Pathfinder Wiki - User contributions [en]

Template:Ansreq

2022-12-29T15:37:27Z

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This template is used to create the header and the answerbox of a requirement. The answerbox needs to be closed by using the [[Template:CloseReq|CloseReq]]-Template.<br>
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The <nowiki><nowiki /></nowiki> tag is needed so there is no unnecessary line break at the begining of the answer.
For the Example the <nowiki>{{PAGENAME}}</nowiki> was replaced with a fixed name, but at an honor page the template will get the needed information out of the pagename.

If the page argument contains the word "Requirement" then the requirements are fetched directly from that page. If it doesn't, then we construct the requirements page by extracting the first two elements of the page (assumed to be "AY Honors/''honor''") and appending "/Requirements" to it. We need this to support variant requirements, as it allows us to specify
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AY Honors/Christian Citizenship/Lesson Plans

2022-02-17T16:14:46Z

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<i>'''<span style="color:#08bbee">Teaching Tip</span>'''</i>
===Materials:===
Have either the physical flag or large printouts in color of the following flags: national, local state/province, AY, Pathfinder, Christian

===Procedure:===
Have one participant for each flag and hold up their flag when it's their turn. Have each participant describe out loud what they see on the flag and what it looks like. Encourage them to point to what they are verbally describing. They can also mention what each color and/or symbol represents, if they know or remember.

''<u>Example</u>:'' Youth that is holding the Christian flag can say: "This is the Christian flag and it's mostly white with a blue square in the corner and a red cross in the square. White means purity, blue means the baptismal waters, red means the blood of Christ."

<i>'''<span style="color:#08bbee">Teaching Tip</span>'''</i>
===Materials:===
Pictures or images in color of the following flags: national, local state/province, AY, Pathfinder, Christian; five blank sheets of paper (one for each flag) for each participant; colored pencils, markers, crayons, pens, etc.

===Procedure:===
#Show or post the pictures where all the participants can see.
#Have them attempt to draw and color each flag on a different sheet of paper.
#Choose a different participant for each of the five flags and have him/her explain as much as they can about the colors and any symbolism

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AY Honors/Christian Citizenship/Answer Key

2022-02-05T00:12:56Z

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{| border="0" cellspacing="5" cellpadding="5"
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|[[Image:Military Flag of the United States.svg|thumb|300px|'''United States:''' The U.S. Flag has 13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as Old Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico]]
|[[Image:Pathfinderflag.jpg|thumb|300px|'''Pathfinder Flag:''' The Pathfinder flag is made from one of several materials, cotton bunting, rayon, or nylon. The flag is divided through the center both vertically and horizontally making four equal parts. The background colors are royal blue and white alternately sewed together with the upper left hand corner being royal blue. The Pathfinder emblem is centered in the heart of the background. The colors are descriptive of the purposes and ideals of Pathfindering. White means purity, blue means loyalty, red reminds us of the shed blood of Christ (sacrifice), and gold means excellence. The symbols also have meanings. The shield is the protection of God, the sword is his word, the Bible, and the triangle represents completeness. Completeness of the Godhead (Father, Son, and Holy Spirit), and completeness of the three parts of education (Mental, Physical, and Spiritual).]]
|-
|[[Image:Ayflag.jpg|thumb|300px|'''AY Flag:''' The background is red and white, red symbolizing the blood of Christ and white representing purity. In the center, there is a logo that has AY which means Adventist Youth and it has three angels meaning the 3 angels message.]]
|[[Image:Christian_flag.svg|thumb|300px|'''Christian Flag:''' The "Christian Flag" is a white flag with a blue canton and a red cross in it. It was designed by Charles Overton in 1897 to represent Protestants of all denominations. The cross symbolizes the crucifixion of Christ.]]
|}

===Current State Flags=== 
<gallery>
Image:Flag of Alabama.svg|<center>Flag of Alabama</center>
Image:Flag of Alaska.svg|<center>Flag of Alaska</center>
Image:Flag of Arizona.svg|<center>Flag of Arizona</center>
Image:Flag of Arkansas.svg|<center>Flag of Arkansas</center>
Image:Flag of California.svg|<center>Flag of California</center>
Image:Flag of Colorado.svg|<center>Flag of Colorado</center>
Image:Flag of Connecticut.svg|<center>Flag of Connecticut</center>
Image:Flag of Delaware.svg|<center>Flag of Delaware</center>
Image:Flag of Florida.svg|<center>Flag of Florida</center>
Image:Flag of Georgia (U.S. state).svg|<center>Flag of Georgia</center>
Image:Flag of Hawaii.svg|<center>Flag of Hawaii</center>
Image:Flag of Idaho.svg|<center>Flag of Idaho</center>
Image:Flag of Illinois.svg|<center>Flag of Illinois</center>
Image:Flag of Indiana.svg|<center>Flag of Indiana</center>
Image:Flag of Iowa.svg|<center>Flag of Iowa</center>
Image:Flag of Kansas.svg|<center>Flag of Kansas</center>
Image:Flag of Kentucky.svg|<center>Flag of Kentucky</center>
Image:Flag of Louisiana.svg|<center>Flag of Louisiana</center>
Image:Flag of Maine.svg|<center>Flag of Maine</center>
Image:Flag of Maryland.svg|<center>Flag of Maryland</center>
Image:Flag of Massachusetts.svg|<center>Flag of Massachusetts</center>
Image:Flag of Michigan.svg|<center>Flag of Michigan</center>
Image:Flag of Minnesota.svg|<center>Flag of Minnesota</center>
Image:Flag of Mississippi.svg|<center>Mississippi</center>
Image:Flag of Missouri.svg|<center>Flag of Missouri</center>
Image:Flag of Montana.svg|<center>Flag of Montana</center>
Image:Flag of Nebraska.svg|<center>Flag of Nebraska</center>
Image:Flag of Nevada.svg|<center>Flag of Nevada</center>
Image:Flag of New Hampshire.svg|<center>Flag of New Hampshire</center>
Image:Flag of New Jersey.svg|<center>Flag of New Jersey</center>
Image:Flag of New Mexico.svg|<center>Flag of New Mexico</center>
Image:Flag of New York.svg|<center>Flag of New York</center>
Image:Flag of North Carolina.svg|<center>Flag of North Carolina</center>
Image:Flag of North Dakota.svg|<center>Flag of North Dakota</center>
Image:Flag of Ohio.svg|<center>Flag of Ohio</center>
Image:Flag of Oklahoma.svg|<center>Flag of Oklahoma</center>
Image:Flag of Oregon.svg|<center>Flag of Oregon</center>
Image:Flag of Pennsylvania.svg|<center>Flag of Pennsylvania</center>
Image:Flag of Rhode Island.svg|<center>Flag of Rhode Island</center>
Image:Flag of South Carolina.svg|<center>Flag of South Carolina</center>
Image:Flag of South Dakota.svg|<center>Flag of South Dakota</center>
Image:Flag of Tennessee.svg|<center>Flag of Tennessee</center>
Image:Flag of Texas.svg|<center>Flag of Texas</center>
Image:Flag of Utah.svg|<center>Flag of Utah</center>
Image:Flag of Vermont.svg|<center>Flag of Vermont</center>
Image:Flag of Virginia.svg|<center>Flag of Virginia</center>
Image:Flag of Washington.svg|<center>Flag of Washington</center>
Image:Flag of West Virginia.svg|<center>Flag of West Virginia</center>
Image:Flag of Wisconsin.svg|<center>Flag of Wisconsin</center>
Image:Flag of Wyoming.svg|<center>Flag of Wyoming</center>
</gallery>


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When marching in a parade, there is only one flag that has guidelines as to its location. That flag is the U.S. flag.


When marching with only one row of flags, the U.S. flag is always on the right end of the row (that is as viewed from the column following behind the flags).


When marching with multiple rows of flags, the U.S. flag is always to be in the front row. The U.S. flag is also alone in the first row. The U.S. flag will be in the front row leading the column from the center position of the row.


The U.S. flag should never be dipped as a sign of respect to a dignitary. The Pathfinder flag, AY flag, Christian flag and state flags are dipped when the "eyes right" command is given, but the U.S. flag should be held vertically.


For displaying the flag in other situations (Camporee, Fair, etc.), see the flag protocol guidelines below.


This web site is very helpful for all situations. http://www.ushistory.org/betsy/flagetiq.html


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===Folding=== 
{{:AY Honors/Flag folding}}


Note that the flag is folded differently when preparing to raise unbroken on a flag pole.

===Flag Protocol=== 
{{:AY Honors/Flag protocol}}


;Saluting the American Flag: Civilians should place their right hands over their hearts, except when wearing athletic clothing, in which case they should remove their hats and stand at attention. No hand salute is necessary. Civilian men wearing hats should remove the hat and hold it at their left shoulder, with hand over heart. Aliens should simply stand at attention. Of course, those in uniform (including the Pathfinder full dress uniform) should render the military salute. When the flag is moving, as in a parade, it is proper to salute when it is six paces in front of you and hold the salute until it passes six paces beyond.


The National Flag when on a pole should always be placed on the '''speakers right''' (to the left as viewed by the audience). This can be verified by observing speeches by the US President. The flag is always on his right.


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The National Anthem of the United States of America is 'The Star-Spangled Banner'. The words were written on September 14 1814, on board a British frigate in Baltimore harbor, where the author, Francis Scott Key (1779-1843) had been detained after successfully petitioning for the release of a civilian friend. He was inspired to write the poem when he saw in the morning, the American flag still flying over Fort McHenry, which had withstood the British bombardment during the previous night. It has 4 verses and all of them end in “O’er the land of the free and the home of the brave!”, meaning that America was built on the aspects of freedom and independence.


;The Star Spangled Banner:
:''O say, can you see, by the dawn’s early light,''
:''What so proudly we hailed at the twilight’s last gleaming,''
:''Whose broad stripes and bright stars, through the perilous fight,''
:''O’er the ramparts we watched, were so gallantly streaming?''
:''And the rockets’ red glare, the bombs bursting in air,''
:''Gave proof through the night that our flag was still there;''
:''O say, does that star-spangled banner yet wave''
:''O’er the land of the free and the home of the brave?''


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===Rights=== 
United States' citizens have the right to fully participate in the political system of the United States (with most member states having restrictions for felons, and a federal restriction on naturalized persons running for President and Vice President of the United States), are represented and protected abroad by the United States (through U.S. embassies and consulates), and are allowed to reside in the United States, and certain territories, without any immigration requirements. Here are some of the rights enjoyed by U.S. citizens:
*Freedom of Religion
*Freedom of Assembly
*To Keep and Bear Arms
*Freedom of Speech
*Freedom of the Press
*Protection for those Accused of Crimes


See http://www.csc.calpoly.edu/~jdalbey/Public/Bill_of_Rights.html for additional summarized rights.

===Responsibilities=== 
Citizens have the following responsibilities
;Jury Duty: Citizens have the duty to serve in a jury, if selected.
;Taxes: Citizens are required to pay taxes on their total income from all sources worldwide, including income earned while residing abroad (regardless of the duration of the residence) – but only beyond the first $82,400 in this case because of the Foreign Earned Income Exclusion.
;Use of Passport: The United States Government requires that U.S. citizens travel into and out of the United States on a U.S. passport, regardless of any other nationality they may possess.
;Register for the draft: Male U.S. citizens (including those living permanently abroad and/or with dual U.S./other citizenship) are required to register with the Selective Service System at age 18 for possible conscription into the armed forces. Although no one has been drafted in the U.S. since 1973, draft registration continues as a standby contingency measure in the event Congress were to decide to reinstitute conscription at some future date.
;Voting: Citizens are encouraged to vote, but it is not required.


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It is generally easier to get a local official to agree to an interview, though it is often more exciting to interview a more prominent person. The interview can be accomplished during a club meeting, and multiple Pathfinders can ask questions. Invite your guest well ahead of time, and make sure everyone in the club is on time. A visit by an official would be a very good reason to have everyone in the club wear their class A uniforms. If desired, you can make up several questions ahead of time, writing them on index cards, and distributing them to the members of your club. But do not be so rigid as to not allow them to ask spontaneous questions. Having questions prepared ahead of time on index cards are a good way to get things rolling. Here are some suggested questions:
* Could you describe a typical day at work?
* What is the most difficult part of your job?
* What is the most satisfying aspect of your job?
* To whom do you report?
* How did you get your position? Were you elected, appointed, or hired?
* How should a young person prepare for a life of public service?


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This would be an excellent opportunity to present a worship during the opening exercises of a regular club meeting. Encourage your Pathfinder to choose a person they are personally interested in. If they cannot think of anyone themselves, have a list of suggested persons at hand and encourage them to choose from the list. Famous people might be historical figures, politicians, actors, sports stars, or anyone else. It would be preferable to choose a person who has been a positive influence on the country.


Although the requirement asks that you "mention what ''he'' has done to gain ''his'' recognition," this should not be interpreted as excluding women. Men are not the ''only'' famous people in a country.


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*'''"These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of men and women." ''- Thomas Paine


*''"I know not what course others may take; but as for me, give me liberty, or give me death!" '' - Patrick Henry


*''"Fear is the foundation of most governments."'' - John Adams


*''"Democracy is two wolves and a lamb voting on what to have for lunch. Liberty is a well-armed lamb contesting the vote!"'' - Ben Franklin


*''"I only regret that I have but one life to lose for my country." ''- Nathan Hale


*''"We hold these truths to be self evident, that all men are created equal."''- Thomas Jefferson


*''Our flag is red, white and blue, but our nation is a rainbow - red, yellow, brown, black and white - and we're all precious in God's sight.'' - Rev. Jesse Jackson


*''God grants liberty only to those who love it, and are always ready to guard and defend it.'' - Daniel Webster


*''This nation can never be conquered from without. If it is ever to fall it will be from within.'' - President Abraham Lincoln


*''The cost of freedom is always high, but Americans have always paid it. And one path we shall never choose, and that is the path of surrender, or submission.'' - John F. Kennedy


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*Jamestown, VA - first permanent English settlement in North America.
*Saint Augustine, FL - oldest continuously occupied European-established city and port in the continental United States.
*Plymouth, MA – where the pilgrims landed.
*Independence Hall, Philadelphia, PA – Where the Declaration of Independence was signed.
*Boston, MA – many historic events like the Boston Massacre and the Boston Tea Party.
*Lake Champlain, NY - site of a naval battle during the War of 1812.
*Statue of Liberty, New York, NY – Donated by the French to commemorate the centennial of the nation’s independence.
*Mt. Rushmore, Rapid City, SD – Monument with 4 presidents heads’ carved into rock; represents the growth of the US.
*Washington, D.C. – nation’s capital; many monuments.
*Gettysburg, PA –site of a historic Civil War battle.


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*Signing of the Declaration of Independence (1776)
*Revolutionary War (1776 to 1782)
*Ratification of the Constitution (1788)
*Washington becomes 1st president (1789)
*Lewis and Clark expedition overland to the Pacific Ocean (1804-1806)
*Civil War (1861 to 1865)
*Lincoln’s Gettysburg Address (1863)
*Lincoln’s Emancipation Proclamation (1863-freed the slaves)
*King’s “I Have A Dream” speech (1963)
*U.S. puts first man on the moon (1969)
*U.S. attacked by Al-queda (2001)


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The best way to help either your church or your country is by ''getting involved''. Edmund Burke, an English philosopher summed this up when he said ''"The only thing necessary for the triumph of evil is for good men to do nothing."''


In your church, this means that you will show up for services on a regular basis. It also means you will support it with your tithes and offering, show up for business meetings, and not wait to be asked before you volunteer your services. If you see something that needs done, ''do it.'' If you do not have the skill to do it, or you think that you need permission first, talk to your pastor, an elder, deacon, or deaconess. Find your ministry!


For your country, it is much the same. Show up for public meetings, stay informed about the issues of the day, vote if you are eligible, and pay your taxes fairly and promptly.


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To become a naturalized United States citizen, one must be at least eighteen years of age at the time of filing, a legal permanent resident of the United States, and have had a status of a legal permanent resident in the United States for five years less 90 days before they apply (this requirement is reduced to three years less 90 days if they (a) acquired legal permanent resident status , and (b) have been married to and living with a citizen for the past three years.) They must have been physically present for at least 30 months of 60 months prior to the date of filing their application. Also during those 60 months if the legal permanent resident was outside of the U.S. for a continuous period of 6 months or more they are disqualified from naturalizing (certain exceptions apply for those continuous periods of six months to 1 year). They must be a "person of good moral character" and must pass a test on United States history and government. Most applicants must also have a working knowledge of the English language (there are exceptions for long-resident older applicants and those with mental or physical disabilities), although this requirement is not intended to be an onerous one, since the test requires that they read and write simple sentences in English, such as "The United States is a democracy". However, some applicants fail the language and civics tests, and others are deterred from applying for naturalization by virtue of the test requirement.


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Democracy in America is based on six essential ideals:
# People must accept the principle of majority rule.
# The political rights of minorities must be protected.
# Citizens must agree to a system of rule by law.
# The free exchange of opinions and ideas must not be restricted.
# All citizens must be equal before the law.
# Government exists to serve the people, because it derives its power from the people.


These ideals form the basis of the democratic system in the United States, which seeks to create a union of diverse peoples, places, and interests.


To implement its essential democratic ideals, the United States has built its government on four elements:
# Popular sovereignty, meaning that the people are the ultimate source of the government’s authority.
# Representative government, which means that the people delegate their powers to an elected official.
# Checks and balances; which means that there are three branches of government—the legislative, the executive, and the judicial— and they restrain and stabilize one another through their separated functions .
# Federalism, an arrangement where powers are shared by different levels of government. In the American federal system, the states and the national government divide authority. This division of power helps curb abuses by either the national or the state governments.


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This verse teaches that governmental authority is to be respected, as long as it does not conflict with the moral obligations of being a Christian. Government serves a holy purpose; preserving social order, promoting the well-being of its citizens, and protecting their safety. If you believe that this does not apply today because you see the government as corrupt, you are urged to research the Roman government of the first century A.D. when these words were spoken by Jesus. Was Herod corrupt? Was Pilate just?


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[[Image:Constitution_of_the_United_States,_page_1.jpg|thumb|300px|The Constitution of the United States of America]]
This question is answered beautifully by the Preamble to the Constitution of the United States of America


''We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.''


The Constitution is the supreme law of the United States, and the Preamble states its very purpose.


'''The Founding Fathers ''rocked.'''''


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==References== 
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AY Honors/Toy Boat Regatta/Answer Key

2022-01-19T03:27:20Z

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There are many websites that show the parts of a sailboat. Instructors should discuss that in toy boats, missing parts do affect movement such as: a missing keel may keep the boat from going straight; and a missing rudder would not allow the boat to be turned. One reference website is [https://adventure.howstuffworks.com/outdoor-activities/water-sports/sailboat1.htm How Stuff Works - Sailboat]


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These boats typically have a water paddle that is in some way connected to the hull with a rubber band. The paddle is wound which in turn winds the rubber band and motion is initiated when the paddle/rubber band is released. YouTube, Pinterest, and general searches on an internet web search will provide many videos and step-by-step instructions showing a multitude of designs.


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An upward buoyant force that is exerted on a body immersed in a fluid, whether fully or partially submerged, is equal to the weight of the fluid that the body displaces. A boat will float if the weight of the boat and all of its cargo is less than the weight of water that it displaces (62.4 lbs/cf or 998 kg/m3)


Water expands over a thousand times when it becomes steam. One may place a zip-lock baggie in a microwave with a teaspoon of water and see the vapor expand the baggie.


You can find more information on Wikipedia about [[w:Archimedes%27_principle|Archimedes’ Principle]].


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According to [[w:Newton%27s_laws_of_motion|Newton's first law of motion]], an object (boat) at rest will remain at rest unless acted on by an unbalanced force (wind, rubber bands, pushing, waves, paddles, etc.). An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force (opposing wind, friction of water, shore line, etc.).


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According to [[w:Newton%27s_laws_of_motion|Newton's third law of motion]], <u>every action has an equal and opposite reaction</u>. The wind imposes a force on a sail and the boat will move when the force can overcome the resistance from the boat in the water. The larger the area of the sail, the more wind "force" is collected to overcome the boat resistance. The lighter the boat, the less force needed to overcome resistance.


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The rubber band contains the energy. When the rubber band is wound up, the energy is stored energy = [[w:Potential_energy|potential energy]]. When the rubber band unwinds it is releasing energy by moving = [[w:Kinetic_energy|kinetic energy]].


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YouTube, Pinterest, and general searches on an internet web search will provide many videos and step-by-step instructions showing a multitude of designs.


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Two or more "tracks" may be made with 6-inch house aluminum guttering, sealing the ends, and filling with water. At the start, participants are to use same size straws to blow on sails and the first boat to the end is the winner. Winners from each heat are then paired together until a final winner is determined for the group.


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Two or more "tracks" may be made with 6-inch house aluminum guttering, sealing the ends, and filling with water (may be the same tracks as used for the wind boat race). The participants are to place a wound-up boat in the water and released at the start of the race. The first boat to the end is the winner. Winners from each heat are then paired together until a final winner is determined for the group.


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* Noah's Ark: [https://www.biblegateway.com/passage/?search=genesis+7&version=NKJV Genesis 7]
* Baby Moses in the Nile: [https://www.biblegateway.com/passage/?search=exodus+1&version=NKJV Exodus 1]
* Jonah's sea voyage: [https://www.biblegateway.com/passage/?search=jonah+1&version=NKJV Jonah 1]
* Paul's shipwreck: [https://www.biblegateway.com/passage/?search=acts+27&version=NKJV Acts 27]
* Defy buoyancy: Jesus walking on water -- [https://www.biblegateway.com/passage/?search=matthew+14&version=NKJV Matthew 14], [https://www.biblegateway.com/passage/?search=mark+4&version=NKJV Mark 4], and [https://www.biblegateway.com/passage/?search=john+6&version=NKJV John 6]
* Defy buoyancy: Floating ax head -- [https://www.biblegateway.com/passage/?search=2+Kings+6&version=NKJV 2 Kings 6]


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==References== 


[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
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AY Honors/Sabbath Appreciation/Requirements

2022-01-19T03:20:26Z

Jomegat: move end challenge so it includes subreqs

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<section begin=Body />

<b>1. <section begin=req1 /><noinclude><translate>
</noinclude>Briefly describe what it means that God created, blessed and sanctified the Sabbath (Genesis 2:1-3).
<noinclude></translate></noinclude><section end=req1 /></b>

<b>2. <section begin=req2 /><noinclude><translate>
</noinclude>Answer the following:
<noinclude></translate></noinclude><section end=req2 /></b>

:<b>a. <section begin=req2a /><noinclude><translate>
</noinclude>According to the Bible, when does the Sabbath begin and end?
<noinclude></translate></noinclude><section end=req2a /></b>

:<b>b. <section begin=req2b /><noinclude><translate>
</noinclude>How does preparing for the Sabbath on Friday help increase the benefits of the Sabbath day?
<noinclude></translate></noinclude><section end=req2b /></b>

:<b>c. <section begin=req2c /><noinclude><translate>
</noinclude>How does the Adventist denomination’s understanding of Sabbath hours differ from that of religious Jews?
<noinclude></translate></noinclude><section end=req2c /></b>

<b>3. <section begin=req3 /><noinclude><translate>
</noinclude>Compare the 4th commandment in Exodus 20:8-11 and Deuteronomy 5:12-15. What are similarities and differences you notice? What did Moses see as the benefits for keeping the Sabbath? What benefits can still be seen today?
<noinclude></translate></noinclude><section end=req3 /></b>

<b>4. <section begin=req4 /><noinclude><translate>
</noinclude>In a small group, read Isaiah 58:13-14. Discuss the following:
<noinclude></translate></noinclude><section end=req4 /></b>

:<b>a. <section begin=req4a /><noinclude><translate>
</noinclude>What are some of the activities you and your family engage in during the hours of the Sabbath.
<noinclude></translate></noinclude><section end=req4a /></b>

:<b>b. <section begin=req4b /><noinclude><translate>
</noinclude>Why do you choose to do certain activities over others?
<noinclude></translate></noinclude><section end=req4b /></b>

:<b>c. <section begin=req4c /><noinclude><translate>
</noinclude>What “evaluation steps” do you/could you use to determine the value/drawbacks of participating in an activity on the Sabbath?
<noinclude></translate></noinclude><section end=req4c /></b>

<b>5. <section begin=req5 /><noinclude><translate>
</noinclude>In a small group, read Luke 14:1-6. Briefly discuss what Jesus taught about the Sabbath in this verse.
<noinclude></translate></noinclude><section end=req5 /></b>

<b>6. <section begin=req6 /><noinclude><translate>
</noinclude>Read at least four stories regarding Jesus and what he did on the Sabbath. List which of His actions showed 1) commitment to God, 2) worship of God, 3) and service for God. Think of your modern-day life experiences or of others you know and categorize those stories in the same way.
<noinclude></translate></noinclude><section end=req6 /></b>

<b>7. <section begin=req7 /><noinclude><translate>
</noinclude>Briefly explain the tradition of attending church services on the Sabbath.
<noinclude></translate></noinclude><section end=req7 /></b>

:<b>a. <section begin=req7a /><noinclude><translate>
</noinclude>How did Jesus participate and worship at the synagogue on the Sabbath?
<noinclude></translate></noinclude><section end=req7a /></b>

:<b>b. <section begin=req7b /><noinclude><translate>
</noinclude>How do you feel about attending church services? Explain why you feel that way.
<noinclude></translate></noinclude><section end=req7b /></b>

:<b>c. <section begin=req7c /><noinclude><translate>
</noinclude>What makes gathering together on the Sabbath meaningful to you?
<noinclude></translate></noinclude><section end=req7c /></b>

<b>8. <section begin=req8 /><noinclude><translate>
</noinclude>Interview a long-time Sabbath-keeping Christian by beginning with the following questions:
<noinclude></translate></noinclude><section end=req8 /></b>

:<b>a. <section begin=req8a /><noinclude><translate>
</noinclude>What are some of your best Sabbath memories?
<noinclude></translate></noinclude><section end=req8a /></b>

:<b>b. <section begin=req8b /><noinclude><translate>
</noinclude>What do you like best about the Sabbath?
<noinclude></translate></noinclude><section end=req8b /></b>

:<b>c. <section begin=req8c /><noinclude><translate>
</noinclude>What Sabbath traditions did you have as a young person? What about now?
<noinclude></translate></noinclude><section end=req8c /></b>

:<b>d. <section begin=req8d /><noinclude><translate>
</noinclude>What are your favorite memories of church? In a youth group?
<noinclude></translate></noinclude><section end=req8d /></b>

<b>9. <section begin=req9 /><noinclude><translate>
</noinclude>Review your experiences in preparation and celebration of the last two Sabbaths. What changes, if any, would you make in these areas to make your observance of the Sabbath a more enjoyable experience?
<noinclude></translate></noinclude><section end=req9 /></b>

<b>10. <section begin=req10 /><noinclude><translate>
</noinclude>Illustrate through a drawing, origami, sculpture, or an art form of your choice a favorite scene of the Sabbath.
<noinclude></translate></noinclude><section end=req10 /></b>

<b>11. <section begin=req11 /><noinclude><translate>
</noinclude>Role-play an experience of someone inquiring about the observance of the Sabbath. Briefly discuss your approach and the information you could share to make the experience more meaningful.
<noinclude></translate></noinclude><section end=req11 /></b>

<section begin=challenge />
<b>12. <section begin=req12 /><noinclude><translate>
</noinclude>Individually or as a group, complete two of the following on a Sabbath since starting this honor:
<noinclude></translate></noinclude><section end=req12 /></b>

:<b>a. <section begin=req12a /><noinclude><translate>
</noinclude>Visit someone in the hospital or nursing home.
<noinclude></translate></noinclude><section end=req12a /></b>

:<b>b. <section begin=req12b /><noinclude><translate>
</noinclude>Identify and visit a church member who has not attended church for some time.
<noinclude></translate></noinclude><section end=req12b /></b>

:<b>c. <section begin=req12c /><noinclude><translate>
</noinclude>Organize and participate in a nature walk.
<noinclude></translate></noinclude><section end=req12c /></b>

:<b>d. <section begin=req12d /><noinclude><translate>
</noinclude>Use social media to reach out to family or friends offering to pray for them.
<noinclude></translate></noinclude><section end=req12d /></b>

:<b>e. <section begin=req12e /><noinclude><translate>
</noinclude>Participate in a Global Youth Day event.
<noinclude></translate></noinclude><section end=req12e /></b>

:<b>f. <section begin=req12f /><noinclude><translate>
</noinclude>Invite someone into your home to share a Sabbath meal.
<noinclude></translate></noinclude><section end=req12f /></b>

:<b>g. <section begin=req12g /><noinclude><translate>
</noinclude>Another activity as approved by your instructor.
<noinclude></translate></noinclude><section end=req12g /></b>
<section end=challenge />

<b>13. <section begin=req13 /><noinclude><translate>
</noinclude>Research how observant Jews welcome and end the Shabbat. With your family or group, incorporate several of these customs for special ceremonies to welcome and end a Sabbath. The customs could include, but not be limited to special meals, songs, readings, special prayers, and candles. Evaluate and summarize the experience and what was most meaningful to you.
<noinclude></translate></noinclude><section end=req13 /></b>

<section end=Body />

<noinclude><translate>
<noinclude>
[[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|2}}]]
[[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]]
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AY Honors/Animal Tracking/Answer Key 2

2022-01-19T02:41:48Z

Jomegat: remove "Body" section start

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{{:AY Honors/Basic Casting Techniques}}

===Casting Tracks in Snow=== 
Snow is difficult to cast because it is not nearly as firm as mud. Furthermore, plaster generates heat when it is mixed, and this can easily melt the snow surrounding the track. However, tracks are a lot easier to find in the snow, and casting ''can'' be done if you are careful.


If the snow is powdery, spray water on it with a plant mister. Don't overdo it though. Allow the water to freeze, making a much harder surface than the untreated, powdery snow. Then place the ring around the track. To counteract the heat generated by the plaster, store the powdered plaster outside so that it can be cold when you mix it. Use cold water when mixing it, and make it even colder by tossing in a few fists full of snow. Stir the snow around until the water is really cold, but if it does not all melt, scoop it out. Leaving snow in the plaster will cause air bubbles in the final cast. Once the plaster is mixed, carefully pour it in the ring, but ''do not'' pour it directly in the track. Pour it next to the track and let it flow gently into the track itself. The spot where the plaster is poured will very likely leave an impression in the snow, and you do not want that to overlap the track. The mix may take well over an hour to cure, so you might want to leave it for a day. With any luck, you should have a nice cast of your track, though it is not likely to be a nice as the ones you can cast in mud.


If you find these results unsatisfactory, you can purchase a product called ''Snow Print Wax''. This product is marketed to the law enforcement community for forensic track casting (of human foot prints and tire tracks). It is far more expensive than plaster, but is nearly certain to yield superior results. You can also try using joint compound. Joint compound is similar to plaster with two exceptions: it does not generate heat when setting, and it is not nearly as durable once it sets. If you use joint compound, you may wish to pour plaster over the finished cast to get a positive cast. The positive cast made from plaster will be far more durable than the negative original made from joint compound.

===Identification=== 
Figuring out what kind of animal left the tracks you have found can be difficult for the beginner. Besides just knowing what its tracks look like, it helps to know something of the animal's habits, where it lives, what time of day (or year) it is active, etc.


[http://www.beartrackersden.com/trackguide2003/trackguide2003.pdf This track guide] is an invaluable resource for identifying tracks. If you find some tracks that have you stumped, take several detailed photographs of them, and post them to an online forum. The Bear-Tracker site (see references section) has an excellent and active forum. When taking pictures, it helps to disable flash, as that tends to fill in and eliminate the shadows - the resulting photo may end up looking like a featureless patch of dirt). Many cameras will automatically lengthen the exposure time to compensate for the lack of flash, and that means you will have to hold the camera impossibly still. A tripod ''really'' helps in this situation.


We now present information on several animals found in North America, including their habits, tracks, and other sign they may leave for the observant tracker to find.

===Mammals=== 
====Raccoon====
{{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
}}

====Rabbits and Hares==== 
{{Animal sign
| latin_name = Lagomorpha
| common_name = Rabbits and Hares
| animal_image = Tochtli-Rabbit-Conejo.jpg
| track_image = Spar av hare ugglan.gif
| scat_image = Droppings feral rabbit.jpg
| scat_caption = Dropping from a feral rabbit
| range = Many parts of the world
| order = Lagomorpha
| description = There are several types of rabbits that leave this type of track, including the Eastern Cottontail (shown), Desert Hare, New England Cottontail, Pikas, and many others.
Note that the prints in the front (top of the diagram) are from the hind legs, while the forefeet leave the two aligned prints in the rear. As a rabbit hops, it throws its forelegs between its hind legs, thus leaving the print as shown.
}}

====Deer ==== 
{{Animal sign
| latin_name = Odocoileus spp.
| common_name = Deer, various species
| animal_image = White-tailed_deer.jpg
| animal_caption = White-tail deer
| image2 = Caribou.jpg
| caption2 = Caribou
| track_image = Whitetail_track.svg
| scat_image = Deer feces.jpg
| description = A deer is a ruminant mammal belonging to the family Cervidae. A number of broadly similar animals from related families within the order Artiodactyla (even-toed ungulates) are often also called deer. Male deer grow and shed new antlers each year.


The deer that left the scat depicted above had been eating food high in water content causing the dung to clump together. When the diet consists of drier foods, the dung forms pellets similar to, but smaller than that of the moose (see below).
| range = Deer are widely distributed, and hunted, with indigenous representatives in all continents except Antarctica and Australia, though Africa has only one native species confined to the Atlas Mountains in the northwest of the continent, the Red Deer.
}}

====Moose==== 
{{Animal sign
| latin_name =Alces alces
| common_name =Moose
| animal_image =Lonesome-Lake-Moose.jpg
| animal_caption =
| track_image =1. Footprint from alces alces - 26.04.2008.jpg
| track_caption = Print from a female moose.
| scat_image =Alces alces scat.jpg
| scat_caption =Each dropping is about {{units|2.5cm|1 inch}} long.
| range_map = Moose distribution.png
| range = Moose typically inhabit boreal and mixed deciduous forests of the Northern Hemisphere in temperate to subarctic climates. In North America, that includes almost all of Canada, most of central and western Alaska, much of New England, the upper Rocky Mountains, Northeastern Minnesota, and Michigan's Upper Peninsula and Isle Royale in Lake Superior. Isolated moose populations have been verified as far south as the mountains of Utah and Colorado.
| description =Moose (Alces alces) is the North American name for the largest extant species in the deer family. The same animal is called the Elk in Europe. Moose are distinguished by the palmate antlers of the males; other members of the family have antlers with a "twig-like" configuration. On average, an adult moose stands {{units|1.8–2.1 m|6–7 ft}} high at the shoulder. Males weigh {{units|380–535 kg|850–1180 pounds}} and females weigh {{units|270–360 kg|600–800 pounds}}.


Moose prints are large, measuring {{units|12-20 cm|5-8 inches}} long. They are very similar to deer tracks (they are a species of deer), but the hind toes do not print. The tracker was able to tell that the print shown above was made by a female because it was accompanied by the smaller prints of her calf. Bull moose are solitary animals and do not associate with the calves.
}}

====Bear==== 
{{Animal sign
| latin_name =Ursus spp.
| common_name =Bear, various species
| animal_image =BlackBear2.jpg
| animal_caption = American Black Bear (''Ursus americanus'')
| image2 = Bear paw.jpg
| caption2 = Bear paw
| track_image =Bear-footprint.jpg
| scat_image =Black bear scat.jpg
| scat_caption =Black bear scat
| range = Although there are only eight living species of bear, they are widespread, appearing in a wide variety of habitats throughout the Northern Hemisphere and partially in the Southern Hemisphere.
| description =Common characteristics of modern bears include a large body with stocky legs, a long snout, shaggy hair, paws with five nonretractile claws, and a short tail. While the polar bear is mostly carnivorous and the giant panda feeds almost entirely on bamboo, the remaining six species are omnivorous, with largely varied diets including both plants and animals.


Bear tracks are large, being about the same length of a full-grown man's foot (or longer), and about twice as wide. They have five toes. Sometimes the claws will print, but not always.
}}

====Beaver==== 
{{Animal sign
| latin_name =Castor canadensis
| common_name =Beaver
| animal_image =Castor canadensis.jpg
| animal_caption =
| track_image =Beavertracks.JPG
| track_caption =Beaver tracks in snow, in Ontario. Hind paws approx. 20 cm long.
| scat_image =
| scat_caption =
| image2 = Beaver trail.jpg
| caption2 = Trail made by beavers
| image3 = BurnabyLakeBeaverLodge.JPG
| caption3 = Beaver lodge
| range =Native to North America and Europe.
| description =
Beavers are best known for their natural trait of building dams in rivers and streams, and building their homes (known as beaver lodges) in the resulting pond. Beaver sign is usually quite obvious as they cause tremendous changes in their environments, from building ponds and lodges, to cutting down even very large trees, to storing young branches in the mud. In the image shown here, beavers have worn a trail through the brush.


