https://wiki.pathfindersonline.org/api.php?action=feedcontributions&user=192.240.143.218&feedformat=atomPathfinder Wiki - User contributions [en]2024-03-29T05:33:16ZUser contributionsMediaWiki 1.35.5https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Birds/Answer_Key&diff=8112AY Honors/Birds/Answer Key2007-04-03T12:07:53Z<p>192.240.143.218: /* 5. Make a list of thirty species of wild birds, including birds from at least five different orders, that you personally have observed and positively identified by sight out of doors. */</p>
<hr />
<div>{{honor_header|1|1928|Nature<br>General Conference<br>2001 Edition}}<br />
<br />
==1. Give two characteristics which set birds apart from all other creatures. ==<br />
<br />
It is often useful to compare features of groups creatures to see what is the same as other creatures, but in order to identify them, it is useful to find the differences as well. There are five classes of creatures with a backbone. These classes include the fish (Agantha), amphibians (amphibia), reptiles (Reptilia), birds (Aves), and mammals (Mammalia). <br />
<br />
All of the vertebrata have a backbone, but birds have a number of unique characteristics such as:<br />
<br />
# Flight <br />
# Hard shelled eggs<br />
# Warm blooded<br />
# Covered with feathers<br />
# Hollow bones<br />
# Bone structure in the eye<br />
# Keen eyesight<br />
# Musical voices<br />
# Ability to sense magnetic fields<br />
# Very Colorful<br />
<br />
<br />
Each of these things seems quite unique, but as we look at the other classes of vertebrata, we find that birds are not the only creatures that can fly. There are flying fish, gliding snakes, gliding frogs and bats. Each class of vertebrates has the capability of crude flight, and bats at least can match the flight ability of the birds. We must also note that not all birds are capable of flight (penguins, ostriches and others are incapable of flight).<br />
<br />
Mammals are warm blooded, so that is not unique to birds. Whales, frogs and some of the primates have very musical voices, although few can compare to the Lyrebirds of New Guinea or even a simple Northern mocking bird. Many of the mammals such as meerkats have good eyesight, so this is not unique, and most fish have the ability to sense electro-magnetic fields.<br />
<br />
When we have compared the various classes, we find that there are only a few things that are unique to the class Aves.<br />
<br />
:;They all lay hard-shelled eggs which they incubate using their body temperature.<br />
<br />
:;They all are covered with a feather structure that differs greatly from scales and fur.<br />
<br />
:;Hollow bones allow them to fly almost effortlessly.<br />
<br />
:;A ring bone in the eyes of birds is what allows them to focus so well and have such keen eyesight.<br />
<br />
<br />
All of these characteristics give us an idea of what makes birds unique and also an idea as to why we are so drawn to these colorful, flying creatures.<br />
<br />
==2. Name three flightless birds, tell what their diet consists of, and name the country or continent in which each one lives. ==<br />
<br />
<gallery><br />
Image:Kasuaris.jpg|''Casuarius casuarius'' (Southern Cassowary)<br />
Image:Emu02_-_melbourne_zoo.jpg|''Dromaius novaehollandiae'' (Emu)<br />
Image:Kiwifugl.jpg|''Apteryx'' (Kiwi)<br />
Image:Strauss_m_Tanzania.jpg|''Struthio camelus'' (Ostrich)<br />
Image:Emperor_penguins.jpg|''Aptenodytes forsteri'' (Emperor Penguin)<br />
Image:Common_rhea.jpg|''Rhea americana'' (American Rhea)<br />
Image:Alca_impennisAMF064LB.png| ''Alca impenis'' (Great Auk)<br />
Image:Dodo_1.JPG|''Raphus cucullatus'' (Mauritius Dodo)<br />
</gallery><br />
<br />
The ''Alca impenis'' (Great Auk) and the ''Raphus cucullatus'' (Mauritius Dodo) are pictured with the other flightless birds because they were flightless birds that faced many of the same dangers of some of the current flightless birds such as the ''Apteryx'' (kiwis). Man and animals that come with man such as dogs, pigs, cats, and rats are very dangerous for any birds that nest on the ground. Many flightless birds have become extinct because of man and his actions. These two species represent a far larger number that have become extinct at the hand of man.<br />
<br />
===Cassowary===<br />
<br />
:Cassowaries are native to the tropical forests of New Guinea and northeastern Australia. Some nearby islands also have small cassowary populations, but it is not known if these are natural or the result of the New Guinea trade in young birds. They are frugivorous; fallen fruit and fruit on low branches are the mainstay of their diet. They also eat fungi, snails, insects, frogs, snakes and other small animals.<br />
<br />
===Emu===<br />
<br />
:The Emu is the largest bird native to Australia. They eat a variety of plant species; the type of plants eaten depends on seasonal availability. They also eat insects, including grasshoppers and crickets, lady beetles, soldier and salt bush caterpillars, cotton-boll moth larvae and ants.<br />
<br />
===Kiwi===<br />
:Kiwis are from '''New Zealand'''. They eat small invertebrates, seeds, grubs, and many varieties of worms. They also may eat fruit, small crayfish, eels, and amphibians. Their long beaks, with nostrils at the end of them, help them to catch prey.<br />
<br />
===Ostrich===<br />
:Ostriches live in the savannas of Africa. They mainly feed on seeds and other plant matter; occasionally they also eat insects such as locusts. Lacking teeth, they swallow pebbles that help as gastroliths to grind the swallowed foodstuff in the gizzard. An adult ostrich typically carries about 1 kg of stones in its stomach.<br />
<br />
===Penguin===<br />
:Penguins are aquatc birds living exclusively in the Southern Hemisphere. Most penguins feed on krill, fish, squid, and other forms of sea life caught while swimming underwater. They spend half of their life on land and half in the oceans.<br />
<br />
===Rhea===<br />
:Rheas are native to South America. They are omnivorous, preferring broad-leafed plants, but also eating seeds, roots, fruit, insects, and small vertebrates.<br />
<br />
==3. Give the day of the week when birds were created. Find in the Bible the names of five birds and be able to name them from memory. ==<br />
<br />
Birds were created on the Fifth day - see Genesis 1:20-23<br />
<br />
'''Pelican, Raven, Owl''' - Isaiah 34:11<br />
<br />
'''Chicken''' - Matthew 23:37, Luke 13:34<br />
<br />
'''Eagle''' - Jeremiah 49:22, Jeremiah 4:13, Job 9:26, Deuteronomy 28:49, Job 39:27-29<br />
<br />
'''Ostrich''' - Micah 1:8<br />
<br />
'''Dove''' - Genesis 8:8-11, Matthew 10:16, Hosea 7:11<br />
<br />
'''Eagle, Buzzard, Kite, Falcon, Raven, Ostrich, Owl, Sea Gull, Hawk, Little Owl, Cormorant, Great Owl, White Owl, Pelican, Vulture, Stork, Heron, and Hoopoe'''- Leviticus 11:13-19<br />
<br />
'''Peacock''' - 1 Kings 10:22<br />
<br />
'''Raven''' - 1 Kings 17<br />
<br />
'''Partridge''' - Jeremiah 17:11<br />
<br />
==4. Write or give orally three ways in which God's love and purpose is shown in the creation of birds.== <br />
==5. Make a list of thirty species of wild birds, including birds from at least five different orders, that you personally have observed and positively identified by sight out of doors. ==<br />
Please consult Wikibooks' [[Field Guide/Birds|Field Guide to Birds]] to help you identify some birds. As of this writing, this field guide is still in its infancy, so you might be well served to purchase a more thorough field guide. Field guides are generally tailored to a specific area of the world, so be sure to consult one that covers your area.<br />
<br />
==6. Make a list of five species of wild birds that you personally have positively identified by sound out of doors. ==<br />
The [[Field Guide/Birds|Field Guide to Birds]] has "bird call" links for several birds (though it is not yet exhaustive). Listen to the most common birds in your area so that you may learn to identify them by their calls. Many birds (such as the woodpeckers and the Bobwhite) are a lot easier to identify by their calls, because they are so much easier to hear than to see.<br />
<br />
==7. Do one of the following: ==<br />
===a. Set up a feeding station and report on the bird visitors observed for a period of seven days. ===<br />
===b. Find a bird's nest, during the nesting season, identify the species of bird that built it, describe the nest in detail, observe the nest for five days, and report what happened at the nest on each of the days. ===<br />
===c. In the Western Hemisphere: Maintain a hummingbird feeder for 2 months. ===<br />
====(1) What does man-made nectar consist of? ====<br />
====(2) Why shouldn't you use food coloring or honey? ====<br />
====(3) When should the feeder fluid be changed? ====<br />
====(4) How should the feeder be cared for? ====<br />
===d. In other areas of the world: Select at least three different habitats in your area and make comparative bird lists of them indicating the differences in birds expected and found. ===<br />
==References==<br />
<br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Christian_Drama/Answer_Key&diff=5087AY Honors/Christian Drama/Answer Key2006-09-26T06:22:45Z<p>192.240.143.218: /* 2. Describe each of the following categories of Drama. */</p>
<hr />
<div>{{honor_header|2|2006|Outreach Ministries<br>North American Division}}<br />
==1. Memorize and apply 1 Corinthians 10:31 to completing this honor.==<br />
'''1 Corinthians 10:31''' - "Therefore, whether you eat or drink, or whatever you do, do all to the glory of God." '''(NKJ)'''<br />
<br />
