Pathfinder Wiki - User contributions [en]

User talk:Abcdvincent

2025-12-09T00:07:43Z

Jomegat: Created page with "==Welcome!== {{subst:bigwelcome|--~~~~~}}"

==Welcome!==
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<tab name="English">
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Welcome to the Pathfinder Wiki,
<span style="color:#5865f2">{{<includeonly>safesubst:</includeonly>PAGENAME}}</span>!

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[[File:Crystal Clear app kedit.png|20px]]
'''First steps tutorial'''
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'''The Pathfinder Wiki is for the collaborative development of Pathfinder resources for the North American Division.'''

You do not need technical skills to contribute. You can easily change most pages. Please [[Pathfinder_Wiki:Community portal|introduce yourself]] and let us know what interests you.
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[[File:Transmission icon.png|20px]]
'''Goodies, tips and tricks'''
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* Please fill in the edit summary and preview your edits before saving.
* Sign your name on discussion pages by typing '''~~~~'''
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[[File:Icon apps query.svg|20px]]
'''Getting help'''
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* Read the [http://en.wikibooks.org/wiki/Using_Wikibooks Using Wikibooks] book for a friendly introduction to wiki editing. Even though it is not hosted here, it is a very good resource for wiki editing.
* You can get direct help by chatting with other volunteers using the free [https://discord.com/invite/Jaaw2KD32g Discord messenger service].
* You can also get help in this very Wiki in the [[Pathfinder_Wiki:Community portal|community portal]].
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'''Made a mistake?'''
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¡Bienvenido al Wiki de Conquistadores,
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[[File:Crystal Clear app kedit.png|20px]]
'''Tutorial de primeros pasos'''
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'''El Wiki de Conquistadores es para el desarrollo colaborativo de recursos de Conquistadores para la División Norteamericana.'''

No se necesita habilidades técnicas para contribuir. Puede cambiar fácilmente la mayoría de las páginas. Por favor, [[Pathfinder_Wiki:Community portal|preséntese]] y cuéntenos qué es lo que le interesa.
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'''Consejos y trucos'''
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* Por favor complete el resumen de edición y haga una vista previa de sus ediciones antes de guardar la página.
* Firme su nombre en las páginas de discusión escribiendo '''~~~~'''
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'''Obteniendo ayuda'''
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* Lea el libro [http://en.wikibooks.org/wiki/Using_Wikibooks ''Using Wikibooks''] (solo disponible en inglés) para obtener una introducción amigable a la edición de wiki. Aunque no está alojado aquí, es un muy buen recurso para la edición de wikis.
* Puede obtener ayuda directa chateando con otros voluntarios usando el [https://discord.com/invite/Jaaw2KD32g servicio de mensajería gratuito de Discord].
* También puede obtener ayuda en este mismo Wiki en el [[Pathfinder_Wiki:Community portal|portal de la comunidad]].
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'''¿Cometió un error?'''
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<tab name="‎Français">
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Bienvenue sur le Wiki Explorateur,
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[[File:Crystal Clear app kedit.png|20px]]
'''Tutoriel premiers pas'''
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'''Le Pathfinder Wiki est destiné au développement collaboratif des ressources Explorateur pour la Division Nord-Américaine.'''

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* Veuillez compléter le résumé des modifications et prévisualiser vos modifications avant d'enregistrer la page.
* Signez votre nom sur les pages de discussion en tapant '''~~~~'''
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'''Obtenir de l'aide'''
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* Lisez le livre [http://en.wikibooks.org/wiki/Using_Wikibooks ''Using Wikibooks''] (uniquement disponible en anglais) pour une introduction conviviale à l'édition wiki. Même s'il n'est pas hébergé ici, c'est une très bonne ressource pour l'édition wiki.
* Vous pouvez obtenir une aide directe en discutant avec d'autres bénévoles en utilisant [https://discord.com/invite/Jaaw2KD32g le service gratuit de messagerie Discord].
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Bem-vindo à Wiki dos Desbravadores,
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'''Tutorial dos primeiros passos'''
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'''O Wiki dos Desbravadores é para o desenvolvimento colaborativo dos recursos do Desbravadores para a Divisão Norte Americana.'''

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* Por favor preencha o resumo da edição e visualize suas edições antes de salvar a página.
* Assine seu nome nas páginas de discussão digitando '''~~~~'''
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'''Conseguindo ajuda'''
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* Leia o livro [http://en.wikibooks.org/wiki/Using_Wikibooks ''Using Wikibooks''] (disponível apenas em inglês) para uma introdução amigável à edição wiki. Embora não esteja hospedado aqui, é um recurso muito bom para edição wiki.
* Você pode obter ajuda direta conversando com outros voluntários usando o [https://discord.com/invite/Jaaw2KD32g serviço de mensagens gratuito do Discord].
* Você também pode obter ajuda neste mesmo wiki no [[Pathfinder_Wiki:Community portal|portal da comunidade]].
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* Bitte füllen Sie die Zusammenfassung aus und sehen Sie sich Ihre Änderungen an, bevor Sie sie speichern.
* Unterschreiben Sie mit Ihrem Namen auf Diskussionsseiten, indem Sie Folgendes eingeben: '''~~~~'''
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* Lesen Sie das Buch [http://en.wikibooks.org/wiki/Using_Wikibooks Using Wikibooks] (nur auf Englisch verfügbar) für eine Einführung in die Wiki-Bearbeitung. Obwohl es hier nicht gehostet wird, ist es eine sehr gute Ressource für die Wiki-Bearbeitung.
* Sie können direkte Hilfe erhalten, indem Sie mit anderen Freiwilligen über den kostenlosen [https://discord.com/invite/Jaaw2KD32g Messenger-Dienst Discord chatten].
* Sie können auch Hilfe in genau diesem Wiki im [[Pathfinder_Wiki:Community portal|Gemeinschaftsportal]] erhalten.
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AY Honors/Patriarchs of the Bible/Answer Key

2025-12-09T00:05:58Z

Jomegat:

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a. Patriarch (father of a tribe), the name given to the head of a family or tribe in Old Testament times. In common usage the title of patriarch is assigned especially to those whose lives are recorded in Scripture previous to the time of Moses, as Adam, Abraham, Isaac and Jacob.
"In the early history of the Hebrews we find the ancestor or father of a family retaining authority over his children and his children’s children so long as he lived, whatever new connections they might form when the father died the branch families did not break off and form new communities, but usually united under another common head. The eldest son was generally invested with this dignity. His authority was paternal. He was honored as central point of connection and as the representative of the whole kindred. Thus, each great family had its patriarch or head, and each tribe its prince, selected from the several heads of the families which it embraced." --McClintock and Strong.
"After the destruction of Jerusalem, patriarch was the title of the chief religious rulers of the Jews in Asia and in early Christian times it became the designation of the bishops of Rome, Constantinople, Alexandria, Antioch and Jerusalem."
[http://www.biblestudytools.com/dictionaries/smiths-bible-dictionary/patriarch.html American Cyclopedia. Dr William Smith “Entry for Patriarch”. “Smith’s Bible Dictionary”. 1901.]


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'''NOTE: This could include – Adam (Gen 2:1-5:5), Noah (Gen 5:29-9:29), Abram or Abraham (Gen. 11:26-25:10), Isaac (Gen. 21:1-35:39, Jacob (Gen. 25:24-33:20 & 35:1-49:33).'''


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Jacob. His two wives, Leah and Rachael, and their maids Zilpah and Bilhah are the mothers of the twelve sons who became the fathers of the twelve tribes of Israel. Note that Joseph received a "double portion" in that instead of a tribe of Joseph, there are two tribes of his lineage "Ephraim and Manasseh."


The 12 include (in birth order):
*Reuben son of Leah (Gen. 29:32)
*Simeon son of Leah (Gen. 29:33)
*Levi son of Leah (Gen. 29:34)
*Judah son of Leah (Gen. 29:35)
*Dan son of Bilhah (Gen. 30:4-6)
*Naphtali son of Bilhah (Gen. 30:7-8)
*Gad son of Zilpah (Gen. 30:10-11)
*Asher son of Zilpah (Gen. 30:12-13)
*Issachar son of Leah (Gen. 30:17-18)
*Zebulun son of Leah (Gen. 30:19-20)
*Joseph son of Rachel (Gen. 30:23-24)
*Benjamin son of Rachel (Gen. 35:16-18)


<gallery>
File:Biblical Jacob and his 12 sons Genealogy (Family Tree).jpg|Family Tree of Jacob and his 12 sons who became the 12 tribes of Israel
</gallery>


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Moses – seen as the Father of Israel as an independent nation because he led them out of Egypt
David – seen as the father of Israel because he was considered the greatest king


Some might say that Job is the third patriarch, but there is wide disagreement among Biblical scholars on this point so the two main patriarchs are mentioned here and fulfill the requirement.


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Patriarchs and Prophets is available in a variety of formats:


[http://ellenwhiteaudio.org/patriarchs-and-prophets/ PP Audio files]


[http://www.whiteestate.org/books/pp/pp.asp PP Print HTML]


OUR RECOMMENDATION - [https://text.egwwritings.org/publicationtoc.php?bookCode=BOE Beginning of the End (PP Adaptation)]


OUR RECOMMENDED AUDIO - [http://ellenwhiteaudio.org/beginning-of-the-end/ Beginning of the End (PP Adaptation) Audio]


These adaptations are White Estate approved, and are published by Pacific Press. They are used in the Adventist Encounter Curriculum.


*Adam – Chapter 2 (Creation) [http://www.whiteestate.org/books/pp/pp2.html PP chapter 2 Creation] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=12 Beginning of the End chapter 2 Creation: God's Answer to Evolution]
*Noah – Chapter 7 (The Flood) [http://www.whiteestate.org/books/pp/pp7.html PP chapter 7 The Flood] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=35 BOE - When the World was Destroyed By Water]
*Abram or Abraham – Chapter 11 (The Call of Abraham) [http://www.whiteestate.org/books/pp/pp11.html PP chp 11 The Call of Abraham] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=52 BOE - Abraham, the Father of All Believers] – There are several other chapters that would also work
*Isaac – Chapter 15 (The Marriage of Isaac) [http://www.whiteestate.org/books/pp/pp15.html PP chp 15 The Marriage of Isaac] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=76 BOE - Isaac's Marriage the Happiest in the Bible] – There are several other chapters that would also work
*Jacob – Chapter 16 (Jacob and Esau) [http://www.whiteestate.org/books/pp/pp16.html PP - chp 16 Jacob & Esau] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=80 BOE - Jacob & Esau] – There are several other chapters that would also work
*Moses – Chapter 22 (Moses)[http://www.whiteestate.org/books/pp/pp22.html PP - chp 22 Moses] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=116 BOE - Moses: The Leader of God's People] – There are several other chapters that would also work
*David – Chapter 62 (The Anointing of David) [http://www.whiteestate.org/books/pp/pp62.html PP - chp 62 The Anointing of David] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=321 BOE - David Anointed as King]– There are several other chapters that would also work


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Look specifically in verses 9, 13-14, and 18


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==References== 
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AY Honors/Patriarchs of the Bible/Answer Key

2025-12-08T23:58:16Z

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a. Patriarch (father of a tribe), the name given to the head of a family or tribe in Old Testament times. In common usage the title of patriarch is assigned especially to those whose lives are recorded in Scripture previous to the time of Moses, as Adam, Abraham, Isaac and Jacob.
"In the early history of the Hebrews we find the ancestor or father of a family retaining authority over his children and his children’s children so long as he lived, whatever new connections they might form when the father died the branch families did not break off and form new communities, but usually united under another common head. The eldest son was generally invested with this dignity. His authority was paternal. He was honored as central point of connection and as the representative of the whole kindred. Thus, each great family had its patriarch or head, and each tribe its prince, selected from the several heads of the families which it embraced." --McClintock and Strong.
"After the destruction of Jerusalem, patriarch was the title of the chief religious rulers of the Jews in Asia and in early Christian times it became the designation of the bishops of Rome, Constantinople, Alexandria, Antioch and Jerusalem."
[http://www.biblestudytools.com/dictionaries/smiths-bible-dictionary/patriarch.html American Cyclopedia. Dr William Smith “Entry for Patriarch”. “Smith’s Bible Dictionary”. 1901.]


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'''NOTE: This could include – Adam (Gen 2:1-5:5), Noah (Gen 5:29-9:29), Abram or Abraham (Gen. 11:26-25:10), Isaac (Gen. 21:1-35:39, Jacob (Gen. 25:24-33:20 & 35:1-49:33).'''


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Your answer will vary based on the patriarch you chose. This may be done individually or as a unit activity.


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Jacob. His two wives, Leah and Rachael, and their maids Zilpah and Bilhah are the mothers of the twelve sons who became the fathers of the twelve tribes of Israel. Note that Joseph received a "double portion" in that instead of a tribe of Joseph, there are two tribes of his lineage "Ephraim and Manasseh."


The 12 include (in birth order):
*Reuben son of Leah (Gen. 29:32)
*Simeon son of Leah (Gen. 29:33)
*Levi son of Leah (Gen. 29:34)
*Judah son of Leah (Gen. 29:35)
*Dan son of Bilhah (Gen. 30:4-6)
*Naphtali son of Bilhah (Gen. 30:7-8)
*Gad son of Zilpah (Gen. 30:10-11)
*Asher son of Zilpah (Gen. 30:12-13)
*Issachar son of Leah (Gen. 30:17-18)
*Zebulun son of Leah (Gen. 30:19-20)
*Joseph son of Rachel (Gen. 30:23-24)
*Benjamin son of Rachel (Gen. 35:16-18)


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File:Biblical Jacob and his 12 sons Genealogy (Family Tree).jpg|Family Tree of Jacob and his 12 sons who became the 12 tribes of Israel
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Moses – seen as the Father of Israel as an independent nation because he led them out of Egypt
David – seen as the father of Israel because he was considered the greatest king


Some might say that Job is the third patriarch, but there is wide disagreement among Biblical scholars on this point so the two main patriarchs are mentioned here and fulfill the requirement.


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Patriarchs and Prophets is available in a variety of formats:


[http://ellenwhiteaudio.org/patriarchs-and-prophets/ PP Audio files]


[http://www.whiteestate.org/books/pp/pp.asp PP Print HTML]


OUR RECOMMENDATION - [https://text.egwwritings.org/publicationtoc.php?bookCode=BOE Beginning of the End (PP Adaptation)]


OUR RECOMMENDED AUDIO - [http://ellenwhiteaudio.org/beginning-of-the-end/ Beginning of the End (PP Adaptation) Audio]


These adaptations are White Estate approved, and are published by Pacific Press. They are used in the Adventist Encounter Curriculum.


*Adam – Chapter 2 (Creation) [http://www.whiteestate.org/books/pp/pp2.html PP chapter 2 Creation] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=12 Beginning of the End chapter 2 Creation: God's Answer to Evolution]
*Noah – Chapter 7 (The Flood) [http://www.whiteestate.org/books/pp/pp7.html PP chapter 7 The Flood] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=35 BOE - When the World was Destroyed By Water]
*Abram or Abraham – Chapter 11 (The Call of Abraham) [http://www.whiteestate.org/books/pp/pp11.html PP chp 11 The Call of Abraham] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=52 BOE - Abraham, the Father of All Believers] – There are several other chapters that would also work
*Isaac – Chapter 15 (The Marriage of Isaac) [http://www.whiteestate.org/books/pp/pp15.html PP chp 15 The Marriage of Isaac] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=76 BOE - Isaac's Marriage the Happiest in the Bible] – There are several other chapters that would also work
*Jacob – Chapter 16 (Jacob and Esau) [http://www.whiteestate.org/books/pp/pp16.html PP - chp 16 Jacob & Esau] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=80 BOE - Jacob & Esau] – There are several other chapters that would also work
*Moses – Chapter 22 (Moses)[http://www.whiteestate.org/books/pp/pp22.html PP - chp 22 Moses] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=116 BOE - Moses: The Leader of God's People] – There are several other chapters that would also work
*David – Chapter 62 (The Anointing of David) [http://www.whiteestate.org/books/pp/pp62.html PP - chp 62 The Anointing of David] [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=BOE&pagenumber=321 BOE - David Anointed as King]– There are several other chapters that would also work


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Look specifically in verses 9, 13-14, and 18


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[[File:1000032055.jpg|thumb|Sample Answer of #7]]
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==References== 
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[[Category:Adventist Youth Honors Answer Book/Do at home{{GetLangSuffix}}]]
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AY Honors/Orienteering/Answer Key

2025-11-11T21:30:22Z

Jomegat: Gender-neutral

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Topographic maps are also commonly called contour maps or "topo maps." Topographic maps conventionally show topography, or land contours, by means of contour lines. Contour lines are curves that connect contiguous points of the same altitude. In other words, every point on the marked line of 100 m elevation is 100 m above mean sea level.


Other than showing elevation via the contours, you can also expect a topographic map to show any important landmarks, such as rivers, lakes, and roads. They will often also show railroad tracks and major power lines (and their towers). Power lines are especially handy because the towers are visible from great distances and each represents a point on a map (whereas a road or river would represent a curved line). These attributes make them ideal for pinpointing position.


Topographic maps have many uses, letting competent users determine any of the following:
* Where they are.
* How to get where they want to go.
* What the terrain is like in a given area (steepness, for example).
* Where a river comes from and goes to.
* The route a hiking trail follows.
* The location of campsites.
* The distance between two points.
* Elevation of a mountaintop.
* Latitude and longitude of any point on the map.
* What areas may be susceptible to avalanches or flooding.


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These symbols are used by the U.S. National Park Service:
<gallery>
Image:NPS map symbol airport.png|Airport
Image:NPS map symbol boat launch.png|Boat launch
Image:NPS map symbol campground.png|Campground
Image:NPS map symbol canoe access.png|Canoe access
Image:NPS map symbol drinking water.png|Drinking water
Image:NPS map symbol first aid.png|First aid
Image:NPS map symbol fishing.png|Fishing
Image:NPS map symbol food service.png|Food service
Image:NPS map symbol four wheel drive road.png|Four-wheel drive access
Image:NPS map symbol gas station.png|Gas station
Image:NPS map symbol hospital.png|Hospital
Image:NPS map symbol information.png|Information
Image:NPS map symbol litter receptacle.png|Litter receptacle
Image:NPS map symbol lodging.png|Lodging
Image:NPS map symbol parking.png|Parking area
Image:NPS map symbol picnic area.png|Picnic area
Image:NPS map symbol ranger station.png|Ranger station
Image:NPS map symbol recycling.png|Recycling
Image:NPS map symbol restrooms.png|Restrooms
Image:NPS map symbol rv campground.png|RV campground
Image:NPS map symbol self guiding trail.png|Self-guiding trail
Image:NPS map symbol shelter.png|Shelter
Image:NPS map symbol store.png|Store
Image:NPS map symbol telephone.png|Telephone
Image:NPS map symbol trailhead.png|Trailhead
Image:NPS map symbol bridge.png|Bridge
Image:NPS map symbol hiking trail.png|Hiking trail
Image:NPS map symbol marsh.png|Marsh
Image:NPS map symbol parking area.png|Parking area
Image:NPS map symbol rapids.png|Rapids
Image:NPS map symbols spring.png|Spring
Image:NPS map symbol unpaved road.png|Unpaved road
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[[File:Lensatic compass.gif|frame|Lensatic Compass]]
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The lensatic compass consists of three major parts: the cover, the base, and the lens.


;a. Cover: The compass cover protects the floating dial. It contains the sighting wire (front sight) and two luminous sighting slots or dots used for night navigation.


;b. Base: The body of the compass contains the following movable parts:
:# The floating dial is mounted on a pivot so it can rotate freely when the compass is held level. Printed on the dial in luminous figures are an arrow and the letters E and W. The arrow always points to magnetic north and the letters fall at east (E) 90° and west (W) 270° on the dial. There are two scales; the outer scale denotes mils and the inner scale (normally in red) denotes degrees.
:# Encasing the floating dial is a glass containing a fixed black index line.
:# The bezel ring is a ratchet device that clicks when turned (on some compasses). It contains 120 clicks when rotated fully; each click is equal to 3°. A short luminous line that is used in conjunction with the north-seeking arrow during navigation is contained in the glass face of the bezel ring.
:# The thumb loop is attached to the base of the compass.


;c. Lens: The lens is used to read the dial, and it contains the rear-sight slot used in conjunction with the front for sighting on objects. The rear sight also serves as a lock and clamps the dial when closed for its protection. The rear sight must be opened more than 45° to allow the dial to float freely.


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The height of a point relative to sea level.
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The elevation change between adjacent contour lines on a topographic map. If you travel from one contour line to another, your change in elevation will equal the contour interval.
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Magnetic North is the direction a compass will point, which is towards the North Magnetic Pole. The North Magnetic Pole is not the same place as the Geographic North Pole. The North Magnetic Pole is the point on the Earth's surface where the Earth's magnetic field points directly downwards. This pole is constantly wandering; its estimated 2005 position was 82.7° N 114.4° W.
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The angular difference between magnetic north and true north (defined in reference to the Geographic North Pole), at any particular location on the Earth's surface, is called the magnetic declination. In other words, it's how far off a compass is from True North, or the correction that must be applied to a compass reading.
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An important property of a map is the scale. It can be indicated by a scale bar and/or a ratio 1:n. This enables the map user to measure a distance on the map and determine the distance on the ground. These days maps are usually produced under the metric system which makes it easy to perform this task. Maps are usually produced at standard scale factors of (say) 1:10,000 or 1:50,000 or 1:100,000 and all you need to do is take a measurement on the map (in mm) and multiply that figure by the scale factor to determine the distance on the ground. However, maps from some countries may use imperial units, especially older maps. These maps displayed scale ratios but often they were of the form 60 chains (a chain is 22 yards, or 66 feet) to 1 inch or 2 miles to 1 inch, etc.
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The act of determining distance on a map and translating it to distance on the ground. In order to do this translation, you must know the map's scale (see above). Measuring can be done with a ruler or with calipers.
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True North is the direction from any point on the Earth's surface to the Geographic North Pole.
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The azimuth is a compass bearing expressed in degrees. There are 360° in a circle, and North is, by convention,
0° (or 360°). East is 90°, South is 180°, and West is 270°. While azimuth expresses the compass bearing in the
direction of interest, the '''Back Azimuth''' expresses the compass bearing in exactly the opposite direction.
In other words, azimuth is the direction to which you are going, and back azimuth is the direction from which
you are coming. The back azimuth can be calculated by adding or subtracting 180° from the azimuth. Add if the
azimuth is less than 180°, otherwise subtract.
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Distance is the measure of length, or how far apart two points are away from each other.
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The surface of the earth; the outer crust of the globe, or some indefinite portion of it.


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The techniques employed to find the magnetic azimuth when using the lensatic compass are as follows:
=== Using the Centerhold Technique === 
[[File:Compass_center_hold.gif|frame|Centerhold technique]]
First, open the compass to its fullest so that the cover forms a straightedge with the base. Move the lens (rear sight) to the rearmost position, allowing the dial to float freely. Next, place your thumb through the thumb loop, form a steady base with your third and fourth fingers, and extend your index finger along the side of the compass. Place the thumb of the other hand between the lens (rear sight) and the bezel ring; extend the index finger along the remaining side of the compass, and the remaining fingers around the fingers of the other hand. Pull your elbows firmly into your sides; this will place the compass between your chin and your belt. To measure an azimuth, simply turn your entire body toward the object, pointing the compass cover directly at the object. Once you are pointing at the object, look down and read the azimuth from beneath the fixed black index line. This preferred method offers the following advantages over the sighting technique:
# It is faster and easier to use.
# It can be used under all conditions of visibility.
# It can be used when navigating over any type of terrain.
# It can be used without putting down other gear; however, any other gear must be slung back out of the way.
# It can be used without removing eyeglasses.
=== Using the Compass-to-Cheek Technique ===
[[File:Compass_to_cheek.gif|frame|Compass-to-cheek technique]]
The compass-to-cheek technique is used almost exclusively for sighting, and it is the best technique for this purpose.


Fold the cover of the compass containing the sighting wire to a vertical position; then fold the rear sight slightly forward. Look through the rear-sight slot and align the front-sight hairline with the desired object in the distance. Then glance down at the dial through the eye lens to read the azimuth.
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[[File:Compass shooting azimuth.gif|frame|Compass preset at 320 degrees.]]
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Although different models of the lensatic compass vary somewhat in the details of their use, the principles are the same.


# Hold the compass level in the palm of the hand.
# Rotate it until the desired azimuth falls under the fixed black index line (for example, 320°), maintaining the azimuth as prescribed.
# Turn the bezel ring until the luminous line is aligned with the north-seeking arrow. Once the alignment is obtained, the compass is preset.
# To follow an azimuth, assume the centerhold technique and turn your body until the north-seeking arrow is aligned with the luminous line. Then proceed forward in the direction of the front cover's sighting wire, which is aligned with the fixed black index line that contains the desired azimuth.


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=== Method #1 === 
(These directions assume your orienting arrow lines up with the North indicator on your compass dial, meaning the compass has not been adjusted for declination).


A) Obtain the local magnetic declination for the area represented on your map. At the bottom of every USGS map is a diagram that displays the difference & direction between true north (represented as a star), grid north (abbreviated as “GN”), and magnetic north (abbreviated as “MN”). Magnetic declination is the number of degrees and direction between true north and magnetic north. Because declination varies over time, it is advisable to get a reasonably current figure. If your USGS map is more than 15 years old (the declination date appears in the diagram), here’s an easy-to-use website that gives you only the information you need for your specific area:


https://www.magnetic-declination.com/


If magnetic north is east of true north, the local declination is positive.


If magnetic north is west of true north, the local declination is negative.


B) Draw a line on the map that connects your starting point with the destination (your “map bearing”). Extend the line all the way through the map border (the “neat line”).


C) Distance yourself from any nearby metal such as keys, belt buckle, desk, car, fence, etc. Place the compass on the map so the needle’s pivot point is directly over the intersection of your map bearing and neat line.


D) Rotate the dial until compass ring north agrees with map north. Read your map bearing from the compass dial. Make sure the bearing agrees with your direction of travel – for example, if you intend to travel due east, the bearing is 90 degrees, not 270 degrees.


E) Do this step mentally – don’t turn the compass dial. If the local declination is positive, then subtract the declination amount from the bearing you just derived. If the local declination is negative, then add the declination amount to the bearing you just derived.


F) Turn the compass dial until the figure you calculated in step E lines up with the index line.


G) Lift the compass off the map, and with the direction of travel arrow pointing directly away from you, rotate your body and the compass all in one motion until the red magnetic needle overlays the orienting arrow.


H) Sight a landmark along this bearing, and proceed to it. Repeat this step until you reach your destination.

=== Method #2: === 
(These directions assume your orienting arrow lines up with the North indicator on your compass dial, meaning the compass has not been adjusted for declination).


A) Obtain the local magnetic declination for the area represented on your map. At the bottom of every USGS map is a diagram that displays the difference & direction between true north (represented as a star), grid north (abbreviated as “GN”), and magnetic north (abbreviated as “MN”). Magnetic declination is the number of degrees and direction between true north and magnetic north. Because declination varies over time, it is advisable to get a reasonably current figure. If your USGS map is more than 15 years old (the declination date appears in the diagram), here’s an easy-to-use website that gives you only the information you need:


https://www.magnetic-declination.com/


If magnetic north is east of true north, the local declination is positive


If magnetic north is west of true north, the local declination is negative.


B) Draw a line on the map that connects your starting point with the destination (your “map bearing”).


C) Distance yourself from any nearby metal such as keys, belt buckle, desk, car, fence etc.


D) Place the compass on the map so the baseplate is parallel to the line you drew. Make sure the direction of travel arrow points to your destination.


E) Rotate the dial until compass ring north agrees with map north. Do not move the compass when you rotate the dial.


F) Remove the compass from the map and, with the direction of travel arrow pointing directly away from you, rotate your body and the compass all in one motion until the red magnetic needle overlays the orienting arrow.


G) If local declination is positive, then subtract the declination amount (turn the dial clockwise). If local declination is negative, then add the declination amount (turn the dial counter-clockwise).


H) Again, with the direction of travel arrow pointing directly away from you, rotate your body and compass all in one motion until the red magnetic needle overlays the orienting arrow. Sight a landmark along this direction of travel and proceed to it. Repeat this step until you reach your destination.

=== Adjustable Declination Compasses: === 


A compass with adjustable declination allows you to rotate the orienting arrow independently of the compass dial. If you have such a compass, you may calculate your map bearing without adding or subtracting the amount of local magnetic declination. To calibrate your compass in this fashion, rotate the inner liquid capsule (or turn the screw with the key) until the orienting arrow deviates from the compass ring’s north indicator by the amount & direction of the local magnetic declination. For example, if local declination is 10 degrees east of true north, rotate the inner liquid capsule (or turn the screw with the key) until the orienting arrow points to 10 degrees east. If using Method #1, you do not need to add or subtract as indicated in step E; just make sure compass ring north (not the orienting arrow) agrees with map north as directed in step D. If using Method #2, skip steps G and H; again, be sure compass ring north (not the orienting arrow) agrees with map north as directed in step E.

=== Magnetic Declination Varies Considerably Across The United States === 


The magnetic needle in a compass is attracted by the magnetism of the Earth, and therefore always points to the constantly shifting Magnetic North Pole. The Geographic North Pole is static and is located about 1200 miles north of the Magnetic Pole. Maps and directions are usually oriented toward the Geographic Pole, also referred to as "True North."


Magnetic declination is the direction and amount of variation between the Magnetic Pole and True North. The amount and direction of declination depends upon how those two poles align relative to a given point on Earth. When the two poles align, declination is zero, and the line of zero declination is termed the agonic line. At points west of the agonic line, a magnetic needle will point east of true north (positive declination). At points east of the agonic line, a magnetic needle will point west of true north (negative declination). There is a pattern, but it does not follow meridians or parallels. Isogonic lines are like magnetic contour lines -they trace a path of constant magnetic declination.
[[File:Magneticdeclination.jpg]]
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Place the compass on the map so the baseplate parallels the north-to-south map neat line. Rotate the dial until compass ring North agrees with map North. Add or subtract the amount needed to adjust for local magnetic declination (subtract if local declination is positive, add if local declination is negative); if your adjustable declination compass is already calibrated for local declination, you don’t need to add or subtract, just make sure compass ring North (not the orienting arrow) agrees with map North. Holding the map and compass steadily (the baseplate should still be on the north-to-south map neat line), rotate the map and compass all in one motion until the red magnetic needle overlays the orienting arrow. Again, make sure there is no interference from metal when you perform this (ex: rebar in concrete). Your map and your compass are now oriented to true north. Compare the physical features around you with your map to help derive your location on the map.


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Resection is a method of using a compass and a map to determine your current position. The first step is to find a feature of the landscape that you can also identify on the map. This could be a mountain peak, an intersection, a bridge, or even a utility pole (some topographic maps mark where high-voltage lines are, as well as the position of the poles that hold them up). The closer these two landmarks are to 90° offset from one another, the more accurate the resection will be. For instance, if the first landmark is at 115°, choose the second one as close to either 205° (115°+90°) or 25° (115°-90°) as you can. This is not a hard and fast rule, and the prominence of the landmark may well be more important than the 90° offset. Once you have shot an azimuth to the first landmark, calculate the ''back azimuth'', and plot a line on your map from the landmark towards (and past) your current position (which should be somewhere on that line). Be sure to correct for declination when plotting this line. Then shoot the azimuth of the second landmark, and plot ''it's'' back azimuth on the map as well, again correcting for declination. If your readings are accurate and your plotting was done carefully, your current position should be very close to where these two lines intersect.


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{{:AY Honors/Compass course}}


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== References == 
*Answer to requirements 5 and 6 were adapted from the [http://www.globalsecurity.org/military/library/policy/army/fm/3-25-26/ch9.htm U.S. Army Field Manual FM 3-25.26]
*Answers to requirement 7 and 8 were taken verbatim from http://education.usgs.gov/common/lessons/how_to_use_a_compass_with_a_usgs_topographic_map.html
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2025-11-11T21:24:29Z

Jomegat: Replace broken link

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Topographic maps are also commonly called contour maps or "topo maps." Topographic maps conventionally show topography, or land contours, by means of contour lines. Contour lines are curves that connect contiguous points of the same altitude. In other words, every point on the marked line of 100 m elevation is 100 m above mean sea level.


Other than showing elevation via the contours, you can also expect a topographic map to show any important landmarks, such as rivers, lakes, and roads. They will often also show railroad tracks and major power lines (and their towers). Power lines are especially handy because the towers are visible from great distances and each represents a point on a map (whereas a road or river would represent a curved line). These attributes make them ideal for pinpointing position.


Topographic maps have many uses, letting a competent user determine any of the following:
* Where he is.
* How to get where he wants to go.
* What the terrain is like in a given area (steepness, for example).
* Where a river comes from and goes to.
* The route a hiking trail follows.
* The location of campsites.
* The distance between two points.
* Elevation of a mountaintop.
* Latitude and longitude of any point on the map.
* What areas may be susceptible to avalanches or flooding.


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These symbols are used by the U.S. National Park Service:
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Image:NPS map symbol airport.png|Airport
Image:NPS map symbol boat launch.png|Boat launch
Image:NPS map symbol campground.png|Campground
Image:NPS map symbol canoe access.png|Canoe access
Image:NPS map symbol drinking water.png|Drinking water
Image:NPS map symbol first aid.png|First aid
Image:NPS map symbol fishing.png|Fishing
Image:NPS map symbol food service.png|Food service
Image:NPS map symbol four wheel drive road.png|Four-wheel drive access
Image:NPS map symbol gas station.png|Gas station
Image:NPS map symbol hospital.png|Hospital
Image:NPS map symbol information.png|Information
Image:NPS map symbol litter receptacle.png|Litter receptacle
Image:NPS map symbol lodging.png|Lodging
Image:NPS map symbol parking.png|Parking area
Image:NPS map symbol picnic area.png|Picnic area
Image:NPS map symbol ranger station.png|Ranger station
Image:NPS map symbol recycling.png|Recycling
Image:NPS map symbol restrooms.png|Restrooms
Image:NPS map symbol rv campground.png|RV campground
Image:NPS map symbol self guiding trail.png|Self-guiding trail
Image:NPS map symbol shelter.png|Shelter
Image:NPS map symbol store.png|Store
Image:NPS map symbol telephone.png|Telephone
Image:NPS map symbol trailhead.png|Trailhead
Image:NPS map symbol bridge.png|Bridge
Image:NPS map symbol hiking trail.png|Hiking trail
Image:NPS map symbol marsh.png|Marsh
Image:NPS map symbol parking area.png|Parking area
Image:NPS map symbol rapids.png|Rapids
Image:NPS map symbols spring.png|Spring
Image:NPS map symbol unpaved road.png|Unpaved road
</gallery>


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[[File:Lensatic compass.gif|frame|Lensatic Compass]]
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The lensatic compass consists of three major parts: the cover, the base, and the lens.


;a. Cover: The compass cover protects the floating dial. It contains the sighting wire (front sight) and two luminous sighting slots or dots used for night navigation.


;b. Base: The body of the compass contains the following movable parts:
:# The floating dial is mounted on a pivot so it can rotate freely when the compass is held level. Printed on the dial in luminous figures are an arrow and the letters E and W. The arrow always points to magnetic north and the letters fall at east (E) 90° and west (W) 270° on the dial. There are two scales; the outer scale denotes mils and the inner scale (normally in red) denotes degrees.
:# Encasing the floating dial is a glass containing a fixed black index line.
:# The bezel ring is a ratchet device that clicks when turned (on some compasses). It contains 120 clicks when rotated fully; each click is equal to 3°. A short luminous line that is used in conjunction with the north-seeking arrow during navigation is contained in the glass face of the bezel ring.
:# The thumb loop is attached to the base of the compass.


;c. Lens: The lens is used to read the dial, and it contains the rear-sight slot used in conjunction with the front for sighting on objects. The rear sight also serves as a lock and clamps the dial when closed for its protection. The rear sight must be opened more than 45° to allow the dial to float freely.


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The height of a point relative to sea level.
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The elevation change between adjacent contour lines on a topographic map. If you travel from one contour line to another, your change in elevation will equal the contour interval.
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Magnetic North is the direction a compass will point, which is towards the North Magnetic Pole. The North Magnetic Pole is not the same place as the Geographic North Pole. The North Magnetic Pole is the point on the Earth's surface where the Earth's magnetic field points directly downwards. This pole is constantly wandering; its estimated 2005 position was 82.7° N 114.4° W.
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The angular difference between magnetic north and true north (defined in reference to the Geographic North Pole), at any particular location on the Earth's surface, is called the magnetic declination. In other words, it's how far off a compass is from True North, or the correction that must be applied to a compass reading.
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An important property of a map is the scale. It can be indicated by a scale bar and/or a ratio 1:n. This enables the map user to measure a distance on the map and determine the distance on the ground. These days maps are usually produced under the metric system which makes it easy to perform this task. Maps are usually produced at standard scale factors of (say) 1:10,000 or 1:50,000 or 1:100,000 and all you need to do is take a measurement on the map (in mm) and multiply that figure by the scale factor to determine the distance on the ground. However, maps from some countries may use imperial units, especially older maps. These maps displayed scale ratios but often they were of the form 60 chains (a chain is 22 yards, or 66 feet) to 1 inch or 2 miles to 1 inch, etc.
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The act of determining distance on a map and translating it to distance on the ground. In order to do this translation, you must know the map's scale (see above). Measuring can be done with a ruler or with calipers.
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See under '''azimuth''' below.
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True North is the direction from any point on the Earth's surface to the Geographic North Pole.
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The azimuth is a compass bearing expressed in degrees. There are 360° in a circle, and North is, by convention,
0° (or 360°). East is 90°, South is 180°, and West is 270°. While azimuth expresses the compass bearing in the
direction of interest, the '''Back Azimuth''' expresses the compass bearing in exactly the opposite direction.
In other words, azimuth is the direction to which you are going, and back azimuth is the direction from which
you are coming. The back azimuth can be calculated by adding or subtracting 180° from the azimuth. Add if the
azimuth is less than 180°, otherwise subtract.
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Distance is the measure of length, or how far apart two points are away from each other.
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The surface of the earth; the outer crust of the globe, or some indefinite portion of it.


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The techniques employed to find the magnetic azimuth when using the lensatic compass are as follows:
=== Using the Centerhold Technique === 
[[File:Compass_center_hold.gif|frame|Centerhold technique]]
First, open the compass to its fullest so that the cover forms a straightedge with the base. Move the lens (rear sight) to the rearmost position, allowing the dial to float freely. Next, place your thumb through the thumb loop, form a steady base with your third and fourth fingers, and extend your index finger along the side of the compass. Place the thumb of the other hand between the lens (rear sight) and the bezel ring; extend the index finger along the remaining side of the compass, and the remaining fingers around the fingers of the other hand. Pull your elbows firmly into your sides; this will place the compass between your chin and your belt. To measure an azimuth, simply turn your entire body toward the object, pointing the compass cover directly at the object. Once you are pointing at the object, look down and read the azimuth from beneath the fixed black index line. This preferred method offers the following advantages over the sighting technique:
# It is faster and easier to use.
# It can be used under all conditions of visibility.
# It can be used when navigating over any type of terrain.
# It can be used without putting down other gear; however, any other gear must be slung back out of the way.
# It can be used without removing eyeglasses.
=== Using the Compass-to-Cheek Technique ===
[[File:Compass_to_cheek.gif|frame|Compass-to-cheek technique]]
The compass-to-cheek technique is used almost exclusively for sighting, and it is the best technique for this purpose.


Fold the cover of the compass containing the sighting wire to a vertical position; then fold the rear sight slightly forward. Look through the rear-sight slot and align the front-sight hairline with the desired object in the distance. Then glance down at the dial through the eye lens to read the azimuth.
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[[File:Compass shooting azimuth.gif|frame|Compass preset at 320 degrees.]]
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Although different models of the lensatic compass vary somewhat in the details of their use, the principles are the same.


# Hold the compass level in the palm of the hand.
# Rotate it until the desired azimuth falls under the fixed black index line (for example, 320°), maintaining the azimuth as prescribed.
# Turn the bezel ring until the luminous line is aligned with the north-seeking arrow. Once the alignment is obtained, the compass is preset.
# To follow an azimuth, assume the centerhold technique and turn your body until the north-seeking arrow is aligned with the luminous line. Then proceed forward in the direction of the front cover's sighting wire, which is aligned with the fixed black index line that contains the desired azimuth.


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=== Method #1 === 
(These directions assume your orienting arrow lines up with the North indicator on your compass dial, meaning the compass has not been adjusted for declination).


A) Obtain the local magnetic declination for the area represented on your map. At the bottom of every USGS map is a diagram that displays the difference & direction between true north (represented as a star), grid north (abbreviated as “GN”), and magnetic north (abbreviated as “MN”). Magnetic declination is the number of degrees and direction between true north and magnetic north. Because declination varies over time, it is advisable to get a reasonably current figure. If your USGS map is more than 15 years old (the declination date appears in the diagram), here’s an easy-to-use website that gives you only the information you need for your specific area:


https://www.magnetic-declination.com/


If magnetic north is east of true north, the local declination is positive.


If magnetic north is west of true north, the local declination is negative.


B) Draw a line on the map that connects your starting point with the destination (your “map bearing”). Extend the line all the way through the map border (the “neat line”).


C) Distance yourself from any nearby metal such as keys, belt buckle, desk, car, fence, etc. Place the compass on the map so the needle’s pivot point is directly over the intersection of your map bearing and neat line.


D) Rotate the dial until compass ring north agrees with map north. Read your map bearing from the compass dial. Make sure the bearing agrees with your direction of travel – for example, if you intend to travel due east, the bearing is 90 degrees, not 270 degrees.


E) Do this step mentally – don’t turn the compass dial. If the local declination is positive, then subtract the declination amount from the bearing you just derived. If the local declination is negative, then add the declination amount to the bearing you just derived.


F) Turn the compass dial until the figure you calculated in step E lines up with the index line.


G) Lift the compass off the map, and with the direction of travel arrow pointing directly away from you, rotate your body and the compass all in one motion until the red magnetic needle overlays the orienting arrow.


H) Sight a landmark along this bearing, and proceed to it. Repeat this step until you reach your destination.

=== Method #2: === 
(These directions assume your orienting arrow lines up with the North indicator on your compass dial, meaning the compass has not been adjusted for declination).


A) Obtain the local magnetic declination for the area represented on your map. At the bottom of every USGS map is a diagram that displays the difference & direction between true north (represented as a star), grid north (abbreviated as “GN”), and magnetic north (abbreviated as “MN”). Magnetic declination is the number of degrees and direction between true north and magnetic north. Because declination varies over time, it is advisable to get a reasonably current figure. If your USGS map is more than 15 years old (the declination date appears in the diagram), here’s an easy-to-use website that gives you only the information you need:


https://www.magnetic-declination.com/


If magnetic north is east of true north, the local declination is positive


If magnetic north is west of true north, the local declination is negative.


B) Draw a line on the map that connects your starting point with the destination (your “map bearing”).


C) Distance yourself from any nearby metal such as keys, belt buckle, desk, car, fence etc.


D) Place the compass on the map so the baseplate is parallel to the line you drew. Make sure the direction of travel arrow points to your destination.


E) Rotate the dial until compass ring north agrees with map north. Do not move the compass when you rotate the dial.


F) Remove the compass from the map and, with the direction of travel arrow pointing directly away from you, rotate your body and the compass all in one motion until the red magnetic needle overlays the orienting arrow.


G) If local declination is positive, then subtract the declination amount (turn the dial clockwise). If local declination is negative, then add the declination amount (turn the dial counter-clockwise).


H) Again, with the direction of travel arrow pointing directly away from you, rotate your body and compass all in one motion until the red magnetic needle overlays the orienting arrow. Sight a landmark along this direction of travel and proceed to it. Repeat this step until you reach your destination.

=== Adjustable Declination Compasses: === 


A compass with adjustable declination allows you to rotate the orienting arrow independently of the compass dial. If you have such a compass, you may calculate your map bearing without adding or subtracting the amount of local magnetic declination. To calibrate your compass in this fashion, rotate the inner liquid capsule (or turn the screw with the key) until the orienting arrow deviates from the compass ring’s north indicator by the amount & direction of the local magnetic declination. For example, if local declination is 10 degrees east of true north, rotate the inner liquid capsule (or turn the screw with the key) until the orienting arrow points to 10 degrees east. If using Method #1, you do not need to add or subtract as indicated in step E; just make sure compass ring north (not the orienting arrow) agrees with map north as directed in step D. If using Method #2, skip steps G and H; again, be sure compass ring north (not the orienting arrow) agrees with map north as directed in step E.

=== Magnetic Declination Varies Considerably Across The United States === 


The magnetic needle in a compass is attracted by the magnetism of the Earth, and therefore always points to the constantly shifting Magnetic North Pole. The Geographic North Pole is static and is located about 1200 miles north of the Magnetic Pole. Maps and directions are usually oriented toward the Geographic Pole, also referred to as "True North."


Magnetic declination is the direction and amount of variation between the Magnetic Pole and True North. The amount and direction of declination depends upon how those two poles align relative to a given point on Earth. When the two poles align, declination is zero, and the line of zero declination is termed the agonic line. At points west of the agonic line, a magnetic needle will point east of true north (positive declination). At points east of the agonic line, a magnetic needle will point west of true north (negative declination). There is a pattern, but it does not follow meridians or parallels. Isogonic lines are like magnetic contour lines -they trace a path of constant magnetic declination.
[[File:Magneticdeclination.jpg]]
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Place the compass on the map so the baseplate parallels the north-to-south map neat line. Rotate the dial until compass ring North agrees with map North. Add or subtract the amount needed to adjust for local magnetic declination (subtract if local declination is positive, add if local declination is negative); if your adjustable declination compass is already calibrated for local declination, you don’t need to add or subtract, just make sure compass ring North (not the orienting arrow) agrees with map North. Holding the map and compass steadily (the baseplate should still be on the north-to-south map neat line), rotate the map and compass all in one motion until the red magnetic needle overlays the orienting arrow. Again, make sure there is no interference from metal when you perform this (ex: rebar in concrete). Your map and your compass are now oriented to true north. Compare the physical features around you with your map to help derive your location on the map.


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Resection is a method of using a compass and a map to determine your current position. The first step is to find a feature of the landscape that you can also identify on the map. This could be a mountain peak, an intersection, a bridge, or even a utility pole (some topographic maps mark where high-voltage lines are, as well as the position of the poles that hold them up). The closer these two landmarks are to 90° offset from one another, the more accurate the resection will be. For instance, if the first landmark is at 115°, choose the second one as close to either 205° (115°+90°) or 25° (115°-90°) as you can. This is not a hard and fast rule, and the prominence of the landmark may well be more important than the 90° offset. Once you have shot an azimuth to the first landmark, calculate the ''back azimuth'', and plot a line on your map from the landmark towards (and past) your current position (which should be somewhere on that line). Be sure to correct for declination when plotting this line. Then shoot the azimuth of the second landmark, and plot ''it's'' back azimuth on the map as well, again correcting for declination. If your readings are accurate and your plotting was done carefully, your current position should be very close to where these two lines intersect.


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== References == 
*Answer to requirements 5 and 6 were adapted from the [http://www.globalsecurity.org/military/library/policy/army/fm/3-25-26/ch9.htm U.S. Army Field Manual FM 3-25.26]
*Answers to requirement 7 and 8 were taken verbatim from http://education.usgs.gov/common/lessons/how_to_use_a_compass_with_a_usgs_topographic_map.html
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Investiture Achievement/Friend/Spiritual Discovery

2025-09-20T11:19:33Z

Jomegat: Better videos

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{{IA desc
|class=Friend
|pagename=Friend/Spiritual Discovery
|stage=100%
}}
{{/requirement 1a}}
The Books of the New Testament and the sections into which they are divided are as follows:
{|width=75% align="center" border=1|
|-
|'''Gospels'''
|'''History'''
|'''Epistles'''
|'''Prophecy'''
|-
|valign="top"|
*Matthew
*Mark
*Luke
*John
|valign="top"|
*Acts
|valign="top"|
*Romans
*1 Corinthians
*2 Corinthians
*Galatians
*Ephesians
*Philippians
*Colossians
*1 Thessalonians
*2 Thessalonians
*1 Timothy
*2 Timothy
*Titus
*Philemon
*Hebrews
*James
*1 Peter
*2 Peter
*1 John
*2 John
*3 John
*Jude
|valign="top"|
*Revelation
|}


Memorization is so much easier when it is done in song rather than by rote. The Books of the New Testament can be sung to the tune of the "A, B, C" song.


TODO: find this on Youtube.


<poem>
Matthew, Mark, Luke, John,
Acts and Romans
First Corinthians, Second Corinthians,
Galatians and Ephesians,
Philippians, Colossians
First Thessalonians,
Second Thessalonians
First and Second Timothy
Titus and Philemon
Hebrews, James
First and Second Peter
First and Second, Third John,
Jude and Revelation!
</poem>


If that version does not appeal to you (or your Pathfinders), there are other songs that accomplish the same goal also on YouTube.


If some song using the New Testament is sung during the opening ceremonies at the beginning of each meeting, each Pathfinder in regular attendance will know the books of the New Testament by the end of the year.

== == 
{{/requirement 1b}}
Once the books of the New Testament are known in order, finding them in the Bible will be much easier. If you save this requirement for closer to the end of the Pathfinder year, then your Friends will have had a chance to sing the New Testament song dozens of times before they have to demonstrate their ability to do this. Tell them to practice it at home ahead of time.