Beaver scat is extremely difficult to find, as they have a habit of eliminating in the water. However, they leave more sign than any other creature except man. Beaver dams, lodges, and cut trees are very obvious signs of their presence.
}}

====Canines==== 
{{Animal sign
| latin_name =Canidae
| common_name =Dogs, wolves, coyotes
| animal_image =Canis latrans.jpg
| animal_caption =Coyote (''Canis latrans'')
| image2 = Border Collie 600.jpg
| caption2 = Dog (''Canis lupus domesticus'')
| image3 = CMM MexicanWolf.jpg
| caption3 = Wolf (''Canis lupus'')
| track_image = canis lupis track.svg
| scat_image =
| range =
| description = The tracks left by members of the canine family are extremely difficult to tell apart. Their prints consist of four toes and a pad. These animals are unable to retract their claws, so the claw marks usually print.
}}

====Cat==== 
{{Animal sign
| latin_name =Felis silvestris
| common_name = Cat
| animal_image = Cat mouth closed.jpg
| animal_caption =
| track_image = Cat_track.svg
| track_caption =
| scat_image =
| scat_caption =
| range =
| description =This is, of course, the standard house cat. Note that cats have retractable claws, and they retract them when they walk. You should not find any claw marks in a cat track.
}}
====Lynx and Bobcats====
{{Animal sign
| latin_name =Lynx spp.
| common_name = Lynx and Bobcats
| animal_image =Rotluchs2.jpg
| animal_caption =
| track_image =Bobcat tracks in mud.jpg
| track_caption = Bobcat (''Lynx rufus'') track
| scat_image =
| scat_caption =
| range_map =Lynx range.png
| range =
| description =Lynx have short tails and characteristic tufts of black hair on the tip of the ears. They have a ruff under the neck, which has black bars (not very visible), resembling a bow tie. They have large paws padded for walking on snow and long whiskers on the face. The body color varies from light brown to grey; and occasionally, is marked with dark brown spots, especially on the limbs. The tracks of the lynx look almost exactly the same as the tracks of the domestic cat, except that they are larger.
}}

====Mouse==== 
{{Animal sign
| latin_name =Mus musculus
| common_name =Mouse
| animal_image =Mouse white background.jpg
| animal_caption =
| track_image =Mouse_tracks_in_snow.jpg
| track_caption = Mouse tracks in snow
| scat_image =
| scat_caption =
| range =
| description =House mice have an adult body length (nose to base of tail) of 7.5–10 cm and a tail length of 5–10 cm; the weight is typically 10–25 g. They vary from light brown to black, with short hair and a light belly. The ears and tail have little hair. The hind feet are short compared to Apodemus mice, only 15–19 mm long; the normal gait is a run with a stride of about 4.5 cm, though they can jump up to 45 cm. The droppings are blackish, about 3 mm long, and have a strong musty smell. The voice is a high-pitched squeak.
}}

====Horse==== 
{{Animal sign
| latin_name =Equus caballus
| common_name =Horse
| animal_image =Tinker Stute.JPG
| animal_caption =
| image2 = Horseshoe imprint.jpg
| caption2 = Horseshoe print
| track_image =Bare hooves prints.jpg
| track_caption =Bare hoof prints
| scat_image =Paardenstalmest Horse manure.jpg
| scat_caption = Horse scat has a lot of grass and hay fibers.
| range = Domesticated worldwide
| description =
The horse (Equus caballus) is a large odd-toed ungulate mammal, one of ten living species of the family Equidae.


For centuries horses have been one of the most economically important domesticated animals, especially relied upon for farmwork and for transportation. Their importance declined following the introduction of mechanization.
}}

====Pig==== 
{{Animal sign
| latin_name =Sus domestica
| common_name =Pig
| animal_image =Porcs en llibertat.JPG
| animal_caption =
| track_image =Sus.scrofa.tracks.on.snow.jpg
| track_caption =Pig tracks in snow
| scat_image =Sus.scrofa.dung.jpg
| scat_caption =Wild pig dung
| range = Domesticated world-wide
| description =A pig has a snout for a nose, small eyes, and a small tail, which may be curly, kinked, or straight. It has a thick body, short legs, and coarse hair. There are four toes on each foot, with the two large middle toes used for walking. All four toes usually print, the the middle ones pointing forward and the on side splaying to the side.
<br><br>
Pigs are omnivores, which means that they consume both plants and animals. Pigs will scavenge and have been known to eat any kind of food, including dead insects, worms, tree bark, rotting carcasses, garbage, and even other pigs. In the wild, they are foraging animals, primarily eating leaves and grasses, roots, fruits and flowers.
}}

====Squirrels and Chipmunks==== 
{{Animal sign
| latin_name =Sciuridae
| common_name =Squirrels and Chipmunks
| animal_image =Sciurus carolinensis.jpg
| animal_caption = Gray Squirrel
| image2 = EasternChipmunk23.jpg
| caption2 = Eastern Chipmunk
| track_image =Chipmunk hindprint.jpg
| track_caption = Hind print (five toes) of a chipmunk (''Tamias striatus'').
| image3 = squirrel_tracks_in_snow.jpg
| caption3 = Squirrel tracks in snow
| scat_image =
| scat_caption =
| range =Sciurids live in almost every habitat from tropical rain forest to semiarid desert, avoiding only the high polar regions and the driest of deserts.
| description =The hindlimbs of sciurids are generally longer than the forelimbs. They have four toes on the forefeet and five toes on the hindfeet. The paws on the forefeet include a thumb, although this is often poorly developed. The feet of sciurids also have a soft pad on the underside. The front paws almost always print side-by-side behind and between the rear paws. Contrast with rabbit tracks in which the front paws print one behind another (but still behind and between the rear paws).
}}

====Puma==== 
{{Animal sign
| latin_name =Puma concolor
| common_name =Mountain Lion, Puma
| animal_image =Cougar snow.jpg
| animal_caption =
| track_image =Cougar track.jpg
| track_caption = Cougar track in snow
| scat_image =
| scat_caption =
| range_map = Puma range.png
| range =This large, solitary cat has the greatest range of any wild terrestrial mammal in the Western Hemisphere, extending from Yukon in Canada to the southern Andes of South America. An adaptable, generalist species, the cougar is found in every major New World habitat type.
| description =A capable stalk-and-ambush predator, the cougar pursues a wide variety of prey. Primary food sources include ungulates such as deer and bighorn sheep, as well as domestic cattle, horses, and sheep, particularly in the northern part of its range, but it hunts species as small as insects and rodents. It prefers habitats with dense underbrush and rocky areas for stalking, but it can live in open areas. The cougar is territorial and persists at low population densities. Individual territory sizes depend on terrain, vegetation, and abundance of prey. While it is a large predator, it is not always the dominant species in its range, as when it competes for prey with animals such as the gray wolf, black bear, and the grizzly bear. It is a reclusive cat and usually avoids people.
}}

====Opossum==== 
{{Animal sign
| latin_name =Didelphis virginiana
| common_name =Opossum
| animal_image =AwesomePossum-AmericanOpossum.jpg
| animal_caption =
| track_image = Opossum and vole tracks in mud.JPG
| track_caption = Track<br>(courtesy [[w:User:Lensim|Lensim]])
| scat_image =
| scat_caption =
| range =
| description = Opossums are small to medium-sized marsupials, with the largest about the size of a large house cat, and the smallest the size of a mouse. They tend to be semi-arboreal omnivores, although there are many exceptions. They have a plantigrade stance (feet flat on the ground) and the hind feet have an opposable digit with no claw.
<br><br>
Virginia Opossum tracks generally show five finger-like toes in both the fore and hind prints. The hind tracks are unusual and distinctive due to the opossum's opposable thumb, which generally prints at an angle of 90 degrees or greater to the other fingers (sometimes near 180 degrees). Individual adult tracks generally measure 1⅞ inches long by 2 inches wide (4.8 × 5.1 cm) for the fore prints and 2½ inches long by 2¼ inches wide (6.4 × 5.7 cm) for the hind prints. Opossums have claws on all fingers fore and hind except on the two thumbs (in the photograph, claw marks show as small holes just beyond the tip of each finger); these generally show in the tracks but may not. In a soft medium, such as the mud in this photograph, the foot pads will clearly show (these are the deep, darker areas where the fingers and toes meet the rest of the hand or foot, which have been filled with plant debris by wind due to the advanced age of the tracks).


The tracks in the photograph were made while the opossum was walking with its typical pacing gait. The four aligned toes on the hind print show the approximate direction of travel.


}}

====Porcupine==== 
{{Animal sign
| latin_name =Erethizon dorsatum
| common_name =Porcupine
| animal_image =Porcupine NPS11952.jpg
| animal_caption =
| track_image =Porcupine tracks.png
| track_caption =
| scat_image =
| scat_caption =
| range =This animal is usually found in coniferous and mixed forested areas in Canada, Alaska and much of the northern and western United States. They are also found in thicketed areas in shrublands, tundra and deserts as far south as northern Mexico. It makes its den in a hole in a tree or in a rocky area.
| description =Porcupines are usually dark brown or black, with white highlights. They have a chunky body, a small face, short legs and a short thick tail. Their upper parts are covered with thousands of sharp, barbed hollow spines or quills, which are used for defense. Porcupines do not throw their quills, but the quills detach easily and the barbs make them difficult to remove once lodged in an attacker. The quills are normally flattened against to the body unless the animal is disturbed. The porcupine also swings its quilled tail towards a perceived threat.
<br>
Porcupines are mainly active at night; on summer days, they often rest in trees. During the summer, they eat twigs, roots, stems, berries and other vegetation. In the winter, they mainly eat conifer needles and tree bark. They do not hibernate but sleep a lot and stay close to their dens in winter. The strength of the porcupine's defense has given it the ability to live a solitary life, unlike many herbivores.
<br>
Porcupine tracks are distinctive, with five toes printing on the hindfeet and four printing on the forefeet. Their tracks have a pebbly texture to them. Often quills on the belly and the tail will leave brush marks along the trail.
}}

====Skunk==== 
{{Animal sign
| latin_name =Mephitis mephitis
| common_name =Skunk
| animal_image =Striped skunk.jpg
| animal_caption =
| track_image =Polecat Tracks.jpg
| track_caption =
| scat_image =
| scat_caption =
| range =Most of the North American continent north of Mexico
| description =The Striped Skunk has a black body with a white stripe along each side of its body; the two stripes join into a broader white area at the nape. Its forehead has a narrow white stripe. About the size of a house cat, it weighs 6 to 14 pounds (2.7-6.3 kg) with a body length (excluding the tail) of 13 to 18 inches (33-46 cm). The bushy tail is 7 to 10 inches long (18-25 cm), and sometimes has a white tip. The presence of a Striped Skunk is often first made apparent by its odor. It has well-developed anal scent glands (characteristic of all skunks) that can emit a highly unpleasant odor when the skunk feels threatened by another animal. The skunk is primarily nocturnal. Beginning its search for food shortly after sundown, it feeds on mice, eggs, carrion, insects, grubs, and berries. At sunrise, it retires to its den, which may be in a ground burrow, or beneath a building, boulder, or rock pile. While the male dens by itself, several females may live together. The Striped Skunk does not hibernate.
}}

====Weasels, minks, fishers, and otters==== 
{{Animal sign
| latin_name =Mustelidae
| common_name =Weasels, minks, fishers, and otters
| animal_image =Mink-mustella-vison.jpg
| animal_caption = Mink (''Mustela vison'')
| image2=Otters in Wellington Zoo.jpg
| caption2 = Otters (''Lutrinae'')
| track_image =Martes.martes.tracks.on.snow.jpg
| track_caption = Pine Martin (''Martes martes'') tracks in snow
| scat_image =Excrementos de nutria.001.JPG
| scat_caption = Otter scat
| range = Worldwide
| description =
;Mink: Their long slim body is covered in glossy, thick dark brown or black fur with a white patch under the chin. They have short legs with partially webbed feet, which make them excellent swimmers. They can be found in wooded areas and fields near streams and lakes. They dig burrows in river banks or take over dens abandoned by other animals. They feed on small mammals, fish, crayfish, frogs and other amphibians, also sometimes eating birds, insects and earthworms. These animals are mainly active at night and do not hibernate.
;Otter: [[W:Lutrinae|Otters]] have a dense layer (1,000 hairs/mm², 650,000 hairs per sq. in) of very soft underfur which, protected by their outer layer of long guard hairs, keeps them dry under water and traps a layer of air to keep them warm.


:All otters have long, slim, streamlined bodies of extraordinary grace and flexibility, and short limbs; in most cases they have webbed paws. Most have sharp claws to grasp prey, but the short-clawed otter of southern Asia has only vestigial claws, and two closely-related species of African otter have no claws at all: these species live in the often muddy rivers of Africa and Asia and locate their prey by touch.


;Weasels: Weasels vary in length from 15 to 35 centimeters (6 to 14 inches), and usually have a light brown upper coat, white belly and black fur at the tip of the tail; in many species, populations living at high latitudes moult to a white coat with black fur at the tip of the tail in winter. They have long slender bodies, which enable them to follow their prey into burrows. Their tails are typically almost as long as the rest of their bodies. As is typical of small carnivores, weasels have a reputation for cleverness and guile. They also have tails that can be any where from 22-33cm long and they use these to defend the food they get and to claim territory from other weasels.
}}

===Reptiles and Amphibians=== 
====Snakes====
{{Animal sign
| latin_name =Serpentes
| common_name =Snake
| animal_image =Garter Snake.jpg
| animal_caption = Garter snake
| track_image =
| track_caption =
| scat_image =
| scat_caption =
| image2 = Natternhemd.jpg
| caption2 = Shed skin of a snake
| range =
| description = Snakes leave tracks that can be wavy or straight. Their prints are little furrows that are a half inch wide or more, but it may be difficult the recognize them. Snakes shed as they grow, and you can sometimes find their castoff skins.


}}

====Frogs==== 
{{Animal sign
| latin_name = Anura
| common_name =Frogs and Toads
| animal_image =Bullfrog 001-.jpg
| animal_caption =''Lithobates catesbeianus'' (American Bullfrog)
| track_image = Rana clamitans track.jpg
| track_caption = Green frog, hind foot print
| scat_image =
| scat_caption =
| image2 = Bufo americanusPCCA20060417-3345B.jpg
| caption2 = American Toad
| image3 = Rana clamitans 7470.jpg
| caption3 = ''Rana clamitans'' (Green Frog)
| range = The distribution of frogs ranges from tropic to subarctic regions, but most species are found in tropical rain forests. Consisting of more than 5,000 species described, they are among the most diverse groups of vertebrates.
| description = Adult frogs are characterized by long hind legs, a short body, webbed digits, protruding eyes and the absence of a tail. Most frogs have a semi-aquatic lifestyle, but move easily on land by jumping or climbing. They typically lay their eggs in puddles, ponds or lakes; and their larvae, called tadpoles, have gills and develop in water. Adult frogs follow a carnivorous diet, mostly of arthropods, annelids and gastropods. Frogs are most noticeable by their call, which can be widely heard during the night or day, mainly in their mating season.
}}

====Turtles==== 
{{Animal sign
| latin_name =Testudines
| common_name =Turtle
| animal_image =Caretta caretta 060417w2.jpg
| animal_caption =Loggerhead Turtle
| track_image =Footprint of Loggerhead Sea Turtle.jpg
| track_caption =Tracks of a Loggerhead Turtle
| scat_image =
| range_map = World.distribution.testudines.1.png
| scat_caption =
| range =
| description =Turtles are reptiles of the Order Testudines (all living turtles belong to the crown group Chelonia), most of whose body is shielded by a special bony or cartilaginous shell developed from their ribs. The Order Testudines includes both extant (living) and extinct species.
}}

===Birds=== 
====Crows and Ravens====
{{Animal sign
| latin_name = Corvus spp.
| common_name =Crows and Ravens
| animal_image =Corvus corax (FWS).jpg
| animal_caption = Common Raven
| track_image = Corvus_tracks.png
| track_caption =
| scat_image =
| scat_caption =
| range_map =
| range =The 40 or so members of this genus occur on all continents except South America and Antarctica, and on many offshore and oceanic islands.
| description =The genus Corvus consists of large Passerine birds. They are either black all over, or mainly black with white or grey patches. They range in size from the relatively small jackdaws (still larger than most other passerines) to the very large Common Raven of the Holarctic region and Thick-billed Raven of the highlands of Ethiopia. <br><br>
Crows have three toes that point forward and one that points backwards. The front middle toe curves inward and like the rear toe, is longer than the two on the side. The tracks are typically between {{units|5-8cm|2-3 inches}} long and {{units|10 cm|4 inches}} apart. Crows often drag their feet when they walk, so you may find the drag marks as part of the track. Their talons (claws) may also print. Their foot prints will alternate, as their gait is somewhat human-like.
}}

====American Robin==== 
{{Animal sign
| latin_name = Turdus migratorius
| common_name =American Robin
| animal_image =Turdus-migratorius-002.jpg
| animal_caption =
| image2 = American Robin nest and eggs.JPG
| caption2 = Nest and eggs
| track_image =Turdus migratorius tracks.jpg
| track_caption =
| scat_image =
| scat_caption =
| range_map=American Robin-rangemap.gif
| range =The American Robin is widely distributed throughout North America, wintering south of Canada from Florida to central Mexico and along the Pacific Coast.
| description =The American Robin is active mostly during the day and assembles in large flocks at night. Its diet consists of invertebrates (such as beetle grubs and caterpillars), fruits and berries. It is one of the first bird species to lay eggs, beginning to breed shortly after returning to its summer range from its winter range.
}}

====Pigeons and Doves==== 
{{Animal sign
| latin_name =Columbidae
| common_name =Pigeons and Doves
| animal_image =Blue Rock Pigeon (Columba livia) in Kolkata I IMG 9762.jpg
| animal_caption =Blue Rock Pigeon
| track_image =Columba livia tracks.jpg
| track_caption =
| scat_image =
| scat_caption =
| range =This family occurs worldwide, but the greatest variety is in the Indomalaya and Australasia ecozones.
| description =Pigeons and doves constitute the family Columbidae within the order Columbiformes, which include some 300 species of near passerine birds. In general parlance the terms "dove" and "pigeon" are used somewhat interchangeably.<br><br>


A good place to find pigeon tracks is beneath an overpass. Pigeons love to nest on the girders of bridges, and the ground underneath is often bare and powdery, so it takes tracks well. They leave copious amounts of guano (bird scat) beneath their roosts as well. Be careful of traffic.
}}

====Heron==== 
{{Animal sign
| latin_name =Ardeidae
| common_name =Heron
| animal_image = Le Grand Heron.jpg
| animal_caption = Great Blue Heron
| track_image =Heron trail.jpg
| track_caption =
| image2 = Egretta thula1.jpg
| caption2 = Snowy Egret
| scat_image =
| scat_caption =
| range =
| description =The herons are wading birds in the Ardeidae family. Some are called egrets or bitterns instead of herons. The Great Blue Heron's tracks are {{units|15-20 cm|6-8 inches}} long. These brds tend to walk along the edge of the shore, either in the water, or on the land. Tracks in the water can be successfully cast if using plaster.
}}

====Herring Gull==== 
{{Animal sign
| latin_name =Larus argentatus
| common_name =Herring Gull
| animal_image =Larus argentatus01.jpg
| animal_caption =
| image2 = Oeufs goeland argenté.jpg
| caption2 = eggs
| track_image =Larus argentatus track 7105.JPG
| track_caption =
| scat_image =
| scat_caption =
| range =It breeds across North America, Europe and Asia.
| description =The average Herring Gull is 55-66 cm (22-26 inches) long with a wingspan of 138-150 cm. Adults in breeding plumage have a grey back and upperwings and white head and underparts. The wingtips are black with white spots known as "mirrors".
<br>
Herring gulls have webbed feet.
}}

====Canada Goose==== 
{{Animal sign
| latin_name =Branta canadensis
| common_name =Canada Goose
| animal_image =Canada goose reflection 03.jpg
| animal_caption =
| track_image =Branta canadensis track.jpg
| track_caption =
| scat_image = Goose scat.jpg
| scat_caption =
| range_map = Branta canadensis map.png
| range =
| description =This species is native to North America. It breeds in Canada and the northern United States in a variety of habitats. Its nest is usually located in an elevated area near water, sometimes on a beaver lodge. Its eggs are laid in a shallow depression lined with plant material and down. The Great Lakes region maintains a very large population of Canada Geese.
}}

====Duck==== 
{{Animal sign
| latin_name =Anatidae
| common_name =Duck
| animal_image =Ducks in plymouth, massachusetts.jpg
| animal_caption = A duck (female) and a drake (male) Mallard
| image2 = Northern Pintails (Male & Female) I IMG 0911.jpg
| caption2 = Northern pintails (male & female)
| image3 = Duck track 7999.jpg
| caption3 = Track photo
| track_image =Tracks duck.gif
| track_caption = Track illustration
| scat_image =
| scat_caption =
| range =
| description =Ducks are mostly aquatic birds, mostly smaller than their relatives the swans and geese, and may be found in both fresh water and sea water. Ducks are sometimes confused with several types of unrelated water birds with similar forms, such as loons or divers, grebes, gallinules, and coots.
}}

====Grouse==== 
{{Animal sign
| latin_name =Tetraoninae
| common_name =Grouse
| animal_image =Black Grouse.jpg
| animal_caption =Black Grouse
| image2 =
| caption2 = Blue grouse
| track_image =Grouse wing prints in snow.jpg
| track_caption = Grouse wing prints in snow
| scat_image =Black Grouse droppings.jpg
| scat_caption =Black Grouse droppings
| range =Grouse inhabit temperate and subarctic regions of the northern hemisphere. Most species are year-round residents, and do not migrate.
| description =Grouse are a group of birds from the order Galliformes. Often considered a family Tetraonidae, the American Ornithologists' Union and many others include grouse as a subfamily Tetraoninae in the family Phasianidae.


These birds feed mainly on vegetation, but also on insects, especially when feeding young. Several of the forest-living species are notable for eating large quantities of conifer needles, which most other vertebrates refuse. In all but one species (the Willow Grouse, called Willow Ptarmigan in America), males are polygamous, and many species have elaborate courtship displays. These heavily built birds have legs feathered to the toes.
}}

====Turkey==== 
{{Animal sign
| latin_name =Meleagris gallopavo
| common_name =Turkey
| animal_image =Wild turkey eastern us.jpg
| animal_caption =
| image2 = Turkey Feet.jpg
| caption2 = Turkey Feet
| track_image =Turkey track.png
| track_caption =
| scat_image =
| scat_caption =
| range = North America
| description =Adult Wild Turkeys have a small, featherless, reddish head, that can change to blue in minutes; a red throat in males; long reddish-orange to greyish-blue legs; and a dark-brown to black body.


Turkeys typically print three of their four toes. The three toes that print point forward and fan out. A dot made by their metatarsal prints where the three toes come together. Sometimes the fourth toe will print too, extending from the metatarsal print towards the back. Sometimes the claws will also print. If made in soft mud you may be able to make out the pebbly texture of the foot in the track.
}}


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Animal tracks can tell us many things about the animal that made them, including:
# The species
# Its direction of travel
# How fast it was going
# How large it was
# How long ago the animal made the tracks.
# Sometimes tracks can tell the gender of the animal
# Sometimes tracks can tell us the animal's age.


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===Trailing and Identifying=== 
This is a perfect activity for an afternoon hike during a campout. Bring a tape measure so that you can measure the tracks. Bring some powdered plaster of Paris, and a mixing bowl so that you can make casts. You can also bring water, though it is better to keep that for ''drinking'' rather than mixing with plaster. You can probably find some water along the way, but just to make sure, you should bring ''some'' water for the plaster. You can refill a bottle for plaster making without treating it as long as you make it obvious that it is not fit for drinking (mud is a good indicator).


Instruct your Pathfinders that they are to look for animal tracks along the way. When they find some (or when you do), try to figure out the species by comparing the track to those in a field guide or those depicted in the answers to requirement one. See if you can find more tracks nearby. Which way was the animal moving? How far can you track it?

===Walking vs Running=== 
If the tracks are far apart relative to the size of the animal, it was most likely running. Another indicator of running is that the tracks are deeper than those made by a walking creature (running makes the feet strike the ground with greater force).
===Measuring Tracks===
There is nothing in this requirement to suggest that the tracks of one animal made while running and walking has to be a wild animal, or even that you have to find a set of tracks like these pre-made. If you or a person in your group, or a person you know has a dog, take it to a sandy area and have it walk and run. Then get a tape measure and determine the distance between the tracks.


You can also do this in a parking lot, but in order for the dog to leave tracks, you will need to dip its feet in tempera paint (which is non-toxic and water soluble). It is best to pour some paint in a paper plate. Use two colors - one for the front feet, and one for the back. This will make it a lot easier to tell the front prints from the hind. Lift the dog, and have a helper wet the dog's pads. Then put the dog down and walk it (use a leash). Re-apply the paint, and then allow the dog to run. You should now have two sets of prints from a single animal. Get out a tape measure, and take the measurements.


The standard way to do this is to measure the distance between tracks made by the same foot. The distance between the left rear and the right front is almost meaningless.


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Do not select a space ''too'' close to your campsite, because you do not want to attract them into your camp. Animals need water, so a really good place to select is around a source of fresh water. River banks, stream banks, near ponds, and the shores of lakes are all good places to find animal tracks. Pigeons often congregate under bridges or parking garages, so that is another good option. However, the place you select must be quiet. Avoid places that are frequented by people.


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There may already be some tracks in the area, but you are interested in fresh tracks. Smoothing the ground erases them and allows for fresh prints. A mason's trowel works very well for this in mud. You can also use a trowel on sand, but be careful not to pack it down. The smoother you can make the surface, the finer tracks you will be able to see.


For dirt, it helps if you can sift it onto a flat surface and then lightly wet it. If your garden hose has a "mist" setting, use that after sifting the dirt onto a flat surface.


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Some animals can become dangerous if they become habituated to acquiring food from human sources. This is especially true of bears. When this happens, it is often futile to attempt to relocate the animal, as they are very clever and can (and do!) find their way back to their home range. The only way to keep the public safe under these conditions is to destroy the animal. A common saying among wildlife control officers is "a fed bear is a dead bear."


Furthermore, relocating the animal puts it in a new environment where it does not know where to find the resources it needs to survive, so it may suffer greatly while it adapts, or it may fail to adapt and starve to death.


Many animals are also territorial, so relocating an animal may put it in conflict with members of its own species. They will attempt to drive the newcomer off, or may even kill it.


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When camping, remember to store your food in a place where the animals cannot get to it. Seal it tightly and place it out of the reach of raccoons and bears (both of which are very clever at getting food). Under no circumstances should you store food in a tent - especially in one that people will be sleeping in. A tent poses no barrier to a hungry skunk.


The morning is the best time to check for tracks. Most forest creatures are nocturnal, so in the morning the tracks will be freshest. Also, human visitors are less likely to trample the tracks before you get a chance to observe and if necessary, cast them.


If you wish to photograph your tracks, it's best to do that in the early morning when the sunlight comes in at an angle. If you wait until the sun is high overhead, the track will not cast a shadow and it will be difficult to see. Turn off your camera's flash or it will completely wash out the shadows and the track will not show up in the photo. If you want to experiment with artificial light, use a flashlight to illuminate the track from the side. Place a coin or a ruler (for scale) next to the track before taking the picture. Take lots of photos (digital cameras are ''great'' for this) and hope that at least one of them turns out. It takes a lot of practice!


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Animals leave many indications that they were present. These are collectively called ''sign''. Sign includes:
;Tracks: Not only footprints, but marks left on the ground by the tail or by other body parts. Beavers, muskrats, mice, and rats all leave tail marks on the ground.
;Scat: Scat is another word for animal droppings or manure.
;Fur and antlers: Animals may leave bits of fur behind if it gets caught in a tree's bark, or in thorns. In the fall deer drop antlers.
;Cuttings: Cuttings are things such as acorn shells which have been nibbled on. Deer and squirrel often leave them behind.
;Scratches on trees: Bears, members of the cat family, and other predators will sharpen their claws on tree trunks. Sometimes they will do this to mark their territory. Porcupines will eat the bark all the way around the trunk of a conifer, often killing it.
;Damage to trees: beavers especially, but also other animals will damage trees by breaking branches, chewing twigs, and gnawing bark.
;Scent Posts: Many animals mark their territory by urinating on trees or other prominent items. If you are walking through the woods and smell a strong musky odor, look around — you may find other sign.
;Carcasses: Once a predator has had its fill of a kill, it will leave the carcass. Some animals will guard their carcasses though so they can feed on them again after they've digested some of the previous meal, so be careful if you find one.


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===Rabbit vs Squirrel Tracks=== 
Rabbits leave a distinctive pattern when they bound along. The front feet are thrown between the hind feet, but one of them is almost invariably thrown farther back, and the two forefeet often print one behind the other (though sometimes they print side-by-side). A rabbit's hind feet leave larger oval-shaped prints about the size of a man's thumbprint. Since they use the hind feet rather than their forefeet to leap forward, they will push out some material behind them. It may be difficult to make out individual toes in a rabbit print.


Squirrels are also bounders, and like the rabbit, they throw both forefeet between their hind feet. But unlike the rabbit, the squirrel's forefeet generally print side-by-side. The hind feet should print five toes (four finger-like and one thumb-like) and no claws. The forefeet should print only four toes.


In general, a rabbit's pads are shaped like an oval while a squirrel's pads are shaped like a human hand.


If you're lucky enough to find a large set of tracks in the snow, and they lead to the base of a tree, it is almost certainly a squirrel, as rabbits cannot climb trees. The only way a rabbit could leave such a trail is if it had been abducted by aliens (or by an owl!)

===Dog vs Cat Tracks=== 
Unlike dogs, cats can retract their claws, and they do so when walking. Therefore, you should expect to find claw marks present in dog tracks, but absent in cat tracks. In general dogs tracks are larger than cat tracks, but you cannot rely on this alone, as there are some very small dogs and some very large cats.


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Some species of mammal and some species of insect leave scent trails to communicate with others of their species. Canines, cats, deer, moose, alpaca and llama, and others will mark their territory with urine.


Ants lay down pheromone trails that lead to food sources. If you have ever seen a column of ants scurrying about in single file, you can be sure they are following a scent trail.


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Most perching birds (passerines) hop, though many can both hop and walk (such as ravens, blackbirds, and robins). Jays, sparrows, cardinals, titmice, nuthatches, finches, and many others hop. The tracks of hopping birds often print side-by-side as they tend to keep their feet together as they hop.


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Walking birds include crows, most waterfowl and shore birds (sandpipers, egrets, herons, etc.), and most game birds (wild turkeys, geese, ducks, grouse, doves, pigeons, etc.). The tracks of walking birds typically alternate left to right as they lift their feet one at a time.


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* Feathers
* Droppings
* Nests
* Birdsongs (if you can hear them, they must be present!)
* Eggs or eggshells
* Pellets: Birds of prey regurgitate the indigestible portions of their meals. Birds have no teeth so they rip their prey apart with their beaks and swallow large chunks at a time. Then they digest the soft portions (such as meat) leaving the hair and bones behind to collect into pellets. They cough up these pellets which can be found by the astute observer.


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<gallery perrow=2 widths="300px">
Image:Northern Flicker.jpg|'''Northern Flicker:''' Like many woodpeckers, the flicker's flight is undulating. The repeated cycle of a quick succession of flaps followed by a pause creates an effect comparable to a rollercoaster.
Image:Rubythroathummer65.jpg|'''Hummingbird:''' During hovering, ruby-throated hummingbird wings beat 55 times per second, 61 times per second when moving backwards, and at least 75 times per second when moving forward.
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Canadian geese can be identified from a great distance by their distinctive V formation.


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Tracks for these animals are described in an earlier requirement. Perhaps the easiest of these three to find are the tracks of the frog. Find a pond where frogs live, and smooth the mud as described in requirement 4. Another technique is to visit a frog pond and watch as they leap into the water at your approach. Look carefully at the spot from which they leap, and you may be able to see the track. If you have any Pathfinders brave enough, have one capture a frog, and then gently transport it to a muddy area where it can leave tracks. Put it in the center of this area and observe the tracks it makes. Recapture the frog and return it to its home when you are finished.


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[[Image:Gardensnail.jpg|thumb|200px|left|Snail leaving a trail]]
[[Image:Mussel_tracks.jpg|thumb|200px|right|Mussel tracks at the edge of a pond.]]
When most people think of mollusks, they think of clams and mussels. For this honor, it is beneficial to remember that snails and slugs are also members of the mollusk family, especially since they leave easily followed trails.


The best time to find snail or slug tracks is in the early morning. Look on the sidewalk near flower beds for the tell-tale slimy trails these creatures leave as they slip along. As these slime trails dry, they turn white and flaky, often curling at the edges.


That said, it is also possible to find the tracks of clams and mussels. The photo on the right shows the tracks left by a mussel in shallow water (about {{units|10 cm|2 inches}} deep) at the edge of a fresh water pond.
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Find a place where you have seen earthworms in the past, preferably where the dirt is bare (i.e., no grass). Soak the area with water to drive the worms out of the ground. Worms need air, so when it rains (or when a Pathfinder soaks the ground with a hose), they will come to the surface. They might not come out immediately, so you should plan to return a day later to look for tracks in the mud you've made.


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[[Image:Maulwurf (Talpa).jpg|thumb|200px|left|Mole atop its mole hill]]
[[Image:Mole tunnel.jpg|thumb|250px|right|Mole tunnel]]
Moles are burrowing rodents, and if you have them in your yard, it is not difficult to see where they have been. As they tunnel along, they raise the earth above their tunnels. At the end of the tunnel you may find a hole surrounded by a "mole hill".
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==References== 
* http://www.bear-tracker.com/
* ''The Complete Tracker'' by Len McDougall, 1997. ISBN 156731-326-4
* [http://mdc.mo.gov/nathis/mammals/autogrph/ Missouri Department of Conservation]


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AY Honors/Animal Tracking

2022-01-19T02:39:56Z

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{{HonorLanding
|skill=1
|year=1976
|category=Nature
|authority=North American Division
|insignia=Animal_Tracking_Honor.png
|cnt_answerKey_variants=2
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|answerKey_2=;;2
|cnt_requirements_variants=2
|requirements_1=GC
|requirements_2=NAD
}}

== {{Localize|Overview}}==
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Maybe you've seen people on TV "track" humans through the woods by following invisible clues. It's a lot harder than TV makes it look! With this honor you can learn to see and interpret ''sign'' left by wildlife (and by humans), and make a collection of plaster castings of animal tracks. Open your eyes to another world!


