https://wiki.pathfindersonline.org/api.php?action=feedcontributions&user=Pathfinders&feedformat=atomPathfinder Wiki - User contributions [en]2024-03-28T09:55:57ZUser contributionsMediaWiki 1.35.5https://wiki.pathfindersonline.org/index.php?title=AY_Honors/Hymns/Answer_Key&diff=604100AY Honors/Hymns/Answer Key2024-01-04T02:00:41Z<p>Pathfinders: </p>
<hr />
<div>{{HonorSubpage}}<br />
<section begin="Body" /><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}<br />
<noinclude><translate><!--T:31--><br />
</noinclude><br />
<!-- 1. Define “hymn” and cite your source. --><br />
This requirement should be met by looking up the word "hymn" in a dictionary (whether online or in print), and then noting which dictionary was used.<br />
<br />
<!--T:3--><br />
*1.a. a song of praise to God<br />
*1.b. a metrical composition adapted for singing in a religious service<br />
*2. a song of praise or joy<br />
*3. something resembling a hymn” <br />
The difference between a hymn and a praise song is two-fold: <br />
1) praise songs are less formal in their "lyric structure," while hymns will seem more like a poem set to music. <br />
2) praise songs are horizontal, talking about the personal experience while hymns are typically vertical, talking about God. <br />
The original greek for "hymn" means "praise song (to God)"<br />
<br />
<br />
<!--T:4--><br />
www.merriam-webster.com<br />
<br />
<!--T:32--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 1 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}<br />
<noinclude><translate><!--T:33--><br />
</noinclude><br />
<!-- 2. Discuss the biblical context of the following texts as each relates to hymns, and the reasons given for singing: --><br />
Read each verse as well as those around it to discover the context. Finding the context means that you try to learn when the passage was written, by whom, and under what circumstances. A Bible Commentary may also be helpful.<br />
<br />
<!--T:34--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2a}} <!--T:6--><br />
<noinclude><translate><!--T:35--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Judges<br />
| chapter = 5<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
“Hear, O kings! Give ear, O princes!<br />
I, even I, will sing to the Lord;<br />
I will sing praise to the Lord God of Israel.<br />
}}<br />
<br />
<!--T:36--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}} <!--T:7--><br />
<noinclude><translate><!--T:37--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 33<br />
| verse = 2<br />
| version = NKJV<br />
| text =<br />
Praise the Lord with the harp;<br />
Make melody to Him with an instrument of ten strings.<br />
}}<br />
<br />
<!--T:38--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2c}} <!--T:8--><br />
<noinclude><translate><!--T:39--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 40<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
He has put a new song in my mouth—<br />
Praise to our God;<br />
Many will see it and fear,<br />
And will trust in the Lord.<br />
}}<br />
<br />
<!--T:40--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2d}} <!--T:9--><br />
<noinclude><translate><!--T:41--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 81<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Sing aloud to God our strength;<br />
Make a joyful shout to the God of Jacob.<br />
Raise a song and strike the timbrel,<br />
The pleasant harp with the lute.<br />
}}<br />
<br />
<!--T:42--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2e}} <!--T:10--><br />
<noinclude><translate><!--T:43--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 95<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Oh come, let us sing to the Lord!<br />
Let us shout joyfully to the Rock of our salvation.<br />
Let us come before His presence with thanksgiving;<br />
Let us shout joyfully to Him with psalms.<br />
}}<br />
<br />
<!--T:44--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2f}} <!--T:11--><br />
<noinclude><translate><!--T:45--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 98<br />
| verse = 4-6<br />
| version = NKJV<br />
| text =<br />
Shout joyfully to the Lord, all the earth;<br />
Break forth in song, rejoice, and sing praises.<br />
Sing to the Lord with the harp,<br />
With the harp and the sound of a psalm,<br />
With trumpets and the sound of a horn;<br />
Shout joyfully before the Lord, the King.<br />
}}<br />
<br />
<!--T:46--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2f --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2g}} <!--T:12--><br />
<noinclude><translate><!--T:47--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 101<br />
| verse = 1<br />
| version = NKJV<br />
| text =<br />
I will sing of mercy and justice;<br />
To You, O Lord, I will sing praises.<br />
}}<br />
<br />
<!--T:48--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2g --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2h}} <!--T:13--><br />
<noinclude><translate><!--T:49--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Nehemiah<br />
| chapter = 12<br />
| verse = 27<br />
| version = NKJV<br />
| text =<br />
Now at the dedication of the wall of Jerusalem they sought out the Levites in all their places, to bring them to Jerusalem to celebrate the dedication with gladness, both with thanksgivings and singing, with cymbals and stringed instruments and harps.<br />
}}<br />
<br />
<!--T:50--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2h --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2i}} <!--T:14--><br />
<noinclude><translate><!--T:51--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Ephesians<br />
| chapter = 5<br />
| verse = 19<br />
| version = NKJV<br />
| text =<br />
speaking to one another in psalms and hymns and spiritual songs, singing and making melody in your heart to the Lord,<br />
}}<br />
<br />
<!--T:52--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2i --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2j}} <!--T:15--><br />
<noinclude><translate><!--T:53--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Colossians<br />
| chapter = 3<br />
| verse = 16<br />
| version = NKJV<br />
| text =<br />
Let the word of Christ dwell in you richly in all wisdom, teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord.<br />
}}<br />
<br />
<!--T:54--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2j --><br />
{{CloseReq}} <!-- 2 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3}}<br />
<noinclude><translate><!--T:55--><br />
</noinclude><br />
<!-- 3. Select a verse or short passage from the Bible and set it to a tune. You may set the verse to an existing melody or compose one of your own. Sing your new hymn either acapella or with music. --><br />
This activity may be done as a group.<br />
<br />
<!--T:17--><br />
When setting a passage of text to music, it is a good idea to start with the meter - that is, count the number of syllables in each phrase. Then divide the passage into segments to create a structure where the numbers repeat (if possible), and where the divisions between segments are in logical places. If you are having difficulty with this, try a different translation of the passage - it will likely have a different meter that may lend itself to this process a bit easier.<br />
<br />
<!--T:18--><br />
A song's meter is usually expressed as a list of numbers. For instance, ''Give Me Oil In My Lamp'' has the meter 10, 8, 10, 9, because there are 10 syllables in the first and third stanzas, 8 in the second, and 9 in the fourth.<br />
<br />
<!--T:19--><br />
Once you have the meter, look in the metrical index of tunes in a hymnal and see if you can find something close to what you came up with. If you find something, you should notice that the tune to that song will work with the passage you are working with.<br />
<br />
<!--T:20--><br />
If you are especially creative, you can make your own melody instead of using an existing one. Starting with the meter is still a good idea even in this case, and you may find it effective to come up with a rhythm next, and finally, with the notes.<br />
<br />
<!--T:56--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 3 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4}}<br />
<noinclude><translate><!--T:57--><br />
</noinclude><br />
<!-- 4. Using the topical index in an Adventist hymnal, identify at least one hymn from each of the following topics: --><br />
<br />
<!--T:58--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4a}}<br />
<noinclude><translate><!--T:59--><br />
</noinclude><br />
ex: 381 Holy Sabbath Day of Rest<br />
<br />
<!--T:60--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4b}}<br />
<noinclude><translate><!--T:61--><br />
</noinclude><br />
ex: 201 Christ is Coming<br />
<br />
<!--T:62--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4c}}<br />
<noinclude><translate><!--T:63--><br />
</noinclude><br />
ex: 127 Infant Holy, Infant Lowly<br />
<br />
<!--T:64--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4d}}<br />
<noinclude><translate><!--T:65--><br />
</noinclude><br />
ex: 073 Holy Holy Holy<br />
<br />
<!--T:66--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4e}}<br />
<noinclude><translate><!--T:67--><br />
</noinclude><br />
ex: 643 Father, Who on Us Do Shower<br />
<br />
<!--T:68--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4f}} <!--T:21--><br />
<noinclude><translate><!--T:69--><br />
</noinclude><br />
ex: 171 Thine is the Glory<br />
<br />
<!--T:70--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4f --><br />
{{CloseReq}} <!-- 4 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5}}<br />
<noinclude><translate><!--T:71--><br />
</noinclude><br />
<!-- 5. Identify at least three places you can hear hymns being performed other than a church service. --><br />
* Sabbath School<br />
* Camping trips<br />
* Vespers<br />
* Graduation<br />
* Funerals<br />
* Weddings<br />
<br />
<!--T:72--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 5 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=6}}<br />
<noinclude><translate><!--T:73--><br />
</noinclude><br />
<!-- 6. Identify the various indexes in your hymnal and tell how they are useful in planning hymns for worship. --><br />
Some indexes you might find can include the following:<br />
* Topical index: can search for hymns to use by topic<br />
* Scriptural index of worship aids (and Scriptural allusions in hymns and indexed by hymn number): can search for hymns to use by Bible verse<br />
* Hymns suitable for sentences and responses: hymns that can be used in part in the worship service beyond being sung. i.e. benedictions, call to worship, before offering, etc.<br />
* Hymns suitable for young worshipers: a list of hymns for Pathfinders, AY, or Sabbath School<br />
* Authors, translators, and sources of texts: a way to find a hymn based on the origin of the lyrics.<br />
* Composers, arrangers and sources of tunes: a way to find a hymn based on the origin of the music (tunes).<br />
* Alphabetical index of tunes: A way to find a hymn when you already know the name of the hymn tune.<br />
* Metrical index of tunes: A way to find hymns with the same meter (would allow the lyrics to be used interchangeably with the tune)<br />
* Index of titles and first lines: A way to find the location of a hymn when you already know the hymn title or the first line.<br />
<br />
<!--T:74--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 6 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7}}<br />
<noinclude><translate><!--T:75--><br />
</noinclude><br />
<!-- 7. Select five hymns that you like and briefly discuss your reasons for each of the hymns selected. --><br />
<br />
<!--T:76--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 7 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=8}}<br />
<noinclude><translate><!--T:77--><br />
</noinclude><br />
<!-- 8. Using an Adventist hymnal, read the lyrics of three hymns you are not familiar with. Either summarize the meaning or draw a picture of what the hymns mean to you. Choose one to discuss with the group. --><br />
<br />
<!--T:78--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 8 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=9}}<br />
<noinclude><translate><!--T:79--><br />
</noinclude><br />
<!-- 9. Create a media experience about two hymn writers, one of which must be an early advent hymn writer, and list your resources. --><br />
SDA hymn writers: Edison White, Franklin E. Belden, D.S. Hakes (music), Joseph Harker, Edwin Barnes, Oliver Beltz, Wayne Hooper, Carol Mayes<br />
<br />
<!--T:80--><br />
Non-SDA hymn writers: Isaac Watts, Charles Wesley, James Montgomery, William Cowper, Lowell Mason, William Batchelder Bradbury, John Bacchus Dykes, Fanny Crosby, Ira D. Sankey, George Stebbins, William J. Kirkpatrick, James McGranahan, Robert Lory, George W. Doan, Philip P. Bliss, George F. Root, Fred Green, Brian Wren, Fred Kaan, Timothy Dudley-Smith<br />
<br />
<!--T:81--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 9 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10}}<br />
<noinclude><translate><!--T:82--><br />
</noinclude><br />
<!-- 10. Select two hymns and present the story of what inspired their authors to write them. --><br />
<br />
<!--T:83--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 10 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11}}<br />
<noinclude><translate><!--T:84--><br />
</noinclude><br />
<!-- 11. Learn a hymn that is unfamiliar to you and perform it for one of the following: your church, youth or Pathfinder group, or in another setting approved by your leader. --><br />
<br />
<!--T:85--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 11 --><br />
<noinclude><translate></noinclude><br />
==References== <!--T:29--><br />
<noinclude></translate></noinclude><br />
{{CloseHonorPage}}</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Hymns/Answer_Key&diff=604099AY Honors/Hymns/Answer Key2024-01-04T01:59:52Z<p>Pathfinders: </p>
<hr />
<div>{{HonorSubpage}}<br />
<section begin="Body" /><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}<br />
<noinclude><translate><!--T:31--><br />
</noinclude><br />
<!-- 1. Define “hymn” and cite your source. --><br />
This requirement should be met by looking up the word "hymn" in a dictionary (whether online or in print), and then noting which dictionary was used.<br />
<br />
<!--T:3--><br />
*1.a. a song of praise to God<br />
*1.b. a metrical composition adapted for singing in a religious service<br />
*2. a song of praise or joy<br />
*3. something resembling a hymn” <br />
*The difference between a hymn and a praise song is two-fold: <br />
*1) praise songs are less formal in their "lyric structure," while hymns will seem more like a poem set to music. <br />
*2) praise songs are horizontal, talking about the personal experience while hymns are typically vertical, talking about God. <br />
The original greek for "hymn" means "praise song (to God)"<br />
<br />
<br />
<!--T:4--><br />
www.merriam-webster.com<br />
<br />
<!--T:32--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 1 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}<br />
<noinclude><translate><!--T:33--><br />
</noinclude><br />
<!-- 2. Discuss the biblical context of the following texts as each relates to hymns, and the reasons given for singing: --><br />
Read each verse as well as those around it to discover the context. Finding the context means that you try to learn when the passage was written, by whom, and under what circumstances. A Bible Commentary may also be helpful.<br />
<br />
<!--T:34--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2a}} <!--T:6--><br />
<noinclude><translate><!--T:35--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Judges<br />
| chapter = 5<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
“Hear, O kings! Give ear, O princes!<br />
I, even I, will sing to the Lord;<br />
I will sing praise to the Lord God of Israel.<br />
}}<br />
<br />
<!--T:36--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}} <!--T:7--><br />
<noinclude><translate><!--T:37--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 33<br />
| verse = 2<br />
| version = NKJV<br />
| text =<br />
Praise the Lord with the harp;<br />
Make melody to Him with an instrument of ten strings.<br />
}}<br />
<br />
<!--T:38--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2c}} <!--T:8--><br />
<noinclude><translate><!--T:39--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 40<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
He has put a new song in my mouth—<br />
Praise to our God;<br />
Many will see it and fear,<br />
And will trust in the Lord.<br />
}}<br />
<br />
<!--T:40--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2d}} <!--T:9--><br />
<noinclude><translate><!--T:41--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 81<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Sing aloud to God our strength;<br />
Make a joyful shout to the God of Jacob.<br />
Raise a song and strike the timbrel,<br />
The pleasant harp with the lute.<br />
}}<br />
<br />
<!--T:42--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2e}} <!--T:10--><br />
<noinclude><translate><!--T:43--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 95<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Oh come, let us sing to the Lord!<br />
Let us shout joyfully to the Rock of our salvation.<br />
Let us come before His presence with thanksgiving;<br />
Let us shout joyfully to Him with psalms.<br />
}}<br />
<br />
<!--T:44--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2f}} <!--T:11--><br />
<noinclude><translate><!--T:45--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 98<br />
| verse = 4-6<br />
| version = NKJV<br />
| text =<br />
Shout joyfully to the Lord, all the earth;<br />
Break forth in song, rejoice, and sing praises.<br />
Sing to the Lord with the harp,<br />
With the harp and the sound of a psalm,<br />
With trumpets and the sound of a horn;<br />
Shout joyfully before the Lord, the King.<br />
}}<br />
<br />
<!--T:46--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2f --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2g}} <!--T:12--><br />
<noinclude><translate><!--T:47--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 101<br />
| verse = 1<br />
| version = NKJV<br />
| text =<br />
I will sing of mercy and justice;<br />
To You, O Lord, I will sing praises.<br />
}}<br />
<br />
<!--T:48--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2g --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2h}} <!--T:13--><br />
<noinclude><translate><!--T:49--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Nehemiah<br />
| chapter = 12<br />
| verse = 27<br />
| version = NKJV<br />
| text =<br />
Now at the dedication of the wall of Jerusalem they sought out the Levites in all their places, to bring them to Jerusalem to celebrate the dedication with gladness, both with thanksgivings and singing, with cymbals and stringed instruments and harps.<br />
}}<br />
<br />
<!--T:50--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2h --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2i}} <!--T:14--><br />
<noinclude><translate><!--T:51--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Ephesians<br />
| chapter = 5<br />
| verse = 19<br />
| version = NKJV<br />
| text =<br />
speaking to one another in psalms and hymns and spiritual songs, singing and making melody in your heart to the Lord,<br />
}}<br />
<br />
<!--T:52--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2i --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2j}} <!--T:15--><br />
<noinclude><translate><!--T:53--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Colossians<br />
| chapter = 3<br />
| verse = 16<br />
| version = NKJV<br />
| text =<br />
Let the word of Christ dwell in you richly in all wisdom, teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord.<br />
}}<br />
<br />
<!--T:54--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2j --><br />
{{CloseReq}} <!-- 2 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3}}<br />
<noinclude><translate><!--T:55--><br />
</noinclude><br />
<!-- 3. Select a verse or short passage from the Bible and set it to a tune. You may set the verse to an existing melody or compose one of your own. Sing your new hymn either acapella or with music. --><br />
This activity may be done as a group.<br />
<br />
<!--T:17--><br />
When setting a passage of text to music, it is a good idea to start with the meter - that is, count the number of syllables in each phrase. Then divide the passage into segments to create a structure where the numbers repeat (if possible), and where the divisions between segments are in logical places. If you are having difficulty with this, try a different translation of the passage - it will likely have a different meter that may lend itself to this process a bit easier.<br />
<br />
<!--T:18--><br />
A song's meter is usually expressed as a list of numbers. For instance, ''Give Me Oil In My Lamp'' has the meter 10, 8, 10, 9, because there are 10 syllables in the first and third stanzas, 8 in the second, and 9 in the fourth.<br />
<br />
<!--T:19--><br />
Once you have the meter, look in the metrical index of tunes in a hymnal and see if you can find something close to what you came up with. If you find something, you should notice that the tune to that song will work with the passage you are working with.<br />
<br />
<!--T:20--><br />
If you are especially creative, you can make your own melody instead of using an existing one. Starting with the meter is still a good idea even in this case, and you may find it effective to come up with a rhythm next, and finally, with the notes.<br />
<br />
<!--T:56--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 3 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4}}<br />
<noinclude><translate><!--T:57--><br />
</noinclude><br />
<!-- 4. Using the topical index in an Adventist hymnal, identify at least one hymn from each of the following topics: --><br />
<br />
<!--T:58--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4a}}<br />
<noinclude><translate><!--T:59--><br />
</noinclude><br />
ex: 381 Holy Sabbath Day of Rest<br />
<br />
<!--T:60--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4b}}<br />
<noinclude><translate><!--T:61--><br />
</noinclude><br />
ex: 201 Christ is Coming<br />
<br />
<!--T:62--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4c}}<br />
<noinclude><translate><!--T:63--><br />
</noinclude><br />
ex: 127 Infant Holy, Infant Lowly<br />
<br />
<!--T:64--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4d}}<br />
<noinclude><translate><!--T:65--><br />
</noinclude><br />
ex: 073 Holy Holy Holy<br />
<br />
<!--T:66--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4e}}<br />
<noinclude><translate><!--T:67--><br />
</noinclude><br />
ex: 643 Father, Who on Us Do Shower<br />
<br />
<!--T:68--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4f}} <!--T:21--><br />
<noinclude><translate><!--T:69--><br />
</noinclude><br />
ex: 171 Thine is the Glory<br />
<br />
<!--T:70--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4f --><br />
{{CloseReq}} <!-- 4 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5}}<br />
<noinclude><translate><!--T:71--><br />
</noinclude><br />
<!-- 5. Identify at least three places you can hear hymns being performed other than a church service. --><br />
* Sabbath School<br />
* Camping trips<br />
* Vespers<br />
* Graduation<br />
* Funerals<br />
* Weddings<br />
<br />
<!--T:72--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 5 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=6}}<br />
<noinclude><translate><!--T:73--><br />
</noinclude><br />
<!-- 6. Identify the various indexes in your hymnal and tell how they are useful in planning hymns for worship. --><br />
Some indexes you might find can include the following:<br />
* Topical index: can search for hymns to use by topic<br />
* Scriptural index of worship aids (and Scriptural allusions in hymns and indexed by hymn number): can search for hymns to use by Bible verse<br />
* Hymns suitable for sentences and responses: hymns that can be used in part in the worship service beyond being sung. i.e. benedictions, call to worship, before offering, etc.<br />
* Hymns suitable for young worshipers: a list of hymns for Pathfinders, AY, or Sabbath School<br />
* Authors, translators, and sources of texts: a way to find a hymn based on the origin of the lyrics.<br />
* Composers, arrangers and sources of tunes: a way to find a hymn based on the origin of the music (tunes).<br />
* Alphabetical index of tunes: A way to find a hymn when you already know the name of the hymn tune.<br />
* Metrical index of tunes: A way to find hymns with the same meter (would allow the lyrics to be used interchangeably with the tune)<br />
* Index of titles and first lines: A way to find the location of a hymn when you already know the hymn title or the first line.<br />
<br />
<!--T:74--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 6 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7}}<br />