A fun way of having the kids find books quickly is to have a Bible Sword Drill. This is a group activity to give the participant practice in locating the books of the Bible quickly. Ephesians 6:13-17 describes the Christian “armor” of which the Sword is the Word of God (verse 17).


There are many variants of Bible Sword Drills. It is important to have them do this with a printed version of the Bible rather than an electronic device. Otherwise they are demonstrating their ability to use the device rather than to find a book in the Bible.

===Sword Drill One=== 
# Select participants:
a) Two Pathfinders (or staff) to hold the rope.
b)As many Pathfinders as desired.
# Participants will form one straight line behind a rope held immediately in front of them approximately 30 inches from the floor. Their Bible is to be held (sheathed) under their left arm.
# Leaders will give the commands: “ATTEN-TION: “DRAW SWORDS”. Participants quickly bring their right hand across their body-draw their sword (Bible) and hold it in front of them, closed, waist high, ready to find the reference.
# Leader announces the reference, eg: “The Book of Mark” (begin with the well-know books), or ask for a book from one of the sections, eg: gospels, letters. The exercise becomes more difficult as you call the smaller books, or ask for specific chapter and verse.
# No participant moves until the order is given: “CHARGE”. The rope is dropped to their feet while the participants quickly find the reference. Immediately the reference is found, they take one pace forward, keeping one hand on the open page of the Bible.
# A ten second time limit is given from the command “CHARGE” to find the reference and step one pace forward. (Vary the time limit to suit the experience of your group).
# The timekeeper will call “TIME” as the time limit expires. The rope will immediately be raised, perhaps catching some participants part way across. They should return behind the line.
# Each participant who steps across the line before the time limit is reached is a winner.
# An appointed judge will inspect the references.
# An award of two points can be given to each winner. See who is the first to get to twenty.
# Leader shall call “ONE PACE BACKWARD MARCH”. Ropekeepers shall lower the rope and raise it again after the participants have crossed it.
# Leader shall call “SHEATH SWORDS”. Participants quickly tuck their Bibles under their left arm and return right hand to their side.
# Ready now to repeat activity from “DRAW SWORDS”.

===Sword Drill Two=== 
Another approach is to divide the Pathfinders into two teams. Then have one Pathfinder at a time look up the verse (use a different verse for each Pathfinder) as you time them with a stopwatch (if you don't have a stopwatch, see if your cellphone does). Record their individual times and add them to the team's time. When everyone has had a turn, the team with the quickest time wins.

== == 
{{/requirement 2}}
{{:Investiture Achievement/Req2Guidance}}
{{:Investiture Achievement/Req2Texts}}

===Techniques=== 
{{:Investiture Achievement/Bible Memorization}}

== == 
{{/requirement 3}}


Here are some skits that will fulfill this requirement:


*[[Investiture Achievement/Skit/Mark|Judea Today]] - a Biblical Newscast


If you have a skit of your own, please consider adding it to our Wiki!

== == 
{{/requirement 4}}

===Overview===
{{#widget:YouTube|id=LJbdPlguR4c}}

===People===
;[[w:George_Whitefield|George Whitefield]]: English Anglican preacher who helped spread the Great Awakening in Britain, and especially in the British North American colonies. He was one of the founders of Methodism and of the evangelical movement generally.
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;[[w:Jonathan Edwards (theologian)|Jonathan Edwards]]: Oversaw some of the first revivals in 1733–35 at his church in Northampton, Massachusetts
{{#widget:YouTube|id=UqJtZ3fMxAE}}
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;[[w:William Miller (preacher)|William Miller]]: Baptist preacher who is widely regarded as one of the founding members of the Adventist faith. He interpreted Biblical prophecy of the Second Coming. Originally opposed the setting of a definite date for the Second Advent.
{{#widget:YouTube|id=97lz-9Qm8Tc}}
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;[[w:Joshua V. Himes|Joshua V. Himes]]: Began Publishing ''The Signs of the Times''
;[[w:Samuel S. Snow|Samuel S. Snow]]: Originally an agent for an atheistic newspaper, he became a converted Christian in 1839. Set the date for the Second Coming as October 22, 1844.
;[[w:Barton W. Stone|Barton W. Stone]]: Began Restoration Movement with Alexander Campbell. Published Christian Messenger starting 1826.
;[[w:Charles Finney|Charles Finney]]: An innovator at many revival meetings. Commonly had women pray publicly at meetings of mixed gender.
;[[w:Hiram Edson|Hiram Edson]]: Introduced the Sanctuary Doctrine to the early members of the Adventist Church.
;Josiah Litch:
;Charles Fitch:
;Johann L. Bengel:
;H. Heintzpeter
;Edward Irving:
;Louise Gaussen:
;Henry Drummond:
;Francisco Ramos Mejia:
;Robert Winter:
;Joseph Wolff:
;Manuel de Lacacunza:


Resource: General Conference Youth Department (2002). [http://www.adventsource.org/as30/store-productDetails.aspx?ID=22593 Church Heritage Manual]. Nebraska: Advent''Source'', 9 – 15.

===Events=== 
The Great Awakening began with three events which were a fulfillment of the Bible prophecies found in Matthew 24.
{{Bible verse
|book=Matthew
|chapter=24
|verse=7, 29,30
|version=NIV
|text=
<sup>7</sup>For nation will rise against nation, and kingdom against kingdom. And there will be famines, pestilences, and earthquakes in various places.


<sup>29</sup>“Immediately after the tribulation of those days the sun will be darkened, and the moon will not give its light; the stars will fall from heaven, and the powers of the heavens will be shaken. <sup>30</sup> Then the sign of the Son of Man will appear in heaven, and then all the tribes of the earth will mourn, and they will see the Son of Man coming on the clouds of heaven with power and great glory.
}}
The first event was an earthquake in Lisbon, Portugal on November 1, 1755. This event destroyed nearly all the important churches in the city, leading people to turn to the Bible for an explanation.
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The second event is known as "The Dark Day", and it occurred throughout New England, south to New Jersey in the United States on May 19, 1780. The darkness was so complete that candles were required from noon on. It did not disperse until the middle of the next night. For several days before the Dark Day, the sun as viewed from New England appeared to be red, and the sky appeared yellow. Also, when the night really came in, observers saw the moon colored red. Again people turned to the scriptures for an explanation and found one in Matthew 24:29.


The third event were the meteorite showers on November 13 & 25, 1833, fulfilling the portion of the prophecy which states that the stars will fall from the sky. Though these were not really "stars" in the scientific sense, most people call meteorites "falling stars," so it does match in the linguistic sense. The shower was so bright that it woke people from their slumber, and people were able to read by its light. Many went outside to witness the event, again turning to Matthew 24 to understand its significance (which they found in Matthew 30 - these were signs of Jesus' soon return).

====William Miller called to preach==== 
William Miller had studied the Biblical prophecies found in Daniel and came to the conclusion that Jesus would return to Earth in the Autumn of 1843 (the date of October 22, 1844 was not set until later). He kept his conclusion to himself for several years until the Lord impressed him to "Go and tell it to the world." He resisted this impression, but was not able to rest. In a final act of desperation, he told the Lord that if He would "open a way," then he would go. He then felt the Lord asking him, "What do you mean by 'opening the way?'" He answered the Lord that if he were invited to speak someplace, then he would go and tell them what he had found out about the Lord's soon coming. At this he felt a great peace and was able to relax, thinking there was no way anyone was going to invite him anywhere to preach.


After half an hour had passed, he heard a knock on the door. It was the son of a Mr Guilford, from Dresden about 16 miles away. He told William Miller that there was no one to preach the sermon at their church the next day, and his father had asked him to invite Mr Miller to preach to them on the Second Coming.


Miller was incredibly distraught and fled to a grove on his farm without giving the boy an answer. He was furious with himself for making his bargain with God, and was intent on not following through. However, he changed his mind and accepted the invitation. This was the beginning of William Miller's public ministry, and a seminal moment in the "Great Awakening."


Read more about it [http://books.google.com/books?vid=0ZIlw11aR1BzemPWI-pz7A&id=rqb2WKFJomwC&printsec=titlepage#v=onepage& here].

====Signs of the Times published==== 
Joshua V Himes was the pastor of the First Christian Church in Boston in the 1830's. Himes met William Miller in 1839 at Exeter, New Hampshire. Impressed, he invited Miller to speak at the Chardon Street Chapel. From these lectures Himes became convinced of the soon return of Christ, and sought opportunities for Miller to preach. In 1840 he published and edited the first Millerite newspaper, the '''Signs of the Times,'' in Boston. Note that this is not the same magazine as today's ''Signs of the Times'' which was first published by James White in 1874.


After the Great Disappointment, he became a leader of the Evangelical Adventists and their American Millennial Association (1858), opposing Sabbatarian Adventism and their understanding of the sanctuary as well as those who believed in conditional immortality and the re-establishment of Israel before Christ's Second Coming.

====Great Disappointment==== 
During the Millerite Movement, October 22, 1844 was set as the date for the Second Coming of Jesus Christ. On that date, many Adventist believers waited for His return.


October 22 passed without incident, resulting in feelings of disappointment among many Millerites. Henry Emmons, a Millerite, later wrote,


{{bquote|I waited all Tuesday [October 22] and dear Jesus did not come;– I waited all the forenoon of Wednesday, and was well in body as I ever was, but after 12 o’clock I began to feel faint, and before dark I needed someone to help me up to my chamber, as my natural strength was leaving me very fast, and I lay prostrate for 2 days without any pain– sick with disappointment.}}


William Miller continued to wait for the second coming of Jesus Christ until his death in 1849.


Not only were the Millerites dealing with their own shattered expectations, they also faced considerable criticism and even violence from the general public. On November 18, 1844, Miller wrote to Himes about his experiences:


{{bquote|"Some are tauntingly enquiring, 'Have you not gone up?' Even little children in the streets are shouting continually to passersby, 'Have you a ticket to go up?' The public prints, of the most fashionable and popular kind…are caricaturing in the most shameful manner of the 'white robes of the saints,' Revelation 6:11, the 'going up,' and the great day of 'burning.' Even the pulpits are desecrated by the repetition of scandalous and false reports concerning the 'ascension robes', and priests are using their powers and pens to fill the catalogue of scoffing in the most scandalous periodicals of the day."}}

=Trail Friend [[File:Friend Ribbon.jpeg|150px]]= 
{{/requirement 5}}
{{:Investiture Achievement/above}}
== ==
{{/requirement 6}}

{|border=0
|-
|align=right|∞ BC ||Jesus always was
|-
|align=right|~4000 BC ||Jesus creates our world
|-
|align=right|4 BC || Jesus born to Mary
|-
|align=right|9 AD || Jesus visits the Temple
|-
|align=right|27 AD || Jesus is baptized, ministry begins
|-
|align=right|31 AD || Crucifixion and Resurrection
|-
|align=right|1844 AD || Enters the heavenly sanctuary's Most Holy Place
|-
|align=right|?? AD || Second Coming
|-
|align=right|?? AD ?+1000 years || Third Coming, establishes His kingdom on Earth
|-
|align=right|∞ AD || Jesus will always be
|}

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AY Honors/Bubbles/Answer Key

2025-09-19T22:59:06Z

Jomegat: Add a better formula (yes, I tried it)

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Low humidity equals low life of a bubble. Higher humidity is the key. Even ordinary solutions will perform better in high humidity. Humidity is even more important than temperature, though cold air tends to be less humid than warm air.
Good Conditions: 60% and higher humidity.


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When you increase the temperature of a bubble solution, the molecules in the liquid and the gas inside the bubble are moving more quickly. This can cause the solution to thin faster. Also the film that forms the bubble will evaporate more quickly, causing it to pop.


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More wind puts a stain on the bubble and dries out the bubble. The main effect of wind is pretty simple and obvious: it puts a mechanical strain on the bubble and is likely to burst it.


The second effect of wind is in helping evaporation.


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Hail is totally destructive of bubbles, as is heavy rain. Gentle rain will make a thick raft of bubbles thin down, by diluting and draining the soap solution from the top layers.


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[[File:Soap_molecule.png|400px|left|thumb|Soap molecule]]
[[File:Soap bubble.png|300px|right|thumb|Soap molecules forming a bubble]]
A soap molecule has a hydrophobic end and a hydrophilic end. In other words, it is both hydrophilic ''and'' hydrophobic, and because of this, it corrals water, separating it from the air as shown here.


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*Soap solution will sting your eyes- avoid getting it in your eyes.
*Soap Solution is very Slippery- areas might still be slippery long after you are gone, so clean up any spills
*Never make bubbles near moving traffic.
*Soap solution can damage grass- dilute with water when finished.
*Don’t drink the bubble solution


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Surface Tension is the property of the surface of a liquid that allows it to resist an external force.
When you blow a soap bubble, you are creating a pressurized bubble of air which is contained within a thin, elastic surface of liquid.
In a soap-and-water solution the hydrophobic ends of the soap molecule do not want to be in the liquid at all so they find their way to the surface and push their hydrophobic ends out of the water. This separates the water molecules from each other.
Since the surface tension forces become smaller as the distance between water molecules increases, the intervening soap molecules decrease the surface tension.


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====Experiment #1 Float a Paper Clip==== 
*Gently place a DRY paper clip flat onto a small piece of paper towel or use a paper clip bent into an “L” shape.
*Slowly lower the paper into the water.
*Remove the paper from under the paper clip.
*Add some soap water to the clear water.
*What Happens?

====Experiment #2==== 
This is a neat trick! Ask friends how many quarters can go in a completely full glass of water before it overflows. The answer will generally be one or two. Then follow the steps below to prove them wrong.


;Needed materials:


*10 to 12 Quarters
*glass full of water


;Procedure:


The glass should be filled to the very rim, with a slightly convex shape to the surface of the liquid. Slowly, and with a steady hand, bring the quarters one at a time to the center of the glass. Place the narrow edge of the quarter in the water and let go. (This minimizes disruption to the surface, and avoids forming unnecessary waves that can cause overflow.)


As you continue with more quarters, you will be astonished how convex the water becomes on top of the glass without overflowing!


Possible Variant: Perform this experiment with identical glasses, but use different types of coins in each glass. Use the results of how many can go in to determine a ratio of the volumes of different coins

====Experiment #3 Floating Needle==== 
Another nice surface tension trick, this one makes it so that a needle will float on the surface of a glass of water. There are two variants of this trick, both impressive in their own right.


;Needed materials:
*fork (variant 1)
*piece of tissue paper (variant 2)
*sewing needle
*glass full of water


'''Variant 1 Trick'''


Place the needle on the fork, gently lowering it into the glass of water. Carefully pull the fork out, and it is possible to leave the needle floating on the surface of the water.


This trick requires a real steady hand and some practice, because you must remove the fork in such a way that portions of the needle do not get wet ... or the needle will sink. You can rub the needle between your fingers beforehand to "oil" it increase your success chances.


'''Variant 2 Trick '''


Place the sewing needle on a small piece of tissue paper (large enough to hold the needle). The needle is placed on the tissue paper. The tissue paper will become soaked with water and sink to the bottom of the glass, leaving the needle floating on the surface.


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The best materials for large bubble wands are composed of natural fibers such as cotton or wool yarn.


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[[File:PikiWiki Israel 31759 Cities in Israel.JPG|400px]]


Bamboo garden poles work well and are inexpensive--basically two sticks with a loop of yarn or cotton cording strung between them.
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It is best to use distilled water when making a bubble solution.


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Dawn dish washing soap seems to work best but any dish soap will do.


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Glycerin or corn syrup gives a bubble extra strength.


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'''Water''' Use good quality water that does not contain high levels of iron or minerals.


'''Soap''' When it comes to soap, Dawn dish soap seems to work the best for homemade bubble solution.


'''Glycerin''' This is the secret ingredient that gives a bubble its extra strength.

====Formula # 1====
*1/2 gallon (2 liters) water
*2 cups (500 ml) Dawn dish washing soap
*1/3 cup (80 ml) of glycerin (available at the pharmacy or chemical supply house.)

====Formula # 2==== 
*2/3 cup (150 ml) Dawn dish washing soap
*1 gallon (4 liters) water
*2 to 3 tablespoons (30-45 ml) of glycerin (available at the pharmacy or chemical supply house.)

====Formula #3==== 
* 1 cup (250ml) dish soap
* 14 cups 3.4 liters) water
*1/4 cup (60ml) glycerin


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When one bubble meets with another, the resulting union is always one of total sharing and compromise (Human beings could learn a lot from bubbles.) Since bubbles always try to minimize surface area two bubbles will merge to share a common wall. If the bubbles are the same size, this wall will be flat. If the bubbles are different sized, the smaller bubble, which always has a higher internal pressure, will bulge into the larger bubble


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[[File:Soap bubble sky.jpg|300px]]


Similar to the way we perceive the colors in a rainbow or an oil slick, we see the colors in a bubble through the reflection of interfered light waves off the inner and outer surfaces of the bubble wall.


White light is made up of all colors, all wavelengths. If one of these colors is subtracted from white light (by interference, for example) we see the complementary color.


Interference: All waves including light, have a curious property. If two waves combine, the waves meet each other crest to crest, adding up and reinforcing the effect of each other or they can meet crest to trough canceling each other out so that they have no effect.


[[File:Interference of two waves.svg|250px]]
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Constructive interference is when two waves are in phase. The waves come together and make a bigger wave.


Destructive interference is when two waves are out of phase and they cancel each other out.


If we were to look at a highly magnified portion of a soap bubble membrane, we would notice that light reflects off both the front (outside) and rear (inside) surfaces of the bubble. But the ray of light that reflects off the inside surface travels a longer distance than the ray which reflects from the outside surface.


When the rays recombine they get “out of phase” with each other and interfere. Given a certain thickness of the bubble wall, a certain wavelength will be canceled and its complementary color will be seen.


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Soap bubbles will assume the shape of least surface area possible containing a given volume. No matter what shape a bubble has initially, it will try to become a sphere. The sphere is the shape that minimizes the surface area of the structure, which makes it the shape that requires minimum energy to achieve.

====Experiment==== 
Bend pipe cleaners into several different shapes. Make as many different shapes as you can. You might want to make some square, some circles, some squares, some triangles, some heart-shaped or some even the shapes of letters. Make sure each one has a handle.


Carefully pour the bubble solution in a pie pan. Take each shaped pipe cleaner and dip it into the solution. Now start your bubble blowing.


What shapes are the Bubbles?


Record your Data.


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==References== 
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AY Honors/Hymns/Answer Key

2025-08-15T10:20:50Z

Jomegat: Edison -> Edson

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This requirement should be met by looking up the word "hymn" in a dictionary (whether online or in print), and then noting which dictionary was used.


*1.a. a song of praise to God
*1.b. a metrical composition adapted for singing in a religious service
*2. a song of praise or joy
*3. something resembling a hymn”
The difference between a hymn and a praise song is two-fold:
1) praise songs are less formal in their "lyric structure," while hymns will seem more like a poem set to music.
2) praise songs are horizontal, talking about the personal experience while hymns are typically vertical, talking about God.
The original greek for "hymn" means "praise song (to God)"


www.merriam-webster.com


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Read each verse as well as those around it to discover the context. Finding the context means that you try to learn when the passage was written, by whom, and under what circumstances. A Bible Commentary may also be helpful.


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{{Bible_verse
| book = Judges
| chapter = 5
| verse = 3
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“Hear, O kings! Give ear, O princes!
I, even I, will sing to the Lord;
I will sing praise to the Lord God of Israel.
}}


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{{Bible_verse
| book = Psalm
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Praise the Lord with the harp;
Make melody to Him with an instrument of ten strings.
}}


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| chapter = 40
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| text =
He has put a new song in my mouth—
Praise to our God;
Many will see it and fear,
And will trust in the Lord.
}}


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{{Bible_verse
| book = Psalms
| chapter = 81
| verse = 1-2
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| text =
Sing aloud to God our strength;
Make a joyful shout to the God of Jacob.
Raise a song and strike the timbrel,
The pleasant harp with the lute.
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| chapter = 95
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| text =
Oh come, let us sing to the Lord!
Let us shout joyfully to the Rock of our salvation.
Let us come before His presence with thanksgiving;
Let us shout joyfully to Him with psalms.
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| chapter = 98
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| text =
Shout joyfully to the Lord, all the earth;
Break forth in song, rejoice, and sing praises.
Sing to the Lord with the harp,
With the harp and the sound of a psalm,
With trumpets and the sound of a horn;
Shout joyfully before the Lord, the King.
}}


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I will sing of mercy and justice;
To You, O Lord, I will sing praises.
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Now at the dedication of the wall of Jerusalem they sought out the Levites in all their places, to bring them to Jerusalem to celebrate the dedication with gladness, both with thanksgivings and singing, with cymbals and stringed instruments and harps.
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speaking to one another in psalms and hymns and spiritual songs, singing and making melody in your heart to the Lord,
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Let the word of Christ dwell in you richly in all wisdom, teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord.
}}


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This activity may be done as a group.


When setting a passage of text to music, it is a good idea to start with the meter - that is, count the number of syllables in each phrase. Then divide the passage into segments to create a structure where the numbers repeat (if possible), and where the divisions between segments are in logical places. If you are having difficulty with this, try a different translation of the passage - it will likely have a different meter that may lend itself to this process a bit easier.


A song's meter is usually expressed as a list of numbers. For instance, ''Give Me Oil In My Lamp'' has the meter 10, 8, 10, 9, because there are 10 syllables in the first and third stanzas, 8 in the second, and 9 in the fourth.


Once you have the meter, look in the metrical index of tunes in a hymnal and see if you can find something close to what you came up with. If you find something, you should notice that the tune to that song will work with the passage you are working with.


If you are especially creative, you can make your own melody instead of using an existing one. Starting with the meter is still a good idea even in this case, and you may find it effective to come up with a rhythm next, and finally, with the notes.


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ex: 381 Holy Sabbath Day of Rest


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ex: 201 Christ is Coming


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ex: 127 Infant Holy, Infant Lowly


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ex: 073 Holy Holy Holy


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ex: 643 Father, Who on Us Do Shower


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ex: 171 Thine is the Glory


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* Sabbath School
* Camping trips
* Vespers
* Graduation
* Funerals
* Weddings


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Some indexes you might find can include the following:
* Topical index: can search for hymns to use by topic
* Scriptural index of worship aids (and Scriptural allusions in hymns and indexed by hymn number): can search for hymns to use by Bible verse
* Hymns suitable for sentences and responses: hymns that can be used in part in the worship service beyond being sung. i.e. benedictions, call to worship, before offering, etc.
* Hymns suitable for young worshipers: a list of hymns for Pathfinders, AY, or Sabbath School
* Authors, translators, and sources of texts: a way to find a hymn based on the origin of the lyrics.
* Composers, arrangers and sources of tunes: a way to find a hymn based on the origin of the music (tunes).
* Alphabetical index of tunes: A way to find a hymn when you already know the name of the hymn tune.
* Metrical index of tunes: A way to find hymns with the same meter (would allow the lyrics to be used interchangeably with the tune)
* Index of titles and first lines: A way to find the location of a hymn when you already know the hymn title or the first line.


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SDA hymn writers: Edson White, Franklin E. Belden, D.S. Hakes (music), Joseph Harker, Edwin Barnes, Oliver Beltz, Wayne Hooper, Carol Mayes


Non-SDA hymn writers: Isaac Watts, Charles Wesley, James Montgomery, William Cowper, Lowell Mason, William Batchelder Bradbury, John Bacchus Dykes, Fanny Crosby, Ira D. Sankey, George Stebbins, William J. Kirkpatrick, James McGranahan, Robert Lory, George W. Doan, Philip P. Bliss, George F. Root, Fred Green, Brian Wren, Fred Kaan, Timothy Dudley-Smith


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==References== 
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User talk:PBEkids6

2025-08-12T12:03:28Z

Jomegat: Welcome!

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Welcome to the Pathfinder Wiki,
<span style="color:#5865f2">{{<includeonly>safesubst:</includeonly>PAGENAME}}</span>!

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[[File:Crystal Clear app kedit.png|20px]]
'''First steps tutorial'''
</div>

<div style="padding:0.4em 1em 0.3em 1em;">
'''The Pathfinder Wiki is for the collaborative development of Pathfinder resources for the North American Division.'''

You do not need technical skills to contribute. You can easily change most pages. Please [[Pathfinder_Wiki:Community portal|introduce yourself]] and let us know what interests you.
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[[File:Transmission icon.png|20px]]
'''Goodies, tips and tricks'''
</div>
<div class="NavContent"
style="padding:0.4em 1em 0.3em 1em;">
* Please fill in the edit summary and preview your edits before saving.
* Sign your name on discussion pages by typing '''~~~~'''
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[[File:Icon apps query.svg|20px]]
'''Getting help'''
</div>
<div class="NavContent"
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* Read the [http://en.wikibooks.org/wiki/Using_Wikibooks Using Wikibooks] book for a friendly introduction to wiki editing. Even though it is not hosted here, it is a very good resource for wiki editing.
* You can get direct help by chatting with other volunteers using the free [https://discord.com/invite/Jaaw2KD32g Discord messenger service].
* You can also get help in this very Wiki in the [[Pathfinder_Wiki:Community portal|community portal]].
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'''Made a mistake?'''
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* You can restore a previously saved version by clicking the ''History'' button on any page, found after clicking on the three dots (ellipsis) in the menu.
* Need to rename a page? Use the ''Move'' tab, found after clicking on the three dots (ellipsis) in the menu.
* To request a page be deleted, add {{tlx|delete|''your reason''}} to the top of the page.
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</tab>

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<div style="text-align:center; font-size:130%; font-weight:bold;">

¡Bienvenido al Wiki de Conquistadores,
<span style="color:#5865f2">{{<includeonly>safesubst:</includeonly>PAGENAME}}</span>!

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[[File:Crystal Clear app kedit.png|20px]]
'''Tutorial de primeros pasos'''
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<div style="padding:0.4em 1em 0.3em 1em;">
'''El Wiki de Conquistadores es para el desarrollo colaborativo de recursos de Conquistadores para la División Norteamericana.'''

No se necesita habilidades técnicas para contribuir. Puede cambiar fácilmente la mayoría de las páginas. Por favor, [[Pathfinder_Wiki:Community portal|preséntese]] y cuéntenos qué es lo que le interesa.
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'''Consejos y trucos'''
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* Por favor complete el resumen de edición y haga una vista previa de sus ediciones antes de guardar la página.
* Firme su nombre en las páginas de discusión escribiendo '''~~~~'''
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</div>

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[[File:Icon apps query.svg|20px]]
'''Obteniendo ayuda'''
</div>
<div class="NavContent"
style="padding:0.4em 1em 0.3em 1em;">
* Lea el libro [http://en.wikibooks.org/wiki/Using_Wikibooks ''Using Wikibooks''] (solo disponible en inglés) para obtener una introducción amigable a la edición de wiki. Aunque no está alojado aquí, es un muy buen recurso para la edición de wikis.
* Puede obtener ayuda directa chateando con otros voluntarios usando el [https://discord.com/invite/Jaaw2KD32g servicio de mensajería gratuito de Discord].
* También puede obtener ayuda en este mismo Wiki en el [[Pathfinder_Wiki:Community portal|portal de la comunidad]].
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'''¿Cometió un error?'''
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* Puede restaurar una versión previamente guardada haciendo clic en el botón de ''Historial'' en cualquier página, encontrado después de hacer clic en los tres puntos suspensivos en el menú.
* ¿Necesita cambiar el nombre de una página? Utilice la pestaña de ''Trasladar'', encontrado después de hacer clic en los tres puntos suspensivos en el menú.
* Para solicitar que se elimine una página, agregue {{tlx|borrar|''su razón''}} en la parte superior de la página.
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</tab>

<tab name="‎Français">
<div style="text-align:center; font-size:130%; font-weight:bold;">

Bienvenue sur le Wiki Explorateur,
<span style="color:#5865f2">{{<includeonly>safesubst:</includeonly>PAGENAME}}</span>!

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[[File:Crystal Clear app kedit.png|20px]]
'''Tutoriel premiers pas'''
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<div style="padding:0.4em 1em 0.3em 1em;">
'''Le Pathfinder Wiki est destiné au développement collaboratif des ressources Explorateur pour la Division Nord-Américaine.'''

Vous n'avez pas besoin de compétences techniques pour contribuer. Vous pouvez facilement modifier la plupart des pages. Veuillez vous [[Pathfinder_Wiki:Community portal|présenter]] et nous dire ce qui vous intéresse.
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'''Trucs et astuces'''
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* Veuillez compléter le résumé des modifications et prévisualiser vos modifications avant d'enregistrer la page.
* Signez votre nom sur les pages de discussion en tapant '''~~~~'''
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<div style="width:100%; float:left; margin:0em; padding:0em;">
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[[File:Icon apps query.svg|20px]]
'''Obtenir de l'aide'''
</div>
<div class="NavContent"
style="padding:0.4em 1em 0.3em 1em;">
* Lisez le livre [http://en.wikibooks.org/wiki/Using_Wikibooks ''Using Wikibooks''] (uniquement disponible en anglais) pour une introduction conviviale à l'édition wiki. Même s'il n'est pas hébergé ici, c'est une très bonne ressource pour l'édition wiki.
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AY Honors/Noah's Flood/Answer Key

2025-05-26T02:11:13Z

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Webster's Dictionary defines it as: a violent and sudden change in a feature of the earth. Yes, Noah’s flood would be included.


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It rained for 40 days and 40 nights, and the water continued to rise for 150 days. It took 370 days for the water to dry up and Noah and his family to leave the ark.


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The ground was now harder to work as all of the rich topsoil from Creation had been washed away. Also the earth now showed the scars of the flood of destruction. Because of these changes as well as others, men no longer had the lifespan that their forefathers had.


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The clean animals were brought in by 7 because people would eat meat after the flood and would need a better supply on the earth for food. The unclean animals would not be killed for food so they would have a better survival rate per generation. Also, Noah sacrificed one of each clean animal to the Lord after exiting the Ark.


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If we conservatively assume the cubit used by Noah was 18 inches (.45 meters), we end up with an Ark that was 450 feet (137 meters) long, 75 feet (22.8 meters) wide, and 45 feet (13.7 meters) high. If we assume a 19 inch (.48 meters) cubit, we end up with a 475 feet (144.8 meters) long, 79.1 feet (24.1 meters) wide, and 47.5 feet (14.4 meters) high. Because we do not know the height of Noah, we do not know how large his cubit was, tradition holds Noah was 12 feet tall. But God may have related to Moses in the cubit of his day.


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Some of those things would have been killing, drunkenness, immorality, war, disease. The Bible says there is nothing new under the sun so many of the evils going on today were going on in Noah's day in some form.


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Evidence shows the fossils were buried by water and it was an event that spread over all the earth and covered the tallest mountain.


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One formation we have would be the sedimentary layers we have all over the earth that are full of fossils. Another is the layers of rock that are uplifted and bent at sharp angles, that can only happen when they are soft and would not happen if it took millions of years to lay them down. You can also trace the flow of sediments, some are spread from one continent to another, and that cannot happen in a local flood. You can look at areas such as the Grand Canyon and Yellowstone although they may not have been caused by the flood they were caused by the aftereffects and show much evidence of a worldwide flood in areas where they expose the depths of the earth. In all we can look at the weathered mountain and great river and other features of the world we live in and can see the scars of this great flood still present today.


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The fossils of the Linxia Giant Rhino were found in the Linxia basin in Gansu Province, northwestern China. The huge animal would have weighed 24 tons and was the same size as six elephants. Its shoulders were more than 16 feet off the ground, the head at 23 feet, and its body was 26 feet long

A newly discovered species of three-foot-long (one-meter-long) platypus, dubbed ''Obdurodon tharalkooschild'', swam through freshwater pools in Australian forests about 5 to 15 million years ago, according to a new study. That’s a much bigger critter than a modern-day platypus, which at 15 inches (38 centimeters) long is about the size of a small domestic cat. Information from National Geographic.

''Mukupirna'' is the closest fossil relative of the wombat family as a whole. The skull and partial skeleton of the creature were unearthed in the Lake Eyre basin of South Australia. This is a big animal, it is probably around 150 kg in weight, so about five times the size of a living wombat.

Glyptodons were enormous armored mammals that became extinct around 10,000 years ago. Roughly the size of a VW Beetle, the glyptodon were well-armored against attacks from predators. A relative of modern-day armadillos.

The Argentavis has the distinction of being the largest flying bird ever discovered. The massive bird could grow to be 24 feet, wingtip to wingtip, twice the size of the Andean condor.

Megalania (''Varanus priscus''), whose name translates to “ancient great roamer” was a giant carnivorous goanna that may have grown up to 23 feet long and weighed more than 4,000 pounds. It was a relative of our modern-day monitor lizard.

The ground sloth weighed up to 9,000 pounds and stretched 20 feet in length.

The megalodon (whose name means “giant tooth”) can be best thought of as a giant great white shark — in fact, it was the largest shark that has ever lived. It was a highly capable predator sitting at the top of the food web. It could grow to be more than 50 feet in length and sported teeth seven inches long. New research has discovered that the length of the shark may be even larger, as much as twice as the 50 feet before stated. This comes from the University of Florida.

The daeodon, like the megalodon, is worthy of a healthy dose of fear. They were enormous hulking towers of brawny pig. They could grow to be six feet high at the shoulder and weigh thousands of pounds. It’s telling of their dominance of the food web that they belong to a family of animals nicknamed “hell pig” and “terminator pig.”

Giant otters (''Siamogale melilutra'') the size of wolves and weighing up to 110 pounds (twice the size of modern-day otters) lived in what is now Asia.

Giant beavers were larger versions of today’s furry little landscape engineers and the largest rodent of the last ice age. They could grow more than eight feet in length and tip the scales at 200 pounds. Think of a beaver the size of a black bear.

Gigantopithecus was a pretty big Ape. Fossils indicate it stood as high as 10 feet (3 meters) and weighed up to 1,100 pounds (500 kilograms).

Discovered in the Indonesian village of Ngandong, the Ngandong Tiger was a Pleistocene predecessor of the still-extant Bengal Tiger. The difference is that Ngandong Tiger males may have grown to a whopping 1,000 pounds.

Elk-moose, this massive prehistoric deer lived in modern-day North America. It weighed around 1,500 pounds and stood 12 feet tall.

American cave lion, is an extinct pantherine cat that lived in North America. Its fossils have been excavated from Alaska to Mexico. It was about 25% larger than the modern lion, making it one of the largest known felids.

Meganeura is a genus of extinct insects. They resembled and are related to the present-day dragonflies and damselflies. With a wingspan ranging from 65 cm (25.6 in) to over 70 cm (28 in) and is one of the largest-known flying insect species. Meganeura were first discovered in Coal Measures of Commentary, France in 1880.

A Princeton resident discovered the fossil of a giant, ancient ant in the nearby Allenby Formation, a rock formation that contains many plant and animal fossils. Researchers say it’s the first known Canadian specimen from the genus ''Titanomyrma'', meaning “Titanic Ant.” Scientists estimate the gargantuan insects may have been about half a foot long.

These are only some of the larger animals that existed before the flood. Creationists theorize that there was a higher oxygen content before the flood as well as a richer topsoil layer, which allowed them to grow larger and live longer.

Evolutionist theorize the following reasons explain the larger size of these animals:
* Oxygen levels were much higher prior to the extinction of these animals.
* The animals evolved larger size as a defensive mechanism which gave them an advantage when fighting off predators.
* Hollow bones were able to support larger bodies without adding additional weight. They also had more surface area which supported more efficient exchange of oxygen and carbon dioxide.
* The warmer, moister climate supplied more abundant food resources.


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Only 0.0125% of fossils are vertebrates, mostly fish. (95% of land vertebrates consist of less than one bone, and 95% of mammal fossils are from the Ice Age after the Flood.

# Land animals and humans have a low fossilization potential. We would expect few fossils from them.
# If the Flood buried a multitude of people and distributed their bodies among the world’s sedimentary rocks, finding even one human fossil in such a vast area would be unlikely.
# Underwater mudflows during the Flood would have ground human bones to powder.
# Floodwaters receding off continents might have likewise pulverized them.
# Catastrophic geological processes may have buried ancient continents in their entirety, virtually erasing all evidence of people.
# Whoever discovers a pre-Flood human bone or bone fragment might not identify it as such, since that finding would not fit evolutionary expectations.
# The pre-Flood population might have been quite small, considering Genesis 6:13’s statement that “the earth was filled with violence.”


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Perhaps the fossilized human skeletons that come closest to having been pre-Flood humans buried in Flood strata are those skeletons found at Moab, Utah (USA).5 In a copper mine there, two definitely human skeletons were found in Cretaceous “age”; sandstone (supposedly more than 65 million years old), the bones still joined together naturally and stained green with copper carbonate. While many regard these bones as recently buried, there still remains the remote possibility that they are pre-Flood human “fossils.”

The controversial Guadeloupe skeletons are another case in point. Without wishing to take sides in the debate, and in any case the hard data are still inconclusive either way, the fact remains that even if perchance these skeletons were so-called Miocene, that in and of itself, would still not prove that the skeletons were in Flood sediments and therefore represented the remains of pre-Flood people. Being a subdivision of the so-called Tertiary, these Miocene rocks may still be post-Flood sediments and so these Guadeloupe skeletons may still not be human fossils from Noah’s Flood.

The London Artifact was discovered in June, 1934 by Frank and Emma Hahn near London, Texas. This artifact is a metal hammer in Cretaceous rock. The hammer is composed of 96.6% iron, 0.74% sulfur, and 2.6% chlorine.

The Creation Evidence Museum is in possession of a set of Cretaceous footprints discovered by amateur archaeologist Alvis Delk of Stephenville, Texas. This fossil of dense Glen Rose limestone consists of Dinosaur footprint (Acrocanthosaurus) and an eleven-inch human footprint intruded by the dinosaur print.

The Fossilized Human Finger, discovered in the 1970’s in Cretaceous layers near the Paluxy River near Glen Rose, Texas. The fossil was sectioned and spiral cat-scanned. Scientific analysis shows replaced bone, tissue, and ligaments. It has been identified as the fourth finger on a girl’s left hand.

While all of these findings are very interesting and may be artifacts from the flood they do not hold up to the scientific standards to prove without a doubt they are from the flood. For this reason they are not used as evidence by most Creation organizations.


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Ghost tracks footprints found in White Sands National Park in New Mexico. Most likely created after the flood as they most likely would not have survived.

The “Meister Print,” found in Utah within a block of shale. It was first publicized in the CRS Quarterly as the footprint containing a trilobite fossil. Once again it can not be confirmed if it was made before or after the flood.

Galley Hill, England
Keith, Arthur. The Antiquity of Man. 1915.
In 1888, workmen removed deposits at Galley Hill, near London, England, and exposed fully-modern human remains above a bed of chalk. The overlying layers were about 10 or 11 feet thick. Here was discovered a human skeleton firmly embedded in these deposits about 8 feet below the surface. A qualified observer determined this locale was not a burial site. May be true evidence but was found so long ago we do not have the documentation for the proof we need today.

Shoes in Stone Cremo, Michael A.; Thompson, Richard L. Forbidden
Archaeology 2011. p. 807-8
“Mystery of the Petrified ‘Shoe Sole’ 5,000,000 Years Old,” by Dr. W. H. Ballou. Dr. Ballou wrote: “Some time ago, while prospecting for fossils in Nevada, John T. Reid, a distinguished mining engineer and geologist, stopped suddenly and looked down in utter bewilderment and amazement at a rock near his feet. For there, a part of the rock itself, was what seemed to be a human footprint! Closer inspection showed that it was not a mark of a naked foot, but was, apparently, a shoe sole which had been turned into stone." The Triassic rock bearing the fossil shoe sole is now recognized as being more than 200 million years old. Mr. Reid took the specimen to the American Museum of Natural History where the expert staff seemed amazed, a report was written but when inquired of later it could not be found. The sole imprint was so clear a wear spot was visible at the heel pressure point. The artifact has been left a mystery to secular scientists, but not to those who hold the Bible as authoritative. Once again how can we be sure this was from before the flood, there were many soft mud layers that turned to stone after the flood. We cannot prove when this was made.


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A remarkable iron pot was allegedly found inside a large piece of coal in Oklahoma back in 1912, and is now being kept at the Creation Evidence Museum at Glen Rose, Texas.

In 1991, the appearance of extremely tiny, coil-shaped artifacts found near the banks of Russia’s Kozhim, Narada, and Balbanyu rivers brought about a debate that has continued to this day. These mysterious and minuscule structures suggest that there may have been a culture capable of developing nanotechnology 300,000 years ago.

These manufactured coils were initially discovered during geological research associated with the extraction of gold in the Ural mountains. These pieces include coils, spirals, shafts, and other unidentified components.

The Coso Artifact, a porcelain-and-metal object in a hexagonal casing with a spring at one end. Witnesses have said that this object resembles a modern spark plug. This was found in rock that, according to uniformitarian models, should have taken 500,000 years to form.

The Wonderstone Spheroids, now numbering 200 or more, found in a silver mine in South Africa. They are of a nickel-steel alloy that cannot have occurred outside a laboratory or a steel mill. Nor could they be meteoric; the composition does not match that of any meteorite thus far found. A museum curator has observed one of these spheroids rotating within its setting, apparently under its own power. Yet the miners who excavated these spheroids found them in a stratum that, according to uniformitarianism, ought to be 3 billion years old.

Nampa figurine: Was a clay fired doll found in Nampa, Idaho during a well drilling. Early dating attempts believed the artifact to be 2 million years old due to the rock layer it was found in.

This may be true evidence of pre-Flood man and may be enjoyable study but we must remember that when we use such things with secular science, the evidence is not there to back them up because most were either found long ago or the new finds were not properly documented or studied. When we are trying to witness to the secular world we need to stand on the evidence that we are able to prove without a shadow of a doubt.


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A Rainbow. It is created by the splitting up of light through drops of water in rain. You can use a prism to demonstrate this.


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There have been many geological processes that have taken place since its eruption. We have seen large canyons form overnight, forests of logs begin the process of creating a new petrified forest. We have also seen rapid burial from pyroclastic flows. We are still finding new evidence that helps us make the case for the fossils and geology we find were created by a flood and did not take millions of years.


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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=12d}}
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=13}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=13a}}
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=13b}}
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=13c}}
<noinclude><translate>
</noinclude>
300 cubits long, 50 cubits wide and 30 cubits tall. For instance, you could make a model 30 inches long, 5 inches wide, and 3 inches tall. You can use wood or even Styrofoam


<noinclude></translate></noinclude>
{{CloseReq}} 
{{CloseReq}} 

<noinclude><translate></noinclude>
==References== 
<noinclude></translate></noinclude>

{{CloseHonorPage}}

AY Honors/Noah's Flood

2025-05-26T01:17:14Z

Jomegat: grammar

{{HonorLanding
|skill=2
|year=2025
|category=Spiritual Growth, Outreach and Heritage
|authority=North American Division
}}

== {{Localize|Overview}} ==
<translate>

There is evidence throughout the world of the great worldwide flood. You will discover what some of those evidences are, go over the account of this catastrophe, and learn how God continues to care for us.

</translate>
== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}

{{CloseHonorPage}}

AY Honors/Wildfire Preparation and Prevention/Requirements

2025-05-26T01:07:14Z

Jomegat: Gender-neutral

{{HonorSubpage}}

<section begin=Body />

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Why is wildfire awareness and prevention important? How have wildfire trends changed over the years in your area?
<noinclude></translate></noinclude><section end=req1 /></b>

<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>How do wildfires affect humans, property & the environment, and how does handling fire safely impact the risk of wildfire?
<noinclude></translate></noinclude><section end=req2 /></b>

<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Describe the difference between a wildfire and a forest fire. Name and describe the following types of wildfires: Ground, surface, and crown.
<noinclude></translate></noinclude><section end=req3 /></b>

<b>4. <section begin=req4 /><noinclude><translate>
</noinclude>On a drawing or an aerial photo, label the following parts of a wildfire:
<noinclude></translate></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude><translate>
</noinclude>Origin
<noinclude></translate></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude><translate>
</noinclude>Head
<noinclude></translate></noinclude><section end=req4b /></b>

:<b>c. <section begin=req4c /><noinclude><translate>
</noinclude>Heel
<noinclude></translate></noinclude><section end=req4c /></b>

:<b>d. <section begin=req4d /><noinclude><translate>
</noinclude>Finger
<noinclude></translate></noinclude><section end=req4d /></b>

:<b>e. <section begin=req4e /><noinclude><translate>
</noinclude>Pocket or Bay
<noinclude></translate></noinclude><section end=req4e /></b>

:<b>f. <section begin=req4f /><noinclude><translate>
</noinclude>Island
<noinclude></translate></noinclude><section end=req4f /></b>

:<b>g. <section begin=req4g /><noinclude><translate>
</noinclude>Left Flank
<noinclude></translate></noinclude><section end=req4g /></b>

:<b>h. <section begin=req4h /><noinclude><translate>
</noinclude>Right Flank
<noinclude></translate></noinclude><section end=req4h /></b>

:<b>i. <section begin=req4i /><noinclude><translate>
</noinclude>Perimeter
<noinclude></translate></noinclude><section end=req4i /></b>

:<b>j. <section begin=req4j /><noinclude><translate>
</noinclude>Wind Direction
<noinclude></translate></noinclude><section end=req4j /></b>

:<b>k. <section begin=req4k /><noinclude><translate>
</noinclude>The Black
<noinclude></translate></noinclude><section end=req4k /></b>

:<b>l. <section begin=req4l /><noinclude><translate>
</noinclude>The Green
<noinclude></translate></noinclude><section end=req4l /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>How fast can wildfire move? How can weather and topography affect this? With your instructor, demonstrate the “stack” or “chimney effect” and how this helps wildfires spread.
<noinclude></translate></noinclude><section end=req5 /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Name the agency and number to call to report a wildfire in your area.
<noinclude></translate></noinclude><section end=req6 /></b>

<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>Demonstrate five ways that humans can cause wildfires and a way to prevent each. List the most common ways wildfires can start naturally.
<noinclude></translate></noinclude><section end=req7 /></b>

<b>8. <section begin=req8 /><noinclude><translate>
</noinclude>Explain the following terms as they relate to wildfires, and why they are important to consider when studying wildfire prevention:
<noinclude></translate></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude><translate>
</noinclude>Fire point
<noinclude></translate></noinclude><section end=req8a /></b>

:<b>b. <section begin=req8b /><noinclude><translate>
</noinclude>Evapotranspiration
<noinclude></translate></noinclude><section end=req8b /></b>

:<b>c. <section begin=req8c /><noinclude><translate>
</noinclude>Wildfire front
<noinclude></translate></noinclude><section end=req8c /></b>

:<b>d. <section begin=req8d /><noinclude><translate>
</noinclude>Heat transfer
<noinclude></translate></noinclude><section end=req8d /></b>

:<b>e. <section begin=req8e /><noinclude><translate>
</noinclude>Torching
<noinclude></translate></noinclude><section end=req8e /></b>

:<b>f. <section begin=req8f /><noinclude><translate>
</noinclude>Hot engines
<noinclude></translate></noinclude><section end=req8f /></b>

:<b>g. <section begin=req8g /><noinclude><translate>
</noinclude>Spot fires
<noinclude></translate></noinclude><section end=req8g /></b>

:<b>h. <section begin=req8h /><noinclude><translate>
</noinclude>Fire break
<noinclude></translate></noinclude><section end=req8h /></b>

:<b>i. <section begin=req8i /><noinclude><translate>
</noinclude>Containment
<noinclude></translate></noinclude><section end=req8i /></b>

:<b>j. <section begin=req8j /><noinclude><translate>
</noinclude>Weather
<noinclude></translate></noinclude><section end=req8j /></b>

:<b>k. <section begin=req8k /><noinclude><translate>
</noinclude>Fire Triangle / Tetrahedron
<noinclude></translate></noinclude><section end=req8k /></b>

<b>9. <section begin=req9 /><noinclude><translate>
</noinclude>Discuss how each of the following can aid in preventing wildfires:
<noinclude></translate></noinclude><section end=req9 /></b>

:<b>a. <section begin=req9a /><noinclude><translate>
</noinclude>Controlled burns
<noinclude></translate></noinclude><section end=req9a /></b>

:<b>b. <section begin=req9b /><noinclude><translate>
</noinclude>Forest management
<noinclude></translate></noinclude><section end=req9b /></b>

:<b>c. <section begin=req8c /><noinclude><translate>
</noinclude>Site preparation
<noinclude></translate></noinclude><section end=req9c /></b>

:<b>d. <section begin=req9d /><noinclude><translate>
</noinclude>Community awareness
<noinclude></translate></noinclude><section end=req9d /></b>

<b>10. <section begin=req10 /><noinclude><translate>
</noinclude>Research a particular wildfire and discuss the measures that could have been taken beforehand to minimize the damage or to prevent the fire from starting altogether.
<noinclude></translate></noinclude><section end=req10 /></b>

<b>11. <section begin=req11 /><noinclude><translate>
</noinclude>List five ways you can help to prevent or minimize the damage from wildfire.
<noinclude></translate></noinclude><section end=req11 /></b>

<b>12. <section begin=req12 /><noinclude><translate>
</noinclude>Describe the steps that can be taken to prepare a home or building to withstand wildfire, and the types of materials that would be used in a new home to make it wildfire resistant. How can an older home be renovated to be wildfire resistant?
<noinclude></translate></noinclude><section end=req12 /></b>

<b>13. <section begin=req13 /><noinclude><translate>
</noinclude>Prepare a list of items you should gather in case an evacuation becomes necessary due to wildfire.
<noinclude></translate></noinclude><section end=req13 /></b>

<b>14. <section begin=req14 /><noinclude><translate>
</noinclude>On a map of a home, draw ways to prepare a home site to be resistant to wildfires.
<noinclude></translate></noinclude><section end=req14 /></b>

<b>15. <section begin=req15 /><noinclude><translate>
</noinclude>Do one of the following:
<noinclude></translate></noinclude><section end=req15 /></b>

:<b>a. <section begin=req15a /><noinclude><translate>
</noinclude>Plan or participate in a community awareness campaign to encourage wildfire prevention in and around the community.
<noinclude></translate></noinclude><section end=req15a /></b>

:<b>b. <section begin=req15b /><noinclude><translate>
</noinclude>Participate in a local forest or wildland preparation project to minimize or prevent wildfires.
<noinclude></translate></noinclude><section end=req15b /></b>

:<b>c. <section begin=req15c /><noinclude><translate>
</noinclude>Speak to a wildland firefighter or official and ask about their role in wildfire prevention. Ask them about the most important thing you can do to prevent wildfires.
<noinclude></translate></noinclude><section end=req15c /></b>

:<b>d. <section begin=req15d /><noinclude><translate>
</noinclude>With a group, prepare three existing homes or buildings to be wildfire resistant.
<noinclude></translate></noinclude><section end=req15d /></b>

<section begin=challenge />
<b>16. <section begin=req16 /><noinclude><translate>
</noinclude>Discover a spiritual application using what you’ve learned in this honor and share it in a short devotional to a group.
<noinclude></translate></noinclude><section end=req16 /></b>
<section end=challenge />

<section end=Body />

Template:Animal sign

2025-04-04T22:33:02Z

Jomegat: add a missing noinclude tag

<includeonly>{{Layouts/ImagesLeftContentRight
| image_1 = {{{animal_image|}}}
| imageWidth_1 = {{{image_width}}}
| imageCaption_1 = {{{animal_caption|}}} {{{common_name}}}
| image_2 = {{{image2|}}}
| imageCaption_2 = {{{caption2}}}
| image_3 = {{{track_image|}}}
| imageCaption_3 = {{{track_caption|Track}}}
| image_4 = {{{scat_image|}}}
| imageCaption_4 = {{{scat_caption|Scat}}}
| image_5 = {{{range_map|}}}
| imageCaption_5 = {{{range_caption|Range}}}
| content_heading = '''{{{common_name|}}} (''{{{latin_name|}}}'')'''
| content = {{#if:{{{order|}}}|<div style="text-align:left">'''{{Localize|Order}}:''' {{{order}}}</div>}}
{{#if:{{{range|}}}|<div style="text-align:left">'''{{Localize|Where found}}:''' {{{range}}}</div>}}
{{#if:{{{description|}}}|<div style="text-align:left">''{{Localize|Description}}:''' {{{description}}}</div>}}
}}</includeonly>
<noinclude>
Usage:
:<nowiki>{{Animal sign</nowiki>
::<nowiki>| all the parameters ...</nowiki>
:<nowiki>}}</nowiki>

Example:
{{Animal_sign
| latin_name = Procyon lotor
| common_name = Raccoon
| animal_image = Procyon lotor (Common raccoon).jpg
| image2 = Mm Fuß.jpg
| caption2 = Hindfoot
| image3 = Mm Hand.jpg
| caption3 = Forefoot
| track_image = Waschbaer fg01.jpg
| scat_image = Procyon lotor scat.jpg
| range_map = Raccoon-range.png
| description = A raccoon is a nocturnal mammal in the genus Procyon of the Procyonidae family. Raccoons are unusual for their thumbs, which – though not opposable – enable them to open many closed containers such as garbage cans and doors. They are intelligent omnivores with a reputation for being clever and mischievous. Raccoons range from 50 to 100 cm in length (including the tail) and weigh between 4.5 and 16 kg. The raccoon's tail ranges from 20 to 40 cm in length. Male raccoons are generally larger than females.


