of creationism and compare it with the evolutionary model. Explain how the gaps in both models are completed with philosophical bases (not scientifically checked).===
===c. From the oceanography point of view, how can we know, through oceanic sedimentation, that the oceans are “young”?===
===d. From the astronomical point of view, how does the progressive distance of the moon, in relation with the gravitational center of the earth (take into account the “limit of Roche”) indicate a “young” earth and moon?===
===e. From the archaeological point of view, what are the transitional fossils? How does their absence argue in favor of creationism?===

==9. Based on what you have learned in this honor and from other sources, present a project titled “Why be a creationist?” through one of the following:== 
===a. Electronic presentation===
===b. Written paper===
===c. Video===
===d. Storyboard / poster===

==10. With the instructor as the mediator, have a debate about how it is possible to have science and faith in harmony.== 

==11. Visit one of the following and give your club director a report of the diversity and wonder of the things you saw of God's creation:== 
===a. Zoo===
{{:Adventist Youth Honors Answer Book/Zoo Visit}}

===b. Aquarium=== 
See Zoo above.

===c. National/State/Provincial Park=== 
===d. Nursery===
===e. Gardens===
===f. Equivalent location===

==References== 


Good talk on creationism and how evolution is "stupid" https://www.youtube.com/watch?v=S_Mcsi7ylbE
<noinclude></translate></noinclude>

User:Jackson Rich

2020-01-19T13:29:13Z

Jackson Rich: Created page with "Background Information As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist s..."

Background Information
As my username suggests my name is Jackson Rich, I am a young man from Sydney Australia apart of the Greater Sydney Conference. I've been an Adventist since March 2019 and haven't looked back since. I come from mainly a French-Anglo background with ties to Canada, the United States and South Africa. Basically the definition of Multi-Cultural. I am a Jr Counselor with the Campbelltown Pathfinders and focus mainly on honors related to household arts (Being a cook/chef by occupation), ADRA/Community Service/Outreach (Strong ties and connections with Outreach and support agency's) Health and Spiritual Growth, Outreach and Heritage (Apart of the Youth Ministry Team).

Why did I become involved in Pathfinders?
I became involved with my Pathfinder club after I was asked to help teach them Cooking related honors and assisting the club with fundraisers and before I knew it I was buying my uniform and going through the motions and be apart of the club full time.

Why help contribute to this Wiki?
After finding myself approached by the pathfinders of the club to teach them different honors after church on multiple occasions and after a while presented with honors I hadn't done myself I looked online and found this wiki and began to use it as a teaching resource and decided to add to the pages where requirements had been left blank.

Honors Completed
----
Household Arts -

[[File:Baking_Honor.png|50px]] [[File:Cooking_Honor.png|50px]] [[File:Cooking_Advanced.png|50px]] [[File:Food_Canning_Honor.png|50px]] [[File:Food_Drying_Honor.png|50px]] [[File:Food_Freezing_Honor.png|50px]] [[File:Housekeeping_Honor.png|50px]] [[File:Laundering_Honor.png|50px]] [[File:Nutrition_Honor.png|50px]] [[File:Nutrition_Advanced.png|50px]] [[File:Pizza_Maker.png|50px]]

Arts, Crafts and Hobbies -

[[File:Aboriginallore.png|50px]] [[File:Tie-Dye_Honor.png|50px]] [[File:Tie-Dye_Advanced.png|50px]]

Spiritual Growth, Outreach & Heritage -

[[File:Adventist_Heritage.png|50px]] [[File:Adventurer_for_Christ.png|50px]] [[File:Adventurer_for_Christ_Advanced.png|50px]] [[File:Bible_Marking.png|50px]] [[File:Bible_Marking_Advanced.png|50px]] [[File:Biblical_Archaeology.png|50px]] [[File:Christian_Citizenship.png|50px]] [[File:Christian_Storytelling.png|50px]] [[File:Creationism.png|50px]] [[File:Cultural_Diversity_Honor.png|50px]] [[File:Flags_AY_Honor.png|50px]] [[File:Gods_Messenger.png|50px]] [[File:Junior_Witness_Honor.png|50px]] [[File:Literature_Evangelism_Honor.png|50px]] [[File:Personal_Evangelism_Honor.png|50px]] [[File:Prayer.png|50px]] [[File:Sanctuary_Honor.png|50px]]

ADRA -

[[File:Adra_community_assessment.png|50px]] [[File:Adra_community_development.png|50px]] [[File:Adra_community_service.png|50px]] [[File:Adra_conflict_resolution.png|50px]] [[File:Adra_disaster_response.png|50px]] [[File:Adra_disaster_response_adv.png|50px]] [[File:Adra_hunger_relief.png|50px]] [[File:Adra_literacy.png|50px]] [[File:Adra_refugee_resettlement.png|50px]]

Vocational -

[[File:Automobile_Mechanics_Honor.png|50px]]

Recreation -

[[File:Swimming_Beginners_Honor.png|50px]] [[File:Swimming_Beginners_Advanced.png|50px]]

Master Award -

[[File:Homemaking_Master_Award.png|50px]] [[File:Family%2C_Origins_and_Heritage_Master_Award.png|50px]] [[File:Spiritual_Growth_and_Ministries.png|50px]] [[File:ADRA_Master.png|50px]]

AY Honors/Creationism/Answer Key

2020-01-16T10:21:18Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=25
|honorname=Creationism
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Creationism.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define the scientific model and theory.== 
A '''scientific model''' seeks to represent empirical objects, phenomena, and physical processes in a logical and objective way. All models are ''in simulacra'', that is, simplified reflections of reality, but, despite their inherent falsity, they are nevertheless extremely useful. Building and disputing models is fundamental to the scientific enterprise. Complete and true representation may be impossible (see non-representational theory), but scientific debate often concerns which is the better model for a given task, e.g., which is the more accurate climate model for seasonal forecasting.
A '''scientific theory''' is a well-substantiated explanation of some aspect of the natural world that is acquired through the scientific method, and repeatedly confirmed through observation and experimentation. As with most (if not all) forms of scientific knowledge, scientific theories are inductive in nature and aim for predictive power and explanatory force.

==2. List three principal differences between the creationist model and the evolutionist model.== 
;Creationist model: Supernatural Designer, the world was made in 6 literal days, and the world is only a few thousand years old.


;Evolutionist model: There is no intelligent Designer, the world and universe was made in a few billion years, and the world is a few billion years old.

==3. Read and respond to the following:== 
===a. 1 Timothy 6:20, 21. What relation can exist between this passage and the evolutionism?===
20 Timothy, guard what has been entrusted to your care. Turn away from godless chatter and the opposing ideas of what is falsely called knowledge, 21 which some have professed and in so doing have departed from the faith. Grace be with you all.

After giving Timothy six chapters of instruction, Paul tells him to “keep” all the things that had been committed to his trust. The word “keep” in this verse means “to guard.” Paul is warning Timothy to guard the teaching that he had been given from being polluted by the false ideas of the world. Paul then describes the kinds of things that he wants Timothy to guard his mind from. Paul’s literal intention of this command was for Timothy to avoid arguments from men who claimed that they had intellectual oppositions to the gospel. Paul knew that many men would claim that their “wisdom” and “knowledge” kept them from believing the truth. But their so-called “knowledge” was not knowledge at all. It was “falsely so called.” But while Paul’s literal intention for this verse was broader, we can certainly apply Paul’s point to the more specific subject of modern-day science. For over 150 years now, ever since Charles Darwin’s Origin of Species was published in 1859 and evolution became the accepted theory for the origin of life, the mainstream scientific community has been in direct opposition to God’s Word and what it has to say about how the universe and life began. Christians often become fearful and timid when they hear that “science” seems to contradict the Bible. Some allow their faith to be shipwrecked. Others just try to make the Bible fit with each new prevailing scientific theory, but we need not be intimidated. We are not on shaky ground as believers. Those who claim to use science to refute the existence of God are the ones who are on shaky ground.

===b. Genesis 1, 2. Can someone disagree with these texts and remain a member of the remnant? Justify the response.===
1 In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.

3 And God said, “Let there be light,” and there was light. 4 God saw that the light was good, and he separated the light from the darkness. 5 God called the light “day,” and the darkness he called “night.” And there was evening, and there was morning—the first day.

6 And God said, “Let there be a vault between the waters to separate water from water.” 7 So God made the vault and separated the water under the vault from the water above it. And it was so. 8 God called the vault “sky.” And there was evening, and there was morning—the second day.

9 And God said, “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so. 10 God called the dry ground “land,” and the gathered waters he called “seas.” And God saw that it was good.

11 Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day.

14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.

20 And God said, “Let the water teem with living creatures, and let birds fly above the earth across the vault of the sky.” 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, “Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth.” 23 And there was evening, and there was morning—the fifth day.

24 And God said, “Let the land produce living creatures according to their kinds: the livestock, the creatures that move along the ground, and the wild animals, each according to its kind.” And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.

26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,[a] and over all the creatures that move along the ground.”

27 So God created mankind in his own image,
in the image of God he created them;
male and female he created them.

28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”

29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.

31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

2 Thus the heavens and the earth were completed in all their vast array.

2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work. 3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done.

Adam and Eve
4 This is the account of the heavens and the earth when they were created, when the Lord God made the earth and the heavens.

5 Now no shrub had yet appeared on the earth[b] and no plant had yet sprung up, for the Lord God had not sent rain on the earth and there was no one to work the ground, 6 but streams[c] came up from the earth and watered the whole surface of the ground. 7 Then the Lord God formed a man[d] from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being.

8 Now the Lord God had planted a garden in the east, in Eden; and there he put the man he had formed. 9 The Lord God made all kinds of trees grow out of the ground—trees that were pleasing to the eye and good for food. In the middle of the garden were the tree of life and the tree of the knowledge of good and evil.

10 A river watering the garden flowed from Eden; from there it was separated into four headwaters. 11 The name of the first is the Pishon; it winds through the entire land of Havilah, where there is gold. 12 (The gold of that land is good; aromatic resin[e] and onyx are also there.) 13 The name of the second river is the Gihon; it winds through the entire land of Cush.[f] 14 The name of the third river is the Tigris; it runs along the east side of Ashur. And the fourth river is the Euphrates.

15 The Lord God took the man and put him in the Garden of Eden to work it and take care of it. 16 And the Lord God commanded the man, “You are free to eat from any tree in the garden; 17 but you must not eat from the tree of the knowledge of good and evil, for when you eat from it you will certainly die.”

18 The Lord God said, “It is not good for the man to be alone. I will make a helper suitable for him.”

19 Now the Lord God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name. 20 So the man gave names to all the livestock, the birds in the sky and all the wild animals.

But for Adam[g] no suitable helper was found. 21 So the Lord God caused the man to fall into a deep sleep; and while he was sleeping, he took one of the man’s ribs[h] and then closed up the place with flesh. 22 Then the Lord God made a woman from the rib[i] he had taken out of the man, and he brought her to the man.

23 The man said,

“This is now bone of my bones
and flesh of my flesh;
she shall be called ‘woman,’
for she was taken out of man.”

24 That is why a man leaves his father and mother and is united to his wife, and they become one flesh.

25 Adam and his wife were both naked, and they felt no shame.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The doctrine of the remnant is outlined as follows;
"13. Remnant and Its Mission:
The universal church is composed of all who truly believe in Christ, but in the last days, a time of widespread apostasy, a remnant has been called out to keep the commandments of God and the faith of Jesus. This remnant announces the arrival of the judgment hour, proclaims salvation through Christ, and heralds the approach of His second advent. This proclamation is symbolized by the three angels of Revelation 14; it coincides with the work of judgment in heaven and results in a work of repentance and reform on earth. Every believer is called to have a personal part in this world wide witness. (Rev. 12:17; 14:6-12; 18:1-4; 2 Cor. 5:10; Jude 3, 14; 1 Peter 1:16-19; 2 Peter 3:10–14; Rev. 21:1–14.0”
We as Seventh Day Adventists and as faithful Christians as a whole we are called to believe and uphold the scripture, keep the commandments and the faith of Jesus. Jesus is the Father and the Holy Spirit made manifest in human form. If we are called to uphold the scripture and keep the faith of our lord then we can not simply refute and run counter to what is said, as such one cannot disagree with the texts of Genesis 1 and 2 or any of the other Gospels be they the old Hebrew texts of the Old Testament or the Early Christian texts of the New Testament why? Because we are not on shaky ground as believers if we follow and uphold our beliefs but it is those who claim to use science to refute the existence of God and his word, who are the ones who are on shaky ground. And as such cannot remain a member of the faith.

==4. Share at least five passages from Ellen White’s Writing in the book “Patriarchs and Prophets” that mention the “young” age of the earth.== 

==5. Investigate the fundamental belief, “The Creation,” of the Seventh-day Adventist Church. Demonstrate the base of this fundamental belief through the Bible, finding from memory at least five passages that talk about this idea.== 
God is Creator of all things, and has revealed in Scripture the authentic account of His creative activity. In six days the Lord made “the heaven and the earth” and all living things upon the earth, and rested on the seventh day of that first week. Thus He established the Sabbath as a perpetual memorial of His completed creative work. The first man and woman were made in the image of God as the crowning work of Creation, given dominion over the world, and charged with responsibility to care for it. When the world was finished it was “very good,” declaring the glory of God. (Gen. 1; Gen. 2; Ex. 20:8-11; Ps 19:1-6; Ps 33:6,9; Ps 104; Heb. 11:3.)

==6. Read chapters six through nine of Genesis. Afterwards, do one of the following activities:== 
===a. Investigate and elaborate a detailed schedule about a theory accepted by scientific creationists about how the events occurred.===
===b. Make a list with at least five biblical mentions of the flood and give at least five historical and scientific evidences of a global flood.===

==7. Attend a meeting on creationism sponsored by the school, faculty, Club, church, district, or region.== 
===a. Prior to your attendance, write some of the anticipated doubts that people may have about a scientific presentation from a Creationist viewpoint. If possible, present them to a speaker or participant so they can clarify responses from a biblical and/or scientific basis.===
===b. As you debrief the meeting, share at least fifteen objections that can be made by the evolutionists for a creationists viewpoint. Share some of the biblical and scientific ways that you can refute objections.===

==8. Investigate and demonstrate how to argue in favor of creationism, using three of the following questions:== 
===a. From the biological point of view, what are the systems of irreducible complexity?===
===b. From the geological point of view, investigate and draw a geological column of creationism and compare it with the evolutionary model. Explain how the gaps in both models are completed with philosophical bases (not scientifically checked).===
===c. From the oceanography point of view, how can we know, through oceanic sedimentation, that the oceans are “young”?===
===d. From the astronomical point of view, how does the progressive distance of the moon, in relation with the gravitational center of the earth (take into account the “limit of Roche”) indicate a “young” earth and moon?===
===e. From the archaeological point of view, what are the transitional fossils? How does their absence argue in favor of creationism?===

==9. Based on what you have learned in this honor and from other sources, present a project titled “Why be a creationist?” through one of the following:== 
===a. Electronic presentation===
===b. Written paper===
===c. Video===
===d. Storyboard / poster===

==10. With the instructor as the mediator, have a debate about how it is possible to have science and faith in harmony.== 

==11. Visit one of the following and give your club director a report of the diversity and wonder of the things you saw of God's creation:== 
===a. Zoo===
{{:Adventist Youth Honors Answer Book/Zoo Visit}}

===b. Aquarium=== 
See Zoo above.

===c. National/State/Provincial Park=== 
===d. Nursery===
===e. Gardens===
===f. Equivalent location===

==References== 


Good talk on creationism and how evolution is "stupid" https://www.youtube.com/watch?v=S_Mcsi7ylbE
<noinclude></translate></noinclude>

AY Honors/Creationism/Answer Key

2020-01-15T10:10:26Z

Jackson Rich: /* b. Genesis 1, 2. Can someone disagree with these texts and remain a member of the remnant? Justify the response. */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=25
|honorname=Creationism
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Creationism.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define the scientific model and theory.== 
A '''scientific model''' seeks to represent empirical objects, phenomena, and physical processes in a logical and objective way. All models are ''in simulacra'', that is, simplified reflections of reality, but, despite their inherent falsity, they are nevertheless extremely useful. Building and disputing models is fundamental to the scientific enterprise. Complete and true representation may be impossible (see non-representational theory), but scientific debate often concerns which is the better model for a given task, e.g., which is the more accurate climate model for seasonal forecasting.
A '''scientific theory''' is a well-substantiated explanation of some aspect of the natural world that is acquired through the scientific method, and repeatedly confirmed through observation and experimentation. As with most (if not all) forms of scientific knowledge, scientific theories are inductive in nature and aim for predictive power and explanatory force.

==2. List three principal differences between the creationist model and the evolutionist model.== 
;Creationist model: Supernatural Designer, the world was made in 6 literal days, and the world is only a few thousand years old.


;Evolutionist model: There is no intelligent Designer, the world and universe was made in a few billion years, and the world is a few billion years old.

==3. Read and respond to the following:== 
===a. 1 Timothy 6:20, 21. What relation can exist between this passage and the evolutionism?===
20 Timothy, guard what has been entrusted to your care. Turn away from godless chatter and the opposing ideas of what is falsely called knowledge, 21 which some have professed and in so doing have departed from the faith. Grace be with you all.

After giving Timothy six chapters of instruction, Paul tells him to “keep” all the things that had been committed to his trust. The word “keep” in this verse means “to guard.” Paul is warning Timothy to guard the teaching that he had been given from being polluted by the false ideas of the world. Paul then describes the kinds of things that he wants Timothy to guard his mind from. Paul’s literal intention of this command was for Timothy to avoid arguments from men who claimed that they had intellectual oppositions to the gospel. Paul knew that many men would claim that their “wisdom” and “knowledge” kept them from believing the truth. But their so-called “knowledge” was not knowledge at all. It was “falsely so called.” But while Paul’s literal intention for this verse was broader, we can certainly apply Paul’s point to the more specific subject of modern-day science. For over 150 years now, ever since Charles Darwin’s Origin of Species was published in 1859 and evolution became the accepted theory for the origin of life, the mainstream scientific community has been in direct opposition to God’s Word and what it has to say about how the universe and life began. Christians often become fearful and timid when they hear that “science” seems to contradict the Bible. Some allow their faith to be shipwrecked. Others just try to make the Bible fit with each new prevailing scientific theory, but we need not be intimidated. We are not on shaky ground as believers. Those who claim to use science to refute the existence of God are the ones who are on shaky ground.

===b. Genesis 1, 2. Can someone disagree with these texts and remain a member of the remnant? Justify the response.===
1 In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.

3 And God said, “Let there be light,” and there was light. 4 God saw that the light was good, and he separated the light from the darkness. 5 God called the light “day,” and the darkness he called “night.” And there was evening, and there was morning—the first day.

6 And God said, “Let there be a vault between the waters to separate water from water.” 7 So God made the vault and separated the water under the vault from the water above it. And it was so. 8 God called the vault “sky.” And there was evening, and there was morning—the second day.

9 And God said, “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so. 10 God called the dry ground “land,” and the gathered waters he called “seas.” And God saw that it was good.

11 Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day.

14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.

20 And God said, “Let the water teem with living creatures, and let birds fly above the earth across the vault of the sky.” 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, “Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth.” 23 And there was evening, and there was morning—the fifth day.

24 And God said, “Let the land produce living creatures according to their kinds: the livestock, the creatures that move along the ground, and the wild animals, each according to its kind.” And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.

26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,[a] and over all the creatures that move along the ground.”

27 So God created mankind in his own image,
in the image of God he created them;
male and female he created them.

28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”

29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.

31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

2 Thus the heavens and the earth were completed in all their vast array.

2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work. 3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done.

Adam and Eve
4 This is the account of the heavens and the earth when they were created, when the Lord God made the earth and the heavens.

5 Now no shrub had yet appeared on the earth[b] and no plant had yet sprung up, for the Lord God had not sent rain on the earth and there was no one to work the ground, 6 but streams[c] came up from the earth and watered the whole surface of the ground. 7 Then the Lord God formed a man[d] from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being.

8 Now the Lord God had planted a garden in the east, in Eden; and there he put the man he had formed. 9 The Lord God made all kinds of trees grow out of the ground—trees that were pleasing to the eye and good for food. In the middle of the garden were the tree of life and the tree of the knowledge of good and evil.

10 A river watering the garden flowed from Eden; from there it was separated into four headwaters. 11 The name of the first is the Pishon; it winds through the entire land of Havilah, where there is gold. 12 (The gold of that land is good; aromatic resin[e] and onyx are also there.) 13 The name of the second river is the Gihon; it winds through the entire land of Cush.[f] 14 The name of the third river is the Tigris; it runs along the east side of Ashur. And the fourth river is the Euphrates.

15 The Lord God took the man and put him in the Garden of Eden to work it and take care of it. 16 And the Lord God commanded the man, “You are free to eat from any tree in the garden; 17 but you must not eat from the tree of the knowledge of good and evil, for when you eat from it you will certainly die.”

18 The Lord God said, “It is not good for the man to be alone. I will make a helper suitable for him.”

19 Now the Lord God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name. 20 So the man gave names to all the livestock, the birds in the sky and all the wild animals.

But for Adam[g] no suitable helper was found. 21 So the Lord God caused the man to fall into a deep sleep; and while he was sleeping, he took one of the man’s ribs[h] and then closed up the place with flesh. 22 Then the Lord God made a woman from the rib[i] he had taken out of the man, and he brought her to the man.

23 The man said,

“This is now bone of my bones
and flesh of my flesh;
she shall be called ‘woman,’
for she was taken out of man.”

24 That is why a man leaves his father and mother and is united to his wife, and they become one flesh.

25 Adam and his wife were both naked, and they felt no shame.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The doctrine of the remnant is outlined as follows;
"13. Remnant and Its Mission:
The universal church is composed of all who truly believe in Christ, but in the last days, a time of widespread apostasy, a remnant has been called out to keep the commandments of God and the faith of Jesus. This remnant announces the arrival of the judgment hour, proclaims salvation through Christ, and heralds the approach of His second advent. This proclamation is symbolized by the three angels of Revelation 14; it coincides with the work of judgment in heaven and results in a work of repentance and reform on earth. Every believer is called to have a personal part in this world wide witness. (Rev. 12:17; 14:6-12; 18:1-4; 2 Cor. 5:10; Jude 3, 14; 1 Peter 1:16-19; 2 Peter 3:10–14; Rev. 21:1–14.0”
We as Seventh Day Adventists and as faithful Christians as a whole we are called to believe and uphold the scripture, keep the commandments and the faith of Jesus. Jesus is the Father and the Holy Spirit made manifest in human form. If we are called to uphold the scripture and keep the faith of our lord then we can not simply refute and run counter to what is said, as such one cannot disagree with the texts of Genesis 1 and 2 or any of the other Gospels be they the old Hebrew texts of the Old Testament or the Early Christian texts of the New Testament why? Because we are not on shaky ground as believers if we follow and uphold our beliefs but it is those who claim to use science to refute the existence of God and his word, who are the ones who are on shaky ground. And as such cannot remain a member of the faith.

==4. Share at least five passages from Ellen White’s Writing in the book “Patriarchs and Prophets” that mention the “young” age of the earth.== 

==5. Investigate the fundamental belief, “The Creation,” of the Seventh-day Adventist Church. Demonstrate the base of this fundamental belief through the Bible, finding from memory at least five passages that talk about this idea.== 

==6. Read chapters six through nine of Genesis. Afterwards, do one of the following activities:== 
===a. Investigate and elaborate a detailed schedule about a theory accepted by scientific creationists about how the events occurred.===
===b. Make a list with at least five biblical mentions of the flood and give at least five historical and scientific evidences of a global flood.===

==7. Attend a meeting on creationism sponsored by the school, faculty, Club, church, district, or region.== 
===a. Prior to your attendance, write some of the anticipated doubts that people may have about a scientific presentation from a Creationist viewpoint. If possible, present them to a speaker or participant so they can clarify responses from a biblical and/or scientific basis.===
===b. As you debrief the meeting, share at least fifteen objections that can be made by the evolutionists for a creationists viewpoint. Share some of the biblical and scientific ways that you can refute objections.===

==8. Investigate and demonstrate how to argue in favor of creationism, using three of the following questions:== 
===a. From the biological point of view, what are the systems of irreducible complexity?===
===b. From the geological point of view, investigate and draw a geological column of creationism and compare it with the evolutionary model. Explain how the gaps in both models are completed with philosophical bases (not scientifically checked).===
===c. From the oceanography point of view, how can we know, through oceanic sedimentation, that the oceans are “young”?===
===d. From the astronomical point of view, how does the progressive distance of the moon, in relation with the gravitational center of the earth (take into account the “limit of Roche”) indicate a “young” earth and moon?===
===e. From the archaeological point of view, what are the transitional fossils? How does their absence argue in favor of creationism?===

==9. Based on what you have learned in this honor and from other sources, present a project titled “Why be a creationist?” through one of the following:== 
===a. Electronic presentation===
===b. Written paper===
===c. Video===
===d. Storyboard / poster===

==10. With the instructor as the mediator, have a debate about how it is possible to have science and faith in harmony.== 

==11. Visit one of the following and give your club director a report of the diversity and wonder of the things you saw of God's creation:== 
===a. Zoo===
{{:Adventist Youth Honors Answer Book/Zoo Visit}}

===b. Aquarium=== 
See Zoo above.

===c. National/State/Provincial Park=== 
===d. Nursery===
===e. Gardens===
===f. Equivalent location===

==References== 


Good talk on creationism and how evolution is "stupid" https://www.youtube.com/watch?v=S_Mcsi7ylbE
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AY Honors/Creationism/Answer Key

2020-01-15T09:54:51Z

Jackson Rich: /* a. 1 Timothy 6:20, 21. What relation can exist between this passage and the evolutionism? */

AY Honors/Flags/Answer Key

2020-01-13T10:33:23Z

Jackson Rich:

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{{honor_desc
|stage=75
|honorname=Flags
|skill=1
|year=2013
|category=Outreach
|authority=General Conference
|insignia=Flags AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

== 1. Describe what a flag is and list three uses of flags. == 
A '''flag''' is a piece of material with a distinctive design that is usually rectangular and used as a '''''symbol''''', as a '''''signaling device''''', or '''''decoration''''' attached on one edge to a pole or rope.

== 2. Know and locate the following parts of a flag: == 
''Note: These definitions were taken from the following resources.'' <ref>http://www.netstate.com/states/symb/flags/flag_terminology.htm</ref><ref>http://www.enchantedlearning.com/geography/flags/glossary.shtml</ref>
===a. Canton===
Where the feature is used, the upper area of the flag by the flagstaff, or a flag with a design featured in the canton area. The blue area with stars on the US flag is the canton, but there is no canton on the Canadian flag.
===b. Field===
The '''''field''''' is the background color of the flag, the area between the hoist and fly ends.
===c. Finial===
Staff ornament found on a flagpole, whether on a fixed pole - such as at a school - or a pole designed to carry the flag in a parade. According to the Unites States Flag Code there is no guideline regarding finials:


::''The Flag Code is silent as to ornaments (finials) for flagstaffs. We know of no law or regulation which restricts the use of a finial on the staff. The eagle finial is used not only by the President, the Vice-President, and many other federal agencies, but also by many civilian organizations and private citizens. The selection of the type finial used is a matter of preference of the individual or organization. Most commonly, an Eagle is used as the finial on the American flag.''<ref name="Unites States Flag Code">http://www.senate.gov/reference/resources/pdf/RL30243.pdf</ref>

===d. Flagstaff=== 
In general when a flag is flown outdoors it flies from a flagpole, mast or flagstaff.
===e. Fly===
The '''''fly''''' is the part of the flag that is the farthest from the flagstaff.
===f. Fly end===
The '''''fly end''''' is the part of the flag that flaps in the wind and sometimes becomes frayed.
===g. Halyard===
A '''''halyard''''' is a rope or cable used to raise and lower a flag on a flagpole.
===h. Hoist side===
The part of the flag that is nearest the flagstaff. Also '''''hoist''''' is used to describe the height of flag while flying and the act of raising a flag.
===i. Truck===
The mechanism that connects the finial to the pole. Sometimes incorrectly referred to as the "ball-style" finial mounted to the top of a stationary flagpole.

== 3. Know three important guidelines for the care and handling of your national flag. == 


While some specific handling instructions differ somewhat between countries, the following is nearly universally true:


# The national flag should be flown above any other flags
# The national flag should never touch the ground
# Respect should be shown the flag - including saluting the flag
# Tattered flags should not be displayed or flown but should be privately disposed of, preferably by burning

== 4. Learn how to and practice folding your national flag. == 


The procedure for folding the national flag varies by country. if your country and flag are not listed here, please feel free to research it and add it to the list.

===Bermuda=== 
Flag protocol for Bermuda should follow that of the [http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf United Kingdom], of which Bermuda is a [http://en.wikipedia.org/wiki/British_Overseas_Territory British Overseas Territory].

===Canada=== 
There is no method of folding prescribed when folding the flag for everyday use. There is, however, a method similar in nature to that used in the US when folding a flag for ceremonial purposes such as a funeral. More information can be found at the [http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/oth-aut/pcf-cpd/index-eng.asp Canadian directorate of History and Heritage] page.