<noinclude><translate><!--T:75--><br />
</noinclude><br />
<!-- 7. Select five hymns that you like and briefly discuss your reasons for each of the hymns selected. --><br />
<br />
<!--T:76--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 7 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=8}}<br />
<noinclude><translate><!--T:77--><br />
</noinclude><br />
<!-- 8. Using an Adventist hymnal, read the lyrics of three hymns you are not familiar with. Either summarize the meaning or draw a picture of what the hymns mean to you. Choose one to discuss with the group. --><br />
<br />
<!--T:78--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 8 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=9}}<br />
<noinclude><translate><!--T:79--><br />
</noinclude><br />
<!-- 9. Create a media experience about two hymn writers, one of which must be an early advent hymn writer, and list your resources. --><br />
SDA hymn writers: Edison White, Franklin E. Belden, D.S. Hakes (music), Joseph Harker, Edwin Barnes, Oliver Beltz, Wayne Hooper, Carol Mayes<br />
<br />
<!--T:80--><br />
Non-SDA hymn writers: Isaac Watts, Charles Wesley, James Montgomery, William Cowper, Lowell Mason, William Batchelder Bradbury, John Bacchus Dykes, Fanny Crosby, Ira D. Sankey, George Stebbins, William J. Kirkpatrick, James McGranahan, Robert Lory, George W. Doan, Philip P. Bliss, George F. Root, Fred Green, Brian Wren, Fred Kaan, Timothy Dudley-Smith<br />
<br />
<!--T:81--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 9 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10}}<br />
<noinclude><translate><!--T:82--><br />
</noinclude><br />
<!-- 10. Select two hymns and present the story of what inspired their authors to write them. --><br />
<br />
<!--T:83--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 10 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11}}<br />
<noinclude><translate><!--T:84--><br />
</noinclude><br />
<!-- 11. Learn a hymn that is unfamiliar to you and perform it for one of the following: your church, youth or Pathfinder group, or in another setting approved by your leader. --><br />
<br />
<!--T:85--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 11 --><br />
<noinclude><translate></noinclude><br />
==References== <!--T:29--><br />
<noinclude></translate></noinclude><br />
{{CloseHonorPage}}</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Hymns/Answer_Key&diff=604098AY Honors/Hymns/Answer Key2024-01-04T01:58:51Z<p>Pathfinders: </p>
<hr />
<div>{{HonorSubpage}}<br />
<section begin="Body" /><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}<br />
<noinclude><translate><!--T:31--><br />
</noinclude><br />
<!-- 1. Define “hymn” and cite your source. --><br />
This requirement should be met by looking up the word "hymn" in a dictionary (whether online or in print), and then noting which dictionary was used.<br />
<br />
<!--T:3--><br />
*1.a. a song of praise to God<br />
*1.b. a metrical composition adapted for singing in a religious service<br />
*2. a song of praise or joy<br />
*3. something resembling a hymn” <br />
the difference between a hymn and a praise song is two-fold: 1<br />
1) praise songs are less formal in their "lyric structure," while hymns will seem more like a poem set to music. <br />
2) praise songs are horizontal, talking about the personal experience while hymns are typically vertical, talking about God. <br />
The original greek for "hymn" means "praise song (to God)"<br />
<br />
<br />
<!--T:4--><br />
www.merriam-webster.com<br />
<br />
<!--T:32--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 1 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}<br />
<noinclude><translate><!--T:33--><br />
</noinclude><br />
<!-- 2. Discuss the biblical context of the following texts as each relates to hymns, and the reasons given for singing: --><br />
Read each verse as well as those around it to discover the context. Finding the context means that you try to learn when the passage was written, by whom, and under what circumstances. A Bible Commentary may also be helpful.<br />
<br />
<!--T:34--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2a}} <!--T:6--><br />
<noinclude><translate><!--T:35--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Judges<br />
| chapter = 5<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
“Hear, O kings! Give ear, O princes!<br />
I, even I, will sing to the Lord;<br />
I will sing praise to the Lord God of Israel.<br />
}}<br />
<br />
<!--T:36--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2b}} <!--T:7--><br />
<noinclude><translate><!--T:37--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 33<br />
| verse = 2<br />
| version = NKJV<br />
| text =<br />
Praise the Lord with the harp;<br />
Make melody to Him with an instrument of ten strings.<br />
}}<br />
<br />
<!--T:38--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2c}} <!--T:8--><br />
<noinclude><translate><!--T:39--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalm<br />
| chapter = 40<br />
| verse = 3<br />
| version = NKJV<br />
| text =<br />
He has put a new song in my mouth—<br />
Praise to our God;<br />
Many will see it and fear,<br />
And will trust in the Lord.<br />
}}<br />
<br />
<!--T:40--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2d}} <!--T:9--><br />
<noinclude><translate><!--T:41--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 81<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Sing aloud to God our strength;<br />
Make a joyful shout to the God of Jacob.<br />
Raise a song and strike the timbrel,<br />
The pleasant harp with the lute.<br />
}}<br />
<br />
<!--T:42--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2e}} <!--T:10--><br />
<noinclude><translate><!--T:43--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 95<br />
| verse = 1-2<br />
| version = NKJV<br />
| text =<br />
Oh come, let us sing to the Lord!<br />
Let us shout joyfully to the Rock of our salvation.<br />
Let us come before His presence with thanksgiving;<br />
Let us shout joyfully to Him with psalms.<br />
}}<br />
<br />
<!--T:44--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2f}} <!--T:11--><br />
<noinclude><translate><!--T:45--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 98<br />
| verse = 4-6<br />
| version = NKJV<br />
| text =<br />
Shout joyfully to the Lord, all the earth;<br />
Break forth in song, rejoice, and sing praises.<br />
Sing to the Lord with the harp,<br />
With the harp and the sound of a psalm,<br />
With trumpets and the sound of a horn;<br />
Shout joyfully before the Lord, the King.<br />
}}<br />
<br />
<!--T:46--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2f --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2g}} <!--T:12--><br />
<noinclude><translate><!--T:47--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Psalms<br />
| chapter = 101<br />
| verse = 1<br />
| version = NKJV<br />
| text =<br />
I will sing of mercy and justice;<br />
To You, O Lord, I will sing praises.<br />
}}<br />
<br />
<!--T:48--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2g --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2h}} <!--T:13--><br />
<noinclude><translate><!--T:49--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Nehemiah<br />
| chapter = 12<br />
| verse = 27<br />
| version = NKJV<br />
| text =<br />
Now at the dedication of the wall of Jerusalem they sought out the Levites in all their places, to bring them to Jerusalem to celebrate the dedication with gladness, both with thanksgivings and singing, with cymbals and stringed instruments and harps.<br />
}}<br />
<br />
<!--T:50--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2h --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2i}} <!--T:14--><br />
<noinclude><translate><!--T:51--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Ephesians<br />
| chapter = 5<br />
| verse = 19<br />
| version = NKJV<br />
| text =<br />
speaking to one another in psalms and hymns and spiritual songs, singing and making melody in your heart to the Lord,<br />
}}<br />
<br />
<!--T:52--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2i --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2j}} <!--T:15--><br />
<noinclude><translate><!--T:53--><br />
</noinclude><br />
{{Bible_verse<br />
| book = Colossians<br />
| chapter = 3<br />
| verse = 16<br />
| version = NKJV<br />
| text =<br />
Let the word of Christ dwell in you richly in all wisdom, teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord.<br />
}}<br />
<br />
<!--T:54--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 2j --><br />
{{CloseReq}} <!-- 2 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3}}<br />
<noinclude><translate><!--T:55--><br />
</noinclude><br />
<!-- 3. Select a verse or short passage from the Bible and set it to a tune. You may set the verse to an existing melody or compose one of your own. Sing your new hymn either acapella or with music. --><br />
This activity may be done as a group.<br />
<br />
<!--T:17--><br />
When setting a passage of text to music, it is a good idea to start with the meter - that is, count the number of syllables in each phrase. Then divide the passage into segments to create a structure where the numbers repeat (if possible), and where the divisions between segments are in logical places. If you are having difficulty with this, try a different translation of the passage - it will likely have a different meter that may lend itself to this process a bit easier.<br />
<br />
<!--T:18--><br />
A song's meter is usually expressed as a list of numbers. For instance, ''Give Me Oil In My Lamp'' has the meter 10, 8, 10, 9, because there are 10 syllables in the first and third stanzas, 8 in the second, and 9 in the fourth.<br />
<br />
<!--T:19--><br />
Once you have the meter, look in the metrical index of tunes in a hymnal and see if you can find something close to what you came up with. If you find something, you should notice that the tune to that song will work with the passage you are working with.<br />
<br />
<!--T:20--><br />
If you are especially creative, you can make your own melody instead of using an existing one. Starting with the meter is still a good idea even in this case, and you may find it effective to come up with a rhythm next, and finally, with the notes.<br />
<br />
<!--T:56--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 3 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4}}<br />
<noinclude><translate><!--T:57--><br />
</noinclude><br />
<!-- 4. Using the topical index in an Adventist hymnal, identify at least one hymn from each of the following topics: --><br />
<br />
<!--T:58--><br />
<noinclude></translate></noinclude><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4a}}<br />
<noinclude><translate><!--T:59--><br />
</noinclude><br />
ex: 381 Holy Sabbath Day of Rest<br />
<br />
<!--T:60--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4a --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4b}}<br />
<noinclude><translate><!--T:61--><br />
</noinclude><br />
ex: 201 Christ is Coming<br />
<br />
<!--T:62--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4b --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4c}}<br />
<noinclude><translate><!--T:63--><br />
</noinclude><br />
ex: 127 Infant Holy, Infant Lowly<br />
<br />
<!--T:64--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4c --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4d}}<br />
<noinclude><translate><!--T:65--><br />
</noinclude><br />
ex: 073 Holy Holy Holy<br />
<br />
<!--T:66--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4d --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4e}}<br />
<noinclude><translate><!--T:67--><br />
</noinclude><br />
ex: 643 Father, Who on Us Do Shower<br />
<br />
<!--T:68--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4e --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4f}} <!--T:21--><br />
<noinclude><translate><!--T:69--><br />
</noinclude><br />
ex: 171 Thine is the Glory<br />
<br />
<!--T:70--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 4f --><br />
{{CloseReq}} <!-- 4 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5}}<br />
<noinclude><translate><!--T:71--><br />
</noinclude><br />
<!-- 5. Identify at least three places you can hear hymns being performed other than a church service. --><br />
* Sabbath School<br />
* Camping trips<br />
* Vespers<br />
* Graduation<br />
* Funerals<br />
* Weddings<br />
<br />
<!--T:72--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 5 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=6}}<br />
<noinclude><translate><!--T:73--><br />
</noinclude><br />
<!-- 6. Identify the various indexes in your hymnal and tell how they are useful in planning hymns for worship. --><br />
Some indexes you might find can include the following:<br />
* Topical index: can search for hymns to use by topic<br />
* Scriptural index of worship aids (and Scriptural allusions in hymns and indexed by hymn number): can search for hymns to use by Bible verse<br />
* Hymns suitable for sentences and responses: hymns that can be used in part in the worship service beyond being sung. i.e. benedictions, call to worship, before offering, etc.<br />
* Hymns suitable for young worshipers: a list of hymns for Pathfinders, AY, or Sabbath School<br />
* Authors, translators, and sources of texts: a way to find a hymn based on the origin of the lyrics.<br />
* Composers, arrangers and sources of tunes: a way to find a hymn based on the origin of the music (tunes).<br />
* Alphabetical index of tunes: A way to find a hymn when you already know the name of the hymn tune.<br />
* Metrical index of tunes: A way to find hymns with the same meter (would allow the lyrics to be used interchangeably with the tune)<br />
* Index of titles and first lines: A way to find the location of a hymn when you already know the hymn title or the first line.<br />
<br />
<!--T:74--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 6 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7}}<br />
<noinclude><translate><!--T:75--><br />
</noinclude><br />
<!-- 7. Select five hymns that you like and briefly discuss your reasons for each of the hymns selected. --><br />
<br />
<!--T:76--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 7 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=8}}<br />
<noinclude><translate><!--T:77--><br />
</noinclude><br />
<!-- 8. Using an Adventist hymnal, read the lyrics of three hymns you are not familiar with. Either summarize the meaning or draw a picture of what the hymns mean to you. Choose one to discuss with the group. --><br />
<br />
<!--T:78--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 8 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=9}}<br />
<noinclude><translate><!--T:79--><br />
</noinclude><br />
<!-- 9. Create a media experience about two hymn writers, one of which must be an early advent hymn writer, and list your resources. --><br />
SDA hymn writers: Edison White, Franklin E. Belden, D.S. Hakes (music), Joseph Harker, Edwin Barnes, Oliver Beltz, Wayne Hooper, Carol Mayes<br />
<br />
<!--T:80--><br />
Non-SDA hymn writers: Isaac Watts, Charles Wesley, James Montgomery, William Cowper, Lowell Mason, William Batchelder Bradbury, John Bacchus Dykes, Fanny Crosby, Ira D. Sankey, George Stebbins, William J. Kirkpatrick, James McGranahan, Robert Lory, George W. Doan, Philip P. Bliss, George F. Root, Fred Green, Brian Wren, Fred Kaan, Timothy Dudley-Smith<br />
<br />
<!--T:81--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 9 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=10}}<br />
<noinclude><translate><!--T:82--><br />
</noinclude><br />
<!-- 10. Select two hymns and present the story of what inspired their authors to write them. --><br />
<br />
<!--T:83--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 10 --><br />
{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=11}}<br />
<noinclude><translate><!--T:84--><br />
</noinclude><br />
<!-- 11. Learn a hymn that is unfamiliar to you and perform it for one of the following: your church, youth or Pathfinder group, or in another setting approved by your leader. --><br />
<br />
<!--T:85--><br />
<noinclude></translate></noinclude><br />
{{CloseReq}} <!-- 11 --><br />
<noinclude><translate></noinclude><br />
==References== <!--T:29--><br />
<noinclude></translate></noinclude><br />
{{CloseHonorPage}}</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Pin_Trading&diff=579783AY Honors/Pin Trading2022-08-04T12:48:25Z<p>Pathfinders: /* {{Localize|Overview}} */</p>
<hr />
<div>{{HonorLanding<br />
|skill=1<br />
|year=2014<br />
|category=Arts, Crafts and Hobbies<br />
|authority=General Conference<br />
|insignia=Pin Trading AY Honor.png<br />
}}<br />
<br />
== {{Localize|Overview}}==<br />
<translate><br />
Pin trading has become a Pathfindering tradition. Did you know there are ways to making pin trading more fun and a safe and fun way to get to know people from other places? Upgrade your pin trading game by earning this honor!<br />
</translate><br />
<br />
== {{Localize|The Challenging Part}} ==<br />
{{Localize|Challenging Part}}<br />
<br />
{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}} |challenge}}<br />
{{CloseHonorPage}}</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Currency&diff=401047AY Honors/Currency2021-03-21T23:33:31Z<p>Pathfinders: /* {{Localize|Overview}} */</p>
<hr />
<div><translate><br />
{{User:DesignerThan/Sandbox/LandingPage<br />
|honorname=Currency<br />
|skill=2<br />
|year=1945<br />
|category=Arts, Crafts and Hobbies<br />
|authority=General Conference<br />
|insignia=Currency_Honor.png<br />
|answer_variants=United States,Austria<br />
}} </translate><br />
<br />
== {{Localize|Overview}}==<br />
<translate><br />
Pocket change has history and meaning far beyond its spending value! Grab your spare change, convert your bills to coins at the grocery, and start earning the currency honor! You might be a Numismatist in the making!<br />
</translate><br />
<br />
== {{Localize|The Challenging Part}} ==<br />
{{Localize|Challenging Part}}<br />
<br />
<b>{{reqreq|page={{PAGENAME}}|num=8}}</b><br />
:<b>{{reqreq|page={{PAGENAME}}|num=8a|dispreq=a.}}</b><br />
:<b>{{reqreq|page={{PAGENAME}}|num=8b|dispreq=b.}}</b><br />
:<b>{{reqreq|page={{PAGENAME}}|num=8c|dispreq=c.}}</b><br />
:<b>{{reqreq|page={{PAGENAME}}|num=8d|dispreq=d.}}</b><br />
{{CloseHonorPage}}</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271509AY Honors/Taste/Answer Key2020-10-11T00:47:28Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
lingual tonsil, folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
Touch: Your tongue feels the heat or chill of food you eat as well as textures. these touch sensors affect what you EXPECT to taste and thus can make something "more tasty"!<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
Scientists feel that at least half of food preference is genetic. Those preferences being genetic often demonstrate themselves in preferences to try or not try new foods. However, training affects what tastes we will learn to accept as part of our culture, ethnic origins, nutritional choices, or religious health habits. The Bible makes its calls to healthy living because God made us and knows that we can train our taste buds!<br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
Many conditions can affect a person's sense of taste:<br />
* the common cold<br />
* flu<br />
* sinus infections<br />
* throat infections such as STREP throat or pharyngitis<br />
* salivary gland infections<br />
* COVID-19<br />
<br />
Other things that cause loss of taste:<br />
* smoking<br />
* failure to brush your teeth or participate in other oral hygiene<br />
* medications necessary for other illnesses or treatments<br />
<br />
Many conditions only affect a person's sense of taste temporarily. However, especially since COVID-19 lists loss of smell & taste as a primary indicator. Please see your doctor if you lose a sense of taste and smell. <br />
<br />
Many times, there are medical treatments to enhance or "cure" a loss of taste. In many cases, taste returns once you heal from your illness.<br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
* Psalm 34:8 - taste and see that the Lord is good.<br />
* Psalm 119:103<br />
* Proverbs 27:7<br />
* Exodus 16:31 (Numbers 11:7-8) - the taste of manna<br />
* Genesis 27:24 - Jacob serves soup to Esau<br />
* John 2:9 - Story of Jesus turning the water to wine<br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271508AY Honors/Taste/Answer Key2020-10-11T00:41:13Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
lingual tonsil, folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
Touch: Your tongue feels the heat or chill of food you eat as well as textures. these touch sensors affect what you EXPECT to taste and thus can make something "more tasty"!<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
Scientists feel that at least half of food preference is genetic. Those preferences being genetic often demonstrate themselves in preferences to try or not try new foods. However, training affects what tastes we will learn to accept as part of our culture, ethnic origins, nutritional choices, or religious health habits. The Bible makes its calls to healthy living because God made us and knows that we can train our taste buds!<br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
Many conditions can affect a person's sense of taste:<br />
* the common cold<br />
* flu<br />
* sinus infections<br />
* throat infections such as STREP throat or pharyngitis<br />
* salivary gland infections<br />
* COVID-19<br />
<br />
Other things that cause loss of taste:<br />
* smoking<br />
* failure to brush your teeth or participate in other oral hygiene<br />
* medications necessary for other illnesses or treatments<br />
<br />
Many conditions only affect a person's sense of taste temporarily. However, especially since COVID-19 lists loss of smell & taste as a primary indicator. Please see your doctor if you lose a sense of taste and smell. <br />
<br />
Many times, there are medical treatments to enhance or "cure" a loss of taste. In many cases, taste returns once you heal from your illness.<br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271507AY Honors/Taste/Answer Key2020-10-11T00:19:56Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
lingual tonsil, folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
Touch: Your tongue feels the heat or chill of food you eat as well as textures. these touch sensors affect what you EXPECT to taste and thus can make something "more tasty"!<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
Scientists feel that at least half of food preference is genetic. Those preferences being genetic often demonstrate themselves in preferences to try or not try new foods. However, training affects what tastes we will learn to accept as part of our culture, ethnic origins, nutritional choices, or religious health habits. The Bible makes its calls to healthy living because God made us and knows that we can train our taste buds!<br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271506AY Honors/Taste/Answer Key2020-10-11T00:15:54Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
lingual tonsil, folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
Touch: Your tongue feels the heat or chill of food you eat as well as textures. these touch sensors affect what you EXPECT to taste and thus can make something "more tasty"!<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271505AY Honors/Taste/Answer Key2020-10-11T00:11:55Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
lingual tonsil, folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271504AY Honors/Taste/Answer Key2020-10-11T00:09:37Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
right top to bottom:<br />
lingual tonsil, sulceus terminalus, villate papillae, fungiform papillae, filliform papillae<br />
left top to bottom: <br />
folliate papillae<br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271503AY Honors/Taste/Answer Key2020-10-10T23:49:11Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
The sense of smell and taste are very closely related because they use the same types of receptors. If someone doesn't have a sense of smell, it will dull their ability to taste well. Science says that the receptors assist each other, and the smell of the food you are eating enhances the taste your taste buds are receiving. When the smell receptors don't work, then less information makes it to the brain to be interpreted as taste.<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271502AY Honors/Taste/Answer Key2020-10-10T23:48:29Z<p>Pathfinders: BUC presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also known as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. Have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://youth.adventistchurch.org.uk/e-club-taste-honour British Union E-club Taste Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271498AY Honors/Taste/Answer Key2020-10-10T21:18:08Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet,<br />
