text:
Adventist Youth Honors Answer Book/Recreation/Triathlon - Advanced

2. Developing a training schedule for yourself.

 * (If you already train regularly, all the notes here are moot, otherwise, here are some thoughts).

 * It is often said: If you fail to plan, you plan to fail.

 * You should take the time to sit down and create a training schedule. Since you are attempting this Advanced honor, you should already have some knowledge about what training you need.

 * Sit down with a calendar and determine on which days of the week you can put time aside for your training.

 * Decide what type of exercise you need to work on. For example, do you need to improve something specific in swimming, or, do you need to keep current with swimming? Do you need to improve your transition time? Do you need some road time on the bike? Do you need to run? Cross-training?

 * Commit yourself to this schedule, and follow it.

 * And do not forget to: Enjoy!

3. Keep a training log for two months.

 * After developing a training schedule from above, this requirement should be easy.

 * Here is an online log I found -> http://www.fitnessjournal.org/triathlon-log.html. Feel free to look for another. Or, get a simple spiral bound notebook.

 * A log is a diary. You track your daily activities, how you are feeling, how the training went, and like a diary, you go back and review what you have done and how you can improve for the future.

4. Participate in an Advanced Triathlon as a solo participant, where the triathlon is similar to

 * as a solo participant - this means that there is no relay teammates. You have to do all of the three sports yourself.

a. Swim—1.5km

 * Swimming is usually in meters, so, 1500-meters (1640.42 yards, or 0.93206 miles for the non-metric folks)

b. Cycle—40km

 * That's 24.8548 miles (for the non-metric folks).

c. Run—10km

 * That's 6.21371 miles (for the non-metric folks).

d. within 4.5 hours.

 * YOU can do it!


text:
Adventist Youth Honors Answer Book/Outreach/Adventurer for Christ - Advanced

2. Complete this honor within nine months to a year. Choose a starting date to begin.
The intent of this requirement is that the Pathfinder not try to count things that have been done in the past as credit for this honor. This honor should be earned by choosing future adventures. The deadline is intended to spur the Pathfinder to action.

==3. Choose three activities from Section 1 of the Adventurer for Christ Honor and do them consistently for at least nine months beyond the six months required for the basic Adventurer for Christ Honor. == See Section 1 of the Adventurer for Christ honor for tips and suggestions.

4. Choose and do one activity (not previously selected) from Section 2 of the basic Adventurer for Christ Honor.
See Section 2 of the Adventurer for Christ honor for tips and suggestions.

5. Choose and do two activities (not previously selected) from Section 3 of the basic Adventurer for Christ Honor.
See Section 3 of the Adventurer for Christ honor for tips and suggestions.

6. Design and do three new adventures (not previously selected) from Section 4 of the basic Adventurer for Christ Honor. All three must involve three different time periods of two hours each.
See Section 4 of the Adventurer for Christ honor for tips and suggestions.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
Student's Guide to Michel Foucault/Contexts

How is Foucault's thought categorized within the context of philosophy? What role has his work played in other disciplines, such as literature? Where do his ideas fit into the broader history of the 20th century, and who were his influences? Admittedly, it can be difficult to classify Foucault's work. Foucault himself resisted labelling; for instance, he took issue with being called a "structuralist," a "post-structuralist" or a "post-modernist," despite the widespread use of these descriptions (and others) for him and his work at various points in his life. Nonetheless, it can be very helpful for the student of Foucault to impose some labels on his ideas if we are to sort them and make sense of them.

Foucault, Philosophy, and Intellectual History
Foucault's work can be slotted within the realm of philosophy, although some (such as Gary Gutting) have described him as a historian. Specifically, Foucault has focused on questions of epistemology (the study of knowledge) and issues related to the individual subject and his or her place in the disciplinary workings of society.

Influences
It can be very difficult, time-consuming, and terribly subjective to determine the extent to which specific individuals and their work were a significant influence on Michel Foucault's thought. Each person may have worked with, met with, or was read by (or cited by) Foucault, but these are all poor indicators of the prominence he or she may have enjoyed in Foucault's thinking. Therefore, this page provides a simple and consise (and thus highly accessible) list of the ideas of influential thinkers, artists, and personalities that were taken under Foucault's wing at various stages of his life. Each person is listed roughly in chronological order based on when his/her ideas were encountered by Foucault.

 * Jean Hippolyte
 * Jean-Paul Sartre
 * Maurice Merleau-Ponty
 * Martin Heidegger
 * Louis Althusser
 * Gaston Bachelard
 * Immanuel Kant
 * Friedrich Nietzsche
 * Georges Canguilhem
 * Raymond Roussel
 * Jacques Derrida
 * Georges Dumézil
 * Roland Barthes
 * Rene Magritte
 * Jean Baudrillard
 * Jürgen Habermas


text:
Adventist Youth Honors Answer Book/Recreation/Tree Climbing

3. b. Describe the other methods in detail to the instructor.
==4. The instructor should select trees suitable for climbing; one with lots of branches, the other a coconut tree. Each person must demonstrate on each of the two trees on how to apply the two methods of tree climbing (squat hopping and monkey type.) ==


text:
Adventist Youth Honors Answer Book/Outreach/Bible Marking - Advanced

1. Mark an additional two Bible studies using a minimum of twenty texts each.
These Bible studies are over and above those marked to meet the requirements in the Bible Marking honor.

2. Using a concordance mark ten texts for devotional study
A Biblical concordance is an alphabetical list of the words used in the Bible, with their immediate contexts. There are at least three types:
 * Exhaustive: An exhaustive concordance, such as Strong's, has a list of every single word used in the Bible. The most common words (such as pronouns, prepositions, and articles) are listed without context in a different section.  Strong's also assigns a number to each word corresponding to the word in the original Hebrew, Aramaic, or Greek from which it was translated.
 * Abridged: An abridged concordance is similar to an exhaustive concordance, except that it omits some words. Some omit more than others.
 * Topical: A topical concordance lists various texts having to do with a particular topic. The texts listed may or may not contain the word being indexed.  This is helpful when you know the topic you wish to study, but may not be able to think of all the words having to do with that topic.

By its nature, selection of the texts included in a topical concordance will be more subjective than those included in an exhaustive concordance. An exhaustive concordance has the advantage of being unbiased, but the user must know all the words related to the topic under consideration. Which type of concordance you choose is a personal choice.

The first step in putting a Bible Study together is to pray and ask God to guide you. You need to put aside any preconceived notions and not be trying to "prove" something from the Bible. Once you have prepared your heart for honest Bible study, select a topic and look it up in the concordance. If the word you have looked up appears frequently in the Bible, you will need to scan the context provided to decide if the passage applies to what you are studying. Sometimes it will, and sometimes it will not. Once you find a promising text, find it in your Bible and read more of the surrounding text. If it still looks promising, write down the reference. Then return to the concordance and examine more texts.

As you read, you may become aware of more words having to do with your topic. Write these down as you go so you can look them up later. When you have a good list of texts, re-read them all and see if you can come up with a logical order for them. Once you have the texts listed and know the order you would like them to appear, it is time to mark your Bible using one of the methods outlined in the Bible Marking honor.

a. State the guidelines taken to maintain a clear marking procedure.
Often when people begin marking their Bibles, they deviate from the "standard" way of doing it because they find a way that suits them better. There is nothing wrong with this. In fact, it makes Bible marking even more personal and meaningful to the serious Bible student. After you have marked a few studies, it is a good idea to record your procedure. Having it written down will allow you to share the method with others, or remind you of the details of your procedure sometime in the future (it's easy to forget).

b. Provide a key to understanding your Bible markings.
A key would be a summary of your shorthand notations. For instance, you might abbreviate the Second Coming as "SC", or baptism as "BZ". It may be difficult to remember what your shorthand meant later, so it's a good idea to write it down. This is true of any method you employ.

4. Give a Bible study from an outline your have marked.
To younger Pathfinders this may seem a bit scary at first. They get the idea that they will have to go door-to-door offering to give strangers a Bible study. While there is much to be gained from doing that, it is not really an appropriate task for a new Bible student.

If your club has a worship period during club meetings, this is an excellent opportunity to give a Bible study. In fact, you could look at some of the AY requirements you need to meet - many of them can be met by presenting a Bible study to your club during worship time, or at a campout, during Sabbath School, or even during a family worship. The important thing is to overcome your fears and just do it.