==2. Describe each of the following categories of Drama:==<br />
=== a. Human Videos === <br />
Characterizing a song by acting it out with expression and movement. <br />
=== b. Worship Skits/Drama Sketches ===<br />
Usually only about 10 minutes long or less and have a specific message.<br />
=== c. Pantomime ===<br />
The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.<br />
=== d. Dramatic Reading/monologue, duet, or group ===<br />
Can be a monologue, duet or group reading using the voice to emphasize and show emotion. <br />
=== e. Musical/Drama ===<br />
Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.<br />
<br />
==3. Describe how each of these areas of Drama can be used to reach people for God.==<br />
They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach.<br />
<br />
==4. Know the following rules for acting: ==<br />
=== a. Never turn your back to the audience ===<br />
=== b. Speak slow during a line and fast between the line (no dead space between characters speaking) ===<br />
=== c. Enunciate and pronounce words clearly (unless it states differently in the stage directions) ===<br />
=== d. No dairy products or sweets (chocolate, soda pop) before speaking lines or singing ===<br />
=== e. Keep in character (don't laugh or smile unless stated in stage directions) ===<br />
=== f. Stay in your space (unless stated to move in stage directions) ===<br />
=== g. Do not block other characters from the audience ===<br />
=== h. Use your hands and eyes ===<br />
=== i. There is no such thing as over acting ===<br />
=== j. Nothing blocking your mouth (gum, etc. Unless otherwise directed) ===<br />
<br />
==5. Know and understand why the following rules for pantomiming are important. Practice these rules to a simple Bible story.==<br />
===a. Pantomiming used as an outreach ministry should never be a guessing game. It should clearly state the theme.===<br />
=== b. It is important to remember that in dramatic work, the thought comes first. Let your eyes respond first, then the rest of your face and head, and finally, the rest of your body. This is called motivated sequence. ===<br />
=== c. Your actions should always be simple and clear cut. ===<br />
=== d. Every movement and expression should always be visible. ===<br />
=== e. There should be a reason to every gesture or movement. ===<br />
=== f. Only one gesture or movement should be made at a time. ===<br />
=== g. Rehearse until you have created a clear-cut characterization. ===<br />
<br />
==6. Know the following acting terminology:==<br />
=== a. Ad-lib ===<br />
To make up stage business or conversation.<br />
=== b. Backstage ===<br />
The area behind the part of the stage visible to a audience.<br />
=== c. Cross ===<br />
The movement by an actor from one location to another onstage.<br />
=== d. Cue ===<br />
An action or event that is a signal for somebody to do something.<br />
=== e. Downstage ===<br />
The part of the stage toward the footlights.<br />
=== f. Exit ===<br />
To leave the stage.<br />
=== g. Getting up in part ===<br />
Memorizing lines.<br />
=== h. Holding it ===<br />
Keeping perfectly still.<br />
=== i. Left and Right ===<br />
Terms used to refer to the stage from the actors point of view when facing the audience.<br />
=== j. Left Center and Right Center===<br />
The portion of the stage just to the left or right (from the actor's point of view) of the center of the stage.<br />
=== k. Set ===<br />
The scenery for an act or scene.<br />
=== l. Tempo ===<br />
The speed with which speech and action move a play along.<br />
=== m. Upstage ===<br />
The area of the stage away from the footlights, toward the rear of the stage.<br />
=== n. Upstaging ===<br />
Improperly taking attention away from an actor who is the focus of interest.<br />
<br />
==7. From the categories listed in #2, plan and perform two (2) from the categories of Drama in a worship setting, church, or youth group.==<br />
<br />
==8. As a group create one drama presentation and perform it.==<br />
<br />
[[Category:Adventist Youth Honors Answer Book]]</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Christian_Drama/Answer_Key&diff=5086AY Honors/Christian Drama/Answer Key2006-09-26T06:19:01Z<p>192.240.143.218: /* 8. As a group write one drama presentation and perform it. */</p>
<hr />
<div>{{honor_header|2|2006|Outreach Ministries<br>North American Division}}<br />
==1. Memorize and apply 1 Corinthians 10:31 to completing this honor.==<br />
'''1 Corinthians 10:31''' - "Therefore, whether you eat or drink, or whatever you do, do all to the glory of God." '''(NKJ)'''<br />
<br />
==2. Describe each of the following categories of Drama.==<br />
=== a. Human Videos === <br />
Characterizing a song by acting it out with expression and movement. <br />
=== b. Worship Skits/Drama Sketches ===<br />
Usually only about 10 minutes long or less and have a specific message.<br />
=== c. Pantomime ===<br />
The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.<br />
=== d. Dramatic Reading/monologue, duet, or group ===<br />
Can be a monologue, duet or group reading using the voice to emphasize and show emotion. <br />
=== e. Musical/Drama ===<br />
Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.<br />
<br />
==3. Describe how each of these areas of Drama can be used to reach people for God.==<br />
They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach.<br />
<br />
==4. Know the following rules for acting: ==<br />
=== a. Never turn your back to the audience ===<br />
=== b. Speak slow during a line and fast between the line (no dead space between characters speaking) ===<br />
=== c. Enunciate and pronounce words clearly (unless it states differently in the stage directions) ===<br />
=== d. No dairy products or sweets (chocolate, soda pop) before speaking lines or singing ===<br />
=== e. Keep in character (don't laugh or smile unless stated in stage directions) ===<br />
=== f. Stay in your space (unless stated to move in stage directions) ===<br />
=== g. Do not block other characters from the audience ===<br />
=== h. Use your hands and eyes ===<br />
=== i. There is no such thing as over acting ===<br />
=== j. Nothing blocking your mouth (gum, etc. Unless otherwise directed) ===<br />
<br />
==5. Know and understand why the following rules for pantomiming are important. Practice these rules to a simple Bible story.==<br />
===a. Pantomiming used as an outreach ministry should never be a guessing game. It should clearly state the theme.===<br />
=== b. It is important to remember that in dramatic work, the thought comes first. Let your eyes respond first, then the rest of your face and head, and finally, the rest of your body. This is called motivated sequence. ===<br />
=== c. Your actions should always be simple and clear cut. ===<br />
=== d. Every movement and expression should always be visible. ===<br />
=== e. There should be a reason to every gesture or movement. ===<br />
=== f. Only one gesture or movement should be made at a time. ===<br />
=== g. Rehearse until you have created a clear-cut characterization. ===<br />
<br />
==6. Know the following acting terminology:==<br />
=== a. Ad-lib ===<br />
To make up stage business or conversation.<br />
=== b. Backstage ===<br />
The area behind the part of the stage visible to a audience.<br />
=== c. Cross ===<br />
The movement by an actor from one location to another onstage.<br />
=== d. Cue ===<br />
An action or event that is a signal for somebody to do something.<br />
=== e. Downstage ===<br />
The part of the stage toward the footlights.<br />
=== f. Exit ===<br />
To leave the stage.<br />
=== g. Getting up in part ===<br />
Memorizing lines.<br />
=== h. Holding it ===<br />
Keeping perfectly still.<br />
=== i. Left and Right ===<br />
Terms used to refer to the stage from the actors point of view when facing the audience.<br />
=== j. Left Center and Right Center===<br />
The portion of the stage just to the left or right (from the actor's point of view) of the center of the stage.<br />
=== k. Set ===<br />
The scenery for an act or scene.<br />
=== l. Tempo ===<br />
The speed with which speech and action move a play along.<br />
=== m. Upstage ===<br />
The area of the stage away from the footlights, toward the rear of the stage.<br />
=== n. Upstaging ===<br />
Improperly taking attention away from an actor who is the focus of interest.<br />
<br />
==7. From the categories listed in #2, plan and perform two (2) from the categories of Drama in a worship setting, church, or youth group.==<br />
<br />
==8. As a group create one drama presentation and perform it.==<br />
<br />
[[Category:Adventist Youth Honors Answer Book]]</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Christian_Drama/Answer_Key&diff=5085AY Honors/Christian Drama/Answer Key2006-09-26T06:18:18Z<p>192.240.143.218: /* 7. From the categories listed in #2, plan and perform two (2) in a worship setting, church, Sabbath School, or youth group. */</p>
<hr />
<div>{{honor_header|2|2006|Outreach Ministries<br>North American Division}}<br />
==1. Memorize and apply 1 Corinthians 10:31 to completing this honor.==<br />
'''1 Corinthians 10:31''' - "Therefore, whether you eat or drink, or whatever you do, do all to the glory of God." '''(NKJ)'''<br />
<br />
==2. Describe each of the following categories of Drama.==<br />
=== a. Human Videos === <br />
Characterizing a song by acting it out with expression and movement. <br />
=== b. Worship Skits/Drama Sketches ===<br />
Usually only about 10 minutes long or less and have a specific message.<br />