===United Kingdom === 
There are two methods generally used in folding the Union Jack. The first is called Breaking and is generally used during flag raising.. The Union Jack is folded in half lengthwise (along the central red stripe of the St. George's Cross, and then in half again, bringing the fold to meet the edge of the flag. The last 1/3 of the flag is folded inwards (towards the heading) and then the remainder is rolled towards the heading. The flag is then secured with a piece of light cotton or string. When hoisted, a sharp tug of the halyard will break the string and allow the flag to fly free.


The other method is generally used when the flag is used as a pall over a coffin. The folding method is similar to that used by the United States. More information can be found here: [http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf Flying Flags in the United Kingdom] Other than these, there are no prescribed methods of folding the Union Jack. It is to be hoisted and lowered with respect, and care taken that no part of it touches the ground.

===United States=== 
[[File:Fold-us-flag-animated.gif|thumb]]
[http://uscode.house.gov/download/pls/04C1.txt Title 4 Chapter 1 of the United States Code] known as The United States Flag Code, first adopted in 1924 and amended through the present, prescribes flag etiquette for a variety of circumstances ensuring that our national symbol is treated properly.


#To begin folding the flag, have two people hold it between them - one on either end - at waist height.
#The first fold should bring the bottom striped edge up to meet the top edge (which features the blue field of the canton). #The next fold should bring the folded edge to meet the open edge, leaving the blue field on the outside.
#Once that is completed, the person on the fly end (with the stripes) should begin folding the striped edge of the flag up to meet the open edge. The stripes on the folded portion wil now be perpendicular (At a right-angle) to the rest of the stripes.
#Make another triangular fold, bringing the edge of the triangle up to meet the flag's open edge (the stripes will now be parallel)
#Continue folding in this manner, keeping the folds even and tight. If done correctly, the point of the fold just before the blue field should just touch the edge of the blue.
#Fold again, until there is a small area of the blue field left - about the amount needed to make one more fold. Fold the corner of the hoist end so that the fold goes the opposite direction of the folded fly end. tuck the folded hoist end into the flag, inserting it into the open part of the folded flag. Ensure it is well tucked in, and the folds are tight and neat. Inspect the folded flag, ensuring that no red is showing, only the blue field with stars. (See also [http://www.usflag.org/foldflag.html U.S. Flag.org] for a good explanation of proper folding).

===Australia=== 
#Hold the flag taut. One person should hold the heading edge of the flag while a second person should hold the free side of the flag. The top and bottom do not need to be held. The bottom edge of the attached halyard, or rope, should face upward. The halyard should dangle down. The face of the flag should be held perpendicular to the ground.
#Fold the flag lengthwise. Bring the bottom edge up and over so that it meets with the top edge. The total width of the flag should be halved. The red and white "Union Jack" should face out.
#Make another lengthwise fold. Bring the new, folded bottom edge up and over so that it meets with the top edge. The total width should be quartered. The "Union Jack" should now be hidden by the new fold.
#Bring the sides together. Fold the side furthest from the halyard by bring it up and over, allowing it to meet the halyard edge of the flag.Make sure that the edges are evenly aligned.
#Make an "accordion" fold along the length. Bend a small square of the newly folded edge back so that it lies flush against the flag. Grab this new double-layer square and fold it forward, again bringing it flat against the flag. Continue folding backwards and forwards to the hoist edge, or the halyard, until the entire flag is compressed into an accordion fold.
#Tie the bundled flag with the attached halyard. Wind the halyard around the flag and tuck it under itself to keep the folded flag bound and secured.

== 5. Practice proper etiquette when saluting your national flag.== 
===a. In uniform while standing.===
===b. In uniform while marching.===
===c. In Field uniform.===
===d. While wearing headgear.===
===e. When not in uniform.===

==6. Draw the Pathfinder flag with emblem.== 
[[File:Pathfinder-flag.jpg|thumb|Pathfinder Flag]]
===a. Learn who designed the Pathfinder Flag and who sewed the first Pathfinder flag.===
Helen Hobbs made the Pathfinder flag. Pathfinder Club emblem designed by John H. Hancock.
===b. Color your drawing with appropriate colors.===
See the flag beside this answer for guidance.
===c. Know the meaning of the Pathfinder emblem.===
{{:Adventist_Youth_Honors_Answer_Book/Pathfinder_Emblem_Meaning}}

== 7. Draw the Christian Flag. == 
The simplicity of the Christian flag makes this part easy.
===a. Explain what the colors represent.===
[[File:Christian_flag.svg|thumb|Christian Flag]]
The flag has a white field, with a red Latin cross inside a blue canton. The shade of red on the cross symbolizes the blood Jesus shed on Calvary. The blue represents the waters of baptism as well as the faithfulness of Jesus. The white represents Jesus' purity. In conventional vexillology, a white flag is linked to surrender, a reference to the Biblical description of Jesus' non-violence and surrender. The dimensions of the flag and canton have no official specifications.

===b. Know what the emblem represents.=== 
The cross represents Christ's death so that we can live forever. The cross is an instantly recognizable symbol of Christianity.

== 8. Learn how to and practice placing flags (National/State/Province, Christian, AY, Pathfinder) for each of the following occasions:== 
===a. Campsite when camping.===
When the national flag is displayed on campouts or at a camporee, it should be placed to the left of those entering the camp and to the right of those who are camping. When all flags are displayed on one pole, the national flag is at the top, then the AY flag and the Pathfinder flag.
===b. Platform for Special Ceremonies.===
For a Pathfinder Day program, the national flag should be displayed to the right of the speaker. Until recently the placement of the flag depended on whether the flag was on the platform or not, but this rule has been simplified.

===c. Church Service for Induction, Investiture, and/or Pathfinder Sabbath.=== 
If the flags are displayed elsewhere, other than the platform, the national flag should be displayed to the right of the audience as they face the platform. Other flags should be to the left of the audience.
===d. Fair Booth.===
Flags should be placed on the booth's right and the inspector's left. If the national flag is part of a group of flags, it should be in the center and slightly forward or raised. At public fairs, flags may be put inside the booth, but the national flag is always on the viewer's left.<ref>http://www.seccyouth.com/index.php/documents/item/flag-placement-at-fair-booths</ref>

===e. Pathfinder/AY Club meeting.=== 
To the right of the audience.

==9. Learn and share with your group the history of your country/island’s flag and what the colors and symbols on it represent.== 


;Bermuda
The Flag of Bermuda was adopted on October 4, 1910 with a revision in 1999. The elements are:


British Red Ensign: The flag is the only British territory to use a red ensign form on land (usual the red ensigns are for ships). The other British overseas territories use a version of the blue ensign for general use ashore. Bermuda's use of a red ensign on land is in keeping with Canada (pre-1965) and the Union of South Africa (pre 1928), both of which used red ensigns ashore as local flags in the early part of the 20th century.


Union Flag/Union Jack: in the upper left corner (the canton) signifying the ties to the United Kingdom and also symbolizes oneness and unification. You can explore the meaning of the Union Jack as well.


Coat of arms of Bermuda: centered on the fly half, the coat of arms is a red lion (symbol of England) that is holding a shield that depicts a sinking Sea Venture of Bermuda ship in the center. The flagship of the Virginia Company, the Sea Venture was intentionally crashed into the reefs of Bermuda by its Admiral, George Sommers, in 1609 to avoid a fierce storm. Because of this daring act, 100% of the crew survived. The survivors chose to stay in the island to become the first settlers of Bermuda.


In 1999, the scroll on the coat of arms was updated with the inscription – “ Quo Fata Ferunt” which means “Whither the Fates Carry [Us]”.


;Canada
Canadian Heritage is responsible for flag promotion and protocol. Explore their page [http://www.pch.gc.ca/pgm/ceem-cced/symbl/df1-eng.cfm here] for everything you need to know about the Maple Leaf.


;United Kingdom
All UK specific answers and other general info. http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf


;United States


The red and white stripes represent the original 13 colonies. The (current) 50 stars represent the current 50 states, the number being increased as states were added.


;Other Countries
If your country is not listed here, please research and add the info here. The history of national flags is easy to find online.


;;Burundi [[Image:Flag_of_Burundi.svg|thumb|Flag of Burundi]]


The national flag of Burundi was adopted on June 28, 1967 after the country's independence from Belgium on 1 July 1962. It consists of a white saltire which divides the field into alternating red and green areas. The center of the saltire merges into a white disk, on which there are three red solid six-pointed stars outlined in green.


The flag is divided into four parts by a white cross. The upper and lower parts are red in color while the left and right ones are green in color. White color of the cross represents peace, green represents the nation's hopes placed on future development and red symbolizes the suffering of the nation during its freedom struggle.[2] The three stars in triangular configuration stand for the three major ethnic groups of Burundi: the Hutu, the Twa and the Tutsi.[2] The three stars also stand for the three elements of the national motto: Unité, Travail, Progrès ("Unity, Work and Progress"), which can be seen on the Coat of arms of Burundi.[3] They also represent the loyalty that the citizens of the nations have pledged to their God, king and country. [https://en.wikipedia.org/wiki/Flag_of_Burundi Flag of Burundi]


;;Rwanda [[Image:Flag_of_Rwanda.svg|thumb|Flag_of_Rwanda]]


The flag of Rwanda was adopted on October 25, 2001. The flag has four colours: blue, green, and two forms of yellow[1] (standard yellow for the middle band and what the Pantone system calls "sun yellow" for the sun). The blue band represents happiness and peace, the yellow band symbolizes economic development, and the green band symbolizes the hope of prosperity. The sun represents enlightenment. The new flag represents national unity, respect for work, heroism, and confidence in the future. It was adopted to avoid connotations to the 1994 genocide. The flag was designed by Alphonse Kirimobenecyo.
When hung vertically, the flag should be displayed as the horizontal version rotated clockwise 90 degrees. [https://en.wikipedia.org/wiki/Flag_of_Rwanda Flag of Rwanda]


;;Zambia [[image:Flag_of_Zambia.svg|thumb|Flag_of_Zambia]]


The flag of Zambia was adopted upon independence on October 24, 1964. Before that, Zambia was the British protectorate of Northern Rhodesia and used a defaced Blue Ensign as its flag.
The current flag is used as both national flag and ensign. It is green with an orange-coloured African fish eagle in flight over a rectangular block of three vertical stripes, coloured, from left to right: red, black and orange. The placement of the eagle and block of stripes at the flag's fly is notable as most emblems and devices on flags are placed at centre or at the hoist.


The colours used in the flag of Zambia are rich in symbolism. Green stands for the nation's lush flora, red for the nation's struggle for freedom, black for the Zambian people, and orange for the land's natural resources and mineral wealth. Additionally, the eagle flying above the coloured stripes is intended to represent the people's ability to rise above the nation's problems.


The Zambian flag was slightly modified in 1996. The shade of green used in the 1964 flag was replaced with a brighter and lighter green and the eagle was slightly altered so as to be more like the one used in the Zambian coat of arms.


The design of the national flag of Zambia is described in National Flag and Armorial Ensigns Act of 4 June 1965.[1]
Green with an orange coloured eagle in flight over a rectangular block of three vertical stripes coloured from left to right in red, black and orange; of overall dimensions 3:2; and to the following colour specifications:
"Spectrum Green", British Colour Council Shade reference 100.
"Union Jack Red", British Colour Council Shade reference 210.
"Jet Black", British Colour Council Shade reference 220.
"Spectrum Orange", British Colour Council Shade reference 57.

====Colours==== 
The green was adjusted in 1996 to a lighter and brighter green. In 2012 The London Organising Committee of the Olympic and Paralympic Games solicited advice from each participating nation the correct Pantone colours for its flag. Once confirmed, the results were published in a guide.

====Symbolism==== 
The flag's colours and emblems are rich in symbolism. Each of the four colours represents an aspect of Zambia: green for the country's natural resources and vegetation; red for its struggle for freedom; black for its people and orange for its mineral wealth (primarily copper). The eagle is an African fish eagle, which also appears in the national coat of arms and represents the people's ability to rise above the nation's problems.

====Flag protocol==== 
By law, the Zambian flag should be flown only between the hours of sunrise and sunset and may be flown:
- at buildings or premises owned or occupied by the Government;
- at buildings or premises owned or occupied by local government authorities;
- at buildings or premises owned or occupied by any statutory board or statutory corporation;
- at state-aided schools;
- on any motor car, boat or ship in or by which a Minister of Government is for the time being travelling;
- on any ship registered as Zambian.


The flag is not allowed to be flown by any other individual or institution without express written permission from the Minister except on the following occasions:
- on the following public holidays, namely: Africa Freedom Day, Heroes Day, Unity Day, and Independence Day;
- on such other days or occasions as the Minister may declare for this purpose. [https://en.wikipedia.org/wiki/Flag_of_Zambia Flag of Zambia]


;;South Sudan [[image:Flag_of_South_Sudan.svg|thumb|Flag_of_South_Sudan]]


The flag of South Sudan was adopted following the signing of the Comprehensive Peace Agreement that ended the Second Sudanese Civil War. The flag was previously used as the flag of the Sudan People's Liberation Movement.


The flag bears striking similarities with those of Sudan (from whom Southern Sudan seceded in 2011), and Kenya. It shares the black, white, red, and green of the Sudanese flag (though different symbolism is given to the colours), in addition to having a triangle along the hoist. The horizontal black, white, red, and green bands, fimbriated white, are the same design as the Kenyan flag, and the Pan-African symbolism it conveys.


The Southern Sudanese government also specifies that the colours of the flag are to represent:
- Black: Black African skin.
- Red: Blood that was shed by the liberation struggle martyrs.
- Green: The country's natural resources and verdant land.
- White: Peace attained after many years of the liberation struggle.
- Blue: Waters of the Nile River, a source of life for the country.
- Yellow: The unity of the states making up South Sudan. [https://en.wikipedia.org/wiki/Flag_of_South_Sudan Flag of South Sudan]


;;Tanzania [[image:Flag_of_Tanzania.svg|thumb|Flag_of_Tanzania]]


The flag of Tanzania consists of a yellow-edged black diagonal band divided diagonally from the lower hoist-side corner, with a green upper triangle and blue lower triangle. Adopted in 1964 to replace the individual flags of Tanganyika and Zanzibar, it has been the flag of the United Republic of Tanzania since the two states merged that year. The design of the present flag incorporates the elements from the two former flags.


The United Kingdom – together with its dominion South Africa and fellow Allied power Belgium – occupied the majority of German East Africa in 1916 during the East African Campaign. Three years later, the British were tasked with administering the Tanganyika Territory as a League of Nations mandate. It was turned into a UN Trust Territory after World War II, when the LN dissolved in 1946 and the United Nations was formed. In 1954, the Tanganyika African Association – which spoke out against British colonial rule – became the Tanganyika African National Union (TANU) under the leadership of Julius Nyerere and Oscar Kambona. The aim of the political party was to attain independence for the territory; its flag was a tricolour consisting of three horizontal green, black and green bands.Shortly before independence in 1961, elections were held in Tanganyika. After the TANU won comprehensively, the British colonial leaders advised them to utilize the design of their party's flag as inspiration for a new national flag. As a result, yellow stripes were added, and Tanganyika became independent on 9 December 1961.


In April 1964, both Tanganyika and Zanzibar united in order to form a single country – the United Republic of Tanzania. Consequently, the flag designs of the two states were amalgamated to establish a new national flag. The green and black colours from the flag of Tanganyika were retained along with the blue from Zanzibar's flag, with a diagonal design used "for distinctiveness".[3] This combined design was adopted on 30 June 1964. It was featured on the first set of stamps issued by the newly unified country.

====Symbolism==== 
The colors and symbols of the flag carry cultural, political, and regional meanings. The green alludes to the natural vegetation and "rich agricultural resources" of the country, while black represents the Swahili people who are native to Tanzania. The blue epitomizes the Indian Ocean, as well as the nation's numerous lakes and rivers. The thin stripes stand for Tanzania's mineral wealth, derived from the "rich deposits" in the land. While Whitney Smith in the Encyclopædia Britannica and Dorling Kindersley's Complete Flags of the World describe the fimbriations as yellow, other sources – such as The World Factbook and Simon Clarke in the journal Azania: Archaeological Research in Africa – contend that it is actually gold.
[https://en.wikipedia.org/wiki/Flag_of_Tanzania Flag of Tanzania]


;;Uganda [[image:Flag_of_Uganda.svg|thumb|Flag_of_Uganda]]


The flag of Uganda was adopted on 9 October 1962, the date that Uganda became independent from the United Kingdom. It consists of six equal horizontal bands of black (top), yellow, red, black, yellow, and red (bottom); a white disc is superimposed at the centre and depicts the national symbol, a grey crowned crane, facing the hoist side.

====History==== 
When the Democratic Party ruled the country, a design for flag was proposed. It had vertical stripes of green-blue-green, separated by narrower yellow stripes, and in the centre had the silhouette of a yellow crane. After the party lost the national elections on April 25, 1962 the newly elected Uganda People’s Congress (UPC) rejected the former design and instead proposed the current design. It was based on the flag of UPC– a tricolor having horizontal strips of red, yellow and black. The British administration gave their approval to this design before the country's independence. The flag was designed by the Ugandan Minister of Justice, Grace Ibingira.

====Symbolism==== 
The three colours are representative of African peoples (black), Africa's sunshine (yellow), and African brotherhood (red being the colour of blood, through which all Africans are connected). The grey crowned crane is fabled for its gentle nature and was also the military badge of Ugandan soldiers during British rule. The raised leg of the crane symbolizes the forward movement of the country.


;;Democratic Republic of the Congo [[image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|thumb|Flag_of_the_Democratic_Republic_of_the_Congo]]


The flag of the Democratic Republic of the Congo is a sky blue flag, adorned with a yellow star in the upper left canton and cut diagonally by a red stripe with a yellow fimbriation. It was adopted on 20 February 2006. A new constitution, ratified in December 2005 and which came into effect in February 2006, promoted a return to a flag similar to that flown between 1963 and 1971, with a change from a royal blue to sky blue background. Blue represents peace. Red stands for "the blood of the country's martyrs, yellow the country's wealth; and the star a radiant future for the country."

====Previous flags==== 
The previous flag was adopted in 2003. It is similar to the flag used between 1960 and 1963. The flag is based on the flag which was originally used by King Leopold's Association Internationale Africaine and was first used in 1877. The design was then implemented as the flag of the Congo Free State after the territory was recognized as an official possession of Leopold II at the Berlin Conference. After gaining independence from Belgium on 30 June 1960, the same basic design was maintained. However, six stars were incorporated to symbolise the six provinces of the country at the time. This design was used only from 1960 to 1963.


The flag of the first Republic of Mobutu Sese Seko became the official banner after Mobutu established his dictatorship. This flag was used from 1966–1971 and consisted of the same yellow star, now made smaller, situated in the top corner of the hoist side, with a red, yellow-lined band running diagonally across the center. The red symbolized the people's blood; the yellow symbolized prosperity; the blue symbolized hope; and the star represented unity. This flag was changed when the country was renamed Zaire in 1971. The Zaire flag was created as part of Mobutu's attempted re-Africanization of the nation and was used officially until Mobutu's overthrow in the First Congo War.
[https://en.wikipedia.org/wiki/Flag_of_the_Democratic_Republic_of_the_Congo Flag of the Democratic Republic of the Congo]


;;Australian Flag [[File:Flag of Australia.svg|thumb|Flag of Australia]]


The Australian National Flag (the flag) was first flown in 1901. It is Australia's foremost national symbol and has become an expression of Australian identity and pride.The flag is paraded by our defense forces and displayed around the country at sporting events and by service organisations, schools, community groups and private citizens. The flag has three elements on a blue background: the Union Jack, the Commonwealth Star and the Southern Cross. The Union Jack in the upper left corner represents the history of British settlement. Below the Union Jack is a white Commonwealth, or Federation, star. It has seven points representing the unity of the six states and the territories of the Commonwealth of Australia. The star is also featured on the Commonwealth Coat of Arms. The Southern Cross is shown on the flag in white. It is a constellation of five stars that can only be seen from the southern hemisphere and is a reminder of Australia’s geography.

== 10. Identify the flags of your Division and know what countries they represent. == 


The Adventist Church has divided the world into 13 administrative districts it calls Divisions.

===North American Division=== 
The '''North American Division''' comprises 10 countries and territories:
====Bermuda====
[[File:Flag of Bermuda.svg|thumb|Flag of Bermuda]]
The current Bermuda flag was adopted in the 1910. As a British overseas territory, Bermuda's flag features the United Kingdom flag upper left. The green and white badge displays a red lion holding a shield that symbolizes the sinking of the Sea Venture about one mile off the coastline of Bermuda in the summer of 1609 by the founders of Bermuda. The ship was caught in a hurricane, so the captain intentionally struck a reef near the island saving all lives on board. <ref>http://www.worldatlas.com/webimage/flags/countrys/europe/bermuda.htm</ref>

====Canada==== 
[[File:Flag of Canada.svg|thumb|Flag of Canada]]
The flag of Canada was officially adopted on February 15, 1965. The Canadian Red Ensign, bearing the Union Jack and the shield of the royal arms of Canada, was lowered and then, on the stroke of noon, the new maple leaf flag was raised. The crowd sang the national anthem O Canada, followed by the royal anthem, God Save the Queen.


The following words, spoken on that momentous day by the Honourable Maurice Bourget, Speaker of the Senate, added further symbolic meaning to the flag: "The flag is the symbol of the nation's unity, for it, beyond any doubt, represents all the citizens of Canada without distinction of race, language, belief or opinion." The stylish red maple leaf has been the national symbol of Canada for over 150 years. Red and white are the official colors of Canada, proclaimed by King George V in 1921.<ref>http://www.worldatlas.com/webimage/flags/countrys/namerica/canada/caflag.htm</ref>

====St.Pierre and Miquelon (French islands close to Newfoundland with no Adventist presence)==== 
[[File:Flag of Saint-Pierre and Miquelon.svg|thumb|Flag of Saint-Pierre and Miquelon]]
Saint Pierre and Miquelon are a self-governing territory of France. The stylish flag features a red sailing ship on a blue field. The three-part verticle band on the left side displays the heraldic arms of local settlements established by French colonists from the Basque Country (top), Brittany (center), and Normandy (bottom).<ref>http://www.worldatlas.com/webimage/flags/countrys/assorted/stpierre.htm</ref>


The Flag of France also flies in Saint Pierre and Miquelon.
[[File:Flag_of_France.svg|thumb|Flag of France]]
Blue and red are the traditional colours of Paris, used on the city's coat of arms. Blue is identified with Saint Martin, red with Saint Denis. At the storming of the Bastille in 1789, the Paris militia wore blue and red cockades on their hats. White had long featured prominently on French flags and is described as the "ancient French colour" by Lafayette.[1] White was added to the "revolutionary" colors of the militia cockade to "nationalise" the design, thus creating the tricolour cockade.[1] Although Lafayette identified the white stripe with the nation, other accounts identify it with the monarchy.[3] Lafayette denied that the flag contains any reference to the red-and-white livery of the Duc d'Orléans. Despite this, Orléanists adopted the tricolour as their own.


Blue and red are associated with the Virgin Mary the patron saint of France, and were the colours of Charlemagne's ensign and war cry, "Montjoie". The colours of the French flag may also represent the three main estates of the Ancien Régime (the clergy: white, the nobility: red and the bourgeoisie: blue). Blue, as the symbol of class, comes first and red, representing the nobility, comes last. Both extreme colours are situated on each side of white referring to a superior order.[4]
Lafayette's tricolour cockade was adopted in July 1789, a moment of national unity that soon faded. Royalists began wearing white cockades and flying white flags, while the Jacobins, and later the Socialists, flew the red flag. The tricolour, which combines royalist white with republican red, came to be seen as a symbol of moderation and of a nationalism that transcended factionalism.


The three colours are occasionally taken to represent the three elements of the revolutionary motto, liberté (freedom: blue), égalité (equality: white), fraternité (brotherhood: red); this symbolism was referenced in Krzysztof Kieślowski's three colours film trilogy, for example.

====United States (excluding Puerto Rico and the US Virgin Islands which are in IAD)==== 
[[File:Flag of the United States.svg|thumb|Flag of the United States]]
The flag of the United States features thirteen equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states; the 13 stripes the 13 original colonies. The flag is known as Old Glory, and no one knows for certain who designed it. Most historians believe that U.S. Congressman, Francis Hopkinson was the original designer, while a few still believe that Betsy Ross, a Philadelphia seamstress, made the first one.<ref>http://www.worldatlas.com/webimage/countrys/namerica/usstates/usflags.htm</ref>

====US Pacific territories of Guam, Northern Marianas, and Wake Island==== 
[[File:Flag of Guam.svg|thumb|Flag of Guam]]
The flag of Guam was designed on the island, and officially adopted in 1917. As a territory of the United States it features traditional U.S. colors, along with a symbolic seal that includes a swaying palm tree, sand, and the waters of the Pacific Ocean.<ref>http://www.worldatlas.com/webimage/flags/countrys/pacific/guam.htm</ref>


[[File:Flag of the Northern Mariana Islands.svg|thumb|Flag of Northern Mariana Islands]]
The flag of Northern Mariana Islands was officially adopted in 1972. The islands are a territory of the United States, symbolized by the centered white star. Under that star, a gray latte stone is representative of a traditional foundation stone, one used in building. The surrounding wreath is comprised of colorful local flowers.<ref>http://www.worldatlas.com/webimage/flags/countrys/pacific/marianas.htm</ref>


[[File:Flag_of_Wake_Island.png|thumb|Flag of Wake Island]]
The Wake Island flag includes the colors of the US flag, a maps of the 3 islands that make up the territory and three white stars representing those islands. The flag clearly conveys the connection to the United States.

====Palau==== 
[[File:Flag_of_Palau.svg‎ |thumb|Flag of Palau]]
The flag of Palau was adopted on 1 January 1981, when the island group separated from the United Nations Trust Territory and became a republic. Previously, the flag of the Trust Territory of the Pacific Islands was flown jointly with the United Nations and American flags. Like some other flags of several other Pacific island groups, blue is the colour used to represent the ocean and the nation's place within it.


The flag's very simple design belies the depth of meaning attributed to it. The explanation for the choice of colours is rooted in the history and customs of the Palauan people. The bright blue of the field, which might be assumed to be symbolic of the Pacific Ocean, is in fact a representation of the transition from foreign domination to self-government. The golden disk, which sits slightly off centre toward the hoist, represents the full moon. The Palauans consider the full moon to be the optimum time for human activity. At this time of the month, celebrations, fishing, sowing, harvesting, tree-felling, and the carving of traditional canoes are carried out. The moon is a symbol of peace, love, and tranquility.

====The Marshall Islands==== 
[[File:Flag of the Marshall Islands.svg.png|thumb|Flag of the Marshall Islands]]
The flag of the Marshall Islands was adopted upon the start of self-governance, May 1, 1979. The flag was designed by Emlain Kabua, who served as the first First Lady of the republic.


The Marshall Islands were part of the Trust Territory of the Pacific Islands administered by the United States, from which the Marshall Islands, Palau, and the Federated States of Micronesia split. In common with other island nations in the region, this flag features the symbolic representation of the islands' place within the ocean. The rising diagonal band represents the equator, the star above representing this Northern Hemisphere archipelago. The white and orange portions of the band represent, respectively, the Ratak Chain ("sunrise") and the Ralik Chain ("sunset"), as well as symbolizing peace and courage. The star's 24 points represent the number of electoral districts, while the four elongated points represent the principal cultural centers of Majuro, Jaluit, Wotje and Ebeye.

====The Federated States of Micronesia==== 
‎[[File:Flag_of_the_Federated_States_of_Micronesia.png|thumb|Flag of the Federated States of Micronesia]]
The flag of the Federated States of Micronesia (FSM) was adopted on 10 November 1979. The blue field represents the Pacific Ocean, while the four stars represent the states in the federation: Chuuk, Pohnpei, Kosrae and Yap, with the stars arranged like the points of the compass.


The flag brings together element of previous flags flown over the islands. The Trust Territory of the Pacific Islands used a six star flag however the current flag excludes the stars representing Palau, the Marshall Islands and Northern Mariana, which chose not to participate in the Federation, and adds back a star because the Trust Territory flag combined two islands in the group in one of the six stars. The blue and white colors are those of the UN flag which flew over the islands from 1947 - 1965. The idea of stars representing states echos the US flag, which also flew over the islands for many years.


(these last three countries are in free association with the United States and with the three US Pacific territories form the Guam-Micronesia Mission, which became part of the North American Division in 2011.)

===Other Parts of the World=== 
You can see a list of countries currently associated with the other Divisions and attached regions here. http://www.adventist.org/world-church/world-divisions/index.html From that list you can assemble a collection of the required flags.

==References== 
<references/>
*[http://en.wikipedia.org/wikiFlag Wikipedia - Flags]
*http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. All UK specific answers here and other general info.
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AY Honors/Flags/Answer Key

2020-01-13T08:08:54Z

Jackson Rich:

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{{honor_desc
|stage=75
|honorname=Flags
|skill=1
|year=2013
|category=Outreach
|authority=General Conference
|insignia=Flags AY Honor.png
}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

== 1. Describe what a flag is and list three uses of flags. == 
A '''flag''' is a piece of material with a distinctive design that is usually rectangular and used as a '''''symbol''''', as a '''''signaling device''''', or '''''decoration''''' attached on one edge to a pole or rope.