/Completed Honors


text: Adventist Youth Honors Answer Book/Recreation/Swimming


text:
Adventist Youth Honors Answer Book/Outreach/Christian Citizenship (United States)

2. Know how to display the national flag with two other flags under the following situations: a. Camp out/camporee b. Fair c. Pathfinder Day program d. Parade
When marching in a parade, there is only one flag that has guidelines as to its location. That flag is the U.S. flag.

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

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

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

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

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

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

Flag Protocol

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

Please note. Relfections on the Youth Honors Answer Book. Flag Protocol. Placing flag beside a preacher on or beside a podium/lectern/pulpit.

The National Flag when on a pole should always be placed on the speaker's right. To the left as viewed by the audience. This can be verified by looking at speeches by the US President. Flag is always on his right.

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

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

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

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

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

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

7. Write a one-page essay or give a two-minute oral report about a famous person in your country. Mention what he has done to gain his recognition.
This would be an excellent opportunity to present a worship during the opening exercises of a regular club meeting. Encourage your Pathfinder to choose a person they are personally interested in. If they cannot think of anyone themselves, have a list of suggested persons at hand and encourage them to choose from the list. Famous people might be historical figures, politicians, actors, sports stars, or anyone else. It would be preferable to choose a person who has been a positive influence on the country.

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

a. Make a list of ten famous quotations from leaders of your country.

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

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

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

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

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

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

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

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

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

b. Make a list of ten famous historic places in your country.

 * Independence Hall, Philadelphia, PA – Where the Declaration of Independence was signed.

 * Statue of Liberty, New York, NY – Donated by the French to commemorate the centennial of the nation’s independence.

 * Mt. Rushmore, Rapid City, SD – Monument with 4 presidents heads’ carved into rock; represents the growth of the US

 * Old Faithful, Yellowstone National Park, WY – the biggest regular geyser in the US

 * The Alamo, San Antonio, TX – Where Texas fought for freedom against Mexico

 * Grand Canyon, Colorado River, Arizona – world’s largest canyon

 * Plymouth, MA – where the Pilgrims landed

 * Washington, D.C. – nation’s capital; many monuments

 * Boston, MA – many historic events like the Boston Massacre and the Boston Tea Party

 * Niagara Falls, NY – biggest waterfalls in the U.S.

c. Make a list of ten famous historic events in your country.

 * Ratification of the Constitution (1787)
 * Signing of the Declaration of Independence (1776)
 * Lincoln’s Gettysburg Address (1863)
 * Lincoln’s Emancipation Proclamation (1863-freed the slaves)
 * Revolutionary War (1776 to 1782)
 * Washington becomes 1st president (1789)
 * Civil War (1861 to 1865)
 * Equal Rights Amendment proposed (it was never adopted) (1972)
 * U.S. puts first man on the moon (1969) Apollo 11
 * King’s “I Have A Dream” speech (1963)

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

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

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

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

11. Know how to explain the process of government in your country.
Democracy in America is based on six essential ideals: (1) People must accept the principle of majority rule. (2) The political rights of minorities must be protected. (3) Citizens must agree to a system of rule by law. (4) The free exchange of opinions and ideas must not be restricted. (5) All citizens must be equal before the law. (6) Government exists to serve the people, because it derives its power from the people. These ideals form the basis of the democratic system in the United States, which seeks to create a union of diverse peoples, places, and interests. To implement its essential democratic ideals, the United States has built its government on four elements: (1) popular sovereignty, meaning that the people are the ultimate source of the government’s authority; (2) representative government; which means that the people delegate their powers to an elected official, (3) checks and balances; which means that there are three branches of government—the legislative, the executive, and the judicial— and they restrain and stabilize one another through their separated functions and (4) federalism, an arrangement where powers are shared by different levels of government. In the American federal system, the states and the national government divide authority. This division of power helps curb abuses by either the national or the state governments.

12. Explain the meaning of this statement Jesus made in Matthew 22:21: "Render therefore unto Caesar the things which are Caesar's, and unto God the things that are God's."
This verse teaches that governmental authority is to be respected, as long as it does not conflict with the moral obligations of being a Christian. Government serves a holy purpose; preserving social order, promoting the well-being of its citizens, and protecting their safety. If you believe that this does not apply today because you see the government as corrupt, you are urged to research the Roman government of the first century A.D. when these words were spoken by Jesus. Was Herod corrupt? Was Pilate just?

13. Explain why laws are established in your country.
This question is answered beautifully by the Preamble to the Constitution of the United States of America:

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

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

In Order to create a fair and equal country, Laws and Rights have to be created. violations and crimes will be created more without Laws and Rights.


text: Adventist Youth Honors Answer Book/Recreation/Swimming - Advanced


text:
Adventist Youth Honors Answer Book/Recreation/Swimming - Intermediate

Receive the American Red Cross - Level V Stroke Refinement or YMCA certificate or equivalent in Intermediate Swimming OR pass the following requirements
==1. Using a kick board for arm support, swim 20 yards (18.3 meters) employing a scissors stroke of the legs, 20 yards (18.3 meters) using a flutter kick, and 20 yards (18.3 meters) using the breaststroke kick. The three leg strokes do not have to be performed consecutively. ==

==2. Using some form of leg support or trailing the legs with minimum motion, swim ten yards employing the side stroke of the arms, ten yards using the crawl stroke, and ten yards using the breaststroke arm pull. The arm strokes do not have to be performed consecutively. ==


text:
Adventist Youth Honors Answer Book/Outreach/Christian Storytelling

a. Sacred history
Stories in the sacred history category are Bible stories. These are obviously found in the Bible!

b. Church history
Paul B. Ricchiuti has written several books covering church history at the Primary and Junior levels:
 * Where is Moo Cow/Tig's Tale
 * Mr. Squirrel's Treasure/Ellen's Miracle Horse
 * Charlie Horse
 * Ellen White: Friend Of Angels
 * Ellen White: Trailblazer For God

c. Nature
Jim Arnosky has written many excellent nature stories and field guides for the younger crowd. These books are excellent resources.

The life cycle story of penguins, bees, ants, and frogs are truly fascinating. Consult an encyclopedia for details, or check out a book from your local library. Most children enjoy acting out the life cycle story of the penguin:
 * Have them walk and slide on their tummies to a "rookery"
 * Hand each girl an "egg" (not a real egg!) and have her pass it to a boy using nothing but their feet.
 * Direct the girls to return to the "sea" to get "fish" (you can make fish from construction paper). It may be wise to have an assistant hand out the fish.
 * Have the boys huddle together to fight the cold Antarctic winter/night, rotating the boys from the inside to the outside so no one gets too cold. Tell them to keep their eggs on their feet.
 * Take the "eggs" from the boys and give them "baby penguins" (plush toys work well for this)
 * Call the girls back and have them find the boy they passed their egg to. Then direct them to give the fish to the babies.  (In reality, they regurgitate the fish when they return).
 * Have the boys return to the sea to eat - they haven't in several months! Then they return and feed the babies fish.
 * Finally the whole family returns to the sea.

Children also enjoy acting out the parts of the Sun, Earth, and Moon:
 * Designate one child as the Sun - give "the Sun" a flashlight
 * Designate another child as the Earth and have the earth spin around on its axis as the Sun shines on it. Point out how one side is dark (night) and the other is bright (day).
 * Designate a third child as the Moon. Have the moon orbit the Earth, but make sure the Moon is always facing the earth (its rate of rotation and orbital period are the same).
 * Then set the Earth in orbit around the Sun and see of the Moon can keep up.

d. Character story
A character story is a story about a person. It could be a famous person (such as Abraham Lincoln), a not-famous person, or someone you know. Choose a story that demonstrates good character. You can also tell a story about someone with bad character, but be absolutely certain that you share the consequences of this person's poor choices. An encyclopedia, book, newspaper or magazine article, or first-hand knowledge are excellent resources for these stories. The Adventist Book Center also carries bedtime story books by Arthur S. Maxwell - these stories are true classics. If you do not have these books, check your church or Adventist school library.

e. Object lesson with visual aids
An object lesson is a story that warns others as to the outcomes that result from a particular behavior as exemplified by the fates of those who followed that course. The Biblical stories of Esau, Balaam's donkey, and King Saul are excellent examples. Uncle Arthur's story books are replete with object lessons. After choosing a story, you will need to choose a visual aid. A visual aid can be anything from the story, but the more central the visual aid is to the story, the better.