=== c. Pantomime ===<br />
The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.<br />
=== d. Dramatic Reading/monologue, duet, or group ===<br />
Can be a monologue, duet or group reading using the voice to emphasize and show emotion. <br />
=== e. Musical/Drama ===<br />
Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.<br />
<br />
==3. Describe how each of these areas of Drama can be used to reach people for God.==<br />
They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach.<br />
<br />
==4. Know the following rules for acting: ==<br />
=== a. Never turn your back to the audience ===<br />
=== b. Speak slow during a line and fast between the line (no dead space between characters speaking) ===<br />
=== c. Enunciate and pronounce words clearly (unless it states differently in the stage directions) ===<br />
=== d. No dairy products or sweets (chocolate, soda pop) before speaking lines or singing ===<br />
=== e. Keep in character (don't laugh or smile unless stated in stage directions) ===<br />
=== f. Stay in your space (unless stated to move in stage directions) ===<br />
=== g. Do not block other characters from the audience ===<br />
=== h. Use your hands and eyes ===<br />
=== i. There is no such thing as over acting ===<br />
=== j. Nothing blocking your mouth (gum, etc. Unless otherwise directed) ===<br />
<br />
==5. Know and understand why the following rules for pantomiming are important. Practice these rules to a simple Bible story.==<br />
===a. Pantomiming used as an outreach ministry should never be a guessing game. It should clearly state the theme.===<br />
=== b. It is important to remember that in dramatic work, the thought comes first. Let your eyes respond first, then the rest of your face and head, and finally, the rest of your body. This is called motivated sequence. ===<br />
=== c. Your actions should always be simple and clear cut. ===<br />
=== d. Every movement and expression should always be visible. ===<br />
=== e. There should be a reason to every gesture or movement. ===<br />
=== f. Only one gesture or movement should be made at a time. ===<br />
=== g. Rehearse until you have created a clear-cut characterization. ===<br />
<br />
==6. Know the following acting terminology:==<br />
=== a. Ad-lib ===<br />
To make up stage business or conversation.<br />
=== b. Backstage ===<br />
The area behind the part of the stage visible to a audience.<br />
=== c. Cross ===<br />
The movement by an actor from one location to another onstage.<br />
=== d. Cue ===<br />
An action or event that is a signal for somebody to do something.<br />
=== e. Downstage ===<br />
The part of the stage toward the footlights.<br />
=== f. Exit ===<br />
To leave the stage.<br />
=== g. Getting up in part ===<br />
Memorizing lines.<br />
=== h. Holding it ===<br />
Keeping perfectly still.<br />
=== i. Left and Right ===<br />
Terms used to refer to the stage from the actors point of view when facing the audience.<br />
=== j. Left Center and Right Center===<br />
The portion of the stage just to the left or right (from the actor's point of view) of the center of the stage.<br />
=== k. Set ===<br />
The scenery for an act or scene.<br />
=== l. Tempo ===<br />
The speed with which speech and action move a play along.<br />
=== m. Upstage ===<br />
The area of the stage away from the footlights, toward the rear of the stage.<br />
=== n. Upstaging ===<br />
Improperly taking attention away from an actor who is the focus of interest.<br />
<br />
==7. From the categories listed in #2, plan and perform two (2) from the categories of Drama in a worship setting, church, or youth group.==<br />
<br />
==8. As a group write one drama presentation and perform it.==<br />
<br />
[[Category:Adventist Youth Honors Answer Book]]</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Christian_Drama/Answer_Key&diff=5073AY Honors/Christian Drama/Answer Key2006-03-23T06:03:11Z<p>192.240.143.218: /* Disclaimer */</p>
<hr />
<div><br />
<br />
= Christian Drama =<br />
Skill Level 2<br />
<br />
==1. Memorize and apply 1 Corinthians 10:31 to completing this honor.==<br />
'''1 Corinthians 10:31''' - "Therefore, whether you eat or drink, or whatever you do, do all to the glory of God." '''(NKJ)'''<br />
<br />
==2. Describe each of the following categories of Drama.==<br />
=== a. Human Videos === <br />
Characterizing a song by acting it out with expression and movement. <br />
=== b. Worship Skits/Drama Sketches ===<br />
Usually only about 10 minutes long or less and have a specific message.<br />
=== c. Pantomime ===<br />
The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.<br />
=== d. Dramatic Reading/monologue, duet, or group ===<br />
Can be a monologue, duet or group reading using the voice to emphasize and show emotion. <br />
=== e. Musical/Drama ===<br />
Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.<br />
<br />
==3. Describe how each of these areas of Drama can be used to reach people for God.==<br />
They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach.<br />
<br />
==4. Know the following rules for acting: ==<br />
=== a. Never turn your back to the audience ===<br />
=== b. Speak slow during a line and fast between the line (no dead space between characters speaking) ===<br />
=== c. Enunciate and pronounce words clearly (unless it states differently in the stage directions) ===<br />
=== d. No dairy products or sweets (chocolate, soda pop) before speaking lines or singing ===<br />
=== e. Keep in character (don't laugh or smile unless stated in stage directions) ===<br />
=== f. Stay in your space (unless stated to move in stage directions) ===<br />
=== g. Do not block other characters from the audience ===<br />
=== h. Use your hands and eyes ===<br />
=== i. There is no such thing as over acting ===<br />
=== j. Nothing blocking your mouth (gum, etc. Unless otherwise directed) ===<br />
<br />
==5. Know and understand why the following rules for pantomiming are important. Practice these rules to a simple Bible story.==<br />
Pantomiming used as an outreach ministry should never be a guessing game. It should clearly state the theme.<br />
<br />
=== a. It is important to remember that in dramatic work, the thought comes first. Let your eyes respond first, then the rest of your face and head, and finally, the rest of your body. This is called motivated sequence. ===<br />
=== b. Your actions should always be simple and clear cut. ===<br />
=== c. Every movement and expression should always be visible. ===<br />
=== d. There should be a reason to every gesture or movement. ===<br />
<br />
=== e. Only one gesture or movement should be made at a time. ===<br />
=== f. Rehearse until you have created a clear-cut characterization. ===<br />
<br />
==6. Know the following acting terminology:==<br />
=== a. Ad-lib ===<br />
To make up stage business or conversation.<br />
=== b. Backstage ===<br />
The area behind the part of the stage visible to a audience.<br />
=== c. Countercross ===<br />
A shifting of position by one or more actors to balance the stage picture.<br />
=== d. Cross ===<br />
The movement by an actor from one location to another onstage.<br />
=== e. Downstage ===<br />
The part of the stage toward the footlights.<br />
=== f. Exit ===<br />
To leave the stage.<br />
=== g. Getting up in part ===<br />
Memorizing lines.<br />
=== h. Holding it ===<br />
Keeping perfectly still.<br />
=== i. Left and Right ===<br />
Terms used to refer to the stage from the actors point of view when facing the audience.<br />
=== j. Set ===<br />
The scenery for an act or scene.<br />
=== k. Tempo ===<br />
The speed with which speech and action move a play along.<br />
=== l. Upstage ===<br />
The area of the stage away from the footlights, toward the rear of the stage.<br />
=== m. Upstaging ===<br />
Improperly taking attention away from an actor who is the focus of interest.<br />
<br />
==7. From the categories listed in #2, plan and perform two (2) in a worship setting, church, Sabbath School, or youth group.==<br />
<br />
==8. As a group write one drama presentation and perform it.==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Christian_Drama/Answer_Key&diff=5072AY Honors/Christian Drama/Answer Key2006-03-23T06:02:16Z<p>192.240.143.218: /* Christian Drama */</p>
<hr />
<div>== Disclaimer ==<br />
'''The questions written in here are the ones submitted for approval. It will be updated as soon as we find out if the NAD did any changes to it.'''<br />
<br />
= Christian Drama =<br />
Skill Level 2<br />
<br />
==1. Memorize and apply 1 Corinthians 10:31 to completing this honor.==<br />
'''1 Corinthians 10:31''' - "Therefore, whether you eat or drink, or whatever you do, do all to the glory of God." '''(NKJ)'''<br />
<br />
==2. Describe each of the following categories of Drama.==<br />
=== a. Human Videos === <br />
Characterizing a song by acting it out with expression and movement. <br />
=== b. Worship Skits/Drama Sketches ===<br />
Usually only about 10 minutes long or less and have a specific message.<br />
=== c. Pantomime ===<br />
The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.<br />
=== d. Dramatic Reading/monologue, duet, or group ===<br />
Can be a monologue, duet or group reading using the voice to emphasize and show emotion. <br />
=== e. Musical/Drama ===<br />
Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.<br />
<br />
==3. Describe how each of these areas of Drama can be used to reach people for God.==<br />
They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach.<br />
<br />
==4. Know the following rules for acting: ==<br />