== 2. Know and locate the following parts of a flag: == 
''Note: These definitions were taken from the following resources.'' <ref>http://www.netstate.com/states/symb/flags/flag_terminology.htm</ref><ref>http://www.enchantedlearning.com/geography/flags/glossary.shtml</ref>
===a. Canton===
Where the feature is used, the upper area of the flag by the flagstaff, or a flag with a design featured in the canton area. The blue area with stars on the US flag is the canton, but there is no canton on the Canadian flag.
===b. Field===
The '''''field''''' is the background color of the flag, the area between the hoist and fly ends.
===c. Finial===
Staff ornament found on a flagpole, whether on a fixed pole - such as at a school - or a pole designed to carry the flag in a parade. According to the Unites States Flag Code there is no guideline regarding finials:


::''The Flag Code is silent as to ornaments (finials) for flagstaffs. We know of no law or regulation which restricts the use of a finial on the staff. The eagle finial is used not only by the President, the Vice-President, and many other federal agencies, but also by many civilian organizations and private citizens. The selection of the type finial used is a matter of preference of the individual or organization. Most commonly, an Eagle is used as the finial on the American flag.''<ref name="Unites States Flag Code">http://www.senate.gov/reference/resources/pdf/RL30243.pdf</ref>

===d. Flagstaff=== 
In general when a flag is flown outdoors it flies from a flagpole, mast or flagstaff.
===e. Fly===
The '''''fly''''' is the part of the flag that is the farthest from the flagstaff.
===f. Fly end===
The '''''fly end''''' is the part of the flag that flaps in the wind and sometimes becomes frayed.
===g. Halyard===
A '''''halyard''''' is a rope or cable used to raise and lower a flag on a flagpole.
===h. Hoist side===
The part of the flag that is nearest the flagstaff. Also '''''hoist''''' is used to describe the height of flag while flying and the act of raising a flag.
===i. Truck===
The mechanism that connects the finial to the pole. Sometimes incorrectly referred to as the "ball-style" finial mounted to the top of a stationary flagpole.

== 3. Know three important guidelines for the care and handling of your national flag. == 


While some specific handling instructions differ somewhat between countries, the following is nearly universally true:


# The national flag should be flown above any other flags
# The national flag should never touch the ground
# Respect should be shown the flag - including saluting the flag
# Tattered flags should not be displayed or flown but should be privately disposed of, preferably by burning

== 4. Learn how to and practice folding your national flag. == 


The procedure for folding the national flag varies by country. if your country and flag are not listed here, please feel free to research it and add it to the list.

===Bermuda=== 
Flag protocol for Bermuda should follow that of the [http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf United Kingdom], of which Bermuda is a [http://en.wikipedia.org/wiki/British_Overseas_Territory British Overseas Territory].

===Canada=== 
There is no method of folding prescribed when folding the flag for everyday use. There is, however, a method similar in nature to that used in the US when folding a flag for ceremonial purposes such as a funeral. More information can be found at the [http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/oth-aut/pcf-cpd/index-eng.asp Canadian directorate of History and Heritage] page.

===United Kingdom === 
There are two methods generally used in folding the Union Jack. The first is called Breaking and is generally used during flag raising.. The Union Jack is folded in half lengthwise (along the central red stripe of the St. George's Cross, and then in half again, bringing the fold to meet the edge of the flag. The last 1/3 of the flag is folded inwards (towards the heading) and then the remainder is rolled towards the heading. The flag is then secured with a piece of light cotton or string. When hoisted, a sharp tug of the halyard will break the string and allow the flag to fly free.


The other method is generally used when the flag is used as a pall over a coffin. The folding method is similar to that used by the United States. More information can be found here: [http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf Flying Flags in the United Kingdom] Other than these, there are no prescribed methods of folding the Union Jack. It is to be hoisted and lowered with respect, and care taken that no part of it touches the ground.

===United States=== 
[[File:Fold-us-flag-animated.gif|thumb]]
[http://uscode.house.gov/download/pls/04C1.txt Title 4 Chapter 1 of the United States Code] known as The United States Flag Code, first adopted in 1924 and amended through the present, prescribes flag etiquette for a variety of circumstances ensuring that our national symbol is treated properly.


#To begin folding the flag, have two people hold it between them - one on either end - at waist height.
#The first fold should bring the bottom striped edge up to meet the top edge (which features the blue field of the canton). #The next fold should bring the folded edge to meet the open edge, leaving the blue field on the outside.
#Once that is completed, the person on the fly end (with the stripes) should begin folding the striped edge of the flag up to meet the open edge. The stripes on the folded portion wil now be perpendicular (At a right-angle) to the rest of the stripes.
#Make another triangular fold, bringing the edge of the triangle up to meet the flag's open edge (the stripes will now be parallel)
#Continue folding in this manner, keeping the folds even and tight. If done correctly, the point of the fold just before the blue field should just touch the edge of the blue.
#Fold again, until there is a small area of the blue field left - about the amount needed to make one more fold. Fold the corner of the hoist end so that the fold goes the opposite direction of the folded fly end. tuck the folded hoist end into the flag, inserting it into the open part of the folded flag. Ensure it is well tucked in, and the folds are tight and neat. Inspect the folded flag, ensuring that no red is showing, only the blue field with stars. (See also [http://www.usflag.org/foldflag.html U.S. Flag.org] for a good explanation of proper folding).

===Australia=== 
#Hold the flag taut. One person should hold the heading edge of the flag while a second person should hold the free side of the flag. The top and bottom do not need to be held. The bottom edge of the attached halyard, or rope, should face upward. The halyard should dangle down. The face of the flag should be held perpendicular to the ground.
#Fold the flag lengthwise. Bring the bottom edge up and over so that it meets with the top edge. The total width of the flag should be halved. The red and white "Union Jack" should face out.
#Make another lengthwise fold. Bring the new, folded bottom edge up and over so that it meets with the top edge. The total width should be quartered. The "Union Jack" should now be hidden by the new fold.
#Bring the sides together. Fold the side furthest from the halyard by bring it up and over, allowing it to meet the halyard edge of the flag.Make sure that the edges are evenly aligned.
#Make an "accordion" fold along the length. Bend a small square of the newly folded edge back so that it lies flush against the flag. Grab this new double-layer square and fold it forward, again bringing it flat against the flag. Continue folding backwards and forwards to the hoist edge, or the halyard, until the entire flag is compressed into an accordion fold.
#Tie the bundled flag with the attached halyard. Wind the halyard around the flag and tuck it under itself to keep the folded flag bound and secured.

== 5. Practice proper etiquette when saluting your national flag.== 
===a. In uniform while standing.===
===b. In uniform while marching.===
===c. In Field uniform.===
===d. While wearing headgear.===
===e. When not in uniform.===

==6. Draw the Pathfinder flag with emblem.== 
[[File:Pathfinder-flag.jpg|thumb|Pathfinder Flag]]
===a. Learn who designed the Pathfinder Flag and who sewed the first Pathfinder flag.===
Helen Hobbs made the Pathfinder flag. Pathfinder Club emblem designed by John H. Hancock.
===b. Color your drawing with appropriate colors.===
See the flag beside this answer for guidance.
===c. Know the meaning of the Pathfinder emblem.===
{{:Adventist_Youth_Honors_Answer_Book/Pathfinder_Emblem_Meaning}}

== 7. Draw the Christian Flag. == 
The simplicity of the Christian flag makes this part easy.
===a. Explain what the colors represent.===
[[File:Christian_flag.svg|thumb|Christian Flag]]
The flag has a white field, with a red Latin cross inside a blue canton. The shade of red on the cross symbolizes the blood Jesus shed on Calvary. The blue represents the waters of baptism as well as the faithfulness of Jesus. The white represents Jesus' purity. In conventional vexillology, a white flag is linked to surrender, a reference to the Biblical description of Jesus' non-violence and surrender. The dimensions of the flag and canton have no official specifications.

===b. Know what the emblem represents.=== 
The cross represents Christ's death so that we can live forever. The cross is an instantly recognizable symbol of Christianity.

== 8. Learn how to and practice placing flags (National/State/Province, Christian, AY, Pathfinder) for each of the following occasions:== 
===a. Campsite when camping.===
When the national flag is displayed on campouts or at a camporee, it should be placed to the left of those entering the camp and to the right of those who are camping. When all flags are displayed on one pole, the national flag is at the top, then the AY flag and the Pathfinder flag.
===b. Platform for Special Ceremonies.===
For a Pathfinder Day program, the national flag should be displayed to the right of the speaker. Until recently the placement of the flag depended on whether the flag was on the platform or not, but this rule has been simplified.

===c. Church Service for Induction, Investiture, and/or Pathfinder Sabbath.=== 
If the flags are displayed elsewhere, other than the platform, the national flag should be displayed to the right of the audience as they face the platform. Other flags should be to the left of the audience.
===d. Fair Booth.===
Flags should be placed on the booth's right and the inspector's left. If the national flag is part of a group of flags, it should be in the center and slightly forward or raised. At public fairs, flags may be put inside the booth, but the national flag is always on the viewer's left.<ref>http://www.seccyouth.com/index.php/documents/item/flag-placement-at-fair-booths</ref>

===e. Pathfinder/AY Club meeting.=== 
To the right of the audience.

==9. Learn and share with your group the history of your country/island’s flag and what the colors and symbols on it represent.== 


;Bermuda
The Flag of Bermuda was adopted on October 4, 1910 with a revision in 1999. The elements are:


British Red Ensign: The flag is the only British territory to use a red ensign form on land (usual the red ensigns are for ships). The other British overseas territories use a version of the blue ensign for general use ashore. Bermuda's use of a red ensign on land is in keeping with Canada (pre-1965) and the Union of South Africa (pre 1928), both of which used red ensigns ashore as local flags in the early part of the 20th century.


Union Flag/Union Jack: in the upper left corner (the canton) signifying the ties to the United Kingdom and also symbolizes oneness and unification. You can explore the meaning of the Union Jack as well.


Coat of arms of Bermuda: centered on the fly half, the coat of arms is a red lion (symbol of England) that is holding a shield that depicts a sinking Sea Venture of Bermuda ship in the center. The flagship of the Virginia Company, the Sea Venture was intentionally crashed into the reefs of Bermuda by its Admiral, George Sommers, in 1609 to avoid a fierce storm. Because of this daring act, 100% of the crew survived. The survivors chose to stay in the island to become the first settlers of Bermuda.


In 1999, the scroll on the coat of arms was updated with the inscription – “ Quo Fata Ferunt” which means “Whither the Fates Carry [Us]”.


;Canada
Canadian Heritage is responsible for flag promotion and protocol. Explore their page [http://www.pch.gc.ca/pgm/ceem-cced/symbl/df1-eng.cfm here] for everything you need to know about the Maple Leaf.


;United Kingdom
All UK specific answers and other general info. http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf


;United States


The red and white stripes represent the original 13 colonies. The (current) 50 stars represent the current 50 states, the number being increased as states were added.


;Other Countries
If your country is not listed here, please research and add the info here. The history of national flags is easy to find online.


;;Burundi [[Image:Flag_of_Burundi.svg|thumb|Flag of Burundi]]


The national flag of Burundi was adopted on June 28, 1967 after the country's independence from Belgium on 1 July 1962. It consists of a white saltire which divides the field into alternating red and green areas. The center of the saltire merges into a white disk, on which there are three red solid six-pointed stars outlined in green.


The flag is divided into four parts by a white cross. The upper and lower parts are red in color while the left and right ones are green in color. White color of the cross represents peace, green represents the nation's hopes placed on future development and red symbolizes the suffering of the nation during its freedom struggle.[2] The three stars in triangular configuration stand for the three major ethnic groups of Burundi: the Hutu, the Twa and the Tutsi.[2] The three stars also stand for the three elements of the national motto: Unité, Travail, Progrès ("Unity, Work and Progress"), which can be seen on the Coat of arms of Burundi.[3] They also represent the loyalty that the citizens of the nations have pledged to their God, king and country. [https://en.wikipedia.org/wiki/Flag_of_Burundi Flag of Burundi]


;;Rwanda [[Image:Flag_of_Rwanda.svg|thumb|Flag_of_Rwanda]]


The flag of Rwanda was adopted on October 25, 2001. The flag has four colours: blue, green, and two forms of yellow[1] (standard yellow for the middle band and what the Pantone system calls "sun yellow" for the sun). The blue band represents happiness and peace, the yellow band symbolizes economic development, and the green band symbolizes the hope of prosperity. The sun represents enlightenment. The new flag represents national unity, respect for work, heroism, and confidence in the future. It was adopted to avoid connotations to the 1994 genocide. The flag was designed by Alphonse Kirimobenecyo.
When hung vertically, the flag should be displayed as the horizontal version rotated clockwise 90 degrees. [https://en.wikipedia.org/wiki/Flag_of_Rwanda Flag of Rwanda]


;;Zambia [[image:Flag_of_Zambia.svg|thumb|Flag_of_Zambia]]


The flag of Zambia was adopted upon independence on October 24, 1964. Before that, Zambia was the British protectorate of Northern Rhodesia and used a defaced Blue Ensign as its flag.
The current flag is used as both national flag and ensign. It is green with an orange-coloured African fish eagle in flight over a rectangular block of three vertical stripes, coloured, from left to right: red, black and orange. The placement of the eagle and block of stripes at the flag's fly is notable as most emblems and devices on flags are placed at centre or at the hoist.


The colours used in the flag of Zambia are rich in symbolism. Green stands for the nation's lush flora, red for the nation's struggle for freedom, black for the Zambian people, and orange for the land's natural resources and mineral wealth. Additionally, the eagle flying above the coloured stripes is intended to represent the people's ability to rise above the nation's problems.


The Zambian flag was slightly modified in 1996. The shade of green used in the 1964 flag was replaced with a brighter and lighter green and the eagle was slightly altered so as to be more like the one used in the Zambian coat of arms.


The design of the national flag of Zambia is described in National Flag and Armorial Ensigns Act of 4 June 1965.[1]
Green with an orange coloured eagle in flight over a rectangular block of three vertical stripes coloured from left to right in red, black and orange; of overall dimensions 3:2; and to the following colour specifications:
"Spectrum Green", British Colour Council Shade reference 100.
"Union Jack Red", British Colour Council Shade reference 210.
"Jet Black", British Colour Council Shade reference 220.
"Spectrum Orange", British Colour Council Shade reference 57.

====Colours==== 
The green was adjusted in 1996 to a lighter and brighter green. In 2012 The London Organising Committee of the Olympic and Paralympic Games solicited advice from each participating nation the correct Pantone colours for its flag. Once confirmed, the results were published in a guide.

====Symbolism==== 
The flag's colours and emblems are rich in symbolism. Each of the four colours represents an aspect of Zambia: green for the country's natural resources and vegetation; red for its struggle for freedom; black for its people and orange for its mineral wealth (primarily copper). The eagle is an African fish eagle, which also appears in the national coat of arms and represents the people's ability to rise above the nation's problems.

====Flag protocol==== 
By law, the Zambian flag should be flown only between the hours of sunrise and sunset and may be flown:
- at buildings or premises owned or occupied by the Government;
- at buildings or premises owned or occupied by local government authorities;
- at buildings or premises owned or occupied by any statutory board or statutory corporation;
- at state-aided schools;
- on any motor car, boat or ship in or by which a Minister of Government is for the time being travelling;
- on any ship registered as Zambian.


The flag is not allowed to be flown by any other individual or institution without express written permission from the Minister except on the following occasions:
- on the following public holidays, namely: Africa Freedom Day, Heroes Day, Unity Day, and Independence Day;
- on such other days or occasions as the Minister may declare for this purpose. [https://en.wikipedia.org/wiki/Flag_of_Zambia Flag of Zambia]


;;South Sudan [[image:Flag_of_South_Sudan.svg|thumb|Flag_of_South_Sudan]]


The flag of South Sudan was adopted following the signing of the Comprehensive Peace Agreement that ended the Second Sudanese Civil War. The flag was previously used as the flag of the Sudan People's Liberation Movement.


The flag bears striking similarities with those of Sudan (from whom Southern Sudan seceded in 2011), and Kenya. It shares the black, white, red, and green of the Sudanese flag (though different symbolism is given to the colours), in addition to having a triangle along the hoist. The horizontal black, white, red, and green bands, fimbriated white, are the same design as the Kenyan flag, and the Pan-African symbolism it conveys.


The Southern Sudanese government also specifies that the colours of the flag are to represent:
- Black: Black African skin.
- Red: Blood that was shed by the liberation struggle martyrs.
- Green: The country's natural resources and verdant land.
- White: Peace attained after many years of the liberation struggle.
- Blue: Waters of the Nile River, a source of life for the country.
- Yellow: The unity of the states making up South Sudan. [https://en.wikipedia.org/wiki/Flag_of_South_Sudan Flag of South Sudan]


;;Tanzania [[image:Flag_of_Tanzania.svg|thumb|Flag_of_Tanzania]]


The flag of Tanzania consists of a yellow-edged black diagonal band divided diagonally from the lower hoist-side corner, with a green upper triangle and blue lower triangle. Adopted in 1964 to replace the individual flags of Tanganyika and Zanzibar, it has been the flag of the United Republic of Tanzania since the two states merged that year. The design of the present flag incorporates the elements from the two former flags.


The United Kingdom – together with its dominion South Africa and fellow Allied power Belgium – occupied the majority of German East Africa in 1916 during the East African Campaign. Three years later, the British were tasked with administering the Tanganyika Territory as a League of Nations mandate. It was turned into a UN Trust Territory after World War II, when the LN dissolved in 1946 and the United Nations was formed. In 1954, the Tanganyika African Association – which spoke out against British colonial rule – became the Tanganyika African National Union (TANU) under the leadership of Julius Nyerere and Oscar Kambona. The aim of the political party was to attain independence for the territory; its flag was a tricolour consisting of three horizontal green, black and green bands.Shortly before independence in 1961, elections were held in Tanganyika. After the TANU won comprehensively, the British colonial leaders advised them to utilize the design of their party's flag as inspiration for a new national flag. As a result, yellow stripes were added, and Tanganyika became independent on 9 December 1961.


In April 1964, both Tanganyika and Zanzibar united in order to form a single country – the United Republic of Tanzania. Consequently, the flag designs of the two states were amalgamated to establish a new national flag. The green and black colours from the flag of Tanganyika were retained along with the blue from Zanzibar's flag, with a diagonal design used "for distinctiveness".[3] This combined design was adopted on 30 June 1964. It was featured on the first set of stamps issued by the newly unified country.

====Symbolism==== 
The colors and symbols of the flag carry cultural, political, and regional meanings. The green alludes to the natural vegetation and "rich agricultural resources" of the country, while black represents the Swahili people who are native to Tanzania. The blue epitomizes the Indian Ocean, as well as the nation's numerous lakes and rivers. The thin stripes stand for Tanzania's mineral wealth, derived from the "rich deposits" in the land. While Whitney Smith in the Encyclopædia Britannica and Dorling Kindersley's Complete Flags of the World describe the fimbriations as yellow, other sources – such as The World Factbook and Simon Clarke in the journal Azania: Archaeological Research in Africa – contend that it is actually gold.
[https://en.wikipedia.org/wiki/Flag_of_Tanzania Flag of Tanzania]


;;Uganda [[image:Flag_of_Uganda.svg|thumb|Flag_of_Uganda]]


The flag of Uganda was adopted on 9 October 1962, the date that Uganda became independent from the United Kingdom. It consists of six equal horizontal bands of black (top), yellow, red, black, yellow, and red (bottom); a white disc is superimposed at the centre and depicts the national symbol, a grey crowned crane, facing the hoist side.

====History==== 
When the Democratic Party ruled the country, a design for flag was proposed. It had vertical stripes of green-blue-green, separated by narrower yellow stripes, and in the centre had the silhouette of a yellow crane. After the party lost the national elections on April 25, 1962 the newly elected Uganda People’s Congress (UPC) rejected the former design and instead proposed the current design. It was based on the flag of UPC– a tricolor having horizontal strips of red, yellow and black. The British administration gave their approval to this design before the country's independence. The flag was designed by the Ugandan Minister of Justice, Grace Ibingira.

====Symbolism==== 
The three colours are representative of African peoples (black), Africa's sunshine (yellow), and African brotherhood (red being the colour of blood, through which all Africans are connected). The grey crowned crane is fabled for its gentle nature and was also the military badge of Ugandan soldiers during British rule. The raised leg of the crane symbolizes the forward movement of the country.


;;Democratic Republic of the Congo [[image:Flag_of_the_Democratic_Republic_of_the_Congo.svg|thumb|Flag_of_the_Democratic_Republic_of_the_Congo]]


The flag of the Democratic Republic of the Congo is a sky blue flag, adorned with a yellow star in the upper left canton and cut diagonally by a red stripe with a yellow fimbriation. It was adopted on 20 February 2006. A new constitution, ratified in December 2005 and which came into effect in February 2006, promoted a return to a flag similar to that flown between 1963 and 1971, with a change from a royal blue to sky blue background. Blue represents peace. Red stands for "the blood of the country's martyrs, yellow the country's wealth; and the star a radiant future for the country."

====Previous flags==== 
The previous flag was adopted in 2003. It is similar to the flag used between 1960 and 1963. The flag is based on the flag which was originally used by King Leopold's Association Internationale Africaine and was first used in 1877. The design was then implemented as the flag of the Congo Free State after the territory was recognized as an official possession of Leopold II at the Berlin Conference. After gaining independence from Belgium on 30 June 1960, the same basic design was maintained. However, six stars were incorporated to symbolise the six provinces of the country at the time. This design was used only from 1960 to 1963.


The flag of the first Republic of Mobutu Sese Seko became the official banner after Mobutu established his dictatorship. This flag was used from 1966–1971 and consisted of the same yellow star, now made smaller, situated in the top corner of the hoist side, with a red, yellow-lined band running diagonally across the center. The red symbolized the people's blood; the yellow symbolized prosperity; the blue symbolized hope; and the star represented unity. This flag was changed when the country was renamed Zaire in 1971. The Zaire flag was created as part of Mobutu's attempted re-Africanization of the nation and was used officially until Mobutu's overthrow in the First Congo War.
[https://en.wikipedia.org/wiki/Flag_of_the_Democratic_Republic_of_the_Congo Flag of the Democratic Republic of the Congo]

== 10. Identify the flags of your Division and know what countries they represent. == 


The Adventist Church has divided the world into 13 administrative districts it calls Divisions.

===North American Division=== 
The '''North American Division''' comprises 10 countries and territories:
====Bermuda====
[[File:Flag of Bermuda.svg|thumb|Flag of Bermuda]]
The current Bermuda flag was adopted in the 1910. As a British overseas territory, Bermuda's flag features the United Kingdom flag upper left. The green and white badge displays a red lion holding a shield that symbolizes the sinking of the Sea Venture about one mile off the coastline of Bermuda in the summer of 1609 by the founders of Bermuda. The ship was caught in a hurricane, so the captain intentionally struck a reef near the island saving all lives on board. <ref>http://www.worldatlas.com/webimage/flags/countrys/europe/bermuda.htm</ref>

====Canada==== 
[[File:Flag of Canada.svg|thumb|Flag of Canada]]
The flag of Canada was officially adopted on February 15, 1965. The Canadian Red Ensign, bearing the Union Jack and the shield of the royal arms of Canada, was lowered and then, on the stroke of noon, the new maple leaf flag was raised. The crowd sang the national anthem O Canada, followed by the royal anthem, God Save the Queen.


The following words, spoken on that momentous day by the Honourable Maurice Bourget, Speaker of the Senate, added further symbolic meaning to the flag: "The flag is the symbol of the nation's unity, for it, beyond any doubt, represents all the citizens of Canada without distinction of race, language, belief or opinion." The stylish red maple leaf has been the national symbol of Canada for over 150 years. Red and white are the official colors of Canada, proclaimed by King George V in 1921.<ref>http://www.worldatlas.com/webimage/flags/countrys/namerica/canada/caflag.htm</ref>

====St.Pierre and Miquelon (French islands close to Newfoundland with no Adventist presence)==== 
[[File:Flag of Saint-Pierre and Miquelon.svg|thumb|Flag of Saint-Pierre and Miquelon]]
Saint Pierre and Miquelon are a self-governing territory of France. The stylish flag features a red sailing ship on a blue field. The three-part verticle band on the left side displays the heraldic arms of local settlements established by French colonists from the Basque Country (top), Brittany (center), and Normandy (bottom).<ref>http://www.worldatlas.com/webimage/flags/countrys/assorted/stpierre.htm</ref>


The Flag of France also flies in Saint Pierre and Miquelon.
[[File:Flag_of_France.svg|thumb|Flag of France]]
Blue and red are the traditional colours of Paris, used on the city's coat of arms. Blue is identified with Saint Martin, red with Saint Denis. At the storming of the Bastille in 1789, the Paris militia wore blue and red cockades on their hats. White had long featured prominently on French flags and is described as the "ancient French colour" by Lafayette.[1] White was added to the "revolutionary" colors of the militia cockade to "nationalise" the design, thus creating the tricolour cockade.[1] Although Lafayette identified the white stripe with the nation, other accounts identify it with the monarchy.[3] Lafayette denied that the flag contains any reference to the red-and-white livery of the Duc d'Orléans. Despite this, Orléanists adopted the tricolour as their own.


Blue and red are associated with the Virgin Mary the patron saint of France, and were the colours of Charlemagne's ensign and war cry, "Montjoie". The colours of the French flag may also represent the three main estates of the Ancien Régime (the clergy: white, the nobility: red and the bourgeoisie: blue). Blue, as the symbol of class, comes first and red, representing the nobility, comes last. Both extreme colours are situated on each side of white referring to a superior order.[4]
Lafayette's tricolour cockade was adopted in July 1789, a moment of national unity that soon faded. Royalists began wearing white cockades and flying white flags, while the Jacobins, and later the Socialists, flew the red flag. The tricolour, which combines royalist white with republican red, came to be seen as a symbol of moderation and of a nationalism that transcended factionalism.


The three colours are occasionally taken to represent the three elements of the revolutionary motto, liberté (freedom: blue), égalité (equality: white), fraternité (brotherhood: red); this symbolism was referenced in Krzysztof Kieślowski's three colours film trilogy, for example.

====United States (excluding Puerto Rico and the US Virgin Islands which are in IAD)==== 
[[File:Flag of the United States.svg|thumb|Flag of the United States]]
The flag of the United States features thirteen equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states; the 13 stripes the 13 original colonies. The flag is known as Old Glory, and no one knows for certain who designed it. Most historians believe that U.S. Congressman, Francis Hopkinson was the original designer, while a few still believe that Betsy Ross, a Philadelphia seamstress, made the first one.<ref>http://www.worldatlas.com/webimage/countrys/namerica/usstates/usflags.htm</ref>

====US Pacific territories of Guam, Northern Marianas, and Wake Island==== 
[[File:Flag of Guam.svg|thumb|Flag of Guam]]
The flag of Guam was designed on the island, and officially adopted in 1917. As a territory of the United States it features traditional U.S. colors, along with a symbolic seal that includes a swaying palm tree, sand, and the waters of the Pacific Ocean.<ref>http://www.worldatlas.com/webimage/flags/countrys/pacific/guam.htm</ref>


[[File:Flag of the Northern Mariana Islands.svg|thumb|Flag of Northern Mariana Islands]]
The flag of Northern Mariana Islands was officially adopted in 1972. The islands are a territory of the United States, symbolized by the centered white star. Under that star, a gray latte stone is representative of a traditional foundation stone, one used in building. The surrounding wreath is comprised of colorful local flowers.<ref>http://www.worldatlas.com/webimage/flags/countrys/pacific/marianas.htm</ref>


[[File:Flag_of_Wake_Island.png|thumb|Flag of Wake Island]]
The Wake Island flag includes the colors of the US flag, a maps of the 3 islands that make up the territory and three white stars representing those islands. The flag clearly conveys the connection to the United States.

====Palau==== 
[[File:Flag_of_Palau.svg‎ |thumb|Flag of Palau]]
The flag of Palau was adopted on 1 January 1981, when the island group separated from the United Nations Trust Territory and became a republic. Previously, the flag of the Trust Territory of the Pacific Islands was flown jointly with the United Nations and American flags. Like some other flags of several other Pacific island groups, blue is the colour used to represent the ocean and the nation's place within it.


The flag's very simple design belies the depth of meaning attributed to it. The explanation for the choice of colours is rooted in the history and customs of the Palauan people. The bright blue of the field, which might be assumed to be symbolic of the Pacific Ocean, is in fact a representation of the transition from foreign domination to self-government. The golden disk, which sits slightly off centre toward the hoist, represents the full moon. The Palauans consider the full moon to be the optimum time for human activity. At this time of the month, celebrations, fishing, sowing, harvesting, tree-felling, and the carving of traditional canoes are carried out. The moon is a symbol of peace, love, and tranquility.

