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Adventist Youth Honors Answer Book/Outreach/Personal Evangelism

1. Through Bible and the writings of Ellen G. White study how Jesus treated people on a one-to-one basis. Write a 500-word report or give a five-minute oral report of what you learned.
The following passages tell how Jesus interacted with people on a one-to-one basis and are recounted in the Gospel of John and in Ellen White's book The Desire of Ages as follows. You are encouraged to study other examples and use the other gospels as well.
 * Nicodemus: John 3:1-21, Chapter 17
 * Samaritan woman at the well: John 4:1-32, Chapter 19
 * At the pool of Bethesda: John 5:1-9, Chapter 21
 * Mary and Martha when Lazarus died: John 11:17-44, Chapter 58
 * Mary at the resurrection: John 20:10-18, Chapter 82
 * Jesus reinstates Peter: John 21:15-23, Chapter 85

When Jesus spoke to the Samaritan woman at the well, He went through the following steps. First, He aroused an interest by asking her for some water. This was an unusual thing for Him to have done for two reasons: a) She was a Samaritan and He was a Jew (which she noted), and b), she was a woman and He was a man. It was not typical for a man to talk to a woman - even to his own wife - in a public place.

The second thing Jesus did was to get the woman to recognize her need. He offered her living water. She did not immediately understand that He was not talking about physical water, but she was also not totally oblivious that He was speaking of spiritual things (He said this living water would give her eternal life).

The third thing Jesus did was to make the woman realize that she needed to make changes in her own life. He did this by telling her that she had had five husbands and was living with a man to whom she not married. She countered by trying to change the subject and start a religious argument (Jews worship in Jerusalem, Samaritans do not). This was the equivalent of a modern-day Internet "flame war." She may have felt that if she could get Jesus to argue with her, she would be justified in not making the required changes in her life. Jesus did not take the bait, instead explaining that this argument was moot.

The fourth thing Jesus did was to bring the woman to the point of a decision. He openly and plainly declared Himself to be the Messiah, and it was then up to her to decide if she would accept Him as such. And she did. She immediately went back into her village to tell others about Him, even leaving her water jar behind (perhaps so she could travel more swiftly). She returned quickly with many of the people from her town, and they too became convinced that Jesus was the Messiah.

2. 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!

All AY classes have Bible reading assignments. These can easily be used as a 6-month devotional. For Pathfinders at the Voyager or Guide level, the Bible reading assignments as outlined in your AY diary are organized into a 26-week program (26 weeks is 6 months). The Friend, Companion, Explorer, and Ranger Bible reading assignments are organized into a 13-week program. There is nothing to say that a Pathfinder can't read ahead though, so why not read two years worth of these levels? Your AY diary will have a place where you can check off each passage as you've read it.

3. Do two of the following
Choose any two of 3a, 3b, or 3c.

(1) Evangelistic meetings (2) Youth Evangelistic meetings (3) Community service van activities
If your church is planning an evangelistic series, volunteer to help out. Otherwise, talk to your pastor about organizing one.

Some larger churches operate community service van activities. These vans are used to deliver food, clothing, and services to areas where homeless people congregate. If your church does not offer community van services and you are interested in starting one, talk to your pastor.

(4) Cooking school seminars (5) Stop Smoking seminars (6) Weight loss seminars (7) Stress management seminars
The Adventist Health Care System runs seminars for all of these areas, sometimes integrating aspects of all into a single series of classes. Contact an Adventist hospital near you for more information on running your own program or helping with one of theirs.

===In your choice of the above, do the following:(a) Take part in the organization of the activity.(b) Take part in the setting up of the meeting place.(c) Assist in the advertising.(d) Find out where the finances came from for the outreach project and what expenses were incurred.(e) Be involved in the operation and running of the outreach project on a regular basis. === These aspects of this requirement represent a lot of work and are designed to ensure that you are a full participant in the programs rather than just an observer.

(1) Community beautification project, such as landscaping or improving a public area
If you are to undertake a mjor landscaping project in a public area, it is essential that you get permission from whatever authority is responsible for the park's operation. A litter pickup program would also be acceptable, and though it would not require coordination with the responsible government body, it would benefit from it. Many communities operate "Adopt a Street" or "Adopt a Spot" programs. Your Pathfinder club could engage in such a program. In some programs, the governing authority will provide materials (trash bags, plants, tools, etc.) and the volunteer organization provides the labor. These programs usually advertise their existence with small blue road signs, usually with the volunteer organization's name printed along the bottom. Such a sign can make for good public relations between your Pathfinder club and your community, but only if the adopted space looks good. If you adopt a spot and neglect it or do a bad job with, the sign will advertise that too.