Web sources
The internet has become a wide-ranging source for stories from all categories. The following links will take you to sites that contain possible sources for stories to tell. Add your favorite sites:

 * NeXt Bible Sermon Illustrations - also found at Bible.Org
 * Our Daily Bread - Daily devotionals

Use an Internet search engine to look for Adventist Mission Stories and you will find a long list of interesting and true mission stories that will captivate the young mind.

a. Tell one of your stories to children, aged five and under, for at least three minutes.
Volunteer to tell a story to the Beginners (Cradle Roll) Sabbath School class in your church, or if your church presents a children's story during the worship hour, volunteer to tell that. You can also tell stories if you volunteer to work the child care aspects of an evangelistic series.

b. Tell one of your stories to the 10-12 year olds for at least five minutes.
Volunteer to tell a story to the Juniors Sabbath School class in your church, or tell one around a campfire during your next club camp out. You can also tell a story as part of the worship service during a Pathfinder meeting.

3. Make a written outline of a story you are to tell.
An outline is a hierarchical organization of an idea - in this case, a story. The major bullets in the outline should include the setup, description of a conflict, how the characters react to the conflict, how the conflict is resolved, and the events caused by the resolution.

 * 1) Setup
 * 2) Where and When
 * 3) Description of protagonist
 * 4) Conflict
 * 5) Description of antagonist
 * 6) Nature of the conflict
 * 7) Reaction to conflict
 * 8) What the antagonist does
 * 9) What the protagonist does
 * 10) Resolution
 * 11) How the conflict is resolved
 * 12) Aftermath
 * 13) What happens to the antagonist
 * 14) Lessons learned

a. Telling the story in first person, second person, and third person

 * First Person: A story told in the first person is one where the words "I", "me", "we", "and "us" are used. It is a story about yourself. These stories are among the most compelling because they come from the story teller's personal experience - and the audience knows that.

 * Second Person: A story told in the second person is one where the word "you" is used. A good way to tell a story in the second person is to direct your audience to close their eyes and imagine specific points in your story: "Imagine yourself as you walk through the forest. You can hear the birds sing. You can feel a gentle breeze on your face." Bible stories lend themselves to this sort of story telling, and can put the audience right in the story. This can help them to better relate to the people in the story and the lesson it conveys. Convert a story to second person when you want to engage the imagination of your audience.

See the Wikipedia article on Point of View for more information.
 * Third Person: A story told in the third person is a story told about someone else. The downside to telling a story in third person is that the audience assumes you do not have personal experience in the matter, and they are not fully engaged (as in the second person). However, this type of story does have its place. If you are telling a story about someone the audience knows (or knows about), it may be important to leave it in the third person.

b. Different audiences, ages, and purposes
Young children do not have the patience to sit through a long story, so make it short. It helps if you can involve them in the story. Have them stand up and do something, perhaps to demonstrate how a penguin walks (show them how and ask them to copy you) or whatever else you can have them do that will help your story progress. Make sure your vocabulary matches that of your audience. The point of storytelling is not to demonstrate how clever you are, it is to communicate an idea. If you're using multi-syllabic words (such as multi-syllabic) on a crowd of four year-olds, expect some blank stares followed by fidgeting and then pandemonium. Older children will feel like you are patronizing them if you ask them to show you how a bird flies. "C'mon! That's first-grade stuff!" They might not say it, but they will sure think it (and some will say it!)

You can use one story to make more than one point by stressing different parts of it. The story of Jonah can be used to stress the importance of obedience, how we cannot run away from God, the love God has for other people, or how enormous a whale is. Each of these points can be made with the same story by stressing different aspects of it.

c. Making the story shorter
There are many reasons to make a long story short, including the attention span of your audience, the point you are trying to make, or the amount of time you have allotted to tell the story. Stories can be shortened by skipping over details, eliminating sub-plots, withholding background information, or any combination of the above.

In this case you can include visual aids that will cause the children to remember the story and your reason for telling that story. Enlist the help of parents to continue that story for that week's devotions especially if the story is a Bible story - they could all study that story for their devotion as well.

d. Making the story longer
Making a story longer can be done by adding extra details, adding side-stories, including background information, or any combination of the above. It may be necessary to include background information so the audience can understand why a character makes the choices he does. Sometimes you may be asked to occupy an audience until the next portion of a program is ready (it happens). There is a certain amount of skill involved in lengthening a story while keeping it interesting.

5. Tell why a definite aim is necessary in telling a story.
If a story does not have an aim, it is idle entertainment. If it has an aim, it can teach a lesson or get a message across. Often, it can accomplish this without being "preachy." A good storyteller can get a message or a lesson across without the hearers even suspecting that they've been preached to.

The aim can also be one of education. Telling the story of a Bible character or church leader can educate the listeners about the way of life, thought processes, character of the person. A life lesson or moral to the story is not always needed to have an aim. The preacher uses stories in his sermon for many reasons and sometimes it is just to keep his audience attentive and sometimes as is more often than not to get their emotions flowing and their thought process following his leading. The same with the story teller, your aim may be different but at the end the children should be able to tell you how they have learned from your story without you having to tell them or you just wasted you time and theirs.

6. Tell one story of foreign missionaries, not less than five minutes in length.
There are many good stories about Adventist missionaries. Norma Youngberg has written many books chronicling missionary adventures in the South Pacific. Eric B. Hare wrote of many of his experiences working in Burma and India before (and during) World War II.

The Hall of Faith series published by the Pacific Press is another good source of foreign missionary stories. They may be out of print, but you can find used copies at Amazon.com.

If you are a Sabbath School teacher you may wish to spend a little time each week telling a continuing mission story to your class. If you are not a Sabbath School teacher, talk to one about telling a mission story in class. In either case, try to choose a story from the mission field being emphasized by the General Conference (this changes quarterly).

7. Tell one story that teaches health principles.
You may wish to draw from personal experience, or from other sources. Many people have stories about sneaking a cigarette and getting sick. The story of Daniel's refusal to eat from the king's table is an excellent source as well.


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Adventist Youth Honors Answer Book/Vocational/Automobile Mechanics - Advanced

1. Have the Automobile Mechanics Honor
==2. Disassemble, inspect, and reassemble an automobile or light truck engine. Replace any defective or worn parts. Rebuild, start, and operate the vehicle. Keep a complete log of events during the overhaul. ==


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Adventist Youth Honors Answer Book/Vocational/Welding

(Instructor Required)
The Welding Honor is perhaps of all the AY honors, the one with the greatest potential to cause injury. Do not attempt to teach yourself how to weld. An experienced instructor is absolutely required for this honor.

a. Welding and cutting torches
A welding torch has a nozzle with one hole. The torch body mixes oxygen and acetylene, and you get your flame.

A cutting torch has several nozzles arranged in a circle, which emit an oxygen/acetylene mix (like the welding torch). In the center of this circle of nozzlesis a larger hole where only oxygen is emitted. The outer holes heat the steel, and the inner hole cuts.

b. Oxygen and acetylene gauges and their differences
The pressure regulators enable the user to reduce the high pressure contained in the cylinder to a usable working pressure. There are several handling and set up procedures that are important to the overall operation of the pressure regulator. The pressure regulator on each tank shows two things:

 * Cylinder pressure (How much gas is in the cylinder)
 * Working or line pressure

Installing the regulators

 * Before installing the regulator, crack the cylinder valve to clean out any dirt or dust.
 * Mount the regulator onto the cylinder.
 * Ensure that the oxygen pressure regulator is on the oxygen tank.
 * Do not over tighten regulator nut.
 * Before opening the cylinder valve ensure that the pressure regulator screws are released (turned out).
 * Never use oil or grease on the regulators.
 * Frictional heat as a result of high pressures can cause oil to ignite and possibly cause an explosion.

c. Oxygen and acetylene hoses and their differences
Oxygen hoses are green. Acetylene hoses are red.

The oxy acetylene welding hoses are made out of a durable rubber that is designed to withstand different pressures. There are several things to remember about the hoses:
 * Hoses:

 * Red = Fuel
 * Green = Oxygen
 * Do not kink hoses
 * Keep hoses away from work area
 * Wrap hoses when not in use
 * Keep hoses away from sparks and hot metal

 * Hose fittings:

 * Acetylene fitting are notched
 * Acetylene fittings are left hand thread
 * Oxygen fittings are smooth
 * Oxygen fittings are right hand thread
 * Both tanks should always be fitted with anti flash back arrestors

d. Oxygen and acetylene tanks and their differences
The oxygen and acetylene cylinders are designed to hold high-pressure gases. There are some important things to remember when using these cylinders:

 * Cylinders must always be stood upright and be secured by a chain
 * When not in use (regulator mounted) they must always have a valve protection cap in place
 * Cylinders should be stored in a cool dry place away from direct sunlight or extreme cold

 * Oxygen Cylinders:
 * Usually black in colour, smaller in diameter and taller than Acetylene
 * 2200 PSI when full
 * The cylinder valve must be opened fully (double seated valve) or it could leak!
 * You should not run an oxygen tank below 50 PSI.