====The Marshall Islands==== 
[[File:Flag of the Marshall Islands.svg.png|thumb|Flag of the Marshall Islands]]
The flag of the Marshall Islands was adopted upon the start of self-governance, May 1, 1979. The flag was designed by Emlain Kabua, who served as the first First Lady of the republic.


The Marshall Islands were part of the Trust Territory of the Pacific Islands administered by the United States, from which the Marshall Islands, Palau, and the Federated States of Micronesia split. In common with other island nations in the region, this flag features the symbolic representation of the islands' place within the ocean. The rising diagonal band represents the equator, the star above representing this Northern Hemisphere archipelago. The white and orange portions of the band represent, respectively, the Ratak Chain ("sunrise") and the Ralik Chain ("sunset"), as well as symbolizing peace and courage. The star's 24 points represent the number of electoral districts, while the four elongated points represent the principal cultural centers of Majuro, Jaluit, Wotje and Ebeye.

====The Federated States of Micronesia==== 
‎[[File:Flag_of_the_Federated_States_of_Micronesia.png|thumb|Flag of the Federated States of Micronesia]]
The flag of the Federated States of Micronesia (FSM) was adopted on 10 November 1979. The blue field represents the Pacific Ocean, while the four stars represent the states in the federation: Chuuk, Pohnpei, Kosrae and Yap, with the stars arranged like the points of the compass.


The flag brings together element of previous flags flown over the islands. The Trust Territory of the Pacific Islands used a six star flag however the current flag excludes the stars representing Palau, the Marshall Islands and Northern Mariana, which chose not to participate in the Federation, and adds back a star because the Trust Territory flag combined two islands in the group in one of the six stars. The blue and white colors are those of the UN flag which flew over the islands from 1947 - 1965. The idea of stars representing states echos the US flag, which also flew over the islands for many years.


(these last three countries are in free association with the United States and with the three US Pacific territories form the Guam-Micronesia Mission, which became part of the North American Division in 2011.)

===Other Parts of the World=== 
You can see a list of countries currently associated with the other Divisions and attached regions here. http://www.adventist.org/world-church/world-divisions/index.html From that list you can assemble a collection of the required flags.

==References== 
<references/>
*[http://en.wikipedia.org/wikiFlag Wikipedia - Flags]
*http://www.flaginstitute.org/pdfs/Flying_Flags_in_the_United_Kingdom.pdf. All UK specific answers here and other general info.
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AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:38:12Z

Jackson Rich: /* c. William Foxwell Albright */

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{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
Surveying Transit,
The surveying transit resembles a small telescope and is mounted on a tripod. Road surveyors use this tool. It measures distance and elevation, allowing archaeologists to map the area where the dig will take place.

String and Stakes,
The site is divided into squares, and then stakes and string are set up to mark the squares. Each square is identified by its own coordinate. This grid map allows researchers to record the exact location where each artifact was found.

Shovels,
Round-edged shovels are used to remove surface material to reveal the strata where the artifacts are expected to be found. When the desired layer is unearthed, flat-edged shovels are used to carefully remove very thin layers of material.

Mason’s Trowel and Small Pickaxe,
As they get closer to the artifacts, smaller tools are employed. The flat bladed, pointed trowel used in the bricklaying trade allows archaeologists to scrape the soil away in very fine layers. A small pickaxe is sometimes used to loosen compacted soil for easier removal.

Brushes,
A variety of brushes are employed. The goal is to remove the dirt from around the artifact and slowly reveal it. Great care must be taken to not damage the artifacts during the excavation process. Stiff brushes, such as paint brushes or whisk brooms, remove larger material. Finer material can be removed from around the artifact with soft bristled artist's brushes.

Shaker Screens,
These are constructed of 3/8 inch or 1/4 inch wire mesh. Dirt is loaded onto the screen. It is then shaken so the soil falls through the mesh allowing the artifacts—even tiny ones—to remain. Again, any artifacts found during this process are placed in bags and labeled according to the location that they came from.

Camera,
Pictures are taken of artifacts as they are being removed. It is important to understand the site around where the artifact was found when scientists study it back in the lab. The relative position of various artifacts provides important information for later study, helping archaeologists piece together a picture of how people of that time period lived.

Paper and Plastic Bags,
Artifacts are placed in bags and labeled with the location where they were found.

Buckets, Dustpans, Wheelbarrows,
Soil removed from the site is transported away, as the excavation proceeds down to the next layer.

Garden Clippers and Small Saws,
Sometimes obstructions such as tree roots are encountered in the process of digging. Clippers and saws help remove these.

==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
Jean-François Champollion was a French scholar, philologist and orientalist, known primarily as the decipherer of Egyptian hieroglyphs and a founding figure in the field of Egyptology.

===b. Edward Robinson===
Edward Robinson (April 10, 1794 – January 27, 1863) was an American biblical scholar. He studied in the United States and Germany, a center of biblical scholarship and exploration of the Bible as history. He translated scriptural works from classical languages, as well as German translations. His Greek and English Lexicon of the New Testament (1836; last revision, 1850) became a standard authority in the United States, and was reprinted several times in Great Britain. His magnum opus, Biblical Researches in Palestine, the first major work in Biblical Geography and Biblical Archaeology and conducted in the Ottoman-ruled Palestine region in the late 1830s and 1850s, earned him the epithets "Father of Biblical Geography" and "Founder of Modern Palestinology."

===c. William Foxwell Albright===
William Foxwell Albright (May 24, 1891 – September 19, 1971) was an American archaeologist, biblical scholar, philologist, and expert on ceramics. Albright became known to the public for his role in the authentication of the Dead Sea Scrolls in 1948, but made his scholarly reputation as the leading theorist and practitioner of biblical archaeology, "that branch of archaeology that sheds light upon "the social and political structure, the religious concepts and practices and other human activities and relationships that are found in the Bible or pertain to people mentioned in the Bible."

==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:37:56Z

Jackson Rich: /* b. Edward Robinson */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
Surveying Transit,
The surveying transit resembles a small telescope and is mounted on a tripod. Road surveyors use this tool. It measures distance and elevation, allowing archaeologists to map the area where the dig will take place.

String and Stakes,
The site is divided into squares, and then stakes and string are set up to mark the squares. Each square is identified by its own coordinate. This grid map allows researchers to record the exact location where each artifact was found.

Shovels,
Round-edged shovels are used to remove surface material to reveal the strata where the artifacts are expected to be found. When the desired layer is unearthed, flat-edged shovels are used to carefully remove very thin layers of material.

Mason’s Trowel and Small Pickaxe,
As they get closer to the artifacts, smaller tools are employed. The flat bladed, pointed trowel used in the bricklaying trade allows archaeologists to scrape the soil away in very fine layers. A small pickaxe is sometimes used to loosen compacted soil for easier removal.

Brushes,
A variety of brushes are employed. The goal is to remove the dirt from around the artifact and slowly reveal it. Great care must be taken to not damage the artifacts during the excavation process. Stiff brushes, such as paint brushes or whisk brooms, remove larger material. Finer material can be removed from around the artifact with soft bristled artist's brushes.

Shaker Screens,
These are constructed of 3/8 inch or 1/4 inch wire mesh. Dirt is loaded onto the screen. It is then shaken so the soil falls through the mesh allowing the artifacts—even tiny ones—to remain. Again, any artifacts found during this process are placed in bags and labeled according to the location that they came from.

Camera,
Pictures are taken of artifacts as they are being removed. It is important to understand the site around where the artifact was found when scientists study it back in the lab. The relative position of various artifacts provides important information for later study, helping archaeologists piece together a picture of how people of that time period lived.

Paper and Plastic Bags,
Artifacts are placed in bags and labeled with the location where they were found.

Buckets, Dustpans, Wheelbarrows,
Soil removed from the site is transported away, as the excavation proceeds down to the next layer.

Garden Clippers and Small Saws,
Sometimes obstructions such as tree roots are encountered in the process of digging. Clippers and saws help remove these.

==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
Jean-François Champollion was a French scholar, philologist and orientalist, known primarily as the decipherer of Egyptian hieroglyphs and a founding figure in the field of Egyptology.

===b. Edward Robinson===
Edward Robinson (April 10, 1794 – January 27, 1863) was an American biblical scholar. He studied in the United States and Germany, a center of biblical scholarship and exploration of the Bible as history. He translated scriptural works from classical languages, as well as German translations. His Greek and English Lexicon of the New Testament (1836; last revision, 1850) became a standard authority in the United States, and was reprinted several times in Great Britain. His magnum opus, Biblical Researches in Palestine, the first major work in Biblical Geography and Biblical Archaeology and conducted in the Ottoman-ruled Palestine region in the late 1830s and 1850s, earned him the epithets "Father of Biblical Geography" and "Founder of Modern Palestinology."

===c. William Foxwell Albright===
==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:37:24Z

Jackson Rich: /* a. Jean-Francois Champollion */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
Surveying Transit,
The surveying transit resembles a small telescope and is mounted on a tripod. Road surveyors use this tool. It measures distance and elevation, allowing archaeologists to map the area where the dig will take place.

String and Stakes,
The site is divided into squares, and then stakes and string are set up to mark the squares. Each square is identified by its own coordinate. This grid map allows researchers to record the exact location where each artifact was found.

Shovels,
Round-edged shovels are used to remove surface material to reveal the strata where the artifacts are expected to be found. When the desired layer is unearthed, flat-edged shovels are used to carefully remove very thin layers of material.

Mason’s Trowel and Small Pickaxe,
As they get closer to the artifacts, smaller tools are employed. The flat bladed, pointed trowel used in the bricklaying trade allows archaeologists to scrape the soil away in very fine layers. A small pickaxe is sometimes used to loosen compacted soil for easier removal.

Brushes,
A variety of brushes are employed. The goal is to remove the dirt from around the artifact and slowly reveal it. Great care must be taken to not damage the artifacts during the excavation process. Stiff brushes, such as paint brushes or whisk brooms, remove larger material. Finer material can be removed from around the artifact with soft bristled artist's brushes.

Shaker Screens,
These are constructed of 3/8 inch or 1/4 inch wire mesh. Dirt is loaded onto the screen. It is then shaken so the soil falls through the mesh allowing the artifacts—even tiny ones—to remain. Again, any artifacts found during this process are placed in bags and labeled according to the location that they came from.

Camera,
Pictures are taken of artifacts as they are being removed. It is important to understand the site around where the artifact was found when scientists study it back in the lab. The relative position of various artifacts provides important information for later study, helping archaeologists piece together a picture of how people of that time period lived.

Paper and Plastic Bags,
Artifacts are placed in bags and labeled with the location where they were found.

Buckets, Dustpans, Wheelbarrows,
Soil removed from the site is transported away, as the excavation proceeds down to the next layer.

Garden Clippers and Small Saws,
Sometimes obstructions such as tree roots are encountered in the process of digging. Clippers and saws help remove these.

==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
Jean-François Champollion was a French scholar, philologist and orientalist, known primarily as the decipherer of Egyptian hieroglyphs and a founding figure in the field of Egyptology.

===b. Edward Robinson===
===c. William Foxwell Albright===
==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:31:05Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
Surveying Transit,
The surveying transit resembles a small telescope and is mounted on a tripod. Road surveyors use this tool. It measures distance and elevation, allowing archaeologists to map the area where the dig will take place.

String and Stakes,
The site is divided into squares, and then stakes and string are set up to mark the squares. Each square is identified by its own coordinate. This grid map allows researchers to record the exact location where each artifact was found.

Shovels,
Round-edged shovels are used to remove surface material to reveal the strata where the artifacts are expected to be found. When the desired layer is unearthed, flat-edged shovels are used to carefully remove very thin layers of material.

Mason’s Trowel and Small Pickaxe,
As they get closer to the artifacts, smaller tools are employed. The flat bladed, pointed trowel used in the bricklaying trade allows archaeologists to scrape the soil away in very fine layers. A small pickaxe is sometimes used to loosen compacted soil for easier removal.

Brushes,
A variety of brushes are employed. The goal is to remove the dirt from around the artifact and slowly reveal it. Great care must be taken to not damage the artifacts during the excavation process. Stiff brushes, such as paint brushes or whisk brooms, remove larger material. Finer material can be removed from around the artifact with soft bristled artist's brushes.

Shaker Screens,
These are constructed of 3/8 inch or 1/4 inch wire mesh. Dirt is loaded onto the screen. It is then shaken so the soil falls through the mesh allowing the artifacts—even tiny ones—to remain. Again, any artifacts found during this process are placed in bags and labeled according to the location that they came from.

Camera,
Pictures are taken of artifacts as they are being removed. It is important to understand the site around where the artifact was found when scientists study it back in the lab. The relative position of various artifacts provides important information for later study, helping archaeologists piece together a picture of how people of that time period lived.

Paper and Plastic Bags,
Artifacts are placed in bags and labeled with the location where they were found.

Buckets, Dustpans, Wheelbarrows,
Soil removed from the site is transported away, as the excavation proceeds down to the next layer.

Garden Clippers and Small Saws,
Sometimes obstructions such as tree roots are encountered in the process of digging. Clippers and saws help remove these.

==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
===b. Edward Robinson===
===c. William Foxwell Albright===
==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:29:20Z

Jackson Rich: /* 5. Describe the principal techniques of dating an archaeological artifact */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
===b. Edward Robinson===
===c. William Foxwell Albright===
==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Biblical Archaeology/Answer Key

2020-01-08T11:26:25Z

Jackson Rich: /* 5. Describe the principal techniques of dating an archaeological artifact */

<languages /> 
<noinclude><translate>
</noinclude>
{{honor_desc
|stage=100
|honorname=Biblical Archaeology
|skill=2
|year=2012
|category=Outreach
|authority=General Conference
|insignia=Biblical Archaeology.png‎}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=options}}

==1. Define archeology and differentiate it from paleontology.== 
Archaeology is the digging up of the past. It is finding and discovering lost items and artifacts from humankind throughout history. This is in contrast to palaeontology which is discovering old prehistoric animals that are now extinct.

==2. Define the following terms:== 
;a. Papyrology: [[W:Papyrology|Papyrology]] is the study of ancient literature, correspondence, legal archives, etc., as preserved in manuscripts written on papyrus, the most common form of writing material in the ancient civilizations of Egypt, Greece, and Rome. Papyrology includes both the translation and interpretation of ancient documents in a variety of languages and the care and preservation of rare papyrus originals.
;b. Egyptologist: [[W:Egyptology|Egyptology]] is the study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD.
;c. Assyriology: [[W:Assyriology|Assyriology]] is the archaeological, historical, and linguistic study of ancient Mesopotamia (ancient Iraq) and of related cultures that used cuneiform writing. The field covers the Akkadian sister-cultures of Assyria and Babylonia, together with their cultural predecessor; Sumer. The names of the country of Syria and the Assyrian Christian minority in Iraq both come from the same root word.
;d. Orientalist: A person engaged in [[W:Oriental Studies|Oriental Studies]], covering Near Eastern and Far Eastern societies and cultures, languages, peoples, history and archaeology. Newer terms are Asian studies and Middle Eastern studies. Traditional Oriental Studies in Europe is today generally focused on the discipline of Islamic Studies, while the study of China, especially traditional China, is often called Sinology and the study of East Asia, especially in the United States, is often called East Asian Studies.
;e. Cuneiform: Cuneiform script is one of the earliest known systems of writing. It uses wedge-shaped marks on clay tablets, made with a blunt reed stylus. The name cuneiform itself simply means "wedge shaped", from the Latin cuneus "wedge" and forma "shape," and came into English usage probably from Old French cunéiforme. [[Image:Trilingual_inscription_of_Xerxes,_Van,_1973.JPG|trilingual inscription of Xerxes|300px]]
;f. Hieroglyphic: Writing with pictures or icons that developed from pictures, popular in ancient Egypt.
;g. Paleography: also spelled [[W:Palaeography|Palaeography]] (from Greek παλαιός palaiós, "old" and γράφειν graphein, "to write"), is the study of ancient and historical handwriting (that is to say, of the forms and processes of writing, not the textual content of documents). Included in the discipline is the practice of deciphering, reading, and dating historical manuscripts, and the cultural context of writing, including the methods with which writing and books were produced, and the history of scriptoria.
;h. Antiquarian: An [[W:Antiquarian|Antiquarian]] is a student of antiquities. More specifically, the term is used for those who study history with particular attention to ancient artifacts, archaeological and historic sites, or historic archives and manuscripts. The essence of antiquarianism is a focus on the empirical evidence of the past, and is perhaps best encapsulated in the motto adopted by the 18th-century antiquary, Sir Richard Colt Hoare, "We speak from facts not theory". Today the term is often used in a pejorative sense, to refer to an excessively narrow focus on factual historical trivia, to the exclusion of a sense of historical context or process.
;i. Archeological site: An [[W:Archaeological site|Archaeological site]] is a physical place in which evidence of past activity is preserved (either prehistoric or historic or contemporary), and which has been, or may be, investigated using the discipline of archaeology. Sites may range from those with few or no remains visible above ground, to buildings and other structures still in use.
;j. Stratigraphy: In a broad sense, stratigraphy is the study of rock layers, but [[W:Stratigraphy_(archaeology)|Archaeological Stratigraphy]] is based on the same idea. The location of an artifact below ground is key to understanding the item in context with other items. Archaeologists look that the strata (or layers) of a site to understand it. If you were to did in Rome for example, near the surface you might find modern trash, asphalt, and Euro coins. As you go deeper into other strata you might find items from the Middle Ages and then the Roman Empire and finally perhaps pre-Empire items. Pottery and coins are good indicators of what historical layer you are digging through. [[Image:Tell Barri 1.jpg|thumb|Tell Barri (northeastern Syria)]]
[[Image:Citadel of Aleppo.jpg|thumb|View of the [[W:Citadel of Aleppo|Citadel of Aleppo]] (northern Syria), built on top of a tell occupied since at least the third millennium BC]]
;k. Tel, tell, and Khirbet: A tell or tel (Hebrew and Arabic words for a city) and a Khirbet meaning "ruin of or "ruin on a hill" are equivalent terms often used in place names of archaeological sites. They are mounds created by human occupation and abandonment of a geographical site over many centuries. To avoid flooding many places are still built on higher ground, but as cities are built up and destroyed, they grow higher, mostly from decaying bricks. Even young cities exhibit this phenomenon - some Seattle, Washington streets are a full story higher than when the adjoining buildings were built because streets were filled in with garbage, and in Mexico City you can find old buildings that must be entered from stairs that appear to go to the basement (partly from sinking, partly from building up of the surrounding area). The largest city in Israel is Tel Aviv.
;l. Replica: a copy of something. Some replicas are intentional fakes meant to fool buyers, while others are created just so people can enjoy them (like replicas of pottery or miniature statues you might find in a museum gift shop). A museum may create an intact replica of a very valuable, damaged, fragile or even completely destroyed item (known from paintings for example) for public display.

==3. Define maximalism and minimalism== 


Biblical minimalism, also known as the Copenhagen School because two of its most prominent figures taught at Copenhagen University, was a movement or trend in biblical scholarship that began in the 1990s with two main claims:


1. that the Bible cannot be considered reliable evidence for what had happened in ancient Israel; and
2. that "Israel" itself is a problematic subject for historical study.


The position is summarized by this quote: "''The Israelite nation as explained by the biblical writers has little in the way of a historical background. It is a highly ideological construct created by ancient scholars of Jewish tradition in order to legitimize their own religious community and its religio-political claims on land and religious exclusivity."'' — Lemche 1998, pp. 165–66


There is not much controversy over events after the exile to Babylon


Biblical maximalism is the conservative/fundamentalist position that the Bible represents an accurate, though incomplete of course, record of historical events for the region and peoples it covers. There was a King David, there was as conquest of Canaan etc. Seventh-day Adventists generally are Biblical Maximalists and all Biblical Archaeology is essentially based on maximalism.

==4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.== 
==5. Describe the principal techniques of dating an archaeological artifact==
There are two main categories of dating methods in archaeology: indirect or relative dating and absolute dating. Relative dating includes methods that rely on the analysis of comparative data or the context (eg, geological, regional, cultural) in which the object one wishes to date is found. This approach helps to order events chronologically but it does not provide the absolute age of an object expressed in years. Relative dating includes different techniques, but the most commonly used are soil stratigraphy analysis and typology. On the other hand, absolute dating includes all methods that provide figures about the real estimated age of archaeological objects or occupations. These methods usually analyze physicochemical transformation phenomena whose rate are known or can be estimated relatively well. This is the only type of techniques that can help clarifying the actual age of an object. Absolute dating methods mainly include radiocarbon dating, dendrochronology and thermoluminescence.

==6. Name three benefits that biblical archaeology can provide a student of the Bible.==
Archaeology can ultimately prove the Bible's truth and testimony. Throughout history many vital discoveries have been made such as those of the Hittites and of the Dead Sea Scrolls.


# Proves the Bible's historicity
# Can provide more information on Biblical events that the Bible writers left out (perhaps information that was then common knowledge)
# Proves the accuracy of Biblical prophecy

==7. Report on the history of archaeology (minimum of 20 events of significance) by:== 
===a. Writing a two-page research report===
===b. Illustrating a detailed timeline ===
===c. Creating an electronic presentation===
===d. Other presentation method approved by your instructor===
==8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.==
===a. Jean-Francois Champollion===
===b. Edward Robinson===
===c. William Foxwell Albright===
==9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics: a. In order by chronological dates or geography. b. Organized according to the Old and New Testament. c. Photos. d. Texts. e. Bibliography sources. f. Personal commentary about every artifact or discovery.==
==10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.==
==11. Do one of the following:==

===a. Assemble a simple model of Jerusalem observing the following:=== 
====i. Relief====
====ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem====
====iii. The major archaeological sites====
====iv. The main points of religious visitation====


There are a few ways to do this - one is to break out the modeling clay or drywall compound. To define the current city of Jerusalem will require some space, like a table top. Building a model of this scale is a good small group project.

===b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:=== 
====i. Collecting tools====
====ii. Laying out the grid/area for excavation====
====iii. Digging====
====iv. Identifying artifacts====
====v. Identifying artifact context====
====vi. Recording data====
====vii. Assessing the importance of the dig process====

==References== 
<noinclude></translate></noinclude>

AY Honors/Adventist Pioneer Heritage/Answer Key

2020-01-07T12:49:12Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor desc
|stage=100
|honorname=Adventist Pioneer Heritage
|skill=2
|year=2014
|category=Outreach
|authority=General Conference
|reqpdf=Adventist_Heritage_Requirements.pdf
|insignia=Adventist_Heritage.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=required}}

==Note== 


This honor reflects the best requirements of two pre-existing honors, one from the North American Division and the other from the South American Division.


<big>'''Complete a minimum of a 9-week Academy or semester college Adventist History course OR complete the following requirements.'''</big>

==1. Origins:== 
===a. Read about, watch, or research the origins and development of the Millerite Movement and its role in the beginning of the Seventh-day Adventist Church.===


[https://telltheworld.adventist.org/ Tell the World] 6 Video's of the beginning of the Seventh-day Adventist Church.

===b. Explain the Great Disappointment based on the prophecy of Daniel 8.=== 

===c. Share your finding with a group.=== 

==2. Pioneers: Be able to identify and explain the significance of at least fifteen (15) of the following individuals:== 

===a. Martha Amadon=== 
[[File:Martha Byington.jpg|thumb|right|Martha Byington]]
Martha Amadon (1843-1937) was the eldest daughter of John Byington, the first teacher of the first school organized for Seventh-day Adventist Children. She married George W. Amadon in 1860. She became the first Dorcas Society (Adventist Community Service) president in October, 1874.
{{clear}}

===b. W. H. Anderson=== 
[[File:William H. Anderson.jpg|thumb|right|William H. Anderson]]
William H. Anderson (1870-1950) was a pioneer missionary to Africa from 1895-1944. "Harry," as he was affectionately known to his friends, graduated in 1895 from Battle Creek College, where he was converted. Anderson’s book, ''On The Trail of Livingston'' (1919) did much to stimulate interest in African Missions where he served for 50 years.
{{clear}}

===c. J. N. Andrews=== 
[[File:John Nevins Andrews.jpg|thumb|right|John Nevins Andrews]]
John Nevins Andrews (1829-1883) was the first official Seventh-day Adventist missionary outside of North America. He and his children Charles and Mary sailed on September 15, 1874 to Switzerland. His wife had died 18 March 1872. As a theologian, Andrews made significant contributions to the development of various doctrines of the Seventh-day Adventist denomination. He wrote extensively on the Seventh-day Sabbath.
{{clear}}


Andrews University, named for J. N. Andrews, is an institution operated jointly by the General Conference and the Lake Union Conference. It was the first university to be organized by the Seventh-day Adventist church. It is located in Berrien Springs, Michigan. Its predecessor known as Battle Creek College, was founded in 1874, and grew from a “select” private school established in 1868 by G. H. Bell.

===d. Joseph Bates=== 
[[File:Joseph Bates.jpg|thumb|right|Joseph Bates]]
Joseph Bates (1792-1872) a former sea captain and a reformer, was one of the founders of the SDA Church. Bates experienced the disappointment of 1844 without losing faith. He wrote about the 7th Day Sabbath and the 3rd Angel's message. He played a prominent part in the "Sabbath Conferences." He was an evangelist, a leader, and an example in healthful living.
{{clear}}

===e. John Byington=== 
[[File:John Byington.jpg|thumb|right|John Byington]]
John Byington (1798-1887) was a pioneer minister and first president of the General Conference of the Seventh-day Adventist denomination. He was active in the antislavery movement and maintained a station of the Underground Railroad at Buck’s Bridge, New York, where he lived on a farm.
{{clear}}

===f. M. B. Czechowski=== 
[[File:Michał Belina - Czechowski.jpg|thumb|right|Michał Belina Czechowski]]
Michael Belina Czechowski (1818-1876) was a former Catholic priest. He joined the Advent Church in 1857 and in 1864 became a self-supporting missionary to Italy and Switzerland and established the first SDA church in Europe.
{{clear}}

===g. A.G. Daniells=== 
[[File:Daniells.JPG|thumb|right|Arthur G. Daniells]] Arthur G. Daniells (1858-1935), was a minister, administrator and author. At the age of 10 he was converted to the Seventh-day Adventist faith, and in 1875 entered Battle Creek College. He began his ministry in 1878 in Texas. In 1886 he was called as pioneer SDA missionary to New Zealand. He was president of the New Zealand Conference (1889-1891) and of the Australian Conference (1892-1895). He worked closely with Ellen White in Australia, and served as president of the Central Australian Conference and later president of the Australian Union Conference. He assumed the presidency of the General Conference in 1901 at a difficult period in the history of the church, and helped move the headquarters of the denomination to Washington, D. C. During his time in office the church grew greatly throughout the world. He relinquished the presidency of the General Conference in 1922. He authored four books, two of which standout as classics: “Christ Our Righteousness,” and “The Abiding Gift of Prophecy.”
{{clear}}

===h. Hiram Edson=== 
[[File:Hiram Edson.jpg|thumb|right|Hiram Edson]]
Hiram Edson (1806-1882) was a layman, later ordained, of Port Gibson, New York. He was the pioneer responsible for introducing, among those who became Seventh-day Adventists, the fuller understanding of the sanctuary and its cleansing. Edson was not only a thoughtful Bible student and an earnest evangelistic helper, but also a self-sacrificing contributor, putting his possessions into building of the church he loved. Consider visiting Hiram Edson's farm in upstate New York. <ref>http://www.adventistheritage.org/article/27/historic-sites/edson-farm</ref>
{{clear}}

===i. Harry Fenner=== 
[[File:Henry Fenner.jpg|thumb|right|Henry Fenner]]
Harry Fenner was only 17 years old when he and his 14 year old friend, Luther Warren decided the church needed an organization to encourage and support the youth. They called their new group a “young people’s society.” Within ten years the church structure was beginning to follow their lead. In 1889 the Ohio Conference became the first to form a conference-wide youth organization. It was known as Christian Volunteers. And in 1907 the General Conference Youth Department was formally organized.
{{clear}}

===j. Eduardo Francisco Forga=== 
[[File:Eduardo Forga.png|thumb|right|Eduardo Francisco Forga]]
Before he was converted to Adventism, Eduardo F. Forga, a wealthy young Peruvian, founded the first evangelical church in Arequipa, Peru. A health and temperance reformer, a vegetarian, and a defender of religious liberty, he had to flee his native country to England for his outspokenness. There he joined the Seventhday Adventist Church and married Marguerite Lacey, whose sister was married to W. C. White, Ellen White's son. An author in his own right, Mr. Forga translated some of Mrs. White's books and articles into Spanish and had a major impact on the growth of the Adventist Church in Peru, South America.
{{clear}}

===k. A.T. Jones / E.J. Waggoner=== 
[[File:Alonzo T. Jones.jpg|thumb|right|Alonzo T. Jones]]
[[File:Ellet Joseph Waggoner.jpg|thumb|right|Ellet. J. Waggoner]]Alonzo T. Jones, (1850-1923) was a minister, editor, and author. At the age of 20 he enlisted in the Army and for three years served his country. He loved reading, and read large historical works, Seventh-day Adventist publications, and the Bible. After being discharged from the Army in 1873, he was baptized and began preaching on the West Coast for the church. In May 1885 he became assistant editor of the ''Signs of the Times'', and a few months later he and E. J. Waggoner became editors. This position he held until 1889. From 1897 to 1901 he was editor in chief of the ''Review and Herald''. He became recognized as the denomination’s most prominent speaker for religious freedom. His association with Dr. J. H. Kellogg in 1903, who was actively seeking to separate the Battle Creek Sanitarium from denominational control, resulted in separation from denominational employment and, finally, in loss of church membership.
Ellet J. Waggonner, (1855-1916) was an editor, minister, and physician. He attended Battle Creek College in the earliest years of the institution, and obtained a medical degree from the Bellevue Medical College, New York. He served on the staff of the Battle Creek Sanitarium for a few years. Later he left the practice of medicine and entered the ministry. In 1884 he worked at Pacific Press as assistant editor of the ''Signs of the Times''. Two years later (1886) he and A. T. Jones became editors of the paper. This post Waggoner held until May 1891. He became editor of ''Present Truth'' in England in 1892, and in 1902 was elected the first president of the South England Conference. He returned to the United States in the summer of 1902, and served briefly on the staff of Emmanuel Missionary College.