Raccoon tracks look like tiny human hands with four fingers and a thumb. The scat is tubular and rounded on the ends, often containing berry seeds. The scat also commonly holds parasites that can be inhaled, so it should not be handled. (Yeah. Right.)
| range = North America
}}
</noinclude>
{{clear}}
<includeonly>[[Category:AY Honors/Animal Sign{{GetLangSuffix}}|{{SUBPAGENAME}}]]</includeonly>

Template:Honor index

2025-02-12T01:17:21Z

Jomegat: Add two more excats

<includeonly>


{{#vardefine:selectedcolumns|{{{columnselection|:honorname:insignia:category:authority:skill:year}}}}}
{{#vardefine:tablerow|}}{{#vardefine:tableheader|}}{{#vardefine:i|1}}{{#while: |{{#if:{{#explode:{{#var:selectedcolumns}}|:|{{#var:i}}}}|true}}|{{#vardefine:tablerow|{{#var: tablerow}}{{#switch:{{#explode:{{#var: selectedcolumns }}|:|{{#var:i}}}}|honorname=data-sort-value=²{GetHonorName¦page=%PAGE%}²¦[[%PAGE%¦²{GetHonorName¦page=%PAGE%}²]],|insignia=²{GetInsigniaThumb¦insignia=%%¦usePilotNoPatch={{{usePilotNoPatch¦}}}}²,|category=align="left"¦²{Localize¦%%}²,|authority=align="center"¦²{division honor¦²{division abbrev¦%%}²}²,|skill=align="center"¦²{YearOrUnknown¦%%}²,|year=align="center"¦²{YearOrUnknown¦%%}²,}}}}
{{#vardefine: tableheader|{{#var:tableheader}}{{#switch:{{#explode:{{#var:selectedcolumns}}|:|{{#var:i}}}}|honorname=,{{Localize|Honor}}|insignia=,{{Localize|Patch}}|category=,{{Localize|Category}}|authority=,{{Localize|Approval}}|skill=,{{Localize|Skill Level}}|year=,{{Localize|Year}}}}}}{{#vardefine:i|{{#expr:{{#var:i}}+1}}}}}}<nowiki />

{{#vardefine:argIncCat|AY Honors/HonorLanding{{GetLangSuffix}}&AY Honors/Primary}}{{#forargs: cat | key | category |<nowiki />{{#vardefine:argIncCat|{{#var:argIncCat}}{{#if:{{#var:category}}|&{{#var:category}}{{GetLangSuffix}} }} }} }}
{{#dpl:
|debug={{{debug|0}}}
|include={HonorLanding}{{#var:selectedcolumns}}
|table=class="wikitable sortable",-{{#var:tableheader}}
|tablerow={{#var:tablerow}}
|category={{#var:argIncCat}}
|notcategory={{#if:{{{excat1|}}}|{{{excat1}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat2|}}}|{{{excat2}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat3|}}}|{{{excat3}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat4|}}}|{{{excat4}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat5|}}}|{{{excat5}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat6|}}}|{{{excat6}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat7|}}}|{{{excat7}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{excat8|}}}|{{{excat8}}}{{GetLangSuffix}}}}
|notcategory={{#if:{{{showPiloting|}}}||AY Honors/Piloting{{GetLangSuffix}}}}
|nottitleregexp=.*/en$
|ordermethod=sortkey
|namespace=
}}
{{#if:{{{debug|}}}|
*argIncCat = {{#var:argIncCat}}
*key = {{#var:key}}
*category = {{#var:category}}
*tablerow = {{#var:tablerow}}
*tableheader = {{#var:tableheader}}
*selectedcolumns = {{#var:selectedcolumns}}
}}
</includeonly>
<noinclude><nowiki />{{Honor index
|cat1=AY Honors/Arts, Crafts and Hobbies
|cat2=AY Honors/Skill Level 1
|excat1=AY Honors/Approved by General Conference
|excat2=AY Honors/Approved by North American Division
|columnselection=:honorname:insignia:authority:skill:year
}}<nowiki />{{Honor index
|cat1=AY Honors/Arts, Crafts and Hobbies
|cat2=AY Honors/Skill Level 1
|excat1=AY Honors/Approved by General Conference
|excat2=AY Honors/Approved by North American Division
}}
<templatedata>
{
"params": {
"columnselection": {
"label": "Shown columns (and order)",
"description": "This defines the shown columns and the order of those. Each column needs to be separated by a \":\" and it needs to be started with a \":\". Possible columns are: honorname, insignia, category, authority, skill, year",
"example": ":honorname:insignia:category:authority:skill:year",
"default": ":honorname:insignia:category:authority:skill:year",
"autovalue": ":honorname:insignia:category:authority:skill:year"
},
"excat1": {
"label": "First excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference",
"autovalue": ""
},
"excat2": {
"label": "Second excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference"
},
"excat3": {
"label": "Third excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference"
},
"excat4": {
"label": "Fourth excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference"
},
"excat5": {
"label": "Fifth excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference"
},
"excat6": {
"label": "Sixth excluded Category",
"description": "The honor isn't allowed to be in that category.",
"example": "AY Honors/Approved by General Conference"
},
"catn": {
"label": "Included Category",
"description": "This category needs to be included. The n needs to be replaced with an upcounting number, that way it is possible to add multiple categories. An honor included in the list needs to have every added category. For example add those arguments: cat1=mycategory1|cat2=mycategory2 and so on.",
"example": "AY Honors/Skill Level 1"
}
},
"description": "This template creates a table view, containing the honors in this wiki. The columns shown can be modified also it can be defined which categories should be included and which excluded.\n\nIt is very complex so I try to explain what is going on. First in the template we create the needed variables for defining the table (text's of the header, wanted columns, row template). \nAfter we did that magic, we have the magic that enables the template to have a dynamic count of needed (included) categories.\n\nThat is the whole preparation. Now we only let DPL do it's magic and a nice table will be created... hopefully ;) ",
"paramOrder": [
"columnselection",
"excat1",
"excat2",
"excat3",
"excat4",
"excat5",
"excat6",
"catn"
]
}
</templatedata>[[Category:UsesLoops]]</noinclude>

AY Honors/Stewardship/Answer Key

2025-01-04T20:49:01Z

Jomegat: delete "extra" requirement

{{HonorSubpage}}

<section begin="Body" />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3}}
<noinclude><translate></noinclude>

===Mind and Body=== 
===Environment===
===Talent===
===Time===
===Possessions===

<br />
='''Stewardship of Mind and Body:'''= 


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5}}
<noinclude><translate>
</noinclude>


<br />
='''Stewardship of Environment:'''= 


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=6}}
<noinclude><translate>
</noinclude>

* Pick up trash
* Use regular dishes instead of paper whenever possible
* Recycle paper, plastic, and bottles
* Use reusable bags
* Use a reusable water bottle
* Use paper, bamboo, or stainless steel straws instead of plastic
* Turn off lights and appliances when you’re not using them
* Wrap gifts using gift bags that can be reused, recycled wrapping paper, or even newspaper
* Encourage your family to recycle as much as possible.
* Ask your parents to start a compost pile for food scraps instead of throwing in the trash.
* When camping or hiking, follow the Leave No Trace 7 Principles: 1) Plan ahead and prepare, 2) Travel and camp on durable surfaces, 3) Dispose of waste properly, 4) Leave what you find, 5) Minimize campfire impacts (be careful with fire), 6) Respect wildlife, 7) Be considerate of other visitors.
© 1999 by the Leave No Trace Center for Outdoor Ethics. www.lnt.com


<br />

='''Stewardship of Talent:'''= 


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7a}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7b}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7c}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7d}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7e}} 
<noinclude><translate>
</noinclude>

===The project is to be a benefit or outreach to others.=== 
===The project is to be a new endeavor not previously accomplished.===

<br />
='''Stewardship of Time:'''= 


<noinclude></translate></noinclude>
{{CloseReq}} 
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=8}}
<noinclude><translate>
</noinclude>

* Personal devotions (reading the Bible and prayer)
* Family worship
* Entertainment
* Rest
* Personal time
* Classwork time
* Home study
* Extracurricular activities
* Home chores
* Other

<br />
='''Stewardship of Possessions:'''= 


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=9}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10a}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10b}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11}}
<noinclude><translate>
</noinclude>



<noinclude></translate></noinclude>
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11a}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11b}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11c}} 
<noinclude><translate>
</noinclude>


<noinclude></translate></noinclude>
{{CloseReq}} 
{{CloseReq}} 
<noinclude><translate></noinclude>

==References== 
<noinclude></translate></noinclude>
{{CloseHonorPage}}

Investiture Achievement/Guide/Outdoor Living/requirement 3

2024-10-05T01:19:05Z

Jomegat: Remove problematic requirement tag

<noinclude><translate>
</noinclude>
{{requirement
|Complete one of the following honors not previously earned:
* Pioneering
* Winter Camping
* Backpacking
* Wilderness Living
* Outdoor Leadership
|3
}}

<noinclude></translate></noinclude>

AY Honors/Red Alert I/Answer Key

2024-09-21T12:16:00Z

Jomegat: Updated advice for an earthquake

{{HonorSubpage}}

<section begin="Body" />
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;Blizzard: In a blizzard, make sure the doors are closed and all windows are up. Use water a little at a time and shut off the car's engine to prevent carbon monoxide poisoning. When the snow stops, get out of the car and clear the snow off the roof, hood, trunk, and windows. This will allow others to see the car and will allow sunlight to warm the inside.


;Desert: Get out of the car and find shade. If necessary, take shelter in the shadow of your car. Try to stay hydrated by drinking water. If you run out of water you may be able to collect it off the car in the morning when the dew falls. Rather than rationing your water, drink all you can when you can. Rather than shedding your clothing, put more on to hold in your body's moisture. Stay near the car. Do not try to hike to the gas station you think you passed "two miles ago." It could easily have been 10 miles ago.


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Contact the police and stay calm. Stay out of traffic. If your car is in the traffic lanes try to move it or get everyone out of the car and away from traffic to prevent injury if the disabled car is hit again. If available, light road flares to alert other motorists of the danger ahead.


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Stand in a doorway, or get on the floor next to (not under) a large sturdy piece of furniture. If the building collapses, there will be an empty space next to such a large object, and if you are there, your chances of survival are greatly improved. If you are outside, stay away from buildings and power lines. Once the shaking stops, exit the building and stay outside until the building judged safe by a responsible adult (minor earthquake) or building inspector (major damage). Be aware aftershocks commonly follow earthquakes so don't assume the danger is over just because the shaking stopped.


Earthquakes cause other dangers, some of which may not be immediately obvious. Broken gas mains can cause explosions. Electricity may be disabled. Live powerlines may fall down. Traffic accidents may increase due to panic and damaged infrastructure. Roads and bridges may be damaged and unsafe. Local flooding can happen because of failed water mains or broken dams. In coastal areas you may need to evacuate to higher ground to escape an earthquake caused tsunamis.


Emergency services may be overwhelmed so only call 911 if you have a serious problem requiring immediate emergency attention. Cell phone networks may be damaged, and are likely to overload from excessive use following an earthquake. Do your part to limit phone calls and cell phone internet use to absolutely necessary communication. Consider a text or facebook post to advise loved ones you are ok rather than adding to the network burden.


Consider knocking on doors to check on neighbours. Local radio is the best source of information following a major earthquake because it is available in automobiles and radio stations are specifically designated to quickly share important information in major emergencies.


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Learn the safest route to travel, staying on higher ground away from low-lying areas. Disconnect electrical appliances and equipment, or turn off the main breaker. Know public warning in your area. Do not attempt to cross a flooded stream, such as one that is over the road. Water is very strong and can sweep even a heavy truck downstream in an instant. If you find yourself being swept downstream, try to float on your back and get your feet in front of you with your toes out of the water to avoid foot-entrapment. Do not try to stand in swift water, as if you are knocked over and your foot becomes entrapped by something under the water, the water will hold you down and you will not be able to get up. Use your arms to keep yourself afloat and to guide yourself to the bank.


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Go to a basement or storm shelter. Remain alert to weather conditions. Be familiar with the community warning systems.


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When a hurricane is forecast to strike your area, take steps to protect yourself. Put up shutters to protect your property and evacuate if advised to do so by local officials. Have a supply of non-perishable food and water on hand. Be aware of ''storm surge'', which is caused when a hurricane temporarily raises the level of the ocean, sometimes by dozens of feet. Take shelter somewhere on high ground during the storm.


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Stay away from trees, tall objects, water, and objects made of metal (such as railing). If possible, get inside a building or in a car. If your hair stands on end, drop to your knees and place your hands on your knees. This will make you a smaller target for a lightning strike. Do not lay on the ground, as this will make you a larger target.


Do not use a traditional land-line telephone (cell phones are OK though). Stay away from windows. Do not take a shower or a bath during a thunderstorm.


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You will first need to decide if you should evacuate or take shelter. If the emergency is already underway, you will need to take shelter underground. If the emergency is pending, but likely, you should evacuate to a safe area without delay. Television and radio reports as well as the local law enforcement should be able to help you make this decision.


On an individual scale, one means of preparation for exposure to nuclear fallout is to obtain potassium iodide (KI) tablets as a safety measure to protect the human thyroid gland from the uptake of dangerous radioactive iodine. Another measure is to cover the nose, mouth and eyes with a piece of cloth and sunglasses to protect against alpha particles.


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;Rock Avalanche: Quickly exit the affected area. If escape is not possible, curl into a tight ball facing downhill (with your back to the oncoming rocks) and cover your head. When the landslide ends, check for trapped or injured persons without entering the slide area (more debris could follow). Direct rescue personnel to any victims you are able to locate. Watch for flooding - landslides are usually triggered by water. Watch for broken utility lines (electric, gas, and water) and report them to the authorities.


;Snow: It is better to not travel in avalanche country, but if travel is necessary, risk can be reduced by observing avalanche safety rules and carrying proper equipment. This includes a radio beacon on every member of your party, and shovels. Radio beacons made for this purpose transmit constantly, and can be switched to receiver mode after an avalanche. These can help to find buried victims. Finding victims quickly and digging them out greatly increases their chances of survival. Avalanche snow compacts into a very hard mass very quickly after an avalanche, so a shovel is an essential piece of gear. It is next to impossible to dig someone out of an avalanche with bare hands or even with a ski, but if that is all you have available, you should start right away.


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Get as much of your body out of the water as quickly as possible. Get back to the boat immediately. If possible, right the boat, climb in, and bail it out. Otherwise, stay with the boat, as this will make it easier for a rescuer to find you. Do not attempt to swim to shore, as it is often a lot farther away than it appears.


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Give your name, phone number, the nature of emergency, the location of the emergency, and whether any personal dangers or injuries are present. To make sure the police correctly attach you (and not someone else with a similar name) to the report you should also provide your birthdate and home address once the more important information is provided.


The person making the call to report an emergency should be the last to hang up the telephone. If you ever call 911 by accident do not hang up. Stay on the line and explain your mistake. Otherwise the police will send out a response you do not need, which could endanger others as emergency vehicles rush to your non-emergency.


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Start by making a map of your house. Draw at least two escape routes for every room, making sure that the two routes do not cross a common area - otherwise, if the common area is affected you will not have a workable escape route.


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Panic usually occurs because a person does not know how to react in a dangerous situation. Having a plan in place before an emergency occurs will help control panic. Practicing the plan ahead of time (such as with a fire drill) reinforces the plan in everyone's minds, so that the situation will feel more familiar if it really happens. Rather than thinking "Oh no! What do I do?!" a practiced person will think "Oh, yes. I ''know'' what to do."


If you find yourself in an emergency and feel yourself beginning to panic, try to calm down and use your head. Panic will only make things worse. If you see others beginning to panic, touch them, tell them to calm down, and tell them exactly what they should do. If they see that you are not in a panic and seem to know what to do, they will likely follow.


The best way to quickly evacuate a crowded building such as a church or a school is for everyone to calmly ''walk'' out in an orderly fashion. If everyone runs, panic is more likely to take over, and the exits will become jammed as people attempt to squeeze around one another. People have been killed by crowds stampeding out of a building in a panic.


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Know where your children are all the time. Never leave children alone in cars. Establish a family code word. Tell the children never to go with anyone who does not know the code word. Have fingerprints taken of your children. Keep current photos and records (dental/medical). Make mental note of what your child wears every day. Make sure your children know their address and telephone number, and how to use the telephone. Teach them how to dial 9-1-1.


What to do if abducted: Yell - ''This person is not my father/mother''. Kick the kidnapper's foot or knee. Scream "Fire!" as this is more likely to attract attention than screaming "Help!"


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==References== 


Wikipedia references:


*[[w:Abdominal thrusts|Abdominal Thrusts]]


Other references:
* http://www.fema.gov/kids/
* http://www.nilesema.com/landslidetips.htm
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AY Honors/Teaching/Answer Key

2024-08-17T18:39:16Z

Jomegat: Remove note pointing out the (now fixed) error in the requirement.

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The requirements necessary to become a teacher vary dramatically from country to country, and in the United States, it varies from state to state. In general, a four year bachelors degree is required to teach elementary school, though often there is no direct "degree" in elementary education. Rather, the education certification is the "minor" one earns while receiving a bachelors' degree. If one is planning to teach in secondary school, the teacher often receives a degree in the subject of interest, and certification (whether denominational and/or state), as a minor or fifth year of education. Both elementary and secondary certifications require student teaching, which is either one-quarter or one-semester in length, depending on the program.


The path to becoming a college professor is much more varied. College professors eventually earn a doctorate in the area of their particular interest and giftedness. However, they may get that degree immediately after they finish a bachelors' or masters' degree, or years later either before they began teaching at a college level or after they have begun their professorship (but usually before they become full professors). College professors are specialists in their field of study, which means they have often been professionals in that field for a number of years prior to entering the college teaching scene. Adjunct professors are often professionals from the subject field who teach a class or two as a side gig. A practicing lawyer might teach Business Law or a Head of a Hospital Nursing Department might teach a nursing class.


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Recertification is when you have someone’s certification or qualification renewed.
Teacher recertification is the way that teachers keep "current" in the issues that affect their classrooms, their teaching style, and most importantly, their students. Most students think that their teachers get the summer off. In reality, most teachers spend a large portion of each summer attending summer school, taking additional classes that will help them be better teachers. In most cases, re-certification requirements require that a teacher earn a certain number of college credits every three years.


There are a variety of certifications and endorsements available to teachers. In the SDA teaching system, a teacher begins with a basic certification, after three years and some classes and tests, a teacher may receive a standard certification. After a significant number of years and education (usually a masters' degree) a teacher is eligible to receive a professional certification.


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When interviewing a teacher, please keep the following tips in mind:


1. Teachers love to tell stories, and love to spend time with people... be prepared to listen!


2. Because teachers love people, they often have a hard time saying "no" or "could we do the interview later?" even when they are really busy and have lots of demands on their time. So, be polite and alert to what might be going on in the teacher's life and try to find a time not too near test week, a holiday, or the beginning or end of a term.


3. Take good notes. Teachers love to see that you care enough to write it down!


4. If your selected teacher is okay with it, record your interview on an audio or video device. This will allow you to go back and "review" what you've learned from the interview.


5. Don't limit yourself to this list of interview questions. Get your heart involved in the interview, and learn what you can about the teacher and what it is like to be one. This is a special one-on-one opportunity you have with a special person. Make the most of it!


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The Bible can be searched online at http://www.biblegateway.com. The Ellen White writings can be viewed and searched online at http://www.whiteestate.org/search/search.asp


''Choose the requirement based on your age.''


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==Historical notes== 
When the original Teaching Honor was accepted in 1944, it was for adult Master Guides and had only one requirement: "Have five years of professional teaching experience on the elementary, secondary, or college level."- Junior Missionary Volunteer Handbook, revision of 1957.


Many Honors have grown and changed over the years. Today we focus on development that allows our youth to participate in and earn any Honor.


The flag was changed from an American Flag to the UN flag to reflect the worldwide scope of Pathfindering. You will still see older patches on sashes.


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AY Honors/Teaching/Requirements

2024-08-17T18:37:54Z

Jomegat: Fix requirement reference

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:<b>c. <section begin=req1c /><noinclude><translate>
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<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>What is the importance of teacher recertification?
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<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Interview at least two teachers, asking each the following questions:
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:<b>a. <section begin=req3a /><noinclude><translate>
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:<b>e. <section begin=req3e /><noinclude><translate>
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:<b>a. <section begin=req4a /><noinclude><translate>
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:<b>b. <section begin=req4b /><noinclude><translate>
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</noinclude>Asynchronous learning
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:<b>d. <section begin=req4d /><noinclude><translate>
</noinclude>Differentiated learning
<noinclude></translate></noinclude><section end=req4d /></b>

:<b>e. <section begin=req4e /><noinclude><translate>
</noinclude>Flipped classroom
<noinclude></translate></noinclude><section end=req4e /></b>

:<b>f. <section begin=req4f /><noinclude><translate>
</noinclude>Gamification
<noinclude></translate></noinclude><section end=req4f /></b>

:<b>g. <section begin=req4g /><noinclude><translate>
</noinclude>M-Learning
<noinclude></translate></noinclude><section end=req4g /></b>

:<b>h. <section begin=req4h /><noinclude><translate>
</noinclude>Personalized Learning
<noinclude></translate></noinclude><section end=req4h /></b>

:<b>i. <section begin=req4i /><noinclude><translate>
</noinclude>Project-based Learning
<noinclude></translate></noinclude><section end=req4i /></b>

:<b>j. <section begin=req4j /><noinclude><translate>
</noinclude>Place-based Learning
<noinclude></translate></noinclude><section end=req4j /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>What is a lesson plan and why is it used? Have a teacher show you a sample lesson plan they have used.
<noinclude></translate></noinclude><section end=req5 /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Explore the Bible and the book ''Education'' by Ellen G. White to learn what teaching methods Jesus used. Compare and contrast teaching methods of Jesus to at least one from question 4. Present an oral report on what you learned.
<noinclude></translate></noinclude><section end=req6 /></b>

<section begin=challenge />
<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>Complete one of the following:
<noinclude></translate></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude><translate>
</noinclude>If you are 16 years old or younger, do two of the following for a minimum of 40 minutes per week for three weeks:
<noinclude></translate></noinclude><section end=req7a /></b>

::<b>i. <section begin=req7ai /><noinclude><translate>
</noinclude>Assist a teacher in designing and preparing a bulletin board.
<noinclude></translate></noinclude><section end=req7ai /></b>

::<b>ii. <section begin=req7aii /><noinclude><translate>
</noinclude>Assist a teacher in preparing learning aids.
<noinclude></translate></noinclude><section end=req7aii /></b>

::<b>iii. <section begin=req7aiii /><noinclude><translate>
</noinclude>Assist a teacher in developing a lesson plan.
<noinclude></translate></noinclude><section end=req7aiii /></b>

::<b>iv. <section begin=req7aiv /><noinclude><translate>
</noinclude>With the supervision of a teacher, teach a child or class at least one teaching methods concept.
<noinclude></translate></noinclude><section end=req7aiv /></b>
<section end=challenge />

:<b>b. <section begin=req7b /><noinclude><translate>
</noinclude>If you are older than 16 years, do three of the following:
<noinclude></translate></noinclude><section end=req7b /></b>

::<b>i. <section begin=req7bi /><noinclude><translate>
</noinclude>Teach an adults’ or children’s Sabbath School class for a minimum of six weeks.
<noinclude></translate></noinclude><section end=req7bi /></b>

::<b>ii. <section begin=req7bii /><noinclude><translate>
</noinclude>Teach in a department of Vacation Bible School.
<noinclude></translate></noinclude><section end=req7bii /></b>

::<b>iii. <section begin=req7biii /><noinclude><translate>
</noinclude>Teach three AY Honors.
<noinclude></translate></noinclude><section end=req7biii /></b>

::<b>iv. <section begin=req7biv /><noinclude><translate>
</noinclude>Assist in teaching requirements for one of the Investiture Achievement classes, culminating in investiture.
<noinclude></translate></noinclude><section end=req7biv /></b>

::<b>v. <section begin=req7bv /><noinclude><translate>
</noinclude>Teach a seminar from the AYMT (Adventist Youth Ministry Training) Staff curriculum.
<noinclude></translate></noinclude><section end=req7bv /></b>
<section end=Body />

AY Honors/Pin Trading - Advanced/Answer Key

2024-07-08T00:26:13Z

Jomegat: formatting

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Having a knowledge of the cost and value of pins can empower you by helping you to know how to make a fair trade and to decrease the chances of your being taken advantage of by others.


COST is determined by:
* Quality of the pin/what material it is made from: Metal pins costs more than plastic pins; there are different qualities of metal pins; buttons or handmade pins are usually less expensive.
* Size: Bigger pins cost more than smaller pins.
* The number of colors used: The addition of more colors can sometimes add to the cost.
* The type and number of pin backs used to hold it on: Locking clutches cost more than rubber or butterfly clutches; two pin backs cost more than one pin back.
* Accessories or embellishments, such as spinners, danglers, etc.: These can add to the cost of a pin.


VALUE may be determined by:
* The cost and quality of a pin.
* How rare a pin is or how difficult it is to get.
* How beautiful or interesting or desirable the pin is to YOU, regardless of the cost or quality.
Ultimately, YOU are the one who places value on a pin based on how much you like the pin, how special it is to you for whatever reason, and how much you are willing to trade for it. Just because someone tells you that a pin is valuable because not very many were made doesn’t necessarily make it valuable to YOU if it’s not a pin that you like or want to add to your collection.


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Cloisonné pins continue the fine-art tradition of glass enameling started in China centuries ago. The pins are made by hand-pouring powdered glass into the recesses of a die struck brass base. The brass can be plated in gold, silver, nickel, black nickel or bronze. After being baked at a very high temperature, the glass enamel is sanded and polished to be flush with the metal lines that separate the colors. This gives the pins a smooth and lustrous quality. Colors are limited with this technique.


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Die cast pins are created by injecting liquid metal into a rubber mold which is then spun at a high revolution to ensure uniformity. As the metal cools and hardens, the lapel pins get their shape. Die cast pins can have intricate cut-outs and three-dimensional sculpturing that is not achievable with die struck pins.


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The basic die struck pin is made by stamping an image onto a sheet of metal, cutting it out, and then plating it in a gold, silver, or nickel finish, giving it a classic dimensional look without adding color. The recessed areas can be antiqued or sandblasted to add texture, while the raised-relief areas can be polished.
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Hard enamel pins are made in the same technique as the cloisonné, but the recessed spaces are filled with a hard enamel paint rather than glass. The pin is heated to a very high temperature to harden or cure the paint, and then it is polished smooth. The paint and the metal borders/ridges are at the same level. If you rub your thumb over a hard enamel pin it will feel smooth and you will not feel the metal borders/ridges. The hard enamel filling gives a beautiful, high quality look similar to that of the cloisonné, but at a lower price and with more color options.


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The offset printing process produces a full-color reproduction of a photograph or full-color artwork with outstanding detail and accuracy. A protective coating seals the design and protects it from scratching and fading.


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Photo etched pins are made by using an acid-reaction process to transfer the image onto a thin metal plate. Each color is then applied by hand to the pins, and finally the pin is cut out from the metal sheet. Photo etched pins tend to be thinner than other metal pins.


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Similar to photographic (offset printed) pins, silk screen pins produce an exact replica of a design on the pin with a great deal of detail and full color. The process of creating silk screen lapel pins is almost identical to that of silk screen t-shirts. A base coat is laid over the pins, then one at a time, each color is pressed through a screen with the help of a roller and allowed to dry. When each color has been applied, a protective coating seals the design and protects it from scratching and fading.


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Soft enamel pins are die struck pins with the recessed areas filled with paint. They are air dried which causes the paint to settle, creating a dimensional look, meaning the paint is at a lower level than the metal borders surrounding each color. If you rub your thumb over a soft enamel pin you will feel the metal ridges. This type of pin is a less expensive version of a hard enamel pin.


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An epoxy dome is a clear plastic coating that can be added as an option to soft enamel or photo etched pins, providing a lustrous shine and adding additional depth to the overall design of the pin. Silk screened and offset printed designs can be very delicate, so these pin types have an epoxy dome which acts as a barrier to protect the pin design from being scratched or scraped off. Disadvantages are that they tend to turn yellow over time, and occasionally they come off.


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A pin that has a blinking LED light or lights added. It has one or more batteries which makes it a fatter pin.


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A second pin attached to the main pin with a spring so that it “bobbles” or moves.


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A second pin attached to the main pin by one or more rings or a small chain. This is similar to a '''hinge''' (which is not in the list of required definitions, but is included here for completeness). A hinge is a second or third piece that is attached to the main pin by hinges to fold over the pin.


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Sparkly colors added to a pin.


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One or more fake gemstones attached to a pin.


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A second pin that slides along a slot cut in the main pin that gives a sense of action.


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A second pin attached to the main pin that can be spun around with your finger.


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A second pin attached to the main pin by a post so it can be twirled front to back with your finger.


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To attach: Carefully align the hole on the bottom of the clutch with the point of the pin and push clutch straight down while pulling up slightly on the spring-loaded top part.
To remove: While holding the bottom part of the clutch down, pull up on the spring-loaded top part, then slide the clutch off of the pin.


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To attach: Make sure lock is rolled to the “open” position, push the long stick pin down and into the slot, then roll the lock to the other side to lock the pin in place.
To remove: Roll the lock to the “open” position and push the long stick pin down and out of the slot.


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To attach: Line magnet up with metal back until they join together.
To remove: Pull magnet apart from metal back.


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To attach: Push the long stick pin down and under the hook.
To remove: Push the long stick pin down and out from under the hook.


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The Golden Rule comes from Matthew 7:12:
{{Bible verse
|book=Matthew
|chapter=7
|verse=12
|version=NIV
|text=
“So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.”
}}
When pin trading, you should always treat other pin traders the same way you want to be treated. If you don’t want to receive a broken pin, then don’t give someone else a broken pin. If you don’t want your pins stolen, then don’t steal someone else’s pins. If you don’t want to be pressured to trade a pin, then don’t pressure someone
else. If you don’t like being interrupted during a trade, then don’t interrupt others. If you don’t like people grabbing or touching your pins without permission, then don’t do that to others.


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If you are trying to collect a complete set of pins, it is important to find out how many pins there are in the set you are interested in. Sets may range in size from two pins to ten or more pins. In some sets, the pins are all alike except that they come in a number of different colors, and sometimes there may be one special pin that contains all the colors. In other sets, each pin in the set is different. In some sets, each pin can stand alone, and in other sets, you need the whole set in order to have a complete picture, because the pieces fit together like a puzzle. Sometimes one pin in the set will have a higher value than the other pins in the set because there were fewer made, and so it is harder to find. You may have to trade extra pins to get that
one more valuable pin in order to complete the set.


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Trade shows, conventions, or special events often have exhibit booths that give out free items, and some of these booths may give out free pins. SDA organizations and institutions, such as academies, colleges, universities, TV stations, ADRA, food industries, or publishing institutions often set up exhibit booths at places such as Pathfinder Camporees, Camp Meetings, ASI, or General Conference sessions, and some of these booths may give out free pins. This is a great way to get some free pins for trading.


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One way to do this is to buy pieces of felt or craft foam, put tape along one edge to make it stronger, then punch holes in the edge with the tape. You can then put the pages in a three-ring binder. It is a good idea to put extra felt or foam pages between the pin pages so your pins won't get scratched. If you like you can decorate your binder. Or you can come up with your own design for making a pin book.


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You can make your own pins for trading. You can turn just about any small item into a pin by attaching a pin back or safety pin to it. Pin backs can be purchased online or at a craft store. One idea is to make beaded safety pin designs. If you do an Internet search for “beaded safety pin flags” or “beaded safety pin patterns” you can find lots of free patterns for flags or other fun designs. For more ideas on how to make other handmade pins, you can do an Internet search for “Girl Scout SWAPS.” Get creative!


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If you want to display your pins for Pathfinder Sabbath or at a Pathfinder Fair, check with your Pathfinder Director to see if you can do this. Set up your display of pins in an appealing way so you can get other Pathfinders or Adventurers excited about getting the Pin Trading Honor someday. If your state or county has a fair, you may be able to display your collection of pins there.


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If your club or conference is planning to design a pin for a camporee, and if you are creative and have a good idea, you can draw your design and submit it to your club or conference. This requirement will be fulfilled just by submitting your design, even if your club or conference chooses a different design to actually use for the pin.


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===Tips for Writing Letters=== 
* Many companies and organizations will send you a free pin(s) by simply writing them a letter.
* Get your parents or Pathfinder staff to help you find the names and addresses for sports
associations or federations, National Olympics Committees, and companies who sponsor events like the Olympics or other sporting events. Many will send you a free pin if you write and ask.
* You can go to the Olympics web site and see who the sponsor companies are.
* The more letters you send, the more free pins you are likely to receive. One girl wrote to 77 companies, and 55 of them sent her over 250 pins!
* Write your letter by hand and send it the old-fashioned way, in a stamped envelope.
* Tell the company how old you are, what you like to do, what you like to collect, and that you would love to have one of their pins.
* Always offer to pay for the pin. Most companies will not ask you to pay but will send you a pin for free.
* If you are writing to other countries, make the letter simple and try to say something nice about
their country. It helps you learn about other countries too.
* If you are writing to other countries, be sure to use the proper amount of postage. (Check wit the Post Office.)
* If you ask nicely, the pins will start coming. Then it's so much fun to get mail!
* Always be sure to write a thank you note if you get a free pin.


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;ADVOCATE: A person who speaks or writes in support or defense of a person, cause, etc.; a person who pleads for or in behalf of another; intercessor.


If you observe someone trying to take advantage of another, respectfully approach them and remind them of the reasons why we engage in pin trading. Help in the trade so that everyone ends up happy. It’s not fun to be pressured into a trade. It’s only a good trade if both parties are satisfied after the trade. It is always acceptable to suggest another pin or to politely say, “No thanks,” if you are not happy with the proposed trade. Always encourage young and new traders when you can.


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As you get more pins, try giving some away. You will discover that it can be as much or more fun to give pins away as it is to add pins to your collection. The Bible says that it is more blessed to give than to receive. Making others happy is very rewarding!


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This can take place at a Pathfinder camporee, Disneyland/Disney World, the Rose Parade, the Olympics, sporting events, or any other venue where pin trading takes place. Remember to talk to the people you are trading with and to practice the “Fun, Fair, and Friendly” rules of etiquette that you learned. Learn interesting things about the people you trade with like their name, where they are from, how long they’ve been trading pins, what they like to collect, etc. Having a diary will help you remember to talk to the people you trade with. You can make your diary as elaborate or as simple as you want.


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==References== 
<noinclude></translate></noinclude>
{{CloseHonorPage}}

AY Honors/Pin Trading - Advanced/Answer Key

2024-07-08T00:25:23Z

Jomegat: Move hinge to the dangler section since hinge is not one of the required terms.

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<section begin="Body" />
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{{honor_prerequisite|honor=Pin Trading}}


<noinclude></translate></noinclude>
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}
<noinclude><translate>
</noinclude>

Having a knowledge of the cost and value of pins can empower you by helping you to know how to make a fair trade and to decrease the chances of your being taken advantage of by others.


COST is determined by:
* Quality of the pin/what material it is made from: Metal pins costs more than plastic pins; there are different qualities of metal pins; buttons or handmade pins are usually less expensive.
* Size: Bigger pins cost more than smaller pins.
* The number of colors used: The addition of more colors can sometimes add to the cost.
* The type and number of pin backs used to hold it on: Locking clutches cost more than rubber or butterfly clutches; two pin backs cost more than one pin back.
* Accessories or embellishments, such as spinners, danglers, etc.: These can add to the cost of a pin.


VALUE may be determined by:
* The cost and quality of a pin.
* How rare a pin is or how difficult it is to get.
* How beautiful or interesting or desirable the pin is to YOU, regardless of the cost or quality.
Ultimately, YOU are the one who places value on a pin based on how much you like the pin, how special it is to you for whatever reason, and how much you are willing to trade for it. Just because someone tells you that a pin is valuable because not very many were made doesn’t necessarily make it valuable to YOU if it’s not a pin that you like or want to add to your collection.


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</noinclude>
Cloisonné pins continue the fine-art tradition of glass enameling started in China centuries ago. The pins are made by hand-pouring powdered glass into the recesses of a die struck brass base. The brass can be plated in gold, silver, nickel, black nickel or bronze. After being baked at a very high temperature, the glass enamel is sanded and polished to be flush with the metal lines that separate the colors. This gives the pins a smooth and lustrous quality. Colors are limited with this technique.


<noinclude></translate></noinclude>
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</noinclude>
Die cast pins are created by injecting liquid metal into a rubber mold which is then spun at a high revolution to ensure uniformity. As the metal cools and hardens, the lapel pins get their shape. Die cast pins can have intricate cut-outs and three-dimensional sculpturing that is not achievable with die struck pins.


<noinclude></translate></noinclude>
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3c}} 
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</noinclude>
The basic die struck pin is made by stamping an image onto a sheet of metal, cutting it out, and then plating it in a gold, silver, or nickel finish, giving it a classic dimensional look without adding color. The recessed areas can be antiqued or sandblasted to add texture, while the raised-relief areas can be polished.
<noinclude></translate></noinclude>
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3d}}
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</noinclude>
Hard enamel pins are made in the same technique as the cloisonné, but the recessed spaces are filled with a hard enamel paint rather than glass. The pin is heated to a very high temperature to harden or cure the paint, and then it is polished smooth. The paint and the metal borders/ridges are at the same level. If you rub your thumb over a hard enamel pin it will feel smooth and you will not feel the metal borders/ridges. The hard enamel filling gives a beautiful, high quality look similar to that of the cloisonné, but at a lower price and with more color options.


<noinclude></translate></noinclude>
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</noinclude>
The offset printing process produces a full-color reproduction of a photograph or full-color artwork with outstanding detail and accuracy. A protective coating seals the design and protects it from scratching and fading.


<noinclude></translate></noinclude>
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</noinclude>
Photo etched pins are made by using an acid-reaction process to transfer the image onto a thin metal plate. Each color is then applied by hand to the pins, and finally the pin is cut out from the metal sheet. Photo etched pins tend to be thinner than other metal pins.


<noinclude></translate></noinclude>
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Similar to photographic (offset printed) pins, silk screen pins produce an exact replica of a design on the pin with a great deal of detail and full color. The process of creating silk screen lapel pins is almost identical to that of silk screen t-shirts. A base coat is laid over the pins, then one at a time, each color is pressed through a screen with the help of a roller and allowed to dry. When each color has been applied, a protective coating seals the design and protects it from scratching and fading.


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Soft enamel pins are die struck pins with the recessed areas filled with paint. They are air dried which causes the paint to settle, creating a dimensional look, meaning the paint is at a lower level than the metal borders surrounding each color. If you rub your thumb over a soft enamel pin you will feel the metal ridges. This type of pin is a less expensive version of a hard enamel pin.


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An epoxy dome is a clear plastic coating that can be added as an option to soft enamel or photo etched pins, providing a lustrous shine and adding additional depth to the overall design of the pin. Silk screened and offset printed designs can be very delicate, so these pin types have an epoxy dome which acts as a barrier to protect the pin design from being scratched or scraped off. Disadvantages are that they tend to turn yellow over time, and occasionally they come off.


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A pin that has a blinking LED light or lights added. It has one or more batteries which makes it a fatter pin.


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A second pin attached to the main pin with a spring so that it “bobbles” or moves.


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A second pin attached to the main pin by one or more rings or a small chain. This is similar to a ''hinge'' (which is not in the list of required definitions, but is included here for completeness. A hinge is a second or third piece that is attached to the main pin by hinges to fold over the pin.


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Sparkly colors added to a pin.


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One or more fake gemstones attached to a pin.


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A second pin that slides along a slot cut in the main pin that gives a sense of action.


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A second pin attached to the main pin that can be spun around with your finger.


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A second pin attached to the main pin by a post so it can be twirled front to back with your finger.


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To attach: Carefully align the hole on the bottom of the clutch with the point of the pin and push clutch straight down while pulling up slightly on the spring-loaded top part.
To remove: While holding the bottom part of the clutch down, pull up on the spring-loaded top part, then slide the clutch off of the pin.


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To attach: Make sure lock is rolled to the “open” position, push the long stick pin down and into the slot, then roll the lock to the other side to lock the pin in place.
To remove: Roll the lock to the “open” position and push the long stick pin down and out of the slot.


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To attach: Line magnet up with metal back until they join together.
To remove: Pull magnet apart from metal back.


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To attach: Push the long stick pin down and under the hook.
To remove: Push the long stick pin down and out from under the hook.


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The Golden Rule comes from Matthew 7:12:
{{Bible verse
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“So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.”
}}
When pin trading, you should always treat other pin traders the same way you want to be treated. If you don’t want to receive a broken pin, then don’t give someone else a broken pin. If you don’t want your pins stolen, then don’t steal someone else’s pins. If you don’t want to be pressured to trade a pin, then don’t pressure someone
else. If you don’t like being interrupted during a trade, then don’t interrupt others. If you don’t like people grabbing or touching your pins without permission, then don’t do that to others.


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If you are trying to collect a complete set of pins, it is important to find out how many pins there are in the set you are interested in. Sets may range in size from two pins to ten or more pins. In some sets, the pins are all alike except that they come in a number of different colors, and sometimes there may be one special pin that contains all the colors. In other sets, each pin in the set is different. In some sets, each pin can stand alone, and in other sets, you need the whole set in order to have a complete picture, because the pieces fit together like a puzzle. Sometimes one pin in the set will have a higher value than the other pins in the set because there were fewer made, and so it is harder to find. You may have to trade extra pins to get that
one more valuable pin in order to complete the set.


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Trade shows, conventions, or special events often have exhibit booths that give out free items, and some of these booths may give out free pins. SDA organizations and institutions, such as academies, colleges, universities, TV stations, ADRA, food industries, or publishing institutions often set up exhibit booths at places such as Pathfinder Camporees, Camp Meetings, ASI, or General Conference sessions, and some of these booths may give out free pins. This is a great way to get some free pins for trading.


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One way to do this is to buy pieces of felt or craft foam, put tape along one edge to make it stronger, then punch holes in the edge with the tape. You can then put the pages in a three-ring binder. It is a good idea to put extra felt or foam pages between the pin pages so your pins won't get scratched. If you like you can decorate your binder. Or you can come up with your own design for making a pin book.


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You can make your own pins for trading. You can turn just about any small item into a pin by attaching a pin back or safety pin to it. Pin backs can be purchased online or at a craft store. One idea is to make beaded safety pin designs. If you do an Internet search for “beaded safety pin flags” or “beaded safety pin patterns” you can find lots of free patterns for flags or other fun designs. For more ideas on how to make other handmade pins, you can do an Internet search for “Girl Scout SWAPS.” Get creative!


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If you want to display your pins for Pathfinder Sabbath or at a Pathfinder Fair, check with your Pathfinder Director to see if you can do this. Set up your display of pins in an appealing way so you can get other Pathfinders or Adventurers excited about getting the Pin Trading Honor someday. If your state or county has a fair, you may be able to display your collection of pins there.


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If your club or conference is planning to design a pin for a camporee, and if you are creative and have a good idea, you can draw your design and submit it to your club or conference. This requirement will be fulfilled just by submitting your design, even if your club or conference chooses a different design to actually use for the pin.


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===Tips for Writing Letters=== 
* Many companies and organizations will send you a free pin(s) by simply writing them a letter.
* Get your parents or Pathfinder staff to help you find the names and addresses for sports
associations or federations, National Olympics Committees, and companies who sponsor events like the Olympics or other sporting events. Many will send you a free pin if you write and ask.
* You can go to the Olympics web site and see who the sponsor companies are.
* The more letters you send, the more free pins you are likely to receive. One girl wrote to 77 companies, and 55 of them sent her over 250 pins!
* Write your letter by hand and send it the old-fashioned way, in a stamped envelope.
* Tell the company how old you are, what you like to do, what you like to collect, and that you would love to have one of their pins.
* Always offer to pay for the pin. Most companies will not ask you to pay but will send you a pin for free.
* If you are writing to other countries, make the letter simple and try to say something nice about
their country. It helps you learn about other countries too.
* If you are writing to other countries, be sure to use the proper amount of postage. (Check wit the Post Office.)
* If you ask nicely, the pins will start coming. Then it's so much fun to get mail!
* Always be sure to write a thank you note if you get a free pin.


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;ADVOCATE: A person who speaks or writes in support or defense of a person, cause, etc.; a person who pleads for or in behalf of another; intercessor.


If you observe someone trying to take advantage of another, respectfully approach them and remind them of the reasons why we engage in pin trading. Help in the trade so that everyone ends up happy. It’s not fun to be pressured into a trade. It’s only a good trade if both parties are satisfied after the trade. It is always acceptable to suggest another pin or to politely say, “No thanks,” if you are not happy with the proposed trade. Always encourage young and new traders when you can.


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As you get more pins, try giving some away. You will discover that it can be as much or more fun to give pins away as it is to add pins to your collection. The Bible says that it is more blessed to give than to receive. Making others happy is very rewarding!


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This can take place at a Pathfinder camporee, Disneyland/Disney World, the Rose Parade, the Olympics, sporting events, or any other venue where pin trading takes place. Remember to talk to the people you are trading with and to practice the “Fun, Fair, and Friendly” rules of etiquette that you learned. Learn interesting things about the people you trade with like their name, where they are from, how long they’ve been trading pins, what they like to collect, etc. Having a diary will help you remember to talk to the people you trade with. You can make your diary as elaborate or as simple as you want.