(2) Story hour
When an Adventist named Verna Clay tried to minister to the people of the Umatilla tribe of Native Americans, they were suspicious, and resisted her initial efforts. It was not until she began a Story Hour program that they started sending their children to her. This initial program blossomed into a 20 year ministry, and many of the Umatilla came to know Jesus through her efforts. Verna Clay died in 2006, and was honored with an official Long House ceremony. It is extremely rare for anyone outside the tribe to receive such an honor, and it all started with a Story Hour ministry.

(3) Clown ministry
A clown ministry can be a lot of fun. Dressing up, wearing face paint, rubber noses, and large shoes allows even the most introverted person to "step out" and have some fun while reaching small children. Be sure that the program delivers a message - otherwise, it is mere entertainment. It is probably best to write a script first so you know how many clowns you'll need. You can also develop the script for the number of clowns you have.

(4) Puppet ministry
The target audience for this ministry is young children. A Puppet ministry program could be all or part of a Vacation Bible School. Talk with your church's VBS leader to explore options. See the Puppetry and Puppetry - Advanced honors for details of setting up a ministry like this.

(5) Prepare Christmas stockings for underprivileged children.
Propose this project to your church's ACS (Adventist Community Services, formerly known as the Dorcas Society) Director, offering to provide the stockings and the goodies that go inside them. Your club could make the stockings while earning the Basic Sewing, Knitting, or Felt Craft honors. If the "goodies" are girl-, boy-, or age-specific, make different types of stockings so that they can easily be distinguished. The following items make good stocking stuffers:
 * Orange
 * A few pieces of candy
 * Small toys, such as Matchbox cars, tiny dolls, or wooden trains
 * Toothbrush
 * Play food
 * Plastic animals
 * Disposable camera
 * Super ball
 * Our Little Friend or Primary Treasure
 * Water color paint set
 * Diary/Journal
 * Crayons, paper, glue, etc...
 * Legos, Duplos, etc.

If the stockings may be destined for a home with children under 3 years old, care should be taken to select items that do not pose a choking hazard - basically, anything the size of a golf ball or smaller. Also make sure that the stocking is filled mostly with fun items - what child will be thrilled to get a stocking with nothing but toothbrushes and the like?

(6) Food and/or clothing distribution to the needy.
Talk to your church's ACS Director to coordinate your efforts for this project. Many Adventist churches run a clothes closet for the needy, and in some areas, multiple churches from varied denominations combine their resources to run one.

If your church does not participate in such a program, look into starting one. You can also volunteer to help your local Salvation Army or Goodwill chapter.

(7) Programs and visits to a nursing home, orphanage, or pediatrics ward of a hospital.
This requirement can be combined with section 8 of requirement 3c. Basically, you would make your posters up ahead of time, and hang them when you arrive for your visit.

 * Nursing Homes: Nursing home visits are a staple of Pathfinder outreach. Many clubs visit nursing homes on a monthly basis.  During these visits, the group often assembles in a community room to sing a few hymns (the residents love to hear the classic hymns).  Afterwards, the Pathfinder mingle with the residents, sometimes sharing juice and cookies provided by the nursing home.  The entire visit is usually about an hour long, so in order to get ten hours of community service, you will need to make ten visits.  If desired, you can do this biweekly or even weekly rather than monthly.
 * If you would like to lead your club in this form of outreach, call a local nursing home and ask to speak with the Activities Director. Some nursing homes are more friendly to this form of outreach than others, so if you feel you are not welcome (or if the staff is surprised when you arrive, even though you made prior arrangements), stick it out for a couple of months.  If the situation does not improve, consider contacting a different nursing home.

 * Orphanages: The goal when visiting an orphanage is to make friends with the children there. Treat them as you would any other child, and be ready receive the friendship they have to offer you.

 * Pediatrics Ward: One of the requirements for the Voyager curriculum is to plan a party for the physically handicapped.  You will find many handicapped children in a Pediatric Ward, so this is a perfect opportunity to throw a party for them.

(8) Similar project approved by a Master Guide or AY leader.
Note that the projects listed in the section are all community service-oriented. In order to preserve the spirit of this requirement, a similar project would also be community service-oriented. We present here a few ideas, but feel free to come up with your own.
 * When winter approaches, the homeless find themselves in need of many things. You may be able to help meet those needs in these ways:
 * Blanket drive
 * Coat drive
 * Sock drive
 * Toys for Tots
 * Pollution remediation project (see the Environmental Conservation or the Ecology - Advanced honors for ideas).
 * Any of the honors in the ADRA series.
 * Any project listed in the Adventurer for Christ honor.
 * Mission Trip
 * Organize a Blood Drive

If you would prefer a project you can do by yourself instead of with a group, consider these:
 * Translate church services for the deaf using Sign Language.
 * Read a book to a blind person
 * Volunteer at a library
 * Visit shut-ins after church on Sabbath afternoon.
 * Make toys for needy children (see the Woodworking honor).