In 1888 Waggoner and A. T. Jones gave a memorable series of sermons on righteousness by faith that stirred the General Conference session in Minneapolis, and for several years afterward were sent by the General Conference Committee to preach on that subject from coast to coast at camp meetings and other large gatherings. Ellen White accompanied them to many of these places until she left for Australia in December 1891.
{{clear}}

===l. Charles M. Kenney=== 
[[File:Charles Kinney.jpg|thumb|right|Charles M. Kinney]]
Charles M. Kinny was born in Richmond, Virginia in 1855, eleven years after the Disappointment of 1844. He was ten years old by the end of the Civil War. It was in Reno, Nevada, in 1878 at the age of 23 that Kinny attended a series of evangelistic sermons by J. N. Loughborough. Ellen White visited during the meetings and spoke to about four hundred listeners on the subject of the “Love of God.” Her message was well received and her presence added much to the interest of the people and “left a favorable impression upon the public mind.” Charles M. Kinny experienced conversion during those meetings. He never forgot Sister White’s sermon and joyfully embraced the love of God and accepted the truth about the Sabbath and the Second Advent. He kept his first Sabbath on the last Saturday of September, 1878, at the age of 23. He was one of the seven charter members and the only Black member of the Reno Seventh-day Adventist church. He was welcomed warmly by the church and was later appointed secretary of their tract society. Charles Kinny would become a prominent figure in early African American Adventism and most of what Adventists learned about the early progress of the work among African Americans they learned from the writings of Charles Kinny. Church leaders looked to him to develop the best methods of evangelism among African Americans. As such Charles M. Kinny was the first African American ordained minister in the Seventh-day Adventist church and is known as the The Father of Black Adventism.
{{clear}}

===m. George King=== 
[[File:George King SDA Pioneer.jpg|thumb|right|George Albert King]]
George Albert King (1847-1906) was a pioneer canvasser who developed the idea of subscription sale of Seventh-day Adventist books. A native of Canada, he came to the United States where as a young man he accepted SDA beliefs and desired to be a preacher. Because of a speech impediment he was encouraged to try selling SDA tracts and magazines and books. Throughout his life he was an enthusiastic recruiter and instructor of other canvassers.
{{clear}}

===n. Anna Knight=== 
[[File:Anna Knight.jpg|thumb|right|Anna Knight]]
Anna Knight (1874-1972) was self-taught until the age of 20 when she attended Mount Vernon Academy in Ohio in 1894. In 1898 she graduated from Battle Creek College as a missionary nurse. She operated a self-supporting school in Jasper County, Mississippi for Black children. In 1901 she was appointed as a missionary to India where she served 6 years. She served in the Educational Department for Southeastern Conference and Southern Conference when they merged, and served until the regional Conferences were formed. She authored the book ''Mississippi Girl,<ref>http://www.amazon.com/gp/product/B0006ATC4O/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=B0006ATC4O&linkCode=as2&tag=wwwjadedragon-20</ref>'' the story of her life.
{{clear}}

===o. Abram LaRue=== 
[[File:Abram LaRue.jpg|thumb|right|Abram LaRue]]
Abram LaRue (1822-1903) was a pioneer, self-supporting lay missionary in eastern Asia. While working as a sheepherder in California he accepted the Seventh-day Adventist faith. Immediately he requested a mission appointment to China. Because of his advanced age the General Conference declined but after attending Healdsburg College one term he worked his way to Honolulu and sold books in the city and on the ships in port. In 1888 at the age of 66, La Rue went to Hong Kong where he worked for 14 years with Europeans and the Chinese. He died in Hong Kong in 1903 where he had been a tireless worker with a rare gift in meeting people and conveying his own religious convictions to them.
{{clear}}

===p. Kate Lindsay=== 
Katherine Lindsay (1842-1923) was a physician and founder of the first Seventh-day Adventist nurse’s training school. In 1875 she graduated at the head of her class from the University of Michigan Medical College. She joined the staff of the Battle Creek Sanitarium. Dr. Kate, as she was known, introduced thorough classwork and became known as a foremost teacher of student nurses.

===q. William Miller=== 
[[File:William Miller.jpg|thumb|right|William Miller]]
William Miller (1782-1849) was an American farmer and a Baptist preacher who announced the imminent coming of Christ and founded the movement popularly know as Millerism or the Millerite movement. He was a convincing preacher in the logical way he appealed in earnestness. After the “Great Disappointment” he built a chapel on his property so Advent Believers would have a place to worship.
{{clear}}

===r. W.W. Prescott=== 
[[File:W._W._Prescott.jpg|thumb|right|William W. Prescott]]William W. Prescott, (1855-1944) was an educator and administrator. His parents were Millerites in New England. While in his last year at South Berwick Academy, he taught Latin and Greek. He was principal of high schools in Northfield and Montpelier, Vermont (1877 to 1880). With his acceptance of the presidency of Battle Creek College (1885-1894), he entered upon a career unique in many respects in Seventh-day Adventist history. While still president of Battle Creek College, he helped found Union College and became its first president in 1891. He appointed principals for the two institutions to act while he was absent from one or the other. Then late in 1892 he assumed the presidency of the newly founded Walla Walla College. Thus, he was simultaneously president of three colleges in the year. During a world tour (1894-1895), he helped to found the Avondale School in Australia. In 1901 he became the vice president of the General Conference, chair of the Review and Herald Publishing Association board, and editor of the Review and Herald. Later in his career, he served as head of the Bible Department of Emmanuel Missionary College, a post he held until 1934. Whether teacher, editor, administrator, or secretary of the General Conference Department of Education, Prescott left a strong impression on the entire educational work of the denomination.
{{clear}}

===s. Rachel Oakes-Preston=== 
[[File:Rachel Oakes.jpg|thumb|right|Rachel Oakes]]
Rachel Oakes-Preston (1809-1868) was a Seventh-day Baptist who persuaded a group of Adventists to accept the Sabbath in Washington, New Hampshire, and thus to become, in that sense, the first Seventh-day Adventists. Due to Rachel's influence, Frederick Wheeler (1811-1910), an ordained minister of the Methodist Episcopal Church, and promoter of the prophetic teachings of William Miller, preached his first sermon on seventh-day Sabbath to his "Christian Brethren" congregation on March 16, 1844.


Further due to Rachel's influence, William Farnsworth (1807-1888), after the Great Disappointment of October 22, 1844, stated publicly to the "Christian Brethren" congregation his conviction that Saturday, being the seventh day of the week, was Sabbath. His brother Cyrus (who became the husband of Rachel’s daughter Delight), and several others, also made their convictions known.
{{clear}}

===t. Annie Smith=== 
[[File:Annie Rebekah Smith.JPG|thumb|right|Anna Rebekah Smith]]
Annie Rebekah Smith (1828-1855) was a poet and editorial assistant. She joined the Baptist Church at the age of 10 and became an Adventist in 1844. She gave up teaching in 1850 because of eye trouble and in 1851 she attended a meeting by Joseph Bates and was convinced of the Seventh-day Adventist faith. She sent a poem, ''"Fear Not, Little Flock"'' to the Review and Herald. James White employed her to read proof, edit copy and take charge in White’s absence. She wrote many poems. Ten of her hymns appear in the Church Hymnal. She died of Tuberculosis in 1855.
{{clear}}

===u. Uriah Smith=== 
[[File:Uriah Smith.jpg|thumb|Uriah Smith]]
Uriah Smith (1832-1903) was an editor and author who gave 50 years of service to the Seventh-day Adventist cause. At age 13 his left leg was amputated above the knee due to an infection. In 1863 he patented a improved model artificial leg with fully flexible knee and ankle joints. He became a Sabbath-keeping Adventist in 1852. He wrote poems and articles that were printed in the Review & Herald and in 1853 joined his sister, Annie, as a worker at the office of the Advent Review and Sabbath Herald in Rochester, New York. He was one of the most fluent writers for the young denomination. His pen could be incisive. He is best known for the book Daniel and Revelation. In 1874 he patented a school desk with an improved folding seat. The last words he ever wrote, in 1903, to the General Conference epitomized his lifelong purpose: "I am with you in the endeavor to send forth in this generation this gospel of the kingdom, for a witness to all nations. And when this is completed, it will be the signal for the coronation of our Coming King."
{{clear}}

===v. Luther Warren=== 
[[File:Luther Warren.jpg|thumb|right|Luther Warren]]
Luther Warren (1864-1940) was a youth leader and evangelist. At the age of 14, in 1879, he with his friend Harry Fenner, organized at Hazelton, Michigan one of the first Seventh-day Adventist young people’s societies. His formal education was limited but he was an insatiable reader, keenly interested in the development of church schools. He began his evangelistic career in 1888 as a tent master in Michigan, a career that took him to many centers throughout North America. He powerfully influenced thousands of young people in schools and churches where he conducted revivals. Mary Boucher has written a biography on Warren under the title ''Luther Warren'' (Review and Herald, 1959).
'''[See the history given here.][https://adventisthistory.wordpress.com/category/people/luther-warren-people/].'''
{{clear}}

===w. F. H. Westphal=== 
[[File:Frank H. Westphal.jpg|thumb|right|200px|Frank H. Westphal]]
Frank Henry Westphal (1858-1944) was a pioneer missionary to South America. He was converted to the Seventh-day Adventist faith at the age of 19 and in 1878 he was made leader of the newly organized church in New London, Wisconsin. In 1894 he was called to South America and became the first ordained SDA minister assigned to the South America Continent. He worked with success in Argentina, Uruguay, and Brazil and Chili.
{{clear}}

===x. Frederick Wheeler=== 
[[File:Frederick Wheeler.jpg|thumb|right|Frederick Wheeler]]
Frederick Wheeler (1811-1910) was a pioneer Adventist minister, reputed to be the first ordained Adventist minister to preach in favor of the seventh-day Sabbath. In 1840 he was an ordained minister of the Methodist Episcopal Church and became its circuit rider in the vicinity of Washington and Hillsboro in New Hampshire. In 1842 he became acquainted with the Millerite views and was active in the propagation of the Adventist views. In March of 1844, after a discussion with Rachel Oakes (later Preston), he became convinced through study that the seventh-day Sabbath was sacred. He preached and farmed in the neighborhood until James White invited him to go farther afield with his ministry.

===y. James White=== 
[[File:James Springer White.jpg|thumb|James White]]
James Springer White (1821-1881), a co-founder of the Seventh-day Adventist Church, was the fifth of nine children. He was baptized, at age 15, in the denomination called Christian Connection to which his parents belonged. After teaching for two winters he heard of the Millerite Movement and was persuaded to attend a meeting. He became convinced of the importance of what he had heard and of the shortness of time. He resigned from his school to join in heralding the Advent message. He suffered keenly during the Great Disappointment in October 1844, but he clung in confidence to God’s Word. He married Ellen Gould Harmon on August 30, 1846 and soon after, the two of them began to keep the seventh-day Sabbath. He wrote encouragement to the believers and worked to spread the gospel of Jesus' soon coming until his death in 1881.


Ellen G. White, (1827-1915) was co-founder of the Seventh-day Adventist Church, together with James White and Joseph Bates. She was a writer, lecturer, and counselor to the church, who possessed what Seventh-day Adventists have accepted as the prophetic gift described in the Bible; also known as the Spirit of prophecy. In her early teens Ellen and her family were faithful Methodists in Portland, Maine, and accepted William Miller’s view on the second advent of Christ about the year 1843, after hearing his lecture in March 1840. She was baptized into the Methodist Church in June 26, 1842. In September 1843, because of their Adventist views, she and her parents and other members of the family were disfellowshipped from the Methodist Church. Expecting Christ’s return in October 22, 1844, she and her family experienced the Millerites’ great disappointment. At the age of 17, in December 1844, Ellen Harmon joined four other women in family worship, and while they were praying, she experienced her first vision, in which she witnessed a representation of the travels of the Adventist people to the City of God. It was one of many visions she received during her lifelong ministry. Ellen White died on July 16, 1915, at the ripe age of 87 years.
{{clear}}

===z. Any other pioneers of your preference from your own Union/Division.=== 

==3. Dates: Explore and summarize the importance of each of the following event dates to Adventist history:== 

===a. Great Disappointment (October 22, 1844)=== 
The day of the Great Disappointment was when Jesus did not come as those awaiting His Advent had calculated and waited for with much prayer.

===b. Adventist Church incorporated (May 21, 1863)=== 
The Adventist Church incorporated on May 21, 1863. This is considered the date of the official organization of the Seventh-day Adventist Church. This move was significant since it gave the church the right to own property and ordain ministers. Many of the founders had to “grow” significantly in order to “organize” since many had come from backgrounds that felt that organizing was not consistent with scripture.

===c. Health Reform begins - 1863=== 

===d. J.N. Andrews: First Missionary - 1874=== 

===e. General Conference of 1888 (Righteousness by Faith Conference)=== 
Held in Minneapolis, Minnesota October of 1888 this conference was notable as E. J. Waggoner and A. T. Jones presented the concept of Righteousness by Faith in Jesus Christ. Ellen White joined the two men in their presentations.

Many of the General Conference leaders held that works-based righteousness was the key to salvation in Jesus. The arguments and exchanges were heated and lengthy. Eventually, God-led individuals voted in favor of the church operating under a premise of righteousness by faith, but this "win" would not come easy. EJ Waggoner, A.T. Jones both eventually left Adventism, and Ellen White was "sent" to Australia.

===f. Reorganization of 1901 / Fires in Battle Creek 1902=== 
These events decentralized the very centralized administration of the General Conference at the time.

A.G. Daniels helped lead a charge to create UNIONS in 1901, thus allowing many decisions that primarily affected one local field to be made by leaders within the field. This left global decisions to the General Conference, and even eventually led to a delegate-based approach to decision making on such issues as the Fundamental beliefs that define Adventism (3 h.)

Ellen White had warned that there needed to be more people involved in the process of decision making AND that having all the major "arms" of the church work all in one city was not the "salt and light" God intended. The Battle Creek Sanitarium (medical) burned February 18 and Review and Herald (publishing) burned December 30, both in the same year - 1902. (article http://archives.adventistreview.org/2004-1513/story1.html)

All of these events helped decentralize the power and influence of the administration of the Adventist work. Currently, there are over 100 medical facilities operated by the Adventist Church and more than 70 publishing houses worldwide (http://www.adventistdirectory.org/ViewAdmFieldSubEntities.aspx?EntityType=P&AdmFieldID=GC)

===g. Gland, Switzerland, 1907=== 
Gland, Switzerland was the site of the General Conference Session where the Young People’s Department of Missionary Volunteers was officially adopted. This later became the Pathfinders.

===h. 27 Fundamental Beliefs document adopted 1980=== 

Fundamental Principles of Adventist belief had been published as early as 1872 (by James White) and supported by the General Conference as early as 1889. However, the formal statement of Fundamental Beliefs published in 1980 as voted in General Conference session was a significant step in formalizing what beliefs set apart Seventh-day Adventists as a distinctive branch of Christianity AND also demonstrates the Christ-centric nature of the Adventist church. In 2005, a 28th belief (inserted as #11) was added.

===i. Other significant dates in the history of Adventism in your division, conference, or region=== 

==4. Publications: Describe the origins, publication details, and purpose of each of the following Adventist Publications:== 

===a. Adventist Review and Sabbath Herald=== 
The Adventist Review was founded by James and Ellen White in July 1849 as The Present Truth, but the name was changed to The Advent Review and then Second Advent Review and Sabbath Herald (with variations) after being combined with the Advent Herald publication. The name was changed to Adventist Review in 1978. Throughout its history it has been commonly referred to as the Review

===b. Advent Tidende=== 
Advent Tidende was a Danish monthly paper which John G. Matteson, a native son of Denmark, started for the Scandinavian people in the United States, Denmark, and Norway.

===c. Les Signes des Temps / Signs of the Times=== 
French ''Signs of the Times'' magazine

===d. Liberty Magazine / Liberty=== 
Liberty was first called American Sentinel (1886-1900) and then Sentinel of Liberty (1900-1903) before being shortened to its current name (1906-Present). Not sure what it was called from 1903-1906, doesn't seem to say.

===e. Medical Evangelist / Medical Evangelism=== 
Published by the College of Evangelists, then the College of Medical Evangelists and finally Loma Linda University. Publication began in June 1908 and continued through June 1962.

===f. Present Truth=== 
Present Truth was an illustrated evangelistic periodical devoted to the presentation of various facets of doctrine. It was begun by James White in July of 1849 and was the forerunner of the Review and Herald.

===g. Youth’s Instructor=== 
The Youth's Instructor was the name of the first magazine the Seventh-day Adventists had for youth. It was later renamed ''Junior Guide'' and later ''Guide Magazine'' which is still in print today.

===h. Equivalent publications in your division, conference, or region=== 

==5. Church Organization:== 

===a. Briefly explain the significance of the 1901 General Conference and describe the organizational structure that resulted from it. Indicate how your conference, association, or mission fits into the overall church structure.=== 


Ellen White, recently back from Australia, stood up at the 1901 GC Session in Battle Creek and urged that the Administrative structure of the church be modified. The goal was to increase the effectiveness of the church in ministry, move decision making out of the GC office (then in Battle Creek) and closer to the front line.


The most significant action in 1901 was perhaps the organization of Union Conferences. Originally the 'State' conferences had joined together to form the General Conference. While many in leadership the came view Unions as unnecessary overhead by 2000 (a hundred years later) the debate over gender equality in ministry has brought Unions forward again as a primary place where policy and change happens.


The Adventist Church is studying restructuring actively. Economic realities will likely see a reduction of at least one of the levels of church governance. Different people wish to strengthen or weaken the power of the General Conference (and its Divisions) vs the Unions and Local Conferences. Time will tell how the church can best structure to finish the gospel commission.

===b. Point out on a map where the church offices are located from your conference level to the General Conference.=== 
Generally (there are exceptions) there will be 4 levels of administration serving your local church and its members:


Local Conference or Local Mission. Sometimes for areas with few Adventists this level is called a Field or Section. Increasingly this level is being dispensed with in favor of the Union of Churches model. Conferences usually cover a province or state, or part of or several such political units. Regional Conferences in much of the USA provide support to mainly black churches.


Union or Union Mission or Union of Churches. Increasingly the Union level is termed SDA Church in Place Name. In part of Europe in particular the Union of Churches model is dispensing with the local conference model and simply representing churches in a geographic area. The Union is the building block off the General Conference. There are 124 Unions in the world as of 2014. A few Conferences are not attached to a Union for various reasons (Guam-Micronesia in the NAD is one example).


Divisions of the General Conference are administrative units that group Unions together. There are 13 Divisions and 1 Union (Middle East North Africa Union) that exists outside any Division. Divisions have no independent constituency.


The General Conference is the grouping of all the Unions. New Unions are voting into the worldwide sisterhood of churches at each GC Session (5 years apart).

===c. Illustrate the organizational structure of the Seventh-day Adventist Church and prepare an ecclesiastical organization chart to demonstrate your learning.=== 
From the North American Division Perspective - your illustration would show the General Conference, then the North American Division (Canada, United States, Bermuda, Guam, Federated States of Micronesia, Marshall Islands, Northern Mariana Islands and Palau). ([https://news.adventist.org/en/all-news/news/go/2011-10-11/guam-micronesia-mission-now-part-of-north-american-division/])
Following that is the Union structure. Your illustration would vary based on which Union your Conference and church is located in.


'''The Unions & Conferences in the NAD are:'''
[http://www.nadadventist.org/article/54/directory/area-headquarters] 
''Atlantic Union'' - Conferences: Bermuda, Greater New York, New York, Northeastern, Northern New England, and Southern New England Conferences. 
''Seventh-day Adventist Church in Canada'' - Conferences: Alberta, British Columbia, Manitoba-Saskatchewan, Maritime, Ontario, and Quebec (French website) Conferences and the Seventh-day Adventist Church in Newfoundland and Labrador. 
''Columbia Union'' - Conferences: Allegheny East, Allegheny West, Chesapeake, Mountain View, New Jersey, Ohio, Pennsylvania, and Potomac Conferences. 
''Guam-Micronesia Mission'' - Became part of North American Division in February, 2012 Missions do not have conferences. 
''Lake Union'' - Conferences: Illinois, Indiana, Lake Region, Michigan, and Wisconsin Conferences. 
''Mid-America Union'' - Conferences: Central States, Dakota, Iowa-Missouri, Kansas-Nebraska, Minnesota, and Rocky Mountain Conferences. 
''North Pacific Union'' - Conferences: Alaska, Idaho, Montana, Oregon, Upper Columbia, and Washington Conferences. 
''Pacific Union'' - Conferences: Arizona, Central California, Hawaii, Nevada-Utah, Northern California, Southeastern California, and Southern California Conferences. 
''Southern Union'' - Conferences: Carolina, Florida, Georgia-Cumberland, Gulf States, Kentucky-Tennessee, South Atlantic, South Central, and Southeastern Conferences. 
''Southwestern Union'' - Conferences: Arkansas-Louisiana, Oklahoma, Southwest Region, Texas, and Texico Conferences. 

==6. Miscellaneous: Tell the importance of at least ten (10) of the following locations, organizations, or concepts or their equivalent.== 

===a. Avondale College=== 
Avondale University College is an Australian tertiary education provider affiliated with the Seventh-day Adventist Church. It is a part of the Seventh-day Adventist education system, the world's second largest Christian school system. Avondale University College has two campuses, the Lake Macquarie campus being the primary campus situated in Cooranbong, New South Wales. The other campus is located at Sydney Adventist Hospital in the Sydney suburb of Wahroonga and is the main campus of the nursing school.
Avondale University College primarily focuses in the areas of teaching, theology, and nursing, but also offers bachelor's degrees in business, science and the arts as well as certificate studies in outdoor recreation. The nursing programme commences at the Cooranbong campus for one or two semesters and is completed at the Sydney Adventist Hospital with hands-on experience gained in the hospital. Master's degrees are offered in theology, education, nursing, ministry, and some business related fields by distance education, including a one-month on-campus component in the winter semester.

===b. Battle Creek Sanitarium=== 
The Battle Creek Sanitarium was opened in 1866. It was a pioneer Seventh-day Adventist Medical institution.

===c. Dime Tabernacle=== 
Dime Tabernacle was the name for the church built in Battle Creek and paid for from dimes that were saved and turned in for the church building. It was destroyed by fire on January 3, 1922.

===d. Norsk Bokforlag=== 
Norsk Bokforlag was a Norwegian Publishing House established in 1932.

===e. Pitcairn Missionary Ship=== 
The Pitcairn was a vessel built as a schooner, refitted as a brigantine, and used by Seventh-day Adventists for transporting missionaries across the Pacific Ocean from 1890 to 1900. The ship was paid for by Sabbath School Offerings and made six missionary voyages whose missionaries established missions in many of the islands of the South Pacific. The first voyage went directly to Pitcairn Island arriving there November 25, 1890. Pitcairn was a remote British island possession in the southeastern Pacific Ocean about 3,500 miles north-east of New Zealand. Because maintenance of the ship was expensive, The Pitcairn was sold in 1900, by which time steamship connections with the islands had improved.

===f. Sabbath Conferences=== 
The Sabbath Conferences were a series of meetings of “friends of the Sabbath” held in various places in New England and New York. Beginning in April of 1848, during the formative period when James and Ellen White, Joseph Bates, and others began the work of "uniting the brethren on the great truths connected with the message of the third angel."

===g. Sanitarium Health Food Co.=== 
The Sanitarium Health & Wellbeing Company is a chain of health food factories, wholesale branches, and retail shops in Australia and New Zealand, operated by the Health Food Department of the South Pacific Division of the Adventist Church. Products include Weets-Bix, a flaked-wheat breakfast-food biscuit; cornflakes, and other cereal foods; Marmite, a yeast-extract flavoring; peanut butter, vegetarian meats and textured vegetable protein, and So Good, a nondairy soy milk. It has subsidiaries in Canada and other countries and exports worldwide. Part of the Adventist focus on healthy living. <ref>http://www.sanitarium.co.nz/about-us/our-history</ref>

===h. Solusi College=== 
First (heathen) Adventist Mission Station 1894.


The General Conference chose Elder W.H. Anderson and two other men to go to the new mission station 1895. They were given $5,000 dollars for one year and were told that was all they had. They were to become self-supporting as soon as possible. They had no expense allowance. They landed at Cape Town and traveled by train to the north to Mafeking. From there they traveled 600 miles using two oxcarts and 36 oxen. They averaged about 15 miles a day and the river beds were dry. They learned later that in the dry season the water was under the river bed and not in sight. When the monsoon season comes the river beds are full.


At first the church services were held under the trees. On their first first Sabbath there, the Chief Solusi came with many of his people.


Solusi College is an institution of higher learning now operated by the Zimbabwe Union Conference. It was established in 1894 as Solusi Mission and is headquartered in Bulilimamangwe, Zimbabwe. An [http://solusi.ac.zw/?page_id=1576 interesting brief history].

===i. Systematic Benevolence=== 
Systematic Benevolence was a system by which the first Adventist pastors were paid. Contributions were "systematic" meaning they were determined by one's wealth and were regularly made. Before this plan the preachers of the Seventh-day Adventist doctrines were largely self-supporting.

===j. Tract Society=== 
The Tract Society began in 1869 with a group of ladies at South Lancaster, Massachusetts. The society members visited the sick and needy and distributed tracts and wrote letters sharing their faith. In 1870 S. N. Haskell organized the first Conference-wide society in New England. By 1924 their scope of influence having long since reached beyond the small literature state, the name was changed to Book and Bible Houses. In 1972 the name Adventist Book Center (ABC) was adopted. The ABC is a distribution and service outlet for the Seventh-day Adventist publishing house products and other church-approved materials.

===k. Universidad de Montemorelos=== 
Universidad de Montemorelos is a coeducational institution of higher learning established in 1942 near the city of Montemorelos, State of Nuevo León, México.

===l. Voice of Prophecy=== 
The radio broadcast founded by H. M. S. Richards. See ''H. M. S. Richards, Near to the Heart of God|[http://www.amazon.com/gp/product/0828013322/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0828013322&linkCode=as2&tag=wwwjadedragon-20]]'' by Robert E. Edwards Review & Herald, 1998 for a great read.

===m. Washington hand press=== 
The Washington hand press (a brand or style of hand operated printing press) was purchased by James White with money from Hiram Edson in 1852, the first press purchased to print SDA materials<ref>http://news.adventist.org/all-news/news/go/2013-04-10/publishing-work-was-central-to-early-adventist-church/</ref>. Prior to that, all printed materials were printed by commercial print shops. From that small beginning in a rented house in Rochester, New York, the church established a worldwide network of publishing houses printing in numerous languages.

===n. Other significant locations, organizations, or concepts in your division, conference, or region=== 

==7. Read about, watch, or research the story of Ellen G. White. Explain what her role was in the beginnings of the Adventist Church. Include in your research significant factors such as:== 

===a. First vision (June 6, 1863)=== 
Ellen had a vision on Health Reform.

===b. “Elmshaven”=== 
Ellen White’s home in St. Helena, California in the Napa Valley. It can be toured for free in person or online. http://www.elmshaven.org/

===c. Visions=== 
Messages from God that Ellen was to share.

===d. Gorham, Maine=== 
Ellen's birthplace <ref>https://en.wikipedia.org/wiki/Gorham,_Maine</ref>.

===e. Lord’s Messenger=== 
The name that Ellen White gave herself.

===f. “Conflict of the Ages” series=== 
A series of five books that E. G. White wrote which helped people to understand the Bible. The five books are: The Great Controversy, Patriarchs and Prophets, The Desire of Ages, The Acts of the Apostles, and Prophets and Kings <ref>http://www.ellenwhite.info/books/books-by-egw-coa.htm</ref>

===g. Ellen G. White Estate, Inc.=== 
In her will, Ellen G. White left her literary estate to a board of five church leaders so that her papers and books would be preserved. This corporation was organized after her death in 1915. It is now headquartered in the basement of the General Conference building, Silver Spring, Maryland, where free tours are offered.

===h. Lovett’s Grove, Ohio=== 
Two hour Vision on events in the great conflict between the forces of righteousness and the forces of evil which she was instructed to write out. Later it was written in full in a book called ''The Great Controversy''.