Sour,<br />
Bitter,<br />
Salty,<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
'''Teaching Idea:''' Create a short slideshow, quizlet, Kahoot, or other "game" that has pictures of foods that primarily have one of the above flavors. have teams compile "points" or collectively identify a huge host of foods common to your cultural group(s).<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271497AY Honors/Taste/Answer Key2020-10-10T21:16:03Z<p>Pathfinders: BUC honor presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
Sweet<br />
Sour<br />
Bitter<br />
Salty<br />
Umami (savory)<br />
<br />
(See tongue "numbered" image) Popular myth about distinct regions for tasting different tastes<br />
1. Bitter<br />
2. Sour<br />
3. Salt<br />
4. Sweet<br />
<br />
Many spices damage taste receptors.<br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271496AY Honors/Taste/Answer Key2020-10-10T21:09:47Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly). Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271495AY Honors/Taste/Answer Key2020-10-10T21:09:14Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly).<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271494AY Honors/Taste/Answer Key2020-10-10T21:08:33Z<p>Pathfinders: BUC "Taste" honor presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue. Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
Taste buds are sensory organs found on your tongue (mostly).<br />
Scientists use to think that different parts of the tongue sensed different tastes, but many now feel that the taste buds on the different parts of the tongue are capable of receiving and processing a variety of taste information.<br />
<br />
The bumpy nature of your tongue comes about because of these bundles of taste pores that are set to receive tastes as they enter your mouth.<br />
[[File:Taste bud 2 eng.svg|thumb|Taste bud 2 eng]]<br />
<br />
[[File:Taste buds.svg|thumb|Taste buds]]<br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271493AY Honors/Taste/Answer Key2020-10-10T21:01:10Z<p>Pathfinders: information from the BUC presentation today on "Taste" Pathfinder Honor (SEC)</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
Taste is the perception produced or stimulated when a substance in the mouth reacts chemically with taste receptor cells located on the taste buds in the oral cavity, mostly on the tongue. Taste buds largely reside on the tongue but also exist in small number on the lining of the throat near the tonsils as well as in the gums.<br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Taste/Answer_Key&diff=271492AY Honors/Taste/Answer Key2020-10-10T20:58:13Z<p>Pathfinders: information from the BUC presentation today on "Taste" Pathfinder Honor (SEC)</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Taste<br />
|year=2020<br />
|skill=1<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Taste AY Honour.png<br />
}}<br />
<br />
==1. What is the gustatory system?== <!--T:3--><br />
Also know as the sense of taste, is the sensory system that allows us to perceive different flavors from substances like food, drink, and medicine. Molecules that we taste (called tastetants) are sensed by cells in our mouth, which then send information to the brain. These are specialized cells made to only receive taste.<br />
<br />
Taste buds (gustatory receptors) send the taste information through neuro pathways to the brain stem. The brain stem sends the information on to the thalamus and the gustatory cortex, which is located in the left side of the cortex. These parts of the brain interpret the taste information and send back data to you for your reaction to the taste you are receiving.<br />
\<br />
<br />
==2. Define the word ‘taste’.== <!--T:4--><br />
<br />
==3. What are the taste buds?== <!--T:5--><br />
<br />
==4. Name the five taste sensations.== <!--T:6--><br />
<br />
==5. On the diagram below, identify the indicated parts of the gustatory system.== <!--T:7--><br />
<br />
<!--T:8--><br />
[[File:Taste - Tongue diagram.png|Tongue Diagram]]<br />
<br />
==6. Explain how taste is related to our other senses?== <!--T:9--><br />
<br />
==7. Is our taste preference genetically decided or is it trained? Explain.== <!--T:10--><br />
<br />
==8. What are the treatment options for someone who has lost their sense of taste?== <!--T:11--><br />
<br />
==9. Quote five Bible texts that refer to our sense of taste.== <!--T:12--><br />
<br />
==10. Perform a blind taste test with a minimum of ten foods.== <!--T:13--><br />
<br />
<!--T:14--><br />
METHOD:<br />
The easiest way is to do this is with a parent, guardian or friend. Have them blindfold you before they prepare the items for tasting to make sure you have no idea what the items are. Of the foods you taste at least 2 should be from each taste sensation category. Taste each item individually. Make sure that your parent, guardian or friend takes notes based on the questions below for each food that you taste. For each item you have 3 guessing attempts.<br />
<br />
==References== <!--T:15--><br />
<br />
<!--T:16--><br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:17--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271488AY Honors/Podcasting/Answer Key2020-10-10T00:54:51Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
Livestream means the program runs at a time and you watch or listen to it at that time. You cannot rewind nor view it when you wish, you must join the broadcast when it is running. Livestream is the opposite of On Demand (next requirement)<br />
<br />
===e. OnDemand=== <!--T:10--><br />
On Demand means you can listen to or watch the prepared program when you wish. Podcasts are on demand. If you miss something you can rewind, play it again, share the presentation with other for them to experience later.<br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
The metadata is hidden encrypted information that is placed in the file by the creator so that search engines and other aggregating software can list your podcasts in categories and aligned with interests others may have in your podcast. titles, topics, key words, important guests, and other captivating content is listed in the metadata.<br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [link [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]]<br />
<br />
'''Myths:'''<br />
1.I can use any music if I'm not making money from it<br />
2.It's okay if I play less than 10 seconds<br />
3.As long as I provide attribution, the artist will understand<br />
4.I can use any music under "fair use.”<br />
5."No copyright infringement intended."<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. It is free for you to use without payment to anyone. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
The software you use to create your podcast will have a line for you to put music in the background, as introduction, etc. Be sure your music is royalty free!<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271487AY Honors/Podcasting/Answer Key2020-10-10T00:52:29Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
Livestream means the program runs at a time and you watch or listen to it at that time. You cannot rewind nor view it when you wish, you must join the broadcast when it is running. Livestream is the opposite of On Demand (next requirement)<br />
<br />
===e. OnDemand=== <!--T:10--><br />
On Demand means you can listen to or watch the prepared program when you wish. Podcasts are on demand. If you miss something you can rewind, play it again, share the presentation with other for them to experience later.<br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
The metadata is hidden encrypted information that is placed in the file by the creator so that search engines and other aggregating software can list your podcasts in categories and aligned with interests others may have in your podcast. titles, topics, key words, important guests, and other captivating content is listed in the metadata.<br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. It is free for you to use without payment to anyone. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
The software you use to create your podcast will have a line for you to put music in the background, as introduction, etc. Be sure your music is royalty free!<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271486AY Honors/Podcasting/Answer Key2020-10-10T00:50:59Z<p>Pathfinders: from the BUC honor presenation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
Livestream means the program runs at a time and you watch or listen to it at that time. You cannot rewind nor view it when you wish, you must join the broadcast when it is running. Livestream is the opposite of On Demand (next requirement)<br />
<br />
===e. OnDemand=== <!--T:10--><br />
On Demand means you can listen to or watch the prepared program when you wish. Podcasts are on demand. If you miss something you can rewind, play it again, share the presentation with other for them to experience later.<br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
The metadata is hidden encrypted information that is placed in the file by the creator so that search engines and other aggregating software can list your podcasts in categories and aligned with interests others may have in your podcast. titles, topics, key words, important guests, and other captivating content is listed in the metadata.<br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271485AY Honors/Podcasting/Answer Key2020-10-10T00:48:43Z<p>Pathfinders: from BUC honor presentation on Youtube</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
Livestream means the program runs at a time and you watch or listen to it at that time. You cannot rewind nor view it when you wish, you must join the broadcast when it is running. Livestream is the opposite of On Demand (next requirement)<br />
<br />
===e. OnDemand=== <!--T:10--><br />
On Demand means you can listen to or watch the prepared program when you wish. Podcasts are on demand. If you miss something you can rewind, play it again, share the presentation with other for them to experience later.<br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271484AY Honors/Podcasting/Answer Key2020-10-10T00:43:03Z<p>Pathfinders: BUC presenation on Youtube of the Podcasting honor</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
Livestream means the program runs at a time and you watch or listen to it at that time. You cannot rewind nor view it when you wish, you must join the broadcast when it is running. Livestream is the opposite of On Demand (next requirement)<br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271483AY Honors/Podcasting/Answer Key2020-10-10T00:39:47Z<p>Pathfinders: from Podcasting BUC youtube presentation</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
Royalty free sources include - Incompetech, The Free Music Archive, 909 Music on Soundcloud, Musopen, Danosongs, CCMixter, Purple Planet Music, Soundbible.<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271482AY Honors/Podcasting/Answer Key2020-10-10T00:26:41Z<p>Pathfinders: podcasting honor presentation on BUC</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
Royalty free music is music available either from the public domain or from artists who have provided it to Creative Commons licensing. Be aware that both the written work (if sheet music for example) and the performance must be either public domain or creative commons. For example the hymn Amazing Grace is public domain, but if a modern music band performs the song, the performance may not be usable for podcasting.<br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271481AY Honors/Podcasting/Answer Key2020-10-10T00:24:05Z<p>Pathfinders: based on the podcasting honor presentation from BUC</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
visual and audio files are the work and thus property of their producers/owners.<br />
There are three types of licenses in the recording industry<br />
Copyright - work cannot be used, adapted, copied, or published without the owners permission<br />
Creative Commons - work may be used without permission but only under certain circumstances. Creators set the rules for the way the work is used.<br />
Public Domain - work can be used, adapted, copied, and published completely without restrictions. No permission is required. Public domain is often work that has fallen out of copyright and not been renewed. Classic hymns, such as Amazing Grace are in the public domain. A good list of classic hymns in the public domain can be found at [http://www.hymnsuntogod.org/Hymns-PD/ZZ-CompletePDHymnList.html]<br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271480AY Honors/Podcasting/Answer Key2020-10-10T00:15:55Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
vodcasts are video-based podcasts. Now, both vodcasts and podcasts are available as podcasts -- there is no differentiation.<br />
<br />
===d. Livestream=== <!--T:9--><br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Podcasting/Answer_Key&diff=271479AY Honors/Podcasting/Answer Key2020-10-10T00:14:49Z<p>Pathfinders: from podcasting youtube honor presentation.</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=00<br />
|honorname=Podcasting<br />
|year=2020<br />
|skill=2<br />
|category=Regional<br />
|authority=British Union<br />
|insignia_source=British Union<br />
|insignia=Podcasting AY Honour.png<br />
}}<br />
<br />
==Prerequisite== <!--T:3--><br />
Pathfinders working on this honor must first earn the '''Internet''' honor.<br />
<br />
<!--T:4--><br />
{{honor_prerequisite|category=Vocational|honor=Internet}}<br />
<br />
==1. Define the following terms:== <!--T:5--><br />
<br />
===a. Blog=== <!--T:6--><br />
<br />
===b. Podcast=== <!--T:7--><br />
A podcast is an audio program, like talk radio, but you subscribe to it on your smartphone or computer, and listen to it whenever you like. It is a digital audio file made available on the internet for downloading to a computer or mobile device. It is typically available as a series, new installments of which can be received automatically through a subscription.<br />
<br />
===c. Vodcast=== <!--T:8--><br />
<br />
===d. Livestream=== <!--T:9--><br />
<br />
===e. OnDemand=== <!--T:10--><br />
<br />
===f. Subscriber=== <!--T:11--><br />
<br />
===g. RSS=== <!--T:12--><br />
<br />
===h. Aggregator=== <!--T:13--><br />
<br />
===i. Digital Audio Workstation (DAW)=== <!--T:14--><br />
<br />
===j. Audio Normalization=== <!--T:15--><br />
<br />
===k. MP3=== <!--T:16--><br />
<br />
===l. WAV=== <!--T:17--><br />
<br />
===m. Metadata=== <!--T:18--><br />
<br />
===n. Copyright=== <!--T:19--><br />
<br />
==2. Demonstrate familiarity with recording hardware.== <!--T:20--><br />
<br />
===a. Microphone (characteristics, choice of mic for type of recording)=== <!--T:21--><br />
<br />
===b. Mixer=== <!--T:22--><br />
<br />
===c. USB Interface to Computer=== <!--T:23--><br />
<br />
===d. Smartphone (use of smart phone to record a podcast)=== <!--T:24--><br />
<br />
==3. Demonstrate proficiency in the use of 1 DAW (example: Adobe Audition, ProTools, Audacity)== <!--T:25--><br />
<br />
===a. Record a simple interview with 2 people (minimum of 5 minutes)=== <!--T:26--><br />
<br />
===b. Mix in some royalty-free music=== <!--T:27--><br />
<br />
===c. Mixdown=== <!--T:28--><br />
<br />
===d. Export to WAV=== <!--T:29--><br />
<br />
===e. Compress to MP3=== <!--T:30--><br />
<br />
==4. Demonstrate proficiency in publishing your podcast.== <!--T:31--><br />
<br />
===a. Create an account on a podcast aggregator=== <!--T:32--><br />
<br />
===b. Publish your podcast=== <!--T:33--><br />
<br />
===c. Validate the RSS code=== <!--T:34--><br />
<br />
===d. Show the published podcast online=== <!--T:35--><br />
<br />
==5. Share with a group of friends/family the many ways podcasting can be used for evangelism & nurture. Reflect on the following Bible texts (Matthew 28:19 & 20; John 20:21; Acts 1:8; Acts 13:47; Romans 1:16; 2 Timothy 4:2; 1 Corinthians 9:16; 1 Peter 3:15) as to how podcasting contributes to fulfilling these instructions.== <!--T:36--><br />
<br />
==6. Share with a group your favorite podcasts (at least 2 Adventist & 2 secular podcasts).== <!--T:37--><br />
<br />
==7. Teach another person (perhaps someone less tech-savvy) to search for podcast topics and subscribe & journal that experience.== <!--T:38--><br />
<br />
==Extras (not required for qualification, but recommended for personal interest)== <!--T:39--><br />
<br />
===a. Review the different types/styles & genres of podcasts=== <!--T:40--><br />
<br />
===b. Understanding of script writing techniques and principles=== <!--T:41--><br />
<br />
===c. Achieve the Journalism honour:=== <!--T:42--><br />
<br />
<!--T:43--><br />
{{honor_prerequisite|category=Vocational|honor=Journalism}}<br />
<br />
==References== <!--T:44--><br />
* [https://youth.adventistchurch.org.uk/e-club-podcasting-honour British Union E-club Podcasting Honor]<br />
* [https://pfclub.co.uk/ British Union Pathfinder Store]<br />
<br />
<!--T:45--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/noindex|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Regional|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Judges_of_Israel/Answer_Key&diff=271318AY Honors/Judges of Israel/Answer Key2020-10-03T18:58:35Z<p>Pathfinders: </p>
<hr />
<div><languages /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Judges of Israel<br />
|skill=2<br />
|year=2018<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Judges of Israel Honor.png<br />
}}<br />
<br />
==1. Define the following:== <!--T:2--><br />
<br />
===a. "judge" when referring to a person=== <!--T:3--><br />
A public official appointed to decide cases in a court of law.<br />
<br />
===b. "judge" when referring to an action=== <!--T:4--><br />
To form an opinion or conclusion about a matter and render a decision.<br />
<br />
==2. Read chapter 3 of the book of Judges and then answer the following questions:== <!--T:5--><br />
<br />
===a. What were the roles of the judges of Israel?=== <!--T:6--><br />
The judges of Israel had complex roles, many of their deeds and actions involved military actions against nations oppressing the God’s people. They were also called upon to settle disputes both between persons and between tribes. Finally, they were the personal representatives of God in the Theocratic governing of the children of Israel.<br />
<br />
===b. How did the judges of Israel differ from the judges we have today?=== <!--T:7--><br />
Judges today have a very specific role in deciding issues according to the rule of law, often the Judges of Israel had to improvise when: deciding cases, fighting battles, handing down messages from God, and settling land disputes.<br />
<br />
==3. Create a table that describes the book of Judges; it should include the following headers (note that not all the entries for each block in the table will be known).== <!--T:8--><br />
===a. The name of each of the twelve judges in the book of Judges===<br />
===b. The tribe the judge was from===<br />
===c. The enemy defeated===<br />
===d. Number of years of oppression by that enemy===<br />
===e. Number of years of peace after the enemy’s defeat===<br />
<br />
==4. Name three other judges listed in other books of the Bible.== <!--T:9--><br />
Eli, Samuel as well as Joel and Abiah (the two sons of Samuel) mentioned in 1st Samuel. Amariah and Zebadiah are mentioned in 2nd Chronicles 19:11.<br />
<br />
==5. Name the first and last judge of Israel.== <!--T:10--><br />
Generally, Othneil is considered the first judge of Israel; however, a case can be made that this distinction should go to Moses. <br />
<br />
<!--T:11--><br />
Similarly, Samuel is considered the last judge of Israel, because he judged all of Israel and was the human representative of God as Israel was ruled as a theocracy. However, you could say that Amariah and Zebadiah are the last judges in the historical timeline.<br />
<br />
==6. In what time period did the judges lead Israel?== <!--T:12--><br />
It is very difficult to nail down exact times during this time-period; however, 1375–1075 B.C. is a good estimate for the book of Judges and Samuel relinquished the political rule of Israel to Saul in 1052 B.C.<br />
<br />
==7. What was the form of government under the rule of the judges?== <!--T:13--><br />
While the judges were the physical manifestation of leaders; during the period of the Judges, God was leading the children of Israel and thus the form of government was a [[w:Theocracy|Theocracy]]. A theocracy is defined as a system of government in which priests or religious leaders rule in the name of God or a god. <br />
<br />
==8. Create a visual demonstration (pictures, collage, digital presentation, demonstration, etc.) or dramatic demonstration (song, poem, dramatic reading, skit, etc.) depicting the deeds of either Samson or Gideon.== <!--T:14--><br />
Please encourage your students to be creative, and if possible encourage them to do something personal that can be saved for remembrance after they complete the honor.<br />
<br />
==9. Read chapters 4 and 5 of the book of Judges and discuss the following questions with your Pathfinder counselor or church pastor:== <!--T:15--><br />
<br />
===a. What were Deborah’s roles as a leader of the children of Israel?=== <!--T:16--><br />
She was both a prophet and a judge.<br />
<br />
===b. What roles have women been biblically called to serve (provide supporting texts)?=== <!--T:17--><br />
Anyone looking for a definitive answer on the role of women in pastoral ministry will be sadly disappointed. On one hand, it is clear that God is not gender biased (Romans 2:11; Acts 10:34, Ephesians 6:9, and 1 Peter 4:10-11). We see at the day of Pentecost that the Holy Spirit filled both genders alike (Acts 2: 1-21). We also see that in the end times God hands down spiritual gifts regardless of gender (Joel 2:28-29). On the other hand, 1 Timothy 2:12 discusses the challenges of placing a woman to teach or have authority over a man and 1 Corinthians 14:34-35 discuss women being silent in the church. Clearly, the book of Judges gives us a powerful example that God did call women to lead His people. Deborah was both a prophet and a judge. The roles of women in ministry is not answered in this document. Each side of this issue has biblical texts to support their personal stance; however, teachers of this honor should be reminded that we must all have a personal ministry to those around us and we should not provide obstacles to the ministry of others regardless of gender.<br />
<br />
===c. Why was Barak denied victory over his enemy?=== <!--T:18--><br />
Deborah called Barak to lead, he refused to lead and take the responsibility that she offered and instead wanted to have Deborah to be present to provide the conduit for leadership. Thus, when he refused to accept leadership God sent Deborah the message that Barak would also not receive the credit for what God was about to accomplish. In fact God used two women to defeat the opposing king. One that led the people and the other to kill the king in his sleep by driving a tent stake through his head.<br />
<br />
==10. Read chapter 14 of the book of Judges and discuss the following questions with your Pathfinder counselor or church pastor:== <!--T:19--><br />
<br />
===a. What are the difficulties associated with a marriage outside of one’s own faith?=== <!--T:20--><br />
There are definite difficulties associated with marriage outside of faith, here are a few: 1) how does one observe the Sabbath as a family, 2) in what faith will the children be raised, 3) how is the family going to pay tithe and to what organization, 4) will each spouse support the religion or lack thereof of their mate.<br />
<br />
===b. If one does marry outside of their faith, how can they best maintain their faith?=== <!--T:21--><br />
One of the best suggestions is prayerful consideration and a request for strength to be the best example of a Christian, and a Seventh-day Adventist that you can be for your spouse to see God’s work in your life.<br />
<br />
===c. Why did God continue to bless Samson with superhuman strength after he turned from God’s ways?=== <!--T:22--><br />
God continues to bless us, even when we sometimes fall away from Him. God had given Samson strength associated with his vow as a Nazarene. Samson kept the outward signs of his vow, hence God continued to bless him even though he was a sinner and was violating some of the personal portions of his vow.<br />
<br />
==11. Take turns role playing as a judge on some matter of import (whether real or made up) for your Pathfinder Club / Unit / or your Sabbath School class. In each case, there should be a plaintiff that brings forth a complaint, a defendant that the complaint is made against, and a judge that will provide the final say in the matter. The matter should have some reward or penalty associated with the decision to make rendering a judgement more realistic.== <!--T:23--><br />