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==References== 
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AY Honors/Glaciers/Answer Key

2024-05-25T19:23:05Z

Jomegat: twoer->tower

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A glacier is a large body of ice and snow that moves under its own weight. Glaciers may form in mountains (alpine glaciers) or across broad areas (continental glaciers) through repeated seasonal snowfall that does not melt. Overtime, the snow is compacted to firn and then to ice, squeezing out air bubbles and becoming a solid mass. The weight of a glacier pushes it across the ground or downslope. Alpine glaciers are often referred to as "rivers of ice," an apt description of these very slow-moving solid water bodies.

The study of glaciers, called glaciology, is an interesting science that brings together elements of geology, hydrology, chemistry, physics, climate and paleo-climate studies, among other fields. Studying glaciers provides insights into geological landforms and how they were made, allows study of changing climate over time both through the advance and retreat of glaciers and through studying the layers of compacted ice by drilling ice cores. Chemical analysis of these cores can show changes in relative atmospheric carbon dioxide, for example, or even capture records of past volcanic activity or plant spores. The rate of glacial retreat offers ways to consider and measure the changing climate. At times, glaciers may reveal ancient artifacts or even frozen mummies that offer anthropological and archeological details of past usage of places, lifestyles, and suggestions of climate.

Glaciologists may work in the field, mapping and measuring glaciers by using satellites and drones, tracking advance and retreat by placing lines of poles on active glaciers, or studying past climate and atmosphere through drilling ice cores. Continental glaciers in Antarctica and Greenland may be studies through permanent or seasonal scientific research stations, allowing continued access to the glaciers, where annual precipitation can be tracked, along with any changes in the glacier's movement.


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[[File:Glacier Crevasse.jpg|thumb|A Crevasse on a glacier]] A crevasse is a crack in the surface of a moving glacier. Crevasses may be narrow or wide, shallow or deep.


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Firn is a term for snow that has been compressed enough to eliminate air pockets. If it is compressed further, it will become glacial ice.


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[[File:Glacial Drift.jpg|thumb|Glacial Drift]]
Glacial drift is the term for sediment and debris moved or deposited by a glacier, whether directly through physical erosion and movement, or indirectly, as in debris moved further by water from a melting glacier.


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[[File:Small Glacial Erratics.jpg|thumb|Glacial erratics in a stream]]
A glacial erratic is a rock or boulder transported by a glacier and left behind when the glacier retreats.


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[[File:Glacial Lake.jpg|thumb|A glacial lake at the terminus of a former glacier]]A glacial lake is a pool of standing water on, in, or under a glacier, or formed by a glacier, often near its terminus.


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[[File:Glacial Icefall.jpg|thumb|A glacial icefall - note the more jumbled appearance in the center where the slope is steeper]]
An icefall is the equivalent of a glacial "waterfall," and occurs where a glacier moves over a steep gradient, fracturing the surface of the glacier.


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[[File:Glacier Kettle Lakes.jpg|thumb|Several kettle lakes]]
A kettle lake forms when glacial ice in an outwash plain melts in a depression.


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Névé refers to the part of a glacier that is permanently covered with snow.


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Paternoster lakes (referencing a priest, and thus a string of rosary beads) are a series or string of lakes left in a valley by a retreating glacier.


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In glacial terms, plucking is the process of a moving glacier dislodging or lifting a rock or boulder from the bedrock, thus "plucking" it up from the bedrock and carrying it to deposit later (see glacial erratic).


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A serac is a jagged pinnacle or tower of ice on a glacier.


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[[File:Subglacial Stream r.jpg|thumb|A subglacial stream flowing out from the end of a glacier]]
As the name implies, a subglacial stream is a stream that flows beneath a glacier.


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A tarn is a lake formed in a cirque (a cirque is bowl-shaped depression at the head of an alpine glacier).


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[[File:Terminus 3124.jpg|thumb|A glacial terminus ending on land]]
[[File:Tidewater glacier 3017.jpg|thumb|The terminus of a tidewater glacier ends in the water]]
The terminus (or tow) of a glacier is the furthest/lower margin of a glacier - ie the "end" of the glacier.


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There are several ways to classify glaciers, but in general, they can be divided into Continental and Alpine Glaciers.
Continental Glaciers are large glaciers that do not necessarily require mountains to form.

The main types of continental glaciers are Ice Sheets (covering more than 50,000 square kilometers, and currently including only the Greenland and Antarctic Ice Sheets) and Ice Caps, which are continental glaciers covering less than 50,000 square kilometers. A further extension of continental glaciers are Ice Shlfs - which are floating extensions of large glaciers into the water.
[[File:Alpine Glacier.jpg|thumb|300px|Apline Glaciers]]
Alpine glaciers form in mountains, are much smaller than continental glaciers, and may in fact be part of larger continental glaciers. Four main categories of alpine glaciers are Cirque Glaciers (which form in bowl-like depressions in the mountains, and may feed other glacier types), Valley Glaciers (glaciers flowing through valleys), Piedmont Glaciers (Glaciers that flow out of valleys and canyons onto flatter lowlands), and Ice Fields, which may be larger conglomerations of glacial ice forming in the mountains and feeding several valley or piedmont glaciers.


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The area of a glacier where snowfall exceeds loss through melting or other processes


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The area of a glacier where loss of ice and snow exceeds accumulation.


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The area on a glacier between the Accumulation and Ablation zone, where the forces are equal.


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[[File:Glacial valley 0818.jpg|thumb|A U-shaped valley formed by an earlier glacier]]
[[File:U valley 9731.jpg|thumb|A U-shaped glacial valley, still actively being carved by a seasonal glacier]]
In general, a valley formed by a river or stream is described as V shaped, whereas a glacial valley is U shaped.


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[[File:Arete 9705.jpg|thumb|Arete - the sharp ridge between glacial cirques]]
An Arête is the sharp, jagged peak that separates two glaciers or cirques.


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[[File:Cirque 9636.jpg|thumb|A cirque]]
[[File:Cirque 4881.jpg|thumb|A cirque being formed - note how the snowfield is beginning to carve the bowl-shaped deprression]]
A Cirque is a bowl-shaped depression in alpine areas formed by a glacier.


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A Col is a low point or pass in an Arête or ridge that has been formed through erosion.


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A Drumlin is a tear or inverted half-canoe shaped ridge of debris shaped by a glacier. The pointed end points toward the glacier head, the flattened end is often steep.


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An Esker is a steep-sided meandering ridge formed by a subglacial or englacial stream and left behind by a retreating glacier.


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A Fjord is a U-shaped valley formed by a glacier that extends into the water below sea-level.


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A Glacial Horn forms when three or more Cirques intersect, shaping a pyramidal mountain peak (think of the Matterhorn).


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A Kame is a sand or gravel mound deposited by water flowing over a glacier.


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[[File:Nunatak 9252.jpg|thumb|Nunatuks are visible on the left side of the image, poking through the glacial field]]
A Nunatak is a mountain peak that protrudes through a glacier, or through where two or more glaciers meet and converge.


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An Outwash Fan is an alluvial plain of graded debris laid down by glacial melt (think of it as a land-bound alluvial fan).


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Roche moutonnée is the term for an elongated, rounded knob of bedrock shaped by a moving glacier, gently slowing on the "upstream" side and steeper on the "downstream" side. (Compare to a drumlin, which is formed by glacial till, rather than carved out of the bedrock).


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</noinclude>

[[File:Striations 5594.jpg|thumb|A museum specimen of rock showing striations caused by a passing glacier. ]]
Striations refer to the lines and grooved carved into bedrock by a passing glacier. As the glacier moves, it also drags along rocks and other debris, and this scours the underlying rock, leaving the scratch marks.


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[[File:Trimline 9736.jpg|thumb|The trim line is visible along the hillside, where the sharper cut can be seen in contrast to the more rolling upper part of the hill]]
The Trim Line is the boundary on a glacial valley wall that shows the previous maximum width of the glacier.


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Moraines are mounds of rock, sand, or other debris pushed up or deposited by a glacier. The main types of Moraines are:
Terminal Moraine, which forms at the terminus or maximum extent of a glacier
Lateral Moraine, which forms along the edge of a glacier from falling debris or eroded from the valley walls
[[File:Medial moraine 9218.jpg|thumb|The medial moraine shows where two upper glaciers came together to form a larger single lower glacier]]
Medial Moraine, which runs parallel to a glacier, but forms wheere two glaciers merge into a single flow
[[File:Recessional moraine 9827.jpg|thumb|A recessional moraine, left behind by a retreating glacier]]
Recessional Moraine, which forms as smaller accumulations behind the terminal moraine, and marks shorter periods of eadvance and retreat


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<noinclude><translate></noinclude>
==References== 
https://www.dnr.wa.gov/programs-and-services/geology/glaciers#

https://asf.alaska.edu/information/glacier-power/

https://nsidc.org/learn/parts-cryosphere/glaciers

https://mynasadata.larc.nasa.gov/stem-career-connections/science-glaciologist

https://www.antarcticglaciers.org/

https://www.nps.gov/subjects/aknatureandscience/glaciers.htm

https://www.nps.gov/subjects/geology/glacial-landforms.htm

http://www.geo.hunter.cuny.edu/~fbuon/GEOL_231/Lectures/Glacial%20Landforms.pdf

<noinclude></translate></noinclude>

{{CloseHonorPage}}

AY Honors/Glaciers

2024-05-06T01:02:05Z

Jomegat: Reverted edits by Jomegat (talk) to last revision by W126jep

{{HonorLanding
|skill=2
|year=2024
|category=Nature
|authority=North American Division
}}

== {{Localize|Overview}}==
<translate>
Though they are relatively limited in their distribution today, glaciers have had a great effect on our world, helping to carve out incredible features of land and changing the way we look at science. They are indicators of climate and encourage us to be good stewards of our world, as well as offer an opportunity to address safety for those who might visit one.

Participants of this honor will have an understanding of how a glacier forms, the physics behind how they move and how their study is important for conservation. They will also learn about landforms, various terms related to the study of glaciers and how they relate to Biblical views of a worldwide flood and the aftermath.

</translate>
== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}

{{CloseHonorPage}}

AY Honors/Glaciers

2024-05-06T01:01:45Z

Jomegat:

{{HonorLanding
|skill=1
|year=2008
|category=Arts, Crafts and Hobbies
|authority=General Conference
|insignia=Hot Air Ballooning AY Honor.png
}}

== {{Localize|Overview}}==
<translate>

</translate>
== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}
{{CloseHonorPage}}

AY Honors/Audio Technician/Requirements

2024-03-15T23:52:29Z

Jomegat: Delimit challenging part

{{HonorSubpage}}

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Define the following terms:
<noinclude></translate></noinclude><section end=req1 /></b>

:<b><section begin=req1a /><noinclude><translate>
</noinclude>a. Loudspeaker
<noinclude></translate></noinclude><section end=req1a /></b>

:<b><section begin=req1b /><noinclude><translate>
</noinclude>b. Audio mixer
<noinclude></translate></noinclude><section end=req1b /></b>

:<b><section begin=req1c /><noinclude><translate>
</noinclude>c. Amplifier
<noinclude></translate></noinclude><section end=req1c /></b>

:<b><section begin=req1d /><noinclude><translate>
</noinclude>d. Microphone
<noinclude></translate></noinclude><section end=req1d /></b>

:<b><section begin=req1e /><noinclude><translate>
</noinclude>e. Impedance
<noinclude></translate></noinclude><section end=req1e /></b>

:<b><section begin=req1f /><noinclude><translate>
</noinclude>f. Gain
<noinclude></translate></noinclude><section end=req1f /></b>

:<b><section begin=req1g /><noinclude><translate>
</noinclude>g. Audio feedback
<noinclude></translate></noinclude><section end=req1g /></b>

:<b><section begin=req1h /><noinclude><translate>
</noinclude>h. Frequency response
<noinclude></translate></noinclude><section end=req1h /></b>

:<b><section begin=req1i /><noinclude><translate>
</noinclude>i. Equalizer
<noinclude></translate></noinclude><section end=req1i /></b>

:<b><section begin=req1j /><noinclude><translate>
</noinclude>j. Balanced input/output
<noinclude></translate></noinclude><section end=req1j /></b>

:<b><section begin=req1k /><noinclude><translate>
</noinclude>k. Unbalanced input/output
<noinclude></translate></noinclude><section end=req1k /></b>

:<b><section begin=req1l /><noinclude><translate>
</noinclude>l. Monaural
<noinclude></translate></noinclude><section end=req1l /></b>

:<b><section begin=req1m /><noinclude><translate>
</noinclude>m. Stereo
<noinclude></translate></noinclude><section end=req1m /></b>

:<b><section begin=req1n /><noinclude><translate>
</noinclude>n. Cardioid
<noinclude></translate></noinclude><section end=req1n /></b>

:<b><section begin=req1o /><noinclude><translate>
</noinclude>o. Hyper-cardioid
<noinclude></translate></noinclude><section end=req1o /></b>

:<b><section begin=req1p /><noinclude><translate>
</noinclude>p. Unidirectional
<noinclude></translate></noinclude><section end=req1p /></b>

:<b><section begin=req1q /><noinclude><translate>
</noinclude>q. Sound check
<noinclude></translate></noinclude><section end=req1q /></b>

:<b><section begin=req1r /><noinclude><translate>
</noinclude>r. Phantom power
<noinclude></translate></noinclude><section end=req1r /></b>

:<b><section begin=req1s /><noinclude><translate>
</noinclude>s. Decibel
<noinclude></translate></noinclude><section end=req1s /></b>

<b><section begin=req2 /><noinclude><translate>
</noinclude>2. Describe and give the primary uses of four different types of microphones.
<noinclude></translate></noinclude><section end=req2 /></b>

<b><section begin=req3 /><noinclude><translate>
</noinclude>3. Describe why the placement of microphones is important:
<noinclude></translate></noinclude><section end=req3 /></b>

:<b><section begin=req3a /><noinclude><translate>
</noinclude>a. Relative to the people speaking/singing
<noinclude></translate></noinclude><section end=req3a /></b>

:<b><section begin=req3b /><noinclude><translate>
</noinclude>b. Relative to the loudspeakers
<noinclude></translate></noinclude><section end=req3b /></b>
<section begin=challenge />
<b><section begin=req4 /><noinclude><translate>
</noinclude>4. Select an audio system that you will learn on and demonstrate the skills described in the next section of this honor. This audio system can be your local church/school sound system, a sound system used by your local conference for Pathfinder events or a system that the instructor has. It should consist of, at minimum: several microphones, a mixer, an amplifier, an auxiliary audio source and loudspeakers.
<noinclude></translate></noinclude><section end=req4 /></b>

:<b><section begin=req4a /><noinclude><translate>
</noinclude>a. Be able to properly set up this sound system, keeping in mind the principles of microphone placement and running a sound check.
<noinclude></translate></noinclude><section end=req4a /></b>

:<b><section begin=req4b /><noinclude><translate>
</noinclude>b. Be able to properly take down this sound system.
<noinclude></translate></noinclude><section end=req4b /></b>

:<b><section begin=req4c /><noinclude><translate>
</noinclude>c. Draw a block diagram of how the sound system elements are connected to each other, showing the signal paths.
<noinclude></translate></noinclude><section end=req4c /></b>
<section end=challenge />

<b><section begin=req5 /><noinclude><translate>
</noinclude>5. Discuss and demonstrate the following core audio mixing techniques on this system:
<noinclude></translate></noinclude><section end=req5 /></b>

:<b><section begin=req5a /><noinclude><translate>
</noinclude>a. Volume
<noinclude></translate></noinclude><section end=req5a /></b>

:<b><section begin=req5b /><noinclude><translate>
</noinclude>b. Panning (if you have a system that supports stereo)
<noinclude></translate></noinclude><section end=req5b /></b>

:<b><section begin=req5c /><noinclude><translate>
</noinclude>c. Equalization
<noinclude></translate></noinclude><section end=req5c /></b>

:<b><section begin=req5d /><noinclude><translate>
</noinclude>d. Dynamics
<noinclude></translate></noinclude><section end=req5d /></b>

<b><section begin=req6 /><noinclude><translate>
</noinclude>6. Describe and demonstrate how to deal with the following situations on this system:
<noinclude></translate></noinclude><section end=req6 /></b>

:<b><section begin=req6a /><noinclude><translate>
</noinclude>a. Audio feedback
<noinclude></translate></noinclude><section end=req6a /></b>

:<b><section begin=req6b /><noinclude><translate>
</noinclude>b. A dead line or mic
<noinclude></translate></noinclude><section end=req6b /></b>

:<b><section begin=req6c /><noinclude><translate>
</noinclude>c. A mixer that has been played with by a non-audio technician
<noinclude></translate></noinclude><section end=req6c /></b>

<b><section begin=req7 /><noinclude><translate>
</noinclude>7. Demonstrate your proficiency by running a sound system on at least four different occasions for a worship service or other event.
<noinclude></translate></noinclude><section end=req7 /></b>

<b><section begin=req8 /><noinclude><translate>
</noinclude>8. Interview a person who serves as an audio technician. Discuss the following questions:<br\>
:a. How did they get started in this field?<br\>
:b. How do they see this work as a ministry?<br\>
:c. What do they enjoy about what they do? What do they not enjoy about what they do?<br\>
:d. What are the aspects of the work they find challenging?<br\>
:e What do they do to keep up with the technology in the field?<br\>
<noinclude></translate></noinclude><section end=req8 /></b>

<b><section begin=req9 /><noinclude><translate>
</noinclude>9. Read Romans 10:17 and discuss with your group how they might relate to the function of the audio technician.
<noinclude></translate></noinclude><section end=req9 /></b>

AY Honors/Audio Technician/Requirements

2024-03-15T23:48:04Z

Jomegat: Create requirements from NAD source

{{HonorSubpage}}

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Define the following terms:
<noinclude></translate></noinclude><section end=req1 /></b>

:<b><section begin=req1a /><noinclude><translate>
</noinclude>a. Loudspeaker
<noinclude></translate></noinclude><section end=req1a /></b>

:<b><section begin=req1b /><noinclude><translate>
</noinclude>b. Audio mixer
<noinclude></translate></noinclude><section end=req1b /></b>

:<b><section begin=req1c /><noinclude><translate>
</noinclude>c. Amplifier
<noinclude></translate></noinclude><section end=req1c /></b>

:<b><section begin=req1d /><noinclude><translate>
</noinclude>d. Microphone
<noinclude></translate></noinclude><section end=req1d /></b>

:<b><section begin=req1e /><noinclude><translate>
</noinclude>e. Impedance
<noinclude></translate></noinclude><section end=req1e /></b>

:<b><section begin=req1f /><noinclude><translate>
</noinclude>f. Gain
<noinclude></translate></noinclude><section end=req1f /></b>

:<b><section begin=req1g /><noinclude><translate>
</noinclude>g. Audio feedback
<noinclude></translate></noinclude><section end=req1g /></b>

:<b><section begin=req1h /><noinclude><translate>
</noinclude>h. Frequency response
<noinclude></translate></noinclude><section end=req1h /></b>

:<b><section begin=req1i /><noinclude><translate>
</noinclude>i. Equalizer
<noinclude></translate></noinclude><section end=req1i /></b>

:<b><section begin=req1j /><noinclude><translate>
</noinclude>j. Balanced input/output
<noinclude></translate></noinclude><section end=req1j /></b>

:<b><section begin=req1k /><noinclude><translate>
</noinclude>k. Unbalanced input/output
<noinclude></translate></noinclude><section end=req1k /></b>

:<b><section begin=req1l /><noinclude><translate>
</noinclude>l. Monaural
<noinclude></translate></noinclude><section end=req1l /></b>

:<b><section begin=req1m /><noinclude><translate>
</noinclude>m. Stereo
<noinclude></translate></noinclude><section end=req1m /></b>

:<b><section begin=req1n /><noinclude><translate>
</noinclude>n. Cardioid
<noinclude></translate></noinclude><section end=req1n /></b>

:<b><section begin=req1o /><noinclude><translate>
</noinclude>o. Hyper-cardioid
<noinclude></translate></noinclude><section end=req1o /></b>

:<b><section begin=req1p /><noinclude><translate>
</noinclude>p. Unidirectional
<noinclude></translate></noinclude><section end=req1p /></b>

:<b><section begin=req1q /><noinclude><translate>
</noinclude>q. Sound check
<noinclude></translate></noinclude><section end=req1q /></b>

:<b><section begin=req1r /><noinclude><translate>
</noinclude>r. Phantom power
<noinclude></translate></noinclude><section end=req1r /></b>

:<b><section begin=req1s /><noinclude><translate>
</noinclude>s. Decibel
<noinclude></translate></noinclude><section end=req1s /></b>

<b><section begin=req2 /><noinclude><translate>
</noinclude>2. Describe and give the primary uses of four different types of microphones.
<noinclude></translate></noinclude><section end=req2 /></b>

<b><section begin=req3 /><noinclude><translate>
</noinclude>3. Describe why the placement of microphones is important:
<noinclude></translate></noinclude><section end=req3 /></b>

:<b><section begin=req3a /><noinclude><translate>
</noinclude>a. Relative to the people speaking/singing
<noinclude></translate></noinclude><section end=req3a /></b>

:<b><section begin=req3b /><noinclude><translate>
</noinclude>b. Relative to the loudspeakers
<noinclude></translate></noinclude><section end=req3b /></b>

<b><section begin=req4 /><noinclude><translate>
</noinclude>4. Select an audio system that you will learn on and demonstrate the skills described in the next section of this honor. This audio system can be your local church/school sound system, a sound system used by your local conference for Pathfinder events or a system that the instructor has. It should consist of, at minimum: several microphones, a mixer, an amplifier, an auxiliary audio source and loudspeakers.
<noinclude></translate></noinclude><section end=req4 /></b>

:<b><section begin=req4a /><noinclude><translate>
</noinclude>a. Be able to properly set up this sound system, keeping in mind the principles of microphone placement and running a sound check.
<noinclude></translate></noinclude><section end=req4a /></b>

:<b><section begin=req4b /><noinclude><translate>
</noinclude>b. Be able to properly take down this sound system.
<noinclude></translate></noinclude><section end=req4b /></b>

:<b><section begin=req4c /><noinclude><translate>
</noinclude>c. Draw a block diagram of how the sound system elements are connected to each other, showing the signal paths.
<noinclude></translate></noinclude><section end=req4c /></b>

<b><section begin=req5 /><noinclude><translate>
</noinclude>5. Discuss and demonstrate the following core audio mixing techniques on this system:
<noinclude></translate></noinclude><section end=req5 /></b>

:<b><section begin=req5a /><noinclude><translate>
</noinclude>a. Volume
<noinclude></translate></noinclude><section end=req5a /></b>

:<b><section begin=req5b /><noinclude><translate>
</noinclude>b. Panning (if you have a system that supports stereo)
<noinclude></translate></noinclude><section end=req5b /></b>

:<b><section begin=req5c /><noinclude><translate>
</noinclude>c. Equalization
<noinclude></translate></noinclude><section end=req5c /></b>

:<b><section begin=req5d /><noinclude><translate>
</noinclude>d. Dynamics
<noinclude></translate></noinclude><section end=req5d /></b>

<b><section begin=req6 /><noinclude><translate>
</noinclude>6. Describe and demonstrate how to deal with the following situations on this system:
<noinclude></translate></noinclude><section end=req6 /></b>

:<b><section begin=req6a /><noinclude><translate>
</noinclude>a. Audio feedback
<noinclude></translate></noinclude><section end=req6a /></b>

:<b><section begin=req6b /><noinclude><translate>
</noinclude>b. A dead line or mic
<noinclude></translate></noinclude><section end=req6b /></b>

:<b><section begin=req6c /><noinclude><translate>
</noinclude>c. A mixer that has been played with by a non-audio technician
<noinclude></translate></noinclude><section end=req6c /></b>

<b><section begin=req7 /><noinclude><translate>
</noinclude>7. Demonstrate your proficiency by running a sound system on at least four different occasions for a worship service or other event.
<noinclude></translate></noinclude><section end=req7 /></b>

<b><section begin=req8 /><noinclude><translate>
</noinclude>8. Interview a person who serves as an audio technician. Discuss the following questions:<br\>
:a. How did they get started in this field?<br\>
:b. How do they see this work as a ministry?<br\>
:c. What do they enjoy about what they do? What do they not enjoy about what they do?<br\>
:d. What are the aspects of the work they find challenging?<br\>
:e What do they do to keep up with the technology in the field?<br\>
<noinclude></translate></noinclude><section end=req8 /></b>

<b><section begin=req9 /><noinclude><translate>
</noinclude>9. Read Romans 10:17 and discuss with your group how they might relate to the function of the audio technician.
<noinclude></translate></noinclude><section end=req9 /></b>

AY Honors/Stars/Planet

2024-03-07T01:16:31Z

Jomegat: Pluto > Eris

<noinclude><translate>
</noinclude>
[[Image:Solar planets.jpg|thumb|right|150px|The Eight Planets: 1-Mercury 2-Venus 3-Earth 4-Mars 5-Jupiter 6-Saturn 7-Uranus 8-Neptune]]
'''The short answer:'''
A planet is a large body that orbits a star, and dominates the vicinity of its orbit.


'''The long answer:'''
Believe it or not, until 2006 there was no formal scientific definition of the word ''planet''. Most of us have been taught that there are nine planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. The asteroids were at one time also considered to be planets, but scientists soon realized that they were different - there were lots and lots of them, and they were all in the same general region of the solar system, sharing orbits between Mars and Jupiter. Pluto was not discovered until 1930, and it was soon heralded as the ninth planet. But technology improved, and scientists began to discover that there were lots of other bodies a lot like Pluto in that same region of the solar system (called the Kuiper Belt). It eventually became obvious that Pluto should never have been called a planet, but by the time that happened, Pluto was entrenched. Popular culture would not allow scientists to "demote" Pluto to non-planetary status. So scientists left it alone. After all, none of the other Kuiper Belt Objects (or KBO's) were as large as Pluto, so the problem could be ignored.


In 2005 an object named Eris was discovered in the Kuiper Belt beyond the orbit of Pluto. It was originally thought to be slightly larger than Pluto, but is now known to be slightly smaller (though it has more mass). The discovery of Eris forced the scientific community to come up with a formal definition of the word "planet," and that definition corrected the misclassification of Pluto as a planet.
<br style="clear:both"/>
<noinclude></translate></noinclude>

AY Honors/Stars/Planets

2024-03-07T01:12:48Z

Jomegat: Pluto is now known to be bigger than Eris

<noinclude><translate>
</noinclude>
[[Image:Solar_system_scale.jpg|thumb|600px|Solar System diagram showing the relative sizes of the planets (plus Pluto, a dwarf planet)]]
<br style="clear:both"/>
The planets in our solar system, starting from the Sun, are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Pluto was also considered a planet from 1930 until 2006 when the International Astronomer's Union (IAU) was prompted by the discovery Eris, a body slightly smaller than Pluto, to come up with a formal definition of the word "planet." For years leading up to this announcement there had been rumblings in the scientific community that classifying Pluto as a planet had been a mistake, much as the classification of Ceres, the largest asteroid had been a mistake in the 1800's. After the discovery of Ceres, more and more asteroids were discovered, and it became increasingly clear that it was not a planet. The same thing began to happen in the late 1990's when astronomers began to discover several Pluto-like objects in the Kuiper belt. The debate came to a head with the discovery of Eris, which has more mass than Pluto, but is very slightly smaller. The IAU would have to either recognize Eris as the tenth planet or "demote" Pluto. The demotion of Pluto, though not popular with the general public, makes the most scientific sense and demonstrates that science is capable of correcting its errors.


The new definition of a planet requires that an object a) orbit a star (such as the Sun), b) not orbit another planet (such as a satellite), and c) dominate the vicinity of its orbit. Pluto did not make the cut because its orbit is dominated by Neptune, and there are many objects orbiting in its vicinity that Pluto has no effect upon.


There are a number of mnemonic phrases that are easily memorized for remembering the names of the planets, including "'''M'''y '''V'''ery '''E'''nergetic '''M'''other '''J'''ust '''S'''erved '''U'''s '''N'''oodles.
<noinclude></translate></noinclude>

AY Honors/Swimming - Beginner/Requirements 2

2024-02-25T20:38:33Z

Jomegat: Some people cannot float due to physics

{{HonorSubpage}}

<section begin=Body />

<b>Prologue: <section begin=reqPrologue /><noinclude><translate>
</noinclude>Receive the American Red Cross Level 3 Stroke Development or YMCA equivalent in Swimming–Beginner's OR pass the following requirements:
<noinclude></translate></noinclude><section end=reqPrologue /></b>

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Have completed the Water Safety Honor Requirements
<noinclude></translate></noinclude><section end=req1 /></b>

<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>Water Entry Skills:
<noinclude></translate></noinclude><section end=req2 /></b>

:<b>a. <section begin=req2a /><noinclude><translate>
</noinclude>Enter water by jumping from the side of the pool, or from into the water from a dock into a safe area for jumping.
<noinclude></translate></noinclude><section end=req2a /></b>

:<b>b. <section begin=req2b /><noinclude><translate>
</noinclude>Headfirst entry from the side in a sitting position.
<noinclude></translate></noinclude><section end=req2b /></b>

:<b>c. <section begin=req2c /><noinclude><translate>
</noinclude>Headfirst entry from the side in a kneeling position.
<noinclude></translate></noinclude><section end=req2c /></b>

<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Breath Control and Submerging:
<noinclude></translate></noinclude><section end=req3 /></b>

:<b>a. <section begin=req3a /><noinclude><translate>
</noinclude>Bobbing while moving toward safety – demonstrate in chest-deep water at least 5 times.
<noinclude></translate></noinclude><section end=req3a /></b>

:<b>b. <section begin=req3b /><noinclude><translate>
</noinclude>Demonstrate rotary breathing, at least 10 times.
<noinclude></translate></noinclude><section end=req3b /></b>

<b>4. <section begin=req4 /><noinclude><translate>
</noinclude>Buoyancy:
<noinclude></translate></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude><translate>
</noinclude>On front, calmly attempt to demonstrate the survival float, at least 30 seconds in deep water.
<noinclude></translate></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude><translate>
</noinclude>On back, calmly attempt to demonstrate moving into a back float in deep water, and hold the float at least 30 seconds.
<noinclude></translate></noinclude><section end=req4b /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>Changing Positions:
<noinclude></translate></noinclude><section end=req5 /></b>

:<b>a. <section begin=req5a /><noinclude><translate>
</noinclude>Change from a vertical to horizontal position on the front, in deep water.
<noinclude></translate></noinclude><section end=req5a /></b>

:<b>b. <section begin=req5b /><noinclude><translate>
</noinclude>Change from a vertical to horizontal position on the back, in deep water.
<noinclude></translate></noinclude><section end=req5b /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Treading Water:
<noinclude></translate></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude><translate>
</noinclude>Demonstrate treading water for at least 30 seconds in deep water.
<noinclude></translate></noinclude><section end=req6a /></b>

<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>Front Swim:
<noinclude></translate></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude><translate>
</noinclude>Push off in a streamline position, then begin the flutter kick. Kick in streamline position 3-5 body lengths.
<noinclude></translate></noinclude><section end=req7a /></b>

:<b>b. <section begin=req7b /><noinclude><translate>
</noinclude>Push off in a streamline position, then begin the dolphin kick. Demonstrate 3-5 body lengths.
<noinclude></translate></noinclude><section end=req7b /></b>

:<b>c. <section begin=req7c /><noinclude><translate>
</noinclude>Front crawl, at least 15 yards, with good rotary breathing.
<noinclude></translate></noinclude><section end=req7c /></b>

<b>8. <section begin=req8 /><noinclude><translate>
</noinclude>Back Swim:
<noinclude></translate></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude><translate>
</noinclude>Elementary backstroke, demonstrate smooth finning and whip kick for at least 15 yards.
<noinclude></translate></noinclude><section end=req8a /></b>

<b>9. <section begin=req9 /><noinclude><translate>
</noinclude>Side Swim:
<noinclude></translate></noinclude><section end=req9 /></b>

:<b>a. <section begin=req9a /><noinclude><translate>
</noinclude>Demonstrate, at least 10 yards, the side scissors kick.
<noinclude></translate></noinclude><section end=req9a /></b>

<b>10. <section begin=req10 /><noinclude><translate>
</noinclude>Water Safety:
<noinclude></translate></noinclude><section end=req10 /></b>

:<b>a. <section begin=req10a /><noinclude><translate>
</noinclude>Reach or Throw, Don’t Go—reaching assists, demonstrate.
<noinclude></translate></noinclude><section end=req10a /></b>

:<b>b. <section begin=req10b /><noinclude><translate>
</noinclude>Think Twice Before Going Near Cold Water or Ice—discuss/demonstrate.
<noinclude></translate></noinclude><section end=req10b /></b>

:<b>c. <section begin=req10c /><noinclude><translate>
</noinclude>Look Before You Leap—understand and demonstrate.
<noinclude></translate></noinclude><section end=req10c /></b>

<b>11. <section begin=req11 /><noinclude><translate>
</noinclude>Passing Skills:
<noinclude></translate></noinclude><section end=req11 /></b>

<section begin=challenge />
:<b>a. <section begin=req11a /><noinclude><translate>
</noinclude>Jump into chest-deep water from the side, swim front crawl for 15 yards, maintain positions by treading water or floating for 30 seconds, and swim elementary backstroke for 15 yards.
<noinclude></translate></noinclude><section end=req11a /></b>
<section end=challenge />
<section end=Body />

AY Honors/Basic Water Safety/Requirements

2024-02-25T20:32:21Z

Jomegat: Some people cannot float due to physics

{{HonorSubpage}}

<section begin=Body />

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Enter and exit the water unassisted.
<noinclude></translate></noinclude><section end=req1 /></b>

<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>While holding your breath, fully submerge your face under water for five seconds.
<noinclude></translate></noinclude><section end=req2 /></b>

<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Alternately inhale through the mouth above the surface and blow bubbles through the mouth/nose, with face completely submerged, seven times rhythmically and continuously.
<noinclude></translate></noinclude><section end=req3 /></b>

<b>4. <section begin=req4 /><noinclude><translate>
</noinclude>Open your eyes under water and retrieve submerged objects two times.
<noinclude></translate></noinclude><section end=req4 /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>Calmly attempt to front float for five seconds.
<noinclude></translate></noinclude><section end=req5 /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Front glide for two body lengths.
<noinclude></translate></noinclude><section end=req6 /></b>

<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>Calmly attempt to back float for fifteen seconds.
<noinclude></translate></noinclude><section end=req7 /></b>

<b>8. <section begin=req8 /><noinclude><translate>
</noinclude>Holding on to the side of the pool, kick with your feet for twenty seconds.
<noinclude></translate></noinclude><section end=req8 /></b>

<section begin=challenge />
<b>9. <section begin=req9 /><noinclude><translate>
</noinclude>Using arm and leg motion, swim five body lengths.
<noinclude></translate></noinclude><section end=req9 /></b>
<section end=challenge />

<b>10. <section begin=req10 /><noinclude><translate>
</noinclude>Learn to put on a Life Jacket and float for thirty seconds.
<noinclude></translate></noinclude><section end=req10 /></b>

<b>11. <section begin=req11 /><noinclude><translate>
</noinclude>Demonstrate water safety by:
<noinclude></translate></noinclude><section end=req11 /></b>

:<b>a. <section begin=req11a /><noinclude><translate>
</noinclude>How to call for help in case of an emergency.
<noinclude></translate></noinclude><section end=req11a /></b>

:<b>b. <section begin=req11b /><noinclude><translate>
</noinclude>Learn how to release a cramp.
<noinclude></translate></noinclude><section end=req11b /></b>

:<b>c. <section begin=req11c /><noinclude><translate>
</noinclude>Demonstrate reaching assist.
<noinclude></translate></noinclude><section end=req11c /></b>

:<b>d. <section begin=req11d /><noinclude><translate>
</noinclude>Learn at least ten safety rules when around water.
<noinclude></translate></noinclude><section end=req11d /></b>
<section end=Body />

Talk:AY Honors/Knot Tying/Answer Key

2024-02-25T17:03:35Z

Jomegat:

Proposed changes to Knot Tying. Some knots are more useful than others, so I am proposing that requirement 8 be divided into two. The first part consists of ten essential knots, none of which are optional. The second is a list of knots from which to choose ten others. I have added the Siberian hitch, the trucker's hitch, the cleat hitch, Canadian jam knot, and the marlinspike hitch to the second list, as these are incredibly useful knots to know (I use them all the time). I added the overhand to the essential list, as it is fundamental.

I've made an attempt to list the knots by by grouping similar knots together and then listing them within each group by ascending order of difficulty. (The list had been listed alphabetically). In some cases, knowing how to tie one of these (such as the overhand) is the first step in tying the next (such as the square).

== Splicing ==
I'd like to combine 6a-c (splicing) and have the Pathfinder do only one of them, moving 6d to 6b.

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Do the following to rope:
<noinclude></translate></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude><translate>
</noinclude>Splice the ends of two ropes together, tie an eye splice, or tie a back splice
<noinclude></translate></noinclude><section end=req6a /></b>

:<b>b. <section begin=req6d /><noinclude><translate>
</noinclude>Finish the end of a rope with a double crown, whipping, or a Matthew Walker's knot.
<noinclude></translate></noinclude><section end=req6d /></b>

==8. Be able to tie the following essential knots from memory, know their common uses and limitations, and demonstrate how they are used. ==
# Overhand knot
# Square knot/reef knot
# Figure eight
# Slip knot
# Bowline
# Sheet bend
# Clove hitch
# Tautline hitch
# Two half-hitches
# Alpine butterfly

==9. Select ten additional knots from the list below. Be able to tie them from memory, know their common uses and limitations, and demonstrate how they are used.==
# Stevedore's knot
# Surgeon's knot
# Carrick bend
# Slipped half hitch
# Cat's paw
# Lark's head
# Marlinspike hitch
# Prusik knot
# Double bow
# Bowline on a bight
# Slipped sheet bend
# Double sheet bend
# Fisherman's bend
# Fisherman's loop
# Miller's knot
# Packer's knot
# Canadian jam knot
# Pipe hitch
# Timber hitch
# Siberian hitch
# Constrictor knot
# Strangle knot
# Sheepshank
# Trucker's hitch
# Cleat hitch
# Man harness knot
# Anchor bend
# Hunter's bend
# Halter hitch
# Lariat or Bowstring knot
# Crown knot

Talk:AY Honors/Knot Tying/Answer Key

2024-02-25T16:45:26Z

Jomegat:

Proposed changes to Knot Tying. Some knots are more useful than others, so I am proposing that requirement 8 be divided into two. The first part consists of ten essential knots, none of which are optional. The second is a list of knots from which to choose ten others. I have added the Siberian hitch, the trucker's hitch, the cleat hitch, Canadian jam knot, and the marlinspike hitch to the second list, as these are incredibly useful knots to know (I use them all the time). I added the overhand to the essential list, as it is fundamental.

I've made an attempt to list the knots by by grouping similar knots together and then listing them within each group by ascending order of difficulty. (The list had been listed alphabetically). In some cases, knowing how to tie one of these (such as the overhand) is the first step in tying the next (such as the square).

== Splicing ==
I'd like to combine 6a-c (splicing) and have the Pathfinder do only one of them, moving 6d to 6b.

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Do the following to rope:
<noinclude></translate></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude><translate>
</noinclude>Splice
<noinclude></translate></noinclude><section end=req6a /></b>

:<b>b. <section begin=req6b /><noinclude><translate>
</noinclude>Eye splice
<noinclude></translate></noinclude><section end=req6b /></b>

:<b>c. <section begin=req6c /><noinclude><translate>
</noinclude>Back splice
<noinclude></translate></noinclude><section end=req6c /></b>

:<b>d. <section begin=req6d /><noinclude><translate>
</noinclude>Finish the end of a rope with a double crown, whipping, or a Matthew Walker's knot.
<noinclude></translate></noinclude><section end=req6d /></b>

==8. Be able to tie the following essential knots from memory, know their common uses and limitations, and demonstrate how they are used. ==
# Overhand knot
# Square knot/reef knot
# Figure eight
# Slip knot
# Bowline
# Sheet bend
# Clove hitch
# Tautline hitch
# Two half-hitches
# Alpine butterfly

==9. Select ten additional knots from the list below. Be able to tie them from memory, know their common uses and limitations, and demonstrate how they are used.==
# Stevedore's knot
# Surgeon's knot
# Carrick bend
# Slipped half hitch
# Cat's paw
# Lark's head
# Marlinspike hitch
# Prusik knot
# Double bow
# Bowline on a bight
# Slipped sheet bend
# Double sheet bend
# Fisherman's bend
# Fisherman's loop
# Miller's knot
# Packer's knot
# Canadian jam knot
# Pipe hitch
# Timber hitch
# Siberian hitch
# Constrictor knot
# Strangle knot
# Sheepshank
# Trucker's hitch
# Cleat hitch
# Man harness knot
# Anchor bend
# Hunter's bend
# Halter hitch
# Lariat or Bowstring knot
# Crown knot

AY Honors/Adventist Pioneer Heritage/Requirements/pt-br

2024-02-25T16:09:45Z

Jomegat:

{{HonorSubpage}}

<section begin=Body />

<b>{{Localize|Prologue}}: <section begin=reqPrologue /><noinclude></noinclude>Complete no mínimo um curso de 9 semanas ou o curso da História Adventista completando os seguintes requisitos.
<noinclude></noinclude><section end=reqPrologue /></b>

<b>1. <section begin=req1 /><noinclude></noinclude>Origens:
<noinclude></noinclude><section end=req1 /></b>

:<b>a. <section begin=req1a /><noinclude></noinclude>Leia e pesquise sobre as origens do desenvolvimento Movimento Millerita e seu papel no início da Igreja Adventista do Sétimo Dia.
<noinclude></noinclude><section end=req1a /></b>

:<b>b. <section begin=req1b /><noinclude></noinclude>Explique o Grande Desapontamento com base na profecia de Daniel 8.
<noinclude></noinclude><section end=req1b /></b>

:<b>c. <section begin=req1c /><noinclude></noinclude>Partilhe as suas descobertas com um grupo.
<noinclude></noinclude><section end=req1c /></b>

<b>2. <section begin=req2 /><noinclude></noinclude>Pioneiros:<br />Ser capaz de identificar e explicar o significado de pelo menos 15 (quinze) das seguintes pessoas:
<noinclude></noinclude><section end=req2 /></b>

:<b>a. <section begin=req2a /><noinclude></noinclude>Martha Amadon
<noinclude></noinclude><section end=req2a /></b>

:<b>b. <section begin=req2b /><noinclude></noinclude>W. H. Anderson
<noinclude></noinclude><section end=req2b /></b>

:<b>c. <section begin=req2c /><noinclude></noinclude>J. N. Andrews
<noinclude></noinclude><section end=req2c /></b>

:<b>d. <section begin=req2d /><noinclude></noinclude>Joseph Bates
<noinclude></noinclude><section end=req2d /></b>

:<b>e. <section begin=req2e /><noinclude></noinclude>John Byington
<noinclude></noinclude><section end=req2e /></b>

:<b>f. <section begin=req2f /><noinclude></noinclude>M. B. Czechowski
<noinclude></noinclude><section end=req2f /></b>

:<b>g. <section begin=req2g /><noinclude></noinclude>A.G. Daniells
<noinclude></noinclude><section end=req2g /></b>

:<b>h. <section begin=req2h /><noinclude></noinclude>Hiram Edson
<noinclude></noinclude><section end=req2h /></b>

:<b>i. <section begin=req2i /><noinclude></noinclude>Harry Fenner
<noinclude></noinclude><section end=req2i /></b>

:<b>j. <section begin=req2j /><noinclude></noinclude>Eduardo Francisco Forga
<noinclude></noinclude><section end=req2j /></b>

:<b>k. <section begin=req2k /><noinclude></noinclude>A.T. Jones / E.J. Waggoner
<noinclude></noinclude><section end=req2k /></b>

:<b>l. <section begin=req2l /><noinclude></noinclude>Charles M. Kinney
<noinclude></noinclude><section end=req2l /></b>

:<b>m. <section begin=req2m /><noinclude></noinclude>George King
<noinclude></noinclude><section end=req2m /></b>

:<b>n. <section begin=req2n /><noinclude></noinclude>Anna Knight
<noinclude></noinclude><section end=req2n /></b>

:<b>o. <section begin=req2o /><noinclude></noinclude>Abram LaRue
<noinclude></noinclude><section end=req2o /></b>

:<b>p. <section begin=req2p /><noinclude></noinclude>Kate Lindsay
<noinclude></noinclude><section end=req2p /></b>

:<b>q. <section begin=req2q /><noinclude></noinclude>William Miller
<noinclude></noinclude><section end=req2q /></b>

:<b>r. <section begin=req2r /><noinclude></noinclude>W.W. Prescott
<noinclude></noinclude><section end=req2r /></b>

:<b>s. <section begin=req2s /><noinclude></noinclude>Rachel Oakes-Preston
<noinclude></noinclude><section end=req2s /></b>

:<b>t. <section begin=req2t /><noinclude></noinclude>Annie Smith
<noinclude></noinclude><section end=req2t /></b>

:<b>u. <section begin=req2u /><noinclude></noinclude>Uriah Smith
<noinclude></noinclude><section end=req2u /></b>

:<b>v. <section begin=req2v /><noinclude></noinclude>Luther Warren
<noinclude></noinclude><section end=req2v /></b>

:<b>w. <section begin=req2w /><noinclude></noinclude>F. H. Westphal
<noinclude></noinclude><section end=req2w /></b>

:<b>x. <section begin=req2x /><noinclude></noinclude>Frederick Wheeler
<noinclude></noinclude><section end=req2x /></b>

:<b>y. <section begin=req2y /><noinclude></noinclude>James White
<noinclude></noinclude><section end=req2y /></b>

:<b>z. <section begin=req2z /><noinclude></noinclude>Outros pioneiros de preferência a partir de sua própria união/divisão.
<noinclude></noinclude><section end=req2z /></b>

<b>3. <section begin=req3 /><noinclude></noinclude>Datas:<br />Explorar e resumir a importância de cada uma das seguintes datas de eventos a história adventista:
<noinclude></noinclude><section end=req3 /></b>

:<b>a. <section begin=req3a /><noinclude></noinclude>Grande Desapontamento - 22 de outubro de 1844
<noinclude></noinclude><section end=req3a /></b>

:<b>b. <section begin=req3b /><noinclude></noinclude>Igreja Adventista incorporada - 21 de maio de 1863
<noinclude></noinclude><section end=req3b /></b>

:<b>c. <section begin=req3c /><noinclude></noinclude>A reforma da saúde começa - 1863
<noinclude></noinclude><section end=req3c /></b>

:<b>d. <section begin=req3d /><noinclude></noinclude>J.N. Andrews - Primeiro Missionário - 1874
<noinclude></noinclude><section end=req3d /></b>

:<b>e. <section begin=req3e /><noinclude></noinclude>Congresso da Associação Geral de 1888 (Conferência Religiosa Slvação pela Fé)
<noinclude></noinclude><section end=req3e /></b>

:<b>f. <section begin=req3f /><noinclude></noinclude>Reorganização de 1901 / Incêndios em Battle Creek 1902
<noinclude></noinclude><section end=req3f /></b>

:<b>g. <section begin=req3g /><noinclude></noinclude>Gland, Suíça, 1907
<noinclude></noinclude><section end=req3g /></b>

:<b>h. <section begin=req3h /><noinclude></noinclude>27 Crenças Fundamentais, documento adotado em 1980
<noinclude></noinclude><section end=req3h /></b>

:<b>i. <section begin=req3i /><noinclude></noinclude>Outras datas importantes na história do adventismo na sua divisão, conferência ou região
<noinclude></noinclude><section end=req3i /></b>

<b>4. <section begin=req4 /><noinclude></noinclude>Publicações:<br />Descrever as origens, detalhes da publicação, e propósito de cada uma das seguintes publicações adventistas:
<noinclude></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude></noinclude>Revista Adventista
<noinclude></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude></noinclude>Advent Tidende
<noinclude></noinclude><section end=req4b /></b>

:<b>c. <section begin=req4c /><noinclude></noinclude>Sinais dos tempos
<noinclude></noinclude><section end=req4c /></b>

:<b>d. <section begin=req4d /><noinclude></noinclude>Revista Liberdade
<noinclude></noinclude><section end=req4d /></b>

:<b>e. <section begin=req4e /><noinclude></noinclude>Evangelismo Médico
<noinclude></noinclude><section end=req4e /></b>

:<b>f. <section begin=req4f /><noinclude></noinclude>Verdade Presente
<noinclude></noinclude><section end=req4f /></b>

:<b>g. <section begin=req4g /><noinclude></noinclude>Instrutor da Juventude
<noinclude></noinclude><section end=req4g /></b>

:<b>h. <section begin=req4h /><noinclude></noinclude>Publicações equivalentes na sua divisão, conferência ou região
<noinclude></noinclude><section end=req4h /></b>

<b>5. <section begin=req5 /><noinclude></noinclude>Organização da Igreja:
<noinclude></noinclude><section end=req5 /></b>

:<b>a. <section begin=req5a /><noinclude></noinclude>Explique resumidamente o significado da Conferência Geral 1901 e descreva a estrutura organizacional que resultou dela. Indique como a UPASD, igreja se encaixa na estrutura geral da igreja.
<noinclude></noinclude><section end=req5a /></b>

:<b>b. <section begin=req5b /><noinclude></noinclude>Indicar em um mapa onde os escritórios da igreja estão localizados desde o nível da sua associação até a Associação Geral.
<noinclude></noinclude><section end=req5b /></b>