===i. “Sunnyside”=== 
The name of Ellen G. White's home in Cooranbong, Australia near Avondale College. Photo <ref>http://nas.egwwritings.org/galleries/Institutions/637.3b.1.jpg.php</ref>

===j. Testimonies for the Church=== 
A collection of writings that Ellen authored giving instruction, reproof and guidance for church members and leaders. The Testimonies series was released and published over time, eventually taking the 9 volume set we use today. While the individual letters were addressed to specific people, the principals outlined have broad application in the church. Ellen White recognized this and arranged for their wider publication.

==8. Discovery of Heritage Stories:== 

===a. Discover how the Adventist movement started in your country. Give special attention to the things the pioneers did in the process within your country or region.=== 

===b. Discover some of the stories of how Pathfinders, Adventist Youth Groups, or AY Societies began in your conference or division.=== 

===c. Present your finding to a group or as part of requirement 9 or 10.=== 

==9. Know and tell for school, Sabbath School, or Pathfinder worship three stories about Adventist history. At least one story must be about an Adventist youth.== 

==10. As an individual or with a group complete one of the following:== 

===a. Create and present a detailed poster or multimedia display (video/presentation) covering a portion of Adventist Heritage that you have learned.=== 

===b. Write and perform a skit that tells part of the Adventist Heritage story. Present it to younger Pathfinders, Adventurers or other younger group of individuals.=== 

===c. Create a completely playable game about Adventist Heritage. Demonstrate the game to your instructor or a group.=== 

===d. Visit an official Adventist Heritage site within your conference, union, or division and go on a tour. Debrief your experience with a group. If feasible, create a multimedia report of your experience.=== 

==References== 
[http://pathfinders.adventistconnect.org/site_data/86/assets/0024/9222/Chuch_Heritage_Manual.pdf Church Heritage Manual]


<references/>
<noinclude></translate></noinclude>

AY Honors/Adventist Pioneer Heritage/Answer Key

2020-01-07T06:25:08Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor desc
|stage=100
|honorname=Adventist Pioneer Heritage
|skill=2
|year=2014
|category=Outreach
|authority=General Conference
|reqpdf=Adventist_Heritage_Requirements.pdf
|insignia=Adventist_Heritage.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=required}}

==Note== 


This honor reflects the best requirements of two pre-existing honors, one from the North American Division and the other from the South American Division.


<big>'''Complete a minimum of a 9-week Academy or semester college Adventist History course OR complete the following requirements.'''</big>

==1. Origins:== 
===a. Read about, watch, or research the origins and development of the Millerite Movement and its role in the beginning of the Seventh-day Adventist Church.===


[https://telltheworld.adventist.org/ Tell the World] 6 Video's of the beginning of the Seventh-day Adventist Church.

===b. Explain the Great Disappointment based on the prophecy of Daniel 8.=== 

===c. Share your finding with a group.=== 

==2. Pioneers: Be able to identify and explain the significance of at least fifteen (15) of the following individuals:== 

===a. Martha Amadon=== 
[[File:Martha Byington.jpg|thumb|right|Martha Byington]]
Martha Amadon (1843-1937) was the eldest daughter of John Byington, the first teacher of the first school organized for Seventh-day Adventist Children. She married George W. Amadon in 1860. She became the first Dorcas Society (Adventist Community Service) president in October, 1874.
{{clear}}

===b. W. H. Anderson=== 
[[File:William H. Anderson.jpg|thumb|right|William H. Anderson]]
William H. Anderson (1870-1950) was a pioneer missionary to Africa from 1895-1944. "Harry," as he was affectionately known to his friends, graduated in 1895 from Battle Creek College, where he was converted. Anderson’s book, ''On The Trail of Livingston'' (1919) did much to stimulate interest in African Missions where he served for 50 years.
{{clear}}

===c. J. N. Andrews=== 
[[File:John Nevins Andrews.jpg|thumb|right|John Nevins Andrews]]
John Nevins Andrews (1829-1883) was the first official Seventh-day Adventist missionary outside of North America. He and his children Charles and Mary sailed on September 15, 1874 to Switzerland. His wife had died 18 March 1872. As a theologian, Andrews made significant contributions to the development of various doctrines of the Seventh-day Adventist denomination. He wrote extensively on the Seventh-day Sabbath.
{{clear}}


Andrews University, named for J. N. Andrews, is an institution operated jointly by the General Conference and the Lake Union Conference. It was the first university to be organized by the Seventh-day Adventist church. It is located in Berrien Springs, Michigan. Its predecessor known as Battle Creek College, was founded in 1874, and grew from a “select” private school established in 1868 by G. H. Bell.

===d. Joseph Bates=== 
[[File:Joseph Bates.jpg|thumb|right|Joseph Bates]]
Joseph Bates (1792-1872) a former sea captain and a reformer, was one of the founders of the SDA Church. Bates experienced the disappointment of 1844 without losing faith. He wrote about the 7th Day Sabbath and the 3rd Angel's message. He played a prominent part in the "Sabbath Conferences." He was an evangelist, a leader, and an example in healthful living.
{{clear}}

===e. John Byington=== 
[[File:John Byington.jpg|thumb|right|John Byington]]
John Byington (1798-1887) was a pioneer minister and first president of the General Conference of the Seventh-day Adventist denomination. He was active in the antislavery movement and maintained a station of the Underground Railroad at Buck’s Bridge, New York, where he lived on a farm.
{{clear}}

===f. M. B. Czechowski=== 
[[File:Michał Belina - Czechowski.jpg|thumb|right|Michał Belina Czechowski]]
Michael Belina Czechowski (1818-1876) was a former Catholic priest. He joined the Advent Church in 1857 and in 1864 became a self-supporting missionary to Italy and Switzerland and established the first SDA church in Europe.
{{clear}}

===g. A.G. Daniells=== 
[[File:Daniells.JPG|thumb|right|Arthur G. Daniells]] Arthur G. Daniells (1858-1935), was a minister, administrator and author. At the age of 10 he was converted to the Seventh-day Adventist faith, and in 1875 entered Battle Creek College. He began his ministry in 1878 in Texas. In 1886 he was called as pioneer SDA missionary to New Zealand. He was president of the New Zealand Conference (1889-1891) and of the Australian Conference (1892-1895). He worked closely with Ellen White in Australia, and served as president of the Central Australian Conference and later president of the Australian Union Conference. He assumed the presidency of the General Conference in 1901 at a difficult period in the history of the church, and helped move the headquarters of the denomination to Washington, D. C. During his time in office the church grew greatly throughout the world. He relinquished the presidency of the General Conference in 1922. He authored four books, two of which standout as classics: “Christ Our Righteousness,” and “The Abiding Gift of Prophecy.”
{{clear}}

===h. Hiram Edson=== 
[[File:Hiram Edson.jpg|thumb|right|Hiram Edson]]
Hiram Edson (1806-1882) was a layman, later ordained, of Port Gibson, New York. He was the pioneer responsible for introducing, among those who became Seventh-day Adventists, the fuller understanding of the sanctuary and its cleansing. Edson was not only a thoughtful Bible student and an earnest evangelistic helper, but also a self-sacrificing contributor, putting his possessions into building of the church he loved. Consider visiting Hiram Edson's farm in upstate New York. <ref>http://www.adventistheritage.org/article/27/historic-sites/edson-farm</ref>
{{clear}}

===i. Harry Fenner=== 
[[File:Henry Fenner.jpg|thumb|right|Henry Fenner]]
Harry Fenner was only 17 years old when he and his 14 year old friend, Luther Warren decided the church needed an organization to encourage and support the youth. They called their new group a “young people’s society.” Within ten years the church structure was beginning to follow their lead. In 1889 the Ohio Conference became the first to form a conference-wide youth organization. It was known as Christian Volunteers. And in 1907 the General Conference Youth Department was formally organized.
{{clear}}

===j. Eduardo Francisco Forga=== 
[[File:Eduardo Forga.png|thumb|right|Eduardo Francisco Forga]]
Before he was converted to Adventism, Eduardo F. Forga, a wealthy young Peruvian, founded the first evangelical church in Arequipa, Peru. A health and temperance reformer, a vegetarian, and a defender of religious liberty, he had to flee his native country to England for his outspokenness. There he joined the Seventhday Adventist Church and married Marguerite Lacey, whose sister was married to W. C. White, Ellen White's son. An author in his own right, Mr. Forga translated some of Mrs. White's books and articles into Spanish and had a major impact on the growth of the Adventist Church in Peru, South America.
{{clear}}

===k. A.T. Jones / E.J. Waggoner=== 
[[File:Alonzo T. Jones.jpg|thumb|right|Alonzo T. Jones]]
[[File:Ellet Joseph Waggoner.jpg|thumb|right|Ellet. J. Waggoner]]Alonzo T. Jones, (1850-1923) was a minister, editor, and author. At the age of 20 he enlisted in the Army and for three years served his country. He loved reading, and read large historical works, Seventh-day Adventist publications, and the Bible. After being discharged from the Army in 1873, he was baptized and began preaching on the West Coast for the church. In May 1885 he became assistant editor of the ''Signs of the Times'', and a few months later he and E. J. Waggoner became editors. This position he held until 1889. From 1897 to 1901 he was editor in chief of the ''Review and Herald''. He became recognized as the denomination’s most prominent speaker for religious freedom. His association with Dr. J. H. Kellogg in 1903, who was actively seeking to separate the Battle Creek Sanitarium from denominational control, resulted in separation from denominational employment and, finally, in loss of church membership.
Ellet J. Waggonner, (1855-1916) was an editor, minister, and physician. He attended Battle Creek College in the earliest years of the institution, and obtained a medical degree from the Bellevue Medical College, New York. He served on the staff of the Battle Creek Sanitarium for a few years. Later he left the practice of medicine and entered the ministry. In 1884 he worked at Pacific Press as assistant editor of the ''Signs of the Times''. Two years later (1886) he and A. T. Jones became editors of the paper. This post Waggoner held until May 1891. He became editor of ''Present Truth'' in England in 1892, and in 1902 was elected the first president of the South England Conference. He returned to the United States in the summer of 1902, and served briefly on the staff of Emmanuel Missionary College.


In 1888 Waggoner and A. T. Jones gave a memorable series of sermons on righteousness by faith that stirred the General Conference session in Minneapolis, and for several years afterward were sent by the General Conference Committee to preach on that subject from coast to coast at camp meetings and other large gatherings. Ellen White accompanied them to many of these places until she left for Australia in December 1891.
{{clear}}

===l. Charles M. Kenney=== 
[[File:Charles Kinney.jpg|thumb|right|Charles M. Kinney]]
Charles M. Kinny was born in Richmond, Virginia in 1855, eleven years after the Disappointment of 1844. He was ten years old by the end of the Civil War. It was in Reno, Nevada, in 1878 at the age of 23 that Kinny attended a series of evangelistic sermons by J. N. Loughborough. Ellen White visited during the meetings and spoke to about four hundred listeners on the subject of the “Love of God.” Her message was well received and her presence added much to the interest of the people and “left a favorable impression upon the public mind.” Charles M. Kinny experienced conversion during those meetings. He never forgot Sister White’s sermon and joyfully embraced the love of God and accepted the truth about the Sabbath and the Second Advent. He kept his first Sabbath on the last Saturday of September, 1878, at the age of 23. He was one of the seven charter members and the only Black member of the Reno Seventh-day Adventist church. He was welcomed warmly by the church and was later appointed secretary of their tract society. Charles Kinny would become a prominent figure in early African American Adventism and most of what Adventists learned about the early progress of the work among African Americans they learned from the writings of Charles Kinny. Church leaders looked to him to develop the best methods of evangelism among African Americans. As such Charles M. Kinny was the first African American ordained minister in the Seventh-day Adventist church and is known as the The Father of Black Adventism.
{{clear}}

===m. George King=== 
[[File:George King SDA Pioneer.jpg|thumb|right|George Albert King]]
George Albert King (1847-1906) was a pioneer canvasser who developed the idea of subscription sale of Seventh-day Adventist books. A native of Canada, he came to the United States where as a young man he accepted SDA beliefs and desired to be a preacher. Because of a speech impediment he was encouraged to try selling SDA tracts and magazines and books. Throughout his life he was an enthusiastic recruiter and instructor of other canvassers.
{{clear}}

===n. Anna Knight=== 
[[File:Anna Knight.jpg|thumb|right|Anna Knight]]
Anna Knight (1874-1972) was self-taught until the age of 20 when she attended Mount Vernon Academy in Ohio in 1894. In 1898 she graduated from Battle Creek College as a missionary nurse. She operated a self-supporting school in Jasper County, Mississippi for Black children. In 1901 she was appointed as a missionary to India where she served 6 years. She served in the Educational Department for Southeastern Conference and Southern Conference when they merged, and served until the regional Conferences were formed. She authored the book ''Mississippi Girl,<ref>http://www.amazon.com/gp/product/B0006ATC4O/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=B0006ATC4O&linkCode=as2&tag=wwwjadedragon-20</ref>'' the story of her life.
{{clear}}

===o. Abram LaRue=== 
[[File:Abram LaRue.jpg|thumb|right|Abram LaRue]]
Abram LaRue (1822-1903) was a pioneer, self-supporting lay missionary in eastern Asia. While working as a sheepherder in California he accepted the Seventh-day Adventist faith. Immediately he requested a mission appointment to China. Because of his advanced age the General Conference declined but after attending Healdsburg College one term he worked his way to Honolulu and sold books in the city and on the ships in port. In 1888 at the age of 66, La Rue went to Hong Kong where he worked for 14 years with Europeans and the Chinese. He died in Hong Kong in 1903 where he had been a tireless worker with a rare gift in meeting people and conveying his own religious convictions to them.
{{clear}}

===p. Kate Lindsay=== 
Katherine Lindsay (1842-1923) was a physician and founder of the first Seventh-day Adventist nurse’s training school. In 1875 she graduated at the head of her class from the University of Michigan Medical College. She joined the staff of the Battle Creek Sanitarium. Dr. Kate, as she was known, introduced thorough classwork and became known as a foremost teacher of student nurses.

===q. William Miller=== 
[[File:William Miller.jpg|thumb|right|William Miller]]
William Miller (1782-1849) was an American farmer and a Baptist preacher who announced the imminent coming of Christ and founded the movement popularly know as Millerism or the Millerite movement. He was a convincing preacher in the logical way he appealed in earnestness. After the “Great Disappointment” he built a chapel on his property so Advent Believers would have a place to worship.
{{clear}}

===r. W.W. Prescott=== 
[[File:W._W._Prescott.jpg|thumb|right|William W. Prescott]]William W. Prescott, (1855-1944) was an educator and administrator. His parents were Millerites in New England. While in his last year at South Berwick Academy, he taught Latin and Greek. He was principal of high schools in Northfield and Montpelier, Vermont (1877 to 1880). With his acceptance of the presidency of Battle Creek College (1885-1894), he entered upon a career unique in many respects in Seventh-day Adventist history. While still president of Battle Creek College, he helped found Union College and became its first president in 1891. He appointed principals for the two institutions to act while he was absent from one or the other. Then late in 1892 he assumed the presidency of the newly founded Walla Walla College. Thus, he was simultaneously president of three colleges in the year. During a world tour (1894-1895), he helped to found the Avondale School in Australia. In 1901 he became the vice president of the General Conference, chair of the Review and Herald Publishing Association board, and editor of the Review and Herald. Later in his career, he served as head of the Bible Department of Emmanuel Missionary College, a post he held until 1934. Whether teacher, editor, administrator, or secretary of the General Conference Department of Education, Prescott left a strong impression on the entire educational work of the denomination.
{{clear}}

===s. Rachel Oakes-Preston=== 
[[File:Rachel Oakes.jpg|thumb|right|Rachel Oakes]]
Rachel Oakes-Preston (1809-1868) was a Seventh-day Baptist who persuaded a group of Adventists to accept the Sabbath in Washington, New Hampshire, and thus to become, in that sense, the first Seventh-day Adventists. Due to Rachel's influence, Frederick Wheeler (1811-1910), an ordained minister of the Methodist Episcopal Church, and promoter of the prophetic teachings of William Miller, preached his first sermon on seventh-day Sabbath to his "Christian Brethren" congregation on March 16, 1844.


Further due to Rachel's influence, William Farnsworth (1807-1888), after the Great Disappointment of October 22, 1844, stated publicly to the "Christian Brethren" congregation his conviction that Saturday, being the seventh day of the week, was Sabbath. His brother Cyrus (who became the husband of Rachel’s daughter Delight), and several others, also made their convictions known.
{{clear}}

===t. Annie Smith=== 
[[File:Annie Rebekah Smith.JPG|thumb|right|Anna Rebekah Smith]]
Annie Rebekah Smith (1828-1855) was a poet and editorial assistant. She joined the Baptist Church at the age of 10 and became an Adventist in 1844. She gave up teaching in 1850 because of eye trouble and in 1851 she attended a meeting by Joseph Bates and was convinced of the Seventh-day Adventist faith. She sent a poem, ''"Fear Not, Little Flock"'' to the Review and Herald. James White employed her to read proof, edit copy and take charge in White’s absence. She wrote many poems. Ten of her hymns appear in the Church Hymnal. She died of Tuberculosis in 1855.
{{clear}}

===u. Uriah Smith=== 
[[File:Uriah Smith.jpg|thumb|Uriah Smith]]
Uriah Smith (1832-1903) was an editor and author who gave 50 years of service to the Seventh-day Adventist cause. At age 13 his left leg was amputated above the knee due to an infection. In 1863 he patented a improved model artificial leg with fully flexible knee and ankle joints. He became a Sabbath-keeping Adventist in 1852. He wrote poems and articles that were printed in the Review & Herald and in 1853 joined his sister, Annie, as a worker at the office of the Advent Review and Sabbath Herald in Rochester, New York. He was one of the most fluent writers for the young denomination. His pen could be incisive. He is best known for the book Daniel and Revelation. In 1874 he patented a school desk with an improved folding seat. The last words he ever wrote, in 1903, to the General Conference epitomized his lifelong purpose: "I am with you in the endeavor to send forth in this generation this gospel of the kingdom, for a witness to all nations. And when this is completed, it will be the signal for the coronation of our Coming King."
{{clear}}

===v. Luther Warren=== 
[[File:Luther Warren.jpg|thumb|right|Luther Warren]]
Luther Warren (1864-1940) was a youth leader and evangelist. At the age of 14, in 1879, he with his friend Harry Fenner, organized at Hazelton, Michigan one of the first Seventh-day Adventist young people’s societies. His formal education was limited but he was an insatiable reader, keenly interested in the development of church schools. He began his evangelistic career in 1888 as a tent master in Michigan, a career that took him to many centers throughout North America. He powerfully influenced thousands of young people in schools and churches where he conducted revivals. Mary Boucher has written a biography on Warren under the title ''Luther Warren'' (Review and Herald, 1959).
'''[See the history given here.][https://adventisthistory.wordpress.com/category/people/luther-warren-people/].'''
{{clear}}

===w. F. H. Westphal=== 
[[File:Frank H. Westphal.jpg|thumb|right|200px|Frank H. Westphal]]
Frank Henry Westphal (1858-1944) was a pioneer missionary to South America. He was converted to the Seventh-day Adventist faith at the age of 19 and in 1878 he was made leader of the newly organized church in New London, Wisconsin. In 1894 he was called to South America and became the first ordained SDA minister assigned to the South America Continent. He worked with success in Argentina, Uruguay, and Brazil and Chili.
{{clear}}

===x. Frederick Wheeler=== 
[[File:Frederick Wheeler.jpg|thumb|right|Frederick Wheeler]]
Frederick Wheeler (1811-1910) was a pioneer Adventist minister, reputed to be the first ordained Adventist minister to preach in favor of the seventh-day Sabbath. In 1840 he was an ordained minister of the Methodist Episcopal Church and became its circuit rider in the vicinity of Washington and Hillsboro in New Hampshire. In 1842 he became acquainted with the Millerite views and was active in the propagation of the Adventist views. In March of 1844, after a discussion with Rachel Oakes (later Preston), he became convinced through study that the seventh-day Sabbath was sacred. He preached and farmed in the neighborhood until James White invited him to go farther afield with his ministry.

===y. James White=== 
[[File:James Springer White.jpg|thumb|James White]]
James Springer White (1821-1881), a co-founder of the Seventh-day Adventist Church, was the fifth of nine children. He was baptized, at age 15, in the denomination called Christian Connection to which his parents belonged. After teaching for two winters he heard of the Millerite Movement and was persuaded to attend a meeting. He became convinced of the importance of what he had heard and of the shortness of time. He resigned from his school to join in heralding the Advent message. He suffered keenly during the Great Disappointment in October 1844, but he clung in confidence to God’s Word. He married Ellen Gould Harmon on August 30, 1846 and soon after, the two of them began to keep the seventh-day Sabbath. He wrote encouragement to the believers and worked to spread the gospel of Jesus' soon coming until his death in 1881.


Ellen G. White, (1827-1915) was co-founder of the Seventh-day Adventist Church, together with James White and Joseph Bates. She was a writer, lecturer, and counselor to the church, who possessed what Seventh-day Adventists have accepted as the prophetic gift described in the Bible; also known as the Spirit of prophecy. In her early teens Ellen and her family were faithful Methodists in Portland, Maine, and accepted William Miller’s view on the second advent of Christ about the year 1843, after hearing his lecture in March 1840. She was baptized into the Methodist Church in June 26, 1842. In September 1843, because of their Adventist views, she and her parents and other members of the family were disfellowshipped from the Methodist Church. Expecting Christ’s return in October 22, 1844, she and her family experienced the Millerites’ great disappointment. At the age of 17, in December 1844, Ellen Harmon joined four other women in family worship, and while they were praying, she experienced her first vision, in which she witnessed a representation of the travels of the Adventist people to the City of God. It was one of many visions she received during her lifelong ministry. Ellen White died on July 16, 1915, at the ripe age of 87 years.
{{clear}}

===z. Any other pioneers of your preference from your own Union/Division.=== 

==3. Dates: Explore and summarize the importance of each of the following event dates to Adventist history:== 

===a. Great Disappointment (October 22, 1844)=== 
The day of the Great Disappointment was when Jesus did not come as those awaiting His Advent had calculated and waited for with much prayer.

===b. Adventist Church incorporated (May 21, 1863)=== 
The Adventist Church incorporated on May 21, 1863. This is considered the date of the official organization of the Seventh-day Adventist Church. This move was significant since it gave the church the right to own property and ordain ministers. Many of the founders had to “grow” significantly in order to “organize” since many had come from backgrounds that felt that organizing was not consistent with scripture.

===c. Health Reform begins - 1863=== 

===d. J.N. Andrews: First Missionary - 1874=== 

===e. General Conference of 1888 (Righteousness by Faith Conference)=== 
Held in Minneapolis, Minnesota October of 1888 this conference was notable as E. J. Waggoner and A. T. Jones presented the concept of Righteousness by Faith in Jesus Christ. Ellen White joined the two men in their presentations.

Many of the General Conference leaders held that works-based righteousness was the key to salvation in Jesus. The arguments and exchanges were heated and lengthy. Eventually, God-led individuals voted in favor of the church operating under a premise of righteousness by faith, but this "win" would not come easy. EJ Waggoner, A.T. Jones both eventually left Adventism, and Ellen White was "sent" to Australia.

===f. Reorganization of 1901 / Fires in Battle Creek 1902=== 
These events decentralized the very centralized administration of the General Conference at the time.

A.G. Daniels helped lead a charge to create UNIONS in 1901, thus allowing many decisions that primarily affected one local field to be made by leaders within the field. This left global decisions to the General Conference, and even eventually led to a delegate-based approach to decision making on such issues as the Fundamental beliefs that define Adventism (3 h.)

Ellen White had warned that there needed to be more people involved in the process of decision making AND that having all the major "arms" of the church work all in one city was not the "salt and light" God intended. The Battle Creek Sanitarium (medical) burned February 18 and Review and Herald (publishing) burned December 30, both in the same year - 1902. (article http://archives.adventistreview.org/2004-1513/story1.html)

All of these events helped decentralize the power and influence of the administration of the Adventist work. Currently, there are over 100 medical facilities operated by the Adventist Church and more than 70 publishing houses worldwide (http://www.adventistdirectory.org/ViewAdmFieldSubEntities.aspx?EntityType=P&AdmFieldID=GC)

===g. Gland, Switzerland, 1907=== 
Gland, Switzerland was the site of the General Conference Session where the Young People’s Department of Missionary Volunteers was officially adopted. This later became the Pathfinders.

===h. 27 Fundamental Beliefs document adopted 1980=== 

Fundamental Principles of Adventist belief had been published as early as 1872 (by James White) and supported by the General Conference as early as 1889. However, the formal statement of Fundamental Beliefs published in 1980 as voted in General Conference session was a significant step in formalizing what beliefs set apart Seventh-day Adventists as a distinctive branch of Christianity AND also demonstrates the Christ-centric nature of the Adventist church. In 2005, a 28th belief (inserted as #11) was added.

===i. Other significant dates in the history of Adventism in your division, conference, or region=== 

==4. Publications: Describe the origins, publication details, and purpose of each of the following Adventist Publications:== 

===a. Adventist Review and Sabbath Herald=== 
The Adventist Review was founded by James and Ellen White in July 1849 as The Present Truth, but the name was changed to The Advent Review and then Second Advent Review and Sabbath Herald (with variations) after being combined with the Advent Herald publication. The name was changed to Adventist Review in 1978. Throughout its history it has been commonly referred to as the Review

===b. Advent Tidende=== 
Advent Tidende was a Danish monthly paper which John G. Matteson, a native son of Denmark, started for the Scandinavian people in the United States, Denmark, and Norway.

===c. Les Signes des Temps / Signs of the Times=== 
French ''Signs of the Times'' magazine

===d. Liberty Magazine / Liberty=== 
Liberty was first called American Sentinel (1886-1900) and then Sentinel of Liberty (1900-1903) before being shortened to its current name (1906-Present). Not sure what it was called from 1903-1906, doesn't seem to say.

===e. Medical Evangelist / Medical Evangelism=== 
Published by the College of Evangelists, then the College of Medical Evangelists and finally Loma Linda University. Publication began in June 1908 and continued through June 1962.

===f. Present Truth=== 
Present Truth was an illustrated evangelistic periodical devoted to the presentation of various facets of doctrine. It was begun by James White in July of 1849 and was the forerunner of the Review and Herald.

===g. Youth’s Instructor=== 
The Youth's Instructor was the name of the first magazine the Seventh-day Adventists had for youth. It was later renamed ''Junior Guide'' and later ''Guide Magazine'' which is still in print today.

===h. Equivalent publications in your division, conference, or region=== 

==5. Church Organization:== 

===a. Briefly explain the significance of the 1901 General Conference and describe the organizational structure that resulted from it. Indicate how your conference, association, or mission fits into the overall church structure.=== 


Ellen White, recently back from Australia, stood up at the 1901 GC Session in Battle Creek and urged that the Administrative structure of the church be modified. The goal was to increase the effectiveness of the church in ministry, move decision making out of the GC office (then in Battle Creek) and closer to the front line.


The most significant action in 1901 was perhaps the organization of Union Conferences. Originally the 'State' conferences had joined together to form the General Conference. While many in leadership the came view Unions as unnecessary overhead by 2000 (a hundred years later) the debate over gender equality in ministry has brought Unions forward again as a primary place where policy and change happens.


The Adventist Church is studying restructuring actively. Economic realities will likely see a reduction of at least one of the levels of church governance. Different people wish to strengthen or weaken the power of the General Conference (and its Divisions) vs the Unions and Local Conferences. Time will tell how the church can best structure to finish the gospel commission.

===b. Point out on a map where the church offices are located from your conference level to the General Conference.=== 
Generally (there are exceptions) there will be 4 levels of administration serving your local church and its members:


Local Conference or Local Mission. Sometimes for areas with few Adventists this level is called a Field or Section. Increasingly this level is being dispensed with in favor of the Union of Churches model. Conferences usually cover a province or state, or part of or several such political units. Regional Conferences in much of the USA provide support to mainly black churches.


Union or Union Mission or Union of Churches. Increasingly the Union level is termed SDA Church in Place Name. In part of Europe in particular the Union of Churches model is dispensing with the local conference model and simply representing churches in a geographic area. The Union is the building block off the General Conference. There are 124 Unions in the world as of 2014. A few Conferences are not attached to a Union for various reasons (Guam-Micronesia in the NAD is one example).


Divisions of the General Conference are administrative units that group Unions together. There are 13 Divisions and 1 Union (Middle East North Africa Union) that exists outside any Division. Divisions have no independent constituency.


The General Conference is the grouping of all the Unions. New Unions are voting into the worldwide sisterhood of churches at each GC Session (5 years apart).

===c. Illustrate the organizational structure of the Seventh-day Adventist Church and prepare an ecclesiastical organization chart to demonstrate your learning.=== 
From the North American Division Perspective - your illustration would show the General Conference, then the North American Division (Canada, United States, Bermuda, Guam, Federated States of Micronesia, Marshall Islands, Northern Mariana Islands and Palau). ([https://news.adventist.org/en/all-news/news/go/2011-10-11/guam-micronesia-mission-now-part-of-north-american-division/])
Following that is the Union structure. Your illustration would vary based on which Union your Conference and church is located in.