Remember that you will need to spend at least ten hours on your project.

(1) Free yard care or housework for the elderly
Yard care can be done in any season as it includes tasks such as weeding flower beds, mowing grass, raking leaves, and shoveling snow. How many elderly people love to garden, but no longer can because they are unable to till up the ground? If you do this for them in the spring, they will be able to enjoy a favorite hobby through the summer and into the fall.

Housework need not be limited to cleaning either. If you like to cook, you could offer to come over and prepare a meal, either on a regular basis, or as you are able. Small repairs and maintenance should also be considered an acceptable way to meet this requirement.

Sometimes it is nearly impossible to escape without getting paid. If this happens to you, and you are unable to convince the person for whom you performed this service to not pay you, tell them you will donate the money to a charity in their name. Make sure they get a receipt.

(2) Teach in a lower division Sabbath School department.
A "lower" Sabbath School department would include Beginners (formerly Cradle Roll), Kindergarten, or Primary. It is called lower because the age of the student is lower, not the status or worth of the student! Teaching in a Sabbath School department can be a very rewarding experience.

Talk to the leader of one of these departments and ask if you can help. The Grace Link materials published by the General Conference for these divisions is structured so that the leader can recruit a few teachers who will in turn require very little preparation time. It should be noted however, that if more preparation time is taken, the results will generally be better.

In most Adventist churches, the leader of each Sabbath School department is selected by the Nominating Committee, and then that nomination is voted on by the church. Some churches will also choose teachers through the Nominating Committee. Others will choose them through a Sabbath School Council, and others will allow the department leader to choose the staff. Even then, the leader's selection of staff may be subject to approval by the Sabbath School Council, or the Church Board. Whichever way this is done in your church, the department leader is sure to know, and will be able to offer advice.

If you need to be nominated by the Nominating Committee, you should make your desires to work in these departments known to them when they are in session (Nominating Committee is a temporary, though recurring committee). They will take your interest into consideration, however, they are under no obligation to nominate you for any office, and you should not take offense if your services are not accepted.

(3) Temperance talks
See the Temperance honor for help in preparing your talks.

(4) Tutoring of younger students
The Literacy honor has details for setting up a formal community tutoring program, but for this requirement, it would be sufficient to simply meet with a younger student on a regular basis and help out as needed. It is important to not do the student's work for him when tutoring, so guard against that. Helping a student to study for a test by using flash cards, or asking questions from a list (with the answers) can be very helpful even if you are not an expert on the subject yourself (though being an expert certainly does not hurt). You can also listen to a beginning reader read a book, and offer gentle corrections as needed. Talk to someone who teaches younger students, and make your desire to tutor known.

(5) Volunteer work in a hospital or nursing home
If you choose this option, be sure to look over the Health and Healing honor. Most hospitals and many nursing homes will have a program in place for volunteers, though they limit participation to teens and older.

(6) Supplying books and games to a hospital
Though pediatric wards can make the most obvious use of these materials, keep in mind that adult patients can make use of them as well. See if the hospital can use DVD's, and if so, collect those too. Collect books for children of all ages and books for adults as well. When selecting games keep in mind that hospitalized people frequently have impaired mobility, so footballs and jump ropes may not be the best choices. Also remember that the patient may be spending a lot of time there alone, so games that can be played solo are also very useful (Rubik's Cube, puzzle books, etc.). Board games are also appropriate.

(8) Make posters and art projects for a hospital, nursing home, or orphanage.
The posters here should be works of art suitable for framing, not advertisements for a bake sale. The thought is to add cheer to a situation which might be otherwise gloomy. Look over the Lettering & Poster Making honors for tips on making high quality posters.

(9) Adopt a Grandparent Program.
To adopt a grandparent, you can either volunteer for a formal organization such as Adopt a Grandparent, or you can make a similar commitment on your own. This means identifying a senior citizen and visiting him on a regular, weekly schedule. Be sure to be on time, as this is very important to a lonely senior. The most important thing you can do for an adopted grandparent is to listen and to receive. Receiving can be difficult, because as Christians, we are more comfortable with giving than receiving. But seniors have a lot to give, and if you are willing to receive, they will be very happy. After several months of this, you may find that you have made a very dear friend.

(10) Similar project approved by a Master Guide, AY or Pathfinder leader.
Again, the projects listed in this section are also community-related, and most have a focus on health. The difference between this requirement and the one like it in section 3b is that you are to spend 15 hours on these, as opposed to 10 hours in requirement 3b. Since these appear to be intended as equivalent requirements, it would be logical to conclude that the projects listed here could be a little easier to accomplish. Indeed a quick glance will show you that the projects listed in 3b require a lot preparation, while the projects listed here in 3c require little. In light of this, you should evaluate the project you have chosen, and if little preparation is required, your goal should be 15 hours rather than 10.