 * Acetylene Cylinders:
 * Usually red, large in diameter and short
 * 250 PSI when full
 * The cylinder valve should only be opened ¼ of a turn.
 * The acetylene cylinder should never be laid down as this will result in the gas becoming unstable.
 * You should not run an acetylene tank below 50 PSI.

2. Explain the safe working pressures of oxygen and acetylene, as per your instructor's directions, for various procedures.
When welding and brazing with an oxy-acetylene torch, acetylene should be set at 5psi. Oxygen should be set at 5 or 6psi, but no more.

When cutting with an oxy-acetylene torch, acetylene should again be set at about 5psi. Oxygen, however is set much higher, about 25psi, when cutting.

OXY ACETYLENE START UP PROCEDURE
These steps must be followed to ensure safe usage of this equipment.

 * 1) Make sure pressure regulator screws are released (turned out) on both tanks.
 * 2) Standing to the side of the regulator, Slowly open the oxygen cylinder valve fully
 * 3) Standing to the side of the regulator, Slowly open the Acetylene cylinder valve ¼ turn
 * 4) With the welding or cutting adjustment valves open, quickly adjust the working pressure to the desired amount

OXY ACETYLENE SHUT DOWN PROCEDURE
After the equipment has been used these steps must be followed to ensure safe storage:

 * Close both cylinder valves
 * Open the welding or cutting attachment valves to release regulator pressure
 * Release pressure regulator adjustment screws
 * Wrap up hoses

PROCEDURE
Setting up the torch:

 * 1) Make sure the regulator adjusting screws on both the oxygen and acetylene regulators are backed out fully counter – clockwise
 * 2) Open the acetylene cylinder valve ¼ to ½ turn
 * 3) Open the torch acetylene valve about ½ turn. The acetylene valve lines up with the red hose
 * 4) Turn the acetylene regulator adjusting screw clockwise until 5 pounds pressure is read on the low pressure gauge
 * 5) Close the torch acetylene valve
 * 6) Open the oxygen cylinder valve all the way until the valve stops Stand out of the way of the gauges when opening the oxygen bottle to prevent serious injury if the regulator valve fails
 * 7) Open the torch oxygen valve about ½ turn The oxygen valve lines up with the green hose
 * 8) Turn the oxygen regulator adjusting screw clockwise until 5 pounds pressure is read on the low pressure gauge
 * 9) Close the torch oxygen valve
 * 10) Before lighting and using the torch, check the system for leaks
 * 11) Close the cylinder valves. If a cylinder gauge shows a pressure drop, there is a leak.
 * 12) If a leak is indicated, listen, smell and touch around all fittings and hoses, or use soapy water to find the leak.

LIGHTING & ADJUSTING

 * Proper eye protection must be worn (shaded torch welding / cutting glasses)
 * Proper non – flammable coveralls must be worn
 * Remove butane lighters from pockets

 * 1) Put on proper eye protection and protective clothing
 * 2) Open the torch fuel valve no more than ½ turn
 * 3) Position the tip of the torch down and away from your body and hold the striker in your other hand so only the head of the striker is in front of the torch tip Practice using the striker with the fuel shut off
 * 4) Use the striker to light the torch Never use a lighter, matches, or other burning material to light the torch
 * 5) Adjust the torch fuel valve until the flame gives off little black smoke
 * 6) Slowly open the torch oxygen valve to create a neutral flame

Neutral flame: (equal amounts of oxy/acetylene) has a rounded white inner cone used for fusion welding steel.

Carburizing flame: (less oxygen) has a longer feathered blue inner cone a slightly carbonizing flame is used for brazing.

Oxidizing flame: (excessive oxygen) has a short pointed white inner cone used for special purposes such as brazing with bronze filler rod.

SHUTTING DOWN

 * 1) Shut off the torch fuel valve first, which immediately extinguishes the flame
 * 2) Shut off the torch oxygen valve
 * 3) Close the acetylene cylinder valve
 * 4) Close the oxygen cylinder valve
 * 5) Bleed the acetylene line by opening the torch acetylene valve until the pressure reads zero on both the high and low pressure gauges (If the torch will be left for more than a few minutes and then reused, both lines must be bled before lighting the torch again)
 * 6) Turn the acetylene pressure regulating screw counter – clockwise all the way out
 * 7) Close the torch acetylene valve
 * 8) Bleed the oxygen line by opening the torch oxygen valve until the pressure reads zero on both the high and low pressure gauges
 * 9) Turn the oxygen pressure regulating screw counter – clockwise all the way out
 * 10) Close the torch oxygen valve

There will be no horseplay.

4. As per your instructor's directions, weld two mild steel test plates (1/8 inch x 1 inch x 8 inches) (0.3 cm x 2.5 cm x 20.3 cm) in horizontal, and vertical positions.
==5. Use a cutting torch and demonstrate your skill by making one 12 inches (30.5 cm) straight-line cut, one circle cut of at least 3 inches (7.6 cm) in diameter and one 3 inch (7.6 cm) star cut. The cuts are to be made on mild steel plate at least 1/4 inch (0.6 cm) thick. ==

SAFETY EQUIPMENT
The correct safety equipment must be used when using the oxy acetylene equipment or electric welding.

 * Wear shaded safety glasses
 * Use gloves during torch operation and when handling hot metals
 * Follow all safety rules for this and all other equipment

OXY-ACETYLENE SAFETY

 * You must be trained and authorized before using the oxy-acetylene torch
 * Make sure you do not have a lighter in your pocket – they can explode!
 * Ensure gas bottles are upright and secure at all times
 * Do not allow oil or grease to come in contact with hoses or equipment
 * Perform all welding and cutting in the welding area – ventilation must be turned on
 * Approved goggles and spark resistant clothing must be worn when using the oxy-acetylene torch
 * Do not weld or cut a closed container
 * Make sure the work area is clear
 * Open the cylinder valves slowly – stand to the side!
 * Light the torch with the striker – do not use a match or a lighter
 * When welding, bend the end of the rod to identify the hot end and to prevent eye injury
 * When finished turn off the torch valves, turn off cylinder valves, then go back to the torch and bleed both lines
 * Keep the cylinder caps on when not in use

8. Explain the difference between oxyacetylene and electric arc welding.
Oxy-acetylene welding uses two gases in the process of producing a weld. Acetylene, which is the fuel and is the main source of heat, and oxygen, which is a propellant.

Electric arc welding does not use gas to produce a weld like oxy-acetylene welding does. Electric arc welding uses an electric current to produce its welds. A clamp, with the one side of the current flowing through it, is attached to a base plate. Then the another clamp/nozzle, with the other side of the current flowing through it, is held in a hand. A filler rod is then used to complete the circuit and create the heat needed to heat the pieces of metal being joined and melt the filler rod (used to bind the pieces of metal together).

10. Demonstrate ability to weld flat, vertical, horizontal, and overhead on (1/8 inch x 1 inch x 8 inches) (0.3 cm x 2.5 cm x 20.3 cm) mild steel test plates.
==Note: An instructor is a must. Welding is a very critical and serious skill to learn and is not a home-type course. Welding essentially takes the place of bolts and rivets, and if not properly done, is most dangerous. Example: A trailer hitch not properly bonded, or machinery exposed to the strain of pull or weight, is an invitation to disaster.==

==Note: ** This requirement demonstrates one's skill in working in darkness, such as in an emergency. All acetylene connection threads are left-handed, while all oxygen connection threads are right-handed. ==


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Adventist Youth Honors Answer Book/Vocational/Bible Evangelism

1. Be in at least the eighth grade.
This honor requires the maturity level of a typical 8th grade student, or its equivalent. Please note that requirement 2 very closely coincides with an activity in the Voyager AY class. It would be good to follow this honor with the Personal Evangelism honor.

2. Go on a visit with your pastor to a Bible study, a hospital visit, and a visit to a church member.
Though your pastor is a very busy person, it is likely that he will welcome you as he visits others. Ask him well ahead of time so that he can choose the day when you may join him. Be patient - he may not have anything lined up right away. Trust his judgment - he is a professional. There is no need to make all of these visits on the same day - they can be spread out over multiple trips. Remember your manners during the visits, and that you are a representative of your club, your church, and your Savior. Always thank him afterwards.

Before you go, see the notes on requirement 6 and requirement 7c.