:<b>c. <section begin=req5c /><noinclude></noinclude>Ilustrar a estrutura organizacional da Igreja Adventista do Sétimo Dia e preparar um organograma eclesiástico para demonstrar u que aprendeu.
<noinclude></noinclude><section end=req5c /></b>

<b>6. <section begin=req6 /><noinclude></noinclude>Vários:<br />Explique a importância de pelo menos 10 dos seguintes locais, organizações ou conceitos ou equivalentes.
<noinclude></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude></noinclude>Avondale College
<noinclude></noinclude><section end=req6a /></b>

:<b>b. <section begin=req6b /><noinclude></noinclude>Battle Creek Sanitarium
<noinclude></noinclude><section end=req6b /></b>

:<b>c. <section begin=req6c /><noinclude></noinclude>Dime Tabernacle
<noinclude></noinclude><section end=req6c /></b>

:<b>d. <section begin=req6d /><noinclude></noinclude>Norsk Bokforlag
<noinclude></noinclude><section end=req6d /></b>

:<b>e. <section begin=req6e /><noinclude></noinclude>Pitcairn Navio Missionário
<noinclude></noinclude><section end=req6e /></b>

:<b>f. <section begin=req6f /><noinclude></noinclude>Conferências de sábado
<noinclude></noinclude><section end=req6f /></b>

:<b>g. <section begin=req6g /><noinclude></noinclude>Sanitarium Health Food Co.
<noinclude></noinclude><section end=req6g /></b>

:<b>h. <section begin=req6h /><noinclude></noinclude>Colégio Solusi
<noinclude></noinclude><section end=req6h /></b>

:<b>i. <section begin=req6i /><noinclude></noinclude>Sistema de benevolência
<noinclude></noinclude><section end=req6i /></b>

:<b>j. <section begin=req6j /><noinclude></noinclude>Tract Society
<noinclude></noinclude><section end=req6j /></b>

:<b>k. <section begin=req6k /><noinclude></noinclude>Universidad de Montemorelos
<noinclude></noinclude><section end=req6k /></b>

:<b>l. <section begin=req6l /><noinclude></noinclude>Voz da Profecia
<noinclude></noinclude><section end=req6l /></b>

:<b>m. <section begin=req6m /><noinclude></noinclude>Washington hand press
<noinclude></noinclude><section end=req6m /></b>

:<b>n. <section begin=req6n /><noinclude></noinclude>Outros locais significativos, organizações ou conceitos em sua divisão, conferência ou região
<noinclude></noinclude><section end=req6n /></b>

<b>7. <section begin=req7 /><noinclude></noinclude>Leia e pesquise sobre a história de Ellen G. White. Expliqueo seu papel nos primórdios da Igreja Adventista. Inclua na sua investigação fatores significativos, tais como:
<noinclude></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude></noinclude>Primeira visão (06 de junho de 1863)
<noinclude></noinclude><section end=req7a /></b>

:<b>b. <section begin=req7b /><noinclude></noinclude>“Elmshaven”
<noinclude></noinclude><section end=req7b /></b>

:<b>c. <section begin=req7c /><noinclude></noinclude>Visões
<noinclude></noinclude><section end=req7c /></b>

:<b>d. <section begin=req7d /><noinclude></noinclude>Gorham, Maine
<noinclude></noinclude><section end=req7d /></b>

:<b>e. <section begin=req7e /><noinclude></noinclude>Mensageiro do Senhor
<noinclude></noinclude><section end=req7e /></b>

:<b>f. <section begin=req7f /><noinclude></noinclude>"Conflito dos Séculos"
<noinclude></noinclude><section end=req7f /></b>

:<b>g. <section begin=req7g /><noinclude></noinclude>Ellen G. White Estate, Inc.
<noinclude></noinclude><section end=req7g /></b>

:<b>h. <section begin=req7h /><noinclude></noinclude>Lovett’s Grove, Ohio
<noinclude></noinclude><section end=req7h /></b>

:<b>i. <section begin=req7i /><noinclude></noinclude>“Sunnyside”
<noinclude></noinclude><section end=req7i /></b>

:<b>j. <section begin=req7j /><noinclude></noinclude>Testemunhos para a Igreja
<noinclude></noinclude><section end=req7j /></b>

<b>8. <section begin=req8 /><noinclude></noinclude>Descoberta da história herdada:
<noinclude></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude></noinclude>Descubra como o movimento adventista começou em seu país. Dê especial atenção às coisas que os pioneiros fizeram no processo dentro do seu país ou região.
<noinclude></noinclude><section end=req8a /></b>

:<b>b. <section begin=req8b /><noinclude></noinclude>Descubra algumas das histórias de como Desbravadores, Grupos Jovens Adventistas, ou Sociedades de Jovens começaram na União ou Divisão.
<noinclude></noinclude><section end=req8b /></b>

:<b>c. <section begin=req8c /><noinclude></noinclude>Apresente as suas decobertas a um grupo ou como parte dos requisitos 9 ou 10.
<noinclude></noinclude><section end=req8c /></b>

<b>9. <section begin=req9 /><noinclude></noinclude>Conhecer e apresentar na escola, Escola Sabatina, ou reunião de Desbravadores, três histórias sobre a história adventista. Pelo menos uma história deve ser à cerca da juventude adventista.
<noinclude></noinclude><section end=req9 /></b>

<section begin=challenge />
<b>10. <section begin=req10 /><noinclude></noinclude>Individualmente ou em grupo completa uma das seguintes opções com base no que aprendeu neste especialidade:<noinclude></noinclude><section end=req10 /></b>

:<b>a. <section begin=req10a /><noinclude></noinclude>Criar e apresentar um cartaz detalhada ou visualização multimédia (vídeo / apresentação) que cobre uma parte do pratrimónio adventista que conheceu.
<noinclude></noinclude><section end=req10a /></b>

:<b>b. <section begin=req10b /><noinclude></noinclude>Escrever e executar uma dramatização que conte parte do pratimónio adventista. Apresentar a dramatização aos desbravadores, tições ou rebentos.
<noinclude></noinclude><section end=req10b /></b>

:<b>c. <section begin=req10c /><noinclude></noinclude>Criar um jogo completamente jogável sobre os a herança dos pioneiros adventistas. Apresentar o jogo ao seu instrutor ou a um grupo.
<noinclude></noinclude><section end=req10c /></b>

:<b>d. <section begin=req10d /><noinclude></noinclude>Visite as intalações oficiais do patromónio da Igreja Adventista na sua conferência, união, ou divisão. Apresente sua experiência a um grupo. Se possível criar um relatório de multimedia da sua experiência.
<noinclude></noinclude><section end=req10d /></b>
<section end=challenge />
<section end=Body />

Translations:AY Honors/Adventist Pioneer Heritage/Requirements/17/pt-br

2024-02-25T16:09:43Z

Jomegat:

</noinclude>Charles M. Kinney
<noinclude>

AY Honors/Adventist Pioneer Heritage/Requirements/es

2024-02-25T16:04:51Z

Jomegat:

{{HonorSubpage}}

<section begin=Body />

<b>{{Localize|Prologue}}: <section begin=reqPrologue /><noinclude></noinclude>Completar un mínimo de 9 semanas de una academia o semestre universitario en un curso de Historia Adventista O completar los requisitos siguientes.<noinclude></noinclude><section end=reqPrologue /></b>

<b>1. <section begin=req1 /><noinclude></noinclude>Orígenes:
<noinclude></noinclude><section end=req1 /></b>

:<b>a. <section begin=req1a /><noinclude></noinclude>Leer, ver o investigar los orígenes y el desarrollo del movimiento millerita y su papel en el comienzo de la Iglesia Adventista del Séptimo Día.
<noinclude></noinclude><section end=req1a /></b>

:<b>b. <section begin=req1b /><noinclude></noinclude>Explicar el Gran Chasco basado en la profecía de Daniel 8.
<noinclude></noinclude><section end=req1b /></b>

:<b>c. <section begin=req1c /><noinclude></noinclude>Compartir sus hallazgos con un grupo.
<noinclude></noinclude><section end=req1c /></b>

<b>2. <section begin=req2 /><noinclude></noinclude>Pioneros:<br/>
Identificar y explicar la importancia de por lo menos 15 de los siguientes individuos:
<noinclude></noinclude><section end=req2 /></b>

:<b>a. <section begin=req2a /><noinclude></noinclude>Marta D. Byington de Amadon
<noinclude></noinclude><section end=req2a /></b>

:<b>b. <section begin=req2b /><noinclude></noinclude>Guillermo H. Anderson
<noinclude></noinclude><section end=req2b /></b>

:<b>c. <section begin=req2c /><noinclude></noinclude>Juan N. Andrews
<noinclude></noinclude><section end=req2c /></b>

:<b>d. <section begin=req2d /><noinclude></noinclude>José Bates
<noinclude></noinclude><section end=req2d /></b>

:<b>e. <section begin=req2e /><noinclude></noinclude> Juan Byington
<noinclude></noinclude><section end=req2e /></b>

:<b>f. <section begin=req2f /><noinclude></noinclude>Miguel Belina Czechowski
<noinclude></noinclude><section end=req2f /></b>

:<b>g. <section begin=req2g /><noinclude></noinclude>Arturo G. Daniells
<noinclude></noinclude><section end=req2g /></b>

:<b>h. <section begin=req2h /><noinclude></noinclude>Hiram Edson
<noinclude></noinclude><section end=req2h /></b>

:<b>i. <section begin=req2i /><noinclude></noinclude>Enrique Fenner
<noinclude></noinclude><section end=req2i /></b>

:<b>j. <section begin=req2j /><noinclude></noinclude>Eduardo Francisco Forga
<noinclude></noinclude><section end=req2j /></b>

:<b>k. <section begin=req2k /><noinclude></noinclude> Alonzo Trévier «A.T.» Jones / Ellet José «E.J.» Waggoner
<noinclude></noinclude><section end=req2k /></b>

:<b>l. <section begin=req2l /><noinclude></noinclude>Carlos M. Kinney
<noinclude></noinclude><section end=req2l /></b>

:<b>m. <section begin=req2m /><noinclude></noinclude>Jorge King
<noinclude></noinclude><section end=req2m /></b>

:<b>n. <section begin=req2n /><noinclude></noinclude>Ana Knight
<noinclude></noinclude><section end=req2n /></b>

:<b>o. <section begin=req2o /><noinclude></noinclude>Abram LaRue
<noinclude></noinclude><section end=req2o /></b>

:<b>p. <section begin=req2p /><noinclude></noinclude>Caterina Lindsay
<noinclude></noinclude><section end=req2p /></b>

:<b>q. <section begin=req2q /><noinclude></noinclude>Guillermo Miller
<noinclude></noinclude><section end=req2q /></b>

:<b>r. <section begin=req2r /><noinclude></noinclude>Guillermo W. Prescott
<noinclude></noinclude><section end=req2r /></b>

:<b>s. <section begin=req2s /><noinclude></noinclude>Raquel Oakes-Preston
<noinclude></noinclude><section end=req2s /></b>

:<b>t. <section begin=req2t /><noinclude></noinclude>Ana Rebeca Smith
<noinclude></noinclude><section end=req2t /></b>

:<b>u. <section begin=req2u /><noinclude></noinclude>Urías Smith
<noinclude></noinclude><section end=req2u /></b>

:<b>v. <section begin=req2v /><noinclude></noinclude>Lutero Warren
<noinclude></noinclude><section end=req2v /></b>

:<b>w. <section begin=req2w /><noinclude></noinclude>Francisco Enrique Westphal
<noinclude></noinclude><section end=req2w /></b>

:<b>x. <section begin=req2x /><noinclude></noinclude>Federico Wheeler
<noinclude></noinclude><section end=req2x /></b>

:<b>y. <section begin=req2y /><noinclude></noinclude>Jaime White
<noinclude></noinclude><section end=req2y /></b>

:<b>z. <section begin=req2z /><noinclude></noinclude>Cualquier otro pionero de su preferencia de su propia Unión/División.
<noinclude></noinclude><section end=req2z /></b>

<b>3. <section begin=req3 /><noinclude></noinclude>Fechas:<br />
Explorar y resumir la importancia de cada uno de las siguientes fechas de eventos en la historia adventista:
<noinclude></noinclude><section end=req3 /></b>

:<b>a. <section begin=req3a /><noinclude></noinclude>El Gran Chasco (22 de octubre de 1844)
<noinclude></noinclude><section end=req3a /></b>

:<b>b. <section begin=req3b /><noinclude></noinclude>La Iglesia Adventista constituida (21 de mayo de 1863)
<noinclude></noinclude><section end=req3b /></b>

:<b>c. <section begin=req3c /><noinclude></noinclude>La Reforma de Salud comienza - 1863
<noinclude></noinclude><section end=req3c /></b>

:<b>d. <section begin=req3d /><noinclude></noinclude>Juan Nevins Andrews: Primer misionero - 1874
<noinclude></noinclude><section end=req3d /></b>

:<b>e. <section begin=req3e /><noinclude></noinclude>Congreso de la Asociación General de 1888 (congreso de la justificación por la fe)
<noinclude></noinclude><section end=req3e /></b>

:<b>f. <section begin=req3f /><noinclude></noinclude>Reorganización de 1901 / Incendios de Battle Creek 1902
<noinclude></noinclude><section end=req3f /></b>

:<b>g. <section begin=req3g /><noinclude></noinclude>Gland, Suiza, 1907
<noinclude></noinclude><section end=req3g /></b>

:<b>h. <section begin=req3h /><noinclude></noinclude>Documento de 27 Creencias Fundamentales adoptado en 1980
<noinclude></noinclude><section end=req3h /></b>

:<b>i. <section begin=req3i /><noinclude></noinclude>Otra fecha significativa en la historia del adventismo de su División, Asociación o región
<noinclude></noinclude><section end=req3i /></b>

<b>4. <section begin=req4 /><noinclude></noinclude>Publicaciones:<br />
Describir los orígenes, detalles de publicación y propósito de cada una de las siguientes publicaciones adventistas:
<noinclude></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude></noinclude>Adventist Review and Sabbath Herald [Revista adventista y heraldo del sábado]
<noinclude></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude></noinclude>Revista Advent Tidende (danés)
<noinclude></noinclude><section end=req4b /></b>

:<b>c. <section begin=req4c /><noinclude></noinclude>Les Signes des Temps / El Centinela
<noinclude></noinclude><section end=req4c /></b>

:<b>d. <section begin=req4d /><noinclude></noinclude>Revista Libertad
<noinclude></noinclude><section end=req4d /></b>

:<b>e. <section begin=req4e /><noinclude></noinclude>vangelista médico / evangelismo médico
<noinclude></noinclude><section end=req4e /></b>

:<b>f. <section begin=req4f /><noinclude></noinclude>La Verdad Presente
<noinclude></noinclude><section end=req4f /></b>

:<b>g. <section begin=req4g /><noinclude></noinclude>El Instructor de Jóvenes
<noinclude></noinclude><section end=req4g /></b>

:<b>h. <section begin=req4h /><noinclude></noinclude>Publicaciones equivalentes de su División, Asociación o región
<noinclude></noinclude><section end=req4h /></b>

<b>5. <section begin=req5 /><noinclude></noinclude>Organización de la Iglesia:
<noinclude></noinclude><section end=req5 /></b>

:<b>a. <section begin=req5a /><noinclude></noinclude>Explicar brevemente la importancia del Congreso de la Asociación General de 1901 y describir la estructura organizacional que resultó. Indicar cómo su Asociación/Misión encaja en la estructura general de la iglesia.
<noinclude></noinclude><section end=req5a /></b>

:<b>b. <section begin=req5b /><noinclude></noinclude>Indicar en un mapa dónde se encuentra la sede de la iglesia de su nivel de Asociación hasta la Asociación General.
<noinclude></noinclude><section end=req5b /></b>

:<b>c. <section begin=req5c /><noinclude></noinclude>Ilustrar la estructura organizacional de la Iglesia Adventista del Séptimo Día y preparar un gráfico de la organización eclesiástico para demostrar su aprendizaje.
<noinclude></noinclude><section end=req5c /></b>

<b>6. <section begin=req6 /><noinclude></noinclude>Misceláneo:<br />
Decir la importancia de al menos 10 de los siguientes lugares, organizaciones, conceptops o su equivalente.
<noinclude></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude></noinclude>Colegio de Avondale
<noinclude></noinclude><section end=req6a /></b>

:<b>b. <section begin=req6b /><noinclude></noinclude>Sanatorio de Battle Creek
<noinclude></noinclude><section end=req6b /></b>

:<b>c. <section begin=req6c /><noinclude></noinclude>Tabernáculo de los Diez Centavos
<noinclude></noinclude><section end=req6c /></b>

:<b>d. <section begin=req6d /><noinclude></noinclude>Norsk Bokforlag
<noinclude></noinclude><section end=req6d /></b>

:<b>e. <section begin=req6e /><noinclude></noinclude>Nave Misionero Pitcairn
<noinclude></noinclude><section end=req6e /></b>

:<b>f. <section begin=req6f /><noinclude></noinclude>Conferencias Sabáticas
<noinclude></noinclude><section end=req6f /></b>

:<b>g. <section begin=req6g /><noinclude></noinclude>Compañía del Sanatorio de Salud y Bienestar
<noinclude></noinclude><section end=req6g /></b>

:<b>h. <section begin=req6h /><noinclude></noinclude>Universidad Solusi
<noinclude></noinclude><section end=req6h /></b>

:<b>i. <section begin=req6i /><noinclude></noinclude>Benevolencia Sistemática
<noinclude></noinclude><section end=req6i /></b>

:<b>j. <section begin=req6j /><noinclude></noinclude>Sociedad de Tratados
<noinclude></noinclude><section end=req6j /></b>

:<b>k. <section begin=req6k /><noinclude></noinclude>Universidad de Montemorelos
<noinclude></noinclude><section end=req6k /></b>

:<b>l. <section begin=req6l /><noinclude></noinclude>La Voz de la Esperanza
<noinclude></noinclude><section end=req6l /></b>

:<b>m. <section begin=req6m /><noinclude></noinclude>Prensa Manual Washington
<noinclude></noinclude><section end=req6m /></b>

:<b>n. <section begin=req6n /><noinclude></noinclude>Otros locales, organizaciones o conceptos signifivativos de su División, Asociación/Misión o región
<noinclude></noinclude><section end=req6n /></b>

<b>7. <section begin=req7 /><noinclude></noinclude>Leer, ver o investigar la historia de Elena G. de White. Explicar cuál fue su papel en los comienzos de la Iglesia Adventista. Incluir en su investigación factores significantes como:
<noinclude></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude></noinclude>Primera visión (06 de junio de 1863)
<noinclude></noinclude><section end=req7a /></b>

:<b>b. <section begin=req7b /><noinclude></noinclude>«Elmshaven»
<noinclude></noinclude><section end=req7b /></b>

:<b>c. <section begin=req7c /><noinclude></noinclude>Visiones
<noinclude></noinclude><section end=req7c /></b>

:<b>d. <section begin=req7d /><noinclude></noinclude>Gorham, Maine
<noinclude></noinclude><section end=req7d /></b>

:<b>e. <section begin=req7e /><noinclude></noinclude>Mensajera del Señor
<noinclude></noinclude><section end=req7e /></b>

:<b>f. <section begin=req7f /><noinclude></noinclude>Serie Conflicto de los Siglos
<noinclude></noinclude><section end=req7f /></b>

:<b>g. <section begin=req7g /><noinclude></noinclude>Patrimonio de Elena G. de White, Inc
<noinclude></noinclude><section end=req7g /></b>

:<b>h. <section begin=req7h /><noinclude></noinclude>Lovett’s Grove, Ohio
<noinclude></noinclude><section end=req7h /></b>

:<b>i. <section begin=req7i /><noinclude></noinclude>«Sunnyside»
<noinclude></noinclude><section end=req7i /></b>

:<b>j. <section begin=req7j /><noinclude></noinclude>Testimonios para la Iglesia
<noinclude></noinclude><section end=req7j /></b>

<b>8. <section begin=req8 /><noinclude></noinclude>Historias de Descubrimiento de Herencia:
<noinclude></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude></noinclude>Descubrir cómo el movimiento adventista comenzó en su país. Dar atención especial a las cosas que hicieron los pioneros en el proceso entre su país o región.
<noinclude></noinclude><section end=req8a /></b>

:<b>b. <section begin=req8b /><noinclude></noinclude>Descubrir aglunas de las historias de cómo los Conquistadores, grupos juveniles adventistas o sociedades de JA comenzaron en su Asociación o División.
<noinclude></noinclude><section end=req8b /></b>

:<b>c. <section begin=req8c /><noinclude></noinclude>Presentar sus hallazgos a un grupo o como parte del requisito 9 o 10.
<noinclude></noinclude><section end=req8c /></b>

<b>9. <section begin=req9 /><noinclude></noinclude>Conocer y decir para la escuela, la escuela sabática o un devocional de Conquistadores 3 historias de la historia adventista. Por lo menos una historia debe ser de los jóvenes adventistas.
<noinclude></noinclude><section end=req9 /></b>

<section begin=challenge />
<b>10. <section begin=req10 /><noinclude></noinclude>Como un individuo o con un grupo, completar uno de los siguientes:
<noinclude></noinclude><section end=req10 /></b>

:<b>a. <section begin=req10a /><noinclude></noinclude>Crear y presentar un cartel detallado o exhibición de multimedia (video/presentación) cubriendo una porción de la herencia adventista que haya prendido.
<noinclude></noinclude><section end=req10a /></b>

:<b>b. <section begin=req10b /><noinclude></noinclude>Escribir y presentar un drama que cuenta parte de la historia de la herencia adventista. Presentarlo a Conquistadores más jóvenes, Aventureros u otro grupo de individuos menores.
<noinclude></noinclude><section end=req10b /></b>

:<b>c. <section begin=req10c /><noinclude></noinclude>Crear un juego sobre la herencia adventista. Demostrar cómo se juega a su instructor o a un grupo.
<noinclude></noinclude><section end=req10c /></b>

:<b>d. <section begin=req10d /><noinclude></noinclude>Visitar un sitio oficial de herencia adventista dentro de su Asociación, Unión o División. Informarle a un grupo de su experiencia. Si es viable, crear un informe de multimedia de su experiencia.
<noinclude></noinclude><section end=req10d /></b>
<section end=challenge />
<section end=Body />

Translations:AY Honors/Adventist Pioneer Heritage/Requirements/17/es

2024-02-25T16:04:49Z

Jomegat:

</noinclude>Carlos M. Kinney
<noinclude>

AY Honors/Adventist Pioneer Heritage/Requirements

2024-02-25T15:55:55Z

Jomegat: Spelling

{{HonorSubpage}}

<section begin=Body />

<b>{{Localize|Prologue}}: <section begin=reqPrologue /><noinclude><translate>

</noinclude>Complete a minimum of a 9-week Academy or semester college Adventist History course OR complete the following requirements.
<noinclude></translate></noinclude><section end=reqPrologue /></b>

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Origins:
<noinclude></translate></noinclude><section end=req1 /></b>

:<b>a. <section begin=req1a /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req1a /></b>

:<b>b. <section begin=req1b /><noinclude><translate>
</noinclude>Explain the Great Disappointment based on the prophecy of Daniel 8.
<noinclude></translate></noinclude><section end=req1b /></b>

:<b>c. <section begin=req1c /><noinclude><translate>
</noinclude>Share your finding with a group.
<noinclude></translate></noinclude><section end=req1c /></b>

<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>Pioneers:<br />Be able to identify and explain the significance of at least fifteen (15) of the following individuals:
<noinclude></translate></noinclude><section end=req2 /></b>

:<b>a. <section begin=req2a /><noinclude><translate>
</noinclude>Martha Amadon
<noinclude></translate></noinclude><section end=req2a /></b>

:<b>b. <section begin=req2b /><noinclude><translate>
</noinclude>W. H. Anderson
<noinclude></translate></noinclude><section end=req2b /></b>

:<b>c. <section begin=req2c /><noinclude><translate>
</noinclude>J. N. Andrews
<noinclude></translate></noinclude><section end=req2c /></b>

:<b>d. <section begin=req2d /><noinclude><translate>
</noinclude>Joseph Bates
<noinclude></translate></noinclude><section end=req2d /></b>

:<b>e. <section begin=req2e /><noinclude><translate>
</noinclude>John Byington
<noinclude></translate></noinclude><section end=req2e /></b>

:<b>f. <section begin=req2f /><noinclude><translate>
</noinclude>M. B. Czechowski
<noinclude></translate></noinclude><section end=req2f /></b>

:<b>g. <section begin=req2g /><noinclude><translate>
</noinclude>A.G. Daniells
<noinclude></translate></noinclude><section end=req2g /></b>

:<b>h. <section begin=req2h /><noinclude><translate>
</noinclude>Hiram Edson
<noinclude></translate></noinclude><section end=req2h /></b>

:<b>i. <section begin=req2i /><noinclude><translate>
</noinclude>Harry Fenner
<noinclude></translate></noinclude><section end=req2i /></b>

:<b>j. <section begin=req2j /><noinclude><translate>
</noinclude>Eduardo Francisco Forga
<noinclude></translate></noinclude><section end=req2j /></b>

:<b>k. <section begin=req2k /><noinclude><translate>
</noinclude>A.T. Jones / E.J. Waggoner
<noinclude></translate></noinclude><section end=req2k /></b>

:<b>l. <section begin=req2l /><noinclude><translate>
</noinclude>Charles M. Kinney
<noinclude></translate></noinclude><section end=req2l /></b>

:<b>m. <section begin=req2m /><noinclude><translate>
</noinclude>George King
<noinclude></translate></noinclude><section end=req2m /></b>

:<b>n. <section begin=req2n /><noinclude><translate>
</noinclude>Anna Knight
<noinclude></translate></noinclude><section end=req2n /></b>

:<b>o. <section begin=req2o /><noinclude><translate>
</noinclude>Abram LaRue
<noinclude></translate></noinclude><section end=req2o /></b>

:<b>p. <section begin=req2p /><noinclude><translate>
</noinclude>Kate Lindsay
<noinclude></translate></noinclude><section end=req2p /></b>

:<b>q. <section begin=req2q /><noinclude><translate>
</noinclude>William Miller
<noinclude></translate></noinclude><section end=req2q /></b>

:<b>r. <section begin=req2r /><noinclude><translate>
</noinclude>W.W. Prescott
<noinclude></translate></noinclude><section end=req2r /></b>

:<b>s. <section begin=req2s /><noinclude><translate>
</noinclude>Rachel Oakes-Preston
<noinclude></translate></noinclude><section end=req2s /></b>

:<b>t. <section begin=req2t /><noinclude><translate>
</noinclude>Annie Smith
<noinclude></translate></noinclude><section end=req2t /></b>

:<b>u. <section begin=req2u /><noinclude><translate>
</noinclude>Uriah Smith
<noinclude></translate></noinclude><section end=req2u /></b>

:<b>v. <section begin=req2v /><noinclude><translate>
</noinclude>Luther Warren
<noinclude></translate></noinclude><section end=req2v /></b>

:<b>w. <section begin=req2w /><noinclude><translate>
</noinclude>F. H. Westphal
<noinclude></translate></noinclude><section end=req2w /></b>

:<b>x. <section begin=req2x /><noinclude><translate>
</noinclude>Frederick Wheeler
<noinclude></translate></noinclude><section end=req2x /></b>

:<b>y. <section begin=req2y /><noinclude><translate>
</noinclude>James White
<noinclude></translate></noinclude><section end=req2y /></b>

:<b>z. <section begin=req2z /><noinclude><translate>
</noinclude>Any other pioneers of your preference from your own Union/Division.
<noinclude></translate></noinclude><section end=req2z /></b>

<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Dates:<br />Explore and summarize the importance of each of the following event dates to Adventist history:
<noinclude></translate></noinclude><section end=req3 /></b>

:<b>a. <section begin=req3a /><noinclude><translate>
</noinclude>Great Disappointment (October 22, 1844)
<noinclude></translate></noinclude><section end=req3a /></b>

:<b>b. <section begin=req3b /><noinclude><translate>
</noinclude>Adventist Church incorporated (May 21, 1863)
<noinclude></translate></noinclude><section end=req3b /></b>

:<b>c. <section begin=req3c /><noinclude><translate>
</noinclude>Health Reform begins - 1863
<noinclude></translate></noinclude><section end=req3c /></b>

:<b>d. <section begin=req3d /><noinclude><translate>
</noinclude>J.N. Andrews: First Missionary - 1874
<noinclude></translate></noinclude><section end=req3d /></b>

:<b>e. <section begin=req3e /><noinclude><translate>
</noinclude>General Conference of 1888 (Righteousness by Faith Conference)
<noinclude></translate></noinclude><section end=req3e /></b>

:<b>f. <section begin=req3f /><noinclude><translate>
</noinclude>Reorganization of 1901 / Fires in Battle Creek 1902
<noinclude></translate></noinclude><section end=req3f /></b>

:<b>g. <section begin=req3g /><noinclude><translate>
</noinclude>Gland, Switzerland, 1907
<noinclude></translate></noinclude><section end=req3g /></b>

:<b>h. <section begin=req3h /><noinclude><translate>
</noinclude>27 Fundamental Beliefs document adopted 1980
<noinclude></translate></noinclude><section end=req3h /></b>

:<b>i. <section begin=req3i /><noinclude><translate>
</noinclude>Other significant dates in the history of Adventism in your division, conference, or region
<noinclude></translate></noinclude><section end=req3i /></b>

<b>4. <section begin=req4 /><noinclude><translate>
</noinclude>Publications:<br />Describe the origins, publication details, and purpose of each of the following Adventist Publications:
<noinclude></translate></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude><translate>
</noinclude>Adventist Review and Sabbath Herald
<noinclude></translate></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude><translate>
</noinclude>Advent Tidende
<noinclude></translate></noinclude><section end=req4b /></b>

:<b>c. <section begin=req4c /><noinclude><translate>
</noinclude>Les Signes des Temps / Signs of the Times
<noinclude></translate></noinclude><section end=req4c /></b>

:<b>d. <section begin=req4d /><noinclude><translate>
</noinclude>Liberty Magazine / Liberty
<noinclude></translate></noinclude><section end=req4d /></b>

:<b>e. <section begin=req4e /><noinclude><translate>
</noinclude>Medical Evangelist / Medical Evangelism
<noinclude></translate></noinclude><section end=req4e /></b>

:<b>f. <section begin=req4f /><noinclude><translate>
</noinclude>Present Truth
<noinclude></translate></noinclude><section end=req4f /></b>

:<b>g. <section begin=req4g /><noinclude><translate>
</noinclude>Youth’s Instructor
<noinclude></translate></noinclude><section end=req4g /></b>

:<b>h. <section begin=req4h /><noinclude><translate>
</noinclude>Equivalent publications in your division, conference, or region
<noinclude></translate></noinclude><section end=req4h /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>Church Organization:
<noinclude></translate></noinclude><section end=req5 /></b>

:<b>a. <section begin=req5a /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req5a /></b>

:<b>b. <section begin=req5b /><noinclude><translate>
</noinclude>Point out on a map where the church offices are located from your conference level to the General Conference.
<noinclude></translate></noinclude><section end=req5b /></b>

:<b>c. <section begin=req5c /><noinclude><translate>
</noinclude>Illustrate the organizational structure of the Seventh-day Adventist Church and prepare an ecclesiastical organization chart to demonstrate your learning.
<noinclude></translate></noinclude><section end=req5c /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Miscellaneous:<br />Tell the importance of at least ten (10) of the following locations, organizations, or concepts or their equivalent.
<noinclude></translate></noinclude><section end=req6 /></b>

:<b>a. <section begin=req6a /><noinclude><translate>
</noinclude>Avondale College
<noinclude></translate></noinclude><section end=req6a /></b>

:<b>b. <section begin=req6b /><noinclude><translate>
</noinclude>Battle Creek Sanitarium
<noinclude></translate></noinclude><section end=req6b /></b>

:<b>c. <section begin=req6c /><noinclude><translate>
</noinclude>Dime Tabernacle
<noinclude></translate></noinclude><section end=req6c /></b>

:<b>d. <section begin=req6d /><noinclude><translate>
</noinclude>Norsk Bokforlag
<noinclude></translate></noinclude><section end=req6d /></b>

:<b>e. <section begin=req6e /><noinclude><translate>
</noinclude>Pitcairn Missionary Ship
<noinclude></translate></noinclude><section end=req6e /></b>

:<b>f. <section begin=req6f /><noinclude><translate>
</noinclude>Sabbath Conferences
<noinclude></translate></noinclude><section end=req6f /></b>

:<b>g. <section begin=req6g /><noinclude><translate>
</noinclude>Sanitarium Health Food Co.
<noinclude></translate></noinclude><section end=req6g /></b>

:<b>h. <section begin=req6h /><noinclude><translate>
</noinclude>Solusi College
<noinclude></translate></noinclude><section end=req6h /></b>

:<b>i. <section begin=req6i /><noinclude><translate>
</noinclude>Systematic Benevolence
<noinclude></translate></noinclude><section end=req6i /></b>

:<b>j. <section begin=req6j /><noinclude><translate>
</noinclude>Tract Society
<noinclude></translate></noinclude><section end=req6j /></b>

:<b>k. <section begin=req6k /><noinclude><translate>
</noinclude>Universidad de Montemorelos
<noinclude></translate></noinclude><section end=req6k /></b>

:<b>l. <section begin=req6l /><noinclude><translate>
</noinclude>Voice of Prophecy
<noinclude></translate></noinclude><section end=req6l /></b>

:<b>m. <section begin=req6m /><noinclude><translate>
</noinclude>Washington hand press
<noinclude></translate></noinclude><section end=req6m /></b>

:<b>n. <section begin=req6n /><noinclude><translate>
</noinclude>Other significant locations, organizations, or concepts in your division, conference, or region
<noinclude></translate></noinclude><section end=req6n /></b>

<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>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:
<noinclude></translate></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude><translate>
</noinclude>First vision (June 6, 1863)
<noinclude></translate></noinclude><section end=req7a /></b>

:<b>b. <section begin=req7b /><noinclude><translate>
</noinclude>“Elmshaven”
<noinclude></translate></noinclude><section end=req7b /></b>

:<b>c. <section begin=req7c /><noinclude><translate>
</noinclude>Visions
<noinclude></translate></noinclude><section end=req7c /></b>

:<b>d. <section begin=req7d /><noinclude><translate>
</noinclude>Gorham, Maine
<noinclude></translate></noinclude><section end=req7d /></b>

:<b>e. <section begin=req7e /><noinclude><translate>
</noinclude>Lord’s Messenger
<noinclude></translate></noinclude><section end=req7e /></b>

:<b>f. <section begin=req7f /><noinclude><translate>
</noinclude>“Conflict of the Ages” series
<noinclude></translate></noinclude><section end=req7f /></b>

:<b>g. <section begin=req7g /><noinclude><translate>
</noinclude>Ellen G. White Estate, Inc.
<noinclude></translate></noinclude><section end=req7g /></b>

:<b>h. <section begin=req7h /><noinclude><translate>
</noinclude>Lovett’s Grove, Ohio
<noinclude></translate></noinclude><section end=req7h /></b>

:<b>i. <section begin=req7i /><noinclude><translate>
</noinclude>“Sunnyside”
<noinclude></translate></noinclude><section end=req7i /></b>

:<b>j. <section begin=req7j /><noinclude><translate>
</noinclude>Testimonies for the Church
<noinclude></translate></noinclude><section end=req7j /></b>

<b>8. <section begin=req8 /><noinclude><translate>
</noinclude>Discovery of Heritage Stories:
<noinclude></translate></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req8a /></b>

:<b>b. <section begin=req8b /><noinclude><translate>
</noinclude>Discover some of the stories of how Pathfinders, Adventist Youth Groups, or AY Societies began in your conference or division.
<noinclude></translate></noinclude><section end=req8b /></b>

:<b>c. <section begin=req8c /><noinclude><translate>
</noinclude>Present your finding to a group or as part of requirement 9 or 10.
<noinclude></translate></noinclude><section end=req8c /></b>

<b>9. <section begin=req9 /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req9 /></b>

<section begin=challenge />
<b>10. <section begin=req10 /><noinclude><translate>
</noinclude>As an individual or with a group complete one of the following:
<noinclude></translate></noinclude><section end=req10 /></b>

:<b>a. <section begin=req10a /><noinclude><translate>
</noinclude>Create and present a detailed poster or multimedia display (video/presentation) covering a portion of Adventist Heritage that you have learned.
<noinclude></translate></noinclude><section end=req10a /></b>

:<b>b. <section begin=req10b /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req10b /></b>

:<b>c. <section begin=req10c /><noinclude><translate>
</noinclude>Create a completely playable game about Adventist Heritage. Demonstrate the game to your instructor or a group.
<noinclude></translate></noinclude><section end=req10c /></b>

:<b>d. <section begin=req10d /><noinclude><translate>
</noinclude>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.
<noinclude></translate></noinclude><section end=req10d /></b>
<section end=challenge />
<section end=Body />

Help:Add new Honor

2024-02-16T02:31:22Z

Jomegat: /* Upload Honor Patch */

<div class="toc toccolours toclimit-3" style="float: left; margin-right: 1em;">
__TOC__
</div>
{{clear}}
This page describes how to add a new honor to the wiki. To understand which pages are important for an honor, read the section about the [[Pathfinder_Wiki:Structure|Structure of an Honor]].

== Create an entry in [[Localization:Honors]]==
The honor name is extracted from the [[Localization:Honors]] page. If this step is omitted, the page name will show up as "AY Honor" with no honor name. Add the honor to the localization page, using the [[Template:SaveLocalizationHonors]] template, specifying its English name as both the id and the text arguments. Then mark the page for translation and translate the text field into the languages of interest (ideally, all the languages supported by the wiki).

== Create the Honor Landing Page ==
That is the first page that needs to be created. It has the following structure: The Honor Navigation, followed by an Overview and the Challenging-Part-Section. On the right side it has the infobox that is displaying the most important information about an honor.

To create the honor landing page, type <code>AY Honors/<honorname></code> into the search. If the honor doesn't exist there should be the following text at the top of the page: <code>Create the page "AY Honors/<honorname>" on this wiki! See also the search results found.</code>

Just click on it and follow with the rest of the tutorial.

The source code will have the following structure: Template call of [[Template:HonorLanding|HonorLanding]] followed by the Overview and the Challenging-Part-Section. The content ends with a call of the [[Template:CloseHonorPage|CloseHonorPage-Template]] Use the following code as a starting point and set the needed arguments of the [[Template:HonorLanding|HonorLanding Template]], they are described in the documentation of the template, and write an awesome overview. Then the Landing Page should be finished.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorLanding
|skill=2
|year=Unknown
|category=Regional
|authority=Florida Conference
|insignia=Scrapbooking (FL) AY Honor.png
|insignia_source=FL
|primary=AY Honors/Scrapbooking
}}

== {{Localize|Overview}}==
<translate>
WRITE AN AWESOME OVERVIEW HERE :)
</translate>

== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}
{{CloseHonorPage}}
</syntaxhighlight >

=== Upload Honor Patch ===
To add the image for the honor page, click on "Tools" in the bottom left and select "Upload File". Follow the process and select "Pathfinder Insignia" for the "Licensing" field.
For the filename we have the following convention <code><honorname> AY Honor.png</code>. The png should have a transparent background.

== Create the Requirements Page ==
To create the requirement page, just use the link to the requirements page on the newly created honor landing page.
Use the following code as a template for the requirements page.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorSubpage}}

<section begin=Body />

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>The first Requirement of this honor.
<noinclude></translate></noinclude><section end=req1 /></b>

<section begin=challenge />
<b>N. <section begin=reqN /><noinclude><translate>
</noinclude>The N-th Requirement of this honor
<noinclude></translate></noinclude><section end=reqN /></b>
<section end=challenge />

<section end=Body />

{{CloseHonorPage}}
</syntaxhighlight >

The page needs to start with the Template-Call of [[Template:HonorSubpage|HonorSubpage]]. It generates the Honor-Navigation, Language Switcher, the Infobox and the basic page structure. At the end of the page, the Template [[Template:CloseHonorPage|CloseHonorPage]] needs to be called, to close the HTML-Page-Structure. Between the two Template calls the <code><section begin=Body /></code>-Tag and the <code><section end=Body /></code>-Tag is needed. The section-tags enable the wiki to include the enclosed content on other pages, by simply supplying the name of the section. Each section name must be unique on the page.

The requirements are also enclosed by section-tags. The names of these start with "req", followed by the requirement number. Between the section-tags the translate-tags need to be opened and closed. To prevent them from being included on other pages they need to be surrounded by noinclude-tags. For the sake of styling the whole requirement is surrounded by the b-tags to make the text bold.

Next, one needs to define the requirement that is the challenging part of the honor. That is again done by using the section-tags using the section name "challenge". In the example that would be the N-th requirement. The challenging part of an honor may include sub-requirements.

== Create the Answer Key's Page ==
As with the Requirements page, open the honors landing page and click on the answer key page, to create it. The following code is the template for the new page.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorSubpage}}

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}
<noinclude><translate>
</noinclude>

The answer of the first requirement

<noinclude></translate></noinclude>
{{CloseReq}}
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=N}}
<noinclude><translate>
</noinclude>

The answer of the N-th requirement.

<noinclude></translate></noinclude>
{{CloseReq}}

{{CloseHonorPage}}
</syntaxhighlight >

The page needs to start with the Template-Call of [[Template:HonorSubpage|HonorSubpage]]. It generates the Honor-Navigation, Language Switcher, the Infobox and the basic page structure. At the end of the page, the Template [[Template:CloseHonorPage|CloseHonorPage]] needs to be called, to close the HTML-Page-Structure.

Rather than retyping the requirement on the answer key, we include the requirement from the Requirements page directly so that if the requirement changes, it only has to be update in one place. To include the requirement from the requirements page add the [[Template:ansreq|ansreq-template]] with the <code>num</code>-Argument set to the number of the wanted requirement. After that, the opening translate-tag is needed, surrounded by noinclude-tags. For the readability it is common to add the text of the requirement inside of an HTML Comment after that. Now the answer can be written.
After the answer the closing translate-tag needs to be added, again surrounded by noinclude-tags. Then the [[Template:CloseReq|CloseReq]]-Template needs to be called.

This section needs to be repeated for each of the requirements. If there are sub-requirements just add another requirement section where the answer goes, but nest the sub-requirements between the parent requirement's ansreq and CloseReq templates.

Help:Add new Honor

2024-02-16T02:24:01Z

Jomegat:

<div class="toc toccolours toclimit-3" style="float: left; margin-right: 1em;">
__TOC__
</div>
{{clear}}
This page describes how to add a new honor to the wiki. To understand which pages are important for an honor, read the section about the [[Pathfinder_Wiki:Structure|Structure of an Honor]].

== Create an entry in [[Localization:Honors]]==
The honor name is extracted from the [[Localization:Honors]] page. If this step is omitted, the page name will show up as "AY Honor" with no honor name. Add the honor to the localization page, using the [[Template:SaveLocalizationHonors]] template, specifying its English name as both the id and the text arguments. Then mark the page for translation and translate the text field into the languages of interest (ideally, all the languages supported by the wiki).

== Create the Honor Landing Page ==
That is the first page that needs to be created. It has the following structure: The Honor Navigation, followed by an Overview and the Challenging-Part-Section. On the right side it has the infobox that is displaying the most important information about an honor.

To create the honor landing page, type <code>AY Honors/<honorname></code> into the search. If the honor doesn't exist there should be the following text at the top of the page: <code>Create the page "AY Honors/<honorname>" on this wiki! See also the search results found.</code>

Just click on it and follow with the rest of the tutorial.

The source code will have the following structure: Template call of [[Template:HonorLanding|HonorLanding]] followed by the Overview and the Challenging-Part-Section. The content ends with a call of the [[Template:CloseHonorPage|CloseHonorPage-Template]] Use the following code as a starting point and set the needed arguments of the [[Template:HonorLanding|HonorLanding Template]], they are described in the documentation of the template, and write an awesome overview. Then the Landing Page should be finished.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorLanding
|skill=2
|year=Unknown
|category=Regional
|authority=Florida Conference
|insignia=Scrapbooking (FL) AY Honor.png
|insignia_source=FL
|primary=AY Honors/Scrapbooking
}}

== {{Localize|Overview}}==
<translate>
WRITE AN AWESOME OVERVIEW HERE :)
</translate>

== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}
{{CloseHonorPage}}
</syntaxhighlight >

=== Upload Honor Patch ===
To add the image for the honor page, click on "Tools" in the bottom left and select "Upload File". Follow the process and select the correct license.
For the filename we have the following convention <code><honorname> AY Honor.png</code>.

== Create the Requirements Page ==
To create the requirement page, just use the link to the requirements page on the newly created honor landing page.
Use the following code as a template for the requirements page.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorSubpage}}

<section begin=Body />

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>The first Requirement of this honor.
<noinclude></translate></noinclude><section end=req1 /></b>

<section begin=challenge />
<b>N. <section begin=reqN /><noinclude><translate>
</noinclude>The N-th Requirement of this honor
<noinclude></translate></noinclude><section end=reqN /></b>
<section end=challenge />

<section end=Body />

{{CloseHonorPage}}
</syntaxhighlight >

The page needs to start with the Template-Call of [[Template:HonorSubpage|HonorSubpage]]. It generates the Honor-Navigation, Language Switcher, the Infobox and the basic page structure. At the end of the page, the Template [[Template:CloseHonorPage|CloseHonorPage]] needs to be called, to close the HTML-Page-Structure. Between the two Template calls the <code><section begin=Body /></code>-Tag and the <code><section end=Body /></code>-Tag is needed. The section-tags enable the wiki to include the enclosed content on other pages, by simply supplying the name of the section. Each section name must be unique on the page.

The requirements are also enclosed by section-tags. The names of these start with "req", followed by the requirement number. Between the section-tags the translate-tags need to be opened and closed. To prevent them from being included on other pages they need to be surrounded by noinclude-tags. For the sake of styling the whole requirement is surrounded by the b-tags to make the text bold.

Next, one needs to define the requirement that is the challenging part of the honor. That is again done by using the section-tags using the section name "challenge". In the example that would be the N-th requirement. The challenging part of an honor may include sub-requirements.

== Create the Answer Key's Page ==
As with the Requirements page, open the honors landing page and click on the answer key page, to create it. The following code is the template for the new page.

<syntaxhighlight lang="html+handlebars" style="overflow:auto">
{{HonorSubpage}}

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}
<noinclude><translate>
</noinclude>

The answer of the first requirement

<noinclude></translate></noinclude>
{{CloseReq}}
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=N}}
<noinclude><translate>
</noinclude>

The answer of the N-th requirement.

<noinclude></translate></noinclude>
{{CloseReq}}

{{CloseHonorPage}}
</syntaxhighlight >

The page needs to start with the Template-Call of [[Template:HonorSubpage|HonorSubpage]]. It generates the Honor-Navigation, Language Switcher, the Infobox and the basic page structure. At the end of the page, the Template [[Template:CloseHonorPage|CloseHonorPage]] needs to be called, to close the HTML-Page-Structure.

Rather than retyping the requirement on the answer key, we include the requirement from the Requirements page directly so that if the requirement changes, it only has to be update in one place. To include the requirement from the requirements page add the [[Template:ansreq|ansreq-template]] with the <code>num</code>-Argument set to the number of the wanted requirement. After that, the opening translate-tag is needed, surrounded by noinclude-tags. For the readability it is common to add the text of the requirement inside of an HTML Comment after that. Now the answer can be written.
After the answer the closing translate-tag needs to be added, again surrounded by noinclude-tags. Then the [[Template:CloseReq|CloseReq]]-Template needs to be called.

This section needs to be repeated for each of the requirements. If there are sub-requirements just add another requirement section where the answer goes, but nest the sub-requirements between the parent requirement's ansreq and CloseReq templates.