Teachers, this is an excellent opportunity to have your class understand the difficulty of judging someone. Please do not divide your teams up by gender and then expect a fair judgment. Rather have random selection of which members of your class will be the plaintiffs and which others will be the defendants. It helps if there is a consequence of significance. For example, the losing side has to do the winning side’s chores on a campout, or the winning side gets double dessert and the losing side gets none. This will provide realism for the plaintiffs and the defendants. You can also create penalties or rewards for the judges to ensure fairness.<br />
<br />
==12. Read chapter 11 of the book of Judges and discuss the vow of Jephthah with your Pathfinder counselor or church pastor. Does God hold us to our vows when it causes pain to others?== <!--T:24--><br />
It is important for the Pathfinders to be aware that vows taken before God are sacred and holy matters. Ironically, we have no illumination on this passage in the Conflict of the Ages series and Ellen White is surprisingly mute on this topic. Many believe that God will not hold us to vows that cause us to violate one of the Ten Commandments. It is possible that Jephthah’s daughter was not burned to death on an altar, but that rather she was dedicated to God and was unable to live a normal life but died in the service of God a virgin.<br />
<br />
<!--T:25--><br />
There is an example of men taking a harmful vow in Acts 23:12-15. They were unable to keep it, and it can be argued that God did not want them to.<br />
<br />
==13. Analyze some of the possible reasons why God called for judges in Israel.== <!--T:26--><br />
<br />
==14. What action brought on the end of the period of the judges?== <!--T:27--><br />
<br />
<!--T:28--><br />
{{Bible_verse<br />
| book = 1 Samuel<br />
| chapter = 8<br />
| verse = 1-22<br />
| version = NKJV<br />
| text =<br />
Israel Demands a King<br />
<br />
<!--T:29--><br />
1 Now it came to pass when Samuel was old that he made his sons judges over Israel. 2 The name of his firstborn was Joel, and the name of his second, Abijah; they were judges in Beersheba. 3 But his sons did not walk in his ways; they turned aside after dishonest gain, took bribes, and perverted justice.<br />
<br />
<!--T:30--><br />
4 Then all the elders of Israel gathered together and came to Samuel at Ramah, 5 and said to him, “Look, you are old, and your sons do not walk in your ways. Now make us a king to judge us like all the nations.”<br />
<br />
<!--T:31--><br />
6 But the thing displeased Samuel when they said, “Give us a king to judge us.” So Samuel prayed to the Lord. 7 And the Lord said to Samuel, “Heed the voice of the people in all that they say to you; for they have not rejected you, but they have rejected Me, that I should not reign over them. 8 According to all the works which they have done since the day that I brought them up out of Egypt, even to this day—with which they have forsaken Me and served other gods—so they are doing to you also. 9 Now therefore, heed their voice. However, you shall solemnly forewarn them, and show them the behavior of the king who will reign over them.”<br />
<br />
<!--T:32--><br />
10 So Samuel told all the words of the Lord to the people who asked him for a king. 11 And he said, “This will be the behavior of the king who will reign over you: He will take your sons and appoint them for his own chariots and to be his horsemen, and some will run before his chariots. 12 He will appoint captains over his thousands and captains over his fifties, will set some to plow his ground and reap his harvest, and some to make his weapons of war and equipment for his chariots. 13 He will take your daughters to be perfumers, cooks, and bakers 14 And he will take the best of your fields, your vineyards, and your olive groves, and give them to his servants. 15 He will take a tenth of your grain and your vintage, and give it to his officers and servants. 16 And he will take your male servants, your female servants, your finest young men,[a] and your donkeys, and put them to his work. 17 He will take a tenth of your sheep. And you will be his servants. 18 And you will cry out in that day because of your king whom you have chosen for yourselves, and the Lord will not hear you in that day.”<br />
<br />
<!--T:33--><br />
19 Nevertheless the people refused to obey the voice of Samuel; and they said, “No, but we will have a king over us, 20 that we also may be like all the nations, and that our king may judge us and go out before us and fight our battles.”<br />
<br />
<!--T:34--><br />
21 And Samuel heard all the words of the people, and he repeated them in the hearing of the Lord. 22 So the Lord said to Samuel, “Heed their voice, and make them a king.”<br />
<br />
<!--T:35--><br />
And Samuel said to the men of Israel, “Every man go to his city.”<br />
}}<br />
<br />
==References== <!--T:36--><br />
<br />
<!--T:37--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Disciples_and_Apostles/Answer_Key&diff=271317AY Honors/Disciples and Apostles/Answer Key2020-10-03T18:42:55Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Disciples and Apostles<br />
|skill=2<br />
|year=2016<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Disciples & Apostles Honor.png<br />
}}<br />
<br />
==1. Define the following terms by researching them in a reputable Christian literary source and discuss their meaning with your unit, instructor, or a pastor.== <!--T:3--><br />
<br />
===a. Disciple=== <!--T:4--><br />
<br />
<!--T:30--><br />
'''Disciple''' - Someone who is called by God. “During Jesus' earthly ministry, and during the days of the early church, the term that was used most frequently to designate one of Jesus' followers was "disciple" (mathetes) 262 times.” “Called to a Relationship with God. The roots of biblical discipleship go deep into the fertile soil of God's calling. That calling is expressed in the pattern of divine initiative and human response that constitutes the heart of the biblical concept of covenant, manifested in the recurrent promise, "I will be your God, and you shall be my people." That call from Yahweh is reiterated in the call of Jesus, when he said, "Come to me, all you who are weary and burdened, and I will give you rest" ( Matt 11:28 ). God has called his people to represent him on the earth, to be with him in every circumstance of life, to be transformed in personal character to be like him. That calling is at the heart of biblical discipleship, both in the Old and New Testaments.” – Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===b. Apostle=== <!--T:87--><br />
<br />
<!--T:31--><br />
'''Apostle''' - Someone who is sent out with a message. Pre-Christian use of the Greek term apostolos as one who is sent or a messenger is rare, more commonly it was referring to an ambassador or emissary. However the post-Christian use of the term is one sent to the churches by an authority with a message. The use of the word as a noun was found seventy-nine times in the New Testament (10 in the gospels, 28 times in Acts, 38 times in the Epistles, and three times in Revelation). Only once (Heb 3:1) is it used to refer directly to Christ. – Paraphrased from Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===c. Missionary=== <!--T:5--><br />
'''Missionary -''' In Biblical literature the terms "apostle" and "missionary" are the same greek word, apostolos (apostle). In the New Testament, Apostles did missionary work. In an era where most of the known world had never heard of Christianity, it is logical that apostle and missionary would be the same. <br />
In more modern times, a missionary is one who is an apostle (person with a message) and disciples (one who closely follows God) who feels a calling to share the message with a people group who has not yet had full exposure (or any exposure at all) to the story of Christianity. The nation of origin is unimportant, the location of service is what makes a disciple & apostle a missionary. <br />
<br />
Missionaries, apostles, and disciples ALL choose a close relationship with Jesus Christ and work to share the story of Jesus and his gift of salvation in an apologetic fashion.<br />
<br />
Note: This definition is based on the SDA Bible commentary vol 6 "Acts of the Apostles [https://m.egwwritings.org/search?lang=en&query=missionary&suggestion=0]<br />
<br />
==2. For the following questions, provide not only the answer, but also the Bible text(s) where you found the answer(s).== <!--T:88--><br />
<br />
===a. What are the names of the 12 original disciples called by Jesus?=== <!--T:89--><br />
<br />
<!--T:32--><br />
This is a quick and creative way to learn the names of the 12 disciples (and Matthias...and Paul).<br />
<br />
<!--T:33--><br />
To the tune of "Jesus Loves Me".<br />
<br />
<!--T:90--><br />
{{#widget:YouTube|id=zfi3JRR1Nfc}}<br />
<br />
<!--T:34--><br />
Jesus called them one by one,<br />
<br />
<!--T:35--><br />
Peter, Andrew, James and John,<br />
<br />
<!--T:36--><br />
Next, came Philip, Thomas too,<br />
<br />
<!--T:37--><br />
Matthew and Bartholomew.<br />
<br />
<br />
<!--T:38--><br />
''Chorus:''<br />
Yes, Jesus called them,<br />
<br />
<!--T:39--><br />
Yes, Jesus called them,<br />
<br />
<!--T:40--><br />
Yes, Jesus called them,<br />
<br />
<!--T:41--><br />
He called them one by one.<br />
<br />
<br />
<!--T:42--><br />
James the one they called the less,<br />
<br />
<!--T:43--><br />
Simon, also Thaddeus,<br />
<br />
<!--T:44--><br />
Twelfth apostle Judas made,<br />
<br />
<!--T:45--><br />
Jesus was by him betrayed.<br />
<br />
<br />
<!--T:46--><br />
''Repeat chorus''<br />
<br />
<br />
<!--T:47--><br />
Matthias then took Judas' place,<br />
<br />
<!--T:48--><br />
To preach to men of every race,<br />
<br />
<!--T:49--><br />
Paul three preaching trips did make,<br />
<br />
<!--T:50--><br />
And went to Rome for Jesus' sake.<br />
<br />
===b. Name at least two Old Testament disciples.=== <!--T:6--><br />
<br />
<!--T:51--><br />
Abram (Gen 12:1), Moses (Ex 3:10), Elisha (1 Kings 19:19), there are so many more.<br />
<br />
===c. Most Christian denominations refer to Saul of Tarsus as the Apostle Paul. How can they be so certain of his calling?=== <!--T:7--><br />
In Acts 9:15-16 (NKJV) <br />
{{Bible verse<br />
| book = Acts<br />
| chapter = 9<br />
| verse = 15-16<br />
| version = NKJV<br />
| text = But the Lord said to him, 'Go, for he is a chosen vessel of Mine to bear My name before Gentiles, kings, and the children of Israel. 16 For I will show him how many things he must suffer for My name’s sake.'<br />
}}<br />
<br />
<br />
'''The story line:''' Paul was blinded during a vision on the road to Damascus. Paul (Saul) had been a passionate persecutor of the Christians, and was going to Damascus to capture and destroy the Christians who had fled there. But Jesus saw Saul's potential and called him to a life of mission service as an apostle of Jesus. After three days of fasting and prayer in the home of Judas of Damascus, Saul/Paul accepted God's call. Paul explains his calling, in fact gives a whole extensive story line of events that led to his leadership position as an apostle of Jesus, in Galatians 1-2 [https://www.biblegateway.com/passage/?search=Galatians+1-2&version=NKJV]-- but it was first declared by Jesus Christ in a vision to Paul's healer - Ananias.<br />
<br />
==3. Consider the following questions and share your understanding using any creative medium (an opinion paper, a drawing, a video, a computer post with pictures, a poem, a song, a dramatic performance, etc.).== <!--T:91--><br />
<br />
===a. At what point did Jesus’ twelve disciples transition to apostles?=== <!--T:92--><br />
<br />
===b. Can you be an apostle or a missionary without being a disciple?=== <!--T:93--><br />
<br />
===c. What is one similarity between apostles, disciples and missionaries?=== <!--T:94--><br />
<br />
===d. What is a similarity and a difference between an apostle, a missionary, and a prophet?=== <!--T:95--><br />
<br />
<!--T:52--><br />
'''Similarity''' – Called to spread the gospel of Jesus. They are followers of Christ.<br />
<br />
<!--T:53--><br />
'''Difference''' – The biblical apostles were chosen from the disciples and were commissioned by Jesus. Later apostles were appointed, like Paul, Andronicus, and Junias<br />
<br />
===e. Considering Matthew 28:19-20, can a true disciple follow Christ without filling some apostolic or missionary role?=== <!--T:96--><br />
<br />
<!--T:97--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
==4. Do one of the following:== <!--T:9--><br />
<br />
===a. Read Matthew 4:18-22 and briefly describe or demonstrate through a creative medium the biblical account of how the first disciples were called to follow Christ. Also demonstrate the significance and impact these callings had on the future of the gospel.=== <!--T:98--><br />
<br />
<!--T:99--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 4<br />
| verse = 18-22<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
<!--T:63--><br />
Jesus called out to Peter and his brother Andrew, two fishermen as they were casting their nets. They immediately left what they were doing without question to follow.<br />
<br />
<!--T:64--><br />
On the same account, Jesus saw James and John and called out to them. With a similar reaction, they dropped what they were doing to follow the Lord.<br />
<br />
<!--T:65--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:66--><br />
Teachers can '''emphasize''' the "leaving everything" or how these first disciples became major players in the ministry of the church, especially in its starts as show in Acts 1-8 and 12. Peter is a significant leader for decades, giving the key Pentacost sermon among other leadership roles. James was the first disciples to die a martyrs death, while John was the one to live the longest, contributing the Apocalyptic book Revelation (with its message for our present and future).<br />
<br />
===b. Read Acts 2 individually or with a group. Briefly describe or demonstrate through a creative medium what took place at Pentecost and determine how this event impacted the future of the Christian church.=== <!--T:100--><br />
<br />
<!--T:101--><br />
You can use your personal Bible to read this chapter or find it online at [https://www.biblegateway.com/passage/?search=Acts+2&version=NKJV BibleGateway].<br />
<br />
<!--T:67--><br />
The day of Pentecost is recorded as one of the most significant acts of the Bible. The Holy Spirit came upon the disciples, baptizing them with the spirit. They were able to speak in different languages (tongues) that were clearly understood by those who witnessed firsthand the power of the Lord.<br />
<br />
<!--T:68--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:69--><br />
The idea that Christianity was a message for "all nations" began at Pentecost, though at first, it was understood to mean that JEWS of any nation had the right to hear and understand and become Christians (at that time practiced as a sect of Judaism). However, as events unfolded (Cornelius, Paul's conversion and mission work to the gentiles) it '''''came to be understood as the opening lines for a global message that could be preached to "every nation, kindred, tongue, and people'''''."<br />
<br />
==5. Read Acts 9:1-31. Based on your reading, from each of the three perspectives (Saul, Ananias, and a Christian in Jerusalem), discuss or role-play answers to the following:== <!--T:102--><br />
<br />
<!--T:103--><br />
You can use your personal Bible to read these verses or find it online at [https://www.biblegateway.com/passage/?search=Acts+9%3A1-31&version=NKJV BibleGateway].<br />
<br />
===a. Could, would, or should Paul be trusted by the early Christian believers after his conversion?=== <!--T:104--><br />
<br />
<!--T:76--><br />
He was still viewed as a killer of Christians, one that could not be trusted. They looked at him as if he had a plan to kill them by becoming one of them. Barnabas assisted him in integrating into the Christian community in Jerusalem. [https://www.biblegateway.com/passage/?search=acts+9%3A26-27&version=NKJV BibleGateway.com link]<br />
<br />
<!--T:77--><br />
They viewed him in this fashion since he had been their persecutor prior to his conversion. [https://www.biblegateway.com/passage/?search=Acts+8%3A1-3&version=NKJV Acts 8:1-3 BibleGateway link]<br />
<br />
===b. Must we go to God to be converted or does He come to us to offer conversion, no matter where we are or what we are doing?=== <!--T:105--><br />
<br />
<!--T:78--><br />
Many individuals live a life of sin before coming into the church.<br />
<br />
==6. Read Chapter 2 of the book The Acts of the Apostles by Ellen G. White entitled, “The Training of the Twelve”. Individually or with a group, consider the methods Christ used to train His disciples. Determine if those exact methods would still work today, or would there be modern equivalents that could be used to train people to be disciples of God.== <!--T:106--><br />
<br />
<!--T:70--><br />
You can read the chapter on your device (EGW app, app stores) or follow this link for the official [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=AA&lang=en&collection=2&section=all&pagenumber=17 EGW Estate writings website].<br />
<br />
<!--T:71--><br />
'''Teaching Points:'''<br />
* He choose those who were not already caught up in their own philosophy.<br />
* He preached to others in their presence and an example.<br />
* He walked and talked with each of them.<br />
* He spoke about Heaven as they listened.<br />
* He did not give orders or commands, but allowed them to make decisions on their own to follow Him.<br />
<br />
==7. With a group, role-play a specific scene from the life of a disciple, an apostle or a missionary of your choice. Briefly explain why you chose this scene and why you think it illustrates their calling from God.== <!--T:107--><br />
<br />
==8. From what you have learned in studying these subjects, is it possible for there to be an Apostle in the Seventh-day Adventist church today? How about during any point during the time period since the mid-1840s?== <!--T:108--><br />
<br />
==9. Illustrate through drawings, sketches, or photographs the travels of Paul as he proclaimed the gospel to the world.== <!--T:109--><br />
<br />
===a. Be sure to capture some of the cultural icons that Paul was facing while preaching Christianity to the secular gentile world. How do these differ from the secular cultural icons of today?=== <!--T:110--><br />
<br />
<!--T:79--><br />
Pathfinders are encouraged to explore the options available that would clearly outline Paul’s travels as he ministered.<br />
<br />
<!--T:80--><br />
This can include images from FREE IMAGE websites like [http://www.flickr.com flickr.com] and Google images (tools ==> useage rights ==> labeled for reuse) [https://www.google.com/search?q=paul+apostle+missionary&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwiEpMTk-YLWAhWM5IMKHbypBmEQpwUIHw&biw=1366&bih=589&dpr=1 Sample link for "Paul apostle missionary" images]<br />
<br />
<!--T:81--><br />
'''Teaching idea:''' Divide the kids into groups. Have each group research pictures on four of the locations Paul stopped and download, print, or capture one or two images from each of those cities. Attach these images to a centralized map of Paul's missionary journeys. If done digitally, a Powerpoint set of slides with one page for EACH JOURNEY would be PLENTY to fulfill this requirement.<br />
<br />
<!--T:82--><br />
'''Teaching idea:''' Take pictures of the Pathfinders "freeze framing" one scene from four of the cities Paul visited on each journey. Attach them to a missionary journeys map, either in print or digital form. Costuming would be cool, but "modern interpretations" would also be appropriate.<br />
<br />
===b. All Biblical scholars agree that there were at least three Pauline missionary journeys as described in the 28 Chapters of Acts. Some Christians hold that there was a fourth and possibly a fifth journey that are alluded to in the lost chapters of Acts (29 & 30). Talk with your pastor and discuss how you should treat these theories and would these additional journeys in any way change or illuminate Paul’s ministry.=== <!--T:111--><br />
<br />
==10. Over a two-week process, conduct a daily self-evaluation of the quality of your discipleship for that particular day. Rate based on the statements below on a scale from 1 to 10 where ten means you are very strong in that area and one means you are weak. Contemplate your assessment, set goals for improvement, and ask Jesus to provide you the necessary strength to meet these goals.== <!--T:112--><br />
=== ● Your desire is to please God in all that you do.===<br />
=== ● You have a passion to share your faith with others.===<br />
=== ● You allow the Lord to lead your decision-making process.===<br />
=== ● You pray every day on a regular basis.===<br />
=== ● You spend time with the Lord through worship.===<br />
=== ● Your life represents Jesus to those around you.===<br />
=== ● You reach out to those who are less fortunate than you.===<br />
<br />
==11. State the Great Commission, as outlined in Matthew 28:19-20.== <!--T:113--><br />
<br />
<!--T:55--><br />
The Great Commission is the concluding statement of Jesus to His disciples and gives a command to His disciples. <br />
BibleGateway.com has over 200 versions and thus a variety of ways to read this text. <br />
The link shares three common versions - NKJV (Pathfinder Bible), NIV (normal read for many people in North America), and CSB (a new version copyrighted 2017)<br />
<br />
<!--T:56--><br />
[https://www.biblegateway.com/passage/?search=Matthew%2028%3A19-20&version=CSB;NIV;NKJV&interface=print BibleGateway.com Great Commission]<br />
<br />
<!--T:114--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
===a. List three specific roles this text defines as part of a missionary or apostolic calling.=== <!--T:115--><br />
<br />
<!--T:116--><br />
The verbs show us the roles we must take in this part of discipleship.<br /><br />
GO<br /><br />
MAKE DISCIPLES<br /><br />
BAPTIZE<br />
<br />
<!--T:58--><br />
Put another way:<br />
<br />
<!--T:59--><br />
*Go forth<br />
*Teach, educate <br />
*Baptize in the name of the Lord<br />
<br />
===b. Brainstorm a list of New Testament stories that illustrate the different parts of the Great Commission.=== <!--T:117--><br />
<br />
<!--T:118--><br />
Brainstorm means to let your Pathfinders do most of the thinking with the Pathfinder leader GUIDING the discussion to keep it "within boundaries."<br />
<br />
<!--T:60--><br />
Some possibilities include:<br />
<br />
<!--T:61--><br />
*Philip baptizes the Ethiopian eunuch (Acts 8)<br />
*Peter is called, responds to, preaches to, and baptizes Cornelius the Roman centurion (Acts 10)<br />
*Paul travels throughout Asia Minor (Acts 13 to 26 various stories)<br />
*Paul is imprisoned, there is an earthquake, and as a result the jailer is baptized (Acts 16)<br />
<br />
===c. Evaluate and list ways in which modern Christians in your area can put the Great Commission into practice.=== <!--T:119--><br />
<br />
<!--T:62--><br />
This question is wide open. The important elements are that it means stepping outside our comfort zone and sharing Jesus with people outside of our current faith community. This does NOT mean "give and run" random "booklet evangelism" but rather methods that involve all three portions of the Great Commission.<br />
<br />
===d. Using what you’ve learned from this honor, brainstorm an idea on how you can help fulfill the Great Commission. Talk with your instructor and/or a pastor about your idea and then put this idea into practice for a period of at least one month. Share with your class, instructor, or your pastor how this activity has changed your relationship with God and whether you have seen any effects on others.=== <!--T:120--><br />
<br />
<!--T:84--><br />
'''Teaching Idea:'''<br />
A simple page, sticky notes, or journal entry would suffice. Encourage the Pathfinders to make the goals DOABLE and MEASURABLE and truly OBTAINABLE with the help of God.<br />
<br />
<!--T:85--><br />
'''Examples:''' <br />
* I will assist two people that I would normally ignore.<br />
* I will teach someone younger than me (physically or spiritually less mature) one thing I have come to know about Jesus Christ in a way that helps them hear the message effectively.<br />
* I will spend three hours serving my public community.<br />
* I will donate either time or money (specific amounts) to disaster relief in my country/region of origin.<br />
* I will pray for people I am getting to know who are not currently part of my church.<br />
* I will help my church with the upcoming evangelistic series.<br />
<br />
<!--T:86--><br />
Make sure the Pathfinders have chosen goals that they can reasonably accomplish and completely accomplish. Check back in a few weeks to encourage and confirm completion of goals.<br />
<br />
==References== <!--T:28--><br />
<br />
<!--T:29--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Disciples_and_Apostles/Answer_Key&diff=271316AY Honors/Disciples and Apostles/Answer Key2020-10-03T18:41:27Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Disciples and Apostles<br />
|skill=2<br />
|year=2016<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Disciples & Apostles Honor.png<br />