3. Arrange with your pastor to attend a church board meeting and a church business meeting. Make a written report of your visits to both meetings.
Church boards usually meet once per month. Again remember your manners and that you are representing your club. Be sure that you do make arrangements with your pastor to attend - do not just show up. Church boards often deal with sensitive, confidential matters, and you may be asked to dismiss yourself during part of the meeting. If this happens, handle yourself with grace.

Also keep in mind that unless you are a member of your church board, you will not be able to vote on any of the business that comes up during a church board meeting. If you are a baptized member of your church, however, you may (and should) vote during a church business meeting.

4. List the steps in church organization from the member to the General Conference and know their relationship to each other.
A person's membership in the Seventh-day Adventist Church is with a particular church, mission, or company. Sometimes, an individual's membership will be with the local conference rather than with a church (such is the case with conference employees and their families, for instance). The local church is an independent body invested with the authority to make most of its own decisions. The pastor of the local church, however, is an employee of the local conference, and will answer to the Conference President. The local church forwards all tithe money it collects to the conference, and these funds are used to pay the salaries of all pastors and conference administrative employees. School teachers are also conference employees, but their salaries are paid from tuition rather than from tithe. Conference officers (President, Vice Presidents, Treasurer, etc.) are voted into office at a Conference Constituency meeting. Each church, mission, and company in a conference selects and sends its own delegates to the these meetings.

Several local conferences in a region make up a Union. Each Union has its own administrative staff and a slate of officers. Adventist colleges are usually associated with a Union and funded at the Union level.

Unions are grouped into Divisions, and each Division also has its administrative staff and officers (President, Vice Presidents, Treasurer, etc.). Again, the officers are voted into their positions at a constituency meeting. There are twelve Divisions in the Seventh-day Adventist Church, and together they form the General Conference. This is the highest level of government in the Adventist Church. Every five years the General Conference holds a constituency meeting to decide matters important to the denomination and to elect its officers (a President, several Vice Presidents, Treasurer, etc.).

5. Find out what your church spends money on and what percentage of the budget goes to what expenses.
You should be able to find this information by talking to your church treasurer. Any member of your church's Finance Committee (if your church has one) will also be able to help you with this. Some churches budget fixed percentages of their income for certain expenses, while others budget fixed amounts. Still others will use a combination of these two approaches, paying fixed costs first, and then budgeting the remainder by percentages. If your church budgets fixed amounts, you can calculate the percentages yourself as follows:

$$Percentage = \frac{budget\ for\ item}{total\ budget} \times 100$$

6. Write a report of an interview with your pastor in which you asked him the following questions

 * a. What education is required to become a minister?
 * b. What education outside of theology would complement a minister?
 * c. From what source is the pastor paid?
 * d. What is the most rewarding part of your ministry?
 * e. What is the hardest part of your ministry?
 * f. What are beneficial vocations for a pastor's wife to have?
 * g. How did you know that God called you to the ministry?
 * h. How would I know if God were calling me to the ministry?
 * i. How do you do soul winning?
 * j. How does evangelism enter into your soul winning?

If you are traveling with your pastor to meet requirement 2, this would be an excellent time to ask him these questions. Otherwise, you will need to set up an appointment with him. Be sure to take notes during your discussion so you can refer to them as you write your report.

a. Participate in the presentation of a youth evangelistic series.
If your church is presenting a youth evangelistic series, volunteer to help out. If not, perhaps you could organize a series yourself or with other members of your Pathfinder club or AY Society.

Participating in the presentation can mean leading out in front of the congregation or working behind the scenes. Both are important.
 * Leading out: This could be preaching, presenting special music, or providing testimony about your own Christian experience.
 * Behind the scenes: This could be running the PA system, controlling a slide show, operating a spot light, videotaping the program, or even podcasting the series over the Internet.

c. Make four hospital visits, presenting a devotional thought and prayer at each one.
A well-functioning church publicly prays for hospitalized members. Pay close attention to the prayers in your church to find out who is sick. It is also totally acceptable to visit non-church members who are hospitalized.

Talk to your pastor, an elder, a deacon, or a deaconess in your church to find out if they are going on a hospital visit and ask if you can come along. If they are not going, offer to go yourself. If they do not think it wise that you join them, respect their judgment.

Do not arrive unannounced. It is better to call ahead. Talk to either the patient or someone close to the patient about scheduling your visit. Do not put the visit off for too long either, as hospital stays are getting shorter and shorter all the time. It is not unusual for a patient to be sent home within two days of having major surgery. For this reason it may be better to be on the lookout for a person scheduled to be admitted to a hospital rather than for someone who has already been admitted. They could easily be discharged before you can arrange a visit.

When you get to the hospital you may need to turn off your cell phone. Look for any notices to that effect and comply with them.

It is best to not bring a large number of people with you when making a hospital visit. The rooms are small, and the hospital will limit the number of visitors allowed in the room. Furthermore, sick people are often not comfortable visiting with a large crowd. Be sure to obey any direction given to you by the hospital staff. Do not make noise. Remember that there are other patients there who need their rest.

Keep the visit brief and be alert for any signs that the patient wants you to leave. the patient may be too polite to make such as wish known to you. If you detect any hint that you should leave, do so graciously and do not take offense. Hospitalization is not a pleasant experience, and people frequently prefer to maintain their privacy. The patient may also tire easily and not be in a mood to visit. It is difficult to get a good night's rest in a hospital, as it buzzes with activity 24 hours a day, seven days a week.

Because your visit may be short, it is best to begin presenting your devotional thought as soon as you can. Be polite and ask how the patient is doing before diving in, but don't chit-chat for very long before getting started. When the devotional is finished, close with a prayer and leave while the presence of the Holy Spirit still lingers. It is better to say your goodbyes before having the prayer.

d. Give a sermon of at least 20 minutes in length.
This can be done during any number of events including:
 * Pathfinder Sabbath
 * Camp out
 * Induction Ceremony
 * Investiture Service
 * Regular Sabbath worship service

You can turn almost any Bible study into a sermon, as they generally present a thought or an idea in an organized manner. Make notes on index cards and take them to the pulpit with you. If you are uncomfortable, practice your sermon ahead of time. Open and close your sermon with a short prayer, and pray with another person in private before taking the pulpit. When citing Bible texts, give the congregation time to find the passage - repeat the book, chapter, and verse a couple of times. Speak clearly, with plenty of volume, and enunciate your words. Remember that no one in the congregation is there waiting for you to fail - they all want you to succeed! They are on your side.

e. Give two evening and two morning devotionals for a camp out.
Make arrangements with your Club Director well in advance of the camp out. If you can connect all four of these devotionals with a common theme, all the better. Consult a daily devotional book for ideas. Many are available at the Adventist Book Center.

f. Give devotional worships for five days at a school.
This is an ideal option if you attend or live near an Adventist school. These devotionals can be presented to the entire school, to a single classroom, or to a small group that meets before, during, or after school. They need not last more than 10 or 15 minutes.

Talk to the school principal or a teacher well ahead of time. She may want to know exactly what you are planning before approving it, so go in knowing what you are going to say. Better yet, have an outline of your program prepared ahead of time.

g. Earn the Pathfinder Evangelism Award.
These are the requirements for the Pathfinder Evangelism Award:

4. Wear your Pathfinder full-dress uniform (including scarf & sash) while participating.
====5. Participate in at least four of the following:a. Be an usher.b. Pick up the offering.c. Assist in the children's meetings.d. Have scripture or prayer.e. Assist in the set-up/take-down of the meeting hall.f. Hand out the evening programs, brochures, etc.g. Give a testimony of what Jesus has done recently for you.h. Be a greeter.i. Help operate a Pathfinder booth showing what the church has for its young people.j. Invite a guest (non-SDA) to attend the meetings and host him throughout the evenings.k. Prepare a baked-goods table (breads, etc.) to share as gifts or samples for the attendees.l. Contact at least ten (10) individuals by phone or in person inviting them to attend the meetings.m. Participate in at least two Bible studies with at least one "interest." ====

 * For your choice of the above, a thorough preparation is needed. Where applicable, outlines or memorized material should be used. A reading of the presentation is not permitted.

8. Through Bible and the writings of Ellen G. White study and learn how Jesus treated crowds of people in ministering to them.
Read Matthew chapters 5-7, which cover the Sermon on the Mount, and chapter 31 of The Desire of Ages which contains Mrs. White's commentary on it. You should also read Thoughts From the Mount of Blessing.

9. Show that you have a personal daily devotional life for at least six months.
One way to show this is by keeping a devotional journal. Summarize what you have read, making sure to record any Bible verses or other reading material studied. Be sure to record the date as well.