{{IAConnection|[[Investiture_Achievement/Companion/Nature_Study|Companion Nature Study]]|"Make plaster casts of three different animal tracks"|This Honor is a popular choice for the Level 1 Nature Honor required of Trail Companions.}}

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AY Honors/Christian Citizenship/Answer Key

2022-01-08T00:01:29Z

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{| border="0" cellspacing="5" cellpadding="5"
|-
|[[Image:Military Flag of the United States.svg|thumb|300px|'''United States:''' The U.S. Flag has 13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as Old Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico]]
|[[Image:Pathfinderflag.jpg|thumb|300px|'''Pathfinder Flag:''' The Pathfinder flag is made from one of several materials, cotton bunting, rayon, or nylon. The flag is divided through the center both vertically and horizontally making four equal parts. The background colors are royal blue and white alternately sewed together with the upper left hand corner being royal blue. The Pathfinder emblem is centered in the heart of the background. The colors are descriptive of the purposes and ideals of Pathfindering. White means purity, blue means loyalty, red reminds us of the shed blood of Christ (sacrifice), and gold means excellence. The symbols also have meanings. The shield is the protection of God, the sword is his word, the Bible, and the triangle represents completeness. Completeness of the Godhead (Father, Son, and Holy Spirit), and completeness of the three parts of education (Mental, Physical, and Spiritual).]]
|-
|[[Image:Ayflag.jpg|thumb|300px|'''AY Flag:''' The background is red and white, red symbolizing the blood of Christ and white representing purity. In the center, there is a logo that has AY which means Adventist Youth and it has three angels meaning the 3 angels message.]]
|[[Image:Christian_flag.svg|thumb|300px|'''Christian Flag:''' The "Christian Flag" is a white flag with a blue canton and a red cross in it. It was designed by Charles Overton in 1897 to represent Protestants of all denominations. The cross symbolizes the crucifixion of Christ.]]
|}

===Current State Flags=== 
<gallery>
Image:Flag of Alabama.svg|<center>Flag of Alabama</center>
Image:Flag of Alaska.svg|<center>Flag of Alaska</center>
Image:Flag of Arizona.svg|<center>Flag of Arizona</center>
Image:Flag of Arkansas.svg|<center>Flag of Arkansas</center>
Image:Flag of California.svg|<center>Flag of California</center>
Image:Flag of Colorado.svg|<center>Flag of Colorado</center>
Image:Flag of Connecticut.svg|<center>Flag of Connecticut</center>
Image:Flag of Delaware.svg|<center>Flag of Delaware</center>
Image:Flag of Florida.svg|<center>Flag of Florida</center>
Image:Flag of Georgia (U.S. state).svg|<center>Flag of Georgia</center>
Image:Flag of Hawaii.svg|<center>Flag of Hawaii</center>
Image:Flag of Idaho.svg|<center>Flag of Idaho</center>
Image:Flag of Illinois.svg|<center>Flag of Illinois</center>
Image:Flag of Indiana.svg|<center>Flag of Indiana</center>
Image:Flag of Iowa.svg|<center>Flag of Iowa</center>
Image:Flag of Kansas.svg|<center>Flag of Kansas</center>
Image:Flag of Kentucky.svg|<center>Flag of Kentucky</center>
Image:Flag of Louisiana.svg|<center>Flag of Louisiana</center>
Image:Flag of Maine.svg|<center>Flag of Maine</center>
Image:Flag of Maryland.svg|<center>Flag of Maryland</center>
Image:Flag of Massachusetts.svg|<center>Flag of Massachusetts</center>
Image:Flag of Michigan.svg|<center>Flag of Michigan</center>
Image:Flag of Minnesota.svg|<center>Flag of Minnesota</center>
Image:Flag of Mississippi.svg|<center>Mississippi</center>
Image:Flag of Missouri.svg|<center>Flag of Missouri</center>
Image:Flag of Montana.svg|<center>Flag of Montana</center>
Image:Flag of Nebraska.svg|<center>Flag of Nebraska</center>
Image:Flag of Nevada.svg|<center>Flag of Nevada</center>
Image:Flag of New Hampshire.svg|<center>Flag of New Hampshire</center>
Image:Flag of New Jersey.svg|<center>Flag of New Jersey</center>
Image:Flag of New Mexico.svg|<center>Flag of New Mexico</center>
Image:Flag of New York.svg|<center>Flag of New York</center>
Image:Flag of North Carolina.svg|<center>Flag of North Carolina</center>
Image:Flag of North Dakota.svg|<center>Flag of North Dakota</center>
Image:Flag of Ohio.svg|<center>Flag of Ohio</center>
Image:Flag of Oklahoma.svg|<center>Flag of Oklahoma</center>
Image:Flag of Oregon.svg|<center>Flag of Oregon</center>
Image:Flag of Pennsylvania.svg|<center>Flag of Pennsylvania</center>
Image:Flag of Rhode Island.svg|<center>Flag of Rhode Island</center>
Image:Flag of South Carolina.svg|<center>Flag of South Carolina</center>
Image:Flag of South Dakota.svg|<center>Flag of South Dakota</center>
Image:Flag of Tennessee.svg|<center>Flag of Tennessee</center>
Image:Flag of Texas.svg|<center>Flag of Texas</center>
Image:Flag of Utah.svg|<center>Flag of Utah</center>
Image:Flag of Vermont.svg|<center>Flag of Vermont</center>
Image:Flag of Virginia.svg|<center>Flag of Virginia</center>
Image:Flag of Washington.svg|<center>Flag of Washington</center>
Image:Flag of West Virginia.svg|<center>Flag of West Virginia</center>
Image:Flag of Wisconsin.svg|<center>Flag of Wisconsin</center>
Image:Flag of Wyoming.svg|<center>Flag of Wyoming</center>
</gallery>


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When marching in a parade, there is only one flag that has guidelines as to its location. That flag is the U.S. flag.


When marching with only one row of flags, the U.S. flag is always on the right end of the row (that is as viewed from the column following behind the flags).


When marching with multiple rows of flags, the U.S. flag is always to be in the front row. The U.S. flag is also alone in the first row. The U.S. flag will be in the front row leading the column from the center position of the row.


The U.S. flag should never be dipped as a sign of respect to a dignitary. The Pathfinder flag, AY flag, Christian flag and state flags are dipped when the "eyes right" command is given, but the U.S. flag should be held vertically.


For displaying the flag in other situations (Camporee, Fair, etc.), see the flag protocol guidelines below.


This web site is very helpful for all situations. http://www.ushistory.org/betsy/flagetiq.html


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===Folding=== 
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Note that the flag is folded differently when preparing to raise unbroken on a flag pole.

===Flag Protocol=== 
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;Saluting the American Flag: Civilians should place their right hands over their hearts, except when wearing athletic clothing, in which case they should remove their hats and stand at attention. No hand salute is necessary. Civilian men wearing hats should remove the hat and hold it at their left shoulder, with hand over heart. Aliens should simply stand at attention. Of course, those in uniform (including the Pathfinder full dress uniform) should render the military salute. When the flag is moving, as in a parade, it is proper to salute when it is six paces in front of you and hold the salute until it passes six paces beyond.


The National Flag when on a pole should always be placed on the '''speakers right''' (to the left as viewed by the audience). This can be verified by observing speeches by the US President. The flag is always on his right.


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The National Anthem of the United States of America is 'The Star-Spangled Banner'. The words were written on September 14 1814, on board a British frigate in Baltimore harbor, where the author, Francis Scott Key (1779-1843) had been detained after successfully petitioning for the release of a civilian friend. He was inspired to write the poem when he saw in the morning, the American flag still flying over Fort McHenry, which had withstood the British bombardment during the previous night. It has 4 verses and all of them end in “O’er the land of the free and the home of the brave!”, meaning that America was built on the aspects of freedom and independence.


;The Star Spangled Banner:
:''O say, can you see, by the dawn’s early light,''
:''What so proudly we hailed at the twilight’s last gleaming,''
:''Whose broad stripes and bright stars, through the perilous fight,''
:''O’er the ramparts we watched, were so gallantly streaming?''
:''And the rockets’ red glare, the bombs bursting in air,''
:''Gave proof through the night that our flag was still there;''
:''O say, does that star-spangled banner yet wave''
:''O’er the land of the free and the home of the brave?''


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===Rights=== 
United States' citizens have the right to fully participate in the political system of the United States (with most member states having restrictions for felons, and a federal restriction on naturalized persons running for President and Vice President of the United States), are represented and protected abroad by the United States (through U.S. embassies and consulates), and are allowed to reside in the United States, and certain territories, without any immigration requirements. Here are some of the rights enjoyed by U.S. citizens:
*Freedom of Religion
*Freedom of Assembly
*To Keep and Bear Arms
*Freedom of Speech
*Freedom of the Press
*Protection for those Accused of Crimes


See http://www.csc.calpoly.edu/~jdalbey/Public/Bill_of_Rights.html for additional summarized rights.

===Responsibilities=== 
Citizens have the following responsibilities
;Jury Duty: Citizens have the duty to serve in a jury, if selected.
;Taxes: Citizens are required to pay taxes on their total income from all sources worldwide, including income earned while residing abroad (regardless of the duration of the residence) – but only beyond the first $82,400 in this case because of the Foreign Earned Income Exclusion.
;Use of Passport: The United States Government requires that U.S. citizens travel into and out of the United States on a U.S. passport, regardless of any other nationality they may possess.
;Register for the draft: Male U.S. citizens (including those living permanently abroad and/or with dual U.S./other citizenship) are required to register with the Selective Service System at age 18 for possible conscription into the armed forces. Although no one has been drafted in the U.S. since 1973, draft registration continues as a standby contingency measure in the event Congress were to decide to reinstitute conscription at some future date.
;Voting: Citizens are encouraged to vote, but it is not required.


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It is generally easier to get a local official to agree to an interview, though it is often more exciting to interview a more prominent person. The interview can be accomplished during a club meeting, and multiple Pathfinders can ask questions. Invite your guest well ahead of time, and make sure everyone in the club is on time. A visit by an official would be a very good reason to have everyone in the club wear their class A uniforms. If desired, you can make up several questions ahead of time, writing them on index cards, and distributing them to the members of your club. But do not be so rigid as to not allow them to ask spontaneous questions. Having questions prepared ahead of time on index cards are a good way to get things rolling. Here are some suggested questions:
* Could you describe a typical day at work?
* What is the most difficult part of your job?
* What is the most satisfying aspect of your job?
* To whom do you report?
* How did you get your position? Were you elected, appointed, or hired?
* How should a young person prepare for a life of public service?


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This would be an excellent opportunity to present a worship during the opening exercises of a regular club meeting. Encourage your Pathfinder to choose a person they are personally interested in. If they cannot think of anyone themselves, have a list of suggested persons at hand and encourage them to choose from the list. Famous people might be historical figures, politicians, actors, sports stars, or anyone else. It would be preferable to choose a person who has been a positive influence on the country.


Although the requirement asks that you "mention what ''he'' has done to gain ''his'' recognition," this should not be interpreted as excluding women. Men are not the ''only'' famous people in a country.


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*'''"These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of men and women." ''- Thomas Paine


*''"I know not what course others may take; but as for me, give me liberty, or give me death!" '' - Patrick Henry


*''"Fear is the foundation of most governments."'' - John Adams


*''"Democracy is two wolves and a lamb voting on what to have for lunch. Liberty is a well-armed lamb contesting the vote!"'' - Ben Franklin


*''"I only regret that I have but one life to lose for my country." ''- Nathan Hale


*''"We hold these truths to be self evident, that all men are created equal."''- Thomas Jefferson


*''Our flag is red, white and blue, but our nation is a rainbow - red, yellow, brown, black and white - and we're all precious in God's sight.'' - Rev. Jesse Jackson


*''God grants liberty only to those who love it, and are always ready to guard and defend it.'' - Daniel Webster


*''This nation can never be conquered from without. If it is ever to fall it will be from within.'' - President Abraham Lincoln


*''The cost of freedom is always high, but Americans have always paid it. And one path we shall never choose, and that is the path of surrender, or submission.'' - John F. Kennedy


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*Jamestown, VA - first permanent English settlement in North America.
*Saint Augustine, FL - oldest continuously occupied European-established city and port in the continental United States.
*Plymouth, MA – where the pilgrims landed.
*Independence Hall, Philadelphia, PA – Where the Declaration of Independence was signed.
*Boston, MA – many historic events like the Boston Massacre and the Boston Tea Party.
*Lake Champlain, NY - site of a naval battle during the War of 1812.
*Statue of Liberty, New York, NY – Donated by the French to commemorate the centennial of the nation’s independence.
*Mt. Rushmore, Rapid City, SD – Monument with 4 presidents heads’ carved into rock; represents the growth of the US.
*Washington, D.C. – nation’s capital; many monuments.
*Gettysburg, PA –site of a historic Civil War battle.


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*Signing of the Declaration of Independence (1776)
*Revolutionary War (1776 to 1782)
*Ratification of the Constitution (1788)
*Washington becomes 1st president (1789)
*Lewis and Clark expedition overland to the Pacific Ocean (1804-1806)
*Civil War (1861 to 1865)
*Lincoln’s Gettysburg Address (1863)
*Lincoln’s Emancipation Proclamation (1863-freed the slaves)
*King’s “I Have A Dream” speech (1963)
*U.S. puts first man on the moon (1969)
*U.S. attacked by Al-queda (2001)


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The best way to help either your church or your country is by ''getting involved''. Edmund Burke, an English philosopher summed this up when he said ''"The only thing necessary for the triumph of evil is for good men to do nothing."''


In your church, this means that you will show up for services on a regular basis. It also means you will support it with your tithes and offering, show up for business meetings, and not wait to be asked before you volunteer your services. If you see something that needs done, ''do it.'' If you do not have the skill to do it, or you think that you need permission first, talk to your pastor, an elder, deacon, or deaconess. Find your ministry!


For your country, it is much the same. Show up for public meetings, stay informed about the issues of the day, vote if you are eligible, and pay your taxes fairly and promptly.


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To become a naturalized United States citizen, one must be at least eighteen years of age at the time of filing, a legal permanent resident of the United States, and have had a status of a legal permanent resident in the United States for five years less 90 days before they apply (this requirement is reduced to three years less 90 days if they (a) acquired legal permanent resident status , and (b) have been married to and living with a citizen for the past three years.) They must have been physically present for at least 30 months of 60 months prior to the date of filing their application. Also during those 60 months if the legal permanent resident was outside of the U.S. for a continuous period of 6 months or more they are disqualified from naturalizing (certain exceptions apply for those continuous periods of six months to 1 year). They must be a "person of good moral character" and must pass a test on United States history and government. Most applicants must also have a working knowledge of the English language (there are exceptions for long-resident older applicants and those with mental or physical disabilities), although this requirement is not intended to be an onerous one, since the test requires that they read and write simple sentences in English, such as "The United States is a democracy". However, some applicants fail the language and civics tests, and others are deterred from applying for naturalization by virtue of the test requirement.


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Democracy in America is based on six essential ideals:
# People must accept the principle of majority rule.
# The political rights of minorities must be protected.
# Citizens must agree to a system of rule by law.
# The free exchange of opinions and ideas must not be restricted.
# All citizens must be equal before the law.
# Government exists to serve the people, because it derives its power from the people.


These ideals form the basis of the democratic system in the United States, which seeks to create a union of diverse peoples, places, and interests.


To implement its essential democratic ideals, the United States has built its government on four elements:
# Popular sovereignty, meaning that the people are the ultimate source of the government’s authority.
# Representative government, which means that the people delegate their powers to an elected official.
# Checks and balances; which means that there are three branches of government—the legislative, the executive, and the judicial— and they restrain and stabilize one another through their separated functions .
# Federalism, an arrangement where powers are shared by different levels of government. In the American federal system, the states and the national government divide authority. This division of power helps curb abuses by either the national or the state governments.


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This verse teaches that governmental authority is to be respected, as long as it does not conflict with the moral obligations of being a Christian. Government serves a holy purpose; preserving social order, promoting the well-being of its citizens, and protecting their safety. If you believe that this does not apply today because you see the government as corrupt, you are urged to research the Roman government of the first century A.D. when these words were spoken by Jesus. Was Herod corrupt? Was Pilate just?


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[[Image:Constitution_of_the_United_States,_page_1.jpg|thumb|300px|The Constitution of the United States of America]]
This question is answered beautifully by the Preamble to the Constitution of the United States of America


''We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.''


The Constitution is the supreme law of the United States, and the Preamble states its very purpose.


'''The Founding Fathers ''rocked.'''''


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==References== 
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AY Honors/Hydroponics and Aquaponics/Answer Key

2021-12-02T02:18:09Z

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<u>'''[[w:Aquaponics|Aquaponics]]'''</u>: A system using fish waste to fertilize plant growth. Plants filter the water and return the cleaned water to the fish. Basically a contained ecosystem.


<u>'''[[w:Hydroponics|Hydroponics]]'''</u>: Similar to aquaponics, minus the fish. A system of growing plants without soil, but often involving gravel, sand, or other media.


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''Similarities'': Both include the growth of plants (obviously), utilize water, and are productive in growing food for human consumption. Hydroponics often involves fertilizers. Aquaponics involves an ecosystem.


''Differences'': Neither hydroponics nor aquaponics involves the use of soil. Aquaponics does not use fertilizers but does use fish and hydroponics is not a complete ecosystem. Both are often built indoors to accommodate better temperature control.


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'''[https://smartgardenguide.com/what-is-wick-system-hydroponics/ Wick System]''': Consists of a water reservoir, a container to grow the plants in (often set on top of the water reservoir), and a wick, made of anything from felt to cotton to coconut coir. Moving water from the water reservoir to the plant by means of a wick. Similar to the way oil is drawn up the wick in a lamp, the water is moved close to a plant's roots for absorption.<br /><br />


'''[[w:Deep_water_culture|Deep Water Culture]]''': Consists of a water reservoir, containers with which the plants are suspended into the water and a way to keep them on the surface, and an air pump and air stone. The plants are suspended in such a way that the roots sit directly in the water. The air stone is put in the water under the plants to aerate the water to ensure that the plants don't suffocate or drown. This is one of the most common system setups.
[[File:Deep water culture.jpg|thumb|left|Deep water culture]]
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'''[[w:Nutrient_film_technique|Nutrient Film Technique]]''': Similar to Deep Water Culture and popular commercially. Consists of a water reservoir, a pump and a separate growing tray for the plants. The water is pumped from the tank to the tray which is sloped to cause the water to flow from one end to the other to water the plants. When the water reaches the other end, it flows back into the reservoir.
[[File:2009-03-07 Rix Dobbs' NFT hydro set-up.jpg|left|thumb|A home-built NFT hydroponic system]]
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'''[https://www.trees.com/gardening-and-landscaping/ebb-and-flow-hydroponics Flood and Drain]''': Consists of a water reservoir, a tray for the plants, and sometimes a water pump. The plants are not constantly exposed to water in this system, but at certain times per day, the roots are flooded for a certain period of time, then drained. This can be done manually by filling it by hand, or by pump, or even more advanced by attaching the pump to a timer.
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'''[https://www.trees.com/gardening-and-landscaping/hydroponic-drip-system Drip Systems]''': Consists of a water reservoir, a plant tray, and a pump with tubing to each plant. The pump pumps water from the reservoir through the tubing to drip into the individual plant containers. The water that seeps out of the bottom is collected in the tray and returned to the reservoir. This system is most common commercially as the set-up cost is a bit higher than many of the other models and requires a little more maintenance.
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'''[[w:Aeroponics|Aeroponics]]''': One of the most complex and high-tech system. Consists of a water reservoir (as always) with a watertight or near water tight lid into which the plants are attached, their roots hanging into the container below. The roots do not rest in water as with the Deep-Water Culture system, but a mister inside the system keeps the roots moist, watering them through this mist rather than from direct contact with the water.
[[File:Aeroponic-propagation-soft-tissue.jpg|thumb|left|Close-up of the first patented aeroponic plant support structure (1983). Its unrestricted support of the plant allows for normal growth in the air/moisture environment, and is still in use today.]]
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''How do aquaponics systems compare'': Aquaponics systems are very similar except for the fact that aquaponics includes fish in the cycle. This may cause problems in some of the systems such as drip systems as the system has to work around the solid fish waste. This can clog systems and disrupt the cycle, possibly causing overflow and flooding.


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Hydro/aquaponics are:
# Somewhat easy to set up
# Do not take much space
# Can be easily scalable to the size of the space that they are being grown in
# Can grow plants on racks stacked above each other, which means more plants per foot of space
# Can be built nearly anywhere including in the middle of big cities
# Are more easily controlled with fewer losses
# Are relatively inexpensive and accessible to all
# Can be a good way to grow organic food
# Can be a source of income


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''Aquaponics'': Does not require fertilizers, simple to set up, dual income from both the plant and the fish, minimized disease.


''Hydroponics'': Does not have to deal with fish health, can be stacked more easily for maximized floor space efficiency, less smell.


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A medium, in this case, is a non-soil substance in which the plants grow but receive no or minimum nutrients from. The purpose of this is to keep the plants in an upright position and to allow water and/or fish waste to become trapped around the plants roots for absorption. Examples of these are gravel, sand, coconut coir, wood chips, clay balls, or Perlite.


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Hydroponic and aquaponic systems both produce much higher yields in comparison to more common farming, such as large scale outdoor farming. These yields of hydro/aquaponics average from 10 to 12 times the yield of outdoor agriculture per acre, but have been cited to be up to 100 times per acre in some rare cases.


Hydroponics and aquaponics can be very similar as far as yields go, depending on the system, the lighting, the quality of water, the fertilizers, etc. An important note to remember is that fish waste is a highly nutritious and natural fertilizer and the size and quality of the plants grown in it are often much better than those grown in fertilized water.


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Hydroponics:
In many commercial growing settings, the plants do not have strong immune systems since they have not been exposed to the outdoor life which would harden them against diseases. This is in contrast to aquaponics which has a bit more exposure due to the fish and the bacteria associated with them. Many commercial hydroponic systems require a near sterile environment because of this. Diseases include powdery mildew, root rot, rust, botrytis, among many others.


Aquaponics: Some of the most common diseases for the plants include powdery mildew, tomato spotted wilt virus, and deficiencies such as iron and magnesium.


<gallery>
Powdery mildew 9.jpg|Powdery Mildew
Root rot in cicer arietinum (hydro-grown).jpg|Root Rot
Wheat leaf rust on wheat.jpg|Rust
Aardbei Lambada vruchtrot Botrytis cinerea.jpg|Botrytis
Tomato spotted wilt virus 5356805-PPT.png|Tomato Spotted Wilt Virus
Cinnamomum camphora mineral deficiency IMG 4395.JPG|Iron Deficiency
Frangula alnus with magnesium deficiency.jpg|Magnesium Deficiency
</gallery>


Powdery Mildew: Develops when standing water is allowed prolonged contact with the plant in areas other than its roots. Prevention involves avoiding allowing this water from pooling on or around the stems and leaves of the plants. Fungicides and other treatments are available that will help to curb this problem. Also, sprays that are high in potassium are highly suggested in the growing world for this.


Root Rot: Caused by bacteria around the roots that eat at them until the plant dies. If caught soon enough, remove the infected area and spray with fungicide.


Rust: Not rust as in oxidized iron. High humidity is the cause of this. Most often found under the leaves as red powdery spots. To prevent from spreading, spot treat with rust- prevention chemicals.


Botrytis: Fuzzy white areas on leaves. Caused by poor ventilation. Take off affected plant parts and create better air flow.


Tomato Spotted Wilt Virus: It looks just like the name suggests. There is not a treatment for it, so removing a plant that looks odd is key before it can spread. The produce will ripen oddly and the skin of the plant's fruit will develop odd welts. Not a good sign.
Deficiencies: In an aquaponics system, this may be caused because the fish may compete with the plants for a certain nutrient. Also, pH can cause damages as well. Taking water tests for serious growers and keeping the water moving and clean for less experienced growers will help to solve this problem.


Fish Diseases: Then there are fish diseases. Anything that affects the fish has the possibility to affect the plants. This may or may not be a transfer of diseases, but if the water gets toxic for the fish, it is probable that it is not be good for the plants either.
Insect Infestation: These can be a major cause of concern as the plants are inside, unexposed to a number of animals that would keep the plants free of the pests. In a hydroponics system, manually removing the insects or using insecticides are recommended. Since insecticides cannot be used in aquaponics, manually removing the insects is good, but removing the plant and letting it soak completely in the fish's water for a while will cause the insects to let go. A great source of food for the fish!


Treatment: One of the best treatments is prevention. More specific prevention from spreading. If a leaf looks odd, take it off. If a plant looks sickly, replace it. There may be reasons that the plant is not doing well, especially if the other plants are thriving. If all the plants are sickly, that is a sign that either the entire system is infected, or there is a deficiency. Of course, this is assuming that water and light, humidity, and the other basic elements of plant survival are adequate.


The simple answer to why you should never use chemicals in an aquaponics system is because using chemicals will affect the fish poorly.


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This completely depends on the type of system being built, as well as how intricate you plan to make it. Refer back to question 5 for more specifics. Here's a list of components you might need to set up your system:


Hydroponics:
<ol style="list-style-type:lower-alpha">
<li>A container for water</li>
<li>A tray for plants, possibly one that can be set over the water reservoir</li>
<li>A pump and tubing, depending on the system</li>
<li>PVC pipe and connectors or other material if stacking the plant trays</li>
<li>Electricity for plugging in equipment</li>
<li>Air pump and air stone, depending on the system</li>
<li>Plants</li>
<li>A fertilizer of some sort</li>
<li>Sun light and/or a grow light</li>
<li>For more advanced systems or systems with extremes in temperature, a thermostat</li>
</ol>


Aquaponics:
<ol style="list-style-type:lower-alpha">
<li>A container for water and fish</li>
<li>A tray for plants, possibly one that can be set over the water reservoir</li>
<li>A pump and tubing that won't get clogged easily, depending on the system</li>
<li>PVC pipe and connectors or other material if stacking the plant trays</li>
<li>Electricity for plugging in equipment</li>
<li>Air pump and air stone, depending on the system</li>
<li>Plants</li>
<li>Fish</li>
<li>Fish food</li>
<li>Sun light and/or a grow light</li>
<li>For more advanced systems or systems with extremes in temperature, a thermostat</li>
<li>Thermometer for the fish's water to monitor water temperature</li>
</ol>


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The purpose of this is to gain experience with hydro/aquaponics and get the participants used to the basic operation of a simple system. For a time crunch, growing herbs or even radishes, which take about 15 to 20 days till harvest, may be productive. Wheatgrass or alfalfa sprouts can be ready for harvest in just over a week or so. Growing other plants with a longer growth period, such as tomatoes or lettuce, would be advised if the full experience is desired.


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These can be difficult to find, but many local growers use hydroponic or aquaponic methods. If you can find an establishment that specializes in either hydroponics or aquaponics, definitely don't pass on the opportunity to check it out!
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Your best chances of finding an expert on the fish used in aquaponics would be to ask the operator of an aquaponic farm. Ask them who they consult. They themselves probably did some research and could tell you why the fish that they chose would make the best fit for an aquaponic farm.
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To do this, you need to either buy or grow produce that is hydroponically or aquaponically grown. You might consider doing this requirement while you complete Requirement 10! Once you have the produce in hand, compare it with produce that has not been grown in one of these manners. Most produce found at the supermarket will fall into this category. Can you tell a difference between the two?
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Hydroponics and aquaponics can be a huge benefit to communities all over the world. Not only can it get fresh, healthy, locally-grown food to people quickly and inexpensively, but it can also be adapted to a wide range of plants, needs, and geographic locations! Use what you've learned to show the benefits of these farming methods to the world!
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No matter how much adaption we make in the growing of crops, we can't forget that God is the giver of it! How many parallels can you come up with between hydro- or aquaponics and our spiritual journey with Christ? Share what you've learned!


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==References== 


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AY Honors/Wilderness Master Award

2021-11-30T23:18:26Z

Jomegat: AYHAB->AY

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[[File:Wilderness_Master.png|300px|center]]Seven honors from the following list.
{{Honor index
|cat1=AY Honors/Wilderness Master Award
|excat1=AY Honors/Regional
}}


[http://gcy.bigfoottech.com/Ministries/Pathfinders/Honors/tabid/85/agentType/View/PropertyID/390/Default.aspx Source]

==South Pacific Division Variation== 
Earn SEVEN (7) Wilderness honors
*Any of the Honors listed above
* [[Adventist Youth Honors Answer Book/Recreation/Camping Skills III|Camping Skills III]]
* [[Adventist Youth Honors Answer Book/Recreation/Map and Compass|Map & Compass (SPD version of Orienteering)]]


Doubling Up Rule


Some honours may be included in more than one Master Award. For example, the Shells Honour is part of the Naturalist Master and also the Zoology Master Award. The rationale is that a shell is part of nature and it is also an animal. If a Shell Honour has been used to earn a Naturalist Master Award, the same honour cannot be used to earn a Zoology Master Award. This 'Doubling Up' rule applies to all honours in such a situation.


[http://honours.adventistconnect.org/master Source]


[[Category:Adventist Youth Honors Answer Book/Master Awards|{{SUBPAGENAME}}]]
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Investiture Achievement/Friend/Spiritual Discovery

2021-11-13T03:36:24Z

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__NOTOC__
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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}}

===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
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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.
;[[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.


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
|}

</translate>

Investiture Achievement/Friend/Spiritual Discovery

2021-11-13T03:24:30Z

Jomegat: Embed video about Jonathan Edwards

__NOTOC__
<languages />
<translate>

{{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}}

===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.
;[[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}}
{{clear}}
;[[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.
;[[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.


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
|}

</translate>

Investiture Achievement/Companion/Outdoor Living

2021-10-31T15:33:18Z

Jomegat: AYHAB->AY

<languages /><br />
<noinclude><translate>
</noinclude>
__NOTOC__
{{IA desc
|class=Companion
|pagename=Companion/Outdoor Living
|stage=100%
}}
{{/requirement 1}}
{{IA/Effective Knot Teaching}}


There are many more than 20 knots listed in the {{honor_prerequisite|honor=Knot Tying|linkonly=true}} Honor answers, and the Companion candidate is free to tie any twenty of them.


Assuming that the Companion has already tied the ten knots listed under the [[../../Friend/Outdoor Living|Friend - Outdoor Living]] section, here are ten more.


# Constrictor knot - great for making a rope ladder
# Cat's Paw - good for tying onto a horizontal bar
# Timber Hitch - another good way to start a lashing.
# Pipe Hitch - good for lifting pipes (or poles) into the air (or lowering them)
# Fisherman's Bend - good for joining two ropes.
# Alpine Butterfly - good for climbing.
# Prusik - another climbing knot
# Double bowline - a bowline with two loops.
# Bowline on a Bight - a two-looped bowline tied in the middle of a rope
# Two Half Hitches - useful for tying to a pole


And here are the knots
{{:AY Honors/Knot/Constrictor}}
{{:AY Honors/Knot/Cat's paw}}
{{:AY Honors/Knot/Timber hitch}}
{{:AY Honors/Knot/Pipe hitch}}
{{:AY Honors/Knot/Fisherman's bend}}
{{:AY Honors/Knot/Alpine butterfly}}
{{:AY Honors/Knot/Prusik}}
{{:AY Honors/Knot/Double bowline}}
{{:AY Honors/Knot/Bowline on a bight}}
{{:AY Honors/Knot/Two_half_hitches}}
{{clear}}

== == 
{{/requirement 2}}


{{honor_prerequisite|honor=Camping Skills II}}

=Trail Companion [[File:Companion Ribbon.jpeg|150px]]= 
{{:Investiture Achievement/noadvanced}}
<noinclude></translate></noinclude>

Investiture Achievement/Friend/Outdoor Living

2021-10-30T18:00:19Z

Jomegat: AYHAB->AYH for knots.

__NOTOC__<languages />
<translate>

{{IA desc
|class=Friend
|pagename=Friend/Outdoor Living
|stage=100%
}}
{{/requirement 1}}
There are many more than 10 knots listed in the {{honor_prerequisite|honor=Knot Tying|linkonly=true}} Honor answers, and the Friend candidate is free to tie any ten of them. Below we present ten selected knots based on how easy they are to tie as well as how useful they are.


{{IA/Effective Knot Teaching}}


Here's the list:
#Figure Eight - A stopper knot that is easy to untie.
#Stevedore - A bigger stopper knot that is even easier to untie.
#Square - Useful in first aid, and widely known by many.
#Surgeon's - A variation on the square knot, but can be held tighter when tying.
#Sheet bend - An easy knot that is the first choice for joining two ropes.
#Double sheet bend - A more secure version of the sheet bend.
#Slipped sheet bend - An easily untied version of the sheet bend.
#Bowline - A very hand loop, useful in rescue situations.
#Clove hitch - The first knot used when lashing.
#Taut-line hitch - Very useful for anchoring a tent.


And here are the knots:
{{:AY Honors/Knot/Figure_8}}
{{:AY Honors/Knot/Stevedore's}}
{{:AY Honors/Knot/Square}}
{{:AY Honors/Knot/Surgeons}}
{{:AY Honors/Knot/Sheetbend}}
{{:AY Honors/Knot/Double sheet bend}}
{{:AY Honors/Knot/Slipped sheet bend}}
{{:AY Honors/Knot/Bowline}}
{{:AY Honors/Knot/Clove hitch}}
{{:AY Honors/Knot/Taut-line hitch}}

== == 
{{/requirement 2}}
{{honor_prerequisite|category=Recreation|honor=Camping Skills I}}

=Trail Friend [[File:Friend Ribbon.jpeg|150px]]= 
{{:Investiture Achievement/noadvanced}}
</translate>

Investiture Achievement/Explorer/Spiritual Discovery

2021-10-29T02:52:03Z

Jomegat: alphabetize, add continent for Hare

<languages /><br />
<noinclude><translate></noinclude>
__NOTOC__
{{IA desc
|class=Explorer
|pagename=Explorer/Spiritual Discovery
|stage=100%
}}
{{/requirement 1}}

===Main Entries=== 
A concordance is an alphabetic list of words that appear in the Bible, and where in the Bible each word listed can be found. An ''exhaustive'' concordance is an alphabetic list of ''every'' word (including "a", "the" etc. that appears in the Bible.


Knowing this, it is easy to figure out the basic use of a concordance. Simply look up the word you are interested in, and then see where it appears in the Bible. Most concordances will also supply a little context - that is, the phrase in which the word appears. This is very useful and will help you find a passage that relates to your research without having to look up the reference in the Bible.

===Dictionary Entries=== 
Some concordances also incorporate an original language dictionary, defining all of the words as they appear in the original manuscripts (in Hebrew, Aramaic, and Greek). Further, each entry in this dictionary is numbered, and the number appears in the main section of the concordance.


To understand how useful this is, consider the Greek words ''χρηστος'' (chrestos) and ''γενος'' (genos). The first word means, "generous, considerate, or kind" and the second means "type, category, or kind." Both appear under the word "kind" in the concordance but the dictionary number gives some extra valuable information to the Bible student.


If we were interested in the word "kind," as in "generous" rather than "kind" as in "type" it's easy to tell them apart by looking at the dictionary number. From Strong's we have this:


<font face="mono">
{|align="center"
|-
!Context ||
! Verse
! Dict. entry
|-
|the sea, and gathered of every ''k'' ||   
|align="center"| Mt 13:47
|align="center"| 1085
|-
|Howbeit, this ''k'' goeth not out but ||   
|align="center"| Mt 17:21
|align="center"| 1085
|-
|This ''k'' can come forth by nothing ||   
|align="center"| Mk 9:29
|align="center"| 1085
|-
|for he is ''k'' unto the unthankful ||   
|align="center"| Lk 6:35
|align="center"| 5543
|-
|}
</font>


In each case, ''k'' is substituted for ''kind'' to make the entries a little shorter.


It's easier to find the "generous kind" by looking in the number column than by reading the context of each verse. 5543 is ''χρηστος'' (chrestos) and 1085 is ''γενος'' (genos). We can quickly eliminate the "type kind" from our search and concentrate on the "generous kind." You can also easily see all the texts that use the same Greek, Hebrew or Aramaic word in the Bible, allowing an easy word study.

===Now use it!=== 
Now that you know how to use a concordance, select two topics and find them in a concordance. Here are some suggestions:
*Baptism (baptize, baptized)
*Faith (faithful, belief, believe, believed, believes)
*Salvation (saved, save, redeem, redeemed, redeems)
*Obedience (obey, obeys, obeyed, obedient)


Don't be limited by this list though. There are thousands upon thousands of things you might want to research.

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

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

== == 
{{/requirement 3}}

Explorers must read the Book of Acts, so encourage them to be looking for interesting stories as they read.


{{:Investiture Achievement/Role Playing}}


Suggested experiences from the book of acts include:
;{{Bible link|Acts 4:1-22}}: Religious leaders trying to stop the apostles from preaching in the streets.
;{{Bible link|Acts 9:36-43}}: Dorcas restored to life.
;{{Bible link|Acts 12:5-19}}: Peter freed from prison.
;{{Bible link|Acts 16:25-34}}: Paul and Silas in prison.
;{{Bible link|Acts 19:21-41}}: The Riot at Ephesus.
;{{Bible link|Acts 25:13-37}}, {{Bible link|Acts 26}}: Paul's defense before Felix and Agrippa.
;{{Bible link|Acts 27}}: The shipwreck.
;{{Bible link|Acts 28:1-10}}: Paul bitten by a viper.

== == 
{{/requirement 4a}}
Here are a few names to get you started.
*William Branson - Africa
*John Burden - Australia
*Alfred & Betty Cott - South America (Guyana, Brazil)
*O.E. Davis - North and South America (British Columbia, Guyana)
*Leo & Jessie Halliwell - South America (Brazil)
*Eric B. Hare - Asia (Burma, now called Myanmar)
*Harry Miller - Asia (China)
*Ferdinand & Ana Stahl - South America
*Norma Youngberg - Asia (Borneo)


You can read about many of these people on Wikipedia, or in the SDA Encyclopedia (part of the Bible Commentary series). There are many books written by or about missionaries and their experiences. Check your Adventist church or Adventist school library or an Adventist Book Center for books about missions in the stated time period.

== == 
{{/requirement 4b}}

Print this map out (or use one in the Explorer Journal). Then color the countries where the selected missionaries served. Use a different color for each missionary.