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Statistical Mechanics/Boltzmann and Gibbs factors and Partition functions/The Grand Partition Function

It's useful to consider the following function, the Grand Partition function:

ξ(T,N) = ΣN Σs(N) exp((Nμ-εs)/T)

We can then note that if we define the probability as the following via examination of the Boltzmann factor:

P(N1,ε1) = exp((N1μ-ε1)/T)/ξ

If we sum P over s, we get ξ/ξ, which is indeed 1, and thus this is a valid probability function.

Then, using our knowledge of statistical averages, we can consider thermal averages, and calculate energy and various other properties using the Partition function. In general, given the thermodynamic property X, its thermodynamic property is:

X =  = (ΣN Σs(N) xsexp((Nμ-εs)/T)) / ξ

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


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Adventist Youth Honors Answer Book/Outreach/Sign Language - Advanced

2. Have a minimum of 5 hours of instruction in signing.
Continue the classes started in the Sign Language honor. If you earned the Sign Language honor a long time ago and cannot continue the classes you already started, you will have to find another class and sign up again.

3. Send and receive finger spelling at a rate of 12 words per minute using a minimum of 50 letters.
In the standard version of this honor, you were required to sign five words per minute. Hopefully you did not find that too difficult to do, but unless you put in some serious practice, you are unlikely to achieve 12 words per minute. But rest assured, you can do it!

4. Learn at least 350 signs.
We refer you to the books recommended in the standard version of this honor. The best way to learn 350 signs is to practice, practice, practice. You could even practice during the sermon at church as you sit in your pew. If you think people might think you are strange signing to yourself during the sermon, see if you can find an out-of-the-way place where you can hear the sermon without being seen (in the balcony, AV room, or even in a hallway if your church has speakers there). Not only will you get valuable practice signing, you will also be assured of staying awake for the whole sermon!

As you are looking for 350 signs to learn, turn your attention to requirement 5 below, which requires you to sign six songs. Choose some songs with signs you do not know and learn them.

Keep an alphabetic list of the signs you know so you can keep track of how many you have learned. We recommend that you alphabetize the list so that you can avoid repeating a sign and accidentally counting it twice. The easiest way to keep such a list is on a computer because you can insert new signs you learn into the list. If you do not have access to a computer, you can also keep track in a notebook, but we recommend that you roughly alphabetize by keeping all the signs that start with the letter A on the first page, B on the second, etc. When you add new words, you can quickly scan the page to make sure you did not already add it.

5. Sign at least 6 songs to a hearing impaired friend.
Once you have learned 350 signs, finding six songs you know most of the signs for should not be too difficult. Choose a song you really love and fill in any gaps in your knowledge. If you are learning to sign with a group or have several friends who sign, why not present the song as special music during your church service?

a. The Lord's Prayer - Matthew 6:9-13.
This Youtube video shows how to sign The Lord's Prayer. Another good source is the ASLbible by Deafmissions http://www.deafmissions.com/?PageID=65

b. Beatitudes - Matthew 5:3-12.
This video from Deafmissions shows the Beatitudes, but only verse 1-7. This Youtube video shows all the verses, but it is not done as well.

c. Ten Commandments - Exodus 20:6-17.
|1416154|96904 Hand Commands: The Ten Commandments for Little Ones is a book you can purchase that illustrates the Ten Commandments in ASL.

Deafmissions has translated the book of Exodus into a two part DVD set, it can be ordered from http://www.deafmissionsstore.com/v-btexod.html


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Adventist Youth Honors Answer Book/Outreach/Stewardship

k. How do we know that the tithe is different from offerings? Malachi 3:8
In this verse, tithes and offerings are referenced individually. See the reference in section i for the text.

2. Read and discuss with your counselor or pastor the following: Section IV (pp. 111 to 130); paragraph 1 and 2, p. 14; and paragraph 1, p. 66 of Counsels on Stewardship written by Ellen G. White.
This book is available on the Internet, though not with a direct link. Go to https://egwwritings.org/ and look for a "Books" in the left pane. Then select "Counsels on Stewardship."

You can also purchase the book from http://www.adventistbookcenter.com/catalogsearch/result/?cat=&q=Counsels+on+Stewardship

3. Learn what is done with the tithe in your local church, your local conference, your union, and the General Conference.
This working policy, published by the General Conference describes how tithe may and may not be used by the local churches, local conferences, unions, divisions, and the General Conference itself. It would be good for you as the instructor to download and read it in its entirety, but a short summary is provided below.

Tithe is to be collected by the local churches, and all of it is to be forwarded to the local conference. Local churches are under no circumstances to retain any portion of the tithe. Local conferences in turn take a portion of the tithe for the uses listed below, and forward the remainder to the union. The union does the same, forwarding the remainder to the division, and the division forwards the remainder to the GC.