Localization:Honors

2024-02-16T02:17:23Z

Jomegat: Add FBU's Camping honor

<languages />
<translate>


{| class="wikitable sortable"
! ID
! Language specific Text
! Honorlanding PageID


{{SaveLocalizationHonors
|id=Aboriginal Lore
|text=Aboriginal Lore
}}


{{SaveLocalizationHonors
|id=Abraham & Sand Art
|text=Abraham & Sand Art
}}


{{SaveLocalizationHonors
|id=Abseiling
|text=Abseiling
}}


{{SaveLocalizationHonors
|id=Abseiling - Advanced
|text=Abseiling - Advanced
}}


{{SaveLocalizationHonors
|id=Abseiling - Instructor
|text=Abseiling - Instructor
}}


{{SaveLocalizationHonors
|id=Accounting
|text=Accounting
}}


{{SaveLocalizationHonors
|id=Adapted Sports
|text=Adapted Sports
}}


{{SaveLocalizationHonors
|id=Adinkra
|text=Adinkra
}}


{{SaveLocalizationHonors
|id=Administration
|text=Administration
}}


{{SaveLocalizationHonors
|id=ADRA Annual Appeal Collector
|text=ADRA Annual Appeal Collector
}}


{{SaveLocalizationHonors
|id=Adventist Church Heritage
|text=Adventist Church Heritage
}}


{{SaveLocalizationHonors
|id=Adventist Pioneer Heritage
|text=Adventist Pioneer Heritage
}}


{{SaveLocalizationHonors
|id=Adventist Pioneers
|text=Adventist Pioneers
}}


{{SaveLocalizationHonors
|id=Adventurer for Christ
|text=Adventurer for Christ
}}


{{SaveLocalizationHonors
|id=Adventurer for Christ - Advanced
|text=Adventurer for Christ - Advanced
}}


{{SaveLocalizationHonors
|id=African American Adventist Heritage in the NAD
|text=African American Adventist Heritage in the NAD
}}


{{SaveLocalizationHonors
|id=African American Adventist Heritage in the NAD - Advanced
|text=African American Adventist Heritage in the NAD - Advanced
}}


{{SaveLocalizationHonors
|id=African Lore
|text=African Lore
}}


{{SaveLocalizationHonors
|id=Agriculture
|text=Agriculture
}}


{{SaveLocalizationHonors
|id=Airplane Modeling
|text=Airplane Modeling
}}


{{SaveLocalizationHonors
|id=Alive Bible
|text=Alive Bible
}}


{{SaveLocalizationHonors
|id=Alternative Fuels
|text=Alternative Fuels
}}


{{SaveLocalizationHonors
|id=Alternative Fuels - Advanced
|text=Alternative Fuels - Advanced
}}


{{SaveLocalizationHonors
|id=Amphibians
|text=Amphibians
}}


{{SaveLocalizationHonors
|id=Amphibians - Advanced
|text=Amphibians - Advanced
}}


{{SaveLocalizationHonors
|id=Ancient Technology
|text=Ancient Technology
}}


{{SaveLocalizationHonors
|id=Animal Camouflage
|text=Animal Camouflage
}}


{{SaveLocalizationHonors
|id=Animal Camouflage - Advanced
|text=Animal Camouflage - Advanced
}}


{{SaveLocalizationHonors
|id=Animal Tracking
|text=Animal Tracking
}}


{{SaveLocalizationHonors
|id=Animal Tracking - Advanced
|text=Animal Tracking - Advanced
}}


{{SaveLocalizationHonors
|id=Antelopes
|text=Antelopes
}}


{{SaveLocalizationHonors
|id=Antelopes - Advanced
|text=Antelopes - Advanced
}}


{{SaveLocalizationHonors
|id=Ants
|text=Ants
}}


{{SaveLocalizationHonors
|id=ANZAC Day
|text=ANZAC Day
}}


{{SaveLocalizationHonors
|id=Archery
|text=Archery
}}


{{SaveLocalizationHonors
|id=Archery - Advanced
|text=Archery - Advanced
}}


{{SaveLocalizationHonors
|id=Artificial Intelligence
|text=Artificial Intelligence
}}


{{SaveLocalizationHonors
|id=Audio and Sound
|text=Audio and Sound
}}


{{SaveLocalizationHonors
|id=Audio and Sound - Advanced
|text=Audio and Sound - Advanced
}}


{{SaveLocalizationHonors
|id=Auslan (Australian Sign Language)
|text=Auslan (Australian Sign Language)
}}


{{SaveLocalizationHonors
|id=Auslan (Australian Sign Language) - Advanced
|text=Auslan (Australian Sign Language) - Advanced
}}


{{SaveLocalizationHonors
|id=Australian Birds
|text=Australian Birds
}}


{{SaveLocalizationHonors
|id=Automobile Mechanics
|text=Automobile Mechanics
}}


{{SaveLocalizationHonors
|id=Automobile Mechanics - Advanced
|text=Automobile Mechanics - Advanced
}}


{{SaveLocalizationHonors
|id=Aviators
|text=Aviators
}}


{{SaveLocalizationHonors
|id=Backpacking
|text=Backpacking
}}


{{SaveLocalizationHonors
|id=Backpacking - Advanced
|text=Backpacking - Advanced
}}


{{SaveLocalizationHonors
|id=Bacteria
|text=Bacteria
}}


{{SaveLocalizationHonors
|id=Bagpipes
|text=Bagpipes
}}


{{SaveLocalizationHonors
|id=Bagpipes - Advanced
|text=Bagpipes - Advanced
}}


{{SaveLocalizationHonors
|id=Baking
|text=Baking
}}


{{SaveLocalizationHonors
|id=Balloon Modelling
|text=Balloon Modelling
}}


{{SaveLocalizationHonors
|id=Balloon Modelling - Advanced
|text=Balloon Modelling - Advanced
}}


{{SaveLocalizationHonors
|id=Balloon Sculpting
|text=Balloon Sculpting
}}


{{SaveLocalizationHonors
|id=Bamboo Craft
|text=Bamboo Craft
}}


{{SaveLocalizationHonors
|id=Barbering and Hairstyling
|text=Barbering and Hairstyling
}}


{{SaveLocalizationHonors
|id=Basic Economics
|text=Basic Economics
}}


{{SaveLocalizationHonors
|id=Basic Rescue
|text=Basic Rescue
}}


{{SaveLocalizationHonors
|id=Basic Sewing
|text=Basic Sewing
}}


{{SaveLocalizationHonors
|id=Basic Water Safety
|text=Basic Water Safety
}}


{{SaveLocalizationHonors
|id=Basketball
|text=Basketball
}}


{{SaveLocalizationHonors
|id=Basketry
|text=Basketry
}}


{{SaveLocalizationHonors
|id=Bats
|text=Bats
}}


{{SaveLocalizationHonors
|id=Bats - Advanced
|text=Bats - Advanced
}}


{{SaveLocalizationHonors
|id=Beekeeping
|text=Beekeeping
}}


{{SaveLocalizationHonors
|id=Bible Evangelism
|text=Bible Evangelism
}}


{{SaveLocalizationHonors
|id=Bible Marking
|text=Bible Marking
}}


{{SaveLocalizationHonors
|id=Bible Marking - Advanced
|text=Bible Marking - Advanced
}}


{{SaveLocalizationHonors
|id=Biblical Archaeology
|text=Biblical Archaeology
}}


{{SaveLocalizationHonors
|id=Biblical Language (Hebrew)
|text=Biblical Language (Hebrew)
}}


{{SaveLocalizationHonors
|id=Biblical Researcher
|text=Biblical Researcher
}}


{{SaveLocalizationHonors
|id=Bicycle Maintenance
|text=Bicycle Maintenance
}}


{{SaveLocalizationHonors
|id=Biochemistry
|text=Biochemistry
}}


{{SaveLocalizationHonors
|id=Biochemistry - Advanced
|text=Biochemistry - Advanced
}}


{{SaveLocalizationHonors
|id=Biosafety
|text=Biosafety
}}


{{SaveLocalizationHonors
|id=Bird Pets
|text=Bird Pets
}}


{{SaveLocalizationHonors
|id=Birds
|text=Birds
}}


{{SaveLocalizationHonors
|id=Birds - Advanced
|text=Birds - Advanced
}}


{{SaveLocalizationHonors
|id=Blacksmithing
|text=Blacksmithing
}}


{{SaveLocalizationHonors
|id=Block Printing
|text=Block Printing
}}


{{SaveLocalizationHonors
|id=Blogs
|text=Blogs
}}


{{SaveLocalizationHonors
|id=Blood and the Body's Defenses
|text=Blood and the Body's Defenses
}}


{{SaveLocalizationHonors
|id=Bogs & Fens
|text=Bogs & Fens
}}


{{SaveLocalizationHonors
|id=Bogs & Fens - Advanced
|text=Bogs & Fens - Advanced
}}


{{SaveLocalizationHonors
|id=Bones, Muscles, and Movement
|text=Bones, Muscles, and Movement
}}


{{SaveLocalizationHonors
|id=Bookbinding
|text=Bookbinding
}}


{{SaveLocalizationHonors
|id=Bookkeeping
|text=Bookkeeping
}}


{{SaveLocalizationHonors
|id=Bowling
|text=Bowling
}}


{{SaveLocalizationHonors
|id=Braiding
|text=Braiding
}}


{{SaveLocalizationHonors
|id=Braiding - Advanced
|text=Braiding - Advanced
}}


{{SaveLocalizationHonors
|id=Braille
|text=Braille
}}


{{SaveLocalizationHonors
|id=Brain and Behavior
|text=Brain and Behavior
}}


{{SaveLocalizationHonors
|id=Bread Dough
|text=Bread Dough
}}


{{SaveLocalizationHonors
|id=Bridges
|text=Bridges
}}


{{SaveLocalizationHonors
|id=Bryophytes
|text=Bryophytes
}}


{{SaveLocalizationHonors
|id=Bubbles
|text=Bubbles
}}


{{SaveLocalizationHonors
|id=Bully Prevention I
|text=Bully Prevention I
}}


{{SaveLocalizationHonors
|id=Bully Prevention II
|text=Bully Prevention II
}}


{{SaveLocalizationHonors
|id=Business
|text=Business
}}


{{SaveLocalizationHonors
|id=Button Football
|text=Button Football
}}


{{SaveLocalizationHonors
|id=Cacti
|text=Cacti
}}


{{SaveLocalizationHonors
|id=Cacti - Advanced
|text=Cacti - Advanced
}}


{{SaveLocalizationHonors
|id=Cake Decorating
|text=Cake Decorating
}}


{{SaveLocalizationHonors
|id=Camelids
|text=Camelids
}}


{{SaveLocalizationHonors
|id=Camp Craft
|text=Camp Craft
}}


{{SaveLocalizationHonors
|id=Camp Safety
|text=Camp Safety
}}


{{SaveLocalizationHonors
|id=Camp Safety - Advanced
|text=Camp Safety - Advanced
}}

{{SaveLocalizationHonors
|id=Camping
|text=Camping
}}


{{SaveLocalizationHonors
|id=Camping Skills I
|text=Camping Skills I
}}


{{SaveLocalizationHonors
|id=Camping Skills II
|text=Camping Skills II
}}


{{SaveLocalizationHonors
|id=Camping Skills III
|text=Camping Skills III
}}


{{SaveLocalizationHonors
|id=Camping Skills IV
|text=Camping Skills IV
}}


{{SaveLocalizationHonors
|id=Camporee Safety
|text=Camporee Safety
}}


{{SaveLocalizationHonors
|id=Cancer Awareness
|text=Cancer Awareness
}}


{{SaveLocalizationHonors
|id=Candle Making
|text=Candle Making
}}


{{SaveLocalizationHonors
|id=Canoe Building
|text=Canoe Building
}}


{{SaveLocalizationHonors
|id=Canoeing
|text=Canoeing
}}


{{SaveLocalizationHonors
|id=Canoeing - Advanced
|text=Canoeing - Advanced
}}


{{SaveLocalizationHonors
|id=Cardiopulmonary System
|text=Cardiopulmonary System
}}


{{SaveLocalizationHonors
|id=Cardiopulmonary System - Advanced
|text=Cardiopulmonary System - Advanced
}}


{{SaveLocalizationHonors
|id=Card Making
|text=Card Making
}}


{{SaveLocalizationHonors
|id=Carnivorous Plants
|text=Carnivorous Plants
}}


{{SaveLocalizationHonors
|id=Carpentry
|text=Carpentry
}}


{{SaveLocalizationHonors
|id=Casterboarding
|text=Casterboarding
}}


{{SaveLocalizationHonors
|id=Cats
|text=Cats
}}


{{SaveLocalizationHonors
|id=Cats - Advanced
|text=Cats - Advanced
}}


{{SaveLocalizationHonors
|id=Cattle Husbandry
|text=Cattle Husbandry
}}


{{SaveLocalizationHonors
|id=Caving
|text=Caving
}}


{{SaveLocalizationHonors
|id=Caving - Advanced
|text=Caving - Advanced
}}


{{SaveLocalizationHonors
|id=CB Radio
|text=CB Radio
}}


{{SaveLocalizationHonors
|id=Ceramics
|text=Ceramics
}}


{{SaveLocalizationHonors
|id=Ceremonies
|text=Ceremonies
}}


{{SaveLocalizationHonors
|id=Cetaceans
|text=Cetaceans
}}


{{SaveLocalizationHonors
|id=Chemistry
|text=Chemistry
}}


{{SaveLocalizationHonors
|id=Child Care
|text=Child Care
}}


{{SaveLocalizationHonors
|id=Chocolate
|text=Chocolate
}}


{{SaveLocalizationHonors
|id=Christian Art of Preaching
|text=Christian Art of Preaching
}}


{{SaveLocalizationHonors
|id=Christian Art of Preaching - Advanced
|text=Christian Art of Preaching - Advanced
}}


{{SaveLocalizationHonors
|id=Christian Citizenship
|text=Christian Citizenship
}}


{{SaveLocalizationHonors
|id=Christian Drama
|text=Christian Drama
}}


{{SaveLocalizationHonors
|id=Christian Grooming & Manners
|text=Christian Grooming & Manners
}}


{{SaveLocalizationHonors
|id=Christian Sales Principles
|text=Christian Sales Principles
}}


{{SaveLocalizationHonors
|id=Christian Storytelling
|text=Christian Storytelling
}}


{{SaveLocalizationHonors
|id=Christian Team Building
|text=Christian Team Building
}}


{{SaveLocalizationHonors
|id=Christian Visitation
|text=Christian Visitation
}}


{{SaveLocalizationHonors
|id=Christian Worship
|text=Christian Worship
}}


{{SaveLocalizationHonors
|id=Church Historian
|text=Church Historian
}}


{{SaveLocalizationHonors
|id=Climate Science
|text=Climate Science
}}


{{SaveLocalizationHonors
|id=Climate Science - Advanced
|text=Climate Science - Advanced
}}


{{SaveLocalizationHonors
|id=Cold Weather Survival
|text=Cold Weather Survival
}}


{{SaveLocalizationHonors
|id=Collector
|text=Collector
}}


{{SaveLocalizationHonors
|id=Comics
|text=Comics
}}


{{SaveLocalizationHonors
|id=Communications
|text=Communications
}}


{{SaveLocalizationHonors
|id=Communications - Advanced
|text=Communications - Advanced
}}


{{SaveLocalizationHonors
|id=Community Assessment
|text=Community Assessment
}}


{{SaveLocalizationHonors
|id=Community Development
|text=Community Development
}}


{{SaveLocalizationHonors
|id=Community Improvement
|text=Community Improvement
}}


{{SaveLocalizationHonors
|id=Community Service
|text=Community Service
}}


{{SaveLocalizationHonors
|id=Community Water Safety
|text=Community Water Safety
}}


{{SaveLocalizationHonors
|id=Community Water Safety - Advanced
|text=Community Water Safety - Advanced
}}


{{SaveLocalizationHonors
|id=Computers
|text=Computers
}}


{{SaveLocalizationHonors
|id=Computers - Advanced
|text=Computers - Advanced
}}


{{SaveLocalizationHonors
|id=Computers and Mobile Devices
|text=Computers and Mobile Devices
}}


{{SaveLocalizationHonors
|id=Computers and Mobile Devices - Advanced
|text=Computers and Mobile Devices - Advanced
}}


{{SaveLocalizationHonors
|id=Computer Assembly and Repair
|text=Computer Assembly and Repair
}}


{{SaveLocalizationHonors
|id=Computer Programming
|text=Computer Programming
}}


{{SaveLocalizationHonors
|id=Computing I - Basic
|text=Computing I - Basic
}}


{{SaveLocalizationHonors
|id=Computing II - Intermediate
|text=Computing II - Intermediate
}}


{{SaveLocalizationHonors
|id=Computing III - Regular
|text=Computing III - Regular
}}


{{SaveLocalizationHonors
|id=Computing IV - Advanced
|text=Computing IV - Advanced
}}


{{SaveLocalizationHonors
|id=Computing V - Specialization
|text=Computing V - Specialization
}}


{{SaveLocalizationHonors
|id=Conflict Resolution
|text=Conflict Resolution
}}


{{SaveLocalizationHonors
|id=Cooking
|text=Cooking
}}


{{SaveLocalizationHonors
|id=Cooking - Advanced
|text=Cooking - Advanced
}}


{{SaveLocalizationHonors
|id=Copper Enameling
|text=Copper Enameling
}}


{{SaveLocalizationHonors
|id=Copper Enameling - Advanced
|text=Copper Enameling - Advanced
}}


{{SaveLocalizationHonors
|id=Coquí
|text=Coquí
}}


{{SaveLocalizationHonors
|id=Coquí - Advanced
|text=Coquí - Advanced
}}


{{SaveLocalizationHonors
|id=Coral Reefs
|text=Coral Reefs
}}


{{SaveLocalizationHonors
|id=Coral Reefs - Advanced
|text=Coral Reefs - Advanced
}}


{{SaveLocalizationHonors
|id=Counted Cross Stitch
|text=Counted Cross Stitch
}}


{{SaveLocalizationHonors
|id=CPR
|text=CPR
}}


{{SaveLocalizationHonors
|id=Creation
|text=Creation
}}


{{SaveLocalizationHonors
|id=Creationism
|text=Creationism
}}


{{SaveLocalizationHonors
|id=Creationism - Advanced
|text=Creationism - Advanced
}}


{{SaveLocalizationHonors
|id=Crime Prevention
|text=Crime Prevention
}}


{{SaveLocalizationHonors
|id=Crisis Intervention
|text=Crisis Intervention
}}


{{SaveLocalizationHonors
|id=Crocheting
|text=Crocheting
}}


{{SaveLocalizationHonors
|id=Crocheting - Advanced
|text=Crocheting - Advanced
}}


{{SaveLocalizationHonors
|id=Crustaceans
|text=Crustaceans
}}


{{SaveLocalizationHonors
|id=Cryptanalysis
|text=Cryptanalysis
}}


{{SaveLocalizationHonors
|id=Cryptography
|text=Cryptography
}}


{{SaveLocalizationHonors
|id=Cryptography - Advanced
|text=Cryptography - Advanced
}}


{{SaveLocalizationHonors
|id=Crystals
|text=Crystals
}}


{{SaveLocalizationHonors
|id=Cultural Diversity Appreciation
|text=Cultural Diversity Appreciation
}}


{{SaveLocalizationHonors
|id=Cultural Food Preparation
|text=Cultural Food Preparation
}}


{{SaveLocalizationHonors
|id=Cultural Heritage
|text=Cultural Heritage
}}


{{SaveLocalizationHonors
|id=Currency
|text=Currency
}}


{{SaveLocalizationHonors
|id=Currency - Advanced
|text=Currency - Advanced
}}


{{SaveLocalizationHonors
|id=Cycling
|text=Cycling
}}


{{SaveLocalizationHonors
|id=Cycling - Advanced
|text=Cycling - Advanced
}}


{{SaveLocalizationHonors
|id=Cytology
|text=Cytology
}}


{{SaveLocalizationHonors
|id=Dairying
|text=Dairying
}}


{{SaveLocalizationHonors
|id=Dams & Hydroelectricity
|text=Dams & Hydroelectricity
}}


{{SaveLocalizationHonors
|id=Daniel and Drama
|text=Daniel and Drama
}}


{{SaveLocalizationHonors
|id=Decoration
|text=Decoration
}}


{{SaveLocalizationHonors
|id=Digestion
|text=Digestion
}}


{{SaveLocalizationHonors
|id=Digital Photography
|text=Digital Photography
}}


{{SaveLocalizationHonors
|id=Dinosaurs
|text=Dinosaurs
}}


{{SaveLocalizationHonors
|id=Disability Awareness
|text=Disability Awareness
}}


{{SaveLocalizationHonors
|id=Disability Awareness Australia
|text=Disability Awareness Australia
}}


{{SaveLocalizationHonors
|id=Disability Awareness (FBU)
|text=Disability Awareness
}}


{{SaveLocalizationHonors
|id=Disability Awareness - Advanced
|text=Disability Awareness - Advanced
}}


{{SaveLocalizationHonors
|id=Disability Awareness Australia - Advanced
|text=Disability Awareness Australia - Advanced
}}


{{SaveLocalizationHonors
|id=Disability Awareness (Franco-Belgian Union)
|text=Disability Awareness (Franco-Belgian Union)
}}


{{SaveLocalizationHonors
|id=Disaster Ministries
|text=Disaster Ministries
}}


{{SaveLocalizationHonors
|id=Disaster Response
|text=Disaster Response
}}


{{SaveLocalizationHonors
|id=Disaster Response - Advanced
|text=Disaster Response - Advanced
}}


{{SaveLocalizationHonors
|id=Disc Golf
|text=Disc Golf
}}


{{SaveLocalizationHonors
|id=Disciples and Apostles
|text=Disciples and Apostles
}}


{{SaveLocalizationHonors
|id=Document Restoration and Preservation
|text=Document Restoration and Preservation
}}


{{SaveLocalizationHonors
|id=Dog Care and Training
|text=Dog Care and Training
}}


{{SaveLocalizationHonors
|id=Dogs
|text=Dogs
}}


{{SaveLocalizationHonors
|id=Drawing
|text=Drawing
}}


{{SaveLocalizationHonors
|id=Drawing - Advanced
|text=Drawing - Advanced
}}


{{SaveLocalizationHonors
|id=Dressmaking
|text=Dressmaking
}}


{{SaveLocalizationHonors
|id=Dressmaking - Advanced
|text=Dressmaking - Advanced
}}


{{SaveLocalizationHonors
|id=Drill Routines
|text=Drill Routines
}}


{{SaveLocalizationHonors
|id=Drilling & Marching
|text=Drilling & Marching
}}


{{SaveLocalizationHonors
|id=Drilling & Marching - Advanced
|text=Drilling & Marching - Advanced
}}


{{SaveLocalizationHonors
|id=Drilling & Marching - Instructor
|text=Drilling & Marching - Instructor
}}


{{SaveLocalizationHonors
|id=Drones
|text=Drones
}}


{{SaveLocalizationHonors
|id=Drumming & Percussion
|text=Drumming & Percussion
}}


{{SaveLocalizationHonors
|id=Drumming & Percussion - Advanced
|text=Drumming & Percussion - Advanced
}}


{{SaveLocalizationHonors
|id=Duct Tape
|text=Duct Tape
}}


{{SaveLocalizationHonors
|id=Dunes
|text=Dunes
}}


{{SaveLocalizationHonors
|id=Dunes - Advanced
|text=Dunes - Advanced
}}


{{SaveLocalizationHonors
|id=Dutch Oven Cooking
|text=Dutch Oven Cooking
}}


{{SaveLocalizationHonors
|id=Decoupage
|text=Decoupage
}}


{{SaveLocalizationHonors
|id=Earth Environment
|text=Earth Environment
}}


{{SaveLocalizationHonors
|id=Echinoderms
|text=Echinoderms
}}


{{SaveLocalizationHonors
|id=Ecology
|text=Ecology
}}


{{SaveLocalizationHonors
|id=Ecology - Advanced
|text=Ecology - Advanced
}}


{{SaveLocalizationHonors
|id=Edible Wild Plants
|text=Edible Wild Plants
}}


{{SaveLocalizationHonors
|id=Eight Keys to Good Health
|text=Eight Keys to Good Health
}}


{{SaveLocalizationHonors
|id=Electricity
|text=Electricity
}}


{{SaveLocalizationHonors
|id=Electronics
|text=Electronics
}}


{{SaveLocalizationHonors
|id=Endangered Species
|text=Endangered Species
}}


{{SaveLocalizationHonors
|id=Engineering
|text=Engineering
}}


{{SaveLocalizationHonors
|id=Environmental Conservation
|text=Environmental Conservation
}}


{{SaveLocalizationHonors
|id=Eschatology
|text=Eschatology
}}


{{SaveLocalizationHonors
|id=Esther and Gourmet Cooking
|text=Esther and Gourmet Cooking
}}


{{SaveLocalizationHonors
|id=Estuaries
|text=Estuaries
}}


{{SaveLocalizationHonors
|id=Eucalypts
|text=Eucalypts
}}


{{SaveLocalizationHonors
|id=EVA
|text=EVA
}}


{{SaveLocalizationHonors
|id=Explosion Box Craft
|text=Explosion Box Craft
}}


{{SaveLocalizationHonors
|id=Fabric Yo-Yo
|text=Fabric Yo-Yo
}}


{{SaveLocalizationHonors
|id=Face Painting
|text=Face Painting
}}


{{SaveLocalizationHonors
|id=Family Life
|text=Family Life
}}


{{SaveLocalizationHonors
|id=Feeding Ministries
|text=Feeding Ministries
}}


{{SaveLocalizationHonors
|id=Felt Craft
|text=Felt Craft
}}


{{SaveLocalizationHonors
|id=Ferns
|text=Ferns
}}


{{SaveLocalizationHonors
|id=Fire Building & Camp Cookery
|text=Fire Building & Camp Cookery
}}


{{SaveLocalizationHonors
|id=Fire Creation
|text=Fire Creation
}}


{{SaveLocalizationHonors
|id=Fire Safety
|text=Fire Safety
}}


{{SaveLocalizationHonors
|id=First Aid
|text=First Aid
}}


{{SaveLocalizationHonors
|id=First Aid - Advanced
|text=First Aid - Advanced
}}


{{SaveLocalizationHonors
|id=First Aid, Basic
|text=First Aid, Basic
}}


{{SaveLocalizationHonors
|id=First Aid, Standard
|text=First Aid, Standard
}}


{{SaveLocalizationHonors
|id=Fishes
|text=Fishes
}}


{{SaveLocalizationHonors
|id=Fishkeeping
|text=Fishkeeping
}}


{{SaveLocalizationHonors
|id=Flag Football
|text=Flag Football
}}


{{SaveLocalizationHonors
|id=Flags
|text=Flags
}}


{{SaveLocalizationHonors
|id=Flags - Advanced
|text=Flags - Advanced
}}


{{SaveLocalizationHonors
|id=Flags of Australia
|text=Flags of Australia
}}


{{SaveLocalizationHonors
|id=Flags of Australia - Advanced
|text=Flags of Australia - Advanced
}}


{{SaveLocalizationHonors
|id=Flower Arrangement
|text=Flower Arrangement
}}


{{SaveLocalizationHonors
|id=Flower Culture
|text=Flower Culture
}}


{{SaveLocalizationHonors
|id=Flowers
|text=Flowers
}}


{{SaveLocalizationHonors
|id=Flowers - Advanced
|text=Flowers - Advanced
}}


{{SaveLocalizationHonors
|id=Folk Art
|text=Folk Art
}}


{{SaveLocalizationHonors
|id=Food - Canning
|text=Food - Canning
}}


{{SaveLocalizationHonors
|id=Food - Drying
|text=Food - Drying
}}


{{SaveLocalizationHonors
|id=Food - Freezing
|text=Food - Freezing
}}


{{SaveLocalizationHonors
|id=Foreign Mission Trips
|text=Foreign Mission Trips
}}


{{SaveLocalizationHonors
|id=Forestry
|text=Forestry
}}


{{SaveLocalizationHonors
|id=Forestry - Advanced
|text=Forestry - Advanced
}}


{{SaveLocalizationHonors
|id=Fossils
|text=Fossils
}}


{{SaveLocalizationHonors
|id=Fruit Growing
|text=Fruit Growing
}}


{{SaveLocalizationHonors
|id=Fungi
|text=Fungi
}}


{{SaveLocalizationHonors
|id=Futsal
|text=Futsal
}}


{{SaveLocalizationHonors
|id=Gardening
|text=Gardening
}}


{{SaveLocalizationHonors
|id=Genealogy
|text=Genealogy
}}


{{SaveLocalizationHonors
|id=Genealogy - Advanced
|text=Genealogy - Advanced
}}


{{SaveLocalizationHonors
|id=Geocaching
|text=Geocaching
}}


{{SaveLocalizationHonors
|id=Geocaching - Advanced
|text=Geocaching - Advanced
}}


{{SaveLocalizationHonors
|id=Geological Geocaching
|text=Geological Geocaching
}}


{{SaveLocalizationHonors
|id=Geological Geocaching - Advanced
|text=Geological Geocaching - Advanced
}}


{{SaveLocalizationHonors
|id=Geology
|text=Geology
}}


{{SaveLocalizationHonors
|id=Geology - Advanced
|text=Geology - Advanced
}}


{{SaveLocalizationHonors
|id=Gift Wrapping
|text=Gift Wrapping
}}


{{SaveLocalizationHonors
|id=Glass Craft
|text=Glass Craft
}}


{{SaveLocalizationHonors
|id=Glass Etching
|text=Glass Etching
}}


{{SaveLocalizationHonors
|id=Glass Painting
|text=Glass Painting
}}


{{SaveLocalizationHonors
|id=Goat Husbandry
|text=Goat Husbandry
}}


{{SaveLocalizationHonors
|id=God's Messenger
|text=God's Messenger
}}


{{SaveLocalizationHonors
|id=Gold Prospecting
|text=Gold Prospecting
}}


{{SaveLocalizationHonors
|id=Gold Prospecting - Advanced
|text=Gold Prospecting - Advanced
}}


{{SaveLocalizationHonors
|id=Golf
|text=Golf
}}


{{SaveLocalizationHonors
|id=Good School Behavior
|text=Good School Behavior
}}


{{SaveLocalizationHonors
|id=Grasses
|text=Grasses
}}


{{SaveLocalizationHonors
|id=Grasslands
|text=Grasslands
}}


{{SaveLocalizationHonors
|id=Green Building
|text=Green Building
}}


{{SaveLocalizationHonors
|id=Guitar
|text=Guitar
}}


{{SaveLocalizationHonors
|id=Guitar - Advanced
|text=Guitar - Advanced
}}


{{SaveLocalizationHonors
|id=Guitar Care and Maintenance
|text=Guitar Care and Maintenance
}}


{{SaveLocalizationHonors
|id=Handball
|text=Handball
}}


{{SaveLocalizationHonors
|id=Harmful Animals
|text=Harmful Animals
}}


{{SaveLocalizationHonors
|id=Health and Healing
|text=Health and Healing
}}


{{SaveLocalizationHonors
|id=Hearing
|text=Hearing
}}


{{SaveLocalizationHonors
|id=Heart and Circulation
|text=Heart and Circulation
}}


{{SaveLocalizationHonors
|id=Heraldry
|text=Heraldry
}}


{{SaveLocalizationHonors
|id=Herbs
|text=Herbs
}}


{{SaveLocalizationHonors
|id=Heredity
|text=Heredity
}}


{{SaveLocalizationHonors
|id=High Ropes
|text=High Ropes
}}


{{SaveLocalizationHonors
|id=High Ropes - Advanced
|text=High Ropes - Advanced
}}


{{SaveLocalizationHonors
|id=Hiking
|text=Hiking
}}


{{SaveLocalizationHonors
|id=Hiking - Advanced
|text=Hiking - Advanced
}}


{{SaveLocalizationHonors
|id=Historical Heritage
|text=Historical Heritage
}}


{{SaveLocalizationHonors
|id=Home Maintenance
|text=Home Maintenance
}}


{{SaveLocalizationHonors
|id=Home Nursing
|text=Home Nursing
}}


{{SaveLocalizationHonors
|id=Horse Husbandry
|text=Horse Husbandry
}}


{{SaveLocalizationHonors
|id=Horsemanship
|text=Horsemanship
}}


{{SaveLocalizationHonors
|id=Horsemanship - Advanced
|text=Horsemanship - Advanced
}}


{{SaveLocalizationHonors
|id=Hot Air Balloons
|text=Hot Air Balloons
}}


{{SaveLocalizationHonors
|id=House Painting, Exterior
|text=House Painting, Exterior
}}


{{SaveLocalizationHonors
|id=House Painting, Interior
|text=House Painting, Interior
}}


{{SaveLocalizationHonors
|id=House Plants
|text=House Plants
}}


{{SaveLocalizationHonors
|id=Household Budgeting
|text=Household Budgeting
}}


{{SaveLocalizationHonors
|id=Household Budgeting (SAD)
|text=Household Budgeting
}}


{{SaveLocalizationHonors
|id=Housekeeping
|text=Housekeeping
}}


{{SaveLocalizationHonors
|id=Human Sexuality
|text=Human Sexuality
}}


{{SaveLocalizationHonors
|id=Human Trafficking Awareness
|text=Human Trafficking Awareness
}}


{{SaveLocalizationHonors
|id=Hunger Relief
|text=Hunger Relief
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 1
|text=The Hunter Chronicles 1
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 2
|text=The Hunter Chronicles 2
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 3
|text=The Hunter Chronicles 3
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 4
|text=The Hunter Chronicles 4
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 5
|text=The Hunter Chronicles 5
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 6
|text=The Hunter Chronicles 6
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 7
|text=The Hunter Chronicles 7
}}


{{SaveLocalizationHonors
|id=The Hunter Chronicles 8
|text=The Hunter Chronicles 8
}}


{{SaveLocalizationHonors
|id=Hurricanes
|text=Hurricanes
}}


{{SaveLocalizationHonors
|id=Hydroponics and Aquaponics
|text=Hydroponics and Aquaponics
}}


{{SaveLocalizationHonors
|id=Hydroponics and Aquaponics - Advanced
|text=Hydroponics and Aquaponics - Advanced
}}


{{SaveLocalizationHonors
|id=Hymns
|text=Hymns
}}


{{SaveLocalizationHonors
|id=Identifying Community Needs
|text=Identifying Community Needs
}}


{{SaveLocalizationHonors
|id=Indoor Rock Climbing
|text=Indoor Rock Climbing
}}


{{SaveLocalizationHonors
|id=Insects
|text=Insects
}}


{{SaveLocalizationHonors
|id=Insects - Advanced
|text=Insects - Advanced
}}


{{SaveLocalizationHonors
|id=Intercessor
|text=Intercessor
}}


{{SaveLocalizationHonors
|id=Internet
|text=Internet
}}


{{SaveLocalizationHonors
|id=Internet - Advanced
|text=Internet - Advanced
}}


{{SaveLocalizationHonors
|id=Island Fishing
|text=Island Fishing
}}


{{SaveLocalizationHonors
|id=Jamestown
|text=Jamestown
}}


{{SaveLocalizationHonors
|id=Jonah & Paper Maché
|text=Jonah & Paper Maché
}}


{{SaveLocalizationHonors
|id=Joseph Tie-Dying
|text=Joseph Tie-Dying
}}


{{SaveLocalizationHonors
|id=Journalism
|text=Journalism
}}


{{SaveLocalizationHonors
|id=Judges of Israel
|text=Judges of Israel
}}


{{SaveLocalizationHonors
|id=Juggling
|text=Juggling
}}


{{SaveLocalizationHonors
|id=Junior Witness
|text=Junior Witness
}}


{{SaveLocalizationHonors
|id=Junior Youth Leadership
|text=Junior Youth Leadership
}}


{{SaveLocalizationHonors
|id=Kanzashi
|text=Kanzashi
}}


{{SaveLocalizationHonors
|id=Kayaking
|text=Kayaking
}}


{{SaveLocalizationHonors
|id=Kilts
|text=Kilts
}}


{{SaveLocalizationHonors
|id=Kilts - Advanced
|text=Kilts - Advanced
}}


{{SaveLocalizationHonors
|id=Kings of Israel
|text=Kings of Israel
}}


{{SaveLocalizationHonors
|id=Kites
|text=Kites
}}


{{SaveLocalizationHonors
|id=Kneeboarding
|text=Kneeboarding
}}


{{SaveLocalizationHonors
|id=Knitting
|text=Knitting
}}


{{SaveLocalizationHonors
|id=Knitting - Advanced
|text=Knitting - Advanced
}}


{{SaveLocalizationHonors
|id=Knot Tying
|text=Knot Tying
}}


{{SaveLocalizationHonors
|id=Knot Tying - Advanced
|text=Knot Tying - Advanced
}}


{{SaveLocalizationHonors
|id=Land and Freshwater Mollusks
|text=Land and Freshwater Mollusks
}}


{{SaveLocalizationHonors
|id=Land Surveying
|text=Land Surveying
}}


{{SaveLocalizationHonors
|id=Language Study
|text=Language Study
}}


{{SaveLocalizationHonors
|id=Lapidary
|text=Lapidary
}}


{{SaveLocalizationHonors
|id=Lashing
|text=Lashing
}}


{{SaveLocalizationHonors
|id=Lashing - Advanced
|text=Lashing - Advanced
}}


{{SaveLocalizationHonors
|id=Lathe
|text=Lathe
}}


{{SaveLocalizationHonors
|id=Laughter
|text=Laughter
}}


{{SaveLocalizationHonors
|id=Laundering
|text=Laundering
}}


{{SaveLocalizationHonors
|id=Leather Craft
|text=Leather Craft
}}


{{SaveLocalizationHonors
|id=Leather Craft - Advanced
|text=Leather Craft - Advanced
}}


{{SaveLocalizationHonors
|id=LEGO® Design
|text=LEGO® Design
}}


{{SaveLocalizationHonors
|id=Letterboxing
|text=Letterboxing
}}


{{SaveLocalizationHonors
|id=Letterboxing - Advanced
|text=Letterboxing - Advanced
}}


{{SaveLocalizationHonors
|id=Lettering & Poster Making
|text=Lettering & Poster Making
}}


{{SaveLocalizationHonors
|id=Librarianship
|text=Librarianship
}}


{{SaveLocalizationHonors
|id=Lichens
|text=Lichens
}}


{{SaveLocalizationHonors
|id=Lichens, Liverworts & Mosses
|text=Lichens, Liverworts & Mosses
}}


{{SaveLocalizationHonors
|id=Lifesaving
|text=Lifesaving
}}


{{SaveLocalizationHonors
|id=Lifesaving - Advanced
|text=Lifesaving - Advanced
}}


{{SaveLocalizationHonors
|id=Lighthouses
|text=Lighthouses
}}


{{SaveLocalizationHonors
|id=Lighthouses - Advanced
|text=Lighthouses - Advanced
}}


{{SaveLocalizationHonors
|id=Literacy
|text=Literacy
}}


{{SaveLocalizationHonors
|id=Literature Evangelism
|text=Literature Evangelism
}}


{{SaveLocalizationHonors
|id=Livestock
|text=Livestock
}}


{{SaveLocalizationHonors
|id=Louisiana Purchase
|text=Louisiana Purchase
}}


{{SaveLocalizationHonors
|id=Macaws, Parrots and Parakeets
|text=Macaws, Parrots and Parakeets
}}


{{SaveLocalizationHonors
|id=Macramé
|text=Macramé
}}


{{SaveLocalizationHonors
|id=Mammals
|text=Mammals
}}


{{SaveLocalizationHonors
|id=Mammals - Advanced
|text=Mammals - Advanced
}}


{{SaveLocalizationHonors
|id=Manatees
|text=Manatees
}}


{{SaveLocalizationHonors
|id=Maori Lore
|text=Maori Lore
}}


{{SaveLocalizationHonors
|id=Map and Compass
|text=Map and Compass
}}


{{SaveLocalizationHonors
|id=Maple Sugar
|text=Maple Sugar
}}


{{SaveLocalizationHonors
|id=Maple Sugar - Advanced
|text=Maple Sugar - Advanced
}}


{{SaveLocalizationHonors
|id=Marine Algae
|text=Marine Algae
}}


{{SaveLocalizationHonors
|id=Marine Fauna
|text=Marine Fauna
}}


{{SaveLocalizationHonors
|id=Marine Invertebrates
|text=Marine Invertebrates
}}


{{SaveLocalizationHonors
|id=Marine Mammals
|text=Marine Mammals
}}


{{SaveLocalizationHonors
|id=Marketing
|text=Marketing
}}


{{SaveLocalizationHonors
|id=Marketing - Advanced
|text=Marketing - Advanced
}}


{{SaveLocalizationHonors
|id=Marsupials
|text=Marsupials
}}


{{SaveLocalizationHonors
|id=Marsupials & Monotremes
|text=Marsupials & Monotremes
}}


{{SaveLocalizationHonors
|id=Masonry
|text=Masonry
}}


{{SaveLocalizationHonors
|id=Mat Making
|text=Mat Making
}}


{{SaveLocalizationHonors
|id=Math Skills I
|text=Math Skills I
}}


{{SaveLocalizationHonors
|id=Math Skills II
|text=Math Skills II
}}


{{SaveLocalizationHonors
|id=Math Skills III
|text=Math Skills III
}}


{{SaveLocalizationHonors
|id=Math Skills IV
|text=Math Skills IV
}}


{{SaveLocalizationHonors
|id=Media Broadcast Ministry
|text=Media Broadcast Ministry
}}


{{SaveLocalizationHonors
|id=Mental Health
|text=Mental Health
}}


{{SaveLocalizationHonors
|id=Metal Craft
|text=Metal Craft
}}


{{SaveLocalizationHonors
|id=Meteorites
|text=Meteorites
}}


{{SaveLocalizationHonors
|id=Methods of Study
|text=Methods of Study
}}


{{SaveLocalizationHonors
|id=Microscopic Life
|text=Microscopic Life
}}


{{SaveLocalizationHonors
|id=Midnight Sun
|text=Midnight Sun
}}


{{SaveLocalizationHonors
|id=Migration
|text=Migration
}}


{{SaveLocalizationHonors
|id=Missionary Life
|text=Missionary Life
}}


{{SaveLocalizationHonors
|id=Mobile Technology
|text=Mobile Technology
}}


{{SaveLocalizationHonors
|id=Model Boats
|text=Model Boats
}}


{{SaveLocalizationHonors
|id=Model Cars
|text=Model Cars
}}


{{SaveLocalizationHonors
|id=Model Railroad
|text=Model Railroad
}}


{{SaveLocalizationHonors
|id=Model Rocketry
|text=Model Rocketry
}}


{{SaveLocalizationHonors
|id=Model Rocketry - Advanced
|text=Model Rocketry - Advanced
}}


{{SaveLocalizationHonors
|id=Morse Code
|text=Morse Code
}}


{{SaveLocalizationHonors
|id=Mosaic Tile
|text=Mosaic Tile
}}


{{SaveLocalizationHonors
|id=Moths & Butterflies
|text=Moths & Butterflies
}}


{{SaveLocalizationHonors
|id=Mountain Biking
|text=Mountain Biking
}}


{{SaveLocalizationHonors
|id=Mountains
|text=Mountains
}}


{{SaveLocalizationHonors
|id=Music
|text=Music
}}


{{SaveLocalizationHonors
|id=Music - Advanced
|text=Music - Advanced
}}


{{SaveLocalizationHonors
|id=Music - Beginners
|text=Music - Beginners
}}


{{SaveLocalizationHonors
|id=National Parks and Heritage Sites
|text=National Parks and Heritage Sites
}}


{{SaveLocalizationHonors
|id=National Parks and Heritage Sites - Advanced
|text=National Parks and Heritage Sites - Advanced
}}


{{SaveLocalizationHonors
|id=Native American Lore
|text=Native American Lore
}}


{{SaveLocalizationHonors
|id=Native American Lore - Advanced
|text=Native American Lore - Advanced
}}


{{SaveLocalizationHonors
|id=Native Brush Construction
|text=Native Brush Construction
}}


{{SaveLocalizationHonors
|id=Natural Disasters
|text=Natural Disasters
}}


{{SaveLocalizationHonors
|id=Nautical Flags
|text=Nautical Flags
}}


{{SaveLocalizationHonors
|id=Navigation
|text=Navigation
}}


{{SaveLocalizationHonors
|id=Needle Craft
|text=Needle Craft
}}


{{SaveLocalizationHonors
|id=Noah and Balloon Animals
|text=Noah and Balloon Animals
}}


{{SaveLocalizationHonors
|id=Nocturnal Animals
|text=Nocturnal Animals
}}


{{SaveLocalizationHonors
|id=Noken
|text=Noken
}}


{{SaveLocalizationHonors
|id=Nutrition
|text=Nutrition
}}


{{SaveLocalizationHonors
|id=Nutrition - Advanced
|text=Nutrition - Advanced
}}


{{SaveLocalizationHonors
|id=Oceans
|text=Oceans
}}


{{SaveLocalizationHonors
|id=Odonates
|text=Odonates
}}


{{SaveLocalizationHonors
|id=Odonates (SAD)
|text=Odonates
}}


{{SaveLocalizationHonors
|id=Odonates - Advanced
|text=Odonates - Advanced
}}


{{SaveLocalizationHonors
|id=Optics
|text=Optics
}}


{{SaveLocalizationHonors
|id=Optimism
|text=Optimism
}}


{{SaveLocalizationHonors
|id=Oral Hygiene
|text=Oral Hygiene
}}


{{SaveLocalizationHonors
|id=Oral Hygiene - Advanced
|text=Oral Hygiene - Advanced
}}


{{SaveLocalizationHonors
|id=Orchids
|text=Orchids
}}


{{SaveLocalizationHonors
|id=Orchids - Advanced
|text=Orchids - Advanced
}}


{{SaveLocalizationHonors
|id=Organic Farming
|text=Organic Farming
}}


{{SaveLocalizationHonors
|id=Orienteering
|text=Orienteering
}}


{{SaveLocalizationHonors
|id=Orienteering with GPS
|text=Orienteering with GPS
}}


{{SaveLocalizationHonors
|id=Origami
|text=Origami
}}


{{SaveLocalizationHonors
|id=Origami - Advanced
|text=Origami - Advanced
}}


{{SaveLocalizationHonors
|id=Outdoor Leadership
|text=Outdoor Leadership
}}


{{SaveLocalizationHonors
|id=Outdoor Leadership - Advanced
|text=Outdoor Leadership - Advanced
}}


{{SaveLocalizationHonors
|id=Painting
|text=Painting
}}


{{SaveLocalizationHonors
|id=Painting - Advanced
|text=Painting - Advanced
}}


{{SaveLocalizationHonors
|id=Palm Trees
|text=Palm Trees
}}


{{SaveLocalizationHonors
|id=Pandemic
|text=Pandemic
}}


{{SaveLocalizationHonors
|id=Paper Maché
|text=Paper Maché
}}


{{SaveLocalizationHonors
|id=Paper Quilling
|text=Paper Quilling
}}


{{SaveLocalizationHonors
|id=Paper Quilling - Advanced
|text=Paper Quilling - Advanced
}}


{{SaveLocalizationHonors
|id=Papercraft
|text=Papercraft
}}


{{SaveLocalizationHonors
|id=Paperhanging
|text=Paperhanging
}}


{{SaveLocalizationHonors
|id=Parade Floats
|text=Parade Floats
}}


{{SaveLocalizationHonors
|id=Parade Floats - Advanced
|text=Parade Floats - Advanced
}}


{{SaveLocalizationHonors
|id=Paralympic Sports
|text=Paralympic Sports
}}


{{SaveLocalizationHonors
|id=Parrots and Cockatoos
|text=Parrots and Cockatoos
}}


{{SaveLocalizationHonors
|id=Patriarchs of the Bible
|text=Patriarchs of the Bible
}}


{{SaveLocalizationHonors
|id=Patriotism
|text=Patriotism
}}


{{SaveLocalizationHonors
|id=Peace Maker
|text=Peace Maker
}}


{{SaveLocalizationHonors
|id=Peace Maker - Advanced
|text=Peace Maker - Advanced
}}


{{SaveLocalizationHonors
|id=Personal Evangelism
|text=Personal Evangelism
}}


{{SaveLocalizationHonors
|id=Personal Safety
|text=Personal Safety
}}


{{SaveLocalizationHonors
|id=Pétanque
|text=Pétanque
}}


{{SaveLocalizationHonors
|id=Pewter Casting
|text=Pewter Casting
}}


{{SaveLocalizationHonors
|id=Photography
|text=Photography
}}


{{SaveLocalizationHonors
|id=Physical Fitness
|text=Physical Fitness
}}


{{SaveLocalizationHonors
|id=Physics
|text=Physics
}}


{{SaveLocalizationHonors
|id=Pickleball
|text=Pickleball
}}


{{SaveLocalizationHonors
|id=Pigeon Raising
|text=Pigeon Raising
}}


{{SaveLocalizationHonors
|id=Pin Trading
|text=Pin Trading
}}


{{SaveLocalizationHonors
|id=Pin Trading - Advanced
|text=Pin Trading - Advanced
}}


{{SaveLocalizationHonors
|id=Pinewood Derby
|text=Pinewood Derby
}}


{{SaveLocalizationHonors
|id=Pinewood Derby - Advanced
|text=Pinewood Derby - Advanced
}}


{{SaveLocalizationHonors
|id=Pioneering
|text=Pioneering
}}


{{SaveLocalizationHonors
|id=Pizza Maker
|text=Pizza Maker
}}


{{SaveLocalizationHonors
|id=Plant Physiology
|text=Plant Physiology
}}


{{SaveLocalizationHonors
|id=Plaster Craft
|text=Plaster Craft
}}


{{SaveLocalizationHonors
|id=Plastic Canvas
|text=Plastic Canvas
}}


{{SaveLocalizationHonors
|id=Plastic Canvas - Advanced
|text=Plastic Canvas - Advanced
}}


{{SaveLocalizationHonors
|id=Plastic Models
|text=Plastic Models
}}


{{SaveLocalizationHonors
|id=Plastics
|text=Plastics
}}


{{SaveLocalizationHonors
|id=Plumbing
|text=Plumbing
}}


{{SaveLocalizationHonors
|id=Podcasting
|text=Podcasting
}}


{{SaveLocalizationHonors
|id=Poetry and Songwriting
|text=Poetry and Songwriting
}}


{{SaveLocalizationHonors
|id=Porifera and Cnidaria
|text=Porifera and Cnidaria
}}


{{SaveLocalizationHonors
|id=Postcards
|text=Postcards
}}


{{SaveLocalizationHonors
|id=Postcards - Advanced
|text=Postcards - Advanced
}}


{{SaveLocalizationHonors
|id=Pottery
|text=Pottery
}}


{{SaveLocalizationHonors
|id=Poultry
|text=Poultry
}}


{{SaveLocalizationHonors
|id=Poultry Raising
|text=Poultry Raising
}}


{{SaveLocalizationHonors
|id=Power Boating
|text=Power Boating
}}


{{SaveLocalizationHonors
|id=Praise and Worship
|text=Praise and Worship
}}


{{SaveLocalizationHonors
|id=Prayer
|text=Prayer
}}


{{SaveLocalizationHonors
|id=Prayer - Advanced
|text=Prayer - Advanced
}}


{{SaveLocalizationHonors
|id=Preach It
|text=Preach It
}}


{{SaveLocalizationHonors
|id=Preach It - Advanced
|text=Preach It - Advanced
}}


{{SaveLocalizationHonors
|id=Predatory Plants
|text=Predatory Plants
}}


{{SaveLocalizationHonors
|id=Preservation of Water Resources
|text=Preservation of Water Resources
}}