[[File:White World Map Blank.png|800px]]

== == 
{{/requirement 4c}}

You can use the map created in the previous section as a visual aid for this. Ideally, the presentation should be made to the other members of your Pathfinder club during the club's normal worship/devotional time. If your Explorer group is small, have each individual present a different missionary. If it's large, have them present in teams of two or three.


Another way to make the presentation is by performing a skit based on factual events during the missionary's service.

=Wilderness Explorer [[File:Explorer_Ribbon.jpeg|150px]]= 
{{/requirement 5}}
{{:Investiture Achievement/above}}
== ==
{{/requirement 6}}

==Study the Growth of Christianity in Acts== 
Recommend reading the linked chapters and portions of chapters, with particular attention to the verses reproduced here:


{{Bible link| Acts 2}}
{{Bible verse
|book=Acts
|chapter=2
|verse=40
|text=
With many other words he warned them; and he pleaded with them, “Save yourselves from this corrupt generation.” Those who accepted his message were baptized, and about three thousand were added to their number that day.
}}


{{Bible verse
|book=Acts
|chapter=2
|verse=46, 47
|text=
Every day they continued to meet together in the temple courts. They broke bread in their homes and ate together with glad and sincere hearts, praising God and enjoying the favor of all the people. And the Lord added to their number daily those who were being saved.
}}


{{Bible link| Acts 4}}


{{Bible verse
|book=Acts
|chapter=4
|verse=4, 36
|text=
But many who heard the message believed; so the number of men who believed grew to about five thousand.


Joseph, a Levite from Cyprus, whom the apostles called Barnabas (which means “son of encouragement”), 37 sold a field he owned and brought the money and put it at the apostles’ feet.
}}


{{Bible link| Acts 6:1-7}}
{{Bible verse
|book=Acts
|chapter=6
|verse=7
|text=
So the word of God spread. The number of disciples in Jerusalem increased rapidly, and a large number of priests became obedient to the faith.
}}


{{Bible link| Acts 9:31}}


{{Bible verse
|book=Acts
|chapter=9
|verse=31
|text=
Then the church throughout Judea, Galilee and Samaria enjoyed a time of peace and was strengthened. Living in the fear of the Lord and encouraged by the Holy Spirit, it increased in numbers.
}}


{{Bible link| Acts 10:34-38}}
{{Bible verse
|book=Acts
|chapter=10
|verse=34-38
|text=
Then Peter began to speak: “I now realize how true it is that God does not show favoritism 35 but accepts from every nation the one who fears him and does what is right. 36 You know the message God sent to the people of Israel, announcing the good news of peace through Jesus Christ, who is Lord of all.
}}


{{Bible link| Acts 11:19-24}}


{{Bible verse
|book=Acts
|chapter=11
|verse=19-24
|text=
Now those who had been scattered by the persecution that broke out when Stephen was killed traveled as far as Phoenicia, Cyprus and Antioch, spreading the word only among Jews. 20 Some of them, however, men from Cyprus and Cyrene, went to Antioch and began to speak to Greeks also, telling them the good news about the Lord Jesus. 21 The Lord’s hand was with them, and a great number of people believed and turned to the Lord.


22 News of this reached the church in Jerusalem, and they sent Barnabas to Antioch. 23 When he arrived and saw what the grace of God had done, he was glad and encouraged them all to remain true to the Lord with all their hearts. 24 He was a good man, full of the Holy Spirit and faith, and a great number of people were brought to the Lord.
}}


The later chapters of Acts recount Paul's missionary journeys and the founding of many churches in diverse areas of the Roman Empire.

==Compare Acts Church to the Missionary Expansion of the Seventh-day Adventist Church up to 1950== 


There are a number of parallels between the growth of the early Christian Church and the development of the the Seventh-day Adventist Church. These include:


1. While the Christian Church developed out of the Jewish faith as a logical extension of the older religion, the early Adventists initially came out of various established Christian churches. The Millerites were nearly all Christians already, as the earliest Christians were nearly all Jews (born or converts) already.


2. Many of the early Adventist ministers and leaders had served in other Christian churches before becoming Adventist Christians. Acts 6:7 tells us "a large number of priests became obedient to the faith."


3. Christians worshipped in Jewish synagogues and the temple until they either were forced out by Jews who rejected Jesus or chose to leave because they were unwelcome. Adventists worshiped within existing churches until they were disfellowshipped or otherwise made to feel unwelcome. For example, as a teenager Ellen G Harman (later White), her family and others were disfellowshipped from the Portland (Maine) Methodist Church for believing in the teachings of William Miller prior to 1844.


4. After a period of focus on Jews, the early Christians turned to evangelizing the Gentiles (those without a Jewish belief system). Adventists started within existing Christian groups but quite early on Adventists were sending missionaries to non-Christian lands.


5. Early Christians struggled with cross cultural issues {{Bible link| Acts 15}} as did Adventists as members joined from around the world.


6. Christians quickly spread out across the known world, deliberately sending missionaries to new regions. Acts mentions believers and churches from modern Spain, Ethiopia, Libya, Italy, Greece, up into Macedonia, Turkey, and even suggests Arabia. Outside the Bible there is a strong tradition that early Christianity spread even further. The disciple Thomas is credited with establishing churches as far away as Southern India. Adventists, from a base in New England, New York and Michigan quickly spread across North America while sending missionaries to the ends of the earth by 1950. Today Adventists can be found in nearly every country and territory in the world, and it is much easier to [http://www.infobarrel.com/Where_Seventh-day_Adventists_Are_Not note the exceptions], mainly very low population places (Falkland Islands, Tokelau), constant war zones (Afghanistan, Somalia) and a handful of places with tight control on religion (Saudi Arabia, North Korea, Bhutan). Even some of the places without an Adventist church have active missionaries working there, so the list continues to shrink.


7. Sacrificial giving was reported in Acts and in the Adventist Church. Barnabas sold a field he owned, and other Christians also sold real estate. Adventists followed the example of early Christians in this area too. For example, in 1850 [http://en.wikipedia.org/wiki/Hiram_Edson Hiram Edson] sold his Port Gibson, NY farm to help support the Sabbatarian movement, and sold a second farm two years later in Port Byron, NY so that James White could purchase a printing press in Rochester.


8. The experience of Hiram Edson immediately following the Great Disappointment is very similar to the experience of two disciples on their journey to Emmaus as recounted in {{Bible link|Luke 24:13-27}}.
{{bquote|


"We started, and while passing through a large field I was stopped about midway of the field. Heaven seemed opened to my view, and I saw distinctly and clearly that instead of our High Priest coming out of the Most Holy of the heavenly sanctuary to come to this earth on the tenth day of the seventh month, at the end of the 2300 days, He for the first time entered on that day the second apartment of that sanctuary; and that He had a work to perform in the Most Holy Place before coming to the earth."<ref>{{cite book | author = [[w:Francis D. Nichol|F. D. Nichol]] | title = The Midnight Cry | page = 458 }}</ref>}}
In both cases, God intervened to directly reveal what really happened when faithful people experienced incredible disappointment after having misinterpreted prophetic events.


If you can think of more comparisons, add them here by choosing the edit tab.

== == 
{{/requirement 7}}

===Abuse=== 
Substance abuse / [[Adventist Youth Honors Answer Book/Outreach/Temperance| temperance]] is a topic well covered within the Pathfinder program, so perhaps fulfilling this requirement should focus on other types of abuse. Adventist Church owned presses have started to put out some good material on dealing with relationship, physical and [http://www.adventistbookcenter.com/understanding-sexual-abuse.html sexual abuse], subjects too long ignored and suppressed in the the church.


Remember that the topic of abuse may hit very close to home for some Pathfinders, and it is important to treat the subject carefully.


This inexpensive little 48 page booklet [http://www.adventistbookcenter.com/understanding-sexual-abuse.html Understanding Sexual Abuse] should be a good conversation starter for a sensitive topic.

===TV and Movies=== 


What you fill your mind with is what you will become. Violent content, obscene language, and sexual content are not what a Christian should be watching. Violence and sex are parts of life (the Bible contains much violence for example) but glorifying violence and sex for our own entertainment was not God's plan for us. Pathfinders will quickly agree that violent content should be avoided, but is there a place for violence in film?


A wildly popular, but hugely controversial movie [http://www.youtube.com/watch?v=ySknA_zoKoQ The Passion of the Christ] by Mel Gibson would be worth talking about. (The link goes to the crucifixion scene - watch it with the group) Much of the dialog in the movie is direct Bible quotations, yet the violence shown in the film is far beyond the typical Hollywood shoot-em-up movie. While The Passion is controversial, it helps viewers understand how great a sacrifice Christ made for us.


Similarly, how would you tell the story of David and Goliath, Steven's stoning, or the plagues of Egypt without showing violence?


Obscene and sexual content is a much more clear cut no no. There is no reason for a Pathfinder, who is trying to keep a level eye, to watch dirty films or filth on TV.

===Reading=== 


Talk about what appropriate reading material for a Christian is. Questions to consider...


'''Does the message improve your walk with God? Should everything you read be measured against this test?
'''


While this sounds like a good test, it is impractical. How does reading your math book or the local newspaper improve your walk with God? This leads to a negative test;


'''Does reading this damage my mind or harm my walk with God?'''


With this test, you can now weed out what is harmful.


'''Should we stick to non-fiction or is there a place for reading fiction or even fantasy?'''


Some Pathfinders may jump to condemning fiction and fantasy works completely. Ellen White condemned fiction many times, but we need to understand how she ''defined'' fiction before we impose our modern understanding of the word on her negative statements. She used the term ''fiction'' to apply to works with the following characteristics:


*It is addictive.
*It may be sentimental, or sensational, erotic, profane, or trashy.
*It is escapist, causing the reader to revert to a dream world and to be less able to cope with the problems of everyday life.
*It unfits the mind for serious study, and devotional life.
*It is time consuming and valueless.
(''Pamphlet, Guide to the Teaching of Literature in Seventh-day Adventist Schools. Washington, D.C.: General Conference of Seventh-day Adventist, Department of Education, n.d., p, 7)''.


There are many examples of quality, yet fictional, stories that teach lessons and make for worthwhile reading:


*[http://amzn.to/YPIw5D C.S.Lewis] wrote some epic spiritually uplifting fantasy including the Chronicles of Narnia series.


*Ellen White herself recommended reading ''[http://amzn.to/X43voS Pilgrim's Progress]'' an allegorical work, in ''[http://amzn.to/YNolXd Great Controversy]''(p. 252)


*Jesus used fiction/fantasy frequently, including this obvious example of an allegory {{Bible link| Luke 16:19-31}}


*Can you name some more examples?


An excellent article addressing [http://www.andrews.edu/~tidwell/407egw.htm Should SDAs (or other conservative Christians) read fiction?]


Remember that reading includes not just books and magazines today since many Pathfinders will do most of their reading on the Internet.

===Other Resources=== 


Check the [http://www.adventistreview.org/ Adventist Review/Adventist World] for articles to use as conversation starters.

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

Investiture Achievement/Explorer/Spiritual Discovery

2021-10-29T02:49:39Z

Jomegat:

<languages /><br />
<noinclude><translate></noinclude>
__NOTOC__
{{IA desc
|class=Explorer
|pagename=Explorer/Spiritual Discovery
|stage=100%
}}
{{/requirement 1}}

===Main Entries=== 
A concordance is an alphabetic list of words that appear in the Bible, and where in the Bible each word listed can be found. An ''exhaustive'' concordance is an alphabetic list of ''every'' word (including "a", "the" etc. that appears in the Bible.


Knowing this, it is easy to figure out the basic use of a concordance. Simply look up the word you are interested in, and then see where it appears in the Bible. Most concordances will also supply a little context - that is, the phrase in which the word appears. This is very useful and will help you find a passage that relates to your research without having to look up the reference in the Bible.

===Dictionary Entries=== 
Some concordances also incorporate an original language dictionary, defining all of the words as they appear in the original manuscripts (in Hebrew, Aramaic, and Greek). Further, each entry in this dictionary is numbered, and the number appears in the main section of the concordance.


To understand how useful this is, consider the Greek words ''χρηστος'' (chrestos) and ''γενος'' (genos). The first word means, "generous, considerate, or kind" and the second means "type, category, or kind." Both appear under the word "kind" in the concordance but the dictionary number gives some extra valuable information to the Bible student.


If we were interested in the word "kind," as in "generous" rather than "kind" as in "type" it's easy to tell them apart by looking at the dictionary number. From Strong's we have this:


<font face="mono">
{|align="center"
|-
!Context ||
! Verse
! Dict. entry
|-
|the sea, and gathered of every ''k'' ||   
|align="center"| Mt 13:47
|align="center"| 1085
|-
|Howbeit, this ''k'' goeth not out but ||   
|align="center"| Mt 17:21
|align="center"| 1085
|-
|This ''k'' can come forth by nothing ||   
|align="center"| Mk 9:29
|align="center"| 1085
|-
|for he is ''k'' unto the unthankful ||   
|align="center"| Lk 6:35
|align="center"| 5543
|-
|}
</font>


In each case, ''k'' is substituted for ''kind'' to make the entries a little shorter.


It's easier to find the "generous kind" by looking in the number column than by reading the context of each verse. 5543 is ''χρηστος'' (chrestos) and 1085 is ''γενος'' (genos). We can quickly eliminate the "type kind" from our search and concentrate on the "generous kind." You can also easily see all the texts that use the same Greek, Hebrew or Aramaic word in the Bible, allowing an easy word study.

===Now use it!=== 
Now that you know how to use a concordance, select two topics and find them in a concordance. Here are some suggestions:
*Baptism (baptize, baptized)
*Faith (faithful, belief, believe, believed, believes)
*Salvation (saved, save, redeem, redeemed, redeems)
*Obedience (obey, obeys, obeyed, obedient)


Don't be limited by this list though. There are thousands upon thousands of things you might want to research.

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

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

== == 
{{/requirement 3}}

Explorers must read the Book of Acts, so encourage them to be looking for interesting stories as they read.


{{:Investiture Achievement/Role Playing}}


Suggested experiences from the book of acts include:
;{{Bible link|Acts 4:1-22}}: Religious leaders trying to stop the apostles from preaching in the streets.
;{{Bible link|Acts 9:36-43}}: Dorcas restored to life.
;{{Bible link|Acts 12:5-19}}: Peter freed from prison.
;{{Bible link|Acts 16:25-34}}: Paul and Silas in prison.
;{{Bible link|Acts 19:21-41}}: The Riot at Ephesus.
;{{Bible link|Acts 25:13-37}}, {{Bible link|Acts 26}}: Paul's defense before Felix and Agrippa.
;{{Bible link|Acts 27}}: The shipwreck.
;{{Bible link|Acts 28:1-10}}: Paul bitten by a viper.

== == 
{{/requirement 4a}}
Here are a few names to get you started.
*Eric B. Hare - Burma (now Myanmar)
*William Branson - Africa
*John Burden - Australia
*Alfred & Betty Cott - South America (Guyana, Brazil)
*O.E. Davis - North and South America (British Columbia, Guyana)
*Leo & Jessie Halliwell - South America (Brazil)
*Harry Miller - Asia (China)
*Ferdinand & Ana Stahl - South America
*Norma Youngberg - Asia (Borneo)


You can read about many of these people on Wikipedia, or in the SDA Encyclopedia (part of the Bible Commentary series). There are many books written by or about missionaries and their experiences. Check your Adventist church or Adventist school library or an Adventist Book Center for books about missions in the stated time period.

== == 
{{/requirement 4b}}

Print this map out (or use one in the Explorer Journal). Then color the countries where the selected missionaries served. Use a different color for each missionary.


[[File:White World Map Blank.png|800px]]

== == 
{{/requirement 4c}}

You can use the map created in the previous section as a visual aid for this. Ideally, the presentation should be made to the other members of your Pathfinder club during the club's normal worship/devotional time. If your Explorer group is small, have each individual present a different missionary. If it's large, have them present in teams of two or three.


Another way to make the presentation is by performing a skit based on factual events during the missionary's service.

=Wilderness Explorer [[File:Explorer_Ribbon.jpeg|150px]]= 
{{/requirement 5}}
{{:Investiture Achievement/above}}
== ==
{{/requirement 6}}

==Study the Growth of Christianity in Acts== 
Recommend reading the linked chapters and portions of chapters, with particular attention to the verses reproduced here:


{{Bible link| Acts 2}}
{{Bible verse
|book=Acts
|chapter=2
|verse=40
|text=
With many other words he warned them; and he pleaded with them, “Save yourselves from this corrupt generation.” Those who accepted his message were baptized, and about three thousand were added to their number that day.
}}


{{Bible verse
|book=Acts
|chapter=2
|verse=46, 47
|text=
Every day they continued to meet together in the temple courts. They broke bread in their homes and ate together with glad and sincere hearts, praising God and enjoying the favor of all the people. And the Lord added to their number daily those who were being saved.
}}


{{Bible link| Acts 4}}


{{Bible verse
|book=Acts
|chapter=4
|verse=4, 36
|text=
But many who heard the message believed; so the number of men who believed grew to about five thousand.


Joseph, a Levite from Cyprus, whom the apostles called Barnabas (which means “son of encouragement”), 37 sold a field he owned and brought the money and put it at the apostles’ feet.
}}


{{Bible link| Acts 6:1-7}}
{{Bible verse
|book=Acts
|chapter=6
|verse=7
|text=
So the word of God spread. The number of disciples in Jerusalem increased rapidly, and a large number of priests became obedient to the faith.
}}


{{Bible link| Acts 9:31}}


{{Bible verse
|book=Acts
|chapter=9
|verse=31
|text=
Then the church throughout Judea, Galilee and Samaria enjoyed a time of peace and was strengthened. Living in the fear of the Lord and encouraged by the Holy Spirit, it increased in numbers.
}}


{{Bible link| Acts 10:34-38}}
{{Bible verse
|book=Acts
|chapter=10
|verse=34-38
|text=
Then Peter began to speak: “I now realize how true it is that God does not show favoritism 35 but accepts from every nation the one who fears him and does what is right. 36 You know the message God sent to the people of Israel, announcing the good news of peace through Jesus Christ, who is Lord of all.
}}


{{Bible link| Acts 11:19-24}}


{{Bible verse
|book=Acts
|chapter=11
|verse=19-24
|text=
Now those who had been scattered by the persecution that broke out when Stephen was killed traveled as far as Phoenicia, Cyprus and Antioch, spreading the word only among Jews. 20 Some of them, however, men from Cyprus and Cyrene, went to Antioch and began to speak to Greeks also, telling them the good news about the Lord Jesus. 21 The Lord’s hand was with them, and a great number of people believed and turned to the Lord.


22 News of this reached the church in Jerusalem, and they sent Barnabas to Antioch. 23 When he arrived and saw what the grace of God had done, he was glad and encouraged them all to remain true to the Lord with all their hearts. 24 He was a good man, full of the Holy Spirit and faith, and a great number of people were brought to the Lord.
}}


The later chapters of Acts recount Paul's missionary journeys and the founding of many churches in diverse areas of the Roman Empire.

==Compare Acts Church to the Missionary Expansion of the Seventh-day Adventist Church up to 1950== 


There are a number of parallels between the growth of the early Christian Church and the development of the the Seventh-day Adventist Church. These include:


1. While the Christian Church developed out of the Jewish faith as a logical extension of the older religion, the early Adventists initially came out of various established Christian churches. The Millerites were nearly all Christians already, as the earliest Christians were nearly all Jews (born or converts) already.


2. Many of the early Adventist ministers and leaders had served in other Christian churches before becoming Adventist Christians. Acts 6:7 tells us "a large number of priests became obedient to the faith."


3. Christians worshipped in Jewish synagogues and the temple until they either were forced out by Jews who rejected Jesus or chose to leave because they were unwelcome. Adventists worshiped within existing churches until they were disfellowshipped or otherwise made to feel unwelcome. For example, as a teenager Ellen G Harman (later White), her family and others were disfellowshipped from the Portland (Maine) Methodist Church for believing in the teachings of William Miller prior to 1844.


4. After a period of focus on Jews, the early Christians turned to evangelizing the Gentiles (those without a Jewish belief system). Adventists started within existing Christian groups but quite early on Adventists were sending missionaries to non-Christian lands.


5. Early Christians struggled with cross cultural issues {{Bible link| Acts 15}} as did Adventists as members joined from around the world.


6. Christians quickly spread out across the known world, deliberately sending missionaries to new regions. Acts mentions believers and churches from modern Spain, Ethiopia, Libya, Italy, Greece, up into Macedonia, Turkey, and even suggests Arabia. Outside the Bible there is a strong tradition that early Christianity spread even further. The disciple Thomas is credited with establishing churches as far away as Southern India. Adventists, from a base in New England, New York and Michigan quickly spread across North America while sending missionaries to the ends of the earth by 1950. Today Adventists can be found in nearly every country and territory in the world, and it is much easier to [http://www.infobarrel.com/Where_Seventh-day_Adventists_Are_Not note the exceptions], mainly very low population places (Falkland Islands, Tokelau), constant war zones (Afghanistan, Somalia) and a handful of places with tight control on religion (Saudi Arabia, North Korea, Bhutan). Even some of the places without an Adventist church have active missionaries working there, so the list continues to shrink.


7. Sacrificial giving was reported in Acts and in the Adventist Church. Barnabas sold a field he owned, and other Christians also sold real estate. Adventists followed the example of early Christians in this area too. For example, in 1850 [http://en.wikipedia.org/wiki/Hiram_Edson Hiram Edson] sold his Port Gibson, NY farm to help support the Sabbatarian movement, and sold a second farm two years later in Port Byron, NY so that James White could purchase a printing press in Rochester.


8. The experience of Hiram Edson immediately following the Great Disappointment is very similar to the experience of two disciples on their journey to Emmaus as recounted in {{Bible link|Luke 24:13-27}}.
{{bquote|


"We started, and while passing through a large field I was stopped about midway of the field. Heaven seemed opened to my view, and I saw distinctly and clearly that instead of our High Priest coming out of the Most Holy of the heavenly sanctuary to come to this earth on the tenth day of the seventh month, at the end of the 2300 days, He for the first time entered on that day the second apartment of that sanctuary; and that He had a work to perform in the Most Holy Place before coming to the earth."<ref>{{cite book | author = [[w:Francis D. Nichol|F. D. Nichol]] | title = The Midnight Cry | page = 458 }}</ref>}}
In both cases, God intervened to directly reveal what really happened when faithful people experienced incredible disappointment after having misinterpreted prophetic events.


If you can think of more comparisons, add them here by choosing the edit tab.

== == 
{{/requirement 7}}

===Abuse=== 
Substance abuse / [[Adventist Youth Honors Answer Book/Outreach/Temperance| temperance]] is a topic well covered within the Pathfinder program, so perhaps fulfilling this requirement should focus on other types of abuse. Adventist Church owned presses have started to put out some good material on dealing with relationship, physical and [http://www.adventistbookcenter.com/understanding-sexual-abuse.html sexual abuse], subjects too long ignored and suppressed in the the church.


Remember that the topic of abuse may hit very close to home for some Pathfinders, and it is important to treat the subject carefully.


This inexpensive little 48 page booklet [http://www.adventistbookcenter.com/understanding-sexual-abuse.html Understanding Sexual Abuse] should be a good conversation starter for a sensitive topic.

===TV and Movies=== 


What you fill your mind with is what you will become. Violent content, obscene language, and sexual content are not what a Christian should be watching. Violence and sex are parts of life (the Bible contains much violence for example) but glorifying violence and sex for our own entertainment was not God's plan for us. Pathfinders will quickly agree that violent content should be avoided, but is there a place for violence in film?


A wildly popular, but hugely controversial movie [http://www.youtube.com/watch?v=ySknA_zoKoQ The Passion of the Christ] by Mel Gibson would be worth talking about. (The link goes to the crucifixion scene - watch it with the group) Much of the dialog in the movie is direct Bible quotations, yet the violence shown in the film is far beyond the typical Hollywood shoot-em-up movie. While The Passion is controversial, it helps viewers understand how great a sacrifice Christ made for us.


Similarly, how would you tell the story of David and Goliath, Steven's stoning, or the plagues of Egypt without showing violence?


Obscene and sexual content is a much more clear cut no no. There is no reason for a Pathfinder, who is trying to keep a level eye, to watch dirty films or filth on TV.

===Reading=== 


Talk about what appropriate reading material for a Christian is. Questions to consider...


'''Does the message improve your walk with God? Should everything you read be measured against this test?
'''


While this sounds like a good test, it is impractical. How does reading your math book or the local newspaper improve your walk with God? This leads to a negative test;


'''Does reading this damage my mind or harm my walk with God?'''


With this test, you can now weed out what is harmful.


'''Should we stick to non-fiction or is there a place for reading fiction or even fantasy?'''


Some Pathfinders may jump to condemning fiction and fantasy works completely. Ellen White condemned fiction many times, but we need to understand how she ''defined'' fiction before we impose our modern understanding of the word on her negative statements. She used the term ''fiction'' to apply to works with the following characteristics:


*It is addictive.
*It may be sentimental, or sensational, erotic, profane, or trashy.
*It is escapist, causing the reader to revert to a dream world and to be less able to cope with the problems of everyday life.
*It unfits the mind for serious study, and devotional life.
*It is time consuming and valueless.
(''Pamphlet, Guide to the Teaching of Literature in Seventh-day Adventist Schools. Washington, D.C.: General Conference of Seventh-day Adventist, Department of Education, n.d., p, 7)''.


There are many examples of quality, yet fictional, stories that teach lessons and make for worthwhile reading:


*[http://amzn.to/YPIw5D C.S.Lewis] wrote some epic spiritually uplifting fantasy including the Chronicles of Narnia series.


*Ellen White herself recommended reading ''[http://amzn.to/X43voS Pilgrim's Progress]'' an allegorical work, in ''[http://amzn.to/YNolXd Great Controversy]''(p. 252)


*Jesus used fiction/fantasy frequently, including this obvious example of an allegory {{Bible link| Luke 16:19-31}}


*Can you name some more examples?


An excellent article addressing [http://www.andrews.edu/~tidwell/407egw.htm Should SDAs (or other conservative Christians) read fiction?]


Remember that reading includes not just books and magazines today since many Pathfinders will do most of their reading on the Internet.

===Other Resources=== 


Check the [http://www.adventistreview.org/ Adventist Review/Adventist World] for articles to use as conversation starters.

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

AY Honors/African American Adventist Heritage in the NAD/Answer Key

2021-10-27T01:46:57Z

Jomegat:

{{HonorSubpage}}
<section begin="Body" />

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



A Millerite preacher, of interest to Seventh-day Adventists because his name is occasionally mentioned as one who in 1842 and 1844 had visions relating to the Adventist (Millerite) movement. He was described as a tall, light-skinned Black man, an eloquent speaker. He lived in New England and as a young man in 1835 gave his heart to Christ. Sometime thereafter he became a member of the Freewill Baptist Church. However, in 1842 he was preparing to take holy orders as an Episcopal minister. It was at this time that he had two visions relating to the near advent of Christ and to last-day events. Prior to this, while deeply religious, he had been, by his own testimony, “opposed to the doctrine of Jesus’ near approach,” but after the visions he joined the Millerites in heralding the message of the expectation of Christ’s coming.


The account of two initial visions of William Foy, together with a brief sketch of his Christian experience, was published in 1845 in pamphlet form in Portland, Maine. The first occurred Jan. 18, 1842, while he was attending a prayer service in Boston on Southark Street. According to eyewitnesses he was in vision two and a half hours. The pamphlet includes the statement of a physician who examined him during a vision and testified that he could find no appearance of life “except around the heart.” As Foy declared: “My breath left me.”


In the first vision, Foy saw the reward of the faithful and the punishment of sinners. Although he felt it his duty to tell what he had seen, he made the excuse that he had not been instructed to relate it. Finding no peace of mind, he had a description of the vision printed, but it was a “very imperfect sketch.” In a second vision, on Feb. 4, 1842, in which he saw multitudes of those who had not died and those who had been raised from the dead being assembled to receive their reward, he heard the instruction that he was to reveal what he had seen and to warn his fellow creatures to flee from the wrath to come.


Foy’s unwillingness to relate to others what he had seen stemmed not only from the prejudice of the Millerites against any who claimed to have divine revelations but also, he said, from “the prejudice among the people against those of my color.” He questioned in his mind, “Why should these things be given to me, to bear to the world?”


On Feb. 6, 1842, the pastor of the Bloomfield Street church in Boston called upon Foy to relate the visions in his house of worship. He consented reluctantly, and the next afternoon he faced a large congregation. As he began to speak, his fear left him, and he related with great freedom the things he had seen.


After this he traveled for three months delivering his messages to crowded houses of many denominations. When speaking, he wore the robes of the Episcopal clergy. As he graphically described the heavenly world, the New Jerusalem, and the compassionate love of Christ, and exhorted the unconverted to seek God, many responded to his entreaties. However, because his family needed support, Foy, after three months, retired from public work to labor with his hands. Three months later, feeling impelled to deliver his message, he again took up his public ministry, expecting soon to see his Saviour.


Ellen Harmon heard Foy speak in Beethoven Hall in her home city, Portland, Maine, when she was but a girl. According to J. N. Loughborough, Foy had a third vision near the time of the expectation in 1844 in which he saw three platforms, which he could not understand in the light of his belief in the imminent coming of Christ. In perplexity he ceased public work.


Some have questioned the genuineness of William Foy’s experience, but others have felt that the “visions bore clear evidence of being the genuine manifestations of the Spirit of God” (Loughborough, The Great Second Advent Movement, p. 146). Ellen White in a 1912 interview (EGW Document File 231) reported that she had talked with him once when he was present in a meeting in which she was relating her own early visions, and that he had said that her account was just what he had seen. She apparently regarded his experience as genuine.


The Seventh-day Adventist Encyclopedia. Review and Herald Publishing Association, 2002


William Ellis Foy, a Baptist training for the ministry in Boston, was an eloquent speaker with an impressive command of the language. He was arguably the most controversial of Black Millerite preachers because he received visions during the two years just preceding the Great Disappointment.


We know that Foy hesitated to relate what he had seen, as had others, including Ellen White. In addition to the ridicule that one would experience just for being a Millerite, he no doubt felt he would suffer additionally because of being a Black man during that time.


Information about Foy was scant or confusing until the book The Unknown Prophet was written by Delbert Baker. Now we know that he joined other Black preachers of that period in successfully communicating the Advent message to both Black and White audiences." His visions bore the stamp of divine origin.


William Foy's grave (spelled Foye on the tombstone) is located at the very back of the Birch Tree cemetery in East Sullivan, Maine. His stone reads:


Rev. William E. Foye
Died in Plantation No. 7
Nov. 9, 1893
Age 74 years


Info from www.WhiteEstate.org:


William E. Foy, a member of the Freewill Baptist Church, who was preparing for the ministry, was given two visions in Boston in 1842—one on January 18 and the other on February 4. In the first of these revelations, Foy viewed the glorious reward of the faithful and the punishment of sinners. Not being instructed to relate to others what was shown him, he told no one of his vision; but he had no peace of mind. In the second revelation he witnessed the multitudes of earth arraigned before heaven's bar of judgment; a “mighty angel” with silver trumpet in hand about to descend to earth by “three steps;” the books of record in heaven; the coming of Christ and the reward of the faithful. He was bidden, “Thou must reveal those things which thou hast seen, and also warn thy fellow creatures to flee from the wrath to come.”—The Christian Experience of Wm. E. Foy, Together With the Two Visions He Received (1845).


Two days after this revelation he was requested by the pastor of the Bloomfield Street church in Boston to relate the visions.
Although he was a fluent speaker, he reluctantly complied, fearing that the general prejudice against visions, and the fact that he was a mulatto, would make his work difficult. The “large congregation assembled” was spellbound, and with this initial encouragement, Foy traveled three months, delivering his message to “crowded houses.” Then to secure means to support his family, he left public work for a time, but, finding “no rest day nor night,” he took it up again. Ellen Harmon, when but a girl, heard him speak at Beethoven Hall in Portland, Maine. (Interview of D. E. Robinson with Mrs. E. G. White, 1912. White Publications, D.F. 231.)


Near the time of the expectation in 1844, according to J. N. Loughborough, Foy was given a third vision in which were presented three platforms, which he could not understand in the light of his belief in the imminent coming of Christ, and he ceased public work. (The Great Second Advent Movement, pages 146, 147.)


It so happened that a short time after this, Foy was present at a meeting in which Ellen Harmon related her first visions. She did not know that he was present until he interrupted with a shout, and exclaimed that it was just what he had seen. (D.F. 231.) Foy did not live long after this.


Delbert W Baker wrote [http://amzn.to/UZzfvp The Unknown Prophet], the story of William Foy (160 pages, Review and Herald).


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William Ellis Foy - He was a preacher in the Millerite movement, plus God called him to be a prophet, but knowing the prejudice against his race, he was afraid and God had to call someone else. See requirement #1 answer.


Charles Bowles - He was a Millerite preacher in Massachusetts, Rhode Island, and Vermont.


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A good resource on [http://bethel34.adventistchurchconnect.org/article/38/ministries/adventist-youth/black-seventh-day-adventist-history-1830-1930 Black Adventist History]


In 1843 [http://en.wikipedia.org/wiki/Sojourner_Truth '''Sojourner Truth'''] (formerly Isabella Van Wagener) visited at least two Millerite camp meetings. She accepts the Advent teachings. It is believed she was baptized by Uriah Smith in Battle Creek. She dies around 86 years of age and is buried in the Oak Hill Cemetery, in Battle Creek, close to the grave of Ellen G. White and other Adventist pioneers.


In 1833 [http://en.wikipedia.org/wiki/Frederick_Douglass '''Frederick Douglass'''] witnessed the falling of the stars. Douglass writes his account in his book My Bondage and My Freedom. His daughter, Rosetta Douglass Sprague, later becomes a Seventh-day Adventist and was active in an early black Washington DC congregation.


[http://en.m.wikipedia.org/wiki/William_Still '''William Still'''] is often called "The Father of the Underground Railroad". 1841 A black preacher and businessman, accepted the Millerite teachings in 1841 and later experienced the Great Disappointment.


Still helped as many as 800 slaves escape to freedom. He interviewed each person and kept careful records, including a brief biography and the destination for each, along with any alias adopted. He kept his records carefully hidden but knew the accounts would be critical in aiding the future reunion of family members who became separated under slavery, which he had learned when he aided his own brother Peter, whom he had previously never met before but identified when he was interviewing Peter in his office and heard stories matching those his mother told him.


Still worked with other Underground Railroad agents operating in the South and in many counties in southern Pennsylvania. His network to freedom also included agents in New Jersey, New York, New England and Canada. Conductor Harriet Tubman traveled through his office with fellow passengers on several occasions during the 1850s and Still forged a connection with the family of John Brown.


After the Civil War, Still published an account of the Underground Railroad, The Underground Railroad Records (1872), based on the secret notes he had kept in diaries during those years. His book has been integral to the history of these years, as he carefully recorded many details of the workings of the Underground Railroad. It went through three editions and in 1876 was displayed at the Philadelphia Centennial Exhibition.[5][9] (It is available as a free e-text on Project Gutenberg.)


NOTE: We still need better details. Follow the links to the Wikipedia articles and search the net to learn more.


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[[File:CM_Kinny.jpg]]
We suggest reading this [https://arklasdahistory.org/charles-m-kinny/ short article about Kinny].
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Charles Kinney was born a slave in Richmond, VA in 1855. (A Star Gives Light - The Seventh-day Adventist African-American Heritage Teacher's Resource Guide.1989. p23) We don't know how he became educated, but by his early 20's he was a clear effective writer and meticulous recordkeeper.


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At about age 11, Charles Kinny moved westward to Reno, NV with a band of freed slaves after the end of the Civil War.


From 1883 to 1885 he was sponsored to Healdsburg (now Pacific Union College) Ellen White was also living during his time there and Kinny must have heard her preach often. He was then sent to Kansas and St. Louis, Missouri. He transferred to Louisville, Kentucky in 1889.


Kinny traveled extensively, usually alone, working for the Church. Attached directly to the General Conference, he would write weekly to the headquarters reporting on his work and movements. Much of what Adventist learned about work in the South cames from his Review and Herald articles.


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Kinney was won to the Adventist faith through the preaching of J. N. Loughborough and E. G. White in Reno, NV. He was one of 7 founding members of the Reno Church, and quickly distinguished himself as head of the tract society for the state. The church sent him to PUC where he received a college education.


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Charles Kinney becomes first black, ordained SDA minister in 1889. He was one of the major pioneers in the black work, founding at least 6 churches: Edgefield, Louisville, Bowling Green, New Orleans, Nashville, and Birmingham. Charles also was the first to call for Black Conferences. Ibid p25 26 While the source says he founded Edgefield, another source says he worked there about 7 years later.