Acceptable Uses

 * 1) Support of Pastors, Evangelists, Ministers
 * 2) World Missions
 * 3) Soul-winning Support Personnel
 * 4) Conference/Mission Operating Expense
 * 5) Literature Evangelist Benefit Fund
 * 6) Subsidies for Specified Activities (such as youth evangelism camps)
 * 7) Evangelistic and Conference/Mission Office Equipment
 * 8) Bible/Religion Teaching and Support Personnel in Schools
 * 9) Retired Employees

Unacceptable Uses

 * 1) Capital Expenditures for Buildings and Churches
 * 2) Equipment (other than for conference/mission use)
 * 3) Local Church Operating Expense
 * 4) School Operating Expense

4. From your pastor, church treasurer, or elder learn about your church budget, what finances your church must meet and the purpose of each item listed on your church tithe and offering envelope.
Ask for this information well ahead of time so that the pastor, treasurer, or elder does not have to scramble to gather the information for you. Adventist churches generally have a budget which is approved by the local church in business session. If they a copy of the budget is not handy, this information can also be gleaned from a finance report presented by the church treasurer during regular church board meetings.

==5. Keep a chart on how you spend your time for one weekend and one week day. In this chart make a list of how much time you spend in the following areas: a. Work for pay b. Family time c. Personal devotions d. Public worship e. Family worship f. Fun things g. Reading h. Television i. Meals j. Sleep k. Personal needs l. Class time  m. School study n. Travel o. Music lesson p. Music practice  q. Home chores  r. Shopping == '''For each of the three days be sure your time adds up to 24 hours. After completing the chart, discuss with your pastor or counselor your responsibility in the steward ship of your time.'''

If you find yourself spending time on things that do not fall in the categories above (such as the Internet), make an additional category. The discussion aspect of this requirement can be met by having a group discussion with the honor instructor. Encourage all to participate.

a. If you have an income-producing job or an allowance, make a list of how you spend your money for one month.
===b. If you are not in the category above, make a list of how you would spend an income of $50 a month in the following categories: (1) Clothes  (2) Entertainment (3) Eating out  (4) Gifts (5) Personal items (toiletries) (6) School supplies (7) Tithe and offerings (8) Transportation === '''From your list determine what percentage of your total income is spent on each item. After completing the chart and percentages, discuss with your pastor or counselor the advantages of a budget and how to stay within a budget.'''

The advantage of a budget is that it allows you to think objectively about your priorities and record them. It is difficult to be objective in the store when you're looking at the latest electronic "must have" gadget. Budgeting helps to control impulse buying, and if the budget is followed, it ensures that your spending is in line with your priorities. It also helps avoid the problem of running out of money before payday, because you know ahead of time how much to keep back for essential items (such as food and gas).

When making a budget, the essential expenses (including tithe!) are dealt with first. Be sure to include money for expenses that occur on a larger time scale than the budget period. Examples include income taxes and insurance payments. These are often due annually or semi-annually, but you should set aside money every month for them so that when they are due, you don't have to take money out of the budget elsewhere to cover them.

After the essentials are taken care of, discretionary spending can be added. It's also a good idea to budget for savings and investments.

After making out a new budget and trying to live with it for a month or two, it may become apparent that you forgot to budget for something. If this happens, adjust the budget (but do it in writing!) Do not adjust the budget on the fly (especially when you are in a store considering a purchase). The key to sticking to a budget is resisting purchases that are not on the budget. If you see something you've "got" to have, and it's not in the budget, stop! don't buy it! Save your money for it, and buy it only after you have the money in hand.

Many Christians find it easier to stick to a budget if they have made it a subject of daily prayer.

7. From the Bible and the writings of Ellen G. White determine what instruction has been given concerning the variety and use of God-given talents.
The material presented in requirements one and two summarize this topic very well.

8. List three talents or skills that you have, such as building things, mechanics, gardening, painting or drawing, writing, speaking, music, teaching, sewing, etc.
If none of the examples listed in this requirement inspire your group, take a look at all the other honors available for Pathfinders to earn. All honors are intended to develop some skill or knowledge that can be used to benefit others. Look especially in the Arts and Crafts, Outreach, Outdoor Industries, and Vocational categories.

a. The project is to be a benefit or outreach to others.
This precludes club fund raisers, unless the point of the funds raised are to go to a humanitarian cause (such as a mission trip, or disaster relief). Fund raisers for a new club trailer or camping equipment do not qualify.

b. The project is to be a new endeavor not previously accomplished.
One interpretation of this requirement is that the Pathfinder is not to try to count something that has already been done. Another is that the activity be something new to the Pathfinder - something that he or she has never done before. The program can, however, be something that you were already planning to do.

c. Spend at least five hours in the planning and implementation of the project.
Five hours seems scary at first, but if you look at the things you have done in the past, you will find that there are several fun activities that take more than five hours. Remind your Pathfinders of this. Our club recently earned the cake decorating honor during a lock-in. We stayed up well past midnight decorating more cakes than we would be able to eat ourselves in two weeks, and we did this all in one night. The next morning we delivered the cakes to a shelter, where they were gratefully received.

d. Present a written or oral report to your counselor about your project.
This presentation could be part of the opening exercises of a regular club meeting, or it can be presented to the instructor. It should be done after the activity has been completed.