=== a. Never turn your back to the audience ===<br />
=== b. Speak slow during a line and fast between the line (no dead space between characters speaking) ===<br />
=== c. Enunciate and pronounce words clearly (unless it states differently in the stage directions) ===<br />
=== d. No dairy products or sweets (chocolate, soda pop) before speaking lines or singing ===<br />
=== e. Keep in character (don't laugh or smile unless stated in stage directions) ===<br />
=== f. Stay in your space (unless stated to move in stage directions) ===<br />
=== g. Do not block other characters from the audience ===<br />
=== h. Use your hands and eyes ===<br />
=== i. There is no such thing as over acting ===<br />
=== j. Nothing blocking your mouth (gum, etc. Unless otherwise directed) ===<br />
<br />
==5. Know and understand why the following rules for pantomiming are important. Practice these rules to a simple Bible story.==<br />
Pantomiming used as an outreach ministry should never be a guessing game. It should clearly state the theme.<br />
<br />
=== a. It is important to remember that in dramatic work, the thought comes first. Let your eyes respond first, then the rest of your face and head, and finally, the rest of your body. This is called motivated sequence. ===<br />
=== b. Your actions should always be simple and clear cut. ===<br />
=== c. Every movement and expression should always be visible. ===<br />
=== d. There should be a reason to every gesture or movement. ===<br />
<br />
=== e. Only one gesture or movement should be made at a time. ===<br />
=== f. Rehearse until you have created a clear-cut characterization. ===<br />
<br />
==6. Know the following acting terminology:==<br />
=== a. Ad-lib ===<br />
To make up stage business or conversation.<br />
=== b. Backstage ===<br />
The area behind the part of the stage visible to a audience.<br />
=== c. Countercross ===<br />
A shifting of position by one or more actors to balance the stage picture.<br />
=== d. Cross ===<br />
The movement by an actor from one location to another onstage.<br />
=== e. Downstage ===<br />
The part of the stage toward the footlights.<br />
=== f. Exit ===<br />
To leave the stage.<br />
=== g. Getting up in part ===<br />
Memorizing lines.<br />
=== h. Holding it ===<br />
Keeping perfectly still.<br />
=== i. Left and Right ===<br />
Terms used to refer to the stage from the actors point of view when facing the audience.<br />
=== j. Set ===<br />
The scenery for an act or scene.<br />
=== k. Tempo ===<br />
The speed with which speech and action move a play along.<br />
=== l. Upstage ===<br />
The area of the stage away from the footlights, toward the rear of the stage.<br />
=== m. Upstaging ===<br />
Improperly taking attention away from an actor who is the focus of interest.<br />
<br />
==7. From the categories listed in #2, plan and perform two (2) in a worship setting, church, Sabbath School, or youth group.==<br />
<br />
==8. As a group write one drama presentation and perform it.==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=Adventist_Youth_Honors_Answer_Book/Health_and_Science&diff=2472Adventist Youth Honors Answer Book/Health and Science2006-03-22T06:12:25Z<p>192.240.143.218: /* Health and Science */</p>
<hr />
<div>== Health and Science ==<br />
<br />
{| border="0" cellpadding="4" cellspacing="4"<br />
|-<br />
|<br />
[[Adventist Youth Honors Answer Book/Health and Science/Basic Rescue|Basic Rescue]]¹<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Blood|Blood and the Body's Defenses]] {{stage|100%|Jan 7, 2006}}<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Bones|Bones, Muscles, and Movement]] {{stage|100%|Dec 17, 2005}}<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Brain|Brain and Behavior]] {{stage|00%|Dec 30, 2005}}<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Chemistry|Chemistry]]²<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Child Care|Child Care]]<br><br />
|<br />
[[Adventist Youth Honors Answer Book/Health and Science/CPR|CPR]]¹<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Digestion|Digestion]]{{stage|25%|Mar 3, 2006}}<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/First Aid, Basic | First Aid Basic]]¹<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/First Aid, Standard | First Aid Standard]]¹<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/First Aid, Advanced | First Aid Advanced]]¹<br><br />
|<br />
[[Adventist Youth Honors Answer Book/Health and Science/Health and Healing|Health and Healing]]<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Heredity|Heredity]]<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Home Nursing|Home Nursing]]¹<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Optics|Optics]]²<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Physics|Physics]]²<br><br />
[[Adventist Youth Honors Answer Book/Health and Science/Red Alert|Red Alert]]¹<br><br />
|}<br />
<br />
==Notes==<br />
¹ The Red Alert, the First Aid honors, Basic Rescue, CPR, and Home Nursing honors have answers in the official Outreach Ministries Answer Book available through [http://adventsource.org Advent''Source'']. The Health and Science category was created in 2000, and at that time these honors were moved into it from the Outreach Ministries category.<br />
<br />
² The Chemistry, Optics, and Physics honors have answers in the official Nature Answer Book available through [http://adventsource.org Advent''Source'']. The Health and Science category was created in 2000, and at that time these honors were moved into it from the Nature category.<br />
<br />
Return to [[Adventist_Youth_Honors_Answer_Book |Adventist Youth Honors Answer Book]] home.</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Endangered_Species/Answer_Key&diff=5163AY Honors/Endangered Species/Answer Key2006-03-22T06:05:28Z<p>192.240.143.218: /* Invasive species */</p>
<hr />
<div>=Endangered Animals=<br />
<br />
Skill Level 2<br><br />
Approved 2/2005<br><br />
North American Division<br><br />
2001 Edition<br><br />
<br />
== 1. Define the following terms:==<br />
;Endangered: A species that has almost gone extinct.<br />
<br />
;Extinct: A species that has died out completely. When the last specimen dies, that creature is said to have become extinct.<br />
<br />
;Habitat: A specific place or the natural conditions in which a given species lives.<br />
<br />
;Biome: Any major regional biological community such as that of forest or desert.<br />
<br />
;Food chain: A food chain describes a single pathway that energy and nutrients may follow in an ecosystem. They usually start with a primary producer and end with a top predator. Here is an example of a food chain:<br />
<br />
::phytoplankton → copepod → fish → squid → seal → Orca<br />
<br />
:This "chain" can be described as follows: Killer whales (Orca) feed upon seals, that feed upon squid, that eat small fish, that feed on copepods, that feed on microscopic algae. <br />
<br />
;Poacher: A person who illegally hunts an animal in order to kill it.<br />
<br />
==2. Write Genesis 1:28 in your own words.==<br />
Genesis 1:28 is presented below in several translations. It might help to have your group read several versions of the text before they attempt to put the verse in their own words.<br />
<br />
;NIV: God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground."<br />
<br />
;NKJV: Then God blessed them, and God said to them, “Be fruitful and multiply; fill the earth and subdue it; have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves on the earth.”<br />
<br />
;CEV: God gave them his blessing and said: "Have a lot of children! Fill the earth with people and bring it under your control. Rule over the fish in the ocean, the birds in the sky, and every animal on the earth." <br />
<br />
;NASB: God blessed them; and God said to them, "Be fruitful and multiply, and fill the earth, and subdue it; and rule over the fish of the sea and over the birds of the sky and over every living thing that moves on the earth."<br />
<br />
==3. List four factors that have caused animals to become endangered.==<br />
===Habitat loss===<br />
The most common threat to endangered animals is the destruction of their natural habitat. Deforestation one way that habitat is destroyed. Rain forests are cut down for many reasons, including the sale of lumber, clearing for agriculture, or gathering wood for fuel. Human encroachment into wild areas for development of agriculture, industry, and housing is another common cause for species endangerment. Building dams can prevent many species of fish from swimming upstream to spawn, and this disrupts their lifecycle. The construction of pipelines has a similar effect on land animals, preventing predators from accessing areas containing their prey, or isolating animals from other members of their species, thus reducing the amount of genetic material available to the population as a whole.<br />
<br />
===Invasive species===<br />
[[image:Chestnut_blight.jpg|thumb|left|Damage caused by Chestnut Blight]]<br />
[[image:Emerald_ash_beetle.jpg|thumb|left|Emerald Ash Borer]]<br />
<br />
Ever since man gained the ability to travel long distances, he has brought along with him other species. Sometimes this was intentional, as in livestock, and other times unintentional, as in rats boarding a ship. Whether intentional or not, the effect is often the same: the extinction of native species in the newly entered region. The reason invasive species cause such harm is because they often have no natural predators in the region, or they out-compete a native population for resources. Examples of endangerment due to the introduction of invasive speciesto North America include the chestnut blight (caused by an Asian sac fungus) and dutch elm disease (caused by the elm bark beetle). Both of these occured in the early 20th century. A more recent threat has been the introduction of the emerald ash borer (another beetle), which is threatening ash trees in North America. <br />