As the only black Adventist minister in the United States for many years, Kinny was tasked with shaping how ministry to blacks was performed.


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To give African American believers a church home to worship in with members of their cultural group.


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1886 The first black SDA congregation was formed in Edgefield Junction (Madison), Tennessee


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Edson White, Ellen and James White's son, built the Morning Star, a steamship, in 1894 to carry the gospel to African-Americans. In order for them to read the Bible Edson had to teach them to read. This got him in trouble with white Southerners, so he had to flee many times. Ellen White was the one who encouraged Edson in this endeavor.


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The Morning Star was used to educate and bring the gospel to African-Americans along the Mississippi and Tennessee Rivers. Especially at Memphis and Vicksburg. They started churches and schools for African- Americans in the South including 40 schools in Vicksburg. They also started the Southern Missionary Society in Yazoo City.


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Edson White (son of James and Ellen White) and Will Palmer headed the endeavor. Finis Parker, a black teenager, was the pilot. Alonzo Parker, a black preacher, also assisted.
''A Star Gives Light, Teachers' resource Guide. Publ. by the Southern Union Conference Office of Education, 1989. p27-29''


The use of black crew, who slept on the same boat and ate with the white missionaries, was very controversial.


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We suggest checking this book:


Mission to Black America; the true story of Edson White and the riverboat Morning Star,
Author: Ronald D Graybill
Publisher: Mountain View, Calif., Pacific Press Pub. Association [1971]


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1. The Gospel Herald was begun by Edson White (Ellen White's son) at Yazoo City, Mississippi. It is designed to be an evangelistic journal for Black people.


2. Message was the successor of the Gospel Herald, and thus it was Edson White's brain-child, but it didn't get off the ground until 1934. Its first editor was R. B. Thurber. "[http://amzn.to/Xvr2hZ A Star Gives Light]," p118


A more detailed history by Delbert W. Baker, (Ph.D., former editor of MESSAGE, current vice president of General Conference of Seventh-day Adventists) can be found here on the [http://www.messagemagazine.org/index.php/about-us/100-years-and-counting Message website].


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[http://www.messagemagazine.org/index.php/about-us/100-years-and-counting Message] Follow link to the Message website for a brief history.


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1901 First black SDA camp meeting, Edgefield Junction, Tennessee


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Many people who became important African-American Adventist leaders were at this camp meeting. The editors of this answer key have not yet found a source of information to fully answer this question. If, while doing the honor, you can find something please add it here.


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[[Image:Oakwood University logo.png|200px|left]] Oakwood University was founded in 1896 as Oakwood Industrial School in Huntsville Alabama. Legend has it that the school was named for a stand of oak trees found on the campus.


The school first opened in 1896 with 16 students. Classes were offered in various trades and skills. In 1904, the name was changed to Oakwood Manual Training School, and it was chartered to grant degrees in 1907. In 1917, the school offered its first instruction at the postsecondary level, and in that same year it changed its name to Oakwood Junior College. In 1944, the name Oakwood College was adopted. The first bachelor’s degrees were awarded in 1945. Oakwood College received its initial accreditation from SACS in 1958, and in 2007, the college received approval to award graduate degrees. In response to this higher accreditation, the school's Board of Trustees and constituents voted to change the name of the institution again to Oakwood University of Seventh-day Adventists.


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In 1896 a 360-acre plot in Huntsville, Alabama, came to the attention of the General Conference. An envoy of three men was sent to survey the land: O.A. Olsen, president of the General Conference; G.A. Irwin, director of the Southern District; and Harmon Lindsay, veteran church worker and former General Conference employee. Ellen G. White advised church leaders that God had revealed to her this was to be the spot for the school where African American Seventh-day Adventists would be educated and trained until the end of time. So the General Conference purchased the old Beasley Estate in 1896. The place was called Oakwood because of the 65 oaks that towered over the land.
http://spectrummagazine.org/blog/2011/02/08/how-oakwood-became-mecca-black-adventism


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360 acres. Additional land has been acquired since then.


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Born in Gitano, Mississippi, on March 4, 1874, Knight early developed an iron will and steel resolve that would characterize her life. She found educational opportunities for black children almost non-existent. On Sundays she would play with some white children, listening to them read and spell. With no paper or pencil available she practiced writing by scratching in the dirt with a stick.


Anna Knight is one of the most influential individuals in the history of Oakwood. Anna Knight was a fixture at Oakwood for nearly a half a century, beloved and respected, until her death on June 3, 1972. A building housing the elementary school at Oakwood was named Anna Knight Hall, but burned down in 1990.


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In 1898 Anna Knight completed a nursing education studying under Dr. John Harvey Kellogg at Battle Creek College (forerunner to Andrews University). She started her first school near Gitano, MS with Dr Kelloggs help.


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Education. She also was the first black female missionary to India.


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Knight sailed to Calcutta, India to do missionary work, becoming the second black Adventist (of either gender) sent by the Seventh-day Adventist Church on foreign missions. She is also reported to be the first black woman missionary of any denomination to India.


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Eva G. Strother (1906–1992) invested by John Hancock {{ref|Pathfinders_Strong}}


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Madison County, Alabama in 1906


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Adventist Youth Ministry was her life's work.


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Frank L. Peterson became GC Vice-President in 1962 and served until retirement in 1966.


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Frank L Peterson was born in 1893 in Pensacola, Florida, the youngest of seven children of Frank and Lizzie Peterson. He died in Los Angeles age 76 in 1969.

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He graduated from Pacific Union College in 1916, the first African-American person to do so.


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Just a year after graduating, Peterson was hired as the first full-time black teacher at Oakwood Junior College (now Oakwood University). He was promoted to be the first known head of the music department in 1919, a program that included offerings in choir, band, orchestra, and instruments, plus a theory class. In 1925 he took an OJC male quartet he had organized on the first music tours by the college, traveling in the Midwest and South and on the East coast. These proved highly successful, the start of a touring tradition by OU music groups that has contributed significantly to the growth and success of the university. He also served as dean of men, and as an English and history teacher,


Peterson married Bessie Elston in 1922 and they had five children.


From 1926-1929 Peterson became assistant Missionary Volunteer (now Pathfinders), home missionary, and educational secretary in the Southern Union. Next he pastored the Berea Church in Boston and a year and a half later became secretary of the North American Regional Department (ministry to blacks).


In 1941 he became pastor of the Wadsworth church in Los Angeles, a position he held for four years.


Peterson served as the second black president of Oakwood from 1945-1954. Under his leadership, the faculty and students working together created the largest building expansion program in the school's history.


In 1962 he became the first black person to serve as a general vice-president of the General Conference of Seventh-day Adventists, a position he held until 1966, when he retired.


So Peterson was best known for education leadership.


Sources:
We gathered this info from http://www.iamaonline.com/Bio/Frank_L._Peterson.htm which lists these sources: Sources: F.L. Bland, “Life Sketch of Frank Loris Peterson,” Review and Herald, 4 December 1969, 8; 1946 Acorn, Oakwood College yearbook; Adventist Heritage, Oakwood Edition, March 1996, 12, 28; Dobbins/Carter Family Tree, Ancestory .Com; “One Hundred Brief Facts about Oakwood College,” Minneola Dixon, 1990s flyer, 2;


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Elder Charles E Bradford in 1979.


Resources on Elder Bradford
# A profile was [http://www.adventistreview.org/2000-05/story1.html published in May 2000] in the Adventist Review. A good read.
# Bradford, Charles E., compiled by William and Noelene Johnsson. 1990. The Wit and Wisdom of Charles Bradford. Hagerstown, MD: Review and Herald Publishing Association.
# Lee, Harold L. and Sahlin, Monte. 2006. Brad: Visionary Spiritual Leadership. Lincoln, NE: Center for Creative Ministry.


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Charles E Bradford was the last of eight children born to Robert and Etta Bradford in _____ . "My dad was an evangelist and pastor," he notes, "so we were almost nomadic." Although born in Washington, D.C., Bradford says his first memories come from the time the family lived in New Rochelle, New York, where the elder Bradford pastored a district of three churches. Bradford's mother was converted through the efforts of Edson White and team on the Morning Star.


The author of this answer key has been unable to find Bradford's birthday, so if you know, or want to call Elder Bradford and ask him, please fill in this detail.


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Bradford got his secondary and college education at Oakwood College (now Oakwood University) in Huntsville, Alabama. He holds a D.D. Doctor of Divinity.


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He was mainly an evangelist and church administrator. He was a strong preacher and wrote several books on preaching.


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Allegheny, Lake Region, and Northeastern conferences formed in 1945


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On October 8, 1931, Oakwood students refused to attend classes or work. Among the students’ grievances were: white leadership (there had been no black president and the administration was mostly white); inadequate curriculum; a work load that left no time for studies; segregation (white and black teachers were to have no social interaction); suspect white teachers (students claimed the teachers were rejects from white Adventist colleges); unjust salaries (white teachers were paid more than black teachers); inattention to student concerns; and inadequate employment opportunities after graduation. Many Adventists who would later became famous in the denomination and dedicate their lives to the gospel ministry were leaders in the strike, including Samuel Rashford, F.L. Bland and W.W. Fordham.


Ultimately the strike was successful. A new era began at Oakwood in 1932 when J.L. Moran became Oakwood’s first black president and an entirely black faculty was installed. Moran occupied this position until 1945, and the close of his tenure marked the beginning of Regional Conferences. This was a time when blacks came into their own in the Adventist church, assuming leadership positions over their own constituencies. With the assumption of the Oakwood presidency by Moran, Oakwood became a black-run institution, a symbol of black competence and ability amidst a region where such notions were not widely held. This black ascension to leadership was critical in ushering in Regional Conferences in 1945.


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From 1945 to 1947, seven Black Conferences were formed: Allegheny, Lake Region, and Northeastern (1945), South Atlantic and South Central (1946), and Central States and Southwest Region (1947). In 1967 Allegheny divided into the Allegheny East and Allegheny West, while the South Atlantic divided into the South Atlantic and Southeastern Conferences in 1981. Regional Conferences were not formed in the two westernmost districts: Pacific and North Pacific Union Conferences. Work amongst the Black population in these areas was coordinated by a Regional Affairs Office. (Baker, “Regional Conferences”, p14.)


Also Bermuda is a separate black dominated and black led conference within the North American Division. It was established in 1900.


''Perhaps the question intended to ask for the first 7 regional conferences. All 7 were organized by various Unions under the same historical conditions''


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''According to the quoted research, this question conflicts with question c, or at least is redundant. Perhaps the intended year in the question is 1947. See answer to c above''.


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Some potential pioneers to work with:


Eva B. Dykes become the first black woman in the United States to complete requirements for the Ph.D. degree (1921). She gave up a career at Howard to teach at Oakwood, helping it achieve accreditation.


This timeline contains many of the answers requested here and highlights African American pioneers worth learning more about.
http://blacksdahistory.org/Timelines.html


Also check the list of pioneers in the Advanced Honor for ideas about who to tell about. Perhaps you want to combine research for the Advanced Honor with research for completing this requirement.


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The information for this requirement will depend on where the Pathfinder lives. It will be more difficult in areas (like British Columbia) where there are very few black members. If that is the case, pick another option.


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The Bible rarely tells us what characters look like, and does not make a big deal about skin type because we are all God's children. We can, however, make some assumptions based on geographic and other word clues provided. We start with the assumption that people from Africa (outside of Egypt perhaps) are black.


'''Ham, son of Noah'''


According to the Bible, Ham was one of the sons of Noah and the father of Cush, Mizraim, Phut and Canaan, who are interpreted as having populated Africa and adjoining parts of Asia. The Bible refers to Egypt as "the land of Ham" in Psalms 78:51; 105:23,27; 106:22; 1 Ch 4:40. Since the 17th century a number of suggestions have been made that relate the name Ham to a Hebrew word for burnt, black or hot, to an Egyptian word for servant or the Egyptian word Kmt for Egypt.


'''Moses family'''


{{bible link|Exodus 4:9-16}} This text discusses Moses and his brother Aaron in Egypt


{{bible link|Exodus 18}} Is about Jethro, Moses father-in-law, Tzipporah (his daughter, Moses's wife) and their family from Midian. Midian is in the area of present day Jordan and Saudi Arabia, and since Moses visited Sinai before could include that area.


However in {{bible link|Numbers 1:12}} "Miriam and Aaron began to talk against Moses because of his Cushite wife, for he had married a Cushite." Cush is in Africa, in the area of present day Sudan and Ethiopia and Cushites should be very dark skinned. This seeming inconsistency has been debated by Jewish and Christian scholars, with various theories being advanced including:


# Moses has two wives. Since we know very little about his life between fleeing Egypt as a young man (say around 20) and the Exodus when Moses was about 80 years old.
# Moses had one wife, the daughter of Jethro, and she is described incorrectly as a Cushite.
# Jethro's group was actually black and only lived in the land of Mudian.
# The meaning of Cushite is symbolic in some way, perhaps meaning she was attractive or dealing with her personality of actions somehow.


While some people use this apparent inconsistency to attack the integrity and truth of the Bible, this editor feels that this is just one of the areas the Bible does not give all the details or some knowledge has been lost to time.
This would make a good research project, since there are many conflicting opinions to explore.


'''The Queen of Sheba'''


This Queen who visited Solomon was a strong, wise, powerful black woman. While there are many extra Biblical legends, perhaps the most interesting is that she returned to Ethiopia where she bore Solomon's son. He founded a dynasty that lasted until the the conquest of Ethiopia by the Italians in 1936.


'''The Ethiopian Eunuch'''


{{bible link|Acts 8}} While Acts 8 deals with various phases of Philip's ministry the story of the Ethiopian eunuch is one of the clearer cases of presumed black African as a Bible character. However this man was a follower of the Jewish faith, and could be a Jew serving in the Ethiopian court.


'''Simon of Cyrene and his two sons'''


Simon from Cyrene, forced to carry Jesus Christ's cross, is often depicted in art as a black person. Since this event is station five or seven in the [[W:Stations of the Cross|Stations of the Cross]] or Via Dolorosa found in most Catholic churches, there are a lot of depictions of Simon out there. Simon from Cyrene is mentioned by name in Matthew 27:32 and Luke 23:26 while Mark 15:21 also names his two sons Alexander and Rufus. Most people Jesus encountered remain nameless but the specificity of these three mentions has been interpreted as meaning that Simon, Alexander and Rufus were well known people in the early Christian church and that readers would want to know about their direct contact with Jesus. In Acts 11:20 the man from Cyrene ([[W:Cyrene,_Libya|in modern day Libya]]) preaching the gospel may be Simon himself. In Romans 16:13 Paul greets a Rufus who could be Simon's son. Christian tradition holds Rufus and Alexander were missionaries.


This article contains a useful discussion of different views of the role of blacks in the Bible and notes a few examples that could be a starting point http://www.gci.org/bible/africans
{{CloseReq}} 
{{CloseReq}} 

==References== 
#{{note|Pathfinders_Strong}}''[http://amzn.to/15dI06U We Are the Pathfinders Strong: The First Fifty Years]'' Willie Oliver, Patricia L. Humphrey, Review and Herald, January 1, 2000
#[http://amzn.to/XA70Qn We Have Tomorrow: The Story of American Seventh-Day Adventists With an African Heritage] Louis Bernard Reynolds, Review and Herald
#[http://amzn.to/UZzfvp The Unknown Prophet] Story of William Foy 160 pages Delbert W Baker, Review & Herald Pub Assn August 1987
#[http://amzn.to/Xvr2hZ A Star Gives Light : Seventh Day Adventist African American Heritage Resource Guide] OFFICE EDUCATION SOUTHERN UNION CONFERENCE OF 7TH DAY ADVENTISTS]
#http://www.pathfindersonline.org/pdf/ayhonors/AfricanAmericanSDAHeritage.pptx
#http://www.oakwood.edu/goldmine/research-docs/African-American-Seventh-day-Adventist-Bibliographies.pdf
<noinclude></translate></noinclude>
{{CloseHonorPage}}

User:Jomegat/Sandbox

2021-10-02T02:09:02Z

Jomegat:

Template:HonorAnswer

2021-10-02T02:05:47Z

Jomegat:

<includeonly>{{{answer|}}}
[[Category:HonorAnswer]]
</includeonly><noinclude>
This template is used for specifying the answer to an honor requirement:

<nowiki>{{HonorAnswer</nowiki><br/>
|answer=Pathfinders love honors.<br/>
}}

{{HonorAnswer
|answer=Pathfinders love honors.
}}

</noinclude>

User:Jomegat/Sandbox

2021-10-02T02:04:48Z

Jomegat:

Form:HonorAnswer

2021-10-02T02:03:03Z

Jomegat: Created page with "<noinclude> This is the "HonorAnswer" form. To create a page with this form, enter the page name below; if a page with that name already exists, you will be sent to a form to..."

<noinclude>
This is the "HonorAnswer" form.
To create a page with this form, enter the page name below;
if a page with that name already exists, you will be sent to a form to edit that page.

{{#forminput:form=HonorAnswer}}

</noinclude><includeonly>
<div id="wikiPreview" style="display: none; padding-bottom: 25px; margin-bottom: 25px; border-bottom: 1px solid #AAAAAA;"></div>
{{{for template|HonorAnswer}}}
{| class="formtable"
! Answer:
| {{{field|answer}}}
|}
{{{end template}}}

{{{standard input|summary}}}

{{{standard input|minor edit}}} {{{standard input|watch}}}

{{{standard input|save}}} {{{standard input|preview}}} {{{standard input|changes}}} {{{standard input|cancel}}}
</includeonly>

Template:HonorAnswer

2021-10-02T01:59:49Z

Jomegat:

<includeonly>{{{answer|}}}
[[Category:HonorAnswer]]
{{#default_form:HonorAnswer}}
</includeonly><noinclude>
This template is used for specifying the answer to an honor requirement:

<nowiki>{{HonorAnswer</nowiki><br/>
|answer=Pathfinders love honors.<br/>
}}

{{HonorAnswer
|answer=Pathfinders love honors.
}}

</noinclude>

Template:HonorAnswer

2021-10-02T01:57:53Z

Jomegat:

Template:HonorAnswer

2021-10-02T01:55:40Z

Jomegat:

<includeonly>{{{answer|}}}</includeonly><noinclude>
This template is used for specifying the answer to an honor requirement:

<nowiki>{{HonorAnswer</nowiki><br/>
|answer=Pathfinders love honors.<br/>
}}

{{HonorAnswer
|answer=Pathfinders love honors.
}}

</noinclude>

User:Jomegat/Sandbox

2021-10-02T01:53:53Z

Jomegat:

User:Jomegat

2021-10-02T01:53:21Z

Jomegat:

==Jomegat==
<section begin=Body />
My real name is Jim Thomas. Among many other things, I am an Area Coordinator in the Northern New England Conference. My involvement with Pathfinders has inspired me to organize the Adventist Youth Honors Answer Book at [http://en.wikibooks.org/wiki/Adventist_Youth_Honors_Answer_Book Wikibooks] back in October 2005. The project grew until 2011 when I was inspired to ask the NAD to adopt the project so that we could expand it to include an instructor's manual for the new [[Investiture Achievement]] curricula (which replaced Advent Youth - or AY - that same year).

The IA and AY curricula are more religiously overt than the Honors are, so it was not possible to host an IA Instructor's Manual at Wikibooks. Wikibooks has a Neutral Point of View (NPOV) policy that would prohibit the inclusion of overtly religious material. The NAD embraced the concept, the material was imported here.

An additional advantage of hosting with the NAD is that we can now include images of the Honor insignia. The NAD allows the use of this copyrighted material ''in conjunction with youth ministries only''. That meant the images could not be hosted by Wikimedia (the organization that runs Wikibooks and Wikipedia). They require that any images they host be licensed such that they can be used ''for any purpose'' including commercial. By hosting these resources here, we are not bound by those policies (though I do agree that their policies are a very good idea in general).

With the exception of church-related insignia and graphics, we are still bound by the licensing adopted by Wikimedia. All of the material here except for said images is licensed under the Creative-Commons CC-BY-SA license. That is what allowed us to create these resources in the first place. Other people around the globe contributed material to Wikipedia, which we were able to include and modify for use here, provided that the modified work ''also'' be licensed under CC-BY-SA. This is a ''Very Good Thing,'' and it means that ''you'' are allowed to reproduce, modify, adapt, or even bind and sell any of the text you find here. CC-BY-SA is designed to protect the user of the material, not the producer.

==Why Jomegat?==
Jomegat would be more properly rendered J Omega T, or jωt. My middle initial is W, and the Greek letter omega looks a lot like a w, so jωt (which appears in a lot of equations found in electrical engineering) looks deceptively similar to my initials. In fact I was working with some of these equations once when my wife asked me what I was doing. When I told her I was working on a math problem, she said "That's not math. First of all, there aren't any numbers on that page, and second, you've written your initials all over it."

I hadn't noticed the similarity until that moment. And there were no numbers on the page

==More About Jomegat==
I am also an electrical engineer, father of three, and husband of one. I advocate the use of Open Source Software (I switched from DOS to Linux in 1995, before Windows 95 was released), and I love woodworking, whitewater paddling, hiking, camping, and identifying wild plants.

==Honors==
[[Honors needing attention|These]] honors need to be revised.

These are the honors I have earned. They are listed according to the year I earned them (most recent first) and then alphabetically.


[[File:Cold Weather Survival.png|100px]]
[[File:Engineering Honor.png|100px]]
[[File:Gods Messenger.png|100px]]
[[File:Hiking Honor.png|100px]]
[[File:Paper Quilling Honor.png|100px]]
[[File:Pizza Maker.png|100px]]
[[File:Renewable Energy Honor.png|100px]]

[[File:Hot Air Ballooning.png|100px]]
[[File:Christian Drama.png|100px]]
[[File:Digital photography.png|100px]]
[[File:Food Canning Honor.png|100px]]
[[File:Gold Prospecting Honor.png|100px]]
[[File:Maple Sugar Advanced.png|100px]]
[[File:Teaching Honor.png|100px]]

[[File:Basic Water Safety Honor.png|100px]]
[[File:Feeding Ministries.png|100px]]
[[File:Stars Advanced.png|100px]]

[[File:Cats Honor.png|100px]]
[[File:Drawing and Painting.png|100px]]
[[File:Drilling and Marching Advanced.png|100px]]
[[File:Fire Safety.png|100px]]
[[File:Geocaching Advanced.png|100px]]
[[File:Glass Etching.png|100px]]
[[File:Peacemaker Honor.png|100px]]

[[File:Braiding.png|100px]]
[[File:Bread-Dough.png|100px]]
[[File:Food Freezing Honor.png|100px]]
[[File:Geocaching Honor.png|100px]]
[[File:Knitting Honor.png|100px]]
[[File:Origami Honor.png|100px]]
[[File:Pinewood Derby Honor.png|100px]]
[[File:Amphibians Advanced.png|100px]]
[[File:Animal Tracking Honor.png|100px]]
[[File:Basketball Honor.png|100px]]
[[File:Bats Honor.png|100px]]
[[File:Bible Evangelism Honor.png|100px]]
[[File:Communications Honor.png|100px]]
[[File:Cultural Food Preparation Honor.png|100px]]
[[File:Fungi Honor.png|100px]]
[[File:Insects Honor.png|100px]]
[[File:Insects Advanced.png|100px]]
[[File:Kites Honor.png|100px]]
[[File:Leathercraft.png|100px]]
[[File:Personal Evangelism Honor.png|100px]]
[[File:Wattles Honor.png|100px]]
[[File:Cake-Decorating.png|100px]]
[[File:Cultural Diversity Honor.png|100px]]
[[File:Dog Care and Training.png|100px]]
[[File:Heart and Circulation Honor.png|100px]]
[[File:Native American Lore.png|100px]]
[[File:Internet Advanced.png|100px]]
[[File:Maple Sugar Honor.png|100px]]
[[File:Stewardship Honor.png|100px]]
[[File:Tie-Dye Honor.png|100px]]
[[File:Weather Honor.png|100px]]
[[File:Amphibians Honor.png|100px]]
[[File:Baking Honor.png|100px]]
[[File:Blood Defenses.png|100px]]
[[File:Cacti Honor.png|100px]]
[[File:Candle-Making.png|100px]]
[[File:Canoeing Honor.png|100px]]
[[File:Child Care.png|100px]]
[[File:Digestion Honor.png|100px]]
[[File:Flowers Honor.png|100px]]
[[File:Flowers Advanced.png|100px]]
[[File:Food Drying Honor.png|100px]]
[[File:Housekeeping Honor.png|100px]]
[[File:Internet Honor.png|100px]]
[[File:Metal Craft.png|100px]]
[[File:Microscopic Life Honor.png|100px]]
[[File:Optics Honor.png|100px]]
[[File:Physical Fitness Honor.png|100px]]
[[File:Plumbing Honor.png|100px]]
[[File:Seeds Honor.png|100px]]
[[File:Seeds Advanced.png|100px]]
[[File:Shrubs Honor.png|100px]]
[[File:Small Engine Repair Honor.png|100px]]
[[File:Small Fruit Growing Honor.png|100px]]
[[File:Trees Honor.png|100px]]
[[File:Trees Advanced.png|100px]]
[[File:Backpacking Honor.png|100px]]
[[File:Bible Marking.png|100px]]
[[File:Bones Muscles and Movement Honor.png|100px]]
[[File:Bookbinding Honor.png|100px]]
[[File:Brain and Behavior Honor.png|100px]]
[[File:Cetaceans Honor.png|100px]]
[[File:Chemistry Honor.png|100px]]
[[File:Dogs Honor.png|100px]]
[[File:Edible Wild Plants Honor.png|100px]]
[[File:Endangered Species.png|100px]]
[[File:Health and Healing Honor.png|100px]]
[[File:Kayaking Honor.png|100px]]
[[File:Mammals Honor.png|100px]]
[[File:Marine Invertebrates Honor.png|100px]]
[[File:Nutrition Honor.png|100px]]
[[File:Nutrition Advanced.png|100px]]
[[File:Outdoor Leadership Honor.png|100px]]
[[File:Photography Honor.png|100px]]
[[File:Physics Honor.png|100px]]
[[File:Pioneering Honor.png|100px]]
[[File:Quilting Honor.png|100px]]
[[File:Red Alert Honor.png|100px]]
[[File:Soapcraft Honor.png|100px]]
[[File:Intermediate Swimming Honor.png|100px]]
[[File:Wilderness Living Honor.png|100px]]
[[File:Winter Camping Honor.png|100px]]
[[File:Archery Honor.png|100px]]
[[File:Automobile Mechanics Honor.png|100px]]
[[File:Basic Sewing.png|100px]]
[[File:Christian Storytelling.png|100px]]
[[File:CPR Honor.png|100px]]
[[File:Electricity Honor.png|100px]]
[[File:Fire Building.png|100px]]
[[File:Lettering and Poster Making.png|100px]]
[[File:Model Rocketry Honor.png|100px]]
[[File:Orienteering Honor.png|100px]]
[[File:Swimming Beginners Honor.png|100px]]
[[File:Swimming Beginners Advanced.png|100px]]
[[File:Camping Skills IV.png|100px]]
[[File:Christian Citizenship.png|100px]]
[[File:First Aid Basic Honor.png|100px]]
[[File:First Aid Standard Honor.png|100px]]
[[File:Geology Honor.png|100px]]
[[File:Laundering Honor.png|100px]]
[[File:Sanctuary Honor.png|100px]]
[[File:Silk Screening Honor.png|100px]]
[[File:Stars Honor.png|100px]]
[[File:Basic Rescue.png|100px]]
[[File:Camping Skills III.png|100px]]
[[File:Christian Grooming and Manners Honor.png|100px]]
[[File:Family Life Honor.png|100px]]
[[File:Camping Skills II.png|100px]]
[[File:Knot Tying Honor.png|100px]]
[[File:Camp Craft.png|100px]]
[[File:Camping Skills I.png|100px]]
[[File:Computer Honor.png|100px]]
[[File:Computers Advanced.png|100px]]
[[File:Radio Electronics Honor.png|100px]]
[[File:Woodworking Honor.png|100px]]

User:Jomegat

2021-10-02T01:53:00Z

Jomegat:

{{HonorAnswer|answer=Jim was here}}

==Jomegat==
<section begin=Body />
My real name is Jim Thomas. Among many other things, I am an Area Coordinator in the Northern New England Conference. My involvement with Pathfinders has inspired me to organize the Adventist Youth Honors Answer Book at [http://en.wikibooks.org/wiki/Adventist_Youth_Honors_Answer_Book Wikibooks] back in October 2005. The project grew until 2011 when I was inspired to ask the NAD to adopt the project so that we could expand it to include an instructor's manual for the new [[Investiture Achievement]] curricula (which replaced Advent Youth - or AY - that same year).

The IA and AY curricula are more religiously overt than the Honors are, so it was not possible to host an IA Instructor's Manual at Wikibooks. Wikibooks has a Neutral Point of View (NPOV) policy that would prohibit the inclusion of overtly religious material. The NAD embraced the concept, the material was imported here.

An additional advantage of hosting with the NAD is that we can now include images of the Honor insignia. The NAD allows the use of this copyrighted material ''in conjunction with youth ministries only''. That meant the images could not be hosted by Wikimedia (the organization that runs Wikibooks and Wikipedia). They require that any images they host be licensed such that they can be used ''for any purpose'' including commercial. By hosting these resources here, we are not bound by those policies (though I do agree that their policies are a very good idea in general).

With the exception of church-related insignia and graphics, we are still bound by the licensing adopted by Wikimedia. All of the material here except for said images is licensed under the Creative-Commons CC-BY-SA license. That is what allowed us to create these resources in the first place. Other people around the globe contributed material to Wikipedia, which we were able to include and modify for use here, provided that the modified work ''also'' be licensed under CC-BY-SA. This is a ''Very Good Thing,'' and it means that ''you'' are allowed to reproduce, modify, adapt, or even bind and sell any of the text you find here. CC-BY-SA is designed to protect the user of the material, not the producer.

==Why Jomegat?==
Jomegat would be more properly rendered J Omega T, or jωt. My middle initial is W, and the Greek letter omega looks a lot like a w, so jωt (which appears in a lot of equations found in electrical engineering) looks deceptively similar to my initials. In fact I was working with some of these equations once when my wife asked me what I was doing. When I told her I was working on a math problem, she said "That's not math. First of all, there aren't any numbers on that page, and second, you've written your initials all over it."

I hadn't noticed the similarity until that moment. And there were no numbers on the page

==More About Jomegat==
I am also an electrical engineer, father of three, and husband of one. I advocate the use of Open Source Software (I switched from DOS to Linux in 1995, before Windows 95 was released), and I love woodworking, whitewater paddling, hiking, camping, and identifying wild plants.

==Honors==
[[Honors needing attention|These]] honors need to be revised.

These are the honors I have earned. They are listed according to the year I earned them (most recent first) and then alphabetically.


[[File:Cold Weather Survival.png|100px]]
[[File:Engineering Honor.png|100px]]
[[File:Gods Messenger.png|100px]]
[[File:Hiking Honor.png|100px]]
[[File:Paper Quilling Honor.png|100px]]
[[File:Pizza Maker.png|100px]]
[[File:Renewable Energy Honor.png|100px]]

[[File:Hot Air Ballooning.png|100px]]
[[File:Christian Drama.png|100px]]
[[File:Digital photography.png|100px]]
[[File:Food Canning Honor.png|100px]]
[[File:Gold Prospecting Honor.png|100px]]
[[File:Maple Sugar Advanced.png|100px]]
[[File:Teaching Honor.png|100px]]

[[File:Basic Water Safety Honor.png|100px]]
[[File:Feeding Ministries.png|100px]]
[[File:Stars Advanced.png|100px]]

[[File:Cats Honor.png|100px]]
[[File:Drawing and Painting.png|100px]]
[[File:Drilling and Marching Advanced.png|100px]]
[[File:Fire Safety.png|100px]]
[[File:Geocaching Advanced.png|100px]]
[[File:Glass Etching.png|100px]]
[[File:Peacemaker Honor.png|100px]]

[[File:Braiding.png|100px]]
[[File:Bread-Dough.png|100px]]
[[File:Food Freezing Honor.png|100px]]
[[File:Geocaching Honor.png|100px]]
[[File:Knitting Honor.png|100px]]
[[File:Origami Honor.png|100px]]
[[File:Pinewood Derby Honor.png|100px]]
[[File:Amphibians Advanced.png|100px]]
[[File:Animal Tracking Honor.png|100px]]
[[File:Basketball Honor.png|100px]]
[[File:Bats Honor.png|100px]]
[[File:Bible Evangelism Honor.png|100px]]
[[File:Communications Honor.png|100px]]
[[File:Cultural Food Preparation Honor.png|100px]]
[[File:Fungi Honor.png|100px]]
[[File:Insects Honor.png|100px]]
[[File:Insects Advanced.png|100px]]
[[File:Kites Honor.png|100px]]
[[File:Leathercraft.png|100px]]
[[File:Personal Evangelism Honor.png|100px]]
[[File:Wattles Honor.png|100px]]
[[File:Cake-Decorating.png|100px]]
[[File:Cultural Diversity Honor.png|100px]]
[[File:Dog Care and Training.png|100px]]
[[File:Heart and Circulation Honor.png|100px]]
[[File:Native American Lore.png|100px]]
[[File:Internet Advanced.png|100px]]
[[File:Maple Sugar Honor.png|100px]]
[[File:Stewardship Honor.png|100px]]
[[File:Tie-Dye Honor.png|100px]]
[[File:Weather Honor.png|100px]]
[[File:Amphibians Honor.png|100px]]
[[File:Baking Honor.png|100px]]
[[File:Blood Defenses.png|100px]]
[[File:Cacti Honor.png|100px]]
[[File:Candle-Making.png|100px]]
[[File:Canoeing Honor.png|100px]]
[[File:Child Care.png|100px]]
[[File:Digestion Honor.png|100px]]
[[File:Flowers Honor.png|100px]]
[[File:Flowers Advanced.png|100px]]
[[File:Food Drying Honor.png|100px]]
[[File:Housekeeping Honor.png|100px]]
[[File:Internet Honor.png|100px]]
[[File:Metal Craft.png|100px]]
[[File:Microscopic Life Honor.png|100px]]
[[File:Optics Honor.png|100px]]
[[File:Physical Fitness Honor.png|100px]]
[[File:Plumbing Honor.png|100px]]
[[File:Seeds Honor.png|100px]]
[[File:Seeds Advanced.png|100px]]
[[File:Shrubs Honor.png|100px]]
[[File:Small Engine Repair Honor.png|100px]]
[[File:Small Fruit Growing Honor.png|100px]]
[[File:Trees Honor.png|100px]]
[[File:Trees Advanced.png|100px]]
[[File:Backpacking Honor.png|100px]]
[[File:Bible Marking.png|100px]]
[[File:Bones Muscles and Movement Honor.png|100px]]
[[File:Bookbinding Honor.png|100px]]
[[File:Brain and Behavior Honor.png|100px]]
[[File:Cetaceans Honor.png|100px]]
[[File:Chemistry Honor.png|100px]]
[[File:Dogs Honor.png|100px]]
[[File:Edible Wild Plants Honor.png|100px]]
[[File:Endangered Species.png|100px]]
[[File:Health and Healing Honor.png|100px]]
[[File:Kayaking Honor.png|100px]]
[[File:Mammals Honor.png|100px]]
[[File:Marine Invertebrates Honor.png|100px]]
[[File:Nutrition Honor.png|100px]]
[[File:Nutrition Advanced.png|100px]]
[[File:Outdoor Leadership Honor.png|100px]]
[[File:Photography Honor.png|100px]]
[[File:Physics Honor.png|100px]]
[[File:Pioneering Honor.png|100px]]
[[File:Quilting Honor.png|100px]]
[[File:Red Alert Honor.png|100px]]
[[File:Soapcraft Honor.png|100px]]
[[File:Intermediate Swimming Honor.png|100px]]
[[File:Wilderness Living Honor.png|100px]]
[[File:Winter Camping Honor.png|100px]]
[[File:Archery Honor.png|100px]]
[[File:Automobile Mechanics Honor.png|100px]]
[[File:Basic Sewing.png|100px]]
[[File:Christian Storytelling.png|100px]]
[[File:CPR Honor.png|100px]]
[[File:Electricity Honor.png|100px]]
[[File:Fire Building.png|100px]]
[[File:Lettering and Poster Making.png|100px]]
[[File:Model Rocketry Honor.png|100px]]
[[File:Orienteering Honor.png|100px]]
[[File:Swimming Beginners Honor.png|100px]]
[[File:Swimming Beginners Advanced.png|100px]]
[[File:Camping Skills IV.png|100px]]
[[File:Christian Citizenship.png|100px]]
[[File:First Aid Basic Honor.png|100px]]
[[File:First Aid Standard Honor.png|100px]]
[[File:Geology Honor.png|100px]]
[[File:Laundering Honor.png|100px]]
[[File:Sanctuary Honor.png|100px]]
[[File:Silk Screening Honor.png|100px]]
[[File:Stars Honor.png|100px]]
[[File:Basic Rescue.png|100px]]
[[File:Camping Skills III.png|100px]]
[[File:Christian Grooming and Manners Honor.png|100px]]
[[File:Family Life Honor.png|100px]]
[[File:Camping Skills II.png|100px]]
[[File:Knot Tying Honor.png|100px]]
[[File:Camp Craft.png|100px]]
[[File:Camping Skills I.png|100px]]
[[File:Computer Honor.png|100px]]
[[File:Computers Advanced.png|100px]]
[[File:Radio Electronics Honor.png|100px]]
[[File:Woodworking Honor.png|100px]]

Template:HonorAnswer

2021-10-02T01:52:20Z

Jomegat:

<includeonly>{{#default_form:HonorAnswer}}{{{answer|}}}</includeonly><noinclude>
This template is used for specifying the answer to an honor requirement:

<nowiki>{{HonorAnswer
|answer=Pathfinders love honors.
}}</nowiki>

{{HonorAnswer
|answer=Pathfinders love honors.
}}

</noinclude>

Template:HonorAnswer

2021-10-02T01:48:26Z

Jomegat:

<includeonly>{{{answer|}}}</includeonly><noinclude>
This template is used for specifying the answer to an honor requirement:

<nowiki>{{HonorAnswer
|answer=Pathfinders love honors.
}}</nowiki>

{{HonorAnswer
|answer=Pathfinders love honors.
}}

</noinclude>

Template:HonorAnswer

2021-10-02T01:45:37Z

Jomegat: Created page with "<includeonly>{{{answer|}}}</includeonly>"

<includeonly>{{{answer|}}}</includeonly>

AY Honors/National Parks and Heritage Sites/Answer Key

2021-10-02T01:40:14Z

Jomegat: remove section tag

{{HonorSubpage}}

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





<noinclude></translate></noinclude>

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1a}}
<noinclude><translate>
</noinclude>
<noinclude></translate></noinclude>
A national park is a site or area that a national government has set aside with protection from development, changing, or specific types of use, because the land or area is considered special or valuable due to the scenery, history, or scientific importance. In the United States, the National Park Service Act of 1916 set up the National Parks System to establish and maintain national parks, monuments, and other places of significant national importance.
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1b}}
<noinclude><translate>
</noinclude>
<noinclude></translate></noinclude>
UNESCO stands for United Nations Educational, Scientific and Cultural Organization. It was founded on November 16, 1945, and part of its mission is to preserve and maintain sites worldwide that are significant to, you guessed it, education, science, and culture! In contrast to the national parks systems set up by a single nation, the UNESCO organization oversees sites that have global significance, regardless of the site's location.