For more project ideas, see the Adventurer for Christ, Personal Evangelism, and Bible Evangelism honors. There is nothing that says you can't use the activity to count for the requirements of more than one honor or AY activity. For instance, the Voyager curriculum requires that a party for the handicapped by planned and executed. This would be a perfect way to meet the requirement of this honor, one (or more) of the others listed here, and the AY requirement as well.


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Statistical Mechanics/Density of States

Thermal Average Number of Particles Distribution Function

f(\epsilon) \equiv \ \langle N(\epsilon) \rangle $$

Now, since this is a distribution function, we can find thermal average quantities of other thermodynamic quantities:

\langle X \rangle = \sum _n f(\epsilon _n,T,\mu)X _{n} $$

Where n denotes the quantum orbital.

Now if the orbital step, n, is small, we can change the sum to an integral:

\langle X \rangle = \int d\epsilon D(\epsilon)f(\epsilon,T,\mu)X(\epsilon) $$

Here, this $$ D(\epsilon) $$ function is the function that mathematically allows us to transform the sum to the simplest possible integration (In the Thermal Radiation case, we will see that the D function is the Jacobian to spherical coordinate).

It is also better known as the...

Density of States
The mathematics of the DoS were explained in the previous section, all that remains of importance is to explain its significance. Here D(ε) is the number of orbitals of energy between ε and ε + dε. We can think of it as the number of orbitals per volume in the shell taken in the integration, in other words, the density of states.

title: Statistical Mechanics/Density of States


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Statistical Mechanics/Thermal Radiation

Planck Distribution Function
For thermal radiation we know the following equation:

εn=sℏωn

which we can apply our previously made Partition-function 'Infrastructure' to:

Z = Σundefined exp(-sℏωn/T)

By algebra:

= 1/(1 - exp(-ℏωn/T))

Therefore, we can also find the probability:

P(s) = exp(-sℏωn/T)/Z

Now, we can start calculating some interesting thermodynamic quantities. Let's start with the thermal average of s, the average mode of thermal radiation given a certain temperature:

<s> = Σundefined sP(s) = Z-1 Σsexp(-sℏωn/T)

Which if we carry out the mathematics of the sum:

<s>=1/(exp(ℏωn/T) - 1)

Stefan-Boltzmann Law
Remember that for a mode:

εn=sℏωn

Average it:

<εn> = <sℏωn>

= <s>ℏωs

From the previous section:

= ℏωn/(exp(ℏωn/T) - 1)

Thus, if we sum up over all the modes:

U = Σn ℏωn/(exp(ℏωn/T) - 1)

Note that ωn = nπc/L, now because ℏ is so small, we can approximate this sum to an integral. In the process we will change the coordinates of the integral over n in spherical coordinates, and we will let x = πℏcn/LT (an extra 1/8 comes in because we are integrating over only positive values of n, and an extra 2 due to two independent set of cavity modes of frequencies):

Note: actually, this is a density of states problem with D(n) = 4n2 because of the spherical shell * 1/8 * 2 = n2, ε=ℏωn, and f(ε)=(exp(ℏωn/T) - 1)-1

U = (L3T4/π2ℏ3c3) ∫0∞ x3/(exp(x) - 1) dx

The integral has a definite value found in an integral table, L3=V, and thus we come upon the Stefan-Boltzmann law of radiation:

U/V = π2/15π2ℏ3c3 T4

Planck Radiation Law
Now, in our previous derivation, instead of integrating in terms of dn, say we left it as dω, there would be something of the form:

U/V = ∫dω uω

Carrying along the comparison with statistical properties, this is like a density, to be specific, a spectral density, if we carry the math out:

uω = ℏ/π2c3 ω3/(exp(ℏω/T) - 1)

And this is known as Planck's radiation Law.

Kirchhoff's Law
Say we are concerned with the radiant flux density, by the definition of flux density:

JU = cU(T)/4V (the extra 4 is a geometrical factor)

If we take and apply the Stefan-Boltzmann law to this:

JU = π2T4/60ℏ3c2

The only difference between this and Kirchhoff's law is an extra constant thrown in known as the absorption/emissivity constant, dependent on the material.

title: Statistical Mechanics/Thermal Radiation


text: Adventist Youth Honors Answer Book/Recreation/Scuba Diving


text: Adventist Youth Honors Answer Book/Recreation/Scuba Diving - Advanced


text:
Adventist Youth Honors Answer Book/Outreach/Temperance

Drug honor

1. Memorize and sign the Temperance Pledge

 * “Realizing the importance of healthy body and mind, I promise, with the help of God, to live a Christian life of true temperance in all good things and total abstinence from the use of tobacco, alcohol, or any other narcotic.”