If you like, you can record your journal on a blog so that others may read it on the Internet. You may even plant a seed this way without knowing it!

About the Author
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Adventist Youth Honors Answer Book/Vocational/Christian Sales Principles

1. Explain the responsibilities of a Christian salesperson as related to how they treat their customers and boss.
Christians strive to live according to the principles of the life of Christ and the Golden Rule.

When dealing with customers, a Christian is honest and forthright, not withholding information or misleading people simply to gain a sale. A Christian is not high pressure and will not try to intimidate people into purchasing a service or product from them. Rather, he is empathetic and understanding of the customer's concerns and needs. He knows his product and its benefits thoroughly and is able to answer questions competently and quickly in order to help his customer make the decision that will best serve him.

A Christian is courteous to his employer, and remembers that it is his place to serve. He will not cause strife in the work place and show angst toward his employer when talking with fellow employees or customers. A Christian will strive to put the best interest of the company at the forefront of his efforts by being professional and clean. He will discuss problems with the source and not spread rumors in the work place.

5. Using actual or hypothetical education and experience, write a resume which could be used in applying for a job.
You can start your research on writing a resume on Wikipedia.

9. Interview a Christian salesperson and a Christian retailer regarding the following points
===For the Salesperson: a. Is a lot of traveling involved in the profession of selling? b. What other ways does the job of a salesperson affect family life? c. How are sales people paid? d. What opportunities for advancement are there in sales? e. What does the future hold for a career in sales? f. How do you get customers? g. What do you like the most about your job? The least? h. Does being a Christian make a difference in the way you do your job? ===

===For the Retailer: a. What type of education and training is helpful for a retail sales career? b. What advancement opportunities are available in retail sales? c. When you place an order, which do you rely on most, service of the sales person, price, market characteristics, or the quality of the product? d. What do you do when a customer complains about an error he thinks your store has made when he is actually the one at fault? e. Does being a Christian make a difference in the way you run your store? f. What do you like the most about your job? The least?===


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Adventist Youth Honors Answer Book/Vocational/Native Bush Construction

1. Assist in setting out the ground of a simple house squarely and accurately.
A house that is "square" is one whose corners form right angles (90°). The house itself can be any type of rectangle or collection of rectangles (it doesn't have to be a square).

To lay out a perfect rectangle, the wall that connects the corners A and B (we'll call that wall AB) must be the same length as the wall that connects corners C and D (which we'll call CD). Further, wall BC must be the same length as AD. But that's just the starting point. Even if all the walls are the proper length, the rectangle can be skewed to form a parallelogram (see illustration)

To correct for this, all we need to do is make sure the diagonals in our rectangle are equal length. The diagonals are the imaginary lines connecting A to C and B to D (that is, AC and BD).

It is best to choose the location of two corners of the house and drive stakes in the ground to mark where they will go. Then take the remaining measurements from these two corners, adjusting the position of the other two corners until the diagonals are equal and the sides are the right length. Then drive these stakes in the ground. Once the stakes have been driven, measure the lines again. If the distances are wrong, start over. If a house is laid out crooked, it will affect every other aspect of its construction, making every job in building it more difficult.

4. Show ability to thatch a roof correctly, especially the ridge and hips using kunai grass, sago palm leaves, coconut palm leaves or any other materials.
See the Thatching honor for detailed instruction.

5. Where applicable select, prepare and use vines for tying and lashing.
==6. Take part in building a house not less than 4m x 2m using native materials. In building the house practice all demonstrations nos. 1-5. Show while building the house that you have taken measures to keep it free from termites.==


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Adventist Youth Honors Answer Book/Vocational/Radio

1. Pass a test and receive your license for the Technical Class Amateur Radio License OR Technician Class Amateur Radio License.
In order to earn the Technician Class Amateur Radio License, an operator must pass a 35 question exam administered by a Volunteer Examiner Coordinator (VEC). No morse code is required for the Technician Class, but knowledge of FCC regulations and electronics are essential. Study the material presented below, and when you feel you are ready, look over the question pool and take some practice tests:

 * Question Pool
 * Practice Tests

When you can consistently pass the practice tests, chances are good that you will be able to pass the real deal. All you need to do when you are ready is find an amateur license examination session near you. This website will help you locate one:

 * http://www.arrl.org/arrlvec/examsearch.phtml

Now, let's learn about Amateur Radio!

FCC Rules, station license responsibilities
The FCC Rules and Regulations for the "Amateur Radio Service" is defined in the Code of Federal Regulations under Title 47, Part 97. Part 97 is the FCC's regulations for all amateur (ham) radio operations. The link for Part 97 is as follows: http://www.access.gpo.gov/nara/cfr/waisidx_06/47cfr97_06.html

Control operator duties
By definition of Part 97.3, a control operator is defined as "An amateur operator designated by the licensee of a station to be responsible for the transmissions from that station to assure compliance with the FCC Rules."

The control operator must be a licenced operator who's license appears in the ULS consolidated licensee database or be "authorized for alien reciprocal operation by §97.107 of part 97."

The control operator is required to monitor transmissions, repair (or have repaired) any equipment that is causing harmful interference, and make sure the transmitting station complies with the rules and regulations set out by the FCC.

A control operator does not have to be the person transmitting, nor does he even have to be in the room to control the radio (If he or she has the ability of remote operation of the station, that is). However, the control operator must be aware of every aspect of the station at all times. This includes: transmission frequency, power/ output of transmission, radio etiquette, etc.

Operating Practices
It is important that you be polite when talking "on the air." Anyone can listen to your conversations. Don't use inappropriate language (like swearing), don't be insulting, and don't cut other people off. Allow others to join conversations. If it is a personal conversation, maybe you should be communicating via a more secure/ private method.

Other things that you should consider when "on the air" is your power settings, repeater use, and frequency usage. If you are talking on a frequency and someone else starts using the same frequency, don't increase your power until only you and your contact can talk. Be courteous and forgiving, move to a different frequency. You may find that some frequencies have priorities assigned to them. For example, the repeater or frequency that you are using is also used by a group of hams that dedicate some of their time to emergency communications. They have been given priority in message traffic when dealing with an emergency or emergency practice sessions. They have been given the primary assignment for that frequency during those events. Should you find them using the repeater or frequency during an official event, move to a different frequency or repeater. At all other times you, as a secondary user, may use the repeater or frequency without hindrance. Also when using a repeater to talk to someone, see if you can communicate without using the repeater. If so, please move to a frequency other than the repeater. If you cannot communicate without using the repeater, that is alright. The repeater was created for that very purpose (to allow people to communicate over farther distances).

Ohm's Law
Ohm's law states that, in an electrical circuit, the current passing through a conductor between two points is proportional to the potential difference (i.e. voltage drop or voltage) across the two points, and inversely proportional to the resistance between them. In mathematical terms, this is written as:

I = \frac {V}{R} $$

where I is the current in amperes, V is the potential difference in volts, and R is a constant, measured in ohms, called the resistance. The potential difference is also known as the voltage drop, and is sometimes denoted by E or U instead of V.

Impedance
Electrical impedance, or simply impedence, describes a measure of opposition to a sinusoidal alternating current (AC). Electrical impedance extends the concept of resistance to AC circuits, describing not only the relative magnitudes of the voltage and current, but also the relative phases. In general impedance is a complex quantity $$\scriptstyle{\tilde{Z}}$$ and the term complex impedance may be used interchangeably; the polar form conveniently captures both magnitude and phase characteristics,

 * $$\tilde{Z} = Z e^{j\theta} \quad$$

where the magnitude $$\scriptstyle{Z}$$ gives the change in voltage amplitude for a given current amplitude, while the argument $$\scriptstyle{\theta}$$ gives the phase difference between voltage and current. In Cartesian form,

 * $$\tilde{Z} = R + j\Chi \quad$$

where the real part of impedance is the resistance $$\scriptstyle{R}$$ and the imaginary part is the reactance $$\scriptstyle{\Chi}$$. Dimensionally, impedance is the same as resistance; the SI unit is the ohm. The term impedance was coined by Oliver Heaviside in July 1886.

The impedance of an ideal resistor is purely real and is referred to as a resistive impedance:

 * $$\tilde{Z}_R = R.$$

Ideal inductors and capacitors have a purely imaginary reactive impedance:

 * $$\tilde{Z}_L = j\omega L,$$

 * $$\tilde{Z}_C = \frac{1}{j\omega C} \, .$$

Power
Electric power is defined as the rate at which electrical energy is transferred by an electric circuit. The SI unit of power is the watt. When electric current flows in a circuit, it can transfer energy to do mechanical or thermodynamic work.