It is important to note that a specific site can be a national park or historic site as well as a UNESCO World Heritage site. For example, the United State's Mesa Verde National Park, Yellowstone National Park, and Hawaiʻi Volcanoes National Park are all UNESCO World Heritage Sites, as well as the United State's Statue of Liberty, Independence Hall, and Papahānaumokuākea National Monument.

{{CloseReq}} 
{{CloseReq}} 

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




</translate></noinclude></noinclude>
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2a}}
<noinclude><translate>
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Although the concept of national parks had been around for several hundred years already, the United States was the first to take major steps to create a system for the creation, preservation, and management of national parks and historic sites.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aii|dispreq=ii}}
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There were hundreds, if not thousands of individuals who contributed to the establishment and protection of national parks, but several of note include individuals like Presidents Abraham Lincoln, Ulysses S. Grant, and Theodore Rosevelt, geologist Ferdinand V. Hayden, photographer William Henry Jackson, painter Thomas Moran, and naturalist John Muir.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiii|dispreq=iii}}
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The purpose of protecting areas of natural significance allowed the government to preserve and police it while still allowing it to be used for public enjoyment. There were fears that areas of national importance, especially areas of unique natural formations and scenery would be damaged or destroyed, or that these areas could be purchased by private property owners who might keep the rest of the public from enjoying the unique nature that the country had to offer. By reserving these areas, not only were these people protecting the land for future enjoyment, but they were preventing it from being sold to someone who might not allow others to enjoy the land.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiv|dispreq=iv}}
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If you live in the United States, you can easily find national parks or historic sites near you by going to the National Park Service's website (https://www.nps.gov/findapark/index.htm). For those in Canada, you can visit the Parks Canada website (https://www.pc.gc.ca/en/voyage-travel/recherche-tous-parks-all). For those living outside the United States or Canada, visit the website of the organization that oversees your country's national parks and historic sites.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}}
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The process of establishing the first UNESCO World Heritage sites began in 1972, but the first UNESCO sites were officially designated in September of 1978.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2bii|dispreq=ii}}
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The purpose of the creation of UNESCO sites was conservation of places that had significance to world history, science, culture, and education. The official statement said that creating these sites would help to preserve "the achievements of our time, the values of the past and the beauty of nature.”
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biii|dispreq=iii}}
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Twelve sites were included in the original selection of UNESCO World Heritage Sites, including:
*Aachen Cathedral (Germany)
*City of Quito (Ecuador)
*Cracow’s Historic Centre (Poland)
*Galapagos Islands (Ecuador)
*Island of Goree (Senegal)
*L’Anse aux Meadows National Historic Park (Canada)
*Mesa Verde National Park (United States)
*Nahanni National Park (Canada)
*Rock Hewn Churches (Lalibela, Ethiopia)
*Simien National Park (Ethiopia)
*Wieliczka – salt mine (Poland)
*Yellowstone National Park (United States)
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biv|dispreq=iv}}
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To find a UNESCO World Heritage Site near you, you can visit the UNESCO World Heritage Site webpage (https://whc.unesco.org/en/list/).
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==References== 
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AY Honors/National Parks and Heritage Sites/Answer Key

2021-10-02T01:39:36Z

Jomegat: Use list markup.

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A national park is a site or area that a national government has set aside with protection from development, changing, or specific types of use, because the land or area is considered special or valuable due to the scenery, history, or scientific importance. In the United States, the National Park Service Act of 1916 set up the National Parks System to establish and maintain national parks, monuments, and other places of significant national importance.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1b}}
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UNESCO stands for United Nations Educational, Scientific and Cultural Organization. It was founded on November 16, 1945, and part of its mission is to preserve and maintain sites worldwide that are significant to, you guessed it, education, science, and culture! In contrast to the national parks systems set up by a single nation, the UNESCO organization oversees sites that have global significance, regardless of the site's location.

It is important to note that a specific site can be a national park or historic site as well as a UNESCO World Heritage site. For example, the United State's Mesa Verde National Park, Yellowstone National Park, and Hawaiʻi Volcanoes National Park are all UNESCO World Heritage Sites, as well as the United State's Statue of Liberty, Independence Hall, and Papahānaumokuākea National Monument.

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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2ai|dispreq=i}}
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Although the concept of national parks had been around for several hundred years already, the United States was the first to take major steps to create a system for the creation, preservation, and management of national parks and historic sites.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aii|dispreq=ii}}
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There were hundreds, if not thousands of individuals who contributed to the establishment and protection of national parks, but several of note include individuals like Presidents Abraham Lincoln, Ulysses S. Grant, and Theodore Rosevelt, geologist Ferdinand V. Hayden, photographer William Henry Jackson, painter Thomas Moran, and naturalist John Muir.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiii|dispreq=iii}}
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The purpose of protecting areas of natural significance allowed the government to preserve and police it while still allowing it to be used for public enjoyment. There were fears that areas of national importance, especially areas of unique natural formations and scenery would be damaged or destroyed, or that these areas could be purchased by private property owners who might keep the rest of the public from enjoying the unique nature that the country had to offer. By reserving these areas, not only were these people protecting the land for future enjoyment, but they were preventing it from being sold to someone who might not allow others to enjoy the land.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiv|dispreq=iv}}
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If you live in the United States, you can easily find national parks or historic sites near you by going to the National Park Service's website (https://www.nps.gov/findapark/index.htm). For those in Canada, you can visit the Parks Canada website (https://www.pc.gc.ca/en/voyage-travel/recherche-tous-parks-all). For those living outside the United States or Canada, visit the website of the organization that oversees your country's national parks and historic sites.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}}
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2bi|dispreq=i}}
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The process of establishing the first UNESCO World Heritage sites began in 1972, but the first UNESCO sites were officially designated in September of 1978.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2bii|dispreq=ii}}
<noinclude><translate>
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The purpose of the creation of UNESCO sites was conservation of places that had significance to world history, science, culture, and education. The official statement said that creating these sites would help to preserve "the achievements of our time, the values of the past and the beauty of nature.”
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biii|dispreq=iii}}
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Twelve sites were included in the original selection of UNESCO World Heritage Sites, including:
*Aachen Cathedral (Germany)
*City of Quito (Ecuador)
*Cracow’s Historic Centre (Poland)
*Galapagos Islands (Ecuador)
*Island of Goree (Senegal)
*L’Anse aux Meadows National Historic Park (Canada)
*Mesa Verde National Park (United States)
*Nahanni National Park (Canada)
*Rock Hewn Churches (Lalibela, Ethiopia)
*Simien National Park (Ethiopia)
*Wieliczka – salt mine (Poland)
*Yellowstone National Park (United States)
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biv|dispreq=iv}}
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To find a UNESCO World Heritage Site near you, you can visit the UNESCO World Heritage Site webpage (https://whc.unesco.org/en/list/).
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==References== 
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{{CloseHonorPage}}

AY Honors/National Parks and Heritage Sites/Answer Key

2021-10-02T01:16:17Z

Jomegat: use req 1b for req 1b.

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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1a}}
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A national park is a site or area that a national government has set aside with protection from development, changing, or specific types of use, because the land or area is considered special or valuable due to the scenery, history, or scientific importance. In the United States, the National Park Service Act of 1916 set up the National Parks System to establish and maintain national parks, monuments, and other places of significant national importance.
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1b}}
<noinclude><translate>
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UNESCO stands for United Nations Educational, Scientific and Cultural Organization. It was founded on November 16, 1945, and part of its mission is to preserve and maintain sites worldwide that are significant to, you guessed it, education, science, and culture! In contrast to the national parks systems set up by a single nation, the UNESCO organization oversees sites that have global significance, regardless of the site's location.

It is important to note that a specific site can be a national park or historic site as well as a UNESCO World Heritage site. For example, the United State's Mesa Verde National Park, Yellowstone National Park, and Hawaiʻi Volcanoes National Park are all UNESCO World Heritage Sites, as well as the United State's Statue of Liberty, Independence Hall, and Papahānaumokuākea National Monument.

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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2ai|dispreq=i}}
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<noinclude></translate></noinclude>
Although the concept of national parks had been around for several hundred years already, the United States was the first to take major steps to create a system for the creation, preservation, and management of national parks and historic sites.
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aii|dispreq=ii}}
<noinclude><translate>
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There were hundreds, if not thousands of individuals who contributed to the establishment and protection of national parks, but several of note include individuals like Presidents Abraham Lincoln, Ulysses S. Grant, and Theodore Rosevelt, geologist Ferdinand V. Hayden, photographer William Henry Jackson, painter Thomas Moran, and naturalist John Muir.
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiii|dispreq=iii}}
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<noinclude></translate></noinclude>
The purpose of protecting areas of natural significance allowed the government to preserve and police it while still allowing it to be used for public enjoyment. There were fears that areas of national importance, especially areas of unique natural formations and scenery would be damaged or destroyed, or that these areas could be purchased by private property owners who might keep the rest of the public from enjoying the unique nature that the country had to offer. By reserving these areas, not only were these people protecting the land for future enjoyment, but they were preventing it from being sold to someone who might not allow others to enjoy the land.
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2aiv|dispreq=iv}}
<noinclude><translate>
</noinclude>
<noinclude></translate></noinclude>
If you live in the United States, you can easily find national parks or historic sites near you by going to the National Park Service's website (https://www.nps.gov/findapark/index.htm). For those in Canada, you can visit the Parks Canada website (https://www.pc.gc.ca/en/voyage-travel/recherche-tous-parks-all). For those living outside the United States or Canada, visit the website of the organization that oversees your country's national parks and historic sites.
{{CloseReq}} 
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}}
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2bi|dispreq=i}}
<noinclude><translate>
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<noinclude></translate></noinclude>
The process of establishing the first UNESCO World Heritage sites began in 1972, but the first UNESCO sites were officially designated in September of 1978.
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2bii|dispreq=ii}}
<noinclude><translate>
</noinclude>
<noinclude></translate></noinclude>
The purpose of the creation of UNESCO sites was conservation of places that had significance to world history, science, culture, and education. The official statement said that creating these sites would help to preserve "the achievements of our time, the values of the past and the beauty of nature.”
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biii|dispreq=iii}}
<noinclude><translate>
</noinclude>
<noinclude></translate></noinclude>
Twelve sites were included in the original selection of UNESCO World Heritage Sites, including:

-Aachen Cathedral (Germany)

-City of Quito (Ecuador)

-Cracow’s Historic Centre (Poland)

-Galapagos Islands (Ecuador)

-Island of Goree (Senegal)

-L’Anse aux Meadows National Historic Park (Canada)

-Mesa Verde National Park (United States)

-Nahanni National Park (Canada)

-Rock Hewn Churches (Lalibela, Ethiopia)

-Simien National Park (Ethiopia)

-Wieliczka – salt mine (Poland)

-Yellowstone National Park (United States)
{{CloseReq}} 

{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2biv|dispreq=iv}}
<noinclude><translate>
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{{CloseReq}} 
To find a UNESCO World Heritage Site near you, you can visit the UNESCO World Heritage Site webpage (https://whc.unesco.org/en/list/).
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==References== 
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AY Honors/Spiritual Growth and Ministries Master Award

2021-10-01T22:45:39Z

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To receive the Spiritual Growth and Ministries Master Award, the Pathfinder must earn three of the following (Spiritual Growth) honors:


{{Honor index
|cat1=AY Honors/Spiritual Growth and Ministries Master Award/Spiritual Growth
|excat1=Adventist Youth Honors Answer Book/noindex
|excat2=Adventist Youth Honors Answer Book/Regional
|cachename=growth
}}


And earn four of the following (Ministries):
{{Honor index
|cat1=AY Honors/Spiritual Growth and Ministries Master Award/Ministries
|excat1=Adventist Youth Honors Answer Book/noindex
|excat2=Adventist Youth Honors Answer Book/Regional
|cachename=outreach
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Template:UserProfile

2021-09-30T02:16:29Z

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2021-09-30T02:01:07Z

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AY Honors/Migration/Answer Key

2021-09-29T03:27:35Z

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The dictionary definition of migration is the seasonal movement of animals from one place to another. It can also be the movement of people from one place to another, though not necessarily seasonally.


It is important to remember that migration is different than an animal simply moving around. After all, a migration may be only a few feet for some animals. The difference is that a migrating animal usually moves into a different environment for a specific purpose, be it food, a mate, a change in temperature, etc., while an animal that is simply moving around, typically doesn't have a reason to move outside of its current environment.


Humans have known about migration for many thousands of years. However, they did not know much about it except through observation of the animals from the places they lived, giving them only a partial understanding about what migration is. They could see that the birds or game animals would leave at a specific time each year and would return the next year. Much of the time, they did not know where the animals were going, or what made them go, coming up with extraordinary stories to try and explain the patterns. One exception was the Native Americans, who were experts at knowing the patterns of the animals they hunted. Many tribes relied on hunting these animals and would follow them in their migrations each year. However, most migrating animals, such as birds and some insects, were too fast for people to follow, and their migrations went without much study for many years.


Once global travel became achievable, scientists were able to figure out where the migrating animals were going. With the fairly recent invention of tracking tags and devices, scientists are now able to even track these animals remotely, learning their patterns and their destinations.



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Animals migrate primarily to find food and water, often because they live in seasonal areas that don’t have food or water year-round, which forces them to relocate before they are at risk of death by starvation or thirst. They may also migrate to avoid the cold, which they may not be capable of surviving, or to find better grounds for reproduction.



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Scientists don’t fully understand this. They can only guess how so many animals decide to migrate at the same time, even though they may be continents apart. It may have something to do with the length of the day, the temperature, or something that we don’t know about yet!


Scientists do know that some animals can use the magnetic field of the earth to find their way, similar to having a built-in compass. Most travel to the same place each year, so they might use landmarks that they remember from year to year to help guide them back. Regardless, God cares for even the least of His creatures, and telling them when to migrate is one of the ways that He cares for them!



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{{Species id
| latin_name=Selasphorus rufus
| common_name=Rufous Hummingbird
| image =Rufous_hummingbird.jpg
| range =Western rufous hummingbirds migrate through the Rocky Mountains and nearby lowlands during May to September to take advantage of the wildflower season. They may stay in one local region for the entire summer, in which case the migrants, like breeding birds, often aggressively take over and defend feeding locations. Most winter in wooded areas in the Mexican state of Guerrero, traveling over 2,000 mi (3,200 km) by an overland route from its nearest summer home – a prodigious journey for a bird weighing only 3 to 4 g.
}}


{{Species id
| latin_name=Branta canadensis
| common_name=Canada Goose
| image =Canadian_goose_.jpeg
| range =This species is native to North America. It breeds in Canada and the northern United States in a wide range of habitats. Canada geese are known for their seasonal migrations. Most Canada geese have staging or resting areas where they join up with others. Their autumn migration can be seen from September to the beginning of November. The early migrants have a tendency to spend less time at rest stops and go through the migration much faster. The later birds usually spend more time at rest stops. Some geese return to the same nesting ground year after year and lay eggs with their mate, raising them in the same way each year. This is recorded from the many tagged geese which frequent the East Coast.

Canada geese fly in a distinctive V-shaped flight formation, with an altitude of 1 km (3,280 feet) for migration flight. The maximum flight ceiling of Canada geese is unknown, but they have been reported at 9 km (29,000 feet).

Flying in the V formation has been the subject of study by researchers. The front position is rotated since flying in front consumes the most energy.
}}


{{Species id
| latin_name=Turdus migratorius
| common_name=American Robin
| image =American_robin_.jpeg
| range =This bird breeds throughout most of North America, from Alaska and Canada southward to northern Florida and Mexico. While robins occasionally overwinter in the northern part of the United States and southern Canada, most migrate to winter south of Canada from Florida and the Gulf Coast to central Mexico, as well as along the Pacific Coast. Most depart south by the end of August and begin to return north in February and March (exact dates vary with latitude and climate). The distance by which robins migrate varies significantly depending on their initial habitat; a study found that individual robins tagged in Alaska are known to travel as much as 3.5x further across seasons than robins tagged in Massachusetts.
}}



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{{Species id
| latin_name=Entosphenus tridentatus
| common_name=Pacific Lamprey
| image =7129322663_7861d71fca.jpg
| range =The Pacific lamprey is an anadromous parasitic lamprey from the Pacific Coast of North America and Asia. Pacific lampreys grow to about 80 cm (31 in) as adults. Although the adult and juvenile stages are more noticeable, lampreys spend the majority of their lives as larvae (ammocoetes). Ammocoetes live in fresh water for many years (usually 3–7 years, but at least one species has been recorded for +17 years). After the larval period, the ammocoetes undergo metamorphosis and take on the juvenile/adult body morphology. Juveniles/adults have a jawless, sucker-like mouth that allows them to become parasitic on other fish and sperm whales, attaching themselves with their suckers and feeding on blood and body fluids. The adults live at least one to two years in the ocean and then return to fresh water to spawn. After spawning, the adults usually die within four days. Also, like salmon, the Pacific lamprey does not feed while migrating to spawn.
}}


{{Species id
| latin_name=Carcharodon carcharias
| common_name=Great White Shark
| image =Great_white_shark_.jpg
| range =Great white sharks live in almost all coastal and offshore waters which have water temperature between 12 and 24 °C (54 and 75 °F). One of the densest-known populations is found around Dyer Island, South Africa. According to a recent study, California great whites have migrated to an area between Baja California Peninsula and Hawaii known as the White Shark Café to spend at least 100 days before migrating back to Baja. Another white shark that was tagged off the South African coast swam to the southern coast of Australia and back within the year. A similar study tracked a different great white shark from South Africa swimming to Australia's northwestern coast and back, a journey of 20,000 km (12,000 mi; 11,000 nmi) in under nine months. The reasons for their migration and what they do at their destination is still unknown. Possibilities include seasonal feeding or mating.
}}


{{Species id
| latin_name=Anguilla rostrata
| common_name=American Eel
| image =American_eel_.jpg
| range =The distribution of the American eel encompasses all accessible freshwater (streams and lakes), estuaries and coastal marine waters across a latitudinal range of 5 to 62 N. Their natural range includes the eastern North Atlantic Ocean coastline from Venezuela to Greenland and including Iceland. Inland, this species extends into the Great Lakes and the Mississippi River. The American eel's complex life history begins far offshore in the Sargasso Sea. From there, young eels drift with ocean currents and then migrate inland into streams, rivers and lakes. This journey may take many years to complete with some eels travelling as far as 6,000 kilometers. After reaching these freshwater bodies they feed and mature for approximately 10 to 25 years before migrating back to the Sargasso Sea in order to complete their life cycle.
}}



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{{Species id
| latin_name=Odocoileus virginianus
| common_name=White-Tailed Deer
| image =White_tailed_deer_.jpg
| range =The white-tailed deer is a medium-sized deer native to North America, Central America, Ecuador, and South America as far south as Peru and Bolivia. In North America, the species is widely distributed east of the Rocky Mountains as well as in southwestern Arizona and most of Mexico, except Lower California. Climate change is affecting the white tailed deer by changing their migration patterns and increasing their population size. This species of deer is restricted from moving northward due to cold harsh winters. Consequently, as climate change warms up the Earth, these deer are allowed to migrate further north which will result in the populations of the white-tailed deer increasing.
}}


{{Species id
| latin_name=Bison bison
| common_name=American Bison
| image =American_bison_.jpg
| range =The American bison or simply bison, also commonly known as the American buffalo or simply buffalo, is an American species of bison that once roamed North America in vast herds. It nearly became extinct by a combination of commercial hunting and slaughter in the 19th century. Recovery efforts expanded in the mid-20th century, with a resurgence to roughly 31,000[5] wild bison today, largely restricted to a few national parks and reserves. Through multiple reintroductions, the species is now also freely roaming wild in some regions in the United States, Canada, and Mexico, with it also being introduced to Yakutia in Russia. Bison are nomadic migrators, and historically would travel in herds of thousands to millions of animals, following the grazing patterns. Nowadays, their limited numbers make it less necessary for them to migrate.
}}


{{Species id
| latin_name=Aeorestes cinereus
| common_name= Hoary Bat
| image =Hoary_Bat_.jpg
| range =The Hoary Bat lives throughout most of North America and much of South America, with populations in the Galápagos Islands and Hawaii. Hoary bats are long-distance migrants, spending the winter in Central America and the southwestern United States and the spring and summer in more northern latitudes in the United States and Canada.
}}



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{{Species id
| latin_name=Locusta migratoria
| common_name=Migratory Locust
| image =Migratory_locust_.jpg ‎
| range =The migratory locust, sometimes classified into up to 10 subspecies, swarms in Africa, Asia, Australia, and New Zealand, but has become rare in Europe. These insects can form swarms numbering into the billions, eating everything in their path. Their migration patter primarily depends on the food supply, constant movement being necessary due to the huge amounts of vegetation consumed by the swarm. Their migration is relatively nomadic, settling wherever food is available.
}}


{{Species id
| latin_name=Anax junius
| common_name=Green Darner Dragonfly
| image =Dragonfly_Common_Green_Darner_.jpg
| range =One of the most common and abundant species throughout North America, it also ranges south to Panama. It is well known for its great migration distance from the northern United States south into Texas and Mexico.
}}


{{Species id
| latin_name=Vanessa cardui
| common_name=Painted Lady Butterfly
| image =Vanessa_cardui_.jpg
| range =V. cardui is one of the most widespread of all butterflies, found on every continent except Antarctica and South America. V. cardui occurs in any temperate zone, including mountains in the tropics. The species is resident only in warmer areas, but migrates in spring, and sometimes again in autumn. It migrates from North Africa and the Mediterranean to Britain and Europe in May and June, and from the Red Sea basin, via Israel and Cyprus, to Turkey in March and April. The occasional autumn migration made by V. cardui is likely for the inspection of resource changes; it consists of a round trip from Europe to Africa.
}}



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{{Species id
| latin_name=Rana temporaria
| common_name=European Common Frog
| image =European_Common_Frog_.jpg
| range =Common frogs are found throughout much of Europe as far north as northern Scandinavia inside the Arctic Circle and as far east as the Urals, except for most of Iberia, Southern Italy, and the southern Balkans. Other areas where the common frog has been introduced include the Isle of Lewis, Shetland, Orkney and the Faroe Islands. It is also found in Asia, and eastward to Japan. Common frogs typically hibernate from late October to January. They will re-emerge as early as February if conditions are favorable, and migrate to bodies of water such as garden ponds to spawn. Where conditions are harsher, such as in the Alps, they emerge as late as early June.
}}


{{Species id
| latin_name=Bufo bufo
| common_name=Common Toad
| image =Common_toad_.jpg
| range =The common toad is the fourth most common amphibian in Europe.It is found throughout the continent with the exception of Iceland, the cold northern parts of Scandinavia, Ireland and a number of Mediterranean islands. It is largely found in forested areas with coniferous, deciduous and mixed woodland, especially in wet locations. It also inhabits open countryside, fields, copses, parks and gardens, and often occurs in dry areas well away from standing water. Many toads are killed by traffic while migrating to their breeding grounds. In Europe they have the highest rate of mortality from roadkill among amphibians. Many of the deaths take place on stretches of road where streams flow underneath showing that migration routes often follow water courses. In some places in Germany, Belgium, Great Britain, Northern Italy and Poland, special tunnels have been constructed so that toads can cross under roads in safety. In other places, local wildlife groups run "toad patrols", carrying the amphibians across roads at busy crossing points in buckets.
}}


{{Species id
| latin_name=Lithobates sylvaticus
| common_name=Wood Frog
| image =Woodfrog_.jpg ‎
| range =The contiguous wood frog range is from northern Georgia and northeastern Canada in the east to Alaska and southern British Columbia in the west. It is the most widely distributed frog in Alaska. It is also found in the Medicine Bow National Forest. Long-distance migration plays an important role in their life history. Individual wood frogs range widely (hundreds of meters) among their breeding pools and neighboring freshwater swamps, cool-moist ravines, and/or upland habitats. Genetic neighborhoods of individual pool breeding populations extend more than a kilometer away from the breeding site. Adult wood frogs spend summer months in moist woodlands, forested swamps, ravines, or bogs. During the fall, they leave summer habitats and migrate to neighboring uplands to overwinter.
}}


{{Species id
| latin_name=Anaxyrus americanus
| common_name=Eastern American Toad
| image =Eastern_american_toad_.jpg
| range =The American toad is a common species of toad found throughout Canada and the eastern United States. Often entire groups of tadpoles reach the toadlet stage at once and a mass migration to higher ground takes place usually to shaded areas of mid range and upland forests bordering the marshes from where they bred.
}}



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{{Species id
| latin_name=Chelonia mydas
| common_name=Green Sea Turtle
| image =Green_turtle_.jpg
| range =Since green sea turtles are a migrating species, their global distribution spans into the open ocean. Green sea turtles migrate long distances between feeding sites and nesting sites; some swim more than 2,600 kilometers (1,600 mi) to reach their spawning grounds. Beaches in Southeast Asia, India, islands in the western Pacific, and Central America are where green sea turtles breed. Mature turtles often return to the exact beach from which they hatched.
}}


{{Species id
| latin_name=Agkistrodon piscivorus
| common_name=Water Moccasin
| image =Florida_Water_Moccasin_.jpg
| range =Also commonly known as a cottonmouth snake, the water moccasin, native to the southeaster United States, is one of the few snakes that has been reported to take part in a mass migration, traveling overland to their hibernation grounds before winter.
}}


{{Species id
| latin_name=Caretta caretta
| common_name=Loggerhead Sea Turtle
| image =Loggerhead_turtle_.jpg
| range =The loggerhead sea turtle has a wide distribution, nesting over the broadest geographical range of any sea turtle. It inhabits the Atlantic, Indian, and Pacific Oceans and the Mediterranean Sea. Pacific loggerheads live in temperate to tropical regions. The turtles are transported by the prevailing currents across the full length of the northern Pacific, one of the longest migration routes of any marine animal.
}}



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{{Species id
| latin_name=Gecarcoidea natalis
| common_name=Christmas Island Red Crab
| image =Christmas_Island_Red_Crab_.jpg
| range =For most of the year, red crabs can be found within Christmas Islands' forests. Each year, however, they migrate to the coast to breed; the beginning of the wet season (usually October/November) allows the crabs to increase their activity and stimulates their annual migration. The timing of their migration is also linked to the phases of the moon. During this migration, red crabs abandon their burrows and travel to the coast to mate and spawn. This normally requires at least a week.
}}


{{Species id
| latin_name=Paralithodes camtschaticus
| common_name=Red King Crab
| image =Red_king_crab_.jpg
| range =The red king crab is native to the Bering Sea, North Pacific Ocean, around the Kamchatka Peninsula and neighboring Alaskan waters. The depth at which it can live has much to do with what stage of its lifecycle it is in; newly hatched crab (zoea larvae) stay in the shallower waters where food and protection are plentiful. Usually, after the age of two, the crabs move down to depths of 20–50 m (66–164 ft) and take part in what is known as podding; hundreds of crabs come together in tight, highly concentrated groups. Adult crabs are found usually more than 200 m down on the sand and muddy areas in the substrate. They migrate in the winter or early spring to shallower depths for mating, but most of their lives are spent in the deep waters where they feed.
}}


{{Species id
| latin_name= Euphausia superba
| common_name=Antarctic Krill
| image =Antarctic_krill_.jpg
| range = Antarctic krill is a species of krill found in the Antarctic waters of the Southern Ocean. It is the dominant animal species of Earth. It is a small, swimming crustacean that lives in large schools, called swarms, sometimes reaching densities of 10,000–30,000 individual animals per cubic meter. Antarctic krill, as with other species of krill, participate in a unique type of migration known as a diurnal vertical migration, in which the animals move to shallower water to feed before returning to the relative safety of the depths. Krill are thought to undergo between one and three vertical migrations from mixed surface waters to depths of 100m daily.
}}



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Migrating animals face hungry predators, a scarcity of food or water, natural dangers such as storms, and difficult terrain such as mountains and cliffs. Many animals, especially aquatic animals, are easily harmed by manmade obstacles such as dams and turbines, or by pollution.



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A complete migration occurs when an animal migrates to a new location and back again. An example of this would be Canadian Geese, who fly south for the winter, then back north for the summer. Not all animals will complete an entire complete migration alone though, as in the case of the Monarch Butterfly. The insect migrates to the new location where it breeds, lays its eggs, and dies. Once the eggs hatch, the new Monarchs fly back to their parent’s birthplace where they breed, lay their own eggs, and die.

Partial migrations occur when not all of the animals of a specific species migrate. For example, some birds of prey don’t migrate when the others in the same species do. Nomadic migrations don’t tend to have a specific end goal. In other words, while a complete or partial migration usually begins and ends in the same relative area, a nomadic migration involves traveling in no particular direction, but simply following the food! An example is the American Bison, who lives in massive herds which can easily demolish all the food in an area. Hence, they are nomadic migrators, moving wherever the food can be found.



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In the past, humans would use the consistency of an animal’s migration to plan hunting and trapping methods. Today, infrastructure, including roads, dams, and fences can hinder or completely block off animal migration routes. For example, deer fences are often erected to keep deer and antelope off of farm lands, or around railroad lines to keep them off the tracks. However, these fences can also prevent the animals from using their migration routes.

Another example of this may be the construction of roads across migration routes. While large animals crossing the roads may be a danger to drivers, not to mention the animals themselves, smaller animals such as migrating frogs, rodents, and earthbound insects may find these to be an even greater hazard, as they are not capable of getting out of the way as easily. A common solution is to provide alternative routes for the animals to use in their migration routes. This might be a tunnel under a road or an opening under a railroad bridge that the animals can get through.

One of the most well-known problems regarding migration is the problem that dams create for migrating fish, especially to and from their breeding grounds. Dams have made an obstruction that have blocked this migration, often resulting in the extinction of various species of fish from portions of their natural habitat. In fact, the problem has been severe enough that many dams have been taken down to help reintroduce the fish to their natural habitats. A solution that has been used in many dams and waterway obstructions is a fish ladder or fish steps, a series of basins arranged in steps that allow the fish jump from one to another and bypass the obstacle. While the results are not always the most promising, it is a great demonstration of the effort that people have made to correct the problems they have caused migrating animals.



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{{Species id
| latin_name=Sterna paradisaea
| common_name=Arctic Tern
| image =Arctic_tern_in_flight.jpg
| range =The Arctic tern is famous for its migration; it flies from its Arctic breeding grounds to the Antarctic and back again each year, the shortest distance between these areas being 19,000 km (12,000 mi). The long journey ensures that this bird sees two summers per year and more daylight than any other creature on the planet.
}}


{{Species id
| latin_name=Rangifer tarandus
| common_name=Caribou
| image =Reindeer_caribou_.jpg
| range =The caribou, also known as the reindeer in Europe and Asia, is a species of deer with circumpolar (around the pole, in this case, the North pole) distribution, native to Arctic, subarctic, tundra, boreal, and mountainous regions of northern Europe, Siberia, and North America. Some populations of North American caribou migrate the farthest of any terrestrial mammal, traveling up to 5,000 km (3,000 mi) a year, and covering 1,000,000 km2 (400,000 sq mi). The European populations are known to have shorter migrations.

Normally travelling about 19–55 km (12–34 mi) a day while migrating, the caribou can run at speeds of 60–80 km/h (37–50 mph). During the spring migration smaller herds will group together to form larger herds of 50,000 to 500,000 animals, but during autumn migrations the groups become smaller and the reindeer begin to mate. During winter, reindeer travel to forested areas to forage under the snow. By spring, groups leave their winter grounds to go to the calving grounds. A reindeer can swim easily and quickly, normally at about 6.5 km/h (4 mph) but, if necessary, at 10 km/h (6 mph) and migrating herds will not hesitate to swim across a large lake or broad river.
}}


{{Species id
| latin_name=Oncorhynchus nerka
| common_name=Sockeye Salmon
| image =Sockeye_salmon_.jpeg
| range =Sockeye salmon range as far south as the Columbia River in the eastern Pacific (although individuals have been spotted as far south as the 10 Mile River on the Mendocino Coast of California) and in northern Hokkaidō Island in Japan in the western Pacific. They range as far north as the Bathurst Inlet in the Canadian Arctic in the east and the Anadyr River in Siberia in the west. The farthest inland sockeye salmon travel is to Redfish Lake, Idaho, over 1,400 km (900 mi) from the ocean and 2,000 m (6,500 ft) in elevation. Sockeye salmon exhibit many different life histories with the majority being anadromous where the juvenile salmon migrate from freshwater lakes and streams to the ocean before returning as adults to their natal freshwater to spawn.
}}


{{Species id
| latin_name=Danaus plexippus
| common_name=Monarch Butterfly
| image =Monarch_butterfly_.jpg
| range =In the Americas, the monarch ranges from southern Canada through northern South America. It has also been found in Bermuda, Cook Islands, Hawaii, Cuba, and other Caribbean islands, the Solomons, New Caledonia, New Zealand, Papua New Guinea, Australia, the Azores, the Canary Islands, Madeira, continental Portugal, Gibraltar, the Philippines, and Morocco. It appears in the UK in some years as an accidental migrant. In North America, monarchs migrate both north and south on an annual basis, in a long-distance journey that is fraught with risks. The population east of the Rocky Mountains attempts to migrate to the sanctuaries of the Mariposa Monarca Biosphere Reserve in the Mexican state of Michoacán and parts of Florida. The western population tries to reach overwintering destinations in various coastal sites in central and southern California. The overwintered population of those east of the Rockies may reach as far north as Texas and Oklahoma during the spring migration. The second, third and fourth generations return to their northern locations in the United States and Canada in the spring. Monarchs from the eastern US generally migrate longer distances than monarchs from the western US.
}}


{{Species id
| latin_name=Connochaetes taurinus
| common_name= Great Wildebeest Migration
| image =Blue_wildebeest_.jpg
| image =Great_Migration_.jpg
| range =Wildebeest inhabit the plains and open woodlands of parts of Africa south of the Sahara. Each year around the same time, the circular great wildebeest migration begins in the Ngorongoro Conservation Area of the southern Serengeti in Tanzania and loops clockwise through the Serengeti National Park and north towards the Masai Mara reserve in Kenya. This migration is naturally caused by the availability of grazing. The initial phase lasts from about January to March, when the calving season begins – a time when there is plenty of rain-ripened grass available for the 260,000 zebras that precede 1.7 million wildebeest and the following hundreds of thousands of other plains game, including around 470,000 gazelles.