<br />
Trees are not the only species that are threatened by invasive species. Other examples abound.<br />
<br />
===Poaching===<br />
[[Image:Seashell_vendor.jpeg|thumb|right|A seashell vendor in Tanzania sells seashells to tourists.]]<br />
<br />
Many animals are endangered because of poaching. Elephants are killed for their ivory. Rhinoceroses are killed for their horns. Bears are killed for their gallbladders. Tigers and other large cats are killed for their skins. <br />
<br />
The dodo was an animal hunted to extinction by european hunters. It wasn't long after Dutch colonists settled on the island of Mauritius in the 17th century that the hapless dodo was driven extinct. Since then, dodo researchers haven't had much to work with other than a handful of composite skeletons in museums and anecdotal reports from early mariners. More has been written about this bird than practically any other, yet researchers practically know nothing about it.<br />
<br />
===Pollution===<br />
Pollution can kill off a species very rapidly, by killing all living members through contamination or sterilizing them. It can also occur over longer periods at lower toxicity levels by affecting life span, reproductive capacity, or competitiveness. DDT played such a role in killing off bald eagles and other birds by thinning the egg shell walls of affected birds, thus lowering the survivability of offspring. Since this effect was discovered, DDT has been banned in many parts of the world and affected bird populations are recovering.<br />
<br />
==4. Name four animals that are now extinct.==<br />
<gallery><br />
Image:Greywhale845.jpg|Atlantic Gray Whale, 1750<br />
Image:Igdodo.jpg|Dodo, 1662<br />
Image:Pinguinus_impennis.jpg |Great Auk, 1844<br />
Image:Giant_Haasts_eagle_attacking_New_Zealand_moa.jpg|Moa, circa 1500<br />
image:Quagga_photo.jpg|Quagga, 1883<br />
image:Passengerpigeon.jpg|Passenger Pigeon, 1914<br />
image:Steller.gif|Steller's Sea Cow, 1768<br />
image:Thylacine.jpg|Thylacine, 1936<br />
</gallery><br />
<br />
==5. List four things that are being done to save endangered animals.==<br />
=== Endangered Species Act for the USA ===<br />
=== Environmental Preservation Laws ===<br />
<br />
==6. List four activities you can do to help wild animals.==<br />
===Raise Awareness===<br />
The more people are aware of the problems faced by endangered animals, the more they are likely to do something about it. Here are some suggested ways you and your club can help to raise awareness of endangered species:<br />
* Make a "Save the Animal" poster and display it.<br />
* Have a panel discussion Endangered Species vs Development.<br />
* Make a bulletin board display.<br />
* Make an Endangered Species craft project.<br />
<br />
===Sustainable Use of Resources ===<br />
One of the more obvious things to do is to refuse to purchase items made from endangered animals, such as ivory. Even though the trade in these items poses a significant threat, there are more subtle things that we do that has an even greater impact. We are not often faced with the option of purchasing a tiger skin or an ivory trinket, but we are often tempted to engage in other behaviors which are just as destructive.<br />
<br />
Reduce your consumption levels. Today's rate of consumption of natural resources is unsustainable. Consumption of goods puts a stress on the environment, as ultimately, that is where all raw materials come from. Avoid purchasing disposable items, and buy reusable items instead. <br />
<br />
===Boat Inspections===<br />
If you own a boat or a personal watercraft, it is important to inspect it before you tranport it etween different waterways. The zebra muscles is an invasive species that is currently spreading west in the United States and Canada. These creatures spread by "hitching a ride" on boats that are transported between non-interconnected waterways. Inspecting your boats and removing all wildlife from them can help prevent the spread of invasive species.<br />
<br />
===Exotic Animals===<br />
Do not buy or keep exotic animals. The snakehead fish became infamous in the US because of their appearance in a pond in Crofton, Maryland in 2002. They are prohibited in several other countries like Australia because their introduction to new ecosystems may displace indigenous species. Humans have been introducing snakeheads to non-indigenous waters for over 100 years. In parts of Asia and Africa, the snakehead is considered a valuable food fish and is produced in aquacultures. Due to this fact it was introduced either on purpose (fisheries motivation) or by ignorance (as was the case in Crofton).<br />
<br />
Sometimes exotic pets escape or are released into the wild when they are no longer wanted. This can have a negative impact on native species in the area.<br />
<br />
===Habitat Restoration===<br />
*Hold an Arbor Day tree-planting party.<br />
*Restore a riverbank by replanting native species (under proper an knowledgeable supervision) and picking up litter.<br />
*Plant a garden at your school, church, or home to attract wild birds and butterflies.<br />
<br />
===Data Gathering and Monitoring===<br />
*Adopt a stream, wetland, or other waterway. Monitor which species use the area and try o get an idea of how many individual animals are involved. Distribute your findings.<br />
*Participate in the Christmas bird count, a birdathon, or in a Feeder Watch.<br />
<br />
==7. List ten endangered animals. Tell where they live and why they have become endangered.==<br />
When teaching this honor to a group, you could go to the library ahead of time and check out several books on the various endangered animals, or on endangered animals in general. You will need enough books so that each Pathfinder can have one (or they could share them in groups of two), and you need to make sure that you have information on at least ten endangered animals. You could instead bring in a set of encyclopedias. During class, pass the books around and have each Pathfinder look up the information on the animal featured in that book. It is important that the Pathfinders do this research themselves rather than having it handed to them. Below are some well-known endangered mammals (although mammals are not the only type of endangered animals).<br />
<br />
<gallery><br />
Image:African_Elephant_by_thesaint.jpg|African Elephant<br />
Image:Lightmatter_elephanttrunk.jpg|Asian Elephant<br />
Image:Black_rhino.jpg|Black Rhinoceros<br />
Image:Bighorn_Sheep_in_Shoshone_National_Forest.jpg |Bighorn Sheep<br />
Image:Bl-4.JPG|Blue Whale<br />
Image:Lightmatter_chimp.jpg|Chimpanzee<br />
Image:Black-footed_ferret.gif|Black-footed Ferret<br />
Image:Giant_Panda_2004-03-2.jpg|Giant Panda<br />
Image:Gorilla_019.jpg|Gorilla<br />
Image:Humpback_Whale_fg1.jpg|Humpback Whale<br />
Image:Leopard.jpg|Leopard<br />
Image:Orangutan_001.jpg|Orangutan<br />
Image:Ailurus_fulgens.jpg|Red Panda<br />
Image:Redwolf.jpg|Red Wolf<br />
Image:Sea_otter.jpg|Sea Otter<br />
Image:Uncia_uncia.jpg|Snow Leopard<br />
Image:Rauhohr-Nashorn-drawing.jpg|Sumatran Rhinoceros<br />
Image:Panthera_tigris7.jpg<br />
</gallery><br />
<br />
==8. Do two of the following activities:==<br />
===a. Visit a zoo or animal preserve that has one or more endangered animals in residence. List what animal(s) you saw, where they normally live, and why they have become endangered.===<br />
This activity is probably the one that your Pathfinders will enjoy the most. If you choose to do this one and activity 'b', try to do activity 'b' first, as that will make this one more educational. <br />
<br />
If you choose to do this activity in conjuction with activities 'c' or 'd', do this activity first so that the Pathfinders may use the trip to the zoo to gather materials and information.<br />
<br />
===b. Watch a video about an endangered animal. List what animal(s) you saw, where they normally live, and why they have become endangered.===<br />
Below is a list of videos you might be able to use. These have not been reveiwed by the authors of this answer book so you may want to screen them before showing them to your Pathfinders. If you have seen any of these, please edit this section with a review.<br />
<br />
*[http://www.amazon.com/gp/product/B000077DEP/qid=1142958952/sr=1-2/ref=sr_1_2/102-5976636-0285755?s=dvd&v=glance&n=130 Save the Endangered Species Series] Choices Inc, Released October 1, 2002. Run Time: 150 minutes<br />
<br />
*[http://www.amazon.com/gp/product/079229551X/qid=1142958952/sr=1-4/ref=sr_1_4/102-5976636-0285755?s=dvd&v=glance&n=130 National Geographic's America's Endangered Species: Don't Say Good-Bye] National Geographic Home Video, Released June 9, 1998. Runtime: 60 minutes<br />
<br />
*[http://www.amazon.com/gp/product/B000C1YR74/qid=1142959673/sr=1-17/ref=sr_1_17/102-5976636-0285755?s=dvd&v=glance&n=130 NOVA: Shadows of the Condor] WGBH Educational Foundation. Run Time: 60.0 minutes<br />
<br />
===c. Choose an endangered animal and write or give orally a short report about it. Tell where it normally lives, why it has become endangered, what is being done to save it, and any other special details about this particular animal that you have learned.===<br />