}}<br />
<br />
==1. Define the following terms by researching them in a reputable Christian literary source and discuss their meaning with your unit, instructor, or a pastor.== <!--T:3--><br />
<br />
===a. Disciple=== <!--T:4--><br />
<br />
<!--T:30--><br />
'''Disciple''' - Someone who is called by God. “During Jesus' earthly ministry, and during the days of the early church, the term that was used most frequently to designate one of Jesus' followers was "disciple" (mathetes) 262 times.” “Called to a Relationship with God. The roots of biblical discipleship go deep into the fertile soil of God's calling. That calling is expressed in the pattern of divine initiative and human response that constitutes the heart of the biblical concept of covenant, manifested in the recurrent promise, "I will be your God, and you shall be my people." That call from Yahweh is reiterated in the call of Jesus, when he said, "Come to me, all you who are weary and burdened, and I will give you rest" ( Matt 11:28 ). God has called his people to represent him on the earth, to be with him in every circumstance of life, to be transformed in personal character to be like him. That calling is at the heart of biblical discipleship, both in the Old and New Testaments.” – Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===b. Apostle=== <!--T:87--><br />
<br />
<!--T:31--><br />
'''Apostle''' - Someone who is sent out with a message. Pre-Christian use of the Greek term apostolos as one who is sent or a messenger is rare, more commonly it was referring to an ambassador or emissary. However the post-Christian use of the term is one sent to the churches by an authority with a message. The use of the word as a noun was found seventy-nine times in the New Testament (10 in the gospels, 28 times in Acts, 38 times in the Epistles, and three times in Revelation). Only once (Heb 3:1) is it used to refer directly to Christ. – Paraphrased from Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===c. Missionary=== <!--T:5--><br />
'''Missionary -''' In Biblical literature the terms "apostle" and "missionary" are the same greek word, apostolos (apostle). In the New Testament, Apostles did missionary work. In an era where most of the known world had never heard of Christianity, it is logical that apostle and missionary would be the same. <br />
In more modern times, a missionary is one who is an apostle (person with a message) and disciples (one who closely follows God) who feels a calling to share the message with a people group who has not yet had full exposure (or any exposure at all) to the story of Christianity. The nation of origin is unimportant, the location of service is what makes a disciple & apostle a missionary. <br />
<br />
Missionaries, apostles, and disciples ALL choose a close relationship with Jesus Christ and work to share the story of Jesus and his gift of salvation in an apologetic fashion.<br />
<br />
Note: This definition is based on the SDA Bible commentary vol 6 "Acts of the Apostles [https://m.egwwritings.org/search?lang=en&query=missionary&suggestion=0]<br />
<br />
==2. For the following questions, provide not only the answer, but also the Bible text(s) where you found the answer(s).== <!--T:88--><br />
<br />
===a. What are the names of the 12 original disciples called by Jesus?=== <!--T:89--><br />
<br />
<!--T:32--><br />
This is a quick and creative way to learn the names of the 12 disciples (and Matthias...and Paul).<br />
<br />
<!--T:33--><br />
To the tune of "Jesus Loves Me".<br />
<br />
<!--T:90--><br />
{{#widget:YouTube|id=zfi3JRR1Nfc}}<br />
<br />
<!--T:34--><br />
Jesus called them one by one,<br />
<br />
<!--T:35--><br />
Peter, Andrew, James and John,<br />
<br />
<!--T:36--><br />
Next, came Philip, Thomas too,<br />
<br />
<!--T:37--><br />
Matthew and Bartholomew.<br />
<br />
<br />
<!--T:38--><br />
''Chorus:''<br />
Yes, Jesus called them,<br />
<br />
<!--T:39--><br />
Yes, Jesus called them,<br />
<br />
<!--T:40--><br />
Yes, Jesus called them,<br />
<br />
<!--T:41--><br />
He called them one by one.<br />
<br />
<br />
<!--T:42--><br />
James the one they called the less,<br />
<br />
<!--T:43--><br />
Simon, also Thaddeus,<br />
<br />
<!--T:44--><br />
Twelfth apostle Judas made,<br />
<br />
<!--T:45--><br />
Jesus was by him betrayed.<br />
<br />
<br />
<!--T:46--><br />
''Repeat chorus''<br />
<br />
<br />
<!--T:47--><br />
Matthias then took Judas' place,<br />
<br />
<!--T:48--><br />
To preach to men of every race,<br />
<br />
<!--T:49--><br />
Paul three preaching trips did make,<br />
<br />
<!--T:50--><br />
And went to Rome for Jesus' sake.<br />
<br />
===b. Name at least two Old Testament disciples.=== <!--T:6--><br />
<br />
<!--T:51--><br />
Abram (Gen 12:1), Moses (Ex 3:10), Elisha (1 Kings 19:19), there are so many more.<br />
<br />
===c. Most Christian denominations refer to Saul of Tarsus as the Apostle Paul. How can they be so certain of his calling?=== <!--T:7--><br />
In Acts 9:15-16 (NKJV) <br />
{{Bible verse<br />
| book = Acts<br />
| chapter = 9<br />
| verse = 15-16<br />
| version = NKJV<br />
| text = But the Lord said to him, 'Go, for he is a chosen vessel of Mine to bear My name before Gentiles, kings, and the children of Israel. 16 For I will show him how many things he must suffer for My name’s sake.'<br />
}}<br />
<br />
<br />
'''The story line:''' Paul was blinded during a vision on the road to Damascus. Paul (Saul) had been a passionate persecutor of the Christians, and was going to Damascus to capture and destroy the Christians who had fled there. But Jesus saw Saul's potential and called him to a life of mission service as an apostle of Jesus. After three days of fasting and prayer in the home of Judas of Damascus, Saul/Paul accepted God's call. Paul explains his calling, in fact gives a whole extensive story line of events that led to his leadership position as an apostle of Jesus, in [[Galatians 1-2|https://www.biblegateway.com/passage/?search=Galatians+1-2&version=NKJV]] -- but it was first declared by Jesus Christ in a vision to Paul's healer - Ananias.<br />
<br />
==3. Consider the following questions and share your understanding using any creative medium (an opinion paper, a drawing, a video, a computer post with pictures, a poem, a song, a dramatic performance, etc.).== <!--T:91--><br />
<br />
===a. At what point did Jesus’ twelve disciples transition to apostles?=== <!--T:92--><br />
<br />
===b. Can you be an apostle or a missionary without being a disciple?=== <!--T:93--><br />
<br />
===c. What is one similarity between apostles, disciples and missionaries?=== <!--T:94--><br />
<br />
===d. What is a similarity and a difference between an apostle, a missionary, and a prophet?=== <!--T:95--><br />
<br />
<!--T:52--><br />
'''Similarity''' – Called to spread the gospel of Jesus. They are followers of Christ.<br />
<br />
<!--T:53--><br />
'''Difference''' – The biblical apostles were chosen from the disciples and were commissioned by Jesus. Later apostles were appointed, like Paul, Andronicus, and Junias<br />
<br />
===e. Considering Matthew 28:19-20, can a true disciple follow Christ without filling some apostolic or missionary role?=== <!--T:96--><br />
<br />
<!--T:97--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
==4. Do one of the following:== <!--T:9--><br />
<br />
===a. Read Matthew 4:18-22 and briefly describe or demonstrate through a creative medium the biblical account of how the first disciples were called to follow Christ. Also demonstrate the significance and impact these callings had on the future of the gospel.=== <!--T:98--><br />
<br />
<!--T:99--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 4<br />
| verse = 18-22<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
<!--T:63--><br />
Jesus called out to Peter and his brother Andrew, two fishermen as they were casting their nets. They immediately left what they were doing without question to follow.<br />
<br />
<!--T:64--><br />
On the same account, Jesus saw James and John and called out to them. With a similar reaction, they dropped what they were doing to follow the Lord.<br />
<br />
<!--T:65--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:66--><br />
Teachers can '''emphasize''' the "leaving everything" or how these first disciples became major players in the ministry of the church, especially in its starts as show in Acts 1-8 and 12. Peter is a significant leader for decades, giving the key Pentacost sermon among other leadership roles. James was the first disciples to die a martyrs death, while John was the one to live the longest, contributing the Apocalyptic book Revelation (with its message for our present and future).<br />
<br />
===b. Read Acts 2 individually or with a group. Briefly describe or demonstrate through a creative medium what took place at Pentecost and determine how this event impacted the future of the Christian church.=== <!--T:100--><br />
<br />
<!--T:101--><br />
You can use your personal Bible to read this chapter or find it online at [https://www.biblegateway.com/passage/?search=Acts+2&version=NKJV BibleGateway].<br />
<br />
<!--T:67--><br />
The day of Pentecost is recorded as one of the most significant acts of the Bible. The Holy Spirit came upon the disciples, baptizing them with the spirit. They were able to speak in different languages (tongues) that were clearly understood by those who witnessed firsthand the power of the Lord.<br />
<br />
<!--T:68--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:69--><br />
The idea that Christianity was a message for "all nations" began at Pentecost, though at first, it was understood to mean that JEWS of any nation had the right to hear and understand and become Christians (at that time practiced as a sect of Judaism). However, as events unfolded (Cornelius, Paul's conversion and mission work to the gentiles) it '''''came to be understood as the opening lines for a global message that could be preached to "every nation, kindred, tongue, and people'''''."<br />
<br />
==5. Read Acts 9:1-31. Based on your reading, from each of the three perspectives (Saul, Ananias, and a Christian in Jerusalem), discuss or role-play answers to the following:== <!--T:102--><br />
<br />
<!--T:103--><br />
You can use your personal Bible to read these verses or find it online at [https://www.biblegateway.com/passage/?search=Acts+9%3A1-31&version=NKJV BibleGateway].<br />
<br />
===a. Could, would, or should Paul be trusted by the early Christian believers after his conversion?=== <!--T:104--><br />
<br />
<!--T:76--><br />
He was still viewed as a killer of Christians, one that could not be trusted. They looked at him as if he had a plan to kill them by becoming one of them. Barnabas assisted him in integrating into the Christian community in Jerusalem. [https://www.biblegateway.com/passage/?search=acts+9%3A26-27&version=NKJV BibleGateway.com link]<br />
<br />
<!--T:77--><br />
They viewed him in this fashion since he had been their persecutor prior to his conversion. [https://www.biblegateway.com/passage/?search=Acts+8%3A1-3&version=NKJV Acts 8:1-3 BibleGateway link]<br />
<br />
===b. Must we go to God to be converted or does He come to us to offer conversion, no matter where we are or what we are doing?=== <!--T:105--><br />
<br />
<!--T:78--><br />
Many individuals live a life of sin before coming into the church.<br />
<br />
==6. Read Chapter 2 of the book The Acts of the Apostles by Ellen G. White entitled, “The Training of the Twelve”. Individually or with a group, consider the methods Christ used to train His disciples. Determine if those exact methods would still work today, or would there be modern equivalents that could be used to train people to be disciples of God.== <!--T:106--><br />
<br />
<!--T:70--><br />
You can read the chapter on your device (EGW app, app stores) or follow this link for the official [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=AA&lang=en&collection=2&section=all&pagenumber=17 EGW Estate writings website].<br />
<br />
<!--T:71--><br />
'''Teaching Points:'''<br />
* He choose those who were not already caught up in their own philosophy.<br />
* He preached to others in their presence and an example.<br />
* He walked and talked with each of them.<br />
* He spoke about Heaven as they listened.<br />
* He did not give orders or commands, but allowed them to make decisions on their own to follow Him.<br />
<br />
==7. With a group, role-play a specific scene from the life of a disciple, an apostle or a missionary of your choice. Briefly explain why you chose this scene and why you think it illustrates their calling from God.== <!--T:107--><br />
<br />
==8. From what you have learned in studying these subjects, is it possible for there to be an Apostle in the Seventh-day Adventist church today? How about during any point during the time period since the mid-1840s?== <!--T:108--><br />
<br />
==9. Illustrate through drawings, sketches, or photographs the travels of Paul as he proclaimed the gospel to the world.== <!--T:109--><br />
<br />
===a. Be sure to capture some of the cultural icons that Paul was facing while preaching Christianity to the secular gentile world. How do these differ from the secular cultural icons of today?=== <!--T:110--><br />
<br />
<!--T:79--><br />
Pathfinders are encouraged to explore the options available that would clearly outline Paul’s travels as he ministered.<br />
<br />
<!--T:80--><br />
This can include images from FREE IMAGE websites like [http://www.flickr.com flickr.com] and Google images (tools ==> useage rights ==> labeled for reuse) [https://www.google.com/search?q=paul+apostle+missionary&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwiEpMTk-YLWAhWM5IMKHbypBmEQpwUIHw&biw=1366&bih=589&dpr=1 Sample link for "Paul apostle missionary" images]<br />
<br />
<!--T:81--><br />
'''Teaching idea:''' Divide the kids into groups. Have each group research pictures on four of the locations Paul stopped and download, print, or capture one or two images from each of those cities. Attach these images to a centralized map of Paul's missionary journeys. If done digitally, a Powerpoint set of slides with one page for EACH JOURNEY would be PLENTY to fulfill this requirement.<br />
<br />
<!--T:82--><br />
'''Teaching idea:''' Take pictures of the Pathfinders "freeze framing" one scene from four of the cities Paul visited on each journey. Attach them to a missionary journeys map, either in print or digital form. Costuming would be cool, but "modern interpretations" would also be appropriate.<br />
<br />
===b. All Biblical scholars agree that there were at least three Pauline missionary journeys as described in the 28 Chapters of Acts. Some Christians hold that there was a fourth and possibly a fifth journey that are alluded to in the lost chapters of Acts (29 & 30). Talk with your pastor and discuss how you should treat these theories and would these additional journeys in any way change or illuminate Paul’s ministry.=== <!--T:111--><br />
<br />
==10. Over a two-week process, conduct a daily self-evaluation of the quality of your discipleship for that particular day. Rate based on the statements below on a scale from 1 to 10 where ten means you are very strong in that area and one means you are weak. Contemplate your assessment, set goals for improvement, and ask Jesus to provide you the necessary strength to meet these goals.== <!--T:112--><br />
=== ● Your desire is to please God in all that you do.===<br />
=== ● You have a passion to share your faith with others.===<br />
=== ● You allow the Lord to lead your decision-making process.===<br />
=== ● You pray every day on a regular basis.===<br />
=== ● You spend time with the Lord through worship.===<br />
=== ● Your life represents Jesus to those around you.===<br />
=== ● You reach out to those who are less fortunate than you.===<br />
<br />
==11. State the Great Commission, as outlined in Matthew 28:19-20.== <!--T:113--><br />
<br />
<!--T:55--><br />
The Great Commission is the concluding statement of Jesus to His disciples and gives a command to His disciples. <br />
BibleGateway.com has over 200 versions and thus a variety of ways to read this text. <br />
The link shares three common versions - NKJV (Pathfinder Bible), NIV (normal read for many people in North America), and CSB (a new version copyrighted 2017)<br />
<br />
<!--T:56--><br />
[https://www.biblegateway.com/passage/?search=Matthew%2028%3A19-20&version=CSB;NIV;NKJV&interface=print BibleGateway.com Great Commission]<br />
<br />
<!--T:114--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
===a. List three specific roles this text defines as part of a missionary or apostolic calling.=== <!--T:115--><br />
<br />
<!--T:116--><br />
The verbs show us the roles we must take in this part of discipleship.<br /><br />
GO<br /><br />
MAKE DISCIPLES<br /><br />
BAPTIZE<br />
<br />
<!--T:58--><br />
Put another way:<br />
<br />
<!--T:59--><br />
*Go forth<br />
*Teach, educate <br />
*Baptize in the name of the Lord<br />
<br />
===b. Brainstorm a list of New Testament stories that illustrate the different parts of the Great Commission.=== <!--T:117--><br />
<br />
<!--T:118--><br />
Brainstorm means to let your Pathfinders do most of the thinking with the Pathfinder leader GUIDING the discussion to keep it "within boundaries."<br />
<br />
<!--T:60--><br />
Some possibilities include:<br />
<br />
<!--T:61--><br />
*Philip baptizes the Ethiopian eunuch (Acts 8)<br />
*Peter is called, responds to, preaches to, and baptizes Cornelius the Roman centurion (Acts 10)<br />
*Paul travels throughout Asia Minor (Acts 13 to 26 various stories)<br />
*Paul is imprisoned, there is an earthquake, and as a result the jailer is baptized (Acts 16)<br />
<br />
===c. Evaluate and list ways in which modern Christians in your area can put the Great Commission into practice.=== <!--T:119--><br />
<br />
<!--T:62--><br />
This question is wide open. The important elements are that it means stepping outside our comfort zone and sharing Jesus with people outside of our current faith community. This does NOT mean "give and run" random "booklet evangelism" but rather methods that involve all three portions of the Great Commission.<br />
<br />
===d. Using what you’ve learned from this honor, brainstorm an idea on how you can help fulfill the Great Commission. Talk with your instructor and/or a pastor about your idea and then put this idea into practice for a period of at least one month. Share with your class, instructor, or your pastor how this activity has changed your relationship with God and whether you have seen any effects on others.=== <!--T:120--><br />
<br />
<!--T:84--><br />
'''Teaching Idea:'''<br />
A simple page, sticky notes, or journal entry would suffice. Encourage the Pathfinders to make the goals DOABLE and MEASURABLE and truly OBTAINABLE with the help of God.<br />
<br />
<!--T:85--><br />
'''Examples:''' <br />
* I will assist two people that I would normally ignore.<br />
* I will teach someone younger than me (physically or spiritually less mature) one thing I have come to know about Jesus Christ in a way that helps them hear the message effectively.<br />
* I will spend three hours serving my public community.<br />
* I will donate either time or money (specific amounts) to disaster relief in my country/region of origin.<br />
* I will pray for people I am getting to know who are not currently part of my church.<br />
* I will help my church with the upcoming evangelistic series.<br />
<br />
<!--T:86--><br />
Make sure the Pathfinders have chosen goals that they can reasonably accomplish and completely accomplish. Check back in a few weeks to encourage and confirm completion of goals.<br />
<br />
==References== <!--T:28--><br />
<br />
<!--T:29--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Disciples_and_Apostles/Answer_Key&diff=271315AY Honors/Disciples and Apostles/Answer Key2020-10-03T18:35:47Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Disciples and Apostles<br />
|skill=2<br />
|year=2016<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Disciples & Apostles Honor.png<br />
}}<br />
<br />
==1. Define the following terms by researching them in a reputable Christian literary source and discuss their meaning with your unit, instructor, or a pastor.== <!--T:3--><br />
<br />
===a. Disciple=== <!--T:4--><br />
<br />
<!--T:30--><br />
'''Disciple''' - Someone who is called by God. “During Jesus' earthly ministry, and during the days of the early church, the term that was used most frequently to designate one of Jesus' followers was "disciple" (mathetes) 262 times.” “Called to a Relationship with God. The roots of biblical discipleship go deep into the fertile soil of God's calling. That calling is expressed in the pattern of divine initiative and human response that constitutes the heart of the biblical concept of covenant, manifested in the recurrent promise, "I will be your God, and you shall be my people." That call from Yahweh is reiterated in the call of Jesus, when he said, "Come to me, all you who are weary and burdened, and I will give you rest" ( Matt 11:28 ). God has called his people to represent him on the earth, to be with him in every circumstance of life, to be transformed in personal character to be like him. That calling is at the heart of biblical discipleship, both in the Old and New Testaments.” – Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===b. Apostle=== <!--T:87--><br />
<br />
<!--T:31--><br />
'''Apostle''' - Someone who is sent out with a message. Pre-Christian use of the Greek term apostolos as one who is sent or a messenger is rare, more commonly it was referring to an ambassador or emissary. However the post-Christian use of the term is one sent to the churches by an authority with a message. The use of the word as a noun was found seventy-nine times in the New Testament (10 in the gospels, 28 times in Acts, 38 times in the Epistles, and three times in Revelation). Only once (Heb 3:1) is it used to refer directly to Christ. – Paraphrased from Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===c. Missionary=== <!--T:5--><br />
'''Missionary -''' In Biblical literature the terms "apostle" and "missionary" are the same greek word, apostolos (apostle). In the New Testament, Apostles did missionary work. In an era where most of the known world had never heard of Christianity, it is logical that apostle and missionary would be the same. <br />
In more modern times, a missionary is one who is an apostle (person with a message) and disciples (one who closely follows God) who feels a calling to share the message with a people group who has not yet had full exposure (or any exposure at all) to the story of Christianity. The nation of origin is unimportant, the location of service is what makes a disciple & apostle a missionary. <br />
<br />
Missionaries, apostles, and disciples ALL choose a close relationship with Jesus Christ and work to share the story of Jesus and his gift of salvation in an apologetic fashion.<br />
<br />
Note: This definition is based on the SDA Bible commentary vol 6 "Acts of the Apostles [https://m.egwwritings.org/search?lang=en&query=missionary&suggestion=0]<br />
<br />
==2. For the following questions, provide not only the answer, but also the Bible text(s) where you found the answer(s).== <!--T:88--><br />
<br />
===a. What are the names of the 12 original disciples called by Jesus?=== <!--T:89--><br />
<br />
<!--T:32--><br />
This is a quick and creative way to learn the names of the 12 disciples (and Matthias...and Paul).<br />
<br />
<!--T:33--><br />
To the tune of "Jesus Loves Me".<br />
<br />
<!--T:90--><br />
{{#widget:YouTube|id=zfi3JRR1Nfc}}<br />
<br />
<!--T:34--><br />
Jesus called them one by one,<br />
<br />
<!--T:35--><br />
Peter, Andrew, James and John,<br />
<br />
<!--T:36--><br />
Next, came Philip, Thomas too,<br />
<br />
<!--T:37--><br />
Matthew and Bartholomew.<br />
<br />
<br />
<!--T:38--><br />
''Chorus:''<br />
Yes, Jesus called them,<br />
<br />
<!--T:39--><br />
Yes, Jesus called them,<br />
<br />
<!--T:40--><br />
Yes, Jesus called them,<br />
<br />
<!--T:41--><br />
He called them one by one.<br />
<br />
<br />
<!--T:42--><br />
James the one they called the less,<br />
<br />
<!--T:43--><br />
Simon, also Thaddeus,<br />
<br />
<!--T:44--><br />
Twelfth apostle Judas made,<br />
<br />
<!--T:45--><br />
Jesus was by him betrayed.<br />
<br />
<br />
<!--T:46--><br />
''Repeat chorus''<br />
<br />
<br />
<!--T:47--><br />
Matthias then took Judas' place,<br />
<br />
<!--T:48--><br />
To preach to men of every race,<br />
<br />
<!--T:49--><br />
Paul three preaching trips did make,<br />
<br />
<!--T:50--><br />
And went to Rome for Jesus' sake.<br />
<br />
===b. Name at least two Old Testament disciples.=== <!--T:6--><br />
<br />
<!--T:51--><br />
Abram (Gen 12:1), Moses (Ex 3:10), Elisha (1 Kings 19:19), there are so many more.<br />
<br />
===c. Most Christian denominations refer to Saul of Tarsus as the Apostle Paul. How can they be so certain of his calling?=== <!--T:7--><br />
In Acts 9:15-16 (NKJV) <br />
{{Bible verse<br />
| book = Acts<br />
| chapter = 9<br />
| verse = 15-16<br />