During February, the wildebeest are on the short grass plains of the southeast part of the ecosystem, grazing and giving birth to approximately 500,000 calves in 2 to 3 weeks. As the rains end in May, the animals start moving northwest into the areas around the Grumeti River, where they typically remain until late June. The crossings of the Grumeti and Mara rivers beginning in July are a popular safari attraction because crocodiles are lying in wait. The herds arrive in Kenya in late July / August, where they stay for the rest of the dry season. In early November, with the start of the short rains, the migration starts moving south again, to the short grass plains of the southeast, usually arriving in December in plenty of time for calving in February.

About 250,000 wildebeest die during the journey from Tanzania to the Maasai Mara National Reserve in southwestern Kenya, a total of 800 kilometres (500 mi). Death is usually from thirst, hunger, exhaustion, or predation including by big cats.
}}



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A lot of migration tracking is done through GPS. An animal gets caught, a GPS collar or tag is attached to it, and it is released, the GPS system sending out signals to satellites which are then collected in a computer. Bird bands are also useful. A bird is caught and the band is wrapped around its leg. Then it is released and free to go on its way until caught again later, hopefully at the other end of its migration, to track how long it took for it to travel. Scientists also use stickers, radio collars, and trail cameras to help track migrations.



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Humans also migrate, but not usually the same way. For example, most people don’t make a yearly trip south so that they can find food! (Some people, affectionately called Snow Birds, head down south for the winter to follow the sunshine). Most human migrations are due to significant events that affect large numbers of people. For example, between 1845 and 1855, the Irish Potato Blight caused over a million Irish citizens to immigrate to America looking for better living circumstances. Other groups immigrate looking for work, such as many people from central to south America. Still others migrate to escape war, and others are forced, either expelled from their country for being a part of an ethnic group, or enslaved and shipped away. They are similar to animal migrations in that the factors that cause them to migrate typically affect a huge group of people, causing them to move at the same time. However, it doesn’t usually happen yearly, and many of them never return.



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Many migrations are recorded in the Bible! Abraham's whole life was one of migrating to and fro, following God's direction. The Israelites migrated out of Egypt and after rebelling against God for hundreds of years, they were captured by Nebuchadnezzar and carried off to Babylon. After seventy years, the Babylonian king released them, and they migrated back home again. Joseph, Noah, the first Christians, and even Jesus took part in a Biblical migration!

Here are some discussion points to get you started:
*What was the purpose of the migration?
*How many people took part in the migration? Were any people mentioned by name? Why?
*What caused the migration? Were there things that were pushing them to find a new land (push factors) or drawing them to find a new land (pull factors)?
*How long did the migration take? What ways did they travel?
*How did they know where to go?
*How did the migration affect later Bible stories?
*What did the migrators learn from their journey? What can we learn?



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You can find the story of Noah in Genesis 5-7. There's a special migration mentioned in Genesis 7:8-9.



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The story of the Exodus spans from the beginning of the Book of Exodus through Moses' death in Deuteronomy 34, and on following the children of Israel's conquest of the Promised Land under the leadership of Joshua and the judges. The actual Exodus of Egypt takes place in Exodus 13.



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Abraham's whole life involved migrating from place to place following God's direction. His story can be found from Genesis 12-25, but specific portions of his nomadic journey can be found in Genesis 12 and 20.



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Joseph's story begins in Genesis 37 and 39 and continues until the end of Genesis (Genesis 50), but the migration that was caused by his betrayal and sale as a slave into Egypt occurs in Genesis 46.



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The Babylonian capture was a major event in Israelite history, and it's mentioned dozens of times throughout the Bible. Records of the capture and the following captivity can be found in Daniel 1, 2 Chronicles 36:15-21, and throughout Jeremiah.

The return from Babylonian captivity can be found in Ezra 1-2 and 2 Chronicles 36:22-23.



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This was a different type of migration, since it didn't involve very many people. You can find the story in Matthew 2:13-15.



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This is another special migration in that the migrators didn't take the same routes or end up in the same destinations!



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Contact your local Fish and Game organization, national park, or nature management agency to look for opportunities to help make a positive impact for migratory animals. Make sure that any project you work on does not damage the environment and follows any local laws. Here are a few ideas that might help you get started:

*Help create safe and protected resting sites.
*Set out food and provide water for migrating animals along common migration routes.
*Participate in a trash removal effort around migration routes and resting sites to prevent animals from ingesting garbage.
*Get involved in a migration effort such as the Amphibian Crossing Project (video about this project later in the answer key).
*Raise awareness through a creative means and encourage others to get involved in conservation of migrating animals.



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If you have completed Part a. of this requirement, why not complete this one as well? It's a great opportunity to debrief about your experience about the impact you had on the migrating animal populations. Don't forget to discuss how you might be able to involve more people in your conservation project in the future!



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Here's a great video you can watch on the Great African Migration.
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Here's another one on the fruit bat migration of Zambia’s Kasanka National Park.
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This one is about the Amphibian Crossing Project, an initiative by the Conserve Wildlife Foundation of New Jersey to help amphibians cross roads safely to their breeding grounds.
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{{AY Honors/Zoo Visit}}
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This one could be easily completed while you are visiting a zoo or nature park if you choose to complete Part d. of this requirement, and might also be completed if you choose to visit a common resting spot for migrating animals for Part f.



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Do you know of a migration route or destination near you? Even if you do have one close by, there are probably migration routes or destinations nearby that you don't even know about yet! Check with your local Fish and Game organization, national park, or nature management agency to find places you can observe migrating animals. Make sure that you are following all rules and laws during your visit, and avoid disturbing the animals!



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==References==

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AY Honors/Migration/Answer Key

2021-09-29T03:26:34Z

Jomegat: more formatting

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The dictionary definition of migration is the seasonal movement of animals from one place to another. It can also be the movement of people from one place to another, though not necessarily seasonally.


It is important to remember that migration is different than an animal simply moving around. After all, a migration may be only a few feet for some animals. The difference is that a migrating animal usually moves into a different environment for a specific purpose, be it food, a mate, a change in temperature, etc., while an animal that is simply moving around, typically doesn't have a reason to move outside of its current environment.


Humans have known about migration for many thousands of years. However, they did not know much about it except through observation of the animals from the places they lived, giving them only a partial understanding about what migration is. They could see that the birds or game animals would leave at a specific time each year and would return the next year. Much of the time, they did not know where the animals were going, or what made them go, coming up with extraordinary stories to try and explain the patterns. One exception was the Native Americans, who were experts at knowing the patterns of the animals they hunted. Many tribes relied on hunting these animals and would follow them in their migrations each year. However, most migrating animals, such as birds and some insects, were too fast for people to follow, and their migrations went without much study for many years.


Once global travel became achievable, scientists were able to figure out where the migrating animals were going. With the fairly recent invention of tracking tags and devices, scientists are now able to even track these animals remotely, learning their patterns and their destinations.



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Animals migrate primarily to find food and water, often because they live in seasonal areas that don’t have food or water year-round, which forces them to relocate before they are at risk of death by starvation or thirst. They may also migrate to avoid the cold, which they may not be capable of surviving, or to find better grounds for reproduction.



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Scientists don’t fully understand this. They can only guess how so many animals decide to migrate at the same time, even though they may be continents apart. It may have something to do with the length of the day, the temperature, or something that we don’t know about yet!


Scientists do know that some animals can use the magnetic field of the earth to find their way, similar to having a built-in compass. Most travel to the same place each year, so they might use landmarks that they remember from year to year to help guide them back. Regardless, God cares for even the least of His creatures, and telling them when to migration is one of the ways that He cares for them!



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{{Species id
| latin_name=Selasphorus rufus
| common_name=Rufous Hummingbird
| image =Rufous_hummingbird.jpg
| range =Western rufous hummingbirds migrate through the Rocky Mountains and nearby lowlands during May to September to take advantage of the wildflower season. They may stay in one local region for the entire summer, in which case the migrants, like breeding birds, often aggressively take over and defend feeding locations. Most winter in wooded areas in the Mexican state of Guerrero, traveling over 2,000 mi (3,200 km) by an overland route from its nearest summer home – a prodigious journey for a bird weighing only 3 to 4 g.
}}


{{Species id
| latin_name=Branta canadensis
| common_name=Canada Goose
| image =Canadian_goose_.jpeg
| range =This species is native to North America. It breeds in Canada and the northern United States in a wide range of habitats. Canada geese are known for their seasonal migrations. Most Canada geese have staging or resting areas where they join up with others. Their autumn migration can be seen from September to the beginning of November. The early migrants have a tendency to spend less time at rest stops and go through the migration much faster. The later birds usually spend more time at rest stops. Some geese return to the same nesting ground year after year and lay eggs with their mate, raising them in the same way each year. This is recorded from the many tagged geese which frequent the East Coast.

Canada geese fly in a distinctive V-shaped flight formation, with an altitude of 1 km (3,280 feet) for migration flight. The maximum flight ceiling of Canada geese is unknown, but they have been reported at 9 km (29,000 feet).

Flying in the V formation has been the subject of study by researchers. The front position is rotated since flying in front consumes the most energy.
}}


{{Species id
| latin_name=Turdus migratorius
| common_name=American Robin
| image =American_robin_.jpeg
| range =This bird breeds throughout most of North America, from Alaska and Canada southward to northern Florida and Mexico. While robins occasionally overwinter in the northern part of the United States and southern Canada, most migrate to winter south of Canada from Florida and the Gulf Coast to central Mexico, as well as along the Pacific Coast. Most depart south by the end of August and begin to return north in February and March (exact dates vary with latitude and climate). The distance by which robins migrate varies significantly depending on their initial habitat; a study found that individual robins tagged in Alaska are known to travel as much as 3.5x further across seasons than robins tagged in Massachusetts.
}}



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{{Species id
| latin_name=Entosphenus tridentatus
| common_name=Pacific Lamprey
| image =7129322663_7861d71fca.jpg
| range =The Pacific lamprey is an anadromous parasitic lamprey from the Pacific Coast of North America and Asia. Pacific lampreys grow to about 80 cm (31 in) as adults. Although the adult and juvenile stages are more noticeable, lampreys spend the majority of their lives as larvae (ammocoetes). Ammocoetes live in fresh water for many years (usually 3–7 years, but at least one species has been recorded for +17 years). After the larval period, the ammocoetes undergo metamorphosis and take on the juvenile/adult body morphology. Juveniles/adults have a jawless, sucker-like mouth that allows them to become parasitic on other fish and sperm whales, attaching themselves with their suckers and feeding on blood and body fluids. The adults live at least one to two years in the ocean and then return to fresh water to spawn. After spawning, the adults usually die within four days. Also, like salmon, the Pacific lamprey does not feed while migrating to spawn.
}}


{{Species id
| latin_name=Carcharodon carcharias
| common_name=Great White Shark
| image =Great_white_shark_.jpg
| range =Great white sharks live in almost all coastal and offshore waters which have water temperature between 12 and 24 °C (54 and 75 °F). One of the densest-known populations is found around Dyer Island, South Africa. According to a recent study, California great whites have migrated to an area between Baja California Peninsula and Hawaii known as the White Shark Café to spend at least 100 days before migrating back to Baja. Another white shark that was tagged off the South African coast swam to the southern coast of Australia and back within the year. A similar study tracked a different great white shark from South Africa swimming to Australia's northwestern coast and back, a journey of 20,000 km (12,000 mi; 11,000 nmi) in under nine months. The reasons for their migration and what they do at their destination is still unknown. Possibilities include seasonal feeding or mating.
}}


{{Species id
| latin_name=Anguilla rostrata
| common_name=American Eel
| image =American_eel_.jpg
| range =The distribution of the American eel encompasses all accessible freshwater (streams and lakes), estuaries and coastal marine waters across a latitudinal range of 5 to 62 N. Their natural range includes the eastern North Atlantic Ocean coastline from Venezuela to Greenland and including Iceland. Inland, this species extends into the Great Lakes and the Mississippi River. The American eel's complex life history begins far offshore in the Sargasso Sea. From there, young eels drift with ocean currents and then migrate inland into streams, rivers and lakes. This journey may take many years to complete with some eels travelling as far as 6,000 kilometers. After reaching these freshwater bodies they feed and mature for approximately 10 to 25 years before migrating back to the Sargasso Sea in order to complete their life cycle.
}}



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{{Species id
| latin_name=Odocoileus virginianus
| common_name=White-Tailed Deer
| image =White_tailed_deer_.jpg
| range =The white-tailed deer is a medium-sized deer native to North America, Central America, Ecuador, and South America as far south as Peru and Bolivia. In North America, the species is widely distributed east of the Rocky Mountains as well as in southwestern Arizona and most of Mexico, except Lower California. Climate change is affecting the white tailed deer by changing their migration patterns and increasing their population size. This species of deer is restricted from moving northward due to cold harsh winters. Consequently, as climate change warms up the Earth, these deer are allowed to migrate further north which will result in the populations of the white-tailed deer increasing.
}}


{{Species id
| latin_name=Bison bison
| common_name=American Bison
| image =American_bison_.jpg
| range =The American bison or simply bison, also commonly known as the American buffalo or simply buffalo, is an American species of bison that once roamed North America in vast herds. It nearly became extinct by a combination of commercial hunting and slaughter in the 19th century. Recovery efforts expanded in the mid-20th century, with a resurgence to roughly 31,000[5] wild bison today, largely restricted to a few national parks and reserves. Through multiple reintroductions, the species is now also freely roaming wild in some regions in the United States, Canada, and Mexico, with it also being introduced to Yakutia in Russia. Bison are nomadic migrators, and historically would travel in herds of thousands to millions of animals, following the grazing patterns. Nowadays, their limited numbers make it less necessary for them to migrate.
}}


{{Species id
| latin_name=Aeorestes cinereus
| common_name= Hoary Bat
| image =Hoary_Bat_.jpg
| range =The Hoary Bat lives throughout most of North America and much of South America, with populations in the Galápagos Islands and Hawaii. Hoary bats are long-distance migrants, spending the winter in Central America and the southwestern United States and the spring and summer in more northern latitudes in the United States and Canada.
}}



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{{Species id
| latin_name=Locusta migratoria
| common_name=Migratory Locust
| image =Migratory_locust_.jpg ‎
| range =The migratory locust, sometimes classified into up to 10 subspecies, swarms in Africa, Asia, Australia, and New Zealand, but has become rare in Europe. These insects can form swarms numbering into the billions, eating everything in their path. Their migration patter primarily depends on the food supply, constant movement being necessary due to the huge amounts of vegetation consumed by the swarm. Their migration is relatively nomadic, settling wherever food is available.
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{{Species id
| latin_name=Anax junius
| common_name=Green Darner Dragonfly
| image =Dragonfly_Common_Green_Darner_.jpg
| range =One of the most common and abundant species throughout North America, it also ranges south to Panama. It is well known for its great migration distance from the northern United States south into Texas and Mexico.
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{{Species id
| latin_name=Vanessa cardui
| common_name=Painted Lady Butterfly
| image =Vanessa_cardui_.jpg
| range =V. cardui is one of the most widespread of all butterflies, found on every continent except Antarctica and South America. V. cardui occurs in any temperate zone, including mountains in the tropics. The species is resident only in warmer areas, but migrates in spring, and sometimes again in autumn. It migrates from North Africa and the Mediterranean to Britain and Europe in May and June, and from the Red Sea basin, via Israel and Cyprus, to Turkey in March and April. The occasional autumn migration made by V. cardui is likely for the inspection of resource changes; it consists of a round trip from Europe to Africa.
}}



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{{Species id
| latin_name=Rana temporaria
| common_name=European Common Frog
| image =European_Common_Frog_.jpg
| range =Common frogs are found throughout much of Europe as far north as northern Scandinavia inside the Arctic Circle and as far east as the Urals, except for most of Iberia, Southern Italy, and the southern Balkans. Other areas where the common frog has been introduced include the Isle of Lewis, Shetland, Orkney and the Faroe Islands. It is also found in Asia, and eastward to Japan. Common frogs typically hibernate from late October to January. They will re-emerge as early as February if conditions are favorable, and migrate to bodies of water such as garden ponds to spawn. Where conditions are harsher, such as in the Alps, they emerge as late as early June.
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{{Species id
| latin_name=Bufo bufo
| common_name=Common Toad
| image =Common_toad_.jpg
| range =The common toad is the fourth most common amphibian in Europe.It is found throughout the continent with the exception of Iceland, the cold northern parts of Scandinavia, Ireland and a number of Mediterranean islands. It is largely found in forested areas with coniferous, deciduous and mixed woodland, especially in wet locations. It also inhabits open countryside, fields, copses, parks and gardens, and often occurs in dry areas well away from standing water. Many toads are killed by traffic while migrating to their breeding grounds. In Europe they have the highest rate of mortality from roadkill among amphibians. Many of the deaths take place on stretches of road where streams flow underneath showing that migration routes often follow water courses. In some places in Germany, Belgium, Great Britain, Northern Italy and Poland, special tunnels have been constructed so that toads can cross under roads in safety. In other places, local wildlife groups run "toad patrols", carrying the amphibians across roads at busy crossing points in buckets.
}}


{{Species id
| latin_name=Lithobates sylvaticus
| common_name=Wood Frog
| image =Woodfrog_.jpg ‎
| range =The contiguous wood frog range is from northern Georgia and northeastern Canada in the east to Alaska and southern British Columbia in the west. It is the most widely distributed frog in Alaska. It is also found in the Medicine Bow National Forest. Long-distance migration plays an important role in their life history. Individual wood frogs range widely (hundreds of meters) among their breeding pools and neighboring freshwater swamps, cool-moist ravines, and/or upland habitats. Genetic neighborhoods of individual pool breeding populations extend more than a kilometer away from the breeding site. Adult wood frogs spend summer months in moist woodlands, forested swamps, ravines, or bogs. During the fall, they leave summer habitats and migrate to neighboring uplands to overwinter.
}}


{{Species id
| latin_name=Anaxyrus americanus
| common_name=Eastern American Toad
| image =Eastern_american_toad_.jpg
| range =The American toad is a common species of toad found throughout Canada and the eastern United States. Often entire groups of tadpoles reach the toadlet stage at once and a mass migration to higher ground takes place usually to shaded areas of mid range and upland forests bordering the marshes from where they bred.
}}



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{{Species id
| latin_name=Chelonia mydas
| common_name=Green Sea Turtle
| image =Green_turtle_.jpg
| range =Since green sea turtles are a migrating species, their global distribution spans into the open ocean. Green sea turtles migrate long distances between feeding sites and nesting sites; some swim more than 2,600 kilometers (1,600 mi) to reach their spawning grounds. Beaches in Southeast Asia, India, islands in the western Pacific, and Central America are where green sea turtles breed. Mature turtles often return to the exact beach from which they hatched.
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{{Species id
| latin_name=Agkistrodon piscivorus
| common_name=Water Moccasin
| image =Florida_Water_Moccasin_.jpg
| range =Also commonly known as a cottonmouth snake, the water moccasin, native to the southeaster United States, is one of the few snakes that has been reported to take part in a mass migration, traveling overland to their hibernation grounds before winter.
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{{Species id
| latin_name=Caretta caretta
| common_name=Loggerhead Sea Turtle
| image =Loggerhead_turtle_.jpg
| range =The loggerhead sea turtle has a wide distribution, nesting over the broadest geographical range of any sea turtle. It inhabits the Atlantic, Indian, and Pacific Oceans and the Mediterranean Sea. Pacific loggerheads live in temperate to tropical regions. The turtles are transported by the prevailing currents across the full length of the northern Pacific, one of the longest migration routes of any marine animal.
}}



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{{Species id
| latin_name=Gecarcoidea natalis
| common_name=Christmas Island Red Crab
| image =Christmas_Island_Red_Crab_.jpg
| range =For most of the year, red crabs can be found within Christmas Islands' forests. Each year, however, they migrate to the coast to breed; the beginning of the wet season (usually October/November) allows the crabs to increase their activity and stimulates their annual migration. The timing of their migration is also linked to the phases of the moon. During this migration, red crabs abandon their burrows and travel to the coast to mate and spawn. This normally requires at least a week.
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{{Species id
| latin_name=Paralithodes camtschaticus
| common_name=Red King Crab
| image =Red_king_crab_.jpg
| range =The red king crab is native to the Bering Sea, North Pacific Ocean, around the Kamchatka Peninsula and neighboring Alaskan waters. The depth at which it can live has much to do with what stage of its lifecycle it is in; newly hatched crab (zoea larvae) stay in the shallower waters where food and protection are plentiful. Usually, after the age of two, the crabs move down to depths of 20–50 m (66–164 ft) and take part in what is known as podding; hundreds of crabs come together in tight, highly concentrated groups. Adult crabs are found usually more than 200 m down on the sand and muddy areas in the substrate. They migrate in the winter or early spring to shallower depths for mating, but most of their lives are spent in the deep waters where they feed.
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{{Species id
| latin_name= Euphausia superba
| common_name=Antarctic Krill
| image =Antarctic_krill_.jpg
| range = Antarctic krill is a species of krill found in the Antarctic waters of the Southern Ocean. It is the dominant animal species of Earth. It is a small, swimming crustacean that lives in large schools, called swarms, sometimes reaching densities of 10,000–30,000 individual animals per cubic meter. Antarctic krill, as with other species of krill, participate in a unique type of migration known as a diurnal vertical migration, in which the animals move to shallower water to feed before returning to the relative safety of the depths. Krill are thought to undergo between one and three vertical migrations from mixed surface waters to depths of 100m daily.
}}



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Migrating animals face hungry predators, a scarcity of food or water, natural dangers such as storms, and difficult terrain such as mountains and cliffs. Many animals, especially aquatic animals, are easily harmed by manmade obstacles such as dams and turbines, or by pollution.



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A complete migration occurs when an animal migrates to a new location and back again. An example of this would be Canadian Geese, who fly south for the winter, then back north for the summer. Not all animals will complete an entire complete migration alone though, as in the case of the Monarch Butterfly. The insect migrates to the new location where it breeds, lays its eggs, and dies. Once the eggs hatch, the new Monarchs fly back to their parent’s birthplace where they breed, lay their own eggs, and die.

Partial migrations occur when not all of the animals of a specific species migrate. For example, some birds of prey don’t migrate when the others in the same species do. Nomadic migrations don’t tend to have a specific end goal. In other words, while a complete or partial migration usually begins and ends in the same relative area, a nomadic migration involves traveling in no particular direction, but simply following the food! An example is the American Bison, who lives in massive herds which can easily demolish all the food in an area. Hence, they are nomadic migrators, moving wherever the food can be found.



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In the past, humans would use the consistency of an animal’s migration to plan hunting and trapping methods. Today, infrastructure, including roads, dams, and fences can hinder or completely block off animal migration routes. For example, deer fences are often erected to keep deer and antelope off of farm lands, or around railroad lines to keep them off the tracks. However, these fences can also prevent the animals from using their migration routes.

Another example of this may be the construction of roads across migration routes. While large animals crossing the roads may be a danger to drivers, not to mention the animals themselves, smaller animals such as migrating frogs, rodents, and earthbound insects may find these to be an even greater hazard, as they are not capable of getting out of the way as easily. A common solution is to provide alternative routes for the animals to use in their migration routes. This might be a tunnel under a road or an opening under a railroad bridge that the animals can get through.

One of the most well-known problems regarding migration is the problem that dams create for migrating fish, especially to and from their breeding grounds. Dams have made an obstruction that have blocked this migration, often resulting in the extinction of various species of fish from portions of their natural habitat. In fact, the problem has been severe enough that many dams have been taken down to help reintroduce the fish to their natural habitats. A solution that has been used in many dams and waterway obstructions is a fish ladder or fish steps, a series of basins arranged in steps that allow the fish jump from one to another and bypass the obstacle. While the results are not always the most promising, it is a great demonstration of the effort that people have made to correct the problems they have caused migrating animals.



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{{Species id
| latin_name=Sterna paradisaea
| common_name=Arctic Tern
| image =Arctic_tern_in_flight.jpg
| range =The Arctic tern is famous for its migration; it flies from its Arctic breeding grounds to the Antarctic and back again each year, the shortest distance between these areas being 19,000 km (12,000 mi). The long journey ensures that this bird sees two summers per year and more daylight than any other creature on the planet.
}}


{{Species id
| latin_name=Rangifer tarandus
| common_name=Caribou
| image =Reindeer_caribou_.jpg
| range =The caribou, also known as the reindeer in Europe and Asia, is a species of deer with circumpolar (around the pole, in this case, the North pole) distribution, native to Arctic, subarctic, tundra, boreal, and mountainous regions of northern Europe, Siberia, and North America. Some populations of North American caribou migrate the farthest of any terrestrial mammal, traveling up to 5,000 km (3,000 mi) a year, and covering 1,000,000 km2 (400,000 sq mi). The European populations are known to have shorter migrations.

Normally travelling about 19–55 km (12–34 mi) a day while migrating, the caribou can run at speeds of 60–80 km/h (37–50 mph). During the spring migration smaller herds will group together to form larger herds of 50,000 to 500,000 animals, but during autumn migrations the groups become smaller and the reindeer begin to mate. During winter, reindeer travel to forested areas to forage under the snow. By spring, groups leave their winter grounds to go to the calving grounds. A reindeer can swim easily and quickly, normally at about 6.5 km/h (4 mph) but, if necessary, at 10 km/h (6 mph) and migrating herds will not hesitate to swim across a large lake or broad river.
}}


{{Species id
| latin_name=Oncorhynchus nerka
| common_name=Sockeye Salmon
| image =Sockeye_salmon_.jpeg
| range =Sockeye salmon range as far south as the Columbia River in the eastern Pacific (although individuals have been spotted as far south as the 10 Mile River on the Mendocino Coast of California) and in northern Hokkaidō Island in Japan in the western Pacific. They range as far north as the Bathurst Inlet in the Canadian Arctic in the east and the Anadyr River in Siberia in the west. The farthest inland sockeye salmon travel is to Redfish Lake, Idaho, over 1,400 km (900 mi) from the ocean and 2,000 m (6,500 ft) in elevation. Sockeye salmon exhibit many different life histories with the majority being anadromous where the juvenile salmon migrate from freshwater lakes and streams to the ocean before returning as adults to their natal freshwater to spawn.
}}


{{Species id
| latin_name=Danaus plexippus
| common_name=Monarch Butterfly
| image =Monarch_butterfly_.jpg
| range =In the Americas, the monarch ranges from southern Canada through northern South America. It has also been found in Bermuda, Cook Islands, Hawaii, Cuba, and other Caribbean islands, the Solomons, New Caledonia, New Zealand, Papua New Guinea, Australia, the Azores, the Canary Islands, Madeira, continental Portugal, Gibraltar, the Philippines, and Morocco. It appears in the UK in some years as an accidental migrant. In North America, monarchs migrate both north and south on an annual basis, in a long-distance journey that is fraught with risks. The population east of the Rocky Mountains attempts to migrate to the sanctuaries of the Mariposa Monarca Biosphere Reserve in the Mexican state of Michoacán and parts of Florida. The western population tries to reach overwintering destinations in various coastal sites in central and southern California. The overwintered population of those east of the Rockies may reach as far north as Texas and Oklahoma during the spring migration. The second, third and fourth generations return to their northern locations in the United States and Canada in the spring. Monarchs from the eastern US generally migrate longer distances than monarchs from the western US.
}}


{{Species id
| latin_name=Connochaetes taurinus
| common_name= Great Wildebeest Migration
| image =Blue_wildebeest_.jpg
| image =Great_Migration_.jpg
| range =Wildebeest inhabit the plains and open woodlands of parts of Africa south of the Sahara. Each year around the same time, the circular great wildebeest migration begins in the Ngorongoro Conservation Area of the southern Serengeti in Tanzania and loops clockwise through the Serengeti National Park and north towards the Masai Mara reserve in Kenya. This migration is naturally caused by the availability of grazing. The initial phase lasts from about January to March, when the calving season begins – a time when there is plenty of rain-ripened grass available for the 260,000 zebras that precede 1.7 million wildebeest and the following hundreds of thousands of other plains game, including around 470,000 gazelles.

During February, the wildebeest are on the short grass plains of the southeast part of the ecosystem, grazing and giving birth to approximately 500,000 calves in 2 to 3 weeks. As the rains end in May, the animals start moving northwest into the areas around the Grumeti River, where they typically remain until late June. The crossings of the Grumeti and Mara rivers beginning in July are a popular safari attraction because crocodiles are lying in wait. The herds arrive in Kenya in late July / August, where they stay for the rest of the dry season. In early November, with the start of the short rains, the migration starts moving south again, to the short grass plains of the southeast, usually arriving in December in plenty of time for calving in February.

About 250,000 wildebeest die during the journey from Tanzania to the Maasai Mara National Reserve in southwestern Kenya, a total of 800 kilometres (500 mi). Death is usually from thirst, hunger, exhaustion, or predation including by big cats.
}}



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A lot of migration tracking is done through GPS. An animal gets caught, a GPS collar or tag is attached to it, and it is released, the GPS system sending out signals to satellites which are then collected in a computer. Bird bands are also useful. A bird is caught and the band is wrapped around its leg. Then it is released and free to go on its way until caught again later, hopefully at the other end of its migration, to track how long it took for it to travel. Scientists also use stickers, radio collars, and trail cameras to help track migrations.



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Humans also migrate, but not usually the same way. For example, most people don’t make a yearly trip south so that they can find food! (Some people, affectionately called Snow Birds, head down south for the winter to follow the sunshine). Most human migrations are due to significant events that affect large numbers of people. For example, between 1845 and 1855, the Irish Potato Blight caused over a million Irish citizens to immigrate to America looking for better living circumstances. Other groups immigrate looking for work, such as many people from central to south America. Still others migrate to escape war, and others are forced, either expelled from their country for being a part of an ethnic group, or enslaved and shipped away. They are similar to animal migrations in that the factors that cause them to migrate typically affect a huge group of people, causing them to move at the same time. However, it doesn’t usually happen yearly, and many of them never return.



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Many migrations are recorded in the Bible! Abraham's whole life was one of migrating to and fro, following God's direction. The Israelites migrated out of Egypt and after rebelling against God for hundreds of years, they were captured by Nebuchadnezzar and carried off to Babylon. After seventy years, the Babylonian king released them, and they migrated back home again. Joseph, Noah, the first Christians, and even Jesus took part in a Biblical migration!

Here are some discussion points to get you started:
*What was the purpose of the migration?
*How many people took part in the migration? Were any people mentioned by name? Why?
*What caused the migration? Were there things that were pushing them to find a new land (push factors) or drawing them to find a new land (pull factors)?
*How long did the migration take? What ways did they travel?
*How did they know where to go?
*How did the migration affect later Bible stories?
*What did the migrators learn from their journey? What can we learn?



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You can find the story of Noah in Genesis 5-7. There's a special migration mentioned in Genesis 7:8-9.



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The story of the Exodus spans from the beginning of the Book of Exodus through Moses' death in Deuteronomy 34, and on following the children of Israel's conquest of the Promised Land under the leadership of Joshua and the judges. The actual Exodus of Egypt takes place in Exodus 13.



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Abraham's whole life involved migrating from place to place following God's direction. His story can be found from Genesis 12-25, but specific portions of his nomadic journey can be found in Genesis 12 and 20.



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Joseph's story begins in Genesis 37 and 39 and continues until the end of Genesis (Genesis 50), but the migration that was caused by his betrayal and sale as a slave into Egypt occurs in Genesis 46.



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The Babylonian capture was a major event in Israelite history, and it's mentioned dozens of times throughout the Bible. Records of the capture and the following captivity can be found in Daniel 1, 2 Chronicles 36:15-21, and throughout Jeremiah.

The return from Babylonian captivity can be found in Ezra 1-2 and 2 Chronicles 36:22-23.



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This was a different type of migration, since it didn't involve very many people. You can find the story in Matthew 2:13-15.



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This is another special migration in that the migrators didn't take the same routes or end up in the same destinations!



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Contact your local Fish and Game organization, national park, or nature management agency to look for opportunities to help make a positive impact for migratory animals. Make sure that any project you work on does not damage the environment and follows any local laws. Here are a few ideas that might help you get started:

*Help create safe and protected resting sites.
*Set out food and provide water for migrating animals along common migration routes.
*Participate in a trash removal effort around migration routes and resting sites to prevent animals from ingesting garbage.
*Get involved in a migration effort such as the Amphibian Crossing Project (video about this project later in the answer key).
*Raise awareness through a creative means and encourage others to get involved in conservation of migrating animals.



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If you have completed Part a. of this requirement, why not complete this one as well? It's a great opportunity to debrief about your experience about the impact you had on the migrating animal populations. Don't forget to discuss how you might be able to involve more people in your conservation project in the future!



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Here's a great video you can watch on the Great African Migration.
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Here's another one on the fruit bat migration of Zambia’s Kasanka National Park.
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This one is about the Amphibian Crossing Project, an initiative by the Conserve Wildlife Foundation of New Jersey to help amphibians cross roads safely to their breeding grounds.
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{{AY Honors/Zoo Visit}}
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This one could be easily completed while you are visiting a zoo or nature park if you choose to complete Part d. of this requirement, and might also be completed if you choose to visit a common resting spot for migrating animals for Part f.



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Do you know of a migration route or destination near you? Even if you do have one close by, there are probably migration routes or destinations nearby that you don't even know about yet! Check with your local Fish and Game organization, national park, or nature management agency to find places you can observe migrating animals. Make sure that you are following all rules and laws during your visit, and avoid disturbing the animals!



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==References==

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AY Honors/Migration/Answer Key

2021-09-29T03:24:05Z

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The dictionary definition of migration is the seasonal movement of animals from one place to another. It can also be the movement of people from one place to another, though not necessarily seasonally.


It is important to remember that migration is different than an animal simply moving around. After all, a migration may be only a few feet for some animals. The difference is that a migrating animal usually moves into a different environment for a specific purpose, be it food, a mate, a change in temperature, etc., while an animal that is simply moving around, typically doesn't have a reason to move outside of its current environment.


Humans have known about migration for many thousands of years. However, they did not know much about it except through observation of the animals from the places they lived, giving them only a partial understanding about what migration is. They could see that the birds or game animals would leave at a specific time each year and would return the next year. Much of the time, they did not know where the animals were going, or what made them go, coming up with extraordinary stories to try and explain the patterns. One exception was the Native Americans, who were experts at knowing the patterns of the animals they hunted. Many tribes relied on hunting these animals and would follow them in their migrations each year. However, most migrating animals, such as birds and some insects, were too fast for people to follow, and their migrations went without much study for many years.


Once global travel became achievable, scientists were able to figure out where the migrating animals were going. With the fairly recent invention of tracking tags and devices, scientists are now able to even track these animals remotely, learning their patterns and their destinations.



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Animals migrate primarily to find food and water, often because they live in seasonal areas that don’t have food or water year-round, which forces them to relocate before they are at risk of death by starvation or thirst. They may also migrate to avoid the cold, which they may not be capable of surviving, or to find better grounds for reproduction.



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Scientists don’t fully understand this. They can only guess how so many animals decide to migrate at the same time, even though they may be continents apart. It may have something to do with the length of the day, the temperature, or something that we don’t know about yet!


Scientists do know that some animals can use the magnetic field of the earth to find their way, similar to having a built-in compass. Most travel to the same place each year, so they might use landmarks that they remember from year to year to help guide them back. Regardless, God cares for even the least of His creatures, and telling them when to migration is one of the ways that He cares for them!



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{{Species id
| latin_name=Selasphorus rufus
| common_name=Rufous Hummingbird
| image =Rufous_hummingbird.jpg
| range =Western rufous hummingbirds migrate through the Rocky Mountains and nearby lowlands during May to September to take advantage of the wildflower season. They may stay in one local region for the entire summer, in which case the migrants, like breeding birds, often aggressively take over and defend feeding locations. Most winter in wooded areas in the Mexican state of Guerrero, traveling over 2,000 mi (3,200 km) by an overland route from its nearest summer home – a prodigious journey for a bird weighing only 3 to 4 g.
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{{Species id
| latin_name=Branta canadensis
| common_name=Canada Goose
| image =Canadian_goose_.jpeg
| range =This species is native to North America. It breeds in Canada and the northern United States in a wide range of habitats. Canada geese are known for their seasonal migrations. Most Canada geese have staging or resting areas where they join up with others. Their autumn migration can be seen from September to the beginning of November. The early migrants have a tendency to spend less time at rest stops and go through the migration much faster. The later birds usually spend more time at rest stops. Some geese return to the same nesting ground year after year and lay eggs with their mate, raising them in the same way each year. This is recorded from the many tagged geese which frequent the East Coast.