In direct current resistive circuits, electrical power is calculated using Joule's law:
 * $$P = VI \,$$

where P is the electric power, V the voltage, and I the electric current.

In the case of resistive loads, Joule's law can be combined with Ohm's law (I = V/R) to produce alternative expressions for the dissipated power:

 * $$P = I^2 R = \frac{V^2}{R},$$

where R is the electrical resistance.

In alternating current circuits, energy storage elements such as inductance and capacitance may result in periodic reversals of the direction of energy flow. The portion of power flow that, averaged over a complete cycle of the AC waveform, results in net transfer of energy in one direction is known as real power (also referred to as active power). That portion of power flow due to stored energy, that returns to the source in each cycle, is known as reactive power.

The relationship between real power, reactive power and apparent power can be expressed by representing the quantities as vectors. Real power is represented as a horizontal vector and reactive power is represented as a vertical vector. The apparent power vector is the hypotenuse of a right triangle formed by connecting the real and reactive power vectors. This representation is often called the power triangle. Using the Pythagorean Theorem, the relationship among real, reactive and apparent power is:
 * $$\mbox{(apparent power)}^2 = \mbox{(real power)}^2 + \mbox{(reactive power)}^2$$

Real and reactive powers can also be calculated directly from the apparent power, when the current and voltage are both sinusoids with a known phase angle between them:

 * $$\mbox{(real power)} = \mbox {(apparent power)}\cos(\theta)$$

 * $$\mbox{(reactive power)} = \mbox {(apparent power)}\sin(\theta)$$

The ratio of real power to apparent power is called power factor and is a number always between 0 and 1.

The above theory of reactive power and the power triangle is true only when both the voltage and current is strictly sinusoidal. Therefore is more or less abandoned for low voltage distribution applications where the current normally is rather distorted. It can still be used for high voltage transmission applications and, with some care, for medium voltage applications where the current normally is less distorted.

Passive circuits
Passive circuits are circuits consisting of only resistors, capacitors, and inductors. Most undergraduate electronics programs dedicate two semesters to the analysis of passive circuits. It is unrealistic to expect to learn even the rudiments of this subject in a single chapter. Instead, we refer you to Circuit Theory for a more thorough treatment than is possible here.

Active circuits
Active circuits contain components that require a power source to operate. Such components include diodes, transistors, integrated circuits (which are constructed from diodes and transistors integrated onto a common substrate), and tubes. Active circuits, like passive circuits, are the topic of at least two semesters of undergraduate study. As such, we refer you to Electronics rather than attempting to treat this complex topic here.

Communication modes and methods
The most common methods of communication are AM (Amplitude Modulation), SSB (Single Sideband), FM (Frequency Modulation), CW (Continuous Wave) also known as Morse Code, and RTTY (Radio Teletype). Of these, the favorites are SSB, FM, and CW. To look at a larger list of ways to communicate as a ham operator, see List of amateur radio modes. Many of these methods of communications can be used on multiple bands and multiple different frequencies within those bands. Each method has specific frequencies that it is allowed to be used in. For example: on the 2 meter band, frequencies from 144.000-144.100 is specifically for CW, 144.900-145.200 won't allow CW but will let you use FM.

Most ham radio operators use simplex (Radio to Radio) communications for any conversations that they have. This is especially true of hams using hand held transceivers (HTs) on UHF (Ultra High Frequency) and VHF (Very High Frequency). Repeaters are common for use on UHF & VHF. Repeaters are used when hams cannot communicate clearly on simplex. The repeater will receive the transmission signal of one ham and retransmit it at a higher power level to the other ham. Hams that have higher license will operate on HF (High Frequency) and will use SSB and CW to communicate farther distances. HF communications does not require the use of repeaters due to the method of communication. HF operators will often use much more power for distant contacts. HF operators can also use directional antennas to bounce radio waves off the atmosphere, the moon, and even certain satellites.

Because of the type of communications that a Technician License is allowed to use. We will be focusing on FM and CW. FM is one of the simplest forms of communications. To operate FM as a ham radio operator, all one must do is set the desired frequency that you wish to communicate on and press the PTT (Push To Talk) button. Press the PTT button for 1 second and then begin by identifying yourself with your call sign. Don't be frustrated if nobody answers you when you call out over the radio waves, nobody may be listening to that particular frequency. Many people have mobile rigs (ham radios in their cars) and are most often found on the radio on their way to and from work. CW is a little more challenging than FM, but not much. CW requires that you get a ham radio rig that will actually transmit Morse code. You must also get a Morse code key (a device that you use to tap out the code on the radio). CW allows you to operate on frequencies that other modes will not allow.


text:
Adventist Youth Honors Answer Book/Vocational/Radio Advanced

2. Pass a test and receive your license for the General Class Amateur Radio License.
Learn more about the General Class radio license at ARRL Website.

Wikipedia effectively says that this next level, known as General Class, requires passing of the Technician test, as well as a 35-question, multiple-choice General exam. When you attain a General Class license, you are granted privileges on portions of all amateur bands, and have access to over 83% of all amateur HF bandwidth.


text:
Halo 2

Gametypes

 * /Assault/
 * /Capture The Flag/
 * /King of the Hill/
 * /Juggernaut/
 * /Oddball/
 * /Slayer/

Weapons

 * /Battle Rifle/
 * /Magnum/
 * /Rocket Launcher/
 * /Shotgun/
 * /SMG/
 * /Sniper Rifle/
 * /Beam Rifle/
 * /Brute Shot/
 * /Carbine/
 * /Energy Sword/
 * /Needler/
 * /Plasma Pistol/
 * /Plasma Rifle/
 * /Sentinel Beam/
 * /Frag Grenade/
 * /Plasma Grenade/
 * Host/Standby

Vehicles

 * /Scorpion/
 * /Warthog/ With machine gun turret
 * /Gauss Warthog/ With gauss turret
 * /Banshee/
 * /Ghost/
 * /Spectre/
 * /Wraith/
 * /Human Turret/
 * /Covenant Turret/

Standard

 * /Ascension/
 * /Beaver Creek/
 * /Burial Grounds/
 * /Coagulation/
 * /Colossus/
 * /Foundation/ Hidden map, unlocked through glitch, XBL download, or Halo 2 Map Pack.
 * /Headlong/
 * /Ivory Tower/
 * /Lockout/
 * /Midship/
 * Rotary Tactic (for Team Slayer)
 * /Waterworks/
 * /Zanzibar/

Expansion
Obtained through XBL download, or Halo 2 Map Pack.
 * /Backwash/
 * /Containment/
 * /Elongation/
 * /Gemini/
 * /Relic/
 * /Sanctuary/
 * /Terminal/
 * /Turf/
 * /Warlock/

title: Halo 2


text:
User:Jomegat

Jomegat
My real name is Jim Thomas. Among many other things, I am the Deputy Director of the Central New Hampshire Flames Pathfinder Club. My involvement with Pathfinders has inspired me to organize the Adventist Youth Honors Answer Book here on wikibooks. I hope many more Pathfinders will join me in creating this book.

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

I came to Wikibooks to write the Adventist Youth Honors Answer Book, which is an instructor's guide for teaching honors (similar to Boy Scout Merit Badges) to Pathfinders.

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

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

My To-Do List

 * Chapters I plan to work on:
 * Animal Tracking - still need tracks of a snake, gull, and earthworm.
 * Thatching
 * Upholstery

 * Links:
 * statistics
 * more stats

Sandbox
/Sandbox

title: User:Jomegat


text:
Annotations of The Complete Peanuts/PeanutsNavLine

Annotations to other volumes: 1950–1952 · 1953–1954 · 1955–1956 · 1957–1958 · 1959–1960 · 1961–1962 · 1963–1964 · 1965–1966 · 1967–1968 · 1969–1970 · 1971–1972 · 1973–1974 · 1975–1976 · 1977–1978 · 1979–1980 · 1981–1982 · 1983–1984 · 1985–1986 · 1987–1988 · 1989–1990 · 1991–1992 · 1993–1994 · 1995–1996 · 1997–1998 · 1999–2000 · Comics and Stories |τ |


text:
Wikibooks:Pages needing attention

Of course, every page on Wikibooks deserves special attention. But some entries deserve tender loving attention. If you come across a page that you think needs a lot of work, but have no idea how to approach it, list it here so that others can find it.

Newly created pages frequently require loving attention as well.