| version = NKJV<br />
| text = But the Lord said to him, 'Go, for he is a chosen vessel of Mine to bear My name before Gentiles, kings, and the children of Israel. 16 For I will show him how many things he must suffer for My name’s sake.'<br />
}}<br />
<br />
<br />
'''The story line:''' Paul was blinded during a vision on the road to Damascus. Paul (Saul) had been a passionate persecutor of the Christians, and was going to Damascus to capture and destroy the Christians who had fled there. But Jesus saw Saul's potential and called him to a life of mission service as an apostle of Jesus. After three days of fasting and prayer in the home of Judas of Damascus, Saul/Paul accepted God's call. Paul explains his calling, in fact gives a whole extensive story line of events that led to his leadership position as an apostle of Jesus, in [[Galatians 1-2 | https://www.biblegateway.com/passage/?search=Galatians+1-2&version=NKJV]] -- but it was first declared by Jesus Christ in a vision to Paul's healer - Ananias.<br />
<br />
==3. Consider the following questions and share your understanding using any creative medium (an opinion paper, a drawing, a video, a computer post with pictures, a poem, a song, a dramatic performance, etc.).== <!--T:91--><br />
<br />
===a. At what point did Jesus’ twelve disciples transition to apostles?=== <!--T:92--><br />
<br />
===b. Can you be an apostle or a missionary without being a disciple?=== <!--T:93--><br />
<br />
===c. What is one similarity between apostles, disciples and missionaries?=== <!--T:94--><br />
<br />
===d. What is a similarity and a difference between an apostle, a missionary, and a prophet?=== <!--T:95--><br />
<br />
<!--T:52--><br />
'''Similarity''' – Called to spread the gospel of Jesus. They are followers of Christ.<br />
<br />
<!--T:53--><br />
'''Difference''' – The biblical apostles were chosen from the disciples and were commissioned by Jesus. Later apostles were appointed, like Paul, Andronicus, and Junias<br />
<br />
===e. Considering Matthew 28:19-20, can a true disciple follow Christ without filling some apostolic or missionary role?=== <!--T:96--><br />
<br />
<!--T:97--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
==4. Do one of the following:== <!--T:9--><br />
<br />
===a. Read Matthew 4:18-22 and briefly describe or demonstrate through a creative medium the biblical account of how the first disciples were called to follow Christ. Also demonstrate the significance and impact these callings had on the future of the gospel.=== <!--T:98--><br />
<br />
<!--T:99--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 4<br />
| verse = 18-22<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
<!--T:63--><br />
Jesus called out to Peter and his brother Andrew, two fishermen as they were casting their nets. They immediately left what they were doing without question to follow.<br />
<br />
<!--T:64--><br />
On the same account, Jesus saw James and John and called out to them. With a similar reaction, they dropped what they were doing to follow the Lord.<br />
<br />
<!--T:65--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:66--><br />
Teachers can '''emphasize''' the "leaving everything" or how these first disciples became major players in the ministry of the church, especially in its starts as show in Acts 1-8 and 12. Peter is a significant leader for decades, giving the key Pentacost sermon among other leadership roles. James was the first disciples to die a martyrs death, while John was the one to live the longest, contributing the Apocalyptic book Revelation (with its message for our present and future).<br />
<br />
===b. Read Acts 2 individually or with a group. Briefly describe or demonstrate through a creative medium what took place at Pentecost and determine how this event impacted the future of the Christian church.=== <!--T:100--><br />
<br />
<!--T:101--><br />
You can use your personal Bible to read this chapter or find it online at [https://www.biblegateway.com/passage/?search=Acts+2&version=NKJV BibleGateway].<br />
<br />
<!--T:67--><br />
The day of Pentecost is recorded as one of the most significant acts of the Bible. The Holy Spirit came upon the disciples, baptizing them with the spirit. They were able to speak in different languages (tongues) that were clearly understood by those who witnessed firsthand the power of the Lord.<br />
<br />
<!--T:68--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:69--><br />
The idea that Christianity was a message for "all nations" began at Pentecost, though at first, it was understood to mean that JEWS of any nation had the right to hear and understand and become Christians (at that time practiced as a sect of Judaism). However, as events unfolded (Cornelius, Paul's conversion and mission work to the gentiles) it '''''came to be understood as the opening lines for a global message that could be preached to "every nation, kindred, tongue, and people'''''."<br />
<br />
==5. Read Acts 9:1-31. Based on your reading, from each of the three perspectives (Saul, Ananias, and a Christian in Jerusalem), discuss or role-play answers to the following:== <!--T:102--><br />
<br />
<!--T:103--><br />
You can use your personal Bible to read these verses or find it online at [https://www.biblegateway.com/passage/?search=Acts+9%3A1-31&version=NKJV BibleGateway].<br />
<br />
===a. Could, would, or should Paul be trusted by the early Christian believers after his conversion?=== <!--T:104--><br />
<br />
<!--T:76--><br />
He was still viewed as a killer of Christians, one that could not be trusted. They looked at him as if he had a plan to kill them by becoming one of them. Barnabas assisted him in integrating into the Christian community in Jerusalem. [https://www.biblegateway.com/passage/?search=acts+9%3A26-27&version=NKJV BibleGateway.com link]<br />
<br />
<!--T:77--><br />
They viewed him in this fashion since he had been their persecutor prior to his conversion. [https://www.biblegateway.com/passage/?search=Acts+8%3A1-3&version=NKJV Acts 8:1-3 BibleGateway link]<br />
<br />
===b. Must we go to God to be converted or does He come to us to offer conversion, no matter where we are or what we are doing?=== <!--T:105--><br />
<br />
<!--T:78--><br />
Many individuals live a life of sin before coming into the church.<br />
<br />
==6. Read Chapter 2 of the book The Acts of the Apostles by Ellen G. White entitled, “The Training of the Twelve”. Individually or with a group, consider the methods Christ used to train His disciples. Determine if those exact methods would still work today, or would there be modern equivalents that could be used to train people to be disciples of God.== <!--T:106--><br />
<br />
<!--T:70--><br />
You can read the chapter on your device (EGW app, app stores) or follow this link for the official [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=AA&lang=en&collection=2&section=all&pagenumber=17 EGW Estate writings website].<br />
<br />
<!--T:71--><br />
'''Teaching Points:'''<br />
* He choose those who were not already caught up in their own philosophy.<br />
* He preached to others in their presence and an example.<br />
* He walked and talked with each of them.<br />
* He spoke about Heaven as they listened.<br />
* He did not give orders or commands, but allowed them to make decisions on their own to follow Him.<br />
<br />
==7. With a group, role-play a specific scene from the life of a disciple, an apostle or a missionary of your choice. Briefly explain why you chose this scene and why you think it illustrates their calling from God.== <!--T:107--><br />
<br />
==8. From what you have learned in studying these subjects, is it possible for there to be an Apostle in the Seventh-day Adventist church today? How about during any point during the time period since the mid-1840s?== <!--T:108--><br />
<br />
==9. Illustrate through drawings, sketches, or photographs the travels of Paul as he proclaimed the gospel to the world.== <!--T:109--><br />
<br />
===a. Be sure to capture some of the cultural icons that Paul was facing while preaching Christianity to the secular gentile world. How do these differ from the secular cultural icons of today?=== <!--T:110--><br />
<br />
<!--T:79--><br />
Pathfinders are encouraged to explore the options available that would clearly outline Paul’s travels as he ministered.<br />
<br />
<!--T:80--><br />
This can include images from FREE IMAGE websites like [http://www.flickr.com flickr.com] and Google images (tools ==> useage rights ==> labeled for reuse) [https://www.google.com/search?q=paul+apostle+missionary&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwiEpMTk-YLWAhWM5IMKHbypBmEQpwUIHw&biw=1366&bih=589&dpr=1 Sample link for "Paul apostle missionary" images]<br />
<br />
<!--T:81--><br />
'''Teaching idea:''' Divide the kids into groups. Have each group research pictures on four of the locations Paul stopped and download, print, or capture one or two images from each of those cities. Attach these images to a centralized map of Paul's missionary journeys. If done digitally, a Powerpoint set of slides with one page for EACH JOURNEY would be PLENTY to fulfill this requirement.<br />
<br />
<!--T:82--><br />
'''Teaching idea:''' Take pictures of the Pathfinders "freeze framing" one scene from four of the cities Paul visited on each journey. Attach them to a missionary journeys map, either in print or digital form. Costuming would be cool, but "modern interpretations" would also be appropriate.<br />
<br />
===b. All Biblical scholars agree that there were at least three Pauline missionary journeys as described in the 28 Chapters of Acts. Some Christians hold that there was a fourth and possibly a fifth journey that are alluded to in the lost chapters of Acts (29 & 30). Talk with your pastor and discuss how you should treat these theories and would these additional journeys in any way change or illuminate Paul’s ministry.=== <!--T:111--><br />
<br />
==10. Over a two-week process, conduct a daily self-evaluation of the quality of your discipleship for that particular day. Rate based on the statements below on a scale from 1 to 10 where ten means you are very strong in that area and one means you are weak. Contemplate your assessment, set goals for improvement, and ask Jesus to provide you the necessary strength to meet these goals.== <!--T:112--><br />
=== ● Your desire is to please God in all that you do.===<br />
=== ● You have a passion to share your faith with others.===<br />
=== ● You allow the Lord to lead your decision-making process.===<br />
=== ● You pray every day on a regular basis.===<br />
=== ● You spend time with the Lord through worship.===<br />
=== ● Your life represents Jesus to those around you.===<br />
=== ● You reach out to those who are less fortunate than you.===<br />
<br />
==11. State the Great Commission, as outlined in Matthew 28:19-20.== <!--T:113--><br />
<br />
<!--T:55--><br />
The Great Commission is the concluding statement of Jesus to His disciples and gives a command to His disciples. <br />
BibleGateway.com has over 200 versions and thus a variety of ways to read this text. <br />
The link shares three common versions - NKJV (Pathfinder Bible), NIV (normal read for many people in North America), and CSB (a new version copyrighted 2017)<br />
<br />
<!--T:56--><br />
[https://www.biblegateway.com/passage/?search=Matthew%2028%3A19-20&version=CSB;NIV;NKJV&interface=print BibleGateway.com Great Commission]<br />
<br />
<!--T:114--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
===a. List three specific roles this text defines as part of a missionary or apostolic calling.=== <!--T:115--><br />
<br />
<!--T:116--><br />
The verbs show us the roles we must take in this part of discipleship.<br /><br />
GO<br /><br />
MAKE DISCIPLES<br /><br />
BAPTIZE<br />
<br />
<!--T:58--><br />
Put another way:<br />
<br />
<!--T:59--><br />
*Go forth<br />
*Teach, educate <br />
*Baptize in the name of the Lord<br />
<br />
===b. Brainstorm a list of New Testament stories that illustrate the different parts of the Great Commission.=== <!--T:117--><br />
<br />
<!--T:118--><br />
Brainstorm means to let your Pathfinders do most of the thinking with the Pathfinder leader GUIDING the discussion to keep it "within boundaries."<br />
<br />
<!--T:60--><br />
Some possibilities include:<br />
<br />
<!--T:61--><br />
*Philip baptizes the Ethiopian eunuch (Acts 8)<br />
*Peter is called, responds to, preaches to, and baptizes Cornelius the Roman centurion (Acts 10)<br />
*Paul travels throughout Asia Minor (Acts 13 to 26 various stories)<br />
*Paul is imprisoned, there is an earthquake, and as a result the jailer is baptized (Acts 16)<br />
<br />
===c. Evaluate and list ways in which modern Christians in your area can put the Great Commission into practice.=== <!--T:119--><br />
<br />
<!--T:62--><br />
This question is wide open. The important elements are that it means stepping outside our comfort zone and sharing Jesus with people outside of our current faith community. This does NOT mean "give and run" random "booklet evangelism" but rather methods that involve all three portions of the Great Commission.<br />
<br />
===d. Using what you’ve learned from this honor, brainstorm an idea on how you can help fulfill the Great Commission. Talk with your instructor and/or a pastor about your idea and then put this idea into practice for a period of at least one month. Share with your class, instructor, or your pastor how this activity has changed your relationship with God and whether you have seen any effects on others.=== <!--T:120--><br />
<br />
<!--T:84--><br />
'''Teaching Idea:'''<br />
A simple page, sticky notes, or journal entry would suffice. Encourage the Pathfinders to make the goals DOABLE and MEASURABLE and truly OBTAINABLE with the help of God.<br />
<br />
<!--T:85--><br />
'''Examples:''' <br />
* I will assist two people that I would normally ignore.<br />
* I will teach someone younger than me (physically or spiritually less mature) one thing I have come to know about Jesus Christ in a way that helps them hear the message effectively.<br />
* I will spend three hours serving my public community.<br />
* I will donate either time or money (specific amounts) to disaster relief in my country/region of origin.<br />
* I will pray for people I am getting to know who are not currently part of my church.<br />
* I will help my church with the upcoming evangelistic series.<br />
<br />
<!--T:86--><br />
Make sure the Pathfinders have chosen goals that they can reasonably accomplish and completely accomplish. Check back in a few weeks to encourage and confirm completion of goals.<br />
<br />
==References== <!--T:28--><br />
<br />
<!--T:29--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Disciples_and_Apostles/Answer_Key&diff=271314AY Honors/Disciples and Apostles/Answer Key2020-10-03T18:29:07Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Disciples and Apostles<br />
|skill=2<br />
|year=2016<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Disciples & Apostles Honor.png<br />
}}<br />
<br />
==1. Define the following terms by researching them in a reputable Christian literary source and discuss their meaning with your unit, instructor, or a pastor.== <!--T:3--><br />
<br />
===a. Disciple=== <!--T:4--><br />
<br />
<!--T:30--><br />
'''Disciple''' - Someone who is called by God. “During Jesus' earthly ministry, and during the days of the early church, the term that was used most frequently to designate one of Jesus' followers was "disciple" (mathetes) 262 times.” “Called to a Relationship with God. The roots of biblical discipleship go deep into the fertile soil of God's calling. That calling is expressed in the pattern of divine initiative and human response that constitutes the heart of the biblical concept of covenant, manifested in the recurrent promise, "I will be your God, and you shall be my people." That call from Yahweh is reiterated in the call of Jesus, when he said, "Come to me, all you who are weary and burdened, and I will give you rest" ( Matt 11:28 ). God has called his people to represent him on the earth, to be with him in every circumstance of life, to be transformed in personal character to be like him. That calling is at the heart of biblical discipleship, both in the Old and New Testaments.” – Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===b. Apostle=== <!--T:87--><br />
<br />
<!--T:31--><br />
'''Apostle''' - Someone who is sent out with a message. Pre-Christian use of the Greek term apostolos as one who is sent or a messenger is rare, more commonly it was referring to an ambassador or emissary. However the post-Christian use of the term is one sent to the churches by an authority with a message. The use of the word as a noun was found seventy-nine times in the New Testament (10 in the gospels, 28 times in Acts, 38 times in the Epistles, and three times in Revelation). Only once (Heb 3:1) is it used to refer directly to Christ. – Paraphrased from Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===c. Missionary=== <!--T:5--><br />
'''Missionary -''' In Biblical literature the terms "apostle" and "missionary" are the same greek word, apostolos (apostle). In the New Testament, Apostles did missionary work. In an era where most of the known world had never heard of Christianity, it is logical that apostle and missionary would be the same. <br />
In more modern times, a missionary is one who is an apostle (person with a message) and disciples (one who closely follows God) who feels a calling to share the message with a people group who has not yet had full exposure (or any exposure at all) to the story of Christianity. The nation of origin is unimportant, the location of service is what makes a disciple & apostle a missionary. <br />
<br />
Missionaries, apostles, and disciples ALL choose a close relationship with Jesus Christ and work to share the story of Jesus and his gift of salvation in an apologetic fashion.<br />
<br />
Note: This definition is based on the SDA Bible commentary vol 6 "Acts of the Apostles [https://m.egwwritings.org/search?lang=en&query=missionary&suggestion=0]<br />
<br />
==2. For the following questions, provide not only the answer, but also the Bible text(s) where you found the answer(s).== <!--T:88--><br />
<br />
===a. What are the names of the 12 original disciples called by Jesus?=== <!--T:89--><br />
<br />
<!--T:32--><br />
This is a quick and creative way to learn the names of the 12 disciples (and Matthias...and Paul).<br />
<br />
<!--T:33--><br />
To the tune of "Jesus Loves Me".<br />
<br />
<!--T:90--><br />
{{#widget:YouTube|id=zfi3JRR1Nfc}}<br />
<br />
<!--T:34--><br />
Jesus called them one by one,<br />
<br />
<!--T:35--><br />
Peter, Andrew, James and John,<br />
<br />
<!--T:36--><br />
Next, came Philip, Thomas too,<br />
<br />
<!--T:37--><br />
Matthew and Bartholomew.<br />
<br />
<br />
<!--T:38--><br />
''Chorus:''<br />
Yes, Jesus called them,<br />
<br />
<!--T:39--><br />
Yes, Jesus called them,<br />
<br />
<!--T:40--><br />
Yes, Jesus called them,<br />
<br />
<!--T:41--><br />
He called them one by one.<br />
<br />
<br />
<!--T:42--><br />
James the one they called the less,<br />
<br />
<!--T:43--><br />
Simon, also Thaddeus,<br />
<br />
<!--T:44--><br />
Twelfth apostle Judas made,<br />
<br />
<!--T:45--><br />
Jesus was by him betrayed.<br />
<br />
<br />
<!--T:46--><br />
''Repeat chorus''<br />
<br />
<br />
<!--T:47--><br />
Matthias then took Judas' place,<br />
<br />
<!--T:48--><br />
To preach to men of every race,<br />
<br />
<!--T:49--><br />
Paul three preaching trips did make,<br />
<br />
<!--T:50--><br />
And went to Rome for Jesus' sake.<br />
<br />
===b. Name at least two Old Testament disciples.=== <!--T:6--><br />
<br />
<!--T:51--><br />
Abram (Gen 12:1), Moses (Ex 3:10), Elisha (1 Kings 19:19), there are so many more.<br />
<br />
===c. Most Christian denominations refer to Saul of Tarsus as the Apostle Paul. How can they be so certain of his calling?=== <!--T:7--><br />
In Acts 9:15-16 (NKJV) "15 But the Lord said to him, 'Go, for he is a chosen vessel of Mine to bear My name before Gentiles, kings, and the children[c] of Israel. 16 For I will show him how many things he must suffer for My name’s sake.'"<br />
<br />
The storyline: Paul was blinded during a vision on the road to Damascus. Paul (Saul) had been a passionate persecuter of the Christians, and was going to Damascus to capture and destroy the Christians who had fled there. But Jesus saw Saul's potential and called him to a life of mission service as an apostle of Jesus. After three days of fasting and prayer in the home of Judas of Damascus, Saul/Paul accepted God's call. Paul explains his calling, in fact gives a whole extensive storyline of events that led to his leadership position as an apostle of Jesus, in [Galatians 1-2.]https://www.biblegateway.com/passage/?search=Galatians+1-2&version=NKJV -- but it was first declared by Jesus Christ in a vision to Paul's healer - Annanias in this passage.<br />
<br />
==3. Consider the following questions and share your understanding using any creative medium (an opinion paper, a drawing, a video, a computer post with pictures, a poem, a song, a dramatic performance, etc.).== <!--T:91--><br />
<br />
===a. At what point did Jesus’ twelve disciples transition to apostles?=== <!--T:92--><br />
<br />
===b. Can you be an apostle or a missionary without being a disciple?=== <!--T:93--><br />
<br />
===c. What is one similarity between apostles, disciples and missionaries?=== <!--T:94--><br />
<br />
===d. What is a similarity and a difference between an apostle, a missionary, and a prophet?=== <!--T:95--><br />
<br />
<!--T:52--><br />
'''Similarity''' – Called to spread the gospel of Jesus. They are followers of Christ.<br />
<br />
<!--T:53--><br />
'''Difference''' – The biblical apostles were chosen from the disciples and were commissioned by Jesus. Later apostles were appointed, like Paul, Andronicus, and Junias<br />
<br />
===e. Considering Matthew 28:19-20, can a true disciple follow Christ without filling some apostolic or missionary role?=== <!--T:96--><br />
<br />
<!--T:97--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
==4. Do one of the following:== <!--T:9--><br />
<br />
===a. Read Matthew 4:18-22 and briefly describe or demonstrate through a creative medium the biblical account of how the first disciples were called to follow Christ. Also demonstrate the significance and impact these callings had on the future of the gospel.=== <!--T:98--><br />
<br />
<!--T:99--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 4<br />
| verse = 18-22<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
<!--T:63--><br />
Jesus called out to Peter and his brother Andrew, two fishermen as they were casting their nets. They immediately left what they were doing without question to follow.<br />
<br />
<!--T:64--><br />
On the same account, Jesus saw James and John and called out to them. With a similar reaction, they dropped what they were doing to follow the Lord.<br />
<br />
<!--T:65--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:66--><br />
Teachers can '''emphasize''' the "leaving everything" or how these first disciples became major players in the ministry of the church, especially in its starts as show in Acts 1-8 and 12. Peter is a significant leader for decades, giving the key Pentacost sermon among other leadership roles. James was the first disciples to die a martyrs death, while John was the one to live the longest, contributing the Apocalyptic book Revelation (with its message for our present and future).<br />
<br />
===b. Read Acts 2 individually or with a group. Briefly describe or demonstrate through a creative medium what took place at Pentecost and determine how this event impacted the future of the Christian church.=== <!--T:100--><br />
<br />
<!--T:101--><br />
You can use your personal Bible to read this chapter or find it online at [https://www.biblegateway.com/passage/?search=Acts+2&version=NKJV BibleGateway].<br />
<br />
<!--T:67--><br />
The day of Pentecost is recorded as one of the most significant acts of the Bible. The Holy Spirit came upon the disciples, baptizing them with the spirit. They were able to speak in different languages (tongues) that were clearly understood by those who witnessed firsthand the power of the Lord.<br />
<br />
<!--T:68--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:69--><br />
The idea that Christianity was a message for "all nations" began at Pentecost, though at first, it was understood to mean that JEWS of any nation had the right to hear and understand and become Christians (at that time practiced as a sect of Judaism). However, as events unfolded (Cornelius, Paul's conversion and mission work to the gentiles) it '''''came to be understood as the opening lines for a global message that could be preached to "every nation, kindred, tongue, and people'''''."<br />
<br />
==5. Read Acts 9:1-31. Based on your reading, from each of the three perspectives (Saul, Ananias, and a Christian in Jerusalem), discuss or role-play answers to the following:== <!--T:102--><br />
<br />
<!--T:103--><br />