Canada geese fly in a distinctive V-shaped flight formation, with an altitude of 1 km (3,280 feet) for migration flight. The maximum flight ceiling of Canada geese is unknown, but they have been reported at 9 km (29,000 feet).

Flying in the V formation has been the subject of study by researchers. The front position is rotated since flying in front consumes the most energy.
}}


{{Species id
| latin_name=Turdus migratorius
| common_name=American Robin
| image =American_robin_.jpeg
| range =This bird breeds throughout most of North America, from Alaska and Canada southward to northern Florida and Mexico. While robins occasionally overwinter in the northern part of the United States and southern Canada, most migrate to winter south of Canada from Florida and the Gulf Coast to central Mexico, as well as along the Pacific Coast. Most depart south by the end of August and begin to return north in February and March (exact dates vary with latitude and climate). The distance by which robins migrate varies significantly depending on their initial habitat; a study found that individual robins tagged in Alaska are known to travel as much as 3.5x further across seasons than robins tagged in Massachusetts.
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{{Species id
| latin_name=Entosphenus tridentatus
| common_name=Pacific Lamprey
| image =7129322663_7861d71fca.jpg
| range =The Pacific lamprey is an anadromous parasitic lamprey from the Pacific Coast of North America and Asia. Pacific lampreys grow to about 80 cm (31 in) as adults. Although the adult and juvenile stages are more noticeable, lampreys spend the majority of their lives as larvae (ammocoetes). Ammocoetes live in fresh water for many years (usually 3–7 years, but at least one species has been recorded for +17 years). After the larval period, the ammocoetes undergo metamorphosis and take on the juvenile/adult body morphology. Juveniles/adults have a jawless, sucker-like mouth that allows them to become parasitic on other fish and sperm whales, attaching themselves with their suckers and feeding on blood and body fluids. The adults live at least one to two years in the ocean and then return to fresh water to spawn. After spawning, the adults usually die within four days. Also, like salmon, the Pacific lamprey does not feed while migrating to spawn.
}}


{{Species id
| latin_name=Carcharodon carcharias
| common_name=Great White Shark
| image =Great_white_shark_.jpg
| range =Great white sharks live in almost all coastal and offshore waters which have water temperature between 12 and 24 °C (54 and 75 °F). One of the densest-known populations is found around Dyer Island, South Africa. According to a recent study, California great whites have migrated to an area between Baja California Peninsula and Hawaii known as the White Shark Café to spend at least 100 days before migrating back to Baja. Another white shark that was tagged off the South African coast swam to the southern coast of Australia and back within the year. A similar study tracked a different great white shark from South Africa swimming to Australia's northwestern coast and back, a journey of 20,000 km (12,000 mi; 11,000 nmi) in under nine months. The reasons for their migration and what they do at their destination is still unknown. Possibilities include seasonal feeding or mating.
}}


{{Species id
| latin_name=Anguilla rostrata
| common_name=American Eel
| image =American_eel_.jpg
| range =The distribution of the American eel encompasses all accessible freshwater (streams and lakes), estuaries and coastal marine waters across a latitudinal range of 5 to 62 N. Their natural range includes the eastern North Atlantic Ocean coastline from Venezuela to Greenland and including Iceland. Inland, this species extends into the Great Lakes and the Mississippi River. The American eel's complex life history begins far offshore in the Sargasso Sea. From there, young eels drift with ocean currents and then migrate inland into streams, rivers and lakes. This journey may take many years to complete with some eels travelling as far as 6,000 kilometers. After reaching these freshwater bodies they feed and mature for approximately 10 to 25 years before migrating back to the Sargasso Sea in order to complete their life cycle.
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{{Species id
| latin_name=Odocoileus virginianus
| common_name=White-Tailed Deer
| image =White_tailed_deer_.jpg
| range =The white-tailed deer is a medium-sized deer native to North America, Central America, Ecuador, and South America as far south as Peru and Bolivia. In North America, the species is widely distributed east of the Rocky Mountains as well as in southwestern Arizona and most of Mexico, except Lower California. Climate change is affecting the white tailed deer by changing their migration patterns and increasing their population size. This species of deer is restricted from moving northward due to cold harsh winters. Consequently, as climate change warms up the Earth, these deer are allowed to migrate further north which will result in the populations of the white-tailed deer increasing.
}}


{{Species id
| latin_name=Bison bison
| common_name=American Bison
| image =American_bison_.jpg
| range =The American bison or simply bison, also commonly known as the American buffalo or simply buffalo, is an American species of bison that once roamed North America in vast herds. It nearly became extinct by a combination of commercial hunting and slaughter in the 19th century. Recovery efforts expanded in the mid-20th century, with a resurgence to roughly 31,000[5] wild bison today, largely restricted to a few national parks and reserves. Through multiple reintroductions, the species is now also freely roaming wild in some regions in the United States, Canada, and Mexico, with it also being introduced to Yakutia in Russia. Bison are nomadic migrators, and historically would travel in herds of thousands to millions of animals, following the grazing patterns. Nowadays, their limited numbers make it less necessary for them to migrate.
}}


{{Species id
| latin_name=Aeorestes cinereus
| common_name= Hoary Bat
| image =Hoary_Bat_.jpg
| range =The Hoary Bat lives throughout most of North America and much of South America, with populations in the Galápagos Islands and Hawaii. Hoary bats are long-distance migrants, spending the winter in Central America and the southwestern United States and the spring and summer in more northern latitudes in the United States and Canada.
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{{Species id
| latin_name=Locusta migratoria
| common_name=Migratory Locust
| image =Migratory_locust_.jpg ‎
| range =The migratory locust, sometimes classified into up to 10 subspecies, swarms in Africa, Asia, Australia, and New Zealand, but has become rare in Europe. These insects can form swarms numbering into the billions, eating everything in their path. Their migration patter primarily depends on the food supply, constant movement being necessary due to the huge amounts of vegetation consumed by the swarm. Their migration is relatively nomadic, settling wherever food is available.
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{{Species id
| latin_name=Anax junius
| common_name=Green Darner Dragonfly
| image =Dragonfly_Common_Green_Darner_.jpg
| range =One of the most common and abundant species throughout North America, it also ranges south to Panama. It is well known for its great migration distance from the northern United States south into Texas and Mexico.
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{{Species id
| latin_name=Vanessa cardui
| common_name=Painted Lady Butterfly
| image =Vanessa_cardui_.jpg
| range =V. cardui is one of the most widespread of all butterflies, found on every continent except Antarctica and South America. V. cardui occurs in any temperate zone, including mountains in the tropics. The species is resident only in warmer areas, but migrates in spring, and sometimes again in autumn. It migrates from North Africa and the Mediterranean to Britain and Europe in May and June, and from the Red Sea basin, via Israel and Cyprus, to Turkey in March and April. The occasional autumn migration made by V. cardui is likely for the inspection of resource changes; it consists of a round trip from Europe to Africa.
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{{Species id
| latin_name=Rana temporaria
| common_name=European Common Frog
| image =European_Common_Frog_.jpg
| range =Common frogs are found throughout much of Europe as far north as northern Scandinavia inside the Arctic Circle and as far east as the Urals, except for most of Iberia, Southern Italy, and the southern Balkans. Other areas where the common frog has been introduced include the Isle of Lewis, Shetland, Orkney and the Faroe Islands. It is also found in Asia, and eastward to Japan. Common frogs typically hibernate from late October to January. They will re-emerge as early as February if conditions are favorable, and migrate to bodies of water such as garden ponds to spawn. Where conditions are harsher, such as in the Alps, they emerge as late as early June.
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{{Species id
| latin_name=Bufo bufo
| common_name=Common Toad
| image =Common_toad_.jpg
| range =The common toad is the fourth most common amphibian in Europe.It is found throughout the continent with the exception of Iceland, the cold northern parts of Scandinavia, Ireland and a number of Mediterranean islands. It is largely found in forested areas with coniferous, deciduous and mixed woodland, especially in wet locations. It also inhabits open countryside, fields, copses, parks and gardens, and often occurs in dry areas well away from standing water. Many toads are killed by traffic while migrating to their breeding grounds. In Europe they have the highest rate of mortality from roadkill among amphibians. Many of the deaths take place on stretches of road where streams flow underneath showing that migration routes often follow water courses. In some places in Germany, Belgium, Great Britain, Northern Italy and Poland, special tunnels have been constructed so that toads can cross under roads in safety. In other places, local wildlife groups run "toad patrols", carrying the amphibians across roads at busy crossing points in buckets.
}}


{{Species id
| latin_name=Lithobates sylvaticus
| common_name=Wood Frog
| image =Woodfrog_.jpg ‎
| range =The contiguous wood frog range is from northern Georgia and northeastern Canada in the east to Alaska and southern British Columbia in the west. It is the most widely distributed frog in Alaska. It is also found in the Medicine Bow National Forest. Long-distance migration plays an important role in their life history. Individual wood frogs range widely (hundreds of meters) among their breeding pools and neighboring freshwater swamps, cool-moist ravines, and/or upland habitats. Genetic neighborhoods of individual pool breeding populations extend more than a kilometer away from the breeding site. Adult wood frogs spend summer months in moist woodlands, forested swamps, ravines, or bogs. During the fall, they leave summer habitats and migrate to neighboring uplands to overwinter.
}}


{{Species id
| latin_name=Anaxyrus americanus
| common_name=Eastern American Toad
| image =Eastern_american_toad_.jpg
| range =The American toad is a common species of toad found throughout Canada and the eastern United States. Often entire groups of tadpoles reach the toadlet stage at once and a mass migration to higher ground takes place usually to shaded areas of mid range and upland forests bordering the marshes from where they bred.
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{{Species id
| latin_name=Chelonia mydas
| common_name=Green Sea Turtle
| image =Green_turtle_.jpg
| range =Since green sea turtles are a migrating species, their global distribution spans into the open ocean. Green sea turtles migrate long distances between feeding sites and nesting sites; some swim more than 2,600 kilometers (1,600 mi) to reach their spawning grounds. Beaches in Southeast Asia, India, islands in the western Pacific, and Central America are where green sea turtles breed. Mature turtles often return to the exact beach from which they hatched.
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{{Species id
| latin_name=Agkistrodon piscivorus
| common_name=Water Moccasin
| image =Florida_Water_Moccasin_.jpg
| range =Also commonly known as a cottonmouth snake, the water moccasin, native to the southeaster United States, is one of the few snakes that has been reported to take part in a mass migration, traveling overland to their hibernation grounds before winter.
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{{Species id
| latin_name=Caretta caretta
| common_name=Loggerhead Sea Turtle
| image =Loggerhead_turtle_.jpg
| range =The loggerhead sea turtle has a wide distribution, nesting over the broadest geographical range of any sea turtle. It inhabits the Atlantic, Indian, and Pacific Oceans and the Mediterranean Sea. Pacific loggerheads live in temperate to tropical regions. The turtles are transported by the prevailing currents across the full length of the northern Pacific, one of the longest migration routes of any marine animal.
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{{Species id
| latin_name=Gecarcoidea natalis
| common_name=Christmas Island Red Crab
| image =Christmas_Island_Red_Crab_.jpg
| range =For most of the year, red crabs can be found within Christmas Islands' forests. Each year, however, they migrate to the coast to breed; the beginning of the wet season (usually October/November) allows the crabs to increase their activity and stimulates their annual migration. The timing of their migration is also linked to the phases of the moon. During this migration, red crabs abandon their burrows and travel to the coast to mate and spawn. This normally requires at least a week.
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{{Species id
| latin_name=Paralithodes camtschaticus
| common_name=Red King Crab
| image =Red_king_crab_.jpg
| range =The red king crab is native to the Bering Sea, North Pacific Ocean, around the Kamchatka Peninsula and neighboring Alaskan waters. The depth at which it can live has much to do with what stage of its lifecycle it is in; newly hatched crab (zoea larvae) stay in the shallower waters where food and protection are plentiful. Usually, after the age of two, the crabs move down to depths of 20–50 m (66–164 ft) and take part in what is known as podding; hundreds of crabs come together in tight, highly concentrated groups. Adult crabs are found usually more than 200 m down on the sand and muddy areas in the substrate. They migrate in the winter or early spring to shallower depths for mating, but most of their lives are spent in the deep waters where they feed.
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{{Species id
| latin_name= Euphausia superba
| common_name=Antarctic Krill
| image =Antarctic_krill_.jpg
| range = Antarctic krill is a species of krill found in the Antarctic waters of the Southern Ocean. It is the dominant animal species of Earth. It is a small, swimming crustacean that lives in large schools, called swarms, sometimes reaching densities of 10,000–30,000 individual animals per cubic meter. Antarctic krill, as with other species of krill, participate in a unique type of migration known as a diurnal vertical migration, in which the animals move to shallower water to feed before returning to the relative safety of the depths. Krill are thought to undergo between one and three vertical migrations from mixed surface waters to depths of 100m daily.
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Migrating animals face hungry predators, a scarcity of food or water, natural dangers such as storms, and difficult terrain such as mountains and cliffs. Many animals, especially aquatic animals, are easily harmed by manmade obstacles such as dams and turbines, or by pollution.



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A complete migration occurs when an animal migrates to a new location and back again. An example of this would be Canadian Geese, who fly south for the winter, then back north for the summer. Not all animals will complete an entire complete migration alone though, as in the case of the Monarch Butterfly. The insect migrates to the new location where it breeds, lays its eggs, and dies. Once the eggs hatch, the new Monarchs fly back to their parent’s birthplace where they breed, lay their own eggs, and die.

Partial migrations occur when not all of the animals of a specific species migrate. For example, some birds of prey don’t migrate when the others in the same species do. Nomadic migrations don’t tend to have a specific end goal. In other words, while a complete or partial migration usually begins and ends in the same relative area, a nomadic migration involves traveling in no particular direction, but simply following the food! An example is the American Bison, who lives in massive herds which can easily demolish all the food in an area. Hence, they are nomadic migrators, moving wherever the food can be found.



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In the past, humans would use the consistency of an animal’s migration to plan hunting and trapping methods. Today, infrastructure, including roads, dams, and fences can hinder or completely block off animal migration routes. For example, deer fences are often erected to keep deer and antelope off of farm lands, or around railroad lines to keep them off the tracks. However, these fences can also prevent the animals from using their migration routes.

Another example of this may be the construction of roads across migration routes. While large animals crossing the roads may be a danger to drivers, not to mention the animals themselves, smaller animals such as migrating frogs, rodents, and earthbound insects may find these to be an even greater hazard, as they are not capable of getting out of the way as easily. A common solution is to provide alternative routes for the animals to use in their migration routes. This might be a tunnel under a road or an opening under a railroad bridge that the animals can get through.

One of the most well-known problems regarding migration is the problem that dams create for migrating fish, especially to and from their breeding grounds. Dams have made an obstruction that have blocked this migration, often resulting in the extinction of various species of fish from portions of their natural habitat. In fact, the problem has been severe enough that many dams have been taken down to help reintroduce the fish to their natural habitats. A solution that has been used in many dams and waterway obstructions is a fish ladder or fish steps, a series of basins arranged in steps that allow the fish jump from one to another and bypass the obstacle. While the results are not always the most promising, it is a great demonstration of the effort that people have made to correct the problems they have caused migrating animals.



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{{Species id
| latin_name=Sterna paradisaea
| common_name=Arctic Tern
| image =Arctic_tern_in_flight.jpg
| range =The Arctic tern is famous for its migration; it flies from its Arctic breeding grounds to the Antarctic and back again each year, the shortest distance between these areas being 19,000 km (12,000 mi). The long journey ensures that this bird sees two summers per year and more daylight than any other creature on the planet.
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{{Species id
| latin_name=Rangifer tarandus
| common_name=Caribou
| image =Reindeer_caribou_.jpg
| range =The caribou, also known as the reindeer in Europe and Asia, is a species of deer with circumpolar (around the pole, in this case, the North pole) distribution, native to Arctic, subarctic, tundra, boreal, and mountainous regions of northern Europe, Siberia, and North America. Some populations of North American caribou migrate the farthest of any terrestrial mammal, traveling up to 5,000 km (3,000 mi) a year, and covering 1,000,000 km2 (400,000 sq mi). The European populations are known to have shorter migrations.

Normally travelling about 19–55 km (12–34 mi) a day while migrating, the caribou can run at speeds of 60–80 km/h (37–50 mph). During the spring migration smaller herds will group together to form larger herds of 50,000 to 500,000 animals, but during autumn migrations the groups become smaller and the reindeer begin to mate. During winter, reindeer travel to forested areas to forage under the snow. By spring, groups leave their winter grounds to go to the calving grounds. A reindeer can swim easily and quickly, normally at about 6.5 km/h (4 mph) but, if necessary, at 10 km/h (6 mph) and migrating herds will not hesitate to swim across a large lake or broad river.
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{{Species id
| latin_name=Oncorhynchus nerka
| common_name=Sockeye Salmon
| image =Sockeye_salmon_.jpeg
| range =Sockeye salmon range as far south as the Columbia River in the eastern Pacific (although individuals have been spotted as far south as the 10 Mile River on the Mendocino Coast of California) and in northern Hokkaidō Island in Japan in the western Pacific. They range as far north as the Bathurst Inlet in the Canadian Arctic in the east and the Anadyr River in Siberia in the west. The farthest inland sockeye salmon travel is to Redfish Lake, Idaho, over 1,400 km (900 mi) from the ocean and 2,000 m (6,500 ft) in elevation. Sockeye salmon exhibit many different life histories with the majority being anadromous where the juvenile salmon migrate from freshwater lakes and streams to the ocean before returning as adults to their natal freshwater to spawn.
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{{Species id
| latin_name=Danaus plexippus
| common_name=Monarch Butterfly
| image =Monarch_butterfly_.jpg
| range =In the Americas, the monarch ranges from southern Canada through northern South America. It has also been found in Bermuda, Cook Islands, Hawaii, Cuba, and other Caribbean islands, the Solomons, New Caledonia, New Zealand, Papua New Guinea, Australia, the Azores, the Canary Islands, Madeira, continental Portugal, Gibraltar, the Philippines, and Morocco. It appears in the UK in some years as an accidental migrant. In North America, monarchs migrate both north and south on an annual basis, in a long-distance journey that is fraught with risks. The population east of the Rocky Mountains attempts to migrate to the sanctuaries of the Mariposa Monarca Biosphere Reserve in the Mexican state of Michoacán and parts of Florida. The western population tries to reach overwintering destinations in various coastal sites in central and southern California. The overwintered population of those east of the Rockies may reach as far north as Texas and Oklahoma during the spring migration. The second, third and fourth generations return to their northern locations in the United States and Canada in the spring. Monarchs from the eastern US generally migrate longer distances than monarchs from the western US.
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{{Species id
| latin_name=Connochaetes taurinus
| common_name= Great Wildebeest Migration
| image =Blue_wildebeest_.jpg
| image =Great_Migration_.jpg
| range =Wildebeest inhabit the plains and open woodlands of parts of Africa south of the Sahara. Each year around the same time, the circular great wildebeest migration begins in the Ngorongoro Conservation Area of the southern Serengeti in Tanzania and loops clockwise through the Serengeti National Park and north towards the Masai Mara reserve in Kenya. This migration is naturally caused by the availability of grazing. The initial phase lasts from about January to March, when the calving season begins – a time when there is plenty of rain-ripened grass available for the 260,000 zebras that precede 1.7 million wildebeest and the following hundreds of thousands of other plains game, including around 470,000 gazelles.

During February, the wildebeest are on the short grass plains of the southeast part of the ecosystem, grazing and giving birth to approximately 500,000 calves in 2 to 3 weeks. As the rains end in May, the animals start moving northwest into the areas around the Grumeti River, where they typically remain until late June. The crossings of the Grumeti and Mara rivers beginning in July are a popular safari attraction because crocodiles are lying in wait. The herds arrive in Kenya in late July / August, where they stay for the rest of the dry season. In early November, with the start of the short rains, the migration starts moving south again, to the short grass plains of the southeast, usually arriving in December in plenty of time for calving in February.

About 250,000 wildebeest die during the journey from Tanzania to the Maasai Mara National Reserve in southwestern Kenya, a total of 800 kilometres (500 mi). Death is usually from thirst, hunger, exhaustion, or predation including by big cats.
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A lot of migration tracking is done through GPS. An animal gets caught, a GPS collar or tag is attached to it, and it is released, the GPS system sending out signals to satellites which are then collected in a computer. Bird bands are also useful. A bird is caught and the band is wrapped around its leg. Then it is released and free to go on its way until caught again later, hopefully at the other end of its migration, to track how long it took for it to travel. Scientists also use stickers, radio collars, and trail cameras to help track migrations.



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Humans also migrate, but not usually the same way. For example, most people don’t make a yearly trip south so that they can find food! (Some people, affectionately called Snow Birds, head down south for the winter to follow the sunshine). Most human migrations are due to significant events that affect large numbers of people. For example, between 1845 and 1855, the Irish Potato Blight caused over a million Irish citizens to immigrate to America looking for better living circumstances. Other groups immigrate looking for work, such as many people from central to south America. Still others migrate to escape war, and others are forced, either expelled from their country for being a part of an ethnic group, or enslaved and shipped away. They are similar to animal migrations in that the factors that cause them to migrate typically affect a huge group of people, causing them to move at the same time. However, it doesn’t usually happen yearly, and many of them never return.



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Many migrations are recorded in the Bible! Abraham's whole life was one of migrating to and fro, following God's direction. The Israelites migrated out of Egypt and after rebelling against God for hundreds of years, they were captured by Nebuchadnezzar and carried off to Babylon. After seventy years, the Babylonian king released them, and they migrated back home again. Joseph, Noah, the first Christians, and even Jesus took part in a Biblical migration!

Here are some discussion points to get you started:
*What was the purpose of the migration?
*How many people took part in the migration? Were any people mentioned by name? Why?
*What caused the migration? Were there things that were pushing them to find a new land (push factors) or drawing them to find a new land (pull factors)?
*How long did the migration take? What ways did they travel?
*How did they know where to go?
*How did the migration affect later Bible stories?
*What did the migrators learn from their journey? What can we learn?



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You can find the story of Noah in Genesis 5-7. There's a special migration mentioned in Genesis 7:8-9.



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The story of the Exodus spans from the beginning of the Book of Exodus through Moses' death in Deuteronomy 34, and on following the children of Israel's conquest of the Promised Land under the leadership of Joshua and the judges. The actual Exodus of Egypt takes place in Exodus 13.



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Abraham's whole life involved migrating from place to place following God's direction. His story can be found from Genesis 12-25, but specific portions of his nomadic journey can be found in Genesis 12 and 20.



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Joseph's story begins in Genesis 37 and 39 and continues until the end of Genesis (Genesis 50), but the migration that was caused by his betrayal and sale as a slave into Egypt occurs in Genesis 46.



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The Babylonian capture was a major event in Israelite history, and it's mentioned dozens of times throughout the Bible. Records of the capture and the following captivity can be found in Daniel 1, 2 Chronicles 36:15-21, and throughout Jeremiah.

The return from Babylonian captivity can be found in Ezra 1-2 and 2 Chronicles 36:22-23.



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This was a different type of migration, since it didn't involve very many people. You can find the story in Matthew 2:13-15.



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This is another special migration in that the migrators didn't take the same routes or end up in the same destinations!



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Contact your local Fish and Game organization, national park, or nature management agency to look for opportunities to help make a positive impact for migratory animals. Make sure that any project you work on does not damage the environment and follows any local laws. Here are a few ideas that might help you get started:

Help create safe and protected resting sites.
Set out food and provide water for migrating animals along common migration routes.
Participate in a trash removal effort around migration routes and resting sites to prevent animals from ingesting garbage.
Get involved in a migration effort such as the Amphibian Crossing Project (video about this project later in the answer key).
Raise awareness through a creative means and encourage others to get involved in conservation of migrating animals.



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If you have completed Part a. of this requirement, why not complete this one as well? It's a great opportunity to debrief about your experience about the impact you had on the migrating animal populations. Don't forget to discuss how you might be able to involve more people in your conservation project in the future!



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Here's a great video you can watch on the Great African Migration.
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Here's another one on the fruit bat migration of Zambia’s Kasanka National Park.
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This one is about the Amphibian Crossing Project, an initiative by the Conserve Wildlife Foundation of New Jersey to help amphibians cross roads safely to their breeding grounds.
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{{AY Honors/Zoo Visit}}
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This one could be easily completed while you are visiting a zoo or nature park if you choose to complete Part d. of this requirement, and might also be completed if you choose to visit a common resting spot for migrating animals for Part f.



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Do you know of a migration route or destination near you? Even if you do have one close by, there are probably migration routes or destinations nearby that you don't even know about yet! Check with your local Fish and Game organization, national park, or nature management agency to find places you can observe migrating animals. Make sure that you are following all rules and laws during your visit, and avoid disturbing the animals!



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==References==

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AY Honors/Hydroponics and Aquaponics/Answer Key

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<u>'''[[w:Aquaponics|Aquaponics]]'''</u>: A system using fish waste to fertilize plant growth. Plants filter the water and return the cleaned water to the fish. Basically a contained ecosystem.

<u>'''[[w:Hydroponics|Hydroponics]]'''</u>: Similar to aquaponics, minus the fish. A system of growing plants without soil, but often involving gravel, sand, or other media.


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''Similarities'': Both include the growth of plants (obviously), utilize water, and are productive in growing food for human consumption. Hydroponics often involves fertilizers. Aquaponics involves an ecosystem.

''Differences'': Neither hydroponics nor aquaponics involves the use of soil. Aquaponics does not use fertilizers but does use fish and hydroponics is not a complete ecosystem. Both are often built indoors to accommodate better temperature control.


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'''[https://smartgardenguide.com/what-is-wick-system-hydroponics/ Wick System]''': Consists of a water reservoir, a container to grow the plants in (often set on top of the water reservoir), and a wick, made of anything from felt to cotton to coconut coir. Moving water from the water reservoir to the plant by means of a wick. Similar to the way oil is drawn up the wick in a lamp, the water is moved close to a plant's roots for absorption.<br /><br />

'''[[w:Deep_water_culture|Deep Water Culture]]''': Consists of a water reservoir, containers with which the plants are suspended into the water and a way to keep them on the surface, and an air pump and air stone. The plants are suspended in such a way that the roots sit directly in the water. The air stone is put in the water under the plants to aerate the water to ensure that the plants don't suffocate or drown. This is one of the most common system setups.
[[File:Deep water culture.jpg|thumb|left|Deep water culture]]<br /><br />
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'''[[w:Nutrient_film_technique|Nutrient Film Technique]]''': Similar to Deep Water Culture and popular commercially. Consists of a water reservoir, a pump and a separate growing tray for the plants. The water is pumped from the tank to the tray which is sloped to cause the water to flow from one end to the other to water the plants. When the water reaches the other end, it flows back into the reservoir.
[[File:2009-03-07 Rix Dobbs' NFT hydro set-up.jpg|left|thumb|A home-built NFT hydroponic system]]<br /><br />
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'''[https://www.trees.com/gardening-and-landscaping/ebb-and-flow-hydroponics Flood and Drain]''': Consists of a water reservoir, a tray for the plants, and sometimes a water pump. The plants are not constantly exposed to water in this system, but at certain times per day, the roots are flooded for a certain period of time, then drained. This can be done manually by filling it by hand, or by pump, or even more advanced by attaching the pump to a timer.
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'''[https://www.trees.com/gardening-and-landscaping/hydroponic-drip-system Drip Systems]''': Consists of a water reservoir, a plant tray, and a pump with tubing to each plant. The pump pumps water from the reservoir through the tubing to drip into the individual plant containers. The water that seeps out of the bottom is collected in the tray and returned to the reservoir. This system is most common commercially as the set-up cost is a bit higher than many of the other models and requires a little more maintenance.
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'''[[w:Aeroponics|Aeroponics]]''': One of the most complex and high-tech system. Consists of a water reservoir (as always) with a watertight or near water tight lid into which the plants are attached, their roots hanging into the container below. The roots do not rest in water as with the Deep-Water Culture system, but a mister inside the system keeps the roots moist, watering them through this mist rather than from direct contact with the water.
[[File:Aeroponic-propagation-soft-tissue.jpg|thumb|left|Close-up of the first patented aeroponic plant support structure (1983). Its unrestricted support of the plant allows for normal growth in the air/moisture environment, and is still in use today.]]<br /><br />
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''How do aquaponics systems compare'': Aquaponics systems are very similar except for the fact that aquaponics includes fish in the cycle. This may cause problems in some of the systems such as drip systems as the system has to work around the solid fish waste. This can clog systems and disrupt the cycle, possibly causing overflow and flooding.


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Hydro/aquaponics are:
# Somewhat easy to set up
# Do not take much space
# Can be easily scalable to the size of the space that they are being grown in
# Can grow plants on racks stacked above each other, which means more plants per foot of space
# Can be built nearly anywhere including in the middle of big cities
# Are more easily controlled with fewer losses
# Are relatively inexpensive and accessible to all
# Can be a good way to grow organic food
# Can be a source of income


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''Aquaponics'': Does not require fertilizers, simple to set up, dual income from both the plant and the fish, minimized disease.

''Hydroponics'': Does not have to deal with fish health, can be stacked more easily for maximized floor space efficiency, less smell.


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A medium, in this case, is a non-soil substance in which the plants grow but receive no or minimum nutrients from. The purpose of this is to keep the plants in an upright position and to allow water and/or fish waste to become trapped around the plants roots for absorption. Examples of these are gravel, sand, coconut coir, wood chips, clay balls, or Perlite.


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Hydroponic and aquaponic systems both produce much higher yields in comparison to more common farming, such as large scale outdoor farming. These yields of hydro/aquaponics average from 10 to 12 times the yield of outdoor agriculture per acre, but have been cited to be up to 100 times per acre in some rare cases.

Hydroponics and aquaponics can be very similar as far as yields go, depending on the system, the lighting, the quality of water, the fertilizers, etc. An important note to remember is that fish waste is a highly nutritious and natural fertilizer and the size and quality of the plants grown in it are often much better than those grown in fertilized water.


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Hydroponics:
In many commercial growing settings, the plants do not have strong immune systems since they have not been exposed to the outdoor life which would harden them against diseases. This is in contrast to aquaponics which has a bit more exposure due to the fish and the bacteria associated with them. Many commercial hydroponic systems require a near sterile environment because of this. Diseases include powdery mildew, root rot, rust, botrytis, among many others.

Aquaponics: Some of the most common diseases for the plants include powdery mildew, lettuce mosaic virus, tomato spotted wilt virus, and deficiencies such as iron and magnesium.

<gallery>
Powdery_mildew_.jpg|Powdery Mildew
Root_Rot_.jpg |Root Rot
Wheat_leaf_rust_.jpg|Rust
Aardbei Lambada vruchtrot Botrytis cinerea.jpg|Botrytis
Lettuce_mosaic_virus_.jpg|Lettuce Mosaic Virus
Tomato_spotted_wilt_virus_.jpg |Tomato Spotted Wilt Virus
Iron_deficiency_in_plants_.jpg|Iron Deficiency
Magnesium_deficiency_in_plants_.jpg|Magnesium Deficiency
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Powdery Mildew: Develops when standing water is allowed prolonged contact with the plant in areas other than its roots. Prevention involves avoiding allowing this water from pooling on or around the stems and leaves of the plants. Fungicides and other treatments are available that will help to curb this problem. Also, sprays that are high in potassium are highly suggested in the growing world for this.

Root Rot: Caused by bacteria around the roots that eat at them until the plant dies. If caught soon enough, remove the infected area and spray with fungicide.

Rust: Not rust as in oxidized iron. High humidity is the cause of this. Most often found under the leaves as red powdery spots. To prevent from spreading, spot treat with rust- prevention chemicals.

Botrytis: Fuzzy white areas on leaves. Caused by poor ventilation. Take off affected plant parts and create better air flow.

Lettuce Mosaic Virus: This is a genetic virus that has no cure. Although it is not a hazard to people, it can easily destroy an aquaponics system, and can be transferred between plants by insects. Prevention is the trick. Pull plants that look like they are ill and quarantine them. If they recover, great! If not, they might have had a system-hazardous illness.

Tomato Spotted Wilt Virus: It looks just like the name suggests. There is not a treatment for it, so removing a plant that looks odd is key before it can spread. The produce will ripen oddly and the skin of the plant's fruit will develop odd welts. Not a good sign.
Deficiencies: In an aquaponics system, this may be caused because the fish may compete with the plants for a certain nutrient. Also, pH can cause damages as well. Taking water tests for serious growers and keeping the water moving and clean for less experienced growers will help to solve this problem.

Fish Diseases: Then there are fish diseases. Anything that affects the fish has the possibility to affect the plants. This may or may not be a transfer of diseases, but if the water gets toxic for the fish, it is probable that it is not be good for the plants either.
Insect Infestation: These can be a major cause of concern as the plants are inside, unexposed to a number of animals that would keep the plants free of the pests. In a hydroponics system, manually removing the insects or using insecticides are recommended. Since insecticides cannot be used in aquaponics, manually removing the insects is good, but removing the plant and letting it soak completely in the fish's water for a while will cause the insects to let go. A great source of food for the fish!

Treatment: One of the best treatments is prevention. More specific prevention from spreading. If a leaf looks odd, take it off. If a plant looks sickly, replace it. There may be reasons that the plant is not doing well, especially if the other plants are thriving. If all the plants are sickly, that is a sign that either the entire system is infected, or there is a deficiency. Of course, this is assuming that water and light, humidity, and the other basic elements of plant survival are adequate.

The simple answer to why you should never use chemicals in an aquaponics system is because using chemicals will affect the fish poorly.


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This completely depends on the type of system being built, as well as how intricate you plan to make it. Refer back to question 5 for more specifics. Here's a list of components you might need to set up your system:

Hydroponics:
a). A container for water
b). A tray for plants, possibly one that can be set over the water reservoir
c). A pump and tubing, depending on the system
d). PVC pipe and connectors or other material if stacking the plant trays
e). Electricity for plugging in equipment
f). Air pump and air stone, depending on the system
g). Plants
h). A fertilizer of some sort
i). Sun light and/or a grow light
j). For more advanced systems or systems with extremes in temperature, a thermostat

Aquaponics:
a). A container for water and fish
b). A tray for plants, possibly one that can be set over the water reservoir
c). A pump and tubing that won't get clogged easily, depending on the system
d). PVC pipe and connectors or other material if stacking the plant trays
e). Electricity for plugging in equipment
f). Air pump and air stone, depending on the system
g). Plants
h). Fish
i). Fish food
j). Sun light and/or a grow light
k). For more advanced systems or systems with extremes in temperature, a thermostat
l). Thermometer for the fish's water to monitor water temperature


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The purpose of this is to gain experience with hydro/aquaponics and get the participants used to the basic operation of a simple system. For a time crunch, growing herbs or even radishes, which take about 15 to 20 days till harvest, may be productive. Wheatgrass or alfalfa sprouts can be ready for harvest in just over a week or so. Growing other plants with a longer growth period, such as tomatoes or lettuce, would be advised if the full experience is desired.


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These can be difficult to find, but many local growers use hydroponic or aquaponic methods. If you can find an establishment that specializes in either hydroponics or aquaponics, definitely don't pass on the opportunity to check it out!
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Your best chances of finding an expert on the fish used in aquaponics would be to ask the operator of an aquaponic farm. Ask them who they consult. They themselves probably did some research and could tell you why the fish that they chose would make the best fit for an aquaponic farm.
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To do this, you need to either buy or grow produce that is hydroponically or aquaponically grown. You might consider doing this requirement while you complete Requirement 10! Once you have the produce in hand, compare it with produce that has not been grown in one of these manners. Most produce found at the supermarket will fall into this category. Can you tell a difference between the two?
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Hydroponics and aquaponics can be a huge benefit to communities all over the world. Not only can it get fresh, healthy, locally-grown food to people quickly and inexpensively, but it can also be adapted to a wide range of plants, needs, and geographic locations! Use what you've learned to show the benefits of these farming methods to the world!
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No matter how much adaption we make in the growing of crops, we can't forget that God is the giver of it! How many parallels can you come up with between hydro- or aquaponics and our spiritual journey with Christ? Share what you've learned!


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==References== 


[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
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AY Honors/Peacemaker - Advanced

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