'''The Unions & Conferences in the NAD are:'''
[http://www.nadadventist.org/article/54/directory/area-headquarters] 
''Atlantic Union'' - Conferences: Bermuda, Greater New York, New York, Northeastern, Northern New England, and Southern New England Conferences. 
''Seventh-day Adventist Church in Canada'' - Conferences: Alberta, British Columbia, Manitoba-Saskatchewan, Maritime, Ontario, and Quebec (French website) Conferences and the Seventh-day Adventist Church in Newfoundland and Labrador. 
''Columbia Union'' - Conferences: Allegheny East, Allegheny West, Chesapeake, Mountain View, New Jersey, Ohio, Pennsylvania, and Potomac Conferences. 
''Guam-Micronesia Mission'' - Became part of North American Division in February, 2012 Missions do not have conferences. 
''Lake Union'' - Conferences: Illinois, Indiana, Lake Region, Michigan, and Wisconsin Conferences. 
''Mid-America Union'' - Conferences: Central States, Dakota, Iowa-Missouri, Kansas-Nebraska, Minnesota, and Rocky Mountain Conferences. 
''North Pacific Union'' - Conferences: Alaska, Idaho, Montana, Oregon, Upper Columbia, and Washington Conferences. 
''Pacific Union'' - Conferences: Arizona, Central California, Hawaii, Nevada-Utah, Northern California, Southeastern California, and Southern California Conferences. 
''Southern Union'' - Conferences: Carolina, Florida, Georgia-Cumberland, Gulf States, Kentucky-Tennessee, South Atlantic, South Central, and Southeastern Conferences. 
''Southwestern Union'' - Conferences: Arkansas-Louisiana, Oklahoma, Southwest Region, Texas, and Texico Conferences. 

==6. Miscellaneous: Tell the importance of at least ten (10) of the following locations, organizations, or concepts or their equivalent.== 

===a. Avondale College=== 

===b. Battle Creek Sanitarium=== 
The Battle Creek Sanitarium was opened in 1866. It was a pioneer Seventh-day Adventist Medical institution.

===c. Dime Tabernacle=== 
Dime Tabernacle was the name for the church built in Battle Creek and paid for from dimes that were saved and turned in for the church building. It was destroyed by fire on January 3, 1922.

===d. Norsk Bokforlag=== 
Norsk Bokforlag was a Norwegian Publishing House established in 1932.

===e. Pitcairn Missionary Ship=== 
The Pitcairn was a vessel built as a schooner, refitted as a brigantine, and used by Seventh-day Adventists for transporting missionaries across the Pacific Ocean from 1890 to 1900. The ship was paid for by Sabbath School Offerings and made six missionary voyages whose missionaries established missions in many of the islands of the South Pacific. The first voyage went directly to Pitcairn Island arriving there November 25, 1890. Pitcairn was a remote British island possession in the southeastern Pacific Ocean about 3,500 miles north-east of New Zealand. Because maintenance of the ship was expensive, The Pitcairn was sold in 1900, by which time steamship connections with the islands had improved.

===f. Sabbath Conferences=== 
The Sabbath Conferences were a series of meetings of “friends of the Sabbath” held in various places in New England and New York. Beginning in April of 1848, during the formative period when James and Ellen White, Joseph Bates, and others began the work of "uniting the brethren on the great truths connected with the message of the third angel."

===g. Sanitarium Health Food Co.=== 
The Sanitarium Health & Wellbeing Company is a chain of health food factories, wholesale branches, and retail shops in Australia and New Zealand, operated by the Health Food Department of the South Pacific Division of the Adventist Church. Products include Weets-Bix, a flaked-wheat breakfast-food biscuit; cornflakes, and other cereal foods; Marmite, a yeast-extract flavoring; peanut butter, vegetarian meats and textured vegetable protein, and So Good, a nondairy soy milk. It has subsidiaries in Canada and other countries and exports worldwide. Part of the Adventist focus on healthy living. <ref>http://www.sanitarium.co.nz/about-us/our-history</ref>

===h. Solusi College=== 
First (heathen) Adventist Mission Station 1894.


The General Conference chose Elder W.H. Anderson and two other men to go to the new mission station 1895. They were given $5,000 dollars for one year and were told that was all they had. They were to become self-supporting as soon as possible. They had no expense allowance. They landed at Cape Town and traveled by train to the north to Mafeking. From there they traveled 600 miles using two oxcarts and 36 oxen. They averaged about 15 miles a day and the river beds were dry. They learned later that in the dry season the water was under the river bed and not in sight. When the monsoon season comes the river beds are full.


At first the church services were held under the trees. On their first first Sabbath there, the Chief Solusi came with many of his people.


Solusi College is an institution of higher learning now operated by the Zimbabwe Union Conference. It was established in 1894 as Solusi Mission and is headquartered in Bulilimamangwe, Zimbabwe. An [http://solusi.ac.zw/?page_id=1576 interesting brief history].

===i. Systematic Benevolence=== 
Systematic Benevolence was a system by which the first Adventist pastors were paid. Contributions were "systematic" meaning they were determined by one's wealth and were regularly made. Before this plan the preachers of the Seventh-day Adventist doctrines were largely self-supporting.

===j. Tract Society=== 
The Tract Society began in 1869 with a group of ladies at South Lancaster, Massachusetts. The society members visited the sick and needy and distributed tracts and wrote letters sharing their faith. In 1870 S. N. Haskell organized the first Conference-wide society in New England. By 1924 their scope of influence having long since reached beyond the small literature state, the name was changed to Book and Bible Houses. In 1972 the name Adventist Book Center (ABC) was adopted. The ABC is a distribution and service outlet for the Seventh-day Adventist publishing house products and other church-approved materials.

===k. Universidad de Montemorelos=== 
Universidad de Montemorelos is a coeducational institution of higher learning established in 1942 near the city of Montemorelos, State of Nuevo León, México.

===l. Voice of Prophecy=== 
The radio broadcast founded by H. M. S. Richards. See ''H. M. S. Richards, Near to the Heart of God|[http://www.amazon.com/gp/product/0828013322/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0828013322&linkCode=as2&tag=wwwjadedragon-20]]'' by Robert E. Edwards Review & Herald, 1998 for a great read.

===m. Washington hand press=== 
The Washington hand press (a brand or style of hand operated printing press) was purchased by James White with money from Hiram Edson in 1852, the first press purchased to print SDA materials<ref>http://news.adventist.org/all-news/news/go/2013-04-10/publishing-work-was-central-to-early-adventist-church/</ref>. Prior to that, all printed materials were printed by commercial print shops. From that small beginning in a rented house in Rochester, New York, the church established a worldwide network of publishing houses printing in numerous languages.

===n. Other significant locations, organizations, or concepts in your division, conference, or region=== 

==7. Read about, watch, or research the story of Ellen G. White. Explain what her role was in the beginnings of the Adventist Church. Include in your research significant factors such as:== 

===a. First vision (June 6, 1863)=== 
Ellen had a vision on Health Reform.

===b. “Elmshaven”=== 
Ellen White’s home in St. Helena, California in the Napa Valley. It can be toured for free in person or online. http://www.elmshaven.org/

===c. Visions=== 
Messages from God that Ellen was to share.

===d. Gorham, Maine=== 
Ellen's birthplace <ref>https://en.wikipedia.org/wiki/Gorham,_Maine</ref>.

===e. Lord’s Messenger=== 
The name that Ellen White gave herself.

===f. “Conflict of the Ages” series=== 
A series of five books that E. G. White wrote which helped people to understand the Bible. The five books are: The Great Controversy, Patriarchs and Prophets, The Desire of Ages, The Acts of the Apostles, and Prophets and Kings <ref>http://www.ellenwhite.info/books/books-by-egw-coa.htm</ref>

===g. Ellen G. White Estate, Inc.=== 
In her will, Ellen G. White left her literary estate to a board of five church leaders so that her papers and books would be preserved. This corporation was organized after her death in 1915. It is now headquartered in the basement of the General Conference building, Silver Spring, Maryland, where free tours are offered.

===h. Lovett’s Grove, Ohio=== 
Two hour Vision on events in the great conflict between the forces of righteousness and the forces of evil which she was instructed to write out. Later it was written in full in a book called ''The Great Controversy''.

===i. “Sunnyside”=== 
The name of Ellen G. White's home in Cooranbong, Australia near Avondale College. Photo <ref>http://nas.egwwritings.org/galleries/Institutions/637.3b.1.jpg.php</ref>

===j. Testimonies for the Church=== 
A collection of writings that Ellen authored giving instruction, reproof and guidance for church members and leaders. The Testimonies series was released and published over time, eventually taking the 9 volume set we use today. While the individual letters were addressed to specific people, the principals outlined have broad application in the church. Ellen White recognized this and arranged for their wider publication.

==8. Discovery of Heritage Stories:== 

===a. Discover how the Adventist movement started in your country. Give special attention to the things the pioneers did in the process within your country or region.=== 

===b. Discover some of the stories of how Pathfinders, Adventist Youth Groups, or AY Societies began in your conference or division.=== 

===c. Present your finding to a group or as part of requirement 9 or 10.=== 

==9. Know and tell for school, Sabbath School, or Pathfinder worship three stories about Adventist history. At least one story must be about an Adventist youth.== 

==10. As an individual or with a group complete one of the following:== 

===a. Create and present a detailed poster or multimedia display (video/presentation) covering a portion of Adventist Heritage that you have learned.=== 

===b. Write and perform a skit that tells part of the Adventist Heritage story. Present it to younger Pathfinders, Adventurers or other younger group of individuals.=== 

===c. Create a completely playable game about Adventist Heritage. Demonstrate the game to your instructor or a group.=== 

===d. Visit an official Adventist Heritage site within your conference, union, or division and go on a tour. Debrief your experience with a group. If feasible, create a multimedia report of your experience.=== 

==References== 
[http://pathfinders.adventistconnect.org/site_data/86/assets/0024/9222/Chuch_Heritage_Manual.pdf Church Heritage Manual]


<references/>
<noinclude></translate></noinclude>

AY Honors/Adventist Pioneer Heritage/Answer Key

2020-01-07T06:18:37Z

Jackson Rich:

<languages /> 
<noinclude><translate>
</noinclude>
{{honor desc
|stage=100
|honorname=Adventist Pioneer Heritage
|skill=2
|year=2014
|category=Outreach
|authority=General Conference
|reqpdf=Adventist_Heritage_Requirements.pdf
|insignia=Adventist_Heritage.png}}
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Family, Origins, and Heritage|group=required}}

==Note== 


This honor reflects the best requirements of two pre-existing honors, one from the North American Division and the other from the South American Division.


<big>'''Complete a minimum of a 9-week Academy or semester college Adventist History course OR complete the following requirements.'''</big>

==1. Origins:== 
===a. Read about, watch, or research the origins and development of the Millerite Movement and its role in the beginning of the Seventh-day Adventist Church.===


[https://telltheworld.adventist.org/ Tell the World] 6 Video's of the beginning of the Seventh-day Adventist Church.

===b. Explain the Great Disappointment based on the prophecy of Daniel 8.=== 

===c. Share your finding with a group.=== 

==2. Pioneers: Be able to identify and explain the significance of at least fifteen (15) of the following individuals:== 

===a. Martha Amadon=== 
[[File:Martha Byington.jpg|thumb|right|Martha Byington]]
Martha Amadon (1843-1937) was the eldest daughter of John Byington, the first teacher of the first school organized for Seventh-day Adventist Children. She married George W. Amadon in 1860. She became the first Dorcas Society (Adventist Community Service) president in October, 1874.
{{clear}}

===b. W. H. Anderson=== 
[[File:William H. Anderson.jpg|thumb|right|William H. Anderson]]
William H. Anderson (1870-1950) was a pioneer missionary to Africa from 1895-1944. "Harry," as he was affectionately known to his friends, graduated in 1895 from Battle Creek College, where he was converted. Anderson’s book, ''On The Trail of Livingston'' (1919) did much to stimulate interest in African Missions where he served for 50 years.
{{clear}}

===c. J. N. Andrews=== 
[[File:John Nevins Andrews.jpg|thumb|right|John Nevins Andrews]]
John Nevins Andrews (1829-1883) was the first official Seventh-day Adventist missionary outside of North America. He and his children Charles and Mary sailed on September 15, 1874 to Switzerland. His wife had died 18 March 1872. As a theologian, Andrews made significant contributions to the development of various doctrines of the Seventh-day Adventist denomination. He wrote extensively on the Seventh-day Sabbath.
{{clear}}


Andrews University, named for J. N. Andrews, is an institution operated jointly by the General Conference and the Lake Union Conference. It was the first university to be organized by the Seventh-day Adventist church. It is located in Berrien Springs, Michigan. Its predecessor known as Battle Creek College, was founded in 1874, and grew from a “select” private school established in 1868 by G. H. Bell.

===d. Joseph Bates=== 
[[File:Joseph Bates.jpg|thumb|right|Joseph Bates]]
Joseph Bates (1792-1872) a former sea captain and a reformer, was one of the founders of the SDA Church. Bates experienced the disappointment of 1844 without losing faith. He wrote about the 7th Day Sabbath and the 3rd Angel's message. He played a prominent part in the "Sabbath Conferences." He was an evangelist, a leader, and an example in healthful living.
{{clear}}

===e. John Byington=== 
[[File:John Byington.jpg|thumb|right|John Byington]]
John Byington (1798-1887) was a pioneer minister and first president of the General Conference of the Seventh-day Adventist denomination. He was active in the antislavery movement and maintained a station of the Underground Railroad at Buck’s Bridge, New York, where he lived on a farm.
{{clear}}

===f. M. B. Czechowski=== 
[[File:Michał Belina - Czechowski.jpg|thumb|right|Michał Belina Czechowski]]
Michael Belina Czechowski (1818-1876) was a former Catholic priest. He joined the Advent Church in 1857 and in 1864 became a self-supporting missionary to Italy and Switzerland and established the first SDA church in Europe.
{{clear}}

===g. A.G. Daniells=== 
[[File:Daniells.JPG|thumb|right|Arthur G. Daniells]] Arthur G. Daniells (1858-1935), was a minister, administrator and author. At the age of 10 he was converted to the Seventh-day Adventist faith, and in 1875 entered Battle Creek College. He began his ministry in 1878 in Texas. In 1886 he was called as pioneer SDA missionary to New Zealand. He was president of the New Zealand Conference (1889-1891) and of the Australian Conference (1892-1895). He worked closely with Ellen White in Australia, and served as president of the Central Australian Conference and later president of the Australian Union Conference. He assumed the presidency of the General Conference in 1901 at a difficult period in the history of the church, and helped move the headquarters of the denomination to Washington, D. C. During his time in office the church grew greatly throughout the world. He relinquished the presidency of the General Conference in 1922. He authored four books, two of which standout as classics: “Christ Our Righteousness,” and “The Abiding Gift of Prophecy.”
{{clear}}

===h. Hiram Edson=== 
[[File:Hiram Edson.jpg|thumb|right|Hiram Edson]]
Hiram Edson (1806-1882) was a layman, later ordained, of Port Gibson, New York. He was the pioneer responsible for introducing, among those who became Seventh-day Adventists, the fuller understanding of the sanctuary and its cleansing. Edson was not only a thoughtful Bible student and an earnest evangelistic helper, but also a self-sacrificing contributor, putting his possessions into building of the church he loved. Consider visiting Hiram Edson's farm in upstate New York. <ref>http://www.adventistheritage.org/article/27/historic-sites/edson-farm</ref>
{{clear}}

===i. Harry Fenner=== 
[[File:Henry Fenner.jpg|thumb|right|Henry Fenner]]
Harry Fenner was only 17 years old when he and his 14 year old friend, Luther Warren decided the church needed an organization to encourage and support the youth. They called their new group a “young people’s society.” Within ten years the church structure was beginning to follow their lead. In 1889 the Ohio Conference became the first to form a conference-wide youth organization. It was known as Christian Volunteers. And in 1907 the General Conference Youth Department was formally organized.
{{clear}}

===j. Eduardo Francisco Forga=== 
[[File:Eduardo Forga.png|thumb|right|Eduardo Francisco Forga]]
Before he was converted to Adventism, Eduardo F. Forga, a wealthy young Peruvian, founded the first evangelical church in Arequipa, Peru. A health and temperance reformer, a vegetarian, and a defender of religious liberty, he had to flee his native country to England for his outspokenness. There he joined the Seventhday Adventist Church and married Marguerite Lacey, whose sister was married to W. C. White, Ellen White's son. An author in his own right, Mr. Forga translated some of Mrs. White's books and articles into Spanish and had a major impact on the growth of the Adventist Church in Peru, South America.
{{clear}}

===k. A.T. Jones / E.J. Waggoner=== 
[[File:Alonzo T. Jones.jpg|thumb|right|Alonzo T. Jones]]
[[File:Ellet Joseph Waggoner.jpg|thumb|right|Ellet. J. Waggoner]]Alonzo T. Jones, (1850-1923) was a minister, editor, and author. At the age of 20 he enlisted in the Army and for three years served his country. He loved reading, and read large historical works, Seventh-day Adventist publications, and the Bible. After being discharged from the Army in 1873, he was baptized and began preaching on the West Coast for the church. In May 1885 he became assistant editor of the ''Signs of the Times'', and a few months later he and E. J. Waggoner became editors. This position he held until 1889. From 1897 to 1901 he was editor in chief of the ''Review and Herald''. He became recognized as the denomination’s most prominent speaker for religious freedom. His association with Dr. J. H. Kellogg in 1903, who was actively seeking to separate the Battle Creek Sanitarium from denominational control, resulted in separation from denominational employment and, finally, in loss of church membership.
Ellet J. Waggonner, (1855-1916) was an editor, minister, and physician. He attended Battle Creek College in the earliest years of the institution, and obtained a medical degree from the Bellevue Medical College, New York. He served on the staff of the Battle Creek Sanitarium for a few years. Later he left the practice of medicine and entered the ministry. In 1884 he worked at Pacific Press as assistant editor of the ''Signs of the Times''. Two years later (1886) he and A. T. Jones became editors of the paper. This post Waggoner held until May 1891. He became editor of ''Present Truth'' in England in 1892, and in 1902 was elected the first president of the South England Conference. He returned to the United States in the summer of 1902, and served briefly on the staff of Emmanuel Missionary College.


In 1888 Waggoner and A. T. Jones gave a memorable series of sermons on righteousness by faith that stirred the General Conference session in Minneapolis, and for several years afterward were sent by the General Conference Committee to preach on that subject from coast to coast at camp meetings and other large gatherings. Ellen White accompanied them to many of these places until she left for Australia in December 1891.
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===l. Charles M. Kenney=== 
[[File:Charles Kinney.jpg|thumb|right|Charles M. Kinney]]
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===m. George King=== 
[[File:George King SDA Pioneer.jpg|thumb|right|George Albert King]]
George Albert King (1847-1906) was a pioneer canvasser who developed the idea of subscription sale of Seventh-day Adventist books. A native of Canada, he came to the United States where as a young man he accepted SDA beliefs and desired to be a preacher. Because of a speech impediment he was encouraged to try selling SDA tracts and magazines and books. Throughout his life he was an enthusiastic recruiter and instructor of other canvassers.
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===n. Anna Knight=== 
[[File:Anna Knight.jpg|thumb|right|Anna Knight]]
Anna Knight (1874-1972) was self-taught until the age of 20 when she attended Mount Vernon Academy in Ohio in 1894. In 1898 she graduated from Battle Creek College as a missionary nurse. She operated a self-supporting school in Jasper County, Mississippi for Black children. In 1901 she was appointed as a missionary to India where she served 6 years. She served in the Educational Department for Southeastern Conference and Southern Conference when they merged, and served until the regional Conferences were formed. She authored the book ''Mississippi Girl,<ref>http://www.amazon.com/gp/product/B0006ATC4O/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=B0006ATC4O&linkCode=as2&tag=wwwjadedragon-20</ref>'' the story of her life.
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===o. Abram LaRue=== 
[[File:Abram LaRue.jpg|thumb|right|Abram LaRue]]
Abram LaRue (1822-1903) was a pioneer, self-supporting lay missionary in eastern Asia. While working as a sheepherder in California he accepted the Seventh-day Adventist faith. Immediately he requested a mission appointment to China. Because of his advanced age the General Conference declined but after attending Healdsburg College one term he worked his way to Honolulu and sold books in the city and on the ships in port. In 1888 at the age of 66, La Rue went to Hong Kong where he worked for 14 years with Europeans and the Chinese. He died in Hong Kong in 1903 where he had been a tireless worker with a rare gift in meeting people and conveying his own religious convictions to them.
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===p. Kate Lindsay=== 
Katherine Lindsay (1842-1923) was a physician and founder of the first Seventh-day Adventist nurse’s training school. In 1875 she graduated at the head of her class from the University of Michigan Medical College. She joined the staff of the Battle Creek Sanitarium. Dr. Kate, as she was known, introduced thorough classwork and became known as a foremost teacher of student nurses.

===q. William Miller=== 
[[File:William Miller.jpg|thumb|right|William Miller]]
William Miller (1782-1849) was an American farmer and a Baptist preacher who announced the imminent coming of Christ and founded the movement popularly know as Millerism or the Millerite movement. He was a convincing preacher in the logical way he appealed in earnestness. After the “Great Disappointment” he built a chapel on his property so Advent Believers would have a place to worship.
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===r. W.W. Prescott=== 
[[File:W._W._Prescott.jpg|thumb|right|William W. Prescott]]William W. Prescott, (1855-1944) was an educator and administrator. His parents were Millerites in New England. While in his last year at South Berwick Academy, he taught Latin and Greek. He was principal of high schools in Northfield and Montpelier, Vermont (1877 to 1880). With his acceptance of the presidency of Battle Creek College (1885-1894), he entered upon a career unique in many respects in Seventh-day Adventist history. While still president of Battle Creek College, he helped found Union College and became its first president in 1891. He appointed principals for the two institutions to act while he was absent from one or the other. Then late in 1892 he assumed the presidency of the newly founded Walla Walla College. Thus, he was simultaneously president of three colleges in the year. During a world tour (1894-1895), he helped to found the Avondale School in Australia. In 1901 he became the vice president of the General Conference, chair of the Review and Herald Publishing Association board, and editor of the Review and Herald. Later in his career, he served as head of the Bible Department of Emmanuel Missionary College, a post he held until 1934. Whether teacher, editor, administrator, or secretary of the General Conference Department of Education, Prescott left a strong impression on the entire educational work of the denomination.
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===s. Rachel Oakes-Preston=== 
[[File:Rachel Oakes.jpg|thumb|right|Rachel Oakes]]
Rachel Oakes-Preston (1809-1868) was a Seventh-day Baptist who persuaded a group of Adventists to accept the Sabbath in Washington, New Hampshire, and thus to become, in that sense, the first Seventh-day Adventists. Due to Rachel's influence, Frederick Wheeler (1811-1910), an ordained minister of the Methodist Episcopal Church, and promoter of the prophetic teachings of William Miller, preached his first sermon on seventh-day Sabbath to his "Christian Brethren" congregation on March 16, 1844.


Further due to Rachel's influence, William Farnsworth (1807-1888), after the Great Disappointment of October 22, 1844, stated publicly to the "Christian Brethren" congregation his conviction that Saturday, being the seventh day of the week, was Sabbath. His brother Cyrus (who became the husband of Rachel’s daughter Delight), and several others, also made their convictions known.
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===t. Annie Smith=== 
[[File:Annie Rebekah Smith.JPG|thumb|right|Anna Rebekah Smith]]
Annie Rebekah Smith (1828-1855) was a poet and editorial assistant. She joined the Baptist Church at the age of 10 and became an Adventist in 1844. She gave up teaching in 1850 because of eye trouble and in 1851 she attended a meeting by Joseph Bates and was convinced of the Seventh-day Adventist faith. She sent a poem, ''"Fear Not, Little Flock"'' to the Review and Herald. James White employed her to read proof, edit copy and take charge in White’s absence. She wrote many poems. Ten of her hymns appear in the Church Hymnal. She died of Tuberculosis in 1855.
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===u. Uriah Smith=== 
[[File:Uriah Smith.jpg|thumb|Uriah Smith]]
Uriah Smith (1832-1903) was an editor and author who gave 50 years of service to the Seventh-day Adventist cause. At age 13 his left leg was amputated above the knee due to an infection. In 1863 he patented a improved model artificial leg with fully flexible knee and ankle joints. He became a Sabbath-keeping Adventist in 1852. He wrote poems and articles that were printed in the Review & Herald and in 1853 joined his sister, Annie, as a worker at the office of the Advent Review and Sabbath Herald in Rochester, New York. He was one of the most fluent writers for the young denomination. His pen could be incisive. He is best known for the book Daniel and Revelation. In 1874 he patented a school desk with an improved folding seat. The last words he ever wrote, in 1903, to the General Conference epitomized his lifelong purpose: "I am with you in the endeavor to send forth in this generation this gospel of the kingdom, for a witness to all nations. And when this is completed, it will be the signal for the coronation of our Coming King."
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===v. Luther Warren=== 
[[File:Luther Warren.jpg|thumb|right|Luther Warren]]
Luther Warren (1864-1940) was a youth leader and evangelist. At the age of 14, in 1879, he with his friend Harry Fenner, organized at Hazelton, Michigan one of the first Seventh-day Adventist young people’s societies. His formal education was limited but he was an insatiable reader, keenly interested in the development of church schools. He began his evangelistic career in 1888 as a tent master in Michigan, a career that took him to many centers throughout North America. He powerfully influenced thousands of young people in schools and churches where he conducted revivals. Mary Boucher has written a biography on Warren under the title ''Luther Warren'' (Review and Herald, 1959).
'''[See the history given here.][https://adventisthistory.wordpress.com/category/people/luther-warren-people/].'''
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===w. F. H. Westphal=== 
[[File:Frank H. Westphal.jpg|thumb|right|200px|Frank H. Westphal]]
Frank Henry Westphal (1858-1944) was a pioneer missionary to South America. He was converted to the Seventh-day Adventist faith at the age of 19 and in 1878 he was made leader of the newly organized church in New London, Wisconsin. In 1894 he was called to South America and became the first ordained SDA minister assigned to the South America Continent. He worked with success in Argentina, Uruguay, and Brazil and Chili.
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===x. Frederick Wheeler=== 
[[File:Frederick Wheeler.jpg|thumb|right|Frederick Wheeler]]
Frederick Wheeler (1811-1910) was a pioneer Adventist minister, reputed to be the first ordained Adventist minister to preach in favor of the seventh-day Sabbath. In 1840 he was an ordained minister of the Methodist Episcopal Church and became its circuit rider in the vicinity of Washington and Hillsboro in New Hampshire. In 1842 he became acquainted with the Millerite views and was active in the propagation of the Adventist views. In March of 1844, after a discussion with Rachel Oakes (later Preston), he became convinced through study that the seventh-day Sabbath was sacred. He preached and farmed in the neighborhood until James White invited him to go farther afield with his ministry.

===y. James White=== 
[[File:James Springer White.jpg|thumb|James White]]
James Springer White (1821-1881), a co-founder of the Seventh-day Adventist Church, was the fifth of nine children. He was baptized, at age 15, in the denomination called Christian Connection to which his parents belonged. After teaching for two winters he heard of the Millerite Movement and was persuaded to attend a meeting. He became convinced of the importance of what he had heard and of the shortness of time. He resigned from his school to join in heralding the Advent message. He suffered keenly during the Great Disappointment in October 1844, but he clung in confidence to God’s Word. He married Ellen Gould Harmon on August 30, 1846 and soon after, the two of them began to keep the seventh-day Sabbath. He wrote encouragement to the believers and worked to spread the gospel of Jesus' soon coming until his death in 1881.


Ellen G. White, (1827-1915) was co-founder of the Seventh-day Adventist Church, together with James White and Joseph Bates. She was a writer, lecturer, and counselor to the church, who possessed what Seventh-day Adventists have accepted as the prophetic gift described in the Bible; also known as the Spirit of prophecy. In her early teens Ellen and her family were faithful Methodists in Portland, Maine, and accepted William Miller’s view on the second advent of Christ about the year 1843, after hearing his lecture in March 1840. She was baptized into the Methodist Church in June 26, 1842. In September 1843, because of their Adventist views, she and her parents and other members of the family were disfellowshipped from the Methodist Church. Expecting Christ’s return in October 22, 1844, she and her family experienced the Millerites’ great disappointment. At the age of 17, in December 1844, Ellen Harmon joined four other women in family worship, and while they were praying, she experienced her first vision, in which she witnessed a representation of the travels of the Adventist people to the City of God. It was one of many visions she received during her lifelong ministry. Ellen White died on July 16, 1915, at the ripe age of 87 years.
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===z. Any other pioneers of your preference from your own Union/Division.=== 

==3. Dates: Explore and summarize the importance of each of the following event dates to Adventist history:== 

===a. Great Disappointment (October 22, 1844)=== 
The day of the Great Disappointment was when Jesus did not come as those awaiting His Advent had calculated and waited for with much prayer.