You can use your personal Bible to read these verses or find it online at [https://www.biblegateway.com/passage/?search=Acts+9%3A1-31&version=NKJV BibleGateway].<br />
<br />
===a. Could, would, or should Paul be trusted by the early Christian believers after his conversion?=== <!--T:104--><br />
<br />
<!--T:76--><br />
He was still viewed as a killer of Christians, one that could not be trusted. They looked at him as if he had a plan to kill them by becoming one of them. Barnabas assisted him in integrating into the Christian community in Jerusalem. [https://www.biblegateway.com/passage/?search=acts+9%3A26-27&version=NKJV BibleGateway.com link]<br />
<br />
<!--T:77--><br />
They viewed him in this fashion since he had been their persecutor prior to his conversion. [https://www.biblegateway.com/passage/?search=Acts+8%3A1-3&version=NKJV Acts 8:1-3 BibleGateway link]<br />
<br />
===b. Must we go to God to be converted or does He come to us to offer conversion, no matter where we are or what we are doing?=== <!--T:105--><br />
<br />
<!--T:78--><br />
Many individuals live a life of sin before coming into the church.<br />
<br />
==6. Read Chapter 2 of the book The Acts of the Apostles by Ellen G. White entitled, “The Training of the Twelve”. Individually or with a group, consider the methods Christ used to train His disciples. Determine if those exact methods would still work today, or would there be modern equivalents that could be used to train people to be disciples of God.== <!--T:106--><br />
<br />
<!--T:70--><br />
You can read the chapter on your device (EGW app, app stores) or follow this link for the official [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=AA&lang=en&collection=2&section=all&pagenumber=17 EGW Estate writings website].<br />
<br />
<!--T:71--><br />
'''Teaching Points:'''<br />
* He choose those who were not already caught up in their own philosophy.<br />
* He preached to others in their presence and an example.<br />
* He walked and talked with each of them.<br />
* He spoke about Heaven as they listened.<br />
* He did not give orders or commands, but allowed them to make decisions on their own to follow Him.<br />
<br />
==7. With a group, role-play a specific scene from the life of a disciple, an apostle or a missionary of your choice. Briefly explain why you chose this scene and why you think it illustrates their calling from God.== <!--T:107--><br />
<br />
==8. From what you have learned in studying these subjects, is it possible for there to be an Apostle in the Seventh-day Adventist church today? How about during any point during the time period since the mid-1840s?== <!--T:108--><br />
<br />
==9. Illustrate through drawings, sketches, or photographs the travels of Paul as he proclaimed the gospel to the world.== <!--T:109--><br />
<br />
===a. Be sure to capture some of the cultural icons that Paul was facing while preaching Christianity to the secular gentile world. How do these differ from the secular cultural icons of today?=== <!--T:110--><br />
<br />
<!--T:79--><br />
Pathfinders are encouraged to explore the options available that would clearly outline Paul’s travels as he ministered.<br />
<br />
<!--T:80--><br />
This can include images from FREE IMAGE websites like [http://www.flickr.com flickr.com] and Google images (tools ==> useage rights ==> labeled for reuse) [https://www.google.com/search?q=paul+apostle+missionary&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwiEpMTk-YLWAhWM5IMKHbypBmEQpwUIHw&biw=1366&bih=589&dpr=1 Sample link for "Paul apostle missionary" images]<br />
<br />
<!--T:81--><br />
'''Teaching idea:''' Divide the kids into groups. Have each group research pictures on four of the locations Paul stopped and download, print, or capture one or two images from each of those cities. Attach these images to a centralized map of Paul's missionary journeys. If done digitally, a Powerpoint set of slides with one page for EACH JOURNEY would be PLENTY to fulfill this requirement.<br />
<br />
<!--T:82--><br />
'''Teaching idea:''' Take pictures of the Pathfinders "freeze framing" one scene from four of the cities Paul visited on each journey. Attach them to a missionary journeys map, either in print or digital form. Costuming would be cool, but "modern interpretations" would also be appropriate.<br />
<br />
===b. All Biblical scholars agree that there were at least three Pauline missionary journeys as described in the 28 Chapters of Acts. Some Christians hold that there was a fourth and possibly a fifth journey that are alluded to in the lost chapters of Acts (29 & 30). Talk with your pastor and discuss how you should treat these theories and would these additional journeys in any way change or illuminate Paul’s ministry.=== <!--T:111--><br />
<br />
==10. Over a two-week process, conduct a daily self-evaluation of the quality of your discipleship for that particular day. Rate based on the statements below on a scale from 1 to 10 where ten means you are very strong in that area and one means you are weak. Contemplate your assessment, set goals for improvement, and ask Jesus to provide you the necessary strength to meet these goals.== <!--T:112--><br />
=== ● Your desire is to please God in all that you do.===<br />
=== ● You have a passion to share your faith with others.===<br />
=== ● You allow the Lord to lead your decision-making process.===<br />
=== ● You pray every day on a regular basis.===<br />
=== ● You spend time with the Lord through worship.===<br />
=== ● Your life represents Jesus to those around you.===<br />
=== ● You reach out to those who are less fortunate than you.===<br />
<br />
==11. State the Great Commission, as outlined in Matthew 28:19-20.== <!--T:113--><br />
<br />
<!--T:55--><br />
The Great Commission is the concluding statement of Jesus to His disciples and gives a command to His disciples. <br />
BibleGateway.com has over 200 versions and thus a variety of ways to read this text. <br />
The link shares three common versions - NKJV (Pathfinder Bible), NIV (normal read for many people in North America), and CSB (a new version copyrighted 2017)<br />
<br />
<!--T:56--><br />
[https://www.biblegateway.com/passage/?search=Matthew%2028%3A19-20&version=CSB;NIV;NKJV&interface=print BibleGateway.com Great Commission]<br />
<br />
<!--T:114--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
===a. List three specific roles this text defines as part of a missionary or apostolic calling.=== <!--T:115--><br />
<br />
<!--T:116--><br />
The verbs show us the roles we must take in this part of discipleship.<br /><br />
GO<br /><br />
MAKE DISCIPLES<br /><br />
BAPTIZE<br />
<br />
<!--T:58--><br />
Put another way:<br />
<br />
<!--T:59--><br />
*Go forth<br />
*Teach, educate <br />
*Baptize in the name of the Lord<br />
<br />
===b. Brainstorm a list of New Testament stories that illustrate the different parts of the Great Commission.=== <!--T:117--><br />
<br />
<!--T:118--><br />
Brainstorm means to let your Pathfinders do most of the thinking with the Pathfinder leader GUIDING the discussion to keep it "within boundaries."<br />
<br />
<!--T:60--><br />
Some possibilities include:<br />
<br />
<!--T:61--><br />
*Philip baptizes the Ethiopian eunuch (Acts 8)<br />
*Peter is called, responds to, preaches to, and baptizes Cornelius the Roman centurion (Acts 10)<br />
*Paul travels throughout Asia Minor (Acts 13 to 26 various stories)<br />
*Paul is imprisoned, there is an earthquake, and as a result the jailer is baptized (Acts 16)<br />
<br />
===c. Evaluate and list ways in which modern Christians in your area can put the Great Commission into practice.=== <!--T:119--><br />
<br />
<!--T:62--><br />
This question is wide open. The important elements are that it means stepping outside our comfort zone and sharing Jesus with people outside of our current faith community. This does NOT mean "give and run" random "booklet evangelism" but rather methods that involve all three portions of the Great Commission.<br />
<br />
===d. Using what you’ve learned from this honor, brainstorm an idea on how you can help fulfill the Great Commission. Talk with your instructor and/or a pastor about your idea and then put this idea into practice for a period of at least one month. Share with your class, instructor, or your pastor how this activity has changed your relationship with God and whether you have seen any effects on others.=== <!--T:120--><br />
<br />
<!--T:84--><br />
'''Teaching Idea:'''<br />
A simple page, sticky notes, or journal entry would suffice. Encourage the Pathfinders to make the goals DOABLE and MEASURABLE and truly OBTAINABLE with the help of God.<br />
<br />
<!--T:85--><br />
'''Examples:''' <br />
* I will assist two people that I would normally ignore.<br />
* I will teach someone younger than me (physically or spiritually less mature) one thing I have come to know about Jesus Christ in a way that helps them hear the message effectively.<br />
* I will spend three hours serving my public community.<br />
* I will donate either time or money (specific amounts) to disaster relief in my country/region of origin.<br />
* I will pray for people I am getting to know who are not currently part of my church.<br />
* I will help my church with the upcoming evangelistic series.<br />
<br />
<!--T:86--><br />
Make sure the Pathfinders have chosen goals that they can reasonably accomplish and completely accomplish. Check back in a few weeks to encourage and confirm completion of goals.<br />
<br />
==References== <!--T:28--><br />
<br />
<!--T:29--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Disciples_and_Apostles/Answer_Key&diff=271313AY Honors/Disciples and Apostles/Answer Key2020-10-03T18:11:21Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
<br />
<!--T:2--><br />
{{honor_desc<br />
|stage=75<br />
|honorname=Disciples and Apostles<br />
|skill=2<br />
|year=2016<br />
|category=Outreach<br />
|authority=North American Division<br />
|insignia=Disciples & Apostles Honor.png<br />
}}<br />
<br />
==1. Define the following terms by researching them in a reputable Christian literary source and discuss their meaning with your unit, instructor, or a pastor.== <!--T:3--><br />
<br />
===a. Disciple=== <!--T:4--><br />
<br />
<!--T:30--><br />
'''Disciple''' - Someone who is called by God. “During Jesus' earthly ministry, and during the days of the early church, the term that was used most frequently to designate one of Jesus' followers was "disciple" (mathetes) 262 times.” “Called to a Relationship with God. The roots of biblical discipleship go deep into the fertile soil of God's calling. That calling is expressed in the pattern of divine initiative and human response that constitutes the heart of the biblical concept of covenant, manifested in the recurrent promise, "I will be your God, and you shall be my people." That call from Yahweh is reiterated in the call of Jesus, when he said, "Come to me, all you who are weary and burdened, and I will give you rest" ( Matt 11:28 ). God has called his people to represent him on the earth, to be with him in every circumstance of life, to be transformed in personal character to be like him. That calling is at the heart of biblical discipleship, both in the Old and New Testaments.” – Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===b. Apostle=== <!--T:87--><br />
<br />
<!--T:31--><br />
'''Apostle''' - Someone who is sent out with a message. Pre-Christian use of the Greek term apostolos as one who is sent or a messenger is rare, more commonly it was referring to an ambassador or emissary. However the post-Christian use of the term is one sent to the churches by an authority with a message. The use of the word as a noun was found seventy-nine times in the New Testament (10 in the gospels, 28 times in Acts, 38 times in the Epistles, and three times in Revelation). Only once (Heb 3:1) is it used to refer directly to Christ. – Paraphrased from Baker’s Evangelical Dictionary of Biblical Theology<br />
<br />
===c. Missionary=== <!--T:5--><br />
'''Missionary -''' In Biblical literature the terms "apostle" and "missionary" are the same greek word, apostolos (apostle). In the New Testament, Apostles did missionary work. In an era where most of the known world had never heard of Christianity, it is logical that apostle and missionary would be the same. <br />
In more modern times, a missionary is one who is an apostle (person with a message) and disciples (one who closely follows God) who feels a calling to share the message with a people group who has not yet had full exposure (or any exposure at all) to the story of Christianity. The nation of origin is unimportant, the location of service is what makes a disciple & apostle a missionary. <br />
<br />
Missionaries, apostles, and disciples ALL choose a close relationship with Jesus Christ and work to share the story of Jesus and his gift of salvation in an apologetic fashion.<br />
<br />
Note: This definition is based on the SDA Bible commentary vol 6 "Acts of the Apostles [https://m.egwwritings.org/search?lang=en&query=missionary&suggestion=0]<br />
<br />
==2. For the following questions, provide not only the answer, but also the Bible text(s) where you found the answer(s).== <!--T:88--><br />
<br />
===a. What are the names of the 12 original disciples called by Jesus?=== <!--T:89--><br />
<br />
<!--T:32--><br />
This is a quick and creative way to learn the names of the 12 disciples (and Matthias...and Paul).<br />
<br />
<!--T:33--><br />
To the tune of "Jesus Loves Me".<br />
<br />
<!--T:90--><br />
{{#widget:YouTube|id=zfi3JRR1Nfc}}<br />
<br />
<!--T:34--><br />
Jesus called them one by one,<br />
<br />
<!--T:35--><br />
Peter, Andrew, James and John,<br />
<br />
<!--T:36--><br />
Next, came Philip, Thomas too,<br />
<br />
<!--T:37--><br />
Matthew and Bartholomew.<br />
<br />
<br />
<!--T:38--><br />
''Chorus:''<br />
Yes, Jesus called them,<br />
<br />
<!--T:39--><br />
Yes, Jesus called them,<br />
<br />
<!--T:40--><br />
Yes, Jesus called them,<br />
<br />
<!--T:41--><br />
He called them one by one.<br />
<br />
<br />
<!--T:42--><br />
James the one they called the less,<br />
<br />
<!--T:43--><br />
Simon, also Thaddeus,<br />
<br />
<!--T:44--><br />
Twelfth apostle Judas made,<br />
<br />
<!--T:45--><br />
Jesus was by him betrayed.<br />
<br />
<br />
<!--T:46--><br />
''Repeat chorus''<br />
<br />
<br />
<!--T:47--><br />
Matthias then took Judas' place,<br />
<br />
<!--T:48--><br />
To preach to men of every race,<br />
<br />
<!--T:49--><br />
Paul three preaching trips did make,<br />
<br />
<!--T:50--><br />
And went to Rome for Jesus' sake.<br />
<br />
===b. Name at least two Old Testament disciples.=== <!--T:6--><br />
<br />
<!--T:51--><br />
Abram (Gen 12:1), Moses (Ex 3:10), Elisha (1 Kings 19:19), there are so many more.<br />
<br />
===c. Most Christian denominations refer to Saul of Tarsus as the Apostle Paul. How can they be so certain of his calling?=== <!--T:7--><br />
<br />
==3. Consider the following questions and share your understanding using any creative medium (an opinion paper, a drawing, a video, a computer post with pictures, a poem, a song, a dramatic performance, etc.).== <!--T:91--><br />
<br />
===a. At what point did Jesus’ twelve disciples transition to apostles?=== <!--T:92--><br />
<br />
===b. Can you be an apostle or a missionary without being a disciple?=== <!--T:93--><br />
<br />
===c. What is one similarity between apostles, disciples and missionaries?=== <!--T:94--><br />
<br />
===d. What is a similarity and a difference between an apostle, a missionary, and a prophet?=== <!--T:95--><br />
<br />
<!--T:52--><br />
'''Similarity''' – Called to spread the gospel of Jesus. They are followers of Christ.<br />
<br />
<!--T:53--><br />
'''Difference''' – The biblical apostles were chosen from the disciples and were commissioned by Jesus. Later apostles were appointed, like Paul, Andronicus, and Junias<br />
<br />
===e. Considering Matthew 28:19-20, can a true disciple follow Christ without filling some apostolic or missionary role?=== <!--T:96--><br />
<br />
<!--T:97--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
==4. Do one of the following:== <!--T:9--><br />
<br />
===a. Read Matthew 4:18-22 and briefly describe or demonstrate through a creative medium the biblical account of how the first disciples were called to follow Christ. Also demonstrate the significance and impact these callings had on the future of the gospel.=== <!--T:98--><br />
<br />
<!--T:99--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 4<br />
| verse = 18-22<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
<!--T:63--><br />
Jesus called out to Peter and his brother Andrew, two fishermen as they were casting their nets. They immediately left what they were doing without question to follow.<br />
<br />
<!--T:64--><br />
On the same account, Jesus saw James and John and called out to them. With a similar reaction, they dropped what they were doing to follow the Lord.<br />
<br />
<!--T:65--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:66--><br />
Teachers can '''emphasize''' the "leaving everything" or how these first disciples became major players in the ministry of the church, especially in its starts as show in Acts 1-8 and 12. Peter is a significant leader for decades, giving the key Pentacost sermon among other leadership roles. James was the first disciples to die a martyrs death, while John was the one to live the longest, contributing the Apocalyptic book Revelation (with its message for our present and future).<br />
<br />
===b. Read Acts 2 individually or with a group. Briefly describe or demonstrate through a creative medium what took place at Pentecost and determine how this event impacted the future of the Christian church.=== <!--T:100--><br />
<br />
<!--T:101--><br />
You can use your personal Bible to read this chapter or find it online at [https://www.biblegateway.com/passage/?search=Acts+2&version=NKJV BibleGateway].<br />
<br />
<!--T:67--><br />
The day of Pentecost is recorded as one of the most significant acts of the Bible. The Holy Spirit came upon the disciples, baptizing them with the spirit. They were able to speak in different languages (tongues) that were clearly understood by those who witnessed firsthand the power of the Lord.<br />
<br />
<!--T:68--><br />
'''Teaching point:''' DEMONSTRATE could mean a "drawing" or "presentation" or "diorama" type of project that not only tells their story way back then, but also the EFFECT that their choice makes on our lives and hearts today. <br />
<br />
<!--T:69--><br />
The idea that Christianity was a message for "all nations" began at Pentecost, though at first, it was understood to mean that JEWS of any nation had the right to hear and understand and become Christians (at that time practiced as a sect of Judaism). However, as events unfolded (Cornelius, Paul's conversion and mission work to the gentiles) it '''''came to be understood as the opening lines for a global message that could be preached to "every nation, kindred, tongue, and people'''''."<br />
<br />
==5. Read Acts 9:1-31. Based on your reading, from each of the three perspectives (Saul, Ananias, and a Christian in Jerusalem), discuss or role-play answers to the following:== <!--T:102--><br />
<br />
<!--T:103--><br />
You can use your personal Bible to read these verses or find it online at [https://www.biblegateway.com/passage/?search=Acts+9%3A1-31&version=NKJV BibleGateway].<br />
<br />
===a. Could, would, or should Paul be trusted by the early Christian believers after his conversion?=== <!--T:104--><br />
<br />
<!--T:76--><br />
He was still viewed as a killer of Christians, one that could not be trusted. They looked at him as if he had a plan to kill them by becoming one of them. Barnabas assisted him in integrating into the Christian community in Jerusalem. [https://www.biblegateway.com/passage/?search=acts+9%3A26-27&version=NKJV BibleGateway.com link]<br />
<br />
<!--T:77--><br />
They viewed him in this fashion since he had been their persecutor prior to his conversion. [https://www.biblegateway.com/passage/?search=Acts+8%3A1-3&version=NKJV Acts 8:1-3 BibleGateway link]<br />
<br />
===b. Must we go to God to be converted or does He come to us to offer conversion, no matter where we are or what we are doing?=== <!--T:105--><br />
<br />
<!--T:78--><br />
Many individuals live a life of sin before coming into the church.<br />
<br />
==6. Read Chapter 2 of the book The Acts of the Apostles by Ellen G. White entitled, “The Training of the Twelve”. Individually or with a group, consider the methods Christ used to train His disciples. Determine if those exact methods would still work today, or would there be modern equivalents that could be used to train people to be disciples of God.== <!--T:106--><br />
<br />
<!--T:70--><br />
You can read the chapter on your device (EGW app, app stores) or follow this link for the official [https://text.egwwritings.org/publication.php?pubtype=Book&bookCode=AA&lang=en&collection=2&section=all&pagenumber=17 EGW Estate writings website].<br />
<br />
<!--T:71--><br />
'''Teaching Points:'''<br />
* He choose those who were not already caught up in their own philosophy.<br />
* He preached to others in their presence and an example.<br />
* He walked and talked with each of them.<br />
* He spoke about Heaven as they listened.<br />
* He did not give orders or commands, but allowed them to make decisions on their own to follow Him.<br />
<br />
==7. With a group, role-play a specific scene from the life of a disciple, an apostle or a missionary of your choice. Briefly explain why you chose this scene and why you think it illustrates their calling from God.== <!--T:107--><br />
<br />
==8. From what you have learned in studying these subjects, is it possible for there to be an Apostle in the Seventh-day Adventist church today? How about during any point during the time period since the mid-1840s?== <!--T:108--><br />
<br />
==9. Illustrate through drawings, sketches, or photographs the travels of Paul as he proclaimed the gospel to the world.== <!--T:109--><br />
<br />
===a. Be sure to capture some of the cultural icons that Paul was facing while preaching Christianity to the secular gentile world. How do these differ from the secular cultural icons of today?=== <!--T:110--><br />
<br />
<!--T:79--><br />
Pathfinders are encouraged to explore the options available that would clearly outline Paul’s travels as he ministered.<br />
<br />
<!--T:80--><br />
This can include images from FREE IMAGE websites like [http://www.flickr.com flickr.com] and Google images (tools ==> useage rights ==> labeled for reuse) [https://www.google.com/search?q=paul+apostle+missionary&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwiEpMTk-YLWAhWM5IMKHbypBmEQpwUIHw&biw=1366&bih=589&dpr=1 Sample link for "Paul apostle missionary" images]<br />
<br />
<!--T:81--><br />
'''Teaching idea:''' Divide the kids into groups. Have each group research pictures on four of the locations Paul stopped and download, print, or capture one or two images from each of those cities. Attach these images to a centralized map of Paul's missionary journeys. If done digitally, a Powerpoint set of slides with one page for EACH JOURNEY would be PLENTY to fulfill this requirement.<br />
<br />
<!--T:82--><br />
'''Teaching idea:''' Take pictures of the Pathfinders "freeze framing" one scene from four of the cities Paul visited on each journey. Attach them to a missionary journeys map, either in print or digital form. Costuming would be cool, but "modern interpretations" would also be appropriate.<br />
<br />
===b. All Biblical scholars agree that there were at least three Pauline missionary journeys as described in the 28 Chapters of Acts. Some Christians hold that there was a fourth and possibly a fifth journey that are alluded to in the lost chapters of Acts (29 & 30). Talk with your pastor and discuss how you should treat these theories and would these additional journeys in any way change or illuminate Paul’s ministry.=== <!--T:111--><br />
<br />
==10. Over a two-week process, conduct a daily self-evaluation of the quality of your discipleship for that particular day. Rate based on the statements below on a scale from 1 to 10 where ten means you are very strong in that area and one means you are weak. Contemplate your assessment, set goals for improvement, and ask Jesus to provide you the necessary strength to meet these goals.== <!--T:112--><br />
=== ● Your desire is to please God in all that you do.===<br />
=== ● You have a passion to share your faith with others.===<br />
=== ● You allow the Lord to lead your decision-making process.===<br />
=== ● You pray every day on a regular basis.===<br />
=== ● You spend time with the Lord through worship.===<br />
=== ● Your life represents Jesus to those around you.===<br />
=== ● You reach out to those who are less fortunate than you.===<br />
<br />
==11. State the Great Commission, as outlined in Matthew 28:19-20.== <!--T:113--><br />
<br />
<!--T:55--><br />
The Great Commission is the concluding statement of Jesus to His disciples and gives a command to His disciples. <br />
BibleGateway.com has over 200 versions and thus a variety of ways to read this text. <br />