Name______________________   Date_________

Writings of Ellen G. White
a. “True temperance teaches us to abstain entirely from that which is injurious, and to use judiciously only healthful and nutritious articles of food.” Temperance, p. 3.

b. “The only safe course is to touch not, taste not, handle not, tea, coffee, wines, tobacco, opium, and alcoholic drinks.” Counsels on Diet and Foods, p. 428.

c. “...temperance alone is the foundation of all the graces that come from God, the foundation of all victories to be gained.” Temperance, p. 201.

d. “A pure and noble life, a life of victory over appetite and lust, is possible to everyone who will unite his weak, wavering, human will to the omnipotent, unwavering will of God.” Temperance, p. 113.

e. “Tobacco is a slow, insidious, but most malignant poison, in whatever form it is used, it tells upon the constitution; it is all the more dangerous because its effects are slow and at first hardly perceptible.” Ministry of Healing, p. 327-328.

a. Write and deliver a five-to eight-minute speech (oration).
This speech should be about some aspect of temperance. It can be presented during Sabbath School, a church service (especially Pathfinder Sabbath), during your club's worship time, or at any number of other events.

b. Write an essay on alcohol, tobacco, drugs, or physical fitness of 150 to 200 words and your commitment to a healthy lifestyle.
This is not a very long essay (roughly a half page). A good essay is divided into three main sections:
 * 1) Introduction: This section presents an overview of the topic you are going to cover.  You may find it helpful to begin by recounting some event in your life that led you to choose your topic.  The introduction should make some statement of fact or opinion (this is your thesis), and then briefly introduce several reasons you believe this statement to be true.  Each of those reasons will be discussed in the next section.
 * 2) Body: This section is often divided into multiple sections.  It is usual to present three main points in the body.  This is where the main portion of the essay will be covered, and it is where you flesh out your reasoning.
 * 3) Conclusion: This section wraps up the essay.  It would be a good place to talk about your commitment to a healthy lifestyle.

c. Write a four-line jingle on a Drug Prevention topic.
Jingles are fun! Some people find it helpful to come up with a tune first, and then set it to words. Others prefer to come up with words first and then set them to music.

A good jingle may consist of four phrases, with the second and fourth phrases rhyming. Sometimes the first and third also rhyme, but this is not critical. The number of syllables in each line should be pretty close to equal, as this will give the jingle a pleasant meter.

One approach is to write the first two lines, stating or introducing your main point. Then key in on the last word of the second line, and try to find a good rhyme for it. Some find it helpful to go through the alphabet when looking for a rhyme. For instance, if your second line ends with "drug", replace the beginning of the word with each letter of the alphabet and see if you come up with a word. Make a list of the rhyming words: aug (no), bug (yes!), chug (yes!), dug, (yes!), etc. When searching for a rhyme, concentrate on the sound the word makes rather than the spelling. Also, try coupling that first letter with another (like we did with "chug") such as L, R, or H.

You may also have luck with an online rhyming dictionary such as http://www.rhymezone.com/ or http://www.rhymer.com/

However you arrive at your list of rhyming words, see if any of them strike you as useful for your jingle, and then see if you can come up with a sentence with good meter that ends with that word. If necessary, you can alter the first two sentences to correct the meter. Sometimes you'll come up with something pretty lousy or nothing at all, so you may wish to choose a different rhyming word or rewrite the second line so you can find a better rhyme.

d. Draw/make a poster 22 x 28 inches (55.9 x 63.5 cm) that tells about the harmful effects of a drug, tobacco, or alcohol.
See the Lettering and Poster Making honor for instructions. You may even want to get that honor while you're at it.

e. Make a substance abuse exhibit for a local shopping mall, library, or school.
Before you begin, get permission. Some shopping centers will not allow you to display an exhibit. Public libraries or public schools may balk if the message is religious, so if you intend to exhibit there, you will need to focus on substance abuse rather than its religious significance.

f. Make a scrapbook of at least 20 pages showing various Drug Prevention advertisements.
See the Scrapbooking honor for lots of ideas and instruction. And again, this would be another opportunity to earn another honor.

g. Share with at least five other persons (excluding your immediate relatives) what you have accomplished from the above list and obtain their signed Temperance Pledges.
Share this with your friends, your Sabbath School class members, or other members of your club. If you select option a as well, you can end your speech with an invitation to sign a Temperance Pledge.

a. The reason behind the warning on the cigarette packet: “Warning—smoking is a health hazard.”
The Public Health Cigarette Smoking Act is a United States federal law passed in 1970 that required a stronger health warning on cigarette packages.