===b. Adventist Church incorporated (May 21, 1863)=== 
The Adventist Church incorporated on May 21, 1863. This is considered the date of the official organization of the Seventh-day Adventist Church. This move was significant since it gave the church the right to own property and ordain ministers. Many of the founders had to “grow” significantly in order to “organize” since many had come from backgrounds that felt that organizing was not consistent with scripture.

===c. Health Reform begins - 1863=== 

===d. J.N. Andrews: First Missionary - 1874=== 

===e. General Conference of 1888 (Righteousness by Faith Conference)=== 
Held in Minneapolis, Minnesota October of 1888 this conference was notable as E. J. Waggoner and A. T. Jones presented the concept of Righteousness by Faith in Jesus Christ. Ellen White joined the two men in their presentations.

Many of the General Conference leaders held that works-based righteousness was the key to salvation in Jesus. The arguments and exchanges were heated and lengthy. Eventually, God-led individuals voted in favor of the church operating under a premise of righteousness by faith, but this "win" would not come easy. EJ Waggoner, A.T. Jones both eventually left Adventism, and Ellen White was "sent" to Australia.

===f. Reorganization of 1901 / Fires in Battle Creek 1902=== 
These events decentralized the very centralized administration of the General Conference at the time.

A.G. Daniels helped lead a charge to create UNIONS in 1901, thus allowing many decisions that primarily affected one local field to be made by leaders within the field. This left global decisions to the General Conference, and even eventually led to a delegate-based approach to decision making on such issues as the Fundamental beliefs that define Adventism (3 h.)

Ellen White had warned that there needed to be more people involved in the process of decision making AND that having all the major "arms" of the church work all in one city was not the "salt and light" God intended. The Battle Creek Sanitarium (medical) burned February 18 and Review and Herald (publishing) burned December 30, both in the same year - 1902. (article http://archives.adventistreview.org/2004-1513/story1.html)

All of these events helped decentralize the power and influence of the administration of the Adventist work. Currently, there are over 100 medical facilities operated by the Adventist Church and more than 70 publishing houses worldwide (http://www.adventistdirectory.org/ViewAdmFieldSubEntities.aspx?EntityType=P&AdmFieldID=GC)

===g. Gland, Switzerland, 1907=== 
Gland, Switzerland was the site of the General Conference Session where the Young People’s Department of Missionary Volunteers was officially adopted. This later became the Pathfinders.

===h. 27 Fundamental Beliefs document adopted 1980=== 

Fundamental Principles of Adventist belief had been published as early as 1872 (by James White) and supported by the General Conference as early as 1889. However, the formal statement of Fundamental Beliefs published in 1980 as voted in General Conference session was a significant step in formalizing what beliefs set apart Seventh-day Adventists as a distinctive branch of Christianity AND also demonstrates the Christ-centric nature of the Adventist church. In 2005, a 28th belief (inserted as #11) was added.

===i. Other significant dates in the history of Adventism in your division, conference, or region=== 

==4. Publications: Describe the origins, publication details, and purpose of each of the following Adventist Publications:== 

===a. Adventist Review and Sabbath Herald=== 
The Adventist Review was founded by James and Ellen White in July 1849 as The Present Truth, but the name was changed to The Advent Review and then Second Advent Review and Sabbath Herald (with variations) after being combined with the Advent Herald publication. The name was changed to Adventist Review in 1978. Throughout its history it has been commonly referred to as the Review

===b. Advent Tidende=== 
Advent Tidende was a Danish monthly paper which John G. Matteson, a native son of Denmark, started for the Scandinavian people in the United States, Denmark, and Norway.

===c. Les Signes des Temps / Signs of the Times=== 
French ''Signs of the Times'' magazine

===d. Liberty Magazine / Liberty=== 
Liberty was first called American Sentinel (1886-1900) and then Sentinel of Liberty (1900-1903) before being shortened to its current name (1906-Present). Not sure what it was called from 1903-1906, doesn't seem to say.

===e. Medical Evangelist / Medical Evangelism=== 
Published by the College of Evangelists, then the College of Medical Evangelists and finally Loma Linda University. Publication began in June 1908 and continued through June 1962.

===f. Present Truth=== 
Present Truth was an illustrated evangelistic periodical devoted to the presentation of various facets of doctrine. It was begun by James White in July of 1849 and was the forerunner of the Review and Herald.

===g. Youth’s Instructor=== 
The Youth's Instructor was the name of the first magazine the Seventh-day Adventists had for youth. It was later renamed ''Junior Guide'' and later ''Guide Magazine'' which is still in print today.

===h. Equivalent publications in your division, conference, or region=== 

==5. Church Organization:== 

===a. Briefly explain the significance of the 1901 General Conference and describe the organizational structure that resulted from it. Indicate how your conference, association, or mission fits into the overall church structure.=== 


Ellen White, recently back from Australia, stood up at the 1901 GC Session in Battle Creek and urged that the Administrative structure of the church be modified. The goal was to increase the effectiveness of the church in ministry, move decision making out of the GC office (then in Battle Creek) and closer to the front line.


The most significant action in 1901 was perhaps the organization of Union Conferences. Originally the 'State' conferences had joined together to form the General Conference. While many in leadership the came view Unions as unnecessary overhead by 2000 (a hundred years later) the debate over gender equality in ministry has brought Unions forward again as a primary place where policy and change happens.


The Adventist Church is studying restructuring actively. Economic realities will likely see a reduction of at least one of the levels of church governance. Different people wish to strengthen or weaken the power of the General Conference (and its Divisions) vs the Unions and Local Conferences. Time will tell how the church can best structure to finish the gospel commission.

===b. Point out on a map where the church offices are located from your conference level to the General Conference.=== 
Generally (there are exceptions) there will be 4 levels of administration serving your local church and its members:


Local Conference or Local Mission. Sometimes for areas with few Adventists this level is called a Field or Section. Increasingly this level is being dispensed with in favor of the Union of Churches model. Conferences usually cover a province or state, or part of or several such political units. Regional Conferences in much of the USA provide support to mainly black churches.


Union or Union Mission or Union of Churches. Increasingly the Union level is termed SDA Church in Place Name. In part of Europe in particular the Union of Churches model is dispensing with the local conference model and simply representing churches in a geographic area. The Union is the building block off the General Conference. There are 124 Unions in the world as of 2014. A few Conferences are not attached to a Union for various reasons (Guam-Micronesia in the NAD is one example).


Divisions of the General Conference are administrative units that group Unions together. There are 13 Divisions and 1 Union (Middle East North Africa Union) that exists outside any Division. Divisions have no independent constituency.


The General Conference is the grouping of all the Unions. New Unions are voting into the worldwide sisterhood of churches at each GC Session (5 years apart).

===c. Illustrate the organizational structure of the Seventh-day Adventist Church and prepare an ecclesiastical organization chart to demonstrate your learning.=== 
From the North American Division Perspective - your illustration would show the General Conference, then the North American Division (Canada, United States, Bermuda, Guam, Federated States of Micronesia, Marshall Islands, Northern Mariana Islands and Palau). ([https://news.adventist.org/en/all-news/news/go/2011-10-11/guam-micronesia-mission-now-part-of-north-american-division/])
Following that is the Union structure. Your illustration would vary based on which Union your Conference and church is located in.


'''The Unions & Conferences in the NAD are:'''
[http://www.nadadventist.org/article/54/directory/area-headquarters] 
''Atlantic Union'' - Conferences: Bermuda, Greater New York, New York, Northeastern, Northern New England, and Southern New England Conferences. 
''Seventh-day Adventist Church in Canada'' - Conferences: Alberta, British Columbia, Manitoba-Saskatchewan, Maritime, Ontario, and Quebec (French website) Conferences and the Seventh-day Adventist Church in Newfoundland and Labrador. 
''Columbia Union'' - Conferences: Allegheny East, Allegheny West, Chesapeake, Mountain View, New Jersey, Ohio, Pennsylvania, and Potomac Conferences. 
''Guam-Micronesia Mission'' - Became part of North American Division in February, 2012 Missions do not have conferences. 
''Lake Union'' - Conferences: Illinois, Indiana, Lake Region, Michigan, and Wisconsin Conferences. 
''Mid-America Union'' - Conferences: Central States, Dakota, Iowa-Missouri, Kansas-Nebraska, Minnesota, and Rocky Mountain Conferences. 
''North Pacific Union'' - Conferences: Alaska, Idaho, Montana, Oregon, Upper Columbia, and Washington Conferences. 
''Pacific Union'' - Conferences: Arizona, Central California, Hawaii, Nevada-Utah, Northern California, Southeastern California, and Southern California Conferences. 
''Southern Union'' - Conferences: Carolina, Florida, Georgia-Cumberland, Gulf States, Kentucky-Tennessee, South Atlantic, South Central, and Southeastern Conferences. 
''Southwestern Union'' - Conferences: Arkansas-Louisiana, Oklahoma, Southwest Region, Texas, and Texico Conferences. 

==6. Miscellaneous: Tell the importance of at least ten (10) of the following locations, organizations, or concepts or their equivalent.== 

===a. Avondale College=== 

===b. Battle Creek Sanitarium=== 
The Battle Creek Sanitarium was opened in 1866. It was a pioneer Seventh-day Adventist Medical institution.

===c. Dime Tabernacle=== 
Dime Tabernacle was the name for the church built in Battle Creek and paid for from dimes that were saved and turned in for the church building. It was destroyed by fire on January 3, 1922.

===d. Norsk Bokforlag=== 
Norsk Bokforlag was a Norwegian Publishing House established in 1932.

===e. Pitcairn Missionary Ship=== 
The Pitcairn was a vessel built as a schooner, refitted as a brigantine, and used by Seventh-day Adventists for transporting missionaries across the Pacific Ocean from 1890 to 1900. The ship was paid for by Sabbath School Offerings and made six missionary voyages whose missionaries established missions in many of the islands of the South Pacific. The first voyage went directly to Pitcairn Island arriving there November 25, 1890. Pitcairn was a remote British island possession in the southeastern Pacific Ocean about 3,500 miles north-east of New Zealand. Because maintenance of the ship was expensive, The Pitcairn was sold in 1900, by which time steamship connections with the islands had improved.

===f. Sabbath Conferences=== 
The Sabbath Conferences were a series of meetings of “friends of the Sabbath” held in various places in New England and New York. Beginning in April of 1848, during the formative period when James and Ellen White, Joseph Bates, and others began the work of "uniting the brethren on the great truths connected with the message of the third angel."

===g. Sanitarium Health Food Co.=== 
The Sanitarium Health & Wellbeing Company is a chain of health food factories, wholesale branches, and retail shops in Australia and New Zealand, operated by the Health Food Department of the South Pacific Division of the Adventist Church. Products include Weets-Bix, a flaked-wheat breakfast-food biscuit; cornflakes, and other cereal foods; Marmite, a yeast-extract flavoring; peanut butter, vegetarian meats and textured vegetable protein, and So Good, a nondairy soy milk. It has subsidiaries in Canada and other countries and exports worldwide. Part of the Adventist focus on healthy living. <ref>http://www.sanitarium.co.nz/about-us/our-history</ref>

===h. Solusi College=== 
First (heathen) Adventist Mission Station 1894.


The General Conference chose Elder W.H. Anderson and two other men to go to the new mission station 1895. They were given $5,000 dollars for one year and were told that was all they had. They were to become self-supporting as soon as possible. They had no expense allowance. They landed at Cape Town and traveled by train to the north to Mafeking. From there they traveled 600 miles using two oxcarts and 36 oxen. They averaged about 15 miles a day and the river beds were dry. They learned later that in the dry season the water was under the river bed and not in sight. When the monsoon season comes the river beds are full.


At first the church services were held under the trees. On their first first Sabbath there, the Chief Solusi came with many of his people.


Solusi College is an institution of higher learning now operated by the Zimbabwe Union Conference. It was established in 1894 as Solusi Mission and is headquartered in Bulilimamangwe, Zimbabwe. An [http://solusi.ac.zw/?page_id=1576 interesting brief history].

===i. Systematic Benevolence=== 
Systematic Benevolence was a system by which the first Adventist pastors were paid. Contributions were "systematic" meaning they were determined by one's wealth and were regularly made. Before this plan the preachers of the Seventh-day Adventist doctrines were largely self-supporting.

===j. Tract Society=== 
The Tract Society began in 1869 with a group of ladies at South Lancaster, Massachusetts. The society members visited the sick and needy and distributed tracts and wrote letters sharing their faith. In 1870 S. N. Haskell organized the first Conference-wide society in New England. By 1924 their scope of influence having long since reached beyond the small literature state, the name was changed to Book and Bible Houses. In 1972 the name Adventist Book Center (ABC) was adopted. The ABC is a distribution and service outlet for the Seventh-day Adventist publishing house products and other church-approved materials.

===k. Universidad de Montemorelos=== 
Universidad de Montemorelos is a coeducational institution of higher learning established in 1942 near the city of Montemorelos, State of Nuevo León, México.

===l. Voice of Prophecy=== 
The radio broadcast founded by H. M. S. Richards. See ''H. M. S. Richards, Near to the Heart of God|[http://www.amazon.com/gp/product/0828013322/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0828013322&linkCode=as2&tag=wwwjadedragon-20]]'' by Robert E. Edwards Review & Herald, 1998 for a great read.

===m. Washington hand press=== 
The Washington hand press (a brand or style of hand operated printing press) was purchased by James White with money from Hiram Edson in 1852, the first press purchased to print SDA materials<ref>http://news.adventist.org/all-news/news/go/2013-04-10/publishing-work-was-central-to-early-adventist-church/</ref>. Prior to that, all printed materials were printed by commercial print shops. From that small beginning in a rented house in Rochester, New York, the church established a worldwide network of publishing houses printing in numerous languages.

===n. Other significant locations, organizations, or concepts in your division, conference, or region=== 

==7. Read about, watch, or research the story of Ellen G. White. Explain what her role was in the beginnings of the Adventist Church. Include in your research significant factors such as:== 

===a. First vision (June 6, 1863)=== 
Ellen had a vision on Health Reform.

===b. “Elmshaven”=== 
Ellen White’s home in St. Helena, California in the Napa Valley. It can be toured for free in person or online. http://www.elmshaven.org/

===c. Visions=== 
Messages from God that Ellen was to share.

===d. Gorham, Maine=== 
Ellen's birthplace <ref>https://en.wikipedia.org/wiki/Gorham,_Maine</ref>.

===e. Lord’s Messenger=== 
The name that Ellen White gave herself.

===f. “Conflict of the Ages” series=== 
A series of five books that E. G. White wrote which helped people to understand the Bible. The five books are: The Great Controversy, Patriarchs and Prophets, The Desire of Ages, The Acts of the Apostles, and Prophets and Kings <ref>http://www.ellenwhite.info/books/books-by-egw-coa.htm</ref>

===g. Ellen G. White Estate, Inc.=== 
In her will, Ellen G. White left her literary estate to a board of five church leaders so that her papers and books would be preserved. This corporation was organized after her death in 1915. It is now headquartered in the basement of the General Conference building, Silver Spring, Maryland, where free tours are offered.

===h. Lovett’s Grove, Ohio=== 
Two hour Vision on events in the great conflict between the forces of righteousness and the forces of evil which she was instructed to write out. Later it was written in full in a book called ''The Great Controversy''.

===i. “Sunnyside”=== 
The name of Ellen G. White's home in Cooranbong, Australia near Avondale College. Photo <ref>http://nas.egwwritings.org/galleries/Institutions/637.3b.1.jpg.php</ref>

===j. Testimonies for the Church=== 
A collection of writings that Ellen authored giving instruction, reproof and guidance for church members and leaders. The Testimonies series was released and published over time, eventually taking the 9 volume set we use today. While the individual letters were addressed to specific people, the principals outlined have broad application in the church. Ellen White recognized this and arranged for their wider publication.

==8. Discovery of Heritage Stories:== 

===a. Discover how the Adventist movement started in your country. Give special attention to the things the pioneers did in the process within your country or region.=== 

===b. Discover some of the stories of how Pathfinders, Adventist Youth Groups, or AY Societies began in your conference or division.=== 

===c. Present your finding to a group or as part of requirement 9 or 10.=== 

==9. Know and tell for school, Sabbath School, or Pathfinder worship three stories about Adventist history. At least one story must be about an Adventist youth.== 

==10. As an individual or with a group complete one of the following:== 

===a. Create and present a detailed poster or multimedia display (video/presentation) covering a portion of Adventist Heritage that you have learned.=== 

===b. Write and perform a skit that tells part of the Adventist Heritage story. Present it to younger Pathfinders, Adventurers or other younger group of individuals.=== 

===c. Create a completely playable game about Adventist Heritage. Demonstrate the game to your instructor or a group.=== 

===d. Visit an official Adventist Heritage site within your conference, union, or division and go on a tour. Debrief your experience with a group. If feasible, create a multimedia report of your experience.=== 

==References== 
[http://pathfinders.adventistconnect.org/site_data/86/assets/0024/9222/Chuch_Heritage_Manual.pdf Church Heritage Manual]


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AY Honors/Disaster Response/Answer Key

2019-12-29T15:32:41Z

Jackson Rich:

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{{honor_desc
|stage=100
|honorname=Disaster Response
|skill=1
|year=2005
|category=ADRA
|authority=General Conference
|insignia=Adra_disaster_response.png
|insignia_source=ADRA}}
{{Honor_Master|honor=Disaster Response|master=ADRA}}


{{alt honor|whence=outside|domain=North American Division|altpage=Adventist Youth Honors Answer Book/Outreach/Disaster Ministries|altname=Disaster Ministries}}

== 1. Explain the type of damage most likely to occur to homes, individuals, and communities for each of the following major types of disaster, and indicate for each in which parts of the world does it occur most frequently: == 
=== a. Hurricane/Typhoon/Cyclone ===
Damage: These storms bring with them tidal surges that cause flooding, devastating winds, rain, hail, lightning and damage they cause often spark fires, toxic leaks, and electrical hazards. Occasionally they spin off tornadoes, and massive inland thunderstorms. As a result people are killed in large numbers when not evacuated, homes are destroyed, water contaminated and responses delayed as a result of the ongoing storm. These storms have destroyed economies in history and have the record for most costly to recover from for nations affected.


Effects: Have been known to affect the coastal regions of every inhabited continent and virtually every island on Earth. Primarily affecting the Eastern Coasts of the Eastern Hemisphere, The western Coast of Central America and Mexico, and the Caribbean and South and East Coasts of the USA.

=== b. Tornado === 
These events are most frequently related to large storm systems although small tornados have been formed on clear days. Large tornadoes are subject to higher wind speeds than many hurricanes but contained in tighter funnels, they obliterate structures that they meet head on and often cause roof separations, siding separations and other damage to structures outside their central path. Massive deaths may occur when these storms reach populated areas as they are unpredictable by current technology. Therefore, warning times are short and few people can reach safety. These storms have been known to rip the pavement from roads and massive trees from the ground with their roots. They shower debris at the outer most points of their reach sometimes miles away causing even more damage.

=== c. Floods === 
All floods have this in common: if they are big enough and fast they will move absolutely everything in their path. No force seems to be more able to move even the surface of the Earth itself as dramatically as flooding. Small floods may ruin walls and flooring in houses and contaminate water supplies, while large fast floods will simply erase the earth they cover. As in any large disaster in which people are not or can not be evacuated, deaths are large in number. For those who survive they will become refugees needing all assistance from neighboring communities or even nations just to survive.


No part of the Earth has been unaffected by floods. Even those who argue that the Biblical account of the Genesis flood did not happen must acknowledge evidence of flooding at even the highest points of Earth that geologist have studied. Most flooding occurs near rivers and coastal regions or along mountains - the reasons are apparent. Rivers and mountainsides (as well as deserts) are subject to flash floods. These sudden and violent events often occur as a result of storms that are massive and may be miles from the flooding. Lakes, seas, and oceans are most commonly subject to tidal surges caused by storms moving across the surface, and their force pushing the water level under them down (therefore out) causing coastal flooding. These same large bodies of water can be subject to Tsunami as well. This, most commonly caused by earthquakes, will be briefly precluded by tidal retraction. This retraction may be drastic and measurable in kilometers or even miles, but when the tide returns it will be FAST, sudden, and high. Tsunamis do not look like breaking waves but rather tidal surges, and they may rise dozens or even hundreds of feet beyond the normal tide.

=== d. Earthquake === 
These disasters have large variance. Some may be of little effect to anyone because of their location, and others may leave entire metropolises a burning ruin. Today those areas of the industrialized world most effected by earthquakes have developed technologies to help limit structural damage during such an event and science is also working on better warning systems and predictions for major events. This can be done in theory because we have some marginal grasp that the world is made up of floating plates and they rub on one another building and releasing pressure. As is so often the case, fire and contamination are a problem, as well as mass deaths for unevacuated people. The cost for industrialized cities to recover can be billions. For those areas that do not have the benefit of an industrial economy, the death tolls are hard to relate to others, and all buildings are often lost in the affected area as they are made from clay or cement or wood with no benefit of industrial engineering.


Effects: There are a large number of plates in the world and where any two meet (and spurs near them) there are fault lines. These meeting points release pressure built up by movement that we call earthquakes. Most are minor and hardly felt beyond the fault itself. Others can cause very strong quakes felt hundreds of miles of away, even causing damage a hundred or more miles away. They may also trigger volcanic eruptions and tsunamis.


'''*Volcanic eruptions''' being excluded from the requirements, it is good to point out that these can be more devastating than anything modern man has known. A single eruption buried two major Roman cities within hours: Pompeii and Herculaneum. A volcanic eruption (by the will of God) that occurred in the Mediterranean not only left behind a large island sea but may have been the trigger that God provided to bring the plagues to Egypt (some scientist of Christian nature argue this to be accurate other say it happened too early for the Exodus). Volcanic eruptions can release various gases that kill thousands - such as happened in Cameroon in 1984 and 1986. They can cause hail storms to occur while still-burning magma is falling, and have cast dense darkness about large areas (some science indicates that certain eruptions - like the Vesuvius eruption that buried Pompeii - can cast total darkness for several days over hundreds of miles of the earth). Sometimes major eruptions can partially darken the sky for years, causing crops to fail for lack of sufficient sunshine.


Some historians have hypothesized that the eruption of Krakatoa in A.D. 535 caused climate changes. These climate changes may have contributed to various developments, such as the emergence of the Plague of Justinian, the migration of Mongolian tribes towards the West, the end of the Persian empire, the rise of Islam and the end of various civilizations in Central and South America. PBS based a documentary, Catastrophe!, on these ideas, which though plausible, are not widely accepted at this point.

=== e. Tsunami=== 
A tsunami is a series of water waves that is caused when a large volume of a body of water, such as an ocean, is rapidly displaced. The Japanese term is literally translated into "harbor wave."


Earthquakes, volcanic eruptions and other underwater explosions (detonations of nuclear devices at sea), landslides and other mass movements, bolide impacts, and other disturbances above or below water all have the potential to generate a tsunami. Due to the immense volumes of water and energy involved, the effects of tsunamis can be devastating.


Tsunami's affect coastal areas, especially those with the potential for earthquake activity.


The 2004 Indian Ocean earthquake was an undersea mega thrust earthquake that occurred on December 26, 2004, with an epicenter off the west coast of Sumatra, Indonesia. The sudden vertical rise of the seabed by several meters during the earthquake displaced massive volumes of water, resulting in a tsunami that struck the coasts of the Indian Ocean.


Despite a lag of up to several hours between the earthquake and the impact of the tsunami, nearly all of the victims were taken completely by surprise. There were no tsunami warning systems in the Indian Ocean to detect tsunamis or to warn the general populace living around the ocean. Tsunami detection is not easy because while a tsunami is in deep water it has little height and a network of sensors is needed to detect it. Setting up the communications infrastructure to issue timely warnings is an even bigger problem, particularly in a relatively poor part of the world.


Measured in lives lost, this is one of the ten worst earthquakes in recorded history, as well as the single worst tsunami in history.

=== f. Fires === 
Although completely devastating to personal property, often loss of life is limited. Wildfires, even in urban areas, may not be predictable but they are fightable and usually time is had to evacuate people living in the affected or about to be affected areas. This disaster, whether it be natural or man made, is the first of the disasters listed in this requirement that we can fight to protect property and life. Forestry practices that allow the periodic burning of undergrowth limit the severity of massive wildfires by reducing the total forest fuel load. It is better to allow periodic small fires to burn, rather than preventing and putting out all forest fires immediately, to prevent massive uncontrolled wildfires. Massive fires destroy almost all living things in the forest, while smaller fires allow many species of vegetation to survive. The National Forest Service is changing its practices to take these facts in account. Unfortunately decades of practice of putting out every forest fire has left many of our forests with an unnaturally large fuel load, that must be either removed by hand, or carefully removed by controlled burns.


Effects: Those areas of Earth that are not frozen and have growing vegetation.

=== g. War/Civil conflict=== 
Casualties of war are not limited to soldiers killed in combat. Civilian deaths often outnumber military deaths. War causes disruption to everyday life which leads to people fleeing their homes and their livelihoods. This separation for normalcy often causes significant outbreak of disease (mostly from the lack of sanitation).


Property is another casualty of war, with buildings being reduced to rubble and crops being destroyed. Even if the crops are not destroyed directly as a result of the conflict, the risk can be too great for farming.


War is most common in the undeveloped world, but it is certainly not limited to those places. It can occur anywhere.

== 2. Describe briefly the types of services that are provided to survivors of disasters in your country by ADRA or local emergency responders. == 
ADRA provides services outside of North America in 120 nations around the globe. Adventist Community Services provides services within North America and Bermuda. Their missions are often parallel in Disaster Response.


In the area of Disaster Response the Adventist organizations provide an important basic need of disaster relief, warehousing and distribution. Adventists are responsible for receiving most of the donated goods sent to an incident, then sorting, warehousing, and distributing them. Large scale distribution is done to fill the needs of the Red Cross, Southern Baptists, Salvation Army, and Second Harvest as well as local food banks and shelters during a response. Small scale distributions to individuals and families are done at satellite distribution centers where families report to obtain those essential items they need such as clothing, hygiene products, and food.


Before this type of system was organized or when it does not function, donated items often went to waste. Because of the slow action of the state of Louisiana and its political subdivisions, truckloads of goods were dropped in fields and streets within hurricane ravaged areas and went to waste. The central collection of goods and their managed distribution is essential to good Disaster Management.

==3. Read a newspaper or ADRA news report (go to www.adra.org) concerning a recent disaster and discuss some important things to keep in mind when responding to a disaster or emergency.== 


The ''ADRA Presents'' series of videos includes very good introductions to ACS and disaster resoponse in short video segments. These videos are available through [http://www.adventsource.org Advent''Source''] .


ADRA news reports and videos can be accessed at [http://www.adra.org http://www.adra.org].


When disaster strikes, it is important to find out what kind of help is needed before taking any other action.


Before collecting anything, it is also important to arrange to transport those goods to a warehouse serving the disaster area. Collected goods are of little use until they have been sorted, and this is typically done in a warehouse just outside the disaster zone.

== 4. Explain what the letters ADRA stand for and which letter describes ADRA's role as a disaster responder. == 
ADRA stands for '''A'''dventist '''D'''evelopment and '''Relief''' '''A'''gency. Note that the D stands for ''development'', not ''disaster''. The letter that describes ADRA's role as a disaster responder is the '''R''' for ''relief''.

== 5. Describe at least one of these disaster response organizations and how it can work with ADRA during an emergency. == 

=== a. Red Cross === 
The Red Cross provides complete relief services world wide. Recognized as the foremost international aid agency the International Red Cross and Red Crescent operates in every nation on of the world.

=== b. Adventist Community Services (ACS) in the U.S.=== 
Within North America, Adventist Community Services supports the mission of the Red Cross and other disaster relief agencies and a goods management, warehousing, and distribution coordinator with contracts with local, state, and national governments. ACS provides to the Red Cross food and clothing that is sent into disaster areas for use in their camps and shelters.


Outside of the operating areas of ACS the Adventist Development and Relief Agency operates in a capacity equal to ACS in disaster, and at times in broader aspects as the first responding agency to a disaster or in redevelopment in the aftermath of a disaster.

=== c. United Nations High Commissioner for Refugees (UNHCR) === 
United Nations High Commissioner for Refugees - United Nations Refugee Agency.


ADRA assists with the distribution of clothing and food for refugees and in some cases manages refugee camps for the United Nations throughout the nations in which it operates. Neighbors of war-torn countries often completely impoverished themselves rely on this organization and others that support refugees, to protect, feed, cloth, educate, house and otherwise tend to those who stream across their borders each day.

=== d. World Food Programme (WFP) === 
The World Food Programme is the food-assistance branch of the United Nations and the world's largest humanitarian organization addressing hunger and promoting food security. According to the WFP, it provides food assistance to an average of 91.4 million people in 83 countries each year. ADRA works closely with the WFP to collect and distribute food to the hungry. As seen in 2018 when these two organisations worked hand-in-hand in Uganda.

== 6. Explain the role of the government when a disaster occurs and identify the key government agency in your nation that manages emergency response. == 

== References == 
Disaster Response Guide from the ADRA or ACS national office


[[Category:Adventist Youth Honors Answer Book/noindex]]
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