{{SaveLocalizationHonors
|id=Prevention of Tropical Diseases
|text=Prevention of Tropical Diseases
}}


{{SaveLocalizationHonors
|id=Printer Handling and Maintenance
|text=Printer Handling and Maintenance
}}


{{SaveLocalizationHonors
|id=Printing
|text=Printing
}}


{{SaveLocalizationHonors
|id=Prophets & Prophecy
|text=Prophets & Prophecy
}}


{{SaveLocalizationHonors
|id=Prophets & Prophecy - Advanced
|text=Prophets & Prophecy - Advanced
}}


{{SaveLocalizationHonors
|id=Protozoa
|text=Protozoa
}}


{{SaveLocalizationHonors
|id=Puppetry
|text=Puppetry
}}


{{SaveLocalizationHonors
|id=Puppetry - Advanced
|text=Puppetry - Advanced
}}


{{SaveLocalizationHonors
|id=Pyrography
|text=Pyrography
}}


{{SaveLocalizationHonors
|id=Quilting
|text=Quilting
}}


{{SaveLocalizationHonors
|id=Radio
|text=Radio
}}


{{SaveLocalizationHonors
|id=Radio - Advanced
|text=Radio - Advanced
}}


{{SaveLocalizationHonors
|id=Radio Electronics
|text=Radio Electronics
}}


{{SaveLocalizationHonors
|id=Rafting
|text=Rafting
}}


{{SaveLocalizationHonors
|id=Rainforests
|text=Rainforests
}}


{{SaveLocalizationHonors
|id=Raku
|text=Raku
}}


{{SaveLocalizationHonors
|id=Raptors
|text=Raptors
}}


{{SaveLocalizationHonors
|id=Raptors - Advanced
|text=Raptors - Advanced
}}


{{SaveLocalizationHonors
|id=Recycling
|text=Recycling
}}


{{SaveLocalizationHonors
|id=Recycling - Advanced
|text=Recycling - Advanced
}}


{{SaveLocalizationHonors
|id=Red Alert
|text=Red Alert
}}


{{SaveLocalizationHonors
|id=Red Alert I
|text=Red Alert I
}}


{{SaveLocalizationHonors
|id=Red Alert II
|text=Red Alert II
}}


{{SaveLocalizationHonors
|id=Refugee Assistance
|text=Refugee Assistance
}}


{{SaveLocalizationHonors
|id=Refugee Resettlement
|text=Refugee Resettlement
}}


{{SaveLocalizationHonors
|id=Remember the Sabbath
|text=Remember the Sabbath
}}


{{SaveLocalizationHonors
|id=Renewable Energy
|text=Renewable Energy
}}


{{SaveLocalizationHonors
|id=Renewable Energy (SAD)
|text=Renewable Energy
}}


{{SaveLocalizationHonors
|id=Renewable Energies
|text=Renewable Energies
}}


{{SaveLocalizationHonors
|id=Reptiles
|text=Reptiles
}}


{{SaveLocalizationHonors
|id=Reptiles - Advanced
|text=Reptiles - Advanced
}}


{{SaveLocalizationHonors
|id=Respiratory System
|text=Respiratory System
}}


{{SaveLocalizationHonors
|id=Revelation
|text=Revelation
}}


{{SaveLocalizationHonors
|id=Rivers and Streams
|text=Rivers and Streams
}}


{{SaveLocalizationHonors
|id=Rivers and Streams - Advanced
|text=Rivers and Streams - Advanced
}}


{{SaveLocalizationHonors
|id=Robotics
|text=Robotics
}}


{{SaveLocalizationHonors
|id=Robotics - Advanced
|text=Robotics - Advanced
}}


{{SaveLocalizationHonors
|id=Rock Climbing
|text=Rock Climbing
}}


{{SaveLocalizationHonors
|id=Rock Climbing - Advanced
|text=Rock Climbing - Advanced
}}


{{SaveLocalizationHonors
|id=Rocks & Minerals
|text=Rocks & Minerals
}}


{{SaveLocalizationHonors
|id=Rocks & Minerals - Advanced
|text=Rocks & Minerals - Advanced
}}


{{SaveLocalizationHonors
|id=Rowing
|text=Rowing
}}


{{SaveLocalizationHonors
|id=Rural Development
|text=Rural Development
}}


{{SaveLocalizationHonors
|id=Rustic Construction
|text=Rustic Construction
}}


{{SaveLocalizationHonors
|id=Rustic Construction - Advanced
|text=Rustic Construction - Advanced
}}


{{SaveLocalizationHonors
|id=Sabbath Appreciation
|text=Sabbath Appreciation
}}


{{SaveLocalizationHonors
|id=Sailing
|text=Sailing
}}


{{SaveLocalizationHonors
|id=Sanctuary
|text=Sanctuary
}}


{{SaveLocalizationHonors
|id=Sanctuary - Advanced
|text=Sanctuary - Advanced
}}


{{SaveLocalizationHonors
|id=Sand
|text=Sand
}}


{{SaveLocalizationHonors
|id=Scrapbooking
|text=Scrapbooking
}}


{{SaveLocalizationHonors
|id=Scrapbooking - Advanced
|text=Scrapbooking - Advanced
}}


{{SaveLocalizationHonors
|id=Scrapbooking (FL)
|text=Scrapbooking (FL)
}}


{{SaveLocalizationHonors
|id=Scrapbooking (FL) - Advanced
|text=Scrapbooking (FL) - Advanced
}}


{{SaveLocalizationHonors
|id=Scuba Diving
|text=Scuba Diving
}}


{{SaveLocalizationHonors
|id=Scuba Diving - Advanced
|text=Scuba Diving - Advanced
}}


{{SaveLocalizationHonors
|id=Sculpturing
|text=Sculpturing
}}


{{SaveLocalizationHonors
|id=SDA History
|text=SDA History
}}


{{SaveLocalizationHonors
|id=Sea Turtles
|text=Sea Turtles
}}


{{SaveLocalizationHonors
|id=Secretarial Work
|text=Secretarial Work
}}


{{SaveLocalizationHonors
|id=Seeds
|text=Seeds
}}


{{SaveLocalizationHonors
|id=Seeds - Advanced
|text=Seeds - Advanced
}}


{{SaveLocalizationHonors
|id=Semaphore Code
|text=Semaphore Code
}}


{{SaveLocalizationHonors
|id=Serving Communities
|text=Serving Communities
}}


{{SaveLocalizationHonors
|id=Seventh-day Adventist Australian History and Heritage
|text=Seventh-day Adventist Australian History and Heritage
}}


{{SaveLocalizationHonors
|id=Sharks
|text=Sharks
}}


{{SaveLocalizationHonors
|id=Sharks (SAD)
|text=Sharks
}}


{{SaveLocalizationHonors
|id=Sheep Husbandry
|text=Sheep Husbandry
}}


{{SaveLocalizationHonors
|id=Shells
|text=Shells
}}


{{SaveLocalizationHonors
|id=Shells - Advanced
|text=Shells - Advanced
}}


{{SaveLocalizationHonors
|id=Shoe Repair
|text=Shoe Repair
}}


{{SaveLocalizationHonors
|id=Shorthand
|text=Shorthand
}}


{{SaveLocalizationHonors
|id=Shrubs
|text=Shrubs
}}


{{SaveLocalizationHonors
|id=Shrubs - Advanced
|text=Shrubs - Advanced
}}


{{SaveLocalizationHonors
|id=Sight
|text=Sight
}}


{{SaveLocalizationHonors
|id=Sign Language
|text=Sign Language
}}


{{SaveLocalizationHonors
|id=Sign Language - Advanced
|text=Sign Language - Advanced
}}


{{SaveLocalizationHonors
|id=Sign Language Interpreter
|text=Sign Language Interpreter
}}


{{SaveLocalizationHonors
|id=Signs, Signals and Symbols
|text=Signs, Signals and Symbols
}}


{{SaveLocalizationHonors
|id=Silk Screen Printing
|text=Silk Screen Printing
}}


{{SaveLocalizationHonors
|id=Singing
|text=Singing
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{{SaveLocalizationHonors
|id=Silk Screen Printing - Advanced
|text=Silk Screen Printing - Advanced
}}


{{SaveLocalizationHonors
|id=Skateboarding
|text=Skateboarding
}}


{{SaveLocalizationHonors
|id=Skates
|text=Skates
}}


{{SaveLocalizationHonors
|id=Sketching
|text=Sketching
}}


{{SaveLocalizationHonors
|id=Skiing - Cross Country
|text=Skiing - Cross Country
}}


{{SaveLocalizationHonors
|id=Skiing Downhill
|text=Skiing Downhill
}}


{{SaveLocalizationHonors
|id=Skin Diving
|text=Skin Diving
}}


{{SaveLocalizationHonors
|id=Slow-Pitch Softball
|text=Slow-Pitch Softball
}}


{{SaveLocalizationHonors
|id=Small Engines
|text=Small Engines
}}


{{SaveLocalizationHonors
|id=Small Fruit Growing
|text=Small Fruit Growing
}}


{{SaveLocalizationHonors
|id=Small Group Bible Study
|text=Small Group Bible Study
}}


{{SaveLocalizationHonors
|id=Small Group Bible Study - Advanced
|text=Small Group Bible Study - Advanced
}}


{{SaveLocalizationHonors
|id=Small Mammal Pets
|text=Small Mammal Pets
}}


{{SaveLocalizationHonors
|id=Smell
|text=Smell
}}


{{SaveLocalizationHonors
|id=Snowboarding
|text=Snowboarding
}}


{{SaveLocalizationHonors
|id=Snowshoeing
|text=Snowshoeing
}}


{{SaveLocalizationHonors
|id=Snowshoeing - Advanced
|text=Snowshoeing - Advanced
}}


{{SaveLocalizationHonors
|id=Soap Craft
|text=Soap Craft
}}


{{SaveLocalizationHonors
|id=Soap Craft - Advanced
|text=Soap Craft - Advanced
}}


{{SaveLocalizationHonors
|id=Soap Making
|text=Soap Making
}}


{{SaveLocalizationHonors
|id=Soap Making - Advanced
|text=Soap Making - Advanced
}}


{{SaveLocalizationHonors
|id=Soapbox Racing
|text=Soapbox Racing
}}


{{SaveLocalizationHonors
|id=Soccer
|text=Soccer
}}


{{SaveLocalizationHonors
|id=Social Media
|text=Social Media
}}


{{SaveLocalizationHonors
|id=Software Development
|text=Software Development
}}


{{SaveLocalizationHonors
|id=Soils
|text=Soils
}}


{{SaveLocalizationHonors
|id=South American Culture
|text=South American Culture
}}


{{SaveLocalizationHonors
|id=Space Exploration
|text=Space Exploration
}}


{{SaveLocalizationHonors
|id=Spiders
|text=Spiders
}}


{{SaveLocalizationHonors
|id=Spinning Yarn
|text=Spinning Yarn
}}


{{SaveLocalizationHonors
|id=Spirit of Prophecy
|text=Spirit of Prophecy
}}


{{SaveLocalizationHonors
|id=Springboard Diving
|text=Springboard Diving
}}


{{SaveLocalizationHonors
|id=Stamps
|text=Stamps
}}


{{SaveLocalizationHonors
|id=Stamps - Advanced
|text=Stamps - Advanced
}}


{{SaveLocalizationHonors
|id=Stars
|text=Stars
}}


{{SaveLocalizationHonors
|id=Stars - Advanced
|text=Stars - Advanced
}}


{{SaveLocalizationHonors
|id=State Study
|text=State Study
}}


{{SaveLocalizationHonors
|id=Staying Home
|text=Staying Home
}}


{{SaveLocalizationHonors
|id=Steel Pan
|text=Steel Pan
}}


{{SaveLocalizationHonors
|id=Stewardship
|text=Stewardship
}}


{{SaveLocalizationHonors
|id=Street Art
|text=Street Art
}}


{{SaveLocalizationHonors
|id=String Art
|text=String Art
}}


{{SaveLocalizationHonors
|id=Subsistence Farming
|text=Subsistence Farming
}}


{{SaveLocalizationHonors
|id=Swimming
|text=Swimming
}}


{{SaveLocalizationHonors
|id=Swimming - Advanced
|text=Swimming - Advanced
}}


{{SaveLocalizationHonors
|id=Swimming - Beginner
|text=Swimming - Beginner
}}


{{SaveLocalizationHonors
|id=Swimming - Beginner - Advanced
|text=Swimming - Beginner - Advanced
}}


{{SaveLocalizationHonors
|id=Swimming - Intermediate
|text=Swimming - Intermediate
}}


{{SaveLocalizationHonors
|id=Table Tennis
|text=Table Tennis
}}


{{SaveLocalizationHonors
|id=Taiga
|text=Taiga
}}


{{SaveLocalizationHonors
|id=Taiga - Advanced
|text=Taiga - Advanced
}}


{{SaveLocalizationHonors
|id=Tailoring
|text=Tailoring
}}


{{SaveLocalizationHonors
|id=Tapa Cloth
|text=Tapa Cloth
}}


{{SaveLocalizationHonors
|id=Taste
|text=Taste
}}


{{SaveLocalizationHonors
|id=Taíno Culture
|text=Taíno Culture
}}


{{SaveLocalizationHonors
|id=Teaching
|text=Teaching
}}


{{SaveLocalizationHonors
|id=Telecartofilia
|text=Telecartofilia
}}


{{SaveLocalizationHonors
|id=Telecartofilia - Advanced
|text=Telecartofilia - Advanced
}}


{{SaveLocalizationHonors
|id=Temperance
|text=Temperance
}}


{{SaveLocalizationHonors
|id=Temperate Deciduous Forests
|text=Temperate Deciduous Forests
}}


{{SaveLocalizationHonors
|id=Temperate Grasslands
|text=Temperate Grasslands
}}


{{SaveLocalizationHonors
|id=Temperate Grasslands - Advanced
|text=Temperate Grasslands - Advanced
}}


{{SaveLocalizationHonors
|id=Tennis
|text=Tennis
}}


{{SaveLocalizationHonors
|id=Tents
|text=Tents
}}


{{SaveLocalizationHonors
|id=Textile Modeling
|text=Textile Modeling
}}


{{SaveLocalizationHonors
|id=Textile Painting
|text=Textile Painting
}}


{{SaveLocalizationHonors
|id=Thatching
|text=Thatching
}}


{{SaveLocalizationHonors
|id=Three Angels' Messages
|text=Three Angels' Messages
}}


{{SaveLocalizationHonors
|id=Tides
|text=Tides
}}


{{SaveLocalizationHonors
|id=Tides - Advanced
|text=Tides - Advanced
}}


{{SaveLocalizationHonors
|id=Tie-Dye
|text=Tie-Dye
}}


{{SaveLocalizationHonors
|id=Tie-Dye - Advanced
|text=Tie-Dye - Advanced
}}


{{SaveLocalizationHonors
|id=Tile Laying
|text=Tile Laying
}}


{{SaveLocalizationHonors
|id=Tole Painting
|text=Tole Painting
}}


{{SaveLocalizationHonors
|id=Tops
|text=Tops
}}


{{SaveLocalizationHonors
|id=Touch
|text=Touch
}}


{{SaveLocalizationHonors
|id=Toy Boat Regatta
|text=Toy Boat Regatta
}}


{{SaveLocalizationHonors
|id=Toy Boat Regatta - Advanced
|text=Toy Boat Regatta - Advanced
}}


{{SaveLocalizationHonors
|id=Track & Field
|text=Track & Field
}}


{{SaveLocalizationHonors
|id=Travel
|text=Travel
}}


{{SaveLocalizationHonors
|id=Travel - Advanced
|text=Travel - Advanced
}}


{{SaveLocalizationHonors
|id=Tree Climbing
|text=Tree Climbing
}}


{{SaveLocalizationHonors
|id=Trees
|text=Trees
}}


{{SaveLocalizationHonors
|id=Trees - Advanced
|text=Trees - Advanced
}}


{{SaveLocalizationHonors
|id=Triathlon
|text=Triathlon
}}


{{SaveLocalizationHonors
|id=Triathlon - Advanced
|text=Triathlon - Advanced
}}


{{SaveLocalizationHonors
|id=Tumbling & Balancing
|text=Tumbling & Balancing
}}


{{SaveLocalizationHonors
|id=Tumbling & Balancing - Advanced
|text=Tumbling & Balancing - Advanced
}}


{{SaveLocalizationHonors
|id=Tutoring
|text=Tutoring
}}


{{SaveLocalizationHonors
|id=Typewriting
|text=Typewriting
}}


{{SaveLocalizationHonors
|id=Ultimate Disc
|text=Ultimate Disc
}}


{{SaveLocalizationHonors
|id=Ultimate Disc - Advanced
|text=Ultimate Disc - Advanced
}}


{{SaveLocalizationHonors
|id=Unicycling
|text=Unicycling
}}


{{SaveLocalizationHonors
|id=Upholstery
|text=Upholstery
}}


{{SaveLocalizationHonors
|id=Vector Drawing
|text=Vector Drawing
}}


{{SaveLocalizationHonors
|id=Venomous Animals
|text=Venomous Animals
}}


{{SaveLocalizationHonors
|id=Vexillology
|text=Vexillology
}}


{{SaveLocalizationHonors
|id=Video
|text=Video
}}


{{SaveLocalizationHonors
|id=Video (GC)
|text=Video
}}


{{SaveLocalizationHonors
|id=Video - Advanced
|text=Video - Advanced
}}


{{SaveLocalizationHonors
|id=Viruses
|text=Viruses
}}


{{SaveLocalizationHonors
|id=Visual Media Critique
|text=Visual Media Critique
}}


{{SaveLocalizationHonors
|id=Volcanoes
|text=Volcanoes
}}


{{SaveLocalizationHonors
|id=Volleyball
|text=Volleyball
}}


{{SaveLocalizationHonors
|id=Wakeboarding
|text=Wakeboarding
}}


{{SaveLocalizationHonors
|id=Waste Sorting
|text=Waste Sorting
}}


{{SaveLocalizationHonors
|id=Water Environment
|text=Water Environment
}}


{{SaveLocalizationHonors
|id=Water Safety Instructor
|text=Water Safety Instructor
}}


{{SaveLocalizationHonors
|id=Water Safety Instructor - Advanced
|text=Water Safety Instructor - Advanced
}}


{{SaveLocalizationHonors
|id=Water Science
|text=Water Science
}}


{{SaveLocalizationHonors
|id=Water Science - Advanced
|text=Water Science - Advanced
}}


{{SaveLocalizationHonors
|id=Water Skiing
|text=Water Skiing
}}


{{SaveLocalizationHonors
|id=Water Skiing - Advanced
|text=Water Skiing - Advanced
}}


{{SaveLocalizationHonors
|id=Waterfalls
|text=Waterfalls
}}


{{SaveLocalizationHonors
|id=Waterfalls (SAD)
|text=Waterfalls
}}


{{SaveLocalizationHonors
|id=Wattles
|text=Wattles
}}


{{SaveLocalizationHonors
|id=Weather
|text=Weather
}}


{{SaveLocalizationHonors
|id=Weather - Advanced
|text=Weather - Advanced
}}


{{SaveLocalizationHonors
|id=Weaving
|text=Weaving
}}


{{SaveLocalizationHonors
|id=Web Design
|text=Web Design
}}


{{SaveLocalizationHonors
|id=Web Design - Advanced
|text=Web Design - Advanced
}}


{{SaveLocalizationHonors
|id=Web Evangelism
|text=Web Evangelism
}}


{{SaveLocalizationHonors
|id=Web Evangelism - Advanced
|text=Web Evangelism - Advanced
}}


{{SaveLocalizationHonors
|id=Welding
|text=Welding
}}


{{SaveLocalizationHonors
|id=Welding (GC)
|text=Welding
}}


{{SaveLocalizationHonors
|id=Wellness
|text=Wellness
}}


{{SaveLocalizationHonors
|id=Wellness - Advanced
|text=Wellness - Advanced
}}


{{SaveLocalizationHonors
|id=Whistles
|text=Whistles
}}


{{SaveLocalizationHonors
|id=Whistles - Advanced
|text=Whistles - Advanced
}}


{{SaveLocalizationHonors
|id=Wilderness Leadership
|text=Wilderness Leadership
}}


{{SaveLocalizationHonors
|id=Wilderness Leadership - Advanced
|text=Wilderness Leadership - Advanced
}}


{{SaveLocalizationHonors
|id=Wilderness Living
|text=Wilderness Living
}}


{{SaveLocalizationHonors
|id=Wind Surfing
|text=Wind Surfing
}}


{{SaveLocalizationHonors
|id=Winter Camping
|text=Winter Camping
}}


{{SaveLocalizationHonors
|id=Women in Adventist History
|text=Women in Adventist History
}}


{{SaveLocalizationHonors
|id=Wood Carving
|text=Wood Carving
}}


{{SaveLocalizationHonors
|id=Wood Handicraft
|text=Wood Handicraft
}}


{{SaveLocalizationHonors
|id=Woodworking
|text=Woodworking
}}


{{SaveLocalizationHonors
|id=Word Processing
|text=Word Processing
}}


{{SaveLocalizationHonors
|id=World Changer
|text=World Changer
}}


{{SaveLocalizationHonors
|id=Worms
|text=Worms
}}


{{SaveLocalizationHonors
|id=Worms - Advanced
|text=Worms - Advanced
}}


|}
</translate>

Pathfinder Wiki:Structure

2024-02-11T15:43:44Z

Jomegat: copy edits

This page explains the structure of the wiki. There are several root pages, but those be explainedlater on.
<div class="toc toccolours toclimit-3" style="float: left; margin-right: 1em;">
__TOC__
</div>
==Root Pages==
These are pages that group the content together and structure the pages into reasonable groups.

===AY Honors===
[[AY Honors|AY Honors]] is the root page for all of the honors that have been introduced. Each direct child page is an Honor <code>AY Honors/<honorname></code> for example <code>AY Honors/Postcards</code>.

The root page of the honor (<code>AY Honors/<honorname></code>) is used as landing page of the honor. There is an overview about the honor and some other useful information about it.
On this page we use the [[Template:HonorLanding]] to generate the structure of the page and also to define all the metadata of the honor.

Every honor has the following subpages:
* Requirements
* Answer Key
* Teaching Tips (under construction)

There are some honors that have multiple Requirements and/or Answer Key pages depending on where the honor is taught. Those are called variants. The information of these pages is also defined on the landing page of the honor using the [[Template:HonorLanding]]. The following parameters are being used for that <code>cnt_answerKey_variants, answerKey_n, cnt_requriements_variants and requirements_1</code>. For more information about that, head over to [[Template:HonorLanding]].

So the page tree of an honor with variants could look something like that:

<code>AY Honors/<honorname></code> -- The landing page of the honor.<br>
<code>AY Honors/<honorname>/Requirements</code> -- The requirements for honor variant 1.<br>
<code>AY Honors/<honorname>/Requirements 2</code> -- The requirements for honor variant 2.<br>
<code>AY Honors/<honorname>/Requirements n</code> -- The requirements for honor variant n.<br>
<code>AY Honors/<honorname>/Answer Key</code> -- The answer key variant 1, for which requirement variant is defined on the landing page.<br>
<code>AY Honors/<honorname>/Answer Key 2</code> -- The answer key variant 2, for which requirement variant is defined on the landing page.<br>
<code>AY Honors/<honorname>/Answer Key n</code> -- The answer key variant n, for which requirement variant is defined on the landing page.<br>
<code>AY Honors/<honorname>/Teaching Tips</code> -- The teaching tips variant 1, for which requirement variant is defined on the landing page.<br>
<code>AY Honors/<honorname>/Teaching Tips 2</code> -- The teaching tips variant 2, for which requirement variant is defined on the landing page.<br>
<code>AY Honors/<honorname>/Teaching Tips n</code> -- The teaching tips variant n, for which requirement variant is defined on the landing page.</code>

===Pilots===
This is the root page for all honors that are in development.

AY Honors/Radio/Answer Key

2024-02-06T03:20:34Z

Jomegat: remove dead link

{{HonorSubpage}}

<section begin="Body" />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}
<noinclude><translate>
</noinclude>

There is only one requirement for this honor. In order to earn the Technician Class Amateur Radio License, an operator must pass a 35 question exam administered by a Volunteer Examiner Coordinator (VEC). No Morse code is required for the Technician Class, but knowledge of FCC regulations and electronics are essential. Study the material presented below, and when you feel you are ready, take some practice tests:


* [http://www.qrz.com/p/testing.pl Practice Tests]


When you can consistently pass the practice tests, chances are good that you will be able to pass the real deal. All you need to do when you are ready is find an amateur license examination session near you. This website will help you locate one:


* http://www.arrl.org/arrlvec/examsearch.phtml


Now, let's learn about Amateur Radio!


<noinclude></translate></noinclude>
{{CloseReq}} 
<noinclude><translate></noinclude>
== FCC Rules, station license responsibilities== 
[[Image:Icom.png|thumb|right|200px|Amateur Radio]]
The FCC Rules and Regulations for the "Amateur Radio Service" is defined in the ''Code of Federal Regulations'' under Title 47, Part 97. Part 97 is the FCC's regulations for all amateur (ham) radio operations. The link for Part 97 is as follows: https://en.wikipedia.org/wiki/Title_47_CFR_Part_97
<br style="clear:both">

== Control operator duties== 
By definition of Part 97.3, a control operator is defined as "An amateur operator designated by the licensee of a station to be responsible for the transmissions from that station to assure compliance with the FCC Rules."


The control operator must be a licenced operator who's license appears in the ULS consolidated licensee database or be "authorized for alien reciprocal operation by §97.107 of part 97."


The control operator is required to monitor transmissions, repair (or have repaired) any equipment that is causing harmful interference, and make sure the transmitting station complies with the rules and regulations set out by the FCC.


A control operator does not have to be the person transmitting, nor does he even have to be in the room to control the radio (If he or she has the ability of remote operation of the station, that is). However, the control operator must be aware of ''every aspect'' of the station at ''all times''. This includes: transmission frequency, power/ output of transmission, radio etiquette, etc.

== Operating Practices == 
It is important that you be polite when talking "on the air." Anyone can listen to your conversations. Don't use inappropriate language (like swearing), don't be insulting, and don't cut other people off. Allow others to join conversations. If it is a personal conversation, maybe you should be communicating via a more secure/ private method.


Other things that you should consider when "on the air" is your power settings, repeater use, and frequency usage. If you are talking on a frequency and someone else starts using the same frequency, don't increase your power until only you and your contact can talk. Be courteous and forgiving, move to a different frequency. You may find that some frequencies have priorities assigned to them. For example, the repeater or frequency that you are using is also used by a group of hams that dedicate some of their time to emergency communications. They have been given priority in message traffic when dealing with an emergency or emergency practice sessions. They have been given the primary assignment for that frequency during those events. Should you find them using the repeater or frequency during an official event, move to a different frequency or repeater. At all other times you, as a secondary user, may use the repeater or frequency without hindrance. Also when using a repeater to talk to someone, see if you can communicate without using the repeater. If so, please move to a frequency other than the repeater. If you cannot communicate without using the repeater, that is alright. The repeater was created for that very purpose (to allow people to communicate over farther distances).

== Radio and electronic fundamentals == 
===Ohm's Law===
[[Image:Ohms law voltage source.svg|right|thumb|200px|A [[W:voltage source|voltage source]], ''V'', drives an [[W:electric current|electric current]], ''I '', through [[W:w:resistor|resistor]], ''R'', the three quantities obeying Ohm's law: ''V = ''IR''.]]
[[W:Ohms_Law|Ohm's law]] states that, in an electrical circuit, the current passing through a conductor between two points is proportional to the potential difference (i.e. voltage drop or voltage) across the two points, and inversely proportional to the resistance between them. In mathematical terms, this is written as:


:<math>
I = \frac {V}{R}
</math>


where I is the current in amperes, V is the potential difference in volts, and R is a constant, measured in ohms, called the resistance. The potential difference is also known as the voltage drop, and is sometimes denoted by E or U instead of V.
<br style="clear:both">

===Impedance=== 
[[W:impedence|Electrical impedance]], or simply [[W:impedance|impedence]], describes a measure of opposition to a [[W:sinusoid|sinusoidal]] [[W:alternating current|alternating current]] (AC). Electrical impedance extends the concept of [[W:Electrical resistance|resistance]] to AC circuits, describing not only the relative magnitudes of the [[W:voltage|voltage]] and [[W:current|current]], but also the relative [[W:Phase (waves)|phases]]. In general impedance is a [[W:Complex number|complex]] quantity <math>\scriptstyle{\tilde{Z}}</math> and the term ''complex impedance'' may be used interchangeably; the [[W:Polar coordinates|polar form]] conveniently captures both magnitude and phase characteristics,


:<math>\tilde{Z} = Z e^{j\theta} \quad</math>


where the magnitude <math>\scriptstyle{Z}</math> gives the change in voltage amplitude for a given current amplitude, while the argument <math>\scriptstyle{\theta}</math> gives the phase difference between voltage and current. In [[W:Cartesian plane|Cartesian form]],


:<math>\tilde{Z} = R + j\Chi \quad</math>


where the real part of impedance is the resistance <math>\scriptstyle{R}</math> and the imaginary part is the [[W:reactance|reactance]] <math>\scriptstyle{\Chi}</math>. [[W:Dimensional analysis|Dimensionally]], impedance is the same as resistance; the [[W:SI unit|SI unit]] is the [[W:ohm|ohm]]. The term ''impedance'' was coined by [[W:Oliver Heaviside|Oliver Heaviside]] in July 1886.


The impedance of an ideal resistor is purely real and is referred to as a ''resistive impedance'':


:<math>\tilde{Z}_R = R.</math>


Ideal inductors and capacitors have a purely imaginary ''reactive impedance'':


:<math>\tilde{Z}_L = j\omega L,</math>


:<math>\tilde{Z}_C = \frac{1}{j\omega C} \, .</math>

===Power=== 
Electric power is defined as the rate at which electrical energy is transferred by an electric circuit. The SI unit of power is the watt. When electric current flows in a circuit, it can transfer energy to do mechanical or thermodynamic work.


In direct current resistive circuits, electrical power is calculated using Joule's law:
:<math>P = VI \,</math>


where ''P'' is the electric power, ''V'' the voltage, and ''I'' the electric current.


In the case of resistive loads, Joule's law can be combined with Ohm's law (''I'' = ''V/R'') to produce alternative expressions for the dissipated power:


:<math>P = I^2 R = \frac{V^2}{R},</math>


where ''R'' is the electrical resistance.


In alternating current circuits, energy storage elements such as inductance and capacitance may result in periodic reversals of the direction of energy flow. The portion of power flow that, averaged over a complete cycle of the AC waveform, results in net transfer of energy in one direction is known as real power (also referred to as active power). That portion of power flow due to stored energy, that returns to the source in each cycle, is known as reactive power.


The relationship between real power, reactive power and apparent power can be expressed by representing the quantities as vectors. Real power is represented as a horizontal vector and reactive power is represented as a vertical vector. The apparent power vector is the hypotenuse of a right triangle formed by connecting the real and reactive power vectors. This representation is often called the ''power triangle''. Using the Pythagorean Theorem, the relationship among real, reactive and apparent power is:
:<math>\mbox{(apparent power)}^2 = \mbox{(real power)}^2 + \mbox{(reactive power)}^2</math>


Real and reactive powers can also be calculated directly from the apparent power, when the current and voltage are both sinusoids with a known phase angle between them:


:<math>\mbox{(real power)} = \mbox {(apparent power)}\cos(\theta)</math>


:<math>\mbox{(reactive power)} = \mbox {(apparent power)}\sin(\theta)</math>


The ratio of real power to apparent power is called power factor and is a number always between 0 and 1.


The above theory of reactive power and the power triangle is true only when both the voltage and current is strictly sinusoidal. Therefore is more or less abandoned for low voltage distribution applications where the current normally is rather distorted. It can still be used for high voltage tranmission applications and, with some care, for medium voltage applications where the current normally is less distorted.

===Passive circuits=== 
Passive circuits are circuits consisting of only resistors, capacitors, and inductors. Most undergraduate electronics programs dedicate two semesters to the analysis of passive circuits. It is unrealistic to expect to learn even the rudiments of this subject in a single chapter. Instead, we refer you to [[Circuit Theory]] for a more thorough treatment than is possible here.

===Active circuits=== 
Active circuits contain components that require a power source to operate. Such components include diodes, transistors, integrated circuits (which are constructed from diodes and transistors integrated onto a common substrate), and tubes. Active circuits, like passive circuits, are the topic of at least two semesters of undergraduate study. As such, we refer you to [[Electronics]] rather than attempting to treat this complex topic here.

== Station setup and operation == 
[[Image:Amateurfunkstation.jpg|thumb|right|200px|Amateur Radio station setup]]
<br style="clear:both">

== Communication modes and methods== 
The most common methods of communication are AM (Amplitude Modulation), SSB (Single Sideband), FM (Frequency Modulation), CW (Continuous Wave) also known as Morse Code, and RTTY (Radio Teletype). Of these, the favorites are SSB, FM, and CW. To look at a larger list of ways to communicate as a ham operator, see [[w:List of amateur radio modes|List of amateur radio modes]]. Many of these methods of communications can be used on multiple bands and multiple different frequencies within those bands. Each method has specific frequencies that it is allowed to be used in. For example: on the 2 meter band, frequencies from 144.000-144.100 is specifically for CW, 144.900-145.200 won't allow CW but will let you use FM.


Most ham radio operators use simplex (Radio to Radio) communications for any conversations that they have. This is especially true of hams using hand held transceivers (HTs) on UHF (Ultra High Frequency) and VHF (Very High Frequency). Repeaters are common for use on UHF & VHF. Repeaters are used when hams cannot communicate clearly on simplex. The repeater will receive the transmission signal of one ham and retransmit it at a higher power level to the other ham. Hams that have higher license will operate on HF (High Frequency) and will use SSB and CW to communicate farther distances. HF communications does not require the use of repeaters due to the method of communication. HF operators will often use much more power for distant contacts. HF operators can also use directional antennas to bounce radio waves off the atmosphere, the moon, and even certain satellites.


Because of the type of communications that a Technician License is allowed to use. We will be focusing on FM and CW. FM is one of the simplest forms of communications. To operate FM as a ham radio operator, all one must do is set the desired frequency that you wish to communicate on and press the PTT (Push To Talk) button. Press the PTT button for 1 second and then begin by identifying yourself with your call sign. Don't be frustrated if nobody answers you when you call out over the radio waves, nobody may be listening to that particular frequency. Many people have mobile rigs (ham radios in their cars) and are most often found on the radio on their way to and from work. CW is a little more challenging than FM, but not much. CW requires that you get a ham radio rig that will actually transmit Morse code. You must also get a Morse code key (a device that you use to tap out the code on the radio). CW allows you to operate on frequencies that other modes will not allow.

== Special operations== 

== Emergency and Public Service Communications== 

== Radio waves, propagation, and antennas== 
[[Image:Sv8cri antenna.jpg|thumb|left|200px|Amateur Radio antenna]]
<br style="clear:both">

== Electrical and RF safety == 

==References== 
<noinclude></translate></noinclude>
{{CloseHonorPage}}

User talk:Anthonywhitlow

2024-01-10T23:22:37Z

Jomegat: Welcome!

Investiture Achievement/Voyager/Making Friends

2023-12-02T01:48:04Z

Jomegat: NAD update vs GC original

<languages /><br />
<noinclude><translate>
</noinclude>
__NOTOC__
__NOTOC__
{{IA desc
|class=Voyager
|pagename=Voyager/Making Friends
|stage=100%
}}


{{/requirement 1}}



Discussion:


People of all ages can become physically disabled. Generally they do not want pity, but to be treated with respect and dignity just like you want to be treated. Being physically challenged does not imply a person is stupid or hard of hearing (unless they actually are hard of hearing of course). Too often unthinking people come up to a person in a wheel chair and talk loud and slow, or yell at a blind person. Treat everyone normally unless their physical condition warrants some specific accommodation.


Physical challenges come in many varieties, some more obvious than others:


*Restricted mobility


*Limited vision to completely blind


*Limited hearing to completely deaf


*Missing limbs or other body parts


*Brain damage


*Debilitating disease


Suggested Activities:


*Build wheelchair accessible nature trails


*Participate in a mission trip to a place serving the physically challenged


*Volunteer to read books into electronic format


*Learn sign language (even a song or two) and perform it for a deaf group


*Contact your deaf ministries coordinator at your conference for possible projects


*Find a blind person and connect them to resources at Christian Record Services


*Assist and elderly person with limited mobility to do yard work, shopping, or other activities


Activities that include interacting directly with one or more physically challenged people will be more interesting and educational than doing something to help a group "out there".


{{todo|expand discussion and suggest more activities}}

== == 
{{/requirement 2}}



This requirement was written before the NAD made changes to the Stewardship honor, so the requirement numbers pertain to the General Conference version of the honor. You can see both versions [[AY Honors/Stewardship|here]].

We reproduce the original version of requirements 3, 5, and 6 below:

<b>
{{reqreq|page=AY Honors/Stewardship (General Conference)|num=3}}
{{reqreq|page=AY Honors/Stewardship (General Conference)|num=5}}
{{reqreq|page=AY Honors/Stewardship (General Conference)|num=6}}
:{{reqreq|page=AY Honors/Stewardship (General Conference)|num=6a}}
:{{reqreq|page=AY Honors/Stewardship (General Conference)|num=6b}}
</b>

=Frontier Voyager [[File:Voyager_Ribbon.jpeg|150px]]= 
{{/requirement 3}}

{{:Investiture Achievement/above}}
== ==
{{/requirement 4}}

{{honor_prerequisite|category=Outreach|honor=Stewardship}}
<noinclude></translate></noinclude>

Template:Bible link

2023-11-17T22:19:27Z

Jomegat:

[http://www.biblegateway.com/passage/?search={{urlencode:{{{1}}}}}&version={{Localization:Default Bible version{{GetLangSuffix}}}} {{{1}}}]

Investiture Achievement/Voyager/Personal Growth

2023-11-01T02:12:23Z

Jomegat: Remove duplicate scriptures in week 8

<languages />
<noinclude><translate>
</noinclude>
{{IA desc
|class=Voyager
|pagename=Voyager/Personal Growth
|stage=100%
}}
{{/requirement 1}}

{{Investiture Achievement/Grade requirement|Voyager|ninth}}


{{/requirement 2a}}

{{:Investiture_Achievement/Weekly_Devotional_Guide}}


{|width="80%"
|-


|valign="top"|Week 1: '''Who Am I?'''
*{{Bible link|Psalms 139:13-16}}
*{{Bible link|John 14:12-31}}
*{{Bible link|John 15:1-17}}
*{{Bible link|Song of Solomon 7}}
*{{Bible link|Deuteronomy 32:9}}
*{{Bible link|Jeremiah 2:21}}
*{{Bible link|Psalms 18:33-36}}
*{{Bible link|Psalms 62:1,2}}


|valign="top"|Week 10: '''Standards'''
*{{Bible link|Romans 13}}
*{{Bible link|1 Timothy 6}}
*{{Bible link|Matthew 5:13-30}}
*{{Bible link|Philippians 4}}
*{{Bible link|Jeremiah 1}}
*{{Bible link|Jeremiah 29:11}}
*{{Bible link|Luke 12:15}}


|valign="top"|Week 19: '''Promises'''
*{{Bible link|Psalms 118}}
*{{Bible link|Daniel 7-9}}
*{{Bible link|Deuteronomy 31}}
*{{Bible link|Psalms 23}}
*{{Bible link|Romans 8:38,39}}
*{{Bible link|2 Corinthians 12:9,10}}
*{{Bible link|Psalms 37:1-9}}


|-
|valign="top"|Week 2: '''What About Me?'''
*{{Bible link|Colossians 2:8-23}}
*{{Bible link|1 Corinthians 1:20-31}}
*{{Bible link|Jeremiah 9:23,24}}
*{{Bible link|Philippians 3:1-6}}
*{{Bible link|Romans 7:21-25}}
*{{Bible link|Luke 2:52}}
*{{Bible link|1 Thess. 5:16-18}}


|valign="top"|Week 11: '''Sin'''
*{{Bible link|Romans 3}}
*{{Bible link|Romans 6}}
*{{Bible link|Psalms 25}}
*{{Bible link|Isaiah 42-44}}
*{{Bible link|Isaiah 1}}
*{{Bible link|Micah 7}}
*{{Bible link|Romans 3:10-18}}


|valign="top"|Week 20: '''Faithfulness'''
*{{Bible link|Esther 1-9}}


|-
|valign="top"|Week 3: '''Being in Charge'''
*{{Bible link|Proverbs 16:7}}
*{{Bible link|Galatians 5:23}}
*{{Bible link|Revelation 1-5}}
*{{Bible link|Song of Solomon 8:7}}
*{{Bible link|Romans 12:1}}
*{{Bible link|2 Peter 1:5-8}}
*{{Bible link|Psalms 28:7}}


|valign="top"|Week 12: '''Character'''
*{{Bible link|Matthew 5:1-12}}
*{{Bible link|Proverbs 16:18}}
*{{Bible link|Luke 12}}
*{{Bible link|1 Corinthians 10}}
*{{Bible link|Romans 6:12-19}}
*{{Bible link|Colossians 3:12-15}}
*{{Bible link|2 Chronicles 7:14}}


|valign="top"|Week 21: '''Being a Christian'''
*{{Bible link|Ephesians 4}}
*{{Bible link|Matthew 10}}
*{{Bible link|Proverbs 25}}
*{{Bible link|Micah 6}}
*{{Bible link|Proverbs 14}}
*{{Bible link|Galatians 6:1-8}}
*{{Bible link|Matthew 25:31-46}}


|-
|valign="top"|Week 4: '''Try Again'''
*{{Bible link|Zechariah 4:6}}
*{{Bible link|Isaiah 40:12-13}}
*{{Bible link|Haggai 2:5}}
*{{Bible link|1 Samuel 17:47}}
*{{Bible link|James 1:13-15}}
*{{Bible link|1 Samuel 1:13-15}}


|valign="top"|Week 13: '''Temptation'''
*{{Bible link|Luke 10}}
*{{Bible link|1 Peter 5}}
*{{Bible link|Ephesians 6:10-20}}
*{{Bible link|Micah 7}}
*{{Bible link|2 Corinthians 4:18}}
*{{Bible link|Ephesians 6:11,12}}
*{{Bible link|Romans 12:2}}


|valign="top"|Week 22: '''Thinking about God'''
*{{Bible link|Lamentations 3}}
*{{Bible link|Job 40-42}}
*{{Bible link|Matthew 10:29-31}}
*{{Bible link|Psalms 111:4}}
*{{Bible link|Psalms 103:13}}
*{{Bible link|1 Timothy 4:7}}


|-
|valign="top"|Week 5: '''I Feel Lousy'''
*{{Bible link|Psalms 42:6}}
*{{Bible link|Isaiah 26:3}}
*{{Bible link|Psalms 55:22}}
*{{Bible link|Psalms 46}}
*{{Bible link|Matthew 6:25-34}}
*{{Bible link|Psalms 22:24}}
*{{Bible link|John 14:27}}


|valign="top"|Week 14: '''Hope'''
*{{Bible link|Psalms 94:12-19}}
*{{Bible link|Psalms 95}}
*{{Bible link|1 Kings 3}}
*{{Bible link|Psalms 63}}
*{{Bible link|Psalms 59}}
*{{Bible link|James 1:2-4}}
*{{Bible link|1 Samuel 17:31-47}}


|valign="top"|Week 23: '''Making Decisions'''
*{{Bible link|Luke 14}}
*{{Bible link|Matthew 4}}
*{{Bible link|Mark 8}}
*{{Bible link|Matthew 16}}
*{{Bible link|2 Corinthians 7:1}}
*{{Bible link|1 Peter 1:13-16}}
*{{Bible link|1 Thessalonians 4:3-8}}


|-
|valign="top"|Week 6: '''Courage'''
*{{Bible link|2 Corinthians 12:1-10}}
*{{Bible link|Romans 8:38,39}}
*{{Bible link|Acts 28:15}}
*{{Bible link|1 Peter 2:21}}
*{{Bible link|Colossians 3:1-3}}
*{{Bible link|Galatians 5:17}}
*{{Bible link|Matthew 13:21, 22}}


|valign="top"|Week 15: '''Love'''
*{{Bible link|Philippians 2}}
*{{Bible link|Psalms 136}}
*{{Bible link|Psalms 100}}
*{{Bible link|Ephesians 5}}
*{{Bible link|1 Corinthians 13}}
*{{Bible link|John 21:15-19}}
*{{Bible link|Galatians 5:22-25}}


|valign="top"|Week 24: '''Being an Example'''
*{{Bible link|Mark 10:32-45}}
*{{Bible link|Acts 10}}
*{{Bible link|Luke 23}}
*{{Bible link|1 John 2}}
*{{Bible link|2 Peter 1-3}}
*{{Bible link|Galatians 6:1-8}}
*{{Bible link|Hebrews 12:14}}


|-
|valign="top"|Week 7: '''Being Alone'''
*{{Bible link|Joshua 1:1-9}}
*{{Bible link|Joshua 21}}
*{{Bible link|Zephaniah 3:14-20}}
*{{Bible link|Psalm 111}}
*{{Bible link|Luke 12:22, 23}}
*{{Bible link|Psalms 46:10}}
*{{Bible link|Psalms 131:2}}


|valign="top"|Week 16: '''Joy'''
*{{Bible link|Isaiah 9:2-10:19}}
*{{Bible link|Isaiah 49}}
*{{Bible link|Psalms 28}}
*{{Bible link|Hebrews 3:17-19}}
*{{Bible link|Nehemiah 8:10}}
*{{Bible link|Job 6:10}}
*{{Bible link|John 15:11}}


|valign="top"|Week 25: '''Life with God'''
*{{Bible link|Hebrews 12}}
*{{Bible link|John 3}}
*{{Bible link|Revelation 21}}
*{{Bible link|Leviticus 19}}
*{{Bible link|1 Peter 1}}
*{{Bible link|Proverbs 16:17}}
*{{Bible link|Titus 2:11-14}}
*{{Bible link|Hebrews 5:12-14}}


|-
|valign="top"|Week 8: '''Being Afraid'''
*{{Bible link|Matthew 14:3-33}}
*{{Bible link|Psalms 81}}
*{{Bible link|Isaiah 26:1-15}}
*{{Bible link|Isaiah 30:1-18}}
*{{Bible link|Isaiah 32}}
*{{Bible link|Matthew 11:28}}
*{{Bible link|Joshua 1:9}}


|valign="top"|Week 17: '''Adventure'''
*{{Bible link|Psalms 37}}
*{{Bible link|1 John 1}}
*{{Bible link|1 Thessalonians 1-3}}
*{{Bible link|Psalms 51}}
*{{Bible link|James 1:22, 23}}
*{{Bible link|Revelation 3:15,16}}
*{{Bible link|Matthew 14:25-33}}


|valign="top"|Week 26: '''Obedience'''
*{{Bible link|Romans 12}}
*{{Bible link|Matthew 6:1-26}}
*{{Bible link|Isaiah 14:1-4}}
*{{Bible link|Jonah 1-4}}


|-
|valign="top"|Week 9: '''Rebellion'''
*{{Bible link|Psalms 141}}
*{{Bible link|Psalms 130}}
*{{Bible link|Proverbs 12}}
*{{Bible link|Proverbs 15}}
*{{Bible link|Matthew 18}}
*{{Bible link|Ephesians 5:15,16}}
*{{Bible link|Galatians 5:13-14}}


|valign="top"|Week 18: '''Being Happy'''
*{{Bible link|Philippians 1}}
*{{Bible link|Malachi 1}}
*{{Bible link|Psalms 1}}
*{{Bible link|Ezekiel 15}}
*{{Bible link|Matthew 5:10}}
*{{Bible link|Luke 12:22-31}}
*{{Bible link|Romans 15:1-6}}
*{{Bible link|2 Timothy 4:9-18}}


|
|}

==Romans== 
{|width="80%"
|-
|{{Bible link|Romans 1}}
|{{Bible link|Romans 11}}
|-
|{{Bible link|Romans 2}}
|{{Bible link|Romans 12}}
|-
|{{Bible link|Romans 3}}
|{{Bible link|Romans 13}}
|-
|{{Bible link|Romans 4}}
|{{Bible link|Romans 14}}
|-
|{{Bible link|Romans 5}}
|{{Bible link|Romans 15}}
|-
|{{Bible link|Romans 6}}
|{{Bible link|Romans 16}}
|-
|{{Bible link|Romans 7}}
|-
|{{Bible link|Romans 8}}
|-
|{{Bible link|Romans 9}}
|-
|{{Bible link|Romans 10}}


|}


{{/requirement 2b}}

{{:Investiture Achievement/Journalling}}


{{/requirement 3}}

'''''The Advent Message to All the World in My Generation'''''


My relationship to Jesus Christ is of such a nature that it compels me to share the good news of His soon return with any who will receive it.