The link shares three common versions - NKJV (Pathfinder Bible), NIV (normal read for many people in North America), and CSB (a new version copyrighted 2017)<br />
<br />
<!--T:56--><br />
[https://www.biblegateway.com/passage/?search=Matthew%2028%3A19-20&version=CSB;NIV;NKJV&interface=print BibleGateway.com Great Commission]<br />
<br />
<!--T:114--><br />
{{Bible verse<br />
| book = Matthew<br />
| chapter = 28<br />
| verse = 19-20<br />
| version = NKJV<br />
| text = And Jesus, walking by the Sea of Galilee, saw two brothers, Simon called Peter, and Andrew his brother, casting a net into the sea; for they were fishermen. Then He said to them, “Follow Me, and I will make you fishers of men.” They immediately left their nets and followed Him. Going on from there, He saw two other brothers, James the son of Zebedee, and John his brother, in the boat with Zebedee their father, mending their nets. He called them, and immediately they left the boat and their father, and followed Him.<br />
}}<br />
<br />
===a. List three specific roles this text defines as part of a missionary or apostolic calling.=== <!--T:115--><br />
<br />
<!--T:116--><br />
The verbs show us the roles we must take in this part of discipleship.<br /><br />
GO<br /><br />
MAKE DISCIPLES<br /><br />
BAPTIZE<br />
<br />
<!--T:58--><br />
Put another way:<br />
<br />
<!--T:59--><br />
*Go forth<br />
*Teach, educate <br />
*Baptize in the name of the Lord<br />
<br />
===b. Brainstorm a list of New Testament stories that illustrate the different parts of the Great Commission.=== <!--T:117--><br />
<br />
<!--T:118--><br />
Brainstorm means to let your Pathfinders do most of the thinking with the Pathfinder leader GUIDING the discussion to keep it "within boundaries."<br />
<br />
<!--T:60--><br />
Some possibilities include:<br />
<br />
<!--T:61--><br />
*Philip baptizes the Ethiopian eunuch (Acts 8)<br />
*Peter is called, responds to, preaches to, and baptizes Cornelius the Roman centurion (Acts 10)<br />
*Paul travels throughout Asia Minor (Acts 13 to 26 various stories)<br />
*Paul is imprisoned, there is an earthquake, and as a result the jailer is baptized (Acts 16)<br />
<br />
===c. Evaluate and list ways in which modern Christians in your area can put the Great Commission into practice.=== <!--T:119--><br />
<br />
<!--T:62--><br />
This question is wide open. The important elements are that it means stepping outside our comfort zone and sharing Jesus with people outside of our current faith community. This does NOT mean "give and run" random "booklet evangelism" but rather methods that involve all three portions of the Great Commission.<br />
<br />
===d. Using what you’ve learned from this honor, brainstorm an idea on how you can help fulfill the Great Commission. Talk with your instructor and/or a pastor about your idea and then put this idea into practice for a period of at least one month. Share with your class, instructor, or your pastor how this activity has changed your relationship with God and whether you have seen any effects on others.=== <!--T:120--><br />
<br />
<!--T:84--><br />
'''Teaching Idea:'''<br />
A simple page, sticky notes, or journal entry would suffice. Encourage the Pathfinders to make the goals DOABLE and MEASURABLE and truly OBTAINABLE with the help of God.<br />
<br />
<!--T:85--><br />
'''Examples:''' <br />
* I will assist two people that I would normally ignore.<br />
* I will teach someone younger than me (physically or spiritually less mature) one thing I have come to know about Jesus Christ in a way that helps them hear the message effectively.<br />
* I will spend three hours serving my public community.<br />
* I will donate either time or money (specific amounts) to disaster relief in my country/region of origin.<br />
* I will pray for people I am getting to know who are not currently part of my church.<br />
* I will help my church with the upcoming evangelistic series.<br />
<br />
<!--T:86--><br />
Make sure the Pathfinders have chosen goals that they can reasonably accomplish and completely accomplish. Check back in a few weeks to encourage and confirm completion of goals.<br />
<br />
==References== <!--T:28--><br />
<br />
<!--T:29--><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]<br />
[[Category:Adventist Youth Honors Answer Book/Do at home|{{SUBPAGENAME}}]]<br />
<noinclude></translate></noinclude></div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269699AY Honors/Word Processing/Answer Key2020-08-16T20:31:15Z<p>Pathfinders: /* iii. Create a header and footer. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
<br />
Google Docs - File | Page Setup. On the left side is the option for landscape. The default is portrait. Note that Portrait is taller than wide, whie landscape is wider than tall. If you have an orientation that is preferred (usually Portrait for school/work projects) check the box that says "default for my documents.<br />
<br />
====iii. Create a header and footer.====<br />
Google Docs: In the menu select Format | Headers and Footers and enter text. OR double click in the top 1/2 inch of a document or the bottom 1/2 inch of the footer, and then enter your text. <br />
<br />
You use headers and footers if you want specific words to appear on all pages. For example a title, or the last name of the author. You can combine this with page numbers (Format | page numbers) Typically, page numbers do not appear on the first page of a paper. Thus, you should check the box "different on first page."<br />
<br />
====iv. Set margins.====<br />
Google Docs - File | Page Setup. The right side of the page allows you to input numbers. These numbers are all in inches. Default is 1.0 for Top, bottom, left, and right. Some teacher ask for your papers to have a 1.5 left margin. Remember this is in inches. If you are using a metric system in your school/club, please convert. 2.4 cm=1 inch.<br />
<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
In MS Word, green underlines mean there may be better ways to fix grammar in your sentence. Red underlines mean the word is misspelled. However, be aware that there,their, and they're are all spelled correctly but may not be caught by the grammar checker. <br />
<br />
Google Docs also shows a red line for misspelled words. However, it depends on extensions you can install, to catch grammar errors.<br />
<br />
There are apps such as grammarly that are better at catching such errors. However, the beautiful and well educated mind God gave you and that has learned a lot about grammar at school is the BEST source for correct grammar and spelling error-checks.<br />
<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
Wrapping the image with text, sizing the image to take up no more than 1/3 of the page and other such "visual" features are essential.<br />
<br />
BE SURE to show your Pathfinders how to use LEGAL images in their publications. Just because an image is no the internet doesn't mean it is free to use in your publication.<br />
If using MS Word or Google Docs, images available under "insert image from web" are all "Creative Commons" and thus free to use. If inserting from your own computer, be sure you have the right to use those images.<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269698AY Honors/Word Processing/Answer Key2020-08-16T19:49:27Z<p>Pathfinders: /* iv. Set margins. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
<br />
Google Docs - File | Page Setup. On the left side is the option for landscape. The default is portrait. Note that Portrait is taller than wide, whie landscape is wider than tall. If you have an orientation that is preferred (usually Portrait for school/work projects) check the box that says "default for my documents.<br />
<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
Google Docs - File | Page Setup. The right side of the page allows you to input numbers. These numbers are all in inches. Default is 1.0 for Top, bottom, left, and right. Some teacher ask for your papers to have a 1.5 left margin. Remember this is in inches. If you are using a metric system in your school/club, please convert. 2.4 cm=1 inch.<br />
<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
In MS Word, green underlines mean there may be better ways to fix grammar in your sentence. Red underlines mean the word is misspelled. However, be aware that there,their, and they're are all spelled correctly but may not be caught by the grammar checker. <br />
<br />
Google Docs also shows a red line for misspelled words. However, it depends on extensions you can install, to catch grammar errors.<br />
<br />
There are apps such as grammarly that are better at catching such errors. However, the beautiful and well educated mind God gave you and that has learned a lot about grammar at school is the BEST source for correct grammar and spelling error-checks.<br />
<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
Wrapping the image with text, sizing the image to take up no more than 1/3 of the page and other such "visual" features are essential.<br />
<br />
BE SURE to show your Pathfinders how to use LEGAL images in their publications. Just because an image is no the internet doesn't mean it is free to use in your publication.<br />
If using MS Word or Google Docs, images available under "insert image from web" are all "Creative Commons" and thus free to use. If inserting from your own computer, be sure you have the right to use those images.<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269697AY Honors/Word Processing/Answer Key2020-08-16T19:47:21Z<p>Pathfinders: /* ii. Set page orientation: portrait or landscape. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
<br />
Google Docs - File | Page Setup. On the left side is the option for landscape. The default is portrait. Note that Portrait is taller than wide, whie landscape is wider than tall. If you have an orientation that is preferred (usually Portrait for school/work projects) check the box that says "default for my documents.<br />
<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
In MS Word, green underlines mean there may be better ways to fix grammar in your sentence. Red underlines mean the word is misspelled. However, be aware that there,their, and they're are all spelled correctly but may not be caught by the grammar checker. <br />
<br />
Google Docs also shows a red line for misspelled words. However, it depends on extensions you can install, to catch grammar errors.<br />
<br />
There are apps such as grammarly that are better at catching such errors. However, the beautiful and well educated mind God gave you and that has learned a lot about grammar at school is the BEST source for correct grammar and spelling error-checks.<br />
<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
Wrapping the image with text, sizing the image to take up no more than 1/3 of the page and other such "visual" features are essential.<br />
<br />
BE SURE to show your Pathfinders how to use LEGAL images in their publications. Just because an image is no the internet doesn't mean it is free to use in your publication.<br />
If using MS Word or Google Docs, images available under "insert image from web" are all "Creative Commons" and thus free to use. If inserting from your own computer, be sure you have the right to use those images.<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269696AY Honors/Word Processing/Answer Key2020-08-16T19:45:34Z<p>Pathfinders: /* iii. Correcting spelling and grammar using auto correct. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
In MS Word, green underlines mean there may be better ways to fix grammar in your sentence. Red underlines mean the word is misspelled. However, be aware that there,their, and they're are all spelled correctly but may not be caught by the grammar checker. <br />
<br />
Google Docs also shows a red line for misspelled words. However, it depends on extensions you can install, to catch grammar errors.<br />
<br />
There are apps such as grammarly that are better at catching such errors. However, the beautiful and well educated mind God gave you and that has learned a lot about grammar at school is the BEST source for correct grammar and spelling error-checks.<br />
<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
Wrapping the image with text, sizing the image to take up no more than 1/3 of the page and other such "visual" features are essential.<br />
<br />
BE SURE to show your Pathfinders how to use LEGAL images in their publications. Just because an image is no the internet doesn't mean it is free to use in your publication.<br />
If using MS Word or Google Docs, images available under "insert image from web" are all "Creative Commons" and thus free to use. If inserting from your own computer, be sure you have the right to use those images.<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269695AY Honors/Word Processing/Answer Key2020-08-16T19:41:50Z<p>Pathfinders: /* ii. A picture or Clip Art. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
Wrapping the image with text, sizing the image to take up no more than 1/3 of the page and other such "visual" features are essential.<br />
<br />
BE SURE to show your Pathfinders how to use LEGAL images in their publications. Just because an image is no the internet doesn't mean it is free to use in your publication.<br />
If using MS Word or Google Docs, images available under "insert image from web" are all "Creative Commons" and thus free to use. If inserting from your own computer, be sure you have the right to use those images.<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269694AY Honors/Word Processing/Answer Key2020-08-16T19:38:19Z<p>Pathfinders: /* i. Save the document in the appropriate folder. Make a new folder if this is best. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
See requirement #4 for how to do this.<br />
<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269693AY Honors/Word Processing/Answer Key2020-08-16T19:37:46Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
NOTE: if this honor is being taught as a stand-alone, there is no need for this text to be original. Instead, legal content can be copied from the web (like wikipedia) and then word processing can be applied to make it beautiful. WORD PROCESSING is the subject of this honor.<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269692AY Honors/Word Processing/Answer Key2020-08-16T19:36:04Z<p>Pathfinders: /* f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
These days this is depreciated since version history is available within digital documents and most documents no longer get printed. Most remain digital their entire lives.<br />
IF a document history is important, you can create a field that auto updates revisions. This function is not readily available in modern MS Word or Google Docs.<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269691AY Honors/Word Processing/Answer Key2020-08-16T19:34:23Z<p>Pathfinders: /* e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
These days, the previous requirement and this one are simultaneous actions, so instructions for this requirement are given above.<br />
NEVER leave a document untitled. It will make it impossible to find later. MS Word and Google Docs will select a title from the first line of text in most cases, but this is seldom the best title for the document.<br />
<br />
It is IMPORTANT that files are saved so that you don't lose data. Once a file is saved initially (MS Word) most current version will continue to auto save about every 5 minutes. Google Suite program auto update every few seconds, and have a very robust "document changes" feature so that you can see how the document has been edited over time.<br />
<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269690AY Honors/Word Processing/Answer Key2020-08-16T19:31:11Z<p>Pathfinders: /* d. Create a new word-processing document. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untitled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untitled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269689AY Honors/Word Processing/Answer Key2020-08-16T19:30:32Z<p>Pathfinders: /* d. Create a new word-processing document. */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
MS Word: File | New. You can usually choose a template or select "blank document". Untitled is the default name. You must file | Save as... to give it a name.<br />
Google Docs: docs.google.com choose a template or "blank document." Double click in the title area in the upper left side and change "untiled" to a document name that matches its content. <br />
Google Drive: drive.google.com Choose the button "New" | Doc. It will open a blank document. Double click in the title area in the upper left side and change "untiled" to a document name that matches its content.<br />
<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269688AY Honors/Word Processing/Answer Key2020-08-16T19:27:40Z<p>Pathfinders: /* c. Create a new folder in the computer’s document / file storage system */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
<br />
Microsoft Windows: From the File Browser, right click | New | a new folder will appear. double click the words "New folder" and rename it to match its content.<br />
Google Drive: drive.google.com - Click the "New" button and select folder. two.click/right click to bring up the menu that allows you to "rename" the folder something that matches its content<br />
You can color the folder with the same two-click/right click | change color<br />
<br />
===d. Create a new word-processing document.===<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269687AY Honors/Word Processing/Answer Key2020-08-16T19:24:59Z<p>Pathfinders: /* b. Retrieve / open a document from the computer’s document / file storage system */</p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
MS Word - File | Open<br />
Google Docs - Go to Google Drive and find the file and double click it. If accessing from Google docs, find it in your recent list and double click.<br />
<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
===d. Create a new word-processing document.===<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfindershttps://wiki.pathfindersonline.org/index.php?title=AY_Honors/Word_Processing/Answer_Key&diff=269686AY Honors/Word Processing/Answer Key2020-08-16T19:23:40Z<p>Pathfinders: </p>
<hr />
<div><languages /><br /><br />
<noinclude><translate><!--T:1--><br />
</noinclude><br />
{{honor_desc<br />
|stage=100<br />
|honorname=Word Processing<br />
|skill=2<br />
|year=2013<br />
|category=Vocational<br />
|authority=North American Division<br />
|insignia=Word Processing AY Honor.png}}<br />
{{Honor Master|honor={{#titleparts:{{PAGENAME}}|1|3}}|master=Modern Technology}}<br />
{{covid|tip=Demonstrating the various skills in this honor can be done using screen-sharing technology available in many video conferencing applications.}}<br />
<br />
==1. a. Briefly describe the meaning of the term ‘word processing’== <!--T:2--><br />
<br />
<!--T:3--><br />
The use of software to create and format written documents into effective, easy to read, useful works.<br />
<br />
==1. b. List the hardware needed for word processing.== <!--T:4--><br />
<br />
<!--T:5--><br />
A computer with screen and keyboard. A printer is also useful but not absolutely required.<br />
<br />
==2. Demonstrate correct posture while using a keyboard.== <!--T:6--><br />
<br />
<!--T:7--><br />
Like your mother told you, sit up straight! Hold your hands correctly to avoid strain on the wrists. Feet should be pointing in front of you, resting full feet on the floor. comfortable chair height means your eyes are looking straight at the upper third of the screen and your elbows are at a 90 degree angle. a pad for your palm if using a desktop keyboard is recommended to avoid long term illness such as carpel tunnel syndrome.<br />
<br />
==3. Demonstrate ability to correctly:== <!--T:8--><br />
===a. Switch on the hardware and open the word processing software.===<br />
<br />
<!--T:9--><br />
You will need to find the on switch for the computer and the screen. After the computer boots up, locate the icon for the word processing software and select it so that the software starts.<br />
<br />
If you are using the Google Suite of programs (Google Docs), simply double click the icon for Chrome browser, then navigate to drive.google.com or docs.google.com.<br />
<br />
===b. Close all documents and software, then shutdown / turn-off all hardware.=== <!--T:10--><br />
<br />
<!--T:11--><br />
The stability of your computer is enhanced when you first close all programs before shutting down the power. Most computers have an icon in the lower left or right corner that includes a "power off" button. On pre-2007 computers, there was often a physical button that was pushed to start and turn off a system.<br />
<br />
==4. Demonstrate ability to: (Note that this may be done in conjunction with Requirement 5)== <!--T:12--><br />
<br />
<!--T:13--><br />
The exact process will depend on the type of operating system and word processing software used. <br />
<br />
===a. Navigate the computer’s document / file storage system (viz Microsoft’s ‘My Documents’)=== <!--T:14--><br />
MS Word: File, Open. Folder appear on the left, with files and sub-folders on the right. Right click of shift click (MAC) to create new folders<br />
Google Docs - Use google Drive to see your folders and use the "New" menu to add additional folders to specific folders. To quickly choose where a file will be saved (which folder) simply navigate (double click) until you are inside that folder, then click "New" and then the type of file to create a new file in that folder.<br />
NOTE: Folders can be colored! right click (two-finger click MAC/Chromebook), "change color" and then choose your color!<br />
Any file already listed in a folder can be opened by double clicking it. The correct app/program or google program will open it in a new window or tab.<br />
<br />
===b. Retrieve / open a document from the computer’s document / file storage system===<br />
===c. Create a new folder in the computer’s document / file storage system===<br />
===d. Create a new word-processing document.===<br />
===e. Give the new document a suitable file name and save it in the appropriate folder in the computer’s document / file storage system. Explain why it is important to ensure that a document being worked on is continually saved and backed up.===<br />
===f. Ensure the document has its file name and its latest revision clearly noted on the document. Explain why it is important to do so.===<br />
<br />
==5. Create a document consisting of no less than 800 words and which demonstrates skill in applying each of the following. Save and print the document. Make a backup copy.== <!--T:15--><br />
<br />
<!--T:16--><br />
With various word processing software available and regular updates being issued to that software it is not practical for this answer book to provide comprehensive instructions on these steps. The built in helps in the software should make anything clear you do not understand. <br />
<br />
<!--T:17--><br />
While it seems a little silly to be teaching our "born on computers" Pathfinders how to use a computer, the correct use of word processing software to make documents attractive is a skill often missing in student's lives. Many honors require written reports so why not have the Pathfinders work on the written material for another honor while learning word processing skills. <br />
<br />
===a. Setting up a document:=== <!--T:18--><br />
====i. Save the document in the appropriate folder. Make a new folder if this is best.====<br />
====ii. Set page orientation: portrait or landscape.====<br />
====iii. Create a header and footer.====<br />
====iv. Set margins.====<br />
====v. Insert automatic page numbering in the header or footer.====<br />
====vi. Insert the date of the latest revision and the document’s file name in the header or footer.====<br />
===b. Formatting a document using the following:===<br />
====i. Fonts: Type (ie Arial etc), Size (ie 12 etc), Style (ie bold), Colour & Underlining.====<br />
====ii. Text alignment: Left, Centre, Right and Justify.====<br />
====iii. Line spacing.====<br />
====iv. Lists and bullets.====<br />
====v. Numbering of headings.====<br />
===c. Editing a document by:===<br />
====i. Copying text.====<br />
====ii. Moving text.====<br />
====iii. Correcting spelling and grammar using auto correct.====<br />
====iv. Searching and replacing words or text.====<br />
===d. Inserting into a document:===<br />
====i. A table with headings and a minimum of 3 columns and 5 rows.==== <br />
====ii. A picture or Clip Art.====<br />
<br />
==Notes== <!--T:19--><br />
<br />
<!--T:20--><br />
This honor originated in the South Pacific Division which has a different design for the patch, which you can find [http://wiki.pathfindersonline.org/w/File:Word_Processing_AY_Honor_SPD.png here].<br />
<br />
<!--T:21--><br />
This honor is an update to the Typewriting Honor. <br />
<noinclude></translate></noinclude><br />
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]</div>Pathfinders