Please date your entries here. This makes it easier to judge when pages no longer need attention. Undated entries may be arbitrarily removed. You can sign and add the date at the same time by inserting  ~  (four tildes).

Please indicate the reason for listing a page. Pages listed with no reason given may be arbitrarily removed because another person might not understand your intent.

See also: Requested Wikibooks

Modules that have good information, but need work for some reason
Card and Magic Tricks.....off to a good start, but just needs a'lot added to it. Buddpaul 01:32, 5 January 2007 (UTC)

Modules that need a rewrite

 * Dichotomous Key:Placentalia - The key is a mess; it needs to be overhauled. I tried to make corrections, but got stuck on the last few steps. 16 October 2006
 * Programming:Perl GUI programming - This page contains no relevant information on the topic.
 * Of Mice and Men - This page is in need of someone who has recently read the book.

Modules that need periodic updates
Some modules contain list or table with annual data. They need to be updated and review periodically. Some popular pages may be edited frequently between reviews, so they may be up to date when the review is up. But some less popular pages may not be updated periodically without a scheduled review. This section maintains a schedule to make sure these modules are not forgotten and become obsolete over time. Please reset the alarm clock after each review and reorder them chronologically.

 * First Aid: The standard revisions cycle is 5 years, and the last revision was 2005. Although the wikibook isn't done, it will have to be changed in 2010 (probably). As well, there may be position statements published before then, which should be included whenever possible.

title: Wikibooks:Pages needing attention


text:
Wikibooks talk:Pages needing attention

Initial text adapted from en:Wikipedia:Pages needing attention --mav 07:40, 24 Aug 2003 (UTC)

Antiques
The fact that some of these pages appear to have "needed attention" for over a year now seems quite daft. As there is no apparent archive process for this page I will delete the oldest of these (available still via "history") -- Herby talk thyme 20:10, 4 January 2007 (UTC)

title: Wikibooks talk:Pages needing attention


text:
User talk:67.40.211.57

I noticed your edits to Video/Viewing subtitles in the Recent changes log. I really like you contributions. May I encourage you to sign up for the project? Wikibooks is a great place to get to work. There is really a lot to be done: clean-up, tagging, etc. And then you always can contribute any relevant knowledge you have! Right now it is a small community, and you can always talk to the regulars at the staff lounge. Again, thank you very much for your contributions. If you want to talk to me, please reply here or talk page. Please consider signing up here at the project. Cheers, Iamunknown 07:56, 6 December 2006 (UTC)

title: User talk:67.40.211.57


text:
User talk:74.113.131.172

Hello! I noticed your quality edits to the Student's Guide to Michel Foucault. Please consider signing up for the Wikibooks project. The Humanities are in need of contributors here at Wikibooks. Signing up is great! The community is small, but very personal. You can always meet the regulars at the staff lounge.

I hope you consider signing up for the project. If you have any questions, just ask here or at my talk page. Cheers, Iamunknown 08:09, 6 December 2006 (UTC)

Thanks for the welcome
Hello, Iamunknown,

So how do I get set up as a user with a username like yours? I guess I should do so rather than just always appear as "74.113.131.172"!

Just call me Kosta. I'm actually a Joycean by training and an ESL teacher by trade. (Poor students!) Really, though, I'm very interested in writing easy-to-understand but practical guides. I've started with Foucault mainly because I think we need such a guide for his ideas, but also in small part as a challenge to myself to straighten out my own understanding of his ideas.

Cheers,

Kosta

Spotted this
So here is some more info - setting up an account is easy. Post something somewhere if you need help (not literally but it is a "small" place so this talk page, your new one when you set it up, Iamunknown or mine.

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 13:34, 6 December 2006 (UTC)

title: User talk:74.113.131.172


text:
User talk:210.214.80.97

Thank you for adding relevant content to Wikibooks! If you intend to add answers to exercises in math textbooks, as you did at 90 Days to Calculus II/Test 1.1, please add them to the relevant answers section. For the section you edited, it is located at Algebra/Arithmetic/Answers to Addition Exercises. Cheers, Iamunknown 08:32, 6 December 2006 (UTC)

title: User talk:210.214.80.97


text:
User:Expent

http://www.expent.de - Software development and webdesign in Rostock

title: User:Expent


text:
User:Yourmeet

Myself Amit. I am from India. I am just surprised, astonished and felt everything like that when I see vastness of Wikipedia.

title: User:Yourmeet


text:
User:Iamunknown/monobook.js

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popupAdminLinks=true;

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title: User:Iamunknown/monobook.js


text:
User talk:Pia~enwikibooks

Pia, the first Harry Potter book is called "Harry Potter and the Philosopher's Stone" outside of the United States. That is the convention used on most Mediawiki projects. Please don't change the links to dead links again. Thanks for your understanding. Cheers, Iamunknown 09:30, 6 December 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Pia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pia~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:22, 19 April 2015 (UTC)

title: User talk:Pia~enwikibooks


text:
A-level Mathematics/OCR/FP1/Summation of Series

Summation of a Series
In Core Two we learned about arithmetic and geometric progression, but if we need to sum an arithmetic progression over a large range it can become very time consuming. There are formulae that can allow us to calculate the sum. Note that these formulae only work if we start from 1; we will see how to calculate summations from other end points in the example below. The formulae are:
 * $$ \sum_{r=1}^n 1 = n$$
 * $$ \sum_{r=1}^n r = \frac{1}{2} n(n+1)$$
 * $$\sum_{r=1}^n r^2 = \frac{1}{6}n\left(n+1\right)\left(2n+1\right)$$
 * $$\sum_{r=1}^n r^3 = \frac{1}{4}n^2\left(n+1\right)^2$$

We also need to know this general result about summation:

 * $$ \sum_{r=1}^n ar^b = a\sum_{r=1}^n r^b$$

You can see why this is true by thinking of the expanded form:

 * $$ (a \times 1^b + a \times 2^b + a \times 3^b + ... + a \times n^b) \equiv a(1^b + 2^b + 3^b + ... + n^b)$$

Example
Find the sum of the series $$\sum_{x=3}^{10} 3x^3 + 4x^2 + 5x$$.
 * 1) First we need to break the summation into its three separate components.
 * $$\sum_{x=3}^{10} 3x^3 + \sum_{x=3}^{10}4x^2 +\sum_{x=3}^{10} 5x$$
 * 1) Next we need to make them start from one. We then need to subtract the sum of the numbers not included in the summation.
 * $$\sum_{x=1}^{10} 3x^3 - \sum_{x=1}^{2} 3x^3 + \sum_{x=1}^{10}4x^2 -\sum_{x=1}^{2}4x^2 +\sum_{x=1}^{10} 5x - \sum_{x=1}^{2} 5x$$
 * 1) Now we use the identities to calculate the individual sums. Remember to include the co-efficients.
 * $$ 3\left[\frac{1}{4}10^2\left(10+1\right)^2 - \frac{1}{4}2^2\left(2+1\right)^2\right] + 4\left[\frac{1}{6}10\left(2\times10+1\right)\left(10+1\right) - \frac{1}{6}2\left(2\times2+1\right)\left(2+1\right)\right]$$ $$ + 5\left[ \frac{1}{2} 10(10+1) - \frac{1}{2} 2(2+1)\right]$$
 * 1) Now we need to perform a lot of arithmetic. This can be done by hand or utilizing a calculator.
 * $$\frac{3}{4}\left(100\times121 - 4\times9\right) + 4\frac{1}{6}\left(10\times21\times11 - 10\times3\right)$$ $$ + \frac{5}{2}\left(10\times 11 - 2\times3\right)$$
 * $$=\frac{3}{4}\left(12100-36\right) + \frac{2}{3}\left(2310 - 30\right) + \frac{5}{2}\left(110 - 6\right)$$
 * $$=10828\,$$
 * 1) The sum of the series $$\sum_{x=3}^{10} 3x^3 + 4x^2 + 5x = 10828$$.


text:
A-level Mathematics/OCR/FP2/Hyperbolic Functions

Hyperbola:

A hyperbola is a curve with an equations similar to an quadratic. A hyperbola has an equation ax^2+bxy+cy^2+dx+ey+f, where b^2>4ac and all coefficients are real.

the eccentricity of a hyperbola is given as sqrt(1+b^2/a^2) where b is the length pf the semi minor axis and a is the semi major axis.

the semi major axis is 1/2 the distance between the branches and the semi minor axis is b/sqrt(e^2-1).

Hyperbolic functions:


text:
User:TWiStErRob

Go to this page for more information on me.

title: User:TWiStErRob