<br />
You may wish to do this activity after doing activity 'a' or 'b', as both of those will allow your Pathfinders to gather information, materials, and inspiration for completing thier reports.<br />
<br />
===d. Make a scrapbook about endangered animals. This may include newspaper articles, stories, pictures, stamps, or drawings. This may be a group project.===<br />
<br />
If you choose this option, be sure to look over the [[Adventist Youth Honors Answer Book/Arts and Crafts/Scrapbooking|Scrapbooking Honor]] as well, as this activity could be used to meet requirement 9. This option works best when completed after doing activity 'a'. Be sure to have your Pathfinders each bring a camera (disposable camera work well for this) to the zoo and take plenty of pictures. Remind them that they should reserve their film for ''endangered'' animals. Also, if they are going to complete the Scrapbooking Honor as well, they will need enough material for 12 pages.<br />
<br />
This option can be also completed without a trip to the zoo by using magazine clippings, drawings, or photographs downloaded from the Internet, etc.<br />
<br />
===e. Do an environment circle. ===<br />
With a group of 10-20 persons, form a loose circle with people evenly spaced within. Have each person represent something in the environment such as animals, grasslands, forests, etc. Then take a spool of heavy thread or string and connect each person to others in the circle. Have the leader start cutting the connections and start taking individuals out of the circle<br />
and see how the remaining persons are affected by the loss. Help the group to<br />
see that each thing in nature is very necessary to the survival of everything else<br />
in nature.</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Endangered_Species/Answer_Key&diff=5134AY Honors/Endangered Species/Answer Key2006-03-21T07:11:27Z<p>192.240.143.218: /* 4. Name four animals that are now extinct. */</p>
<hr />
<div>=Endangered Animals=<br />
<br />
Skill Level 2<br><br />
Approved 2/2005<br><br />
North American Division<br><br />
2001 Edition<br><br />
<br />
== 1. Define the following terms:==<br />
;Endangered: A species that has almost gone extinct.<br />
<br />
;Extinct: A species that has died out completely. When the last specimen dies, that creature is said to have become extinct.<br />
<br />
;Habitat: A specific place or the natural conditions in which a given species lives.<br />
<br />
;Biome: Any major regional biological community such as that of forest or desert.<br />
<br />
;Food chain: A food chain describes a single pathway that energy and nutrients may follow in an ecosystem. They usually start with a primary producer and end with a top predator. Here is an example of a food chain:<br />
<br />
::phytoplankton → copepod → fish → squid → seal → Orca<br />
<br />
:This "chain" can be described as follows: Killer whales (Orca) feed upon seals, that feed upon squid, that eat small fish, that feed on copepods, that feed on microscopic algae. <br />
<br />
;Poacher: A person who illegally hunts an animal in order to kill it.<br />
<br />
==2. Write Genesis 1:28 in your own words.==<br />
Genesis 1:28 is presented below in several translations. It might help to have your group read several versions of the text before they attempt to put the verse in their own words.<br />
<br />
;NIV: God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground."<br />
<br />
;NKJV: Then God blessed them, and God said to them, “Be fruitful and multiply; fill the earth and subdue it; have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves on the earth.”<br />
<br />
;CEV: God gave them his blessing and said: "Have a lot of children! Fill the earth with people and bring it under your control. Rule over the fish in the ocean, the birds in the sky, and every animal on the earth." <br />
<br />
;NASB: God blessed them; and God said to them, "(A)Be fruitful and multiply, and fill the earth, and subdue it; and rule over the fish of the sea and over the birds of the sky and over every living thing that moves on the earth."<br />
<br />
==3. List four factors that have caused animals to become endangered.==<br />
===Habitat loss===<br />
===Invasive species===<br />
===Poaching===<br />
===Habitat disruption===<br />
<br />
==4. Name four animals that are now extinct.==<br />
=== DoDo ===<br />
=== Sea Mink ===<br />
=== Labrador Duck ===<br />
=== Passenger Pigeon ===<br />
<br />
==5. List four things that are being done to save endangered animals.==<br />
==6. List four activities you can do to help wild animals.==<br />
==7. List ten endangered animals. Tell where they live and why they have become endangered.==<br />
When teaching this honor to a group, you could go to the library ahead of time and check out several books on the various endangered animals, or on endangered animals in general. You will need enough books so that each Pathfinder can have one (or they could share them in groups of two), and you need to make sure that you have information on at least ten endangered animals. You could instead bring in a set of encyclopedias. During class, pass the books around and have each Pathfinder look up the information on the animal featured in that book. It is important that the Pathfinders do this research themselves rather than having it handed to them. Below is a list of some well-known endangered mammals (although mammals are not the only type of endangered animals).<br />
<br />
<br />
<br />
{| border="0" cellpadding="4" cellspacing="4"<br />
|-<br />
|<br />
African Elephant<br><br />
Asian Elephant<br><br />
Bighorn Sheep<br><br />
Black Rhinoceros<br><br />
Black-footed Ferret<br><br />
Blue Whale<br><br />
|<br />
Chimpanzee<br><br />
Giant Panda<br><br />
Gorilla<br><br />
Humpback Whale<br><br />
Leopard<br><br />
Orangutan<br><br />
|<br />
Red Panda<br><br />
Red Wolf<br><br />
Sea Otter<br><br />
Snow Leopard<br><br />
Sumatran Rhinoceros<br><br />
Tiger<br><br />
|}<br />
<br />
==8. Do two of the following activities:==<br />
===a. Visit a zoo or animal preserve that has one or more endangered animals in residence. List what animal(s) you saw, where they normally live, and why they have become endangered.===<br />
===b. Watch a video about an endangered animal. List what animal(s) you saw, where they normally live, and why they have become endangered.===<br />
===c. Choose an endangered animal and write or give orally a short report about it. Tell where it normally lives, why it has become endangered, what is being done to save it, and any other special details about this particular animal that you have learned.===<br />
===d. Make a scrapbook about endangered animals. This may include newspaper articles, stories, pictures, stamps, or drawings. This may be a group project.===<br />
===e. Do an environment circle. ===<br />
With a group of 10-20 persons, form a loose circle with people evenly spaced within. Have each person represent something in the environment such as animals, grasslands, forests, etc. Then take a spool of heavy thread or string and connect each person to others in the circle. Have the leader start cutting the connections and start taking individuals out of the circle<br />
and see how the remaining persons are affected by the loss. Help the group to<br />
see that each thing in nature is very necessary to the survival of everything else<br />
in nature.</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4939AY Honors/Sanctuary/Answer Key2006-03-10T06:11:39Z<p>192.240.143.218: /* 7. Describe the robe of: */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red - Christ's blood (Hebrews 9:11,12) === <br />
=== b. Blue - Obedience (Numbers 15:38,39) ===<br />
=== c. Purple - Royalty (Matthew 27:28,29) ===<br />
=== d. White - Righteousness, Purity (Revelation 19:8) ===<br />
=== e. Black - Sin (1 John 1:5) ===<br />
=== f. Gold - Divinity in Heaven (Job 22:25) ===<br />
=== g. Silver - Longing Desire (John 4:34) ===<br />
=== h. Brass - Divinity on Earth (Philippians 2:5-8 - Fully God, and Fully Man - Amalgamated) ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
1 John 1:9 - "If we confess our sins, he is faithful and just to forgive us our sins, and to cleanse us from all unrighteousness."<br />
<br />
Daniel 8:14 - "And he said unto me, Unto two thousand and three hundred days; then shalt the sanctuary be cleansed."<br />
<br />
Exodus 25:8 - "And let them make me a sanctuary; that I may dwell among them."<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
They were from the tribe of Levi. They had refused to bow down and worship the golden calf<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4938AY Honors/Sanctuary/Answer Key2006-03-10T06:08:50Z<p>192.240.143.218: /* 6. The priests were from which of the 12 tribes? Why? */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red - Christ's blood (Hebrews 9:11,12) === <br />
=== b. Blue - Obedience (Numbers 15:38,39) ===<br />
=== c. Purple - Royalty (Matthew 27:28,29) ===<br />
=== d. White - Righteousness, Purity (Revelation 19:8) ===<br />
=== e. Black - Sin (1 John 1:5) ===<br />
=== f. Gold - Divinity in Heaven (Job 22:25) ===<br />
=== g. Silver - Longing Desire (John 4:34) ===<br />
=== h. Brass - Divinity on Earth (Philippians 2:5-8 - Fully God, and Fully Man - Amalgamated) ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
1 John 1:9 - "If we confess our sins, he is faithful and just to forgive us our sins, and to cleanse us from all unrighteousness."<br />
<br />