{{/requirement 4}}

{{Investiture Achievement/Illustrate Meaning|AY Aim}}

==Frontier Voyager [[File:Voyager_Ribbon.jpeg|150px]]== 
{{:Investiture Achievement/noadvanced}}
__NOTOC__
<noinclude></translate></noinclude>

Investiture Achievement/Voyager/Personal Growth

2023-10-30T03:13:22Z

Jomegat: fix scripture references

<languages />
<noinclude><translate>
</noinclude>
{{IA desc
|class=Voyager
|pagename=Voyager/Personal Growth
|stage=100%
}}
{{/requirement 1}}

{{Investiture Achievement/Grade requirement|Voyager|ninth}}


{{/requirement 2a}}

{{:Investiture_Achievement/Weekly_Devotional_Guide}}


{|width="80%"
|-


|valign="top"|Week 1: '''Who Am I?'''
*{{Bible link|Psalms 139:13-16}}
*{{Bible link|John 14:12-31}}
*{{Bible link|John 15:1-17}}
*{{Bible link|Song of Solomon 7}}
*{{Bible link|Deuteronomy 32:9}}
*{{Bible link|Jeremiah 2:21}}
*{{Bible link|Psalms 18:33-36}}
*{{Bible link|Psalms 62:1,2}}


|valign="top"|Week 10: '''Standards'''
*{{Bible link|Romans 13}}
*{{Bible link|1 Timothy 6}}
*{{Bible link|Matthew 5:13-30}}
*{{Bible link|Philippians 4}}
*{{Bible link|Jeremiah 1}}
*{{Bible link|Jeremiah 29:11}}
*{{Bible link|Luke 12:15}}


|valign="top"|Week 19: '''Promises'''
*{{Bible link|Psalms 118}}
*{{Bible link|Daniel 7-9}}
*{{Bible link|Deuteronomy 31}}
*{{Bible link|Psalms 23}}
*{{Bible link|Romans 8:38,39}}
*{{Bible link|2 Corinthians 12:9,10}}
*{{Bible link|Psalms 37:1-9}}


|-
|valign="top"|Week 2: '''What About Me?'''
*{{Bible link|Colossians 2:8-23}}
*{{Bible link|1 Corinthians 1:20-31}}
*{{Bible link|Jeremiah 9:23,24}}
*{{Bible link|Philippians 3:1-6}}
*{{Bible link|Romans 7:21-25}}
*{{Bible link|Luke 2:52}}
*{{Bible link|1 Thess. 5:16-18}}


|valign="top"|Week 11: '''Sin'''
*{{Bible link|Romans 3}}
*{{Bible link|Romans 6}}
*{{Bible link|Psalms 25}}
*{{Bible link|Isaiah 42-44}}
*{{Bible link|Isaiah 1}}
*{{Bible link|Micah 7}}
*{{Bible link|Romans 3:10-18}}


|valign="top"|Week 20: '''Faithfulness'''
*{{Bible link|Esther 1-9}}


|-
|valign="top"|Week 3: '''Being in Charge'''
*{{Bible link|Proverbs 16:7}}
*{{Bible link|Galatians 5:23}}
*{{Bible link|Revelation 1-5}}
*{{Bible link|Song of Solomon 8:7}}
*{{Bible link|Romans 12:1}}
*{{Bible link|2 Peter 1:5-8}}
*{{Bible link|Psalms 28:7}}


|valign="top"|Week 12: '''Character'''
*{{Bible link|Matthew 5:1-12}}
*{{Bible link|Proverbs 16:18}}
*{{Bible link|Luke 12}}
*{{Bible link|1 Corinthians 10}}
*{{Bible link|Romans 6:12-19}}
*{{Bible link|Colossians 3:12-15}}
*{{Bible link|2 Chronicles 7:14}}


|valign="top"|Week 21: '''Being a Christian'''
*{{Bible link|Ephesians 4}}
*{{Bible link|Matthew 10}}
*{{Bible link|Proverbs 25}}
*{{Bible link|Micah 6}}
*{{Bible link|Proverbs 14}}
*{{Bible link|Galatians 6:1-8}}
*{{Bible link|Matthew 25:31-46}}


|-
|valign="top"|Week 4: '''Try Again'''
*{{Bible link|Zechariah 4:6}}
*{{Bible link|Isaiah 40:12-13}}
*{{Bible link|Haggai 2:5}}
*{{Bible link|1 Samuel 17:47}}
*{{Bible link|James 1:13-15}}
*{{Bible link|1 Samuel 1:13-15}}


|valign="top"|Week 13: '''Temptation'''
*{{Bible link|Luke 10}}
*{{Bible link|1 Peter 5}}
*{{Bible link|Ephesians 6:10-20}}
*{{Bible link|Micah 7}}
*{{Bible link|2 Corinthians 4:18}}
*{{Bible link|Ephesians 6:11,12}}
*{{Bible link|Romans 12:2}}


|valign="top"|Week 22: '''Thinking about God'''
*{{Bible link|Lamentations 3}}
*{{Bible link|Job 40-42}}
*{{Bible link|Matthew 10:29-31}}
*{{Bible link|Psalms 111:4}}
*{{Bible link|Psalms 103:13}}
*{{Bible link|1 Timothy 4:7}}


|-
|valign="top"|Week 5: '''I Feel Lousy'''
*{{Bible link|Psalms 42:6}}
*{{Bible link|Isaiah 26:3}}
*{{Bible link|Psalms 55:22}}
*{{Bible link|Psalms 46}}
*{{Bible link|Matthew 6:25-34}}
*{{Bible link|Psalms 22:24}}
*{{Bible link|John 14:27}}


|valign="top"|Week 14: '''Hope'''
*{{Bible link|Psalms 94:12-19}}
*{{Bible link|Psalms 95}}
*{{Bible link|1 Kings 3}}
*{{Bible link|Psalms 63}}
*{{Bible link|Psalms 59}}
*{{Bible link|James 1:2-4}}
*{{Bible link|1 Samuel 17:31-47}}


|valign="top"|Week 23: '''Making Decisions'''
*{{Bible link|Luke 14}}
*{{Bible link|Matthew 4}}
*{{Bible link|Mark 8}}
*{{Bible link|Matthew 16}}
*{{Bible link|2 Corinthians 7:1}}
*{{Bible link|1 Peter 1:13-16}}
*{{Bible link|1 Thessalonians 4:3-8}}


|-
|valign="top"|Week 6: '''Courage'''
*{{Bible link|2 Corinthians 12:1-10}}
*{{Bible link|Romans 8:38,39}}
*{{Bible link|Acts 28:15}}
*{{Bible link|1 Peter 2:21}}
*{{Bible link|Colossians 3:1-3}}
*{{Bible link|Galatians 5:17}}
*{{Bible link|Matthew 13:21, 22}}


|valign="top"|Week 15: '''Love'''
*{{Bible link|Philippians 2}}
*{{Bible link|Psalms 136}}
*{{Bible link|Psalms 100}}
*{{Bible link|Ephesians 5}}
*{{Bible link|1 Corinthians 13}}
*{{Bible link|John 21:15-19}}
*{{Bible link|Galatians 5:22-25}}


|valign="top"|Week 24: '''Being an Example'''
*{{Bible link|Mark 10:32-45}}
*{{Bible link|Acts 10}}
*{{Bible link|Luke 23}}
*{{Bible link|1 John 2}}
*{{Bible link|2 Peter 1-3}}
*{{Bible link|Galatians 6:1-8}}
*{{Bible link|Hebrews 12:14}}


|-
|valign="top"|Week 7: '''Being Alone'''
*{{Bible link|Joshua 1:1-9}}
*{{Bible link|Joshua 21}}
*{{Bible link|Zephaniah 3:14-20}}
*{{Bible link|Psalm 111}}
*{{Bible link|Luke 12:22, 23}}
*{{Bible link|Psalms 46:10}}
*{{Bible link|Psalms 131:2}}


|valign="top"|Week 16: '''Joy'''
*{{Bible link|Isaiah 9:2-10:19}}
*{{Bible link|Isaiah 49}}
*{{Bible link|Psalms 28}}
*{{Bible link|Hebrews 3:17-19}}
*{{Bible link|Nehemiah 8:10}}
*{{Bible link|Job 6:10}}
*{{Bible link|John 15:11}}


|valign="top"|Week 25: '''Life with God'''
*{{Bible link|Hebrews 12}}
*{{Bible link|John 3}}
*{{Bible link|Revelation 21}}
*{{Bible link|Leviticus 19}}
*{{Bible link|1 Peter 1}}
*{{Bible link|Proverbs 16:17}}
*{{Bible link|Titus 2:11-14}}
*{{Bible link|Hebrews 5:12-14}}


|-
|valign="top"|Week 8: '''Being Afraid'''
*{{Bible link|Matthew 14:3-33}}
*{{Bible link|Psalms 81}}
*{{Bible link|Isaiah 26:1-15}}
*{{Bible link|Isaiah 26:1-15}}
*{{Bible link|Isaiah 30:1-18}}
*{{Bible link|Isaiah 32}}
*{{Bible link|Matthew 11:28}}
*{{Bible link|Joshua 1:9}}


|valign="top"|Week 17: '''Adventure'''
*{{Bible link|Psalms 37}}
*{{Bible link|1 John 1}}
*{{Bible link|1 Thessalonians 1-3}}
*{{Bible link|Psalms 51}}
*{{Bible link|James 1:22, 23}}
*{{Bible link|Revelation 3:15,16}}
*{{Bible link|Matthew 14:25-33}}


|valign="top"|Week 26: '''Obedience'''
*{{Bible link|Romans 12}}
*{{Bible link|Matthew 6:1-26}}
*{{Bible link|Isaiah 14:1-4}}
*{{Bible link|Jonah 1-4}}


|-
|valign="top"|Week 9: '''Rebellion'''
*{{Bible link|Psalms 141}}
*{{Bible link|Psalms 130}}
*{{Bible link|Proverbs 12}}
*{{Bible link|Proverbs 15}}
*{{Bible link|Matthew 18}}
*{{Bible link|Ephesians 5:15,16}}
*{{Bible link|Galatians 5:13-14}}


|valign="top"|Week 18: '''Being Happy'''
*{{Bible link|Philippians 1}}
*{{Bible link|Malachi 1}}
*{{Bible link|Psalms 1}}
*{{Bible link|Ezekiel 15}}
*{{Bible link|Matthew 5:10}}
*{{Bible link|Luke 12:22-31}}
*{{Bible link|Romans 15:1-6}}
*{{Bible link|2 Timothy 4:9-18}}


|
|}

==Romans== 
{|width="80%"
|-
|{{Bible link|Romans 1}}
|{{Bible link|Romans 11}}
|-
|{{Bible link|Romans 2}}
|{{Bible link|Romans 12}}
|-
|{{Bible link|Romans 3}}
|{{Bible link|Romans 13}}
|-
|{{Bible link|Romans 4}}
|{{Bible link|Romans 14}}
|-
|{{Bible link|Romans 5}}
|{{Bible link|Romans 15}}
|-
|{{Bible link|Romans 6}}
|{{Bible link|Romans 16}}
|-
|{{Bible link|Romans 7}}
|-
|{{Bible link|Romans 8}}
|-
|{{Bible link|Romans 9}}
|-
|{{Bible link|Romans 10}}


|}


{{/requirement 2b}}

{{:Investiture Achievement/Journalling}}


{{/requirement 3}}

'''''The Advent Message to All the World in My Generation'''''


My relationship to Jesus Christ is of such a nature that it compels me to share the good news of His soon return with any who will receive it.


{{/requirement 4}}

{{Investiture Achievement/Illustrate Meaning|AY Aim}}

==Frontier Voyager [[File:Voyager_Ribbon.jpeg|150px]]== 
{{:Investiture Achievement/noadvanced}}
__NOTOC__
<noinclude></translate></noinclude>

AY Honors/First Aid, Basic

2023-10-22T01:55:54Z

Jomegat: Replace IA Connection with a yellow alert box.

{{HonorLanding
|skill=1
|year=1951
|category=Health and Science
|authority=General Conference
|insignia=First Aid Basic AY Honor.png
|instructor=qualified
|master1=Health
|master_group1=B
}}

== {{Localize|Overview}}==
<translate>


Do you know what to do if someone needs immediate medical attention? This honor will teach you how to handle a medical situation until professionals arrive.


{| style="width:80%; background-color:#e8e800;" border="1" cellspacing="0" cellpadding="4" align="center"
|This honor previously met a requirement in the Health and Fitness section of the Companion Class. The NAD changed this so that the requirement is instead fulfilled by [[../Red Alert II|Red Alert II]].
|}


{{AddSeeAlso|honor=First Aid, Standard}}
</translate>
== {{Localize|The Challenging Part}} ==
{{Localize|Challenging Part}}

{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}
{{CloseHonorPage}}

Investiture Achievement/Voyager/Spiritual Discovery

2023-10-21T14:11:46Z

Jomegat: fix bible ref

<languages /><br />
<noinclude><translate>
</noinclude>
__NOTOC__
{{IA desc
|class=Voyager
|pagename=Voyager/Spiritual Discovery
|stage=100%
}}
{{/requirement 1}}



Seventh-day Adventists accept the Bible as their only creed and hold certain fundamental beliefs to be the teaching of the Holy Scriptures. These beliefs, as set forth here, constitute the church's understanding and expression of the teaching of Scripture. Revision of these statements may be expected at a General Conference session when the church is led by the Holy Spirit to a fuller understanding of Bible truth or finds better language in which to express the teachings of God's Holy Word.


The 28 Fundamental Beliefs are presented below.


;1. Holy Scriptures:
The Holy Scriptures, Old and New Testaments, are the written Word of God, given by divine inspiration through holy men of God who spoke and wrote as they were moved by the Holy Spirit. In this Word, God has committed to man the knowledge necessary for salvation. The Holy Scriptures are the infallible revelation of His will. They are the standard of character, the test of experience, the authoritative revealer of doctrines, and the trustworthy record of God's acts in history.


{{Bible link|2 Peter 1:20, 21}}. {{Bible link|2 Tim. 3:16, 17}}. {{Bible link|Psalms 119:105}}. {{Bible link|Proverbs 30:5, 6}}. {{Bible link| Isaiah 8:20}}. {{Bible link|John 17:17}}. {{Bible link|1 Thess. 2:13}}. {{Bible link|Hebrews 4:12}} {{Bible link|Matthew 5:17,18}} {{Bible link|1 Cor 2:12,13}}


;2. Trinity:
There is one God: Father, Son, and Holy Spirit, a unity of three co-eternal Persons. God is immortal, all-powerful, all-knowing, above all, and ever present. He is infinite and beyond human comprehension, yet known through His self-revelation. He is forever worthy of worship, adoration, and service by the whole creation.


{{Bible link|Deut. 6:4}} {{Bible link|Matthew 28:19}} {{Bible link|2 Corinthians 13:14}} {{Bible link|Ephesians 4:4-6}} {{Bible link|1 Peter 1:2}} {{Bible link|1 Timothy 1:17}} {{Bible link|Revelation 14:7}}


;3. Father:
God the eternal Father is the Creator, Source, Sustainer, and Sovereign of all creation. He is just and holy, merciful and gracious, slow to anger, and abounding in steadfast love and faithfulness. The qualities and powers exhibited in the Son and the Holy Spirit are also revelations of the Father.


{{Bible link|Genesis. 1:1}} {{Bible link|Revelation 4:11}} {{Bible link|1 Corinthians 15:28}} {{Bible link|John 3:16}} {{Bible link| 1 John 4:8}} {{Bible link|1 Timothy 1:17}} {{Bible link|Exodus 34:6, 7}} {{Bible link|John 14:9}}


;4. Son:
God the eternal Son became incarnate in Jesus Christ. Through Him all things were created, the character of God is revealed, the salvation of humanity is accomplished, and the world is judged. Forever truly God, He became also truly man, Jesus the Christ. He was conceived of the Holy Spirit and born of the virgin Mary. He lived and experienced temptation as a human being, but perfectly exemplified the righteousness and love of God. By His miracles He manifested God's power and was attested as God's promised Messiah. He suffered and died voluntarily on the cross for our sins and in our place, was raised from the dead, and ascended to minister in the heavenly sanctuary in our behalf. He will come again in glory for the final deliverance of His people and the restoration of all things.


{{Bible link|John 1:1-3}} {{Bible link|John 1:14}} {{Bible link|Colossians 1:15-19}} {{Bible link|John 10:30}} {{Bible link|John 14:9}} {{Bible link|Romans 6:23}} {{Bible link|2 Corinthians 5:17-19}} {{Bible link|John 5:22}} {{Bible link|Luke 1:35}} {{Bible link|Philipians 2:5-11}} {{Bible link|Hebrews 2:9-18}} {{Bible link|1 Cor. 15:3, 4}} {{Bible link|Hebrews 8:1, 2}} {{Bible link|John 14:1-3}}


;5. Holy Spirit:
God the eternal Spirit was active with the Father and the Son in Creation, incarnation, and redemption. He inspired the writers of Scripture. He filled Christ's life with power. He draws and convicts human beings; and those who respond He renews and transforms into the image of God. Sent by the Father and the Son to be always with His children, He extends spiritual gifts to the church, empowers it to bear witness to Christ, and in harmony with the Scriptures leads it into all truth.


{{Bible link|Gen. 1:1-2}} {{Bible link|Luke 1:35}} {{Bible link|Luke 4:18}} {{Bible link|Acts 10:38}} {{Bible link|2 Peter 1:21}} {{Bible link|2 Cor. 3:18}} {{Bible link|Ephesians 4:11, 12}} {{Bible link|Acts 1:8}} {{Bible link|John 14:16-18}} {{Bible link|John 14:26}} {{Bible link|John 15:26, 27}} {{Bible link|John 16:7-13}}


;6. Creation:
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.


{{Bible link|Genesis 1-2}} {{Bible link|Exodus 20:8-11}} {{Bible link|Psalm 19:1-6}} {{Bible link|Psalm 33:6}} {{Bible link|Psalm 33:9}} {{Bible link|Psalm 104}} {{Bible link|Hebrews 11:3}}


;7. Nature of Man:
Man and woman were made in the image of God with individuality, the power and freedom to think and to do. Though created free beings, each is an indivisible unity of body, mind, and spirit, dependent upon God for life and breath and all else. When our first parents disobeyed God, they denied their dependence upon Him and fell from their high position under God. The image of God in them was marred and they became subject to death. Their descendants share this fallen nature and its consequences. They are born with weaknesses and tendencies to evil. But God in Christ reconciled the world to Himself and by His Spirit restores in penitent mortals the image of their Maker. Created for the glory of God, they are called to love Him and one another, and to care for their environment.


{{Bible link|Gen. 1:26-28}}; {{Bible link|Gen.2:7}}; {{Bible link|Ps. 8:4-8}}; {{Bible link|Acts 17:24-28}}; {{Bible link|Gen. 3}}; {{Bible link|Ps. 51:5}}; {{Bible link|Rom. 5:12-17}}; {{Bible link|2 Cor. 5:19, 20}}; {{Bible link|Ps. 51:10}}; {{Bible link|1 John 4:7, 8, 11, 20}}; {{Bible link|Gen. 2:15}}.


;8. Great Controversy:
All humanity is now involved in a great controversy between Christ and Satan regarding the character of God, His law, and His sovereignty over the universe. This conflict originated in heaven when a created being, endowed with freedom of choice, in self-exaltation became Satan, God's adversary, and led into rebellion a portion of the angels. He introduced the spirit of rebellion into this world when he led Adam and Eve into sin. This human sin resulted in the distortion of the image of God in humanity, the disordering of the created world, and its eventual devastation at the time of the worldwide flood. Observed by the whole creation, this world became the arena of the universal conflict, out of which the God of love will ultimately be vindicated. To assist His people in this controversy, Christ sends the Holy Spirit and the loyal angels to guide, protect, and sustain them in the way of salvation.


{{Bible link|Rev. 12:4-9}}; {{Bible link|Isa. 14:12-14}}; {{Bible link|Eze. 28:12-18}}; {{Bible link|Gen. 3}}; {{Bible link|Rom. 1:19-32}}; {{Bible link|Rom.5:12-21}}; {{Bible link|Rom 8:19-22}}; {{Bible link|Gen. 6-8}}; {{Bible link|2 Peter 3:6}}; {{Bible link|1 Cor. 4:9}}; {{Bible link|Heb. 1:14}}


;9. Life, Death, and Resurrection of Christ:
In Christ's life of perfect obedience to God's will, His suffering, death, and resurrection, God provided the only means of atonement for human sin, so that those who by faith accept this atonement may have eternal life, and the whole creation may better understand the infinite and holy love of the Creator. This perfect atonement vindicates the righteousness of God's law and the graciousness of His character; for it both condemns our sin and provides for our forgiveness. The death of Christ is substitutionary and expiatory, reconciling and transforming. The resurrection of Christ proclaims God's triumph over the forces of evil, and for those who accept the atonement assures their final victory over sin and death. It declares the Lordship of Jesus Christ, before whom every knee in heaven and on earth will bow.


{{Bible link|John 3:16}}; {{Bible link|Isa. 53}}; {{Bible link|1 Peter 2:21, 22}}; {{Bible link|1 Cor. 15:3-4}}; {{Bible link|1 Cor. 15:20-22}} {{Bible link|2 Cor. 5:14, 15, 19-21}};{{Bible link|Rom. 1:4}}; {{Bible link|Rom 3:25}}; {{Bible link|Rom 4:25}}; {{Bible link|Rom 8:3-4}}; {{Bible link|1 John 2:2}}; {{Bible link|1 John 4:10}}; {{Bible link|Col. 2:15}}; {{Bible link|Phil. 2:6-11}}.


;10. Experience of Salvation:
In infinite love and mercy God made Christ, who knew no sin, to be sin for us, so that in Him we might be made the righteousness of God. Led by the Holy Spirit we sense our need, acknowledge our sinfulness, repent of our transgressions, and exercise faith in Jesus as Lord and Christ, as Substitute and Example. This faith which receives salvation comes through the divine power of the Word and is the gift of God's grace. Through Christ we are justified, adopted as God's sons and daughters, and delivered from the lordship of sin. Through the Spirit we are born again and sanctified; the Spirit renews our minds, writes God's law of love in our hearts, and we are given the power to live a holy life. Abiding in Him we become partakers of the divine nature and have the assurance of salvation now and in the judgment.


{{Bible link|2 Cor. 5:17-21}}; {{Bible link|John 3:16}}; {{Bible link|Gal.1:4}}; {{Bible link|Gal.4:4-7}}; {{Bible link|Titus 3:3-7}}; {{Bible link|John 16:8}}; {{Bible link|Gal. 3:13, 14}}; {{Bible link|1 Peter 2:21, 22}}; {{Bible link|Rom. 10:17}}; {{Bible link|Luke 17:5}}; {{Bible link|Mark 9:23, 24}}; {{Bible link|Eph. 2:5-10}}; {{Bible link|Rom. 3:21-26}}; {{Bible link|Col. 1:13, 14}}; {{Bible link|Rom. 8:14-17}}; {{Bible link|Gal. 3:26}}; {{Bible link|John 3:3-8}}; {{Bible link|1 Peter 1:23}}; {{Bible link|Rom. 12:2}}; {{Bible link|Heb. 8:7-12}}; {{Bible link|Eze. 36:25-27}}; {{Bible link|2 Peter 1:3, 4}}; {{Bible link|Rom. 8:1-4}}; {{Bible link|Rom.5:6-10}}.


;11. Growing in Christ:
By His death on the cross Jesus triumphed over the forces of evil. He who subjugated the demonic spirits during His earthly ministry has broken their power and made certain their ultimate doom. Jesus' victory gives us victory over the evil forces that still seek to control us, as we walk with Him in peace, joy, and assurance of His love. Now the Holy Spirit dwells within us and empowers us. Continually committed to Jesus as our Saviour and Lord, we are set free from the burden of our past deeds. No longer do we live in the darkness, fear of evil powers, ignorance, and meaninglessness of our former way of life. In this new freedom in Jesus, we are called to grow into the likeness of His character, communing with Him daily in prayer, feeding on His Word, meditating on it and on His providence, singing His praises, gathering together for worship, and participating in the mission of the Church. As we give ourselves in loving service to those around us and in witnessing to His salvation, His constant presence with us through the Spirit transforms every moment and every task into a spiritual experience.


{{Bible link|Ps 1:1-2}}; {{Bible link|Ps.23:4}}; {{Bible link|Ps. 77:11-12}}; {{Bible link|Col 1:13, 14}}; {{Bible link|Col. 2:6}}; {{Bible link|Col.2:14-15}}; {{Bible link|Luke 10:17-20}}; {{Bible link|Eph 5:19, 20}}; {{Bible link|Eph. 6:12-18}}; {{Bible link|1 Thess 5:23}}; {{Bible link|2 Peter 2:9}}; {{Bible link|2 Peter 3:18}}; {{Bible link|2 Cor. 3:17, 18}}; {{Bible link|Phil 3:7-14}}; {{Bible link|1 Thess 5:16-18}}; {{Bible link|Matt 20:25-28}}; {{Bible link|John 20:21}}; {{Bible link|Gal 5:22-25}}; {{Bible link|Rom 8:38-39}}; {{Bible link|1 John 4:4}}; {{Bible link|Heb 10:25}}


;12. Church:
The church is the community of believers who confess Jesus Christ as Lord and Saviour. In continuity with the people of God in Old Testament times, we are called out from the world; and we join together for worship, for fellowship, for instruction in the Word, for the celebration of the Lord's Supper, for service to all mankind, and for the worldwide proclamation of the gospel. The church derives its authority from Christ, who is the incarnate Word, and from the Scriptures, which are the written Word. The church is God's family; adopted by Him as children, its members live on the basis of the new covenant. The church is the body of Christ, a community of faith of which Christ Himself is the Head. The church is the bride for whom Christ died that He might sanctify and cleanse her. At His return in triumph, He will present her to Himself a glorious church, the faithful of all the ages, the purchase of His blood, not having spot or wrinkle, but holy and without blemish.


{{Bible link|Gen. 12:3}}; {{Bible link| Acts 7:38}}; {{Bible link|Eph. 4:11-15}}; {{Bible link|Eph. 3:8-11}}; {{Bible link|Matt. 28:19, 20}}; {{Bible link|Matt. 16:13-20}}; {{Bible link|Matt. 18:18}}; {{Bible link|Eph. 2:19-22}}; {{Bible link|Eph. 1:22, 23}}; {{Bible link|Eph. 5:23-27}}; {{Bible link|Col. 1:17, 18}}


;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 worldwide witness.


{{Bible link|Rev. 12:17}}; {{Bible link|Rev.14:6-12}}; {{Bible link|Rev.18:1-4}}; {{Bible link|2 Cor. 5:10}}; {{Bible link|Jude 3}} {{Bible link|Jude 14}}; {{Bible link|1 Peter 1:16-19}}; {{Bible link|2 Peter 3:10-14}}; {{Bible link|Rev. 21:1-14}}


;14. Unity in the Body of Christ:
The church is one body with many members, called from every nation, kindred, tongue, and people. In Christ we are a new creation; distinctions of race, culture, learning, and nationality, and differences between high and low, rich and poor, male and female, must not be divisive among us. We are all equal in Christ, who by one Spirit has bonded us into one fellowship with Him and with one another; we are to serve and be served without partiality or reservation. Through the revelation of Jesus Christ in the Scriptures we share the same faith and hope, and reach out in one witness to all. This unity has its source in the oneness of the triune God, who has adopted us as His children.


{{Bible link|Rom. 12:4-5}}; {{Bible link|1 Cor. 12:12-14}}; {{Bible link|Matt. 28:19-20}}; {{Bible link|Ps. 133:1}}; {{Bible link|2 Cor. 5:16-17}}; {{Bible link|Acts 17:26-27}}; {{Bible link|Gal. 3:27-29}}; {{Bible link|Col. 3:10-15}}; {{Bible link|Eph. 4:14-16}}; {{Bible link|Eph.4:1-6}}; {{Bible link|John 17:20-23}}.


;15. Baptism:
By baptism we confess our faith in the death and resurrection of Jesus Christ, and testify of our death to sin and of our purpose to walk in newness of life. Thus we acknowledge Christ as Lord and Savior, become His people, and are received as members by His church. Baptism is a symbol of our union with Christ, the forgiveness of our sins, and our reception of the Holy Spirit. It is by immersion in water and is contingent on an affirmation of faith in Jesus and evidence of repentance of sin. It follows instruction in the Holy Scriptures and acceptance of their teachings.


{{Bible link|Rom. 6:1-6}}; {{Bible link|Col. 2:12-13}}; {{Bible link|Acts 16:30-33}}; {{Bible link|Acts 22:16}}; {{Bible link|Acts 2:38}}; {{Bible link|Matt. 28:19-20}}


;16. Lord's Supper:
The Lord's Supper is a participation in the emblems of the body and blood of Jesus as an expression of faith in Him, our Lord and Saviour. In this experience of communion Christ is present to meet and strengthen His people. As we partake, we joyfully proclaim the Lord's death until He comes again. Preparation for the Supper includes self-examination, repentance, and confession. The Master ordained the service of foot washing to signify renewed cleansing, to express a willingness to serve one another in Christlike humility, and to unite our hearts in love. The communion service is open to all believing Christians.


{{Bible link|1 Cor. 10:16-17}}; {{Bible link|1 Cor 11:23-30}}; {{Bible link|Matt. 26:17-30}}; {{Bible link|Rev. 3:20}}; {{Bible link|John 6:48-63}}; {{Bible link|John 13:1-17}}


;17. Spiritual Gifts and Ministries:
God bestows upon all members of His church in every age spiritual gifts which each member is to employ in loving ministry for the common good of the church and of humanity. Given by the agency of the Holy Spirit, who apportions to each member as He wills, the gifts provide all abilities and ministries needed by the church to fulfill its divinely ordained functions. According to the Scriptures, these gifts include such ministries as faith, healing, prophecy, proclamation, teaching, administration, reconciliation, compassion, and self-sacrificing service and charity for the help and encouragement of people. Some members are called of God and endowed by the Spirit for functions recognized by the church in pastoral, evangelistic, apostolic, and teaching ministries particularly needed to equip the members for service, to build up the church to spiritual maturity, and to foster unity of the faith and knowledge of God. When members employ these spiritual gifts as faithful stewards of God's varied grace, the church is protected from the destructive influence of false doctrine, grows with a growth that is from God, and is built up in faith and love.


{{Bible link|Rom. 12:4-8}}; {{Bible link|1 Cor. 12:9-11}}, {{Bible link|1 Cor. 12:27-28}}; {{Bible link|Eph. 4:8}}, {{Bible link|Eph.11-16}}; {{Bible link|Acts 6:1-7}}; {{Bible link|1 Tim. 3:1-13}}; {{Bible link|1 Peter 4:10-11}}.


;18. The Gift of Prophecy:
One of the gifts of the Holy Spirit is prophecy. This gift is an identifying mark of the remnant church and was manifested in the ministry of Ellen. G. White . As the Lord's messenger, her writings are a continuing and authoritative source of truth which provide for the church comfort, guidance, instruction, and correction. They also make clear that the Bible is the standard by which all teaching and experience must be tested.


{{Bible link|Joel 2:28-29}}; {{Bible link|Acts 2:14-21}}; {{Bible link|Heb. 1:1-3}}; {{Bible link|Rev. 12:17}}; {{Bible link|Rev.19:10}}.


;19. Law of God:
The great principles of God's law are embodied in the Ten Commandments and exemplified in the life of Christ. They express God's love, will, and purposes concerning human conduct and relationships and are binding upon all people in every age. These precepts are the basis of God's covenant with His people and the standard in God's judgment. Through the agency of the Holy Spirit they point out sin and awaken a sense of need for a Saviour. Salvation is all of grace and not of works, but its fruitage is obedience to the Commandments. This obedience develops Christian character and results in a sense of well-being. It is an evidence of our love for the Lord and our concern for our fellow men. The obedience of faith demonstrates the power of Christ to transform lives, and therefore strengthens Christian witness.


{{Bible link|Ex. 20:1-17}}; {{Bible link|Ps. 40:7, 8}}; {{Bible link|Matt. 22:36-40}}; {{Bible link|Deut. 28:1-14}}; {{Bible link|Matt. 5:17-20}}; {{Bible link|Heb. 8:8-10}}; {{Bible link|John 15:7-10}}; {{Bible link|Eph. 2:8-10}}; {{Bible link|1 John 5:3}}; {{Bible link|Rom. 8:3, 4}}; {{Bible link|Ps. 19:7-14}}


;20. Sabbath:
The beneficent Creator, after the six days of Creation, rested on the seventh day and instituted the Sabbath for all people as a memorial of Creation. The fourth commandment of God's unchangeable law requires the observance of this seventh-day Sabbath as the day of rest, worship, and ministry in harmony with the teaching and practice of Jesus, the Lord of the Sabbath. The Sabbath is a day of delightful communion with God and one another. It is a symbol of our redemption in Christ, a sign of our sanctification, a token of our allegiance, and a foretaste of our eternal future in God's kingdom. The Sabbath is God's perpetual sign of His eternal covenant between Him and His people. Joyful observance of this holy time from evening to evening, sunset to sunset, is a celebration of God's creative and redemptive acts.


{{Bible link|Gen. 2:1-3}}; {{Bible link|Ex. 20:8-11}}; {{Bible link|Luke 4:16}}; {{Bible link|Isa. 56:5, 6}}; {{Bible link|Isa.58:13, 14}}; {{Bible link|Matt. 12:1-12}}; {{Bible link|Ex. 31:13-17}}; {{Bible link|Eze. 20:12}}, {{Bible link|Eze 20:20}}; {{Bible link|Deut. 5:12-15}}; {{Bible link|Heb. 4:1-11}}; {{Bible link|Lev. 23:32}}; {{Bible link|Mark 1:32}}.


;21. Stewardship:
We are God's stewards, entrusted by Him with time and opportunities, abilities and possessions, and the blessings of the earth and its resources. We are responsible to Him for their proper use. We acknowledge God's ownership by faithful service to Him and our fellow men, and by returning tithes and giving offerings for the proclamation of His gospel and the support and growth of His church. Stewardship is a privilege given to us by God for nurture in love and the victory over selfishness and covetousness. The steward rejoices in the blessings that come to others as a result of his faithfulness.


{{Bible link|Gen. 1:26-28}}; {{Bible link|Gen.2:15}}; {{Bible link|1 Chron. 29:14}}; {{Bible link|Haggai 1:3-11}}; {{Bible link|Mal. 3:8-12}}; {{Bible link|1 Cor. 9:9-14}}; {{Bible link|Matt. 23:23}}; {{Bible link|2 Cor. 8:1-15}}; {{Bible link|Rom. 15:26, 27}}.


;22. Christian Behavior:
We are called to be a godly people who think, feel, and act in harmony with the principles of heaven. For the Spirit to recreate in us the character of our Lord we involve ourselves only in those things which will produce Christlike purity, health, and joy in our lives. This means that our amusement and entertainment should meet the highest standards of Christian taste and beauty. While recognizing cultural differences, our dress is to be simple, modest, and neat, befitting those whose true beauty does not consist of outward adornment but in the imperishable ornament of a gentle and quiet spirit. It also means that because our bodies are the temples of the Holy Spirit, we are to care for them intelligently. Along with adequate exercise and rest, we are to adopt the most healthful diet possible and abstain from the unclean foods identified in the Scriptures. Since alcoholic beverages, tobacco, and the irresponsible use of drugs and narcotics are harmful to our bodies, we are to abstain from them as well. Instead, we are to engage in whatever brings our thoughts and bodies into the discipline of Christ, who desires our wholesomeness, joy, and goodness.


{{Bible link|Rom. 12:1, 2}}; {{Bible link|1 John 2:6}}; {{Bible link|Eph. 5:1-21}}; {{Bible link|Phil. 4:8}}; {{Bible link|2 Cor. 10:5}}; {{Bible link|2 Cor. 6:14-7:1}}; {{Bible link|1 Peter 3:1-4}}; {{Bible link|1 Cor. 6:19, 20}}; {{Bible link|1 Cor 10:31}}; {{Bible link|Lev. 11:1-47}}; {{Bible link|3 John 2}}.


;23. Marriage and the Family:
Marriage was divinely established in Eden and affirmed by Jesus to be a lifelong union between a man and a woman in loving companionship. For the Christian a marriage commitment is to God as well as to the spouse, and should be entered into only between partners who share a common faith. Mutual love, honor, respect, and responsibility are the fabric of this relationship, which is to reflect the love, sanctity, closeness, and permanence of the relationship between Christ and His church. Regarding divorce, Jesus taught that the person who divorces a spouse, except for fornication, and marries another, commits adultery. Although some family relationships may fall short of the ideal, marriage partners who fully commit themselves to each other in Christ may achieve loving unity through the guidance of the Spirit and the nurture of the church. God blesses the family and intends that its members shall assist each other toward complete maturity. Parents are to bring up their children to love and obey the Lord. By their example and their words they are to teach them that Christ is a loving disciplinarian, ever tender and caring, who wants them to become members of His body, the family of God. Increasing family closeness is one of the earmarks of the final gospel message.


{{Bible link|Gen. 2:18-25}}; {{Bible link|Matt. 19:3-9}}; {{Bible link|John 2:1-11}}; {{Bible link|2 Cor. 6:14}}; {{Bible link|Eph. 5:21-33}}; {{Bible link|Matt. 5:31, 32}}; {{Bible link|Mark 10:11, 12}}; {{Bible link|Luke 16:18}}; {{Bible link|1 Cor. 7:10, 11}}; {{Bible link|Ex. 20:12}}; {{Bible link|Eph. 6:1-4}}; {{Bible link|Deut. 6:5-9}}; {{Bible link|Prov. 22:6}}; {{Bible link|Mal. 4:5, 6}}.


;24. Christ's Ministry in the Heavenly Sanctuary:
There is a sanctuary in heaven, the true tabernacle which the Lord set up and not man. In it Christ ministers on our behalf, making available to believers the benefits of His atoning sacrifice offered once for all on the cross. He was inaugurated as our great High Priest and began His intercessory ministry at the time of His ascension. In 1844, at the end of the prophetic period of 2300 days, He entered the second and last phase of His atoning ministry. It is a work of investigative judgment which is part of the ultimate disposition of all sin, typified by the cleansing of the ancient Hebrew sanctuary on the Day of Atonement. In that typical service the sanctuary was cleansed with the blood of animal sacrifices, but the heavenly things are purified with the perfect sacrifice of the blood of Jesus. The investigative judgment reveals to heavenly intelligences who among the dead are asleep in Christ and therefore, in Him, are deemed worthy to have part in the first resurrection. It also makes manifest who among the living are abiding in Christ, keeping the commandments of God and the faith of Jesus, and in Him, therefore, are ready for translation into His everlasting kingdom. This judgment vindicates the justice of God in saving those who believe in Jesus. It declares that those who have remained loyal to God shall receive the kingdom. The completion of this ministry of Christ will mark the close of human probation before the Second Advent.


{{Bible link|Heb. 8:1-5}}; {{Bible link|Heb. 4:14-16}}; {{Bible link|Heb. 9:11-28}}; {{Bible link|Heb. 10:19-22}}; {{Bible link|Heb. 1:3}}; {{Bible link|Heb.2:16, 17}}; {{Bible link|Dan. 7:9-27}}; {{Bible link|Dan. 8:13, 14}}; {{Bible link|Dan. 9:24-27}}; {{Bible link|Num. 14:34}}; {{Bible link|Eze. 4:6}}; {{Bible link|Lev. 16}}; {{Bible link|Rev. 14:6, 7}}; {{Bible link|Rev.20:12}}; {{Bible link||Rev. 14:12}}; {{Bible link|Rev.22:12}}.


;25. Second Coming of Christ:
The second coming of Christ is the blessed hope of the church, the grand climax of the gospel. The Saviour's coming will be literal, personal, visible, and worldwide. When He returns, the righteous dead will be resurrected, and together with the righteous living will be glorified and taken to heaven, but the unrighteous will die. The almost complete fulfillment of most lines of prophecy, together with the present condition of the world, indicates that Christ's coming is imminent. The time of that event has not been revealed, and we are therefore exhorted to be ready at all times.


{{Bible link|Titus 2:13}}; {{Bible link|Heb. 9:28}}; {{Bible link|John 14:1-3}}; {{Bible link|Acts 1:9-11}}; {{Bible link|Matt. 24:14}}; {{Bible link|Rev. 1:7}}; {{Bible link|Matt. 24:43, 44}}; {{Bible link|1 Thess. 4:13-18}}; {{Bible link|1 Cor. 15:51-54}}; {{Bible link|2 Thess. 1:7-10}}; {{Bible link|2 Thess.2:8}}; {{Bible link|Rev. 14:14-20}}; {{Bible link|Rev.19:11-21}}; {{Bible link|Matt. 24}}; {{Bible link|Mark 13}}; {{Bible link|Luke 21}}; {{Bible link|2 Tim. 3:1-5}}; {{Bible link|1 Thess. 5:1-6}}.


;26. Death and Resurrection:
The wages of sin is death. But God, who alone is immortal, will grant eternal life to His redeemed. Until that day death is an unconscious state for all people. When Christ, who is our life, appears, the resurrected righteous and the living righteous will be glorified and caught up to meet their Lord. The second resurrection, the resurrection of the unrighteous, will take place a thousand years later.


{{Bible link|Rom. 6:23}}; {{Bible link|1 Tim. 6:15, 16}}; {{Bible link|Eccl. 9:5, 6}}; {{Bible link|Ps. 146:3, 4}}; {{Bible link|John 11:11-14}}; {{Bible link|Col. 3:4}}; {{Bible link|1 Cor. 15:51-54}}; {{Bible link|1 Thess. 4:13-17}}; {{Bible link|John 5:28, 29}}; {{Bible link|Rev. 20:1-10}}.


;27. Millennium and the End of Sin:
The millennium is the thousand-year reign of Christ with His saints in heaven between the first and second resurrections. During this time the wicked dead will be judged; the earth will be utterly desolate, without living human inhabitants, but occupied by Satan and his angels. At its close Christ with His saints and the Holy City will descend from heaven to earth. The unrighteous dead will then be resurrected, and with Satan and his angels will surround the city; but fire from God will consume them and cleanse the earth. The universe will thus be freed of sin and sinners forever.


{{Bible link|Rev. 20}}; {{Bible link|1 Cor. 6:2, 3}}; {{Bible link|Jer. 4:23-26}}; {{Bible link|Rev. 21:1-5}}; {{Bible link|Mal. 4:1}}; {{Bible link|Eze. 28:18, 19}}.


;28. New Earth:
On the new earth, in which righteousness dwells, God will provide an eternal home for the redeemed and a perfect environment for everlasting life, love, joy, and learning in His presence. For here God Himself will dwell with His people, and suffering and death will have passed away. The great controversy will be ended, and sin will be no more. All things, animate and inanimate, will declare that God is love; and He shall reign forever. Amen.


{{Bible link|2 Peter 3:13}}; {{Bible link|Isa. 35}}; {{Bible link|Isa. 65:17-25}}; {{Bible link|Matt. 5:5}}; {{Bible link|Rev. 21:1-7}}; {{Bible link|Rev.22:1-5}}; {{Bible link|Rev.11:15}}.


{{/requirement 2}}

Scriptures supporting each of the Fundamental Beliefs can be found in the descriptions above.

===Scripture Memorization Techniques=== 
{{:Investiture Achievement/Bible Memorization}}


{{/requirement 3}}

Start with the verses listed under the chosen Fundamental Belief, plus any others you can find, and organize these into a logical topic study. The [[Adventist_Youth_Honors_Answer_Book/Outreach/Bible_Marking|Bible Marking Honor]] has some good tips, and you will be well on your way to earning the Honor once you have organized your Bible study. Have fun!


{{/requirement 4}}

[http://www.adventsource.org/as30/store-productDetails.aspx?ID=34578 The AY Story] can be purchased at Advent''Source''.
{{:Investiture Achievement/Motivate}}

==Frontier Voyager [[File:Voyager_Ribbon.jpeg|150px]]== 
{{/requirement 5}}

{{:Investiture Achievement/above}}


{{/requirement 6}}

You can read or listen to both of these works online, or you can obtain a print copy from your church library or from the Adventist Book Center.


{| border=1
|-
!
!Read Online
!Listen Online
!Print Version
|-
!Thoughts from the Mount of Blessings
|[http://www.whiteestate.org/books/mb/mb.asp here]
|[http://www.truthfortheendtime.com/ThoughtsfromTheMtofBlessing.html here]
|[http://www.adventistbookcenter.com/thoughts-from-the-mount-of-blessing-2.html here]
|-
!Christ's Object Lessons
|[http://www.whiteestate.org/books/col/col.asp here]
|[http://www.truthfortheendtime.com/ChristsObjectLessons.html here]
|[http://www.adventistbookcenter.com/catalogsearch/result/?cat=&q=Christ%27s+Object+Lessons here]
|}


{{/requirement 7}}

{{:Investiture Achievement/Spiritual Discovery Discussion}}
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AY Honors/Taiga/Answer Key

2023-10-20T23:25:18Z

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The taiga is the largest terrestrial biome and represents 29% of the world’s forest cover. This biome is dominated by coniferous trees (needle-leafed trees). The taiga is located from about 50 degrees N to 70 degrees N. There is no taiga in the southern hemisphere. The taiga has extreme temperature variation between the seasons with long cold winters dominating the climate. Low precipitation and shallow soils are also common in these areas.

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*Boreal forest
*Northwoods


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[[File:Distribution_Taiga.png|thumb|500px|Distribution Taiga]]
Canada and Russia contain most of the taiga. Much of Alaska is taiga, and some is also located in the northernmost reaches of the continental United States. Taiga is also typical in Finland, Norway and Sweden.
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Tundra (no trees) to the north; temperate deciduous forest to the south.


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Bogs are common in those areas. For more information about bogs, see the [[AY Honors/Bogs & Fens|Bogs & Fens]] honor.


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Permafrost (permanent frost) is where the ground remains frozen year round. During the summer the top layers may melt but the soil below remains frozen all year. Tundra and portions of the Taiga have permafrost. Permafrost creates challenges for utility lines that can not be buried, foundations that warm up the soil and crack, roads and other construction that require special measures.


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Coniferous trees such as pines, spruces, firs and tamarack (Larch) are common.
<gallery>
File:Pine_needles.jpg|White pine
File:Brotes de abeto en mayo.JPG|Spruce
File:Abies_balsamea_branch.jpg|Balsam Fir
File:Tamarack-foliage.jpg|Tamarack
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Where there is more moisture and protection from the extreme cold there will also be birches, alders and poplars (such as the aspens).
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File:European_birch_summer_leaves_and_green_cone.jpg|Birch
File:Alnus incana rugosa leaves.jpg|Alder
File:Quaking aspen Populus tremuloides trio.jpg|Aspen
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Tamarack (Larch)


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File:Matteuccia struthiopt.01.JPG|Ferns
File:Cladina portentosa (2005 11 06).jpg|Lichens
File:Moos_5769.jpg|Mosses
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<gallery>
File:Brown-bear-in-spring.jpg|Brown Bear
File:Wading_moose.jpg|Moose
File:Caribou.jpg|Caribou
File:2012.10.01.151448_Bison_-_Bison_bison_-_Antelope_Island_Utah.jpg|Wood Bison
File:Snowshoe hare.jpg|Snowshoe Hare
File:Baummarder_01.jpg|Pine Martin
File:Red_Squirrel_-_Lazienki.JPG|Red Squirrel
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File:Perisoreus-canadensis-001.jpg|Canada Jay
File:Black-throated-green-warbler-100.jpg|Black-throated Green Warbler
File:Spruce_Grouse_(Falcipennis_canadenis)_RWD.jpg|Spruce Grouse
File:Picoides arcticus FM2.jpg|Black-backed Woodpecker
File:White-crowned-Sparrow.jpg|White-crowned Sparrow
File:Poecile_atricapillus_03.jpg|Black-capped Chickadee
File:Common Loon.jpg|Common Loon
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[[File:Pinus_banksiana_closed_cones.jpg|thumb|250px|Closed cones. USA]]
Natural fires from lightning occur every 70-100 years in the taiga. Many of the trees and plants of the taiga are fire resistant (their bark does not burn well), or like the Jack Pine, require fire to open the cones to replant the forest. Fires clear underbrush, help fertilize the soil, and renew the forest. However fires also threaten homes, businesses and infrastructure. Fires burn wood that could be harvested. Therefore governments spend a lot of effort to reduce wildfire effects.
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*a. Softwood for lumber and paper.
*b. Vast wilderness and forests for outdoor recreation.


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[[File:Cronartium_ribicola_on_Pinus_strobus_abrimaal2013.jpg|thumb|250px|Cronartium ribicola on Pinus strobus]]
White Pine Blister Rust – This fungus was introduced into the taiga of North America from Asia. The spores from this fungus first infect Gooseberries and/or Wild Currants. It then spreads to the needles of white pines (pines with 5 needles in each cluster) and eventually kills the pine tree when it reaches the bark of the tree's trunk.
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Here is one example:


It is only when burned by fire that a cone from a Jack Pine will open (explode from the heat). The seeds are released from the cone and new life begins. Like the fire, trials in our lives sometimes cause us to do or learn new things that can truly bless us if we rely on God for our strength and direction.


"And we know that all things work together for good to them that love God" - Romans 8:28


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Look for an Arboretum, or perhaps a place that explains about the lumber business. Often there will be a local park focused on trees, or some other place like a zoo might double as an Arboretum.


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{{AY Honors/Zoo Visit}}


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==References== 
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[[Category:Adventist Youth Honors Answer Book/Do at home{{GetLangSuffix}}]]
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