Daniel 8:14 - "And he said unto me, Unto two thousand and three hundred days; then shalt the sanctuary be cleansed."<br />
<br />
Exodus 25:8 - "And let them make me a sanctuary; that I may dwell among them."<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
They were from the tribe of Levi. They had refused to bow down and worship the golden calf<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4937AY Honors/Sanctuary/Answer Key2006-03-10T06:06:53Z<p>192.240.143.218: /* 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red - Christ's blood (Hebrews 9:11,12) === <br />
=== b. Blue - Obedience (Numbers 15:38,39) ===<br />
=== c. Purple - Royalty (Matthew 27:28,29) ===<br />
=== d. White - Righteousness, Purity (Revelation 19:8) ===<br />
=== e. Black - Sin (1 John 1:5) ===<br />
=== f. Gold - Divinity in Heaven (Job 22:25) ===<br />
=== g. Silver - Longing Desire (John 4:34) ===<br />
=== h. Brass - Divinity on Earth (Philippians 2:5-8 - Fully God, and Fully Man - Amalgamated) ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
1 John 1:9 - "If we confess our sins, he is faithful and just to forgive us our sins, and to cleanse us from all unrighteousness."<br />
<br />
Daniel 8:14 - "And he said unto me, Unto two thousand and three hundred days; then shalt the sanctuary be cleansed."<br />
<br />
Exodus 25:8 - "And let them make me a sanctuary; that I may dwell among them."<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4936AY Honors/Sanctuary/Answer Key2006-03-10T06:03:09Z<p>192.240.143.218: /* 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red - Christ's blood (Hebrews 9:11,12) === <br />
=== b. Blue - Obedience (Numbers 15:38,39) ===<br />
=== c. Purple - Royalty (Matthew 27:28,29) ===<br />
=== d. White - Righteousness, Purity (Revelation 19:8) ===<br />
=== e. Black - Sin (1 John 1:5) ===<br />
=== f. Gold - Divinity in Heaven (Job 22:25) ===<br />
=== g. Silver - Longing Desire (John 4:34) ===<br />
=== h. Brass - Divinity on Earth (Philippians 2:5-8 - Fully God, and Fully Man - Amalgamated) ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4935AY Honors/Sanctuary/Answer Key2006-03-10T05:56:13Z<p>192.240.143.218: /* b. Tell what each covering represented. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4934AY Honors/Sanctuary/Answer Key2006-03-10T05:56:01Z<p>192.240.143.218: /* a. List the type of coverings in the order from inside to outside. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
2. Goat's hair, bleached white<br />
<br />
3. Ram's skin, dyed red<br />
<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4933AY Honors/Sanctuary/Answer Key2006-03-10T05:55:38Z<p>192.240.143.218: /* a. List the type of coverings in the order from inside to outside. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
<br />
Goat's hair, bleached white<br />
<br />
Ram's skin, dyed red<br />
<br />
Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4932AY Honors/Sanctuary/Answer Key2006-03-10T05:55:07Z<p>192.240.143.218: /* a. List the type of coverings in the order from inside to outside. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
Goat's hair, bleached white<br />
Ram's skin, dyed red<br />
Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4931AY Honors/Sanctuary/Answer Key2006-03-10T05:54:24Z<p>192.240.143.218: /* 3. How many coverings were over the sanctuary? */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
Four (4)<br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
1. Inner royal liner - Covering was made of red, blue, purple linens. Angels were embroidered in gold throughout the fabric<br />
2. Goat's hair, bleached white<br />
3. Ram's skin, dyed red<br />
4. Badger's skin, plain and brown<br />
<br />
=== b. Tell what each covering represented. ===<br />
1. Inner royal liner represents Jesus. Red represents Christ's life. Blue represents His obedience. Purple represents royalty. Gold represents purity.<br />
2. Woven goat's hair represents Jesus' perfection and purity.<br />
3. The ram's skin dyed red represents the blood of Jesus.<br />
4. The badger's skin represents Jesus covered His divinity with humanity.<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4930AY Honors/Sanctuary/Answer Key2006-03-10T05:39:13Z<p>192.240.143.218: /* 1. Name the three main parts of the sanctuary and the court yard. */</p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
The court, the Holy Place and the Most Holy Place.<br />
<br />
=== a. Tell what was in each part. ===<br />
The Court - The Altar of Sacrifice, the Laver<br />
<br />
Holy Place - Table of Shewbread, Seven-branched Lampstand, Altar of Incense<br />
<br />
Most Holy Place - Ark of Covenant, Mercy Seat, Cherubim<br />
<br />
=== b. Tell what each piece of furniture represents. ===<br />
Altar of Sacrifice - Jesus's sacrifice<br />
<br />
Laver - Cleansing from sin, form of Baptism<br />
<br />
Table of Shewbread - Jesus, Bread of Life<br />
<br />
Seven-branched Lampstand - Jesus, Light of the world (Oil=Holy Spirit)<br />
<br />
Altar of Incense - Prayers ascending to Heaven, intercession & merits of Christ<br />
<br />
Ark of Covenant - The presence of God (10 Commandments - Christ the end of the law)<br />
<br />
Mercy Seat - <br />
<br />
Cherubim - God's attributes<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
=== b. Tell what each covering represented. ===<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Sanctuary/Answer_Key&diff=4929AY Honors/Sanctuary/Answer Key2006-03-09T07:22:19Z<p>192.240.143.218: </p>
<hr />
<div>= Sanctuary Honor =<br />
<br />
Skill Level 1<br />
<br />
== 1. Name the three main parts of the sanctuary and the court yard. == <br />
=== a. Tell what was in each part. ===<br />
=== b. Tell what each piece of furniture represents. ===<br />
<br />
== 2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W) == <br />
<br />
== 3. How many coverings were over the sanctuary? == <br />
=== a. List the type of coverings in the order from inside to outside. ===<br />
=== b. Tell what each covering represented. ===<br />
<br />
== 4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented. ==<br />
=== a. Red ===<br />
=== b. Blue ===<br />
=== c. Purple ===<br />
=== d. White ===<br />
=== e. Black ===<br />
=== f. Gold ===<br />
=== g. Silver ===<br />
=== h. Brass ===<br />
<br />
== 5. Discuss and memorize 1 John 1:9, Daniel 8:14, and Exodus 25:8. ==<br />
<br />
== 6. The priests were from which of the 12 tribes? Why? ==<br />
<br />
== 7. Describe the robe of: ==<br />
=== a. The common priest. ===<br />
=== b. The high priest. ===<br />
<br />
== 8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16. ==<br />
<br />
== 9. What kinds of animals were brought daily to the courtyard? ==<br />
<br />
== 10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services. ==</div>192.240.143.218https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Nutrition_-_Advanced/Answer_Key&diff=4364AY Honors/Nutrition - Advanced/Answer Key2006-02-28T07:24:17Z<p>192.240.143.218: /* 13. Know the difference between water and fat soluble vitamins. What are two common vitamins that are fat soluble? What are two vitamins that are water soluble? */</p>
<hr />
<div>=Nutrition, Advanced=<br />
Skill Level 3<br />
<br />
==1. Have the Nutrition Honor.==<br />
Answers to the [[Adventist Youth Honors Answer Book/Household Arts/Nutrition|Nutrition]] Honor can be found in the [[Adventist Youth Honors Answer Book/Household Arts|Household Arts]] chapter of this book.<br />
<br />
==2. Read a book about Nutrition.==<br />
Suggested books include:<br />
* '''Foods for Thought: Nutrition's Link to Mood, Memory, Learning and Behavior''' ''Bernell Baldwin, Vicki Griffin, Evelyn Kissinger'', Review and Herald, 152 pages.<br />
* '''An Ounce of Prevention: Your Pathway to Abundant Health''', Review and Herald, 64 pages.<br />
* '''Counsels on Diet and Foods''' ''Ellen G. White'', Review and Herald, 512 pages.<br />
* '''Dynamic Living''' ''Hans Diehl, Dr.H.Sc., Aileen Ludington, M.D.'', Review and Herald, 208 pages.<br />
* '''Foods that Heal''' ''George D. Pamplona-Roger, M.D.'', Review and Herald, 94 pages.<br />
<br />
==3. Keep a food diary on yourself for one week.==<br />
This can be done with pencil and paper or with an online tool such as the one provided by the USDA at [http://www.mypyramidtracker.gov/ www.mypyramidtracker.gov].<br />
<br />
==4. Calculate the total nutrients of the following in your diet each day:==<br />
*'''a. Calories'''<br />
*'''b. Protein'''<br />
*'''c. Iron'''<br />
*'''d. Calcium'''<br />
*'''e. Vitamin A'''<br />
*'''f. Thiamine'''<br />
*'''g. Riboflavin'''<br />
*'''h. Niacin'''<br />
*'''i. Vitamin C or ascorbic acid'''<br />
<br />
If you have access to the Internet, you can visit the USDA's [http://mypyramidtracker.gov MyPyramidTracker.gov] web site. Once you register, you can enter all the foods you eat in a day, and it will analyze your nutrient intake (among other things) based on this information. MyPyramidTracker can retain the information you enter for up to a year, so tracking it for a week will be easy.<br />
<br />
If your Pathfinders do not have access to the Internet, have them record their diets on paper. You can then use the website to extract the necessary data by entering each food individually, or you can find a cookbook that has nutrient values of various foods in an appendix. Another option would be to meet in a place that has public Internet access, such as a library or Internet cafe. Then your Pathfinders can enter the data they have collected for a week and analyze it there.<br />
<br />
==5. How do the number of nutrients in your diet compare with the Recommended Daily Allowance chart?==<br />
The USDA's [http://mypyramidtracker.gov MyPyramidTracker.gov] web site will compare your nutrient intake with the RDA chart.<br />
<br />
==6. Explain why a high fiber diet is important, and tell how this can be obtained.==<br />
Fiber promotes the wavelike contractions that keep food moving through the intestine. Also, high-fiber foods expand the inside walls of the colon. This eases the passage of waste. Fibrous substances pass through the intestine undigested. They also absorb many times their weight in water, resulting in softer, bulkier stools. Insoluble fiber is found in wheat, rye, bran, and other grains. It is also the fiber found in most vegetables. See [http://www.gicare.com/pated/edtgs01.htm]<br />
<br />
==7. Name three diseases due to malnutrition, and describe the symptoms of each.==<br />
===Scurvy===<br />
Scurvy is a disease that results from insufficient intake of vitamin C and leads to the formation of livid spots on the skin, spongy gums, and bleeding from almost all mucous membranes. The spots are most abundant on the thighs and legs, and a person with the ailment looks pale, feels depressed, and is partially immobilized. Scurvy was at one time common among sailors whose ships were out to sea longer than perishable fruits and vegetables could be stored and by soldiers who were similarly separated from these foods for extended periods.<br />
<br />
===Beriberi===<br />
Beriberi is a nervous system ailment caused by a deficiency of vitamin B1 (thiamine), the symptoms of which may include weight loss, emotional disturbances, impaired sensory perception, weakness and pain in the limbs, and periods of irregular heartbeat. Swelling of bodily tissues is common. In advanced cases, the disease may cause heart failure and death. The origin of the word is from the Sinhalese (Sri Lankan) language meaning "I cannot, I cannot".<br />
<br />
Beriberi occurs in people whose staple diet consists mainly of polished white rice, which contains little or no thiamine. Therefore the disease has been seen traditionally in people in Asian countries (especially in the nineteenth century and before) and in chronic alcoholics with impaired liver function. If a baby is fed the milk of a mother who suffers from a deficiency in thiamine, the child may develop beriberi.<br />
<br />
===Rickets===<br />
Rickets is a disorder which most commonly relates directly to Vitamin D deficiency, which causes a lack of calcium being absorbed. It can also arise, however, from other causes such as certain types of rare tumors or any phosphate-wasting disease. Because calcium is an essential nutrient which aids bone rigidity, the lack of it being absorbed into the body causes fragile or malformed bones, which are unable to support the weight of a growing body. Rickets causes bone pain, slowed growth in children, dental problems, muscle loss and increased risk of fractures (easily broken bones).<br />
<br />
===Pellagra===<br />
Pellagra is a vitamin deficiency disease caused by dietary lack of niacin and protein, especially the essential amino acid tryptophan. Symptoms of pellagra are red skin lesions, diarrhea, dermatitis, weakness, mental confusion, and eventually dementia. This disease can be common for persons who obtain most of their food energy from corn, as corn is a poor source of tryptophan. Therefore this disease can be common amongst people who live in rural South America where — during winter — they live on corn. Usually the symptoms show during spring, and disappear over summer, to return the next spring, after another long winter.<br />
<br />
==8. What are the symptoms of vitamin B<sub>12</sub> deficiency?==<br />
Early, noticeable symptoms of Overt B<sub>12</sub> Deficiency: Unusual fatigue, faulty disgestion, no appetite, nausea, loss of menstruation. Also numbness and tingling of the hands and feet, nervousness, diarrhea, mild depression,etc. See [http://www.veganhealth.org/b12/sympt]<br />
<br />
==9. What advice would you give a person who decided to be a total vegetarian?==<br />
http://philipngcc.homestead.com/<br />
<br />
http://www.dietobio.com/dossiers/en/vegetarism/index.html<br />
<br />
http://www.giveusahome.co.uk/articles/vegetarianism.htm<br />
<br />
Because Vitamin B<sub>12</sub> cannot be obtained through plant sources, total vegetarians are advised to eat foods with B<sub>12</sub> added (such as fortified soy milk, fortified margarines, or many commercial breakfast cereals), certain brands of nutritional yeast, or take dietary supplements (a good multivitamin will likely include B<sub>12</sub> in sufficient quantities).<br />
<br />
==10. What is the difference between saturated and unsaturated fats? Which is the most healthful, and why?==<br />
Saturated fats and trans fatty acids are the kinds of fats most likely to cause heart disease. Saturated fats are found mainly in animal products (eggs, butter, cheese, whole milk, and whole milk products), and in coconut, palm, and palm kernel oil. Trans fatty acids appear in foods containing hydrogenated fats like margarine and crackers. To reduce the risk of heart disease, replace saturated fats with unsaturated fats like canola oil, olive oil, flax seed oil, nuts, avocado, soy products, and nut butters. Choose margarine, cookies, crackers, and snack foods that do not contain hydro-genated fats (read the label). See [http://www.vrg.org/nutshell/heart.htm]<br />
<br />
==11. Why is it advisable to use less sugar in the diet? List several ways in which this may be accomplished.==<br />
There are a several reasons why sugar is ruining your health: Sugar can suppress the immune system; Sugar leads to cancer of the ovaries; Sugar can cause heart disease; Sugar can cause appendicitis; Sugar can cause multiple sclerosis; Sugar can increase cholesterol; Sugar can increase the systolic blood pressure; Sugar can cause drowsiness and decreased activity in children; Sugar can contribute to Alzheimer’s disease; Sugar can lead to prostrate cancer; Sugar can cause liver tumors; etc. [http://www.rheumatic.org/sugar.htm] <br />
<br />
Several ways to use less sugar: Cut down slowly; go half and half; establish rules about dessert; If you must eat sweets, eat them with meals; Choose the right breakfast cereal; Don't skip meals; Don't add sugar to foods; ot for a walk when you crave sweetness; Go fat-free if you must have sweets. <br />
[http://www.rd.com/content/openContent.do?contentId=15980]<br />
<br />
==12. What are amino acids? How many are needed to make all the proteins in the body? What is meant by essential amino acids? How many of them are essential? Where can you get all the essential amino acids?==<br />
Definition of Essential Amino acids: the nine a-amino acids required for protein synthesis that cannot be synthesized by humans and must be obtained in the diet: histidine, isoleucine, leucine, lysine, methionine, phenylalanine, threonine, tryptophan, and valine. <br />
Note: http://www.google.com enter definition essential amino acids to get this and other related definitions! [http://www.google.com/search?sourceid=navclient&ie=UTF-8&rls=GGLG,GGLG:2005-28,GGLG:en&q=definition+amino+acids]<br />
<br />
Only some foods contain all the essential amino acids. These are: <br />
milk and dairy products, eggs, fish, meat and poultry. If you don't eat animal products, the only way you can get all the essential amino acids is by combining plant foods. For example: corn plus peas or beans, rice plus beans, lentils plus bread. [http://www.dietitian.com/protein.html] Google results:[http://www.google.com/search?hl=en&lr=&rls=GGLG%2CGGLG%3A2005-28%2CGGLG%3Aen&q=amino+acids+needs+to+make+proteins]<br />
<br />
Another term that comes up when we talk about protein nutrition is the term essential amino acid. Our bodies can make quite a number of amino acids from other chemicals that are contained in the body and can convert some amino acids into other amino acids. However, there are some amino acids we are not able to synthesize ourselves. Those particular amino acids and they must be provided to us in our diet. Those amino acids are referred to as the essential amino acids. It's not to say that the non-essential amino acids are not necessary, it's just that it is not necessary for them to be in our diet because other things in the diet can be used to make them. <br />
[http://dl.clackamas.cc.or.us/ch106-08/protein.htm]<br />
<br />
==13. Know the difference between water and fat soluble vitamins. What are two common vitamins that are fat soluble? What are two vitamins that are water soluble?==<br />
The fat soluble vitamins are soluble in lipids (fats). These vitamins are usually absorbed in fat globules (called chylomicrons) that travel through the lymphatic system of the small intestines and into the general blood circulation within the body. These fat soluble vitamins, especially vitamins A and E, are then stored in body tissues. Two common vitamins that are fat soluble (A, D, E, and K). Two vitamins that are water soluble (B and C). It determines how each vitamin acts within the body.<br />
[http://www.medicinenet.com/script/main/art.asp?articlekey=10736]<br />
<br />
==14. Using the book Counsels on Diet and Foods by Ellen G. White, write a paragraph on the benefits of a lacto-ovo vegetarian diet.==<br />
Use the "search the writings" feature on http://www.egwestate.org<br />
<br />
==References==<br />
*[[w:Scurvy|Wikipedia article on Scurvy]]<br />
*[[w:Beriberi|Wikipedia article on Beriberi]]<br />
*[[w:Rickets|Wikipedia article on Rickets]]<br />
*[[w:Pellagra|Wikipedia article on Pellagra]]</div>192.240.143.218