The warning read: "Warning: The Surgeon General Has Determined that Cigarette Smoking Is Dangerous to Your Health."

The act also banned cigarette advertising on radio and television.

Smoking has been linked to lung cancer by medical research institutions throughout the world (through the use of observational studies). Smoking men are 22 times more likely to die from lung cancer than non-smoking men and smoking women are 12 times more likely to die from lung cancer than non-smoking women. Cigarette smoking increases the risk for many types of cancer, including cancers of the lip, oral cavity, and pharynx; oesophagus; pancreas; larynx (voice box); lung; breast; uterine cervix; urinary bladder; and kidney.

(1) Nicotine
Nicotine is the chemical in tobacco that keeps you smoking. Nicotine reaches the brain within seconds of taking a puff. In the brain, nicotine increases the release of brain chemicals called neurotransmitters, which help regulate mood and behavior.

Nicotine, the stimulant and active ingredient in cigarettes, is highly addictive.

(2) Arsenic
This is a notoriously poisonous metalloid. Arsenic is rarely found free in nature, but its compounds are widely distributed in minerals. Arsenic and its compounds are used as pesticides, herbicides, insecticides and various alloys.

(3) Formaldehyde
At concentrations above 0.1 mg/kg in air, inhaled formaldehyde can irritate the eyes and mucous membranes, resulting in watery eyes, headache, a burning sensation in the throat, and difficulty breathing.

Large formaldehyde exposures, for example from drinking formaldehyde solutions, are potentially lethal. Formaldehyde is converted to formic acid in the body, leading to a rise in blood acidity (acidosis), rapid, shallow breathing, blurred vision or complete blindness, hypothermia, and, in the most severe cases, coma or death. People who have ingested formaldehyde require immediate medical attention.

In the body, formaldehyde can cause proteins to irreversibly bind to DNA. Laboratory animals exposed to large doses of inhaled formaldehyde over their lifetimes have developed more cancers of the nose and throat than are usual. Formaldehyde is classified as a probable human carcinogen by the U.S. Environmental Protection Agency and as a known human carcinogen by the International Agency for Research on Cancer.

(4) Carbon monoxide
Carbon monoxide poisoning occurs after the inhalation of carbon monoxide gas. Carbon monoxide (CO) is a product of combustion of organic matter under conditions of restricted oxygen supply, which prevents complete oxidation to carbon dioxide. Carbon monoxide is colorless, odorless, tasteless, and non-irritating, making it difficult for people to detect.

(5) Cyanide
Cyanide is an irreversible enzyme inhibitor. Tissues that mainly depend on aerobic respiration, such as the central nervous system and the heart, are particularly affected.

(6) Phenolbenzophyrine
This is a highly carcinogenic and mutagenic compound which is formed during the incomplete combustion of organic matter. Tobacco manufacturers have experimented with combustionless vaporizer technology to allow cigarettes to be consumed without the formation of carcinogenic benzopyrenes.

(7) Ammonia
During the 1960s, Tobacco companies such as Brown & Williamson and Philip Morris began using ammonia in cigarettes. The addition of ammonia serves to enhance the delivery of nicotine into the blood stream. As a result the reinforcement effect of the nicotine was enhanced, increasing its addictive ability without actually increasing the portion of nicotine.

c. Emphysema, cirrhosis, addiction

 * Emphysema: Emphysema is a chronic obstructive pulmonary disease. It is often caused by exposure to toxic chemicals or long-term exposure to tobacco smoke.

 * Emphysema is caused by loss of elasticity (increased compliance) of the lung tissue, from destruction of structures supporting the alveoli, and destruction of capillaries feeding the alveoli. Thus the small airways collapse during exhalation, although alveolar collapsibility has increased. This impedes airflow and traps air in the lungs, as with other obstructive lung diseases. Symptoms include shortness of breath on exertion and later at rest, hyperventilation, and an expanded chest.

 * Cirrhosis: Cirrhosis is a consequence of chronic liver disease characterized by replacement of liver tissue by fibrous scar tissue as well as regenerative nodules (lumps that occur as a result of a process in which damaged tissue is regenerated, leading to progressive loss of liver function. Cirrhosis is most commonly caused by alcoholism and hepatitis C, but has many other possible causes.

 * Addiction: the term addiction is used to describe a recurring compulsion by an individual to engage in some specific activity, despite harmful consequences to the individual's health, mental state or social life. The term is often reserved for drug addictions but it is sometimes applied to other compulsions, such as problem gambling, and compulsive overeating.

 * The medical community now makes a careful theoretical distinction between physical dependence (characterized by symptoms of withdrawal) and psychological dependence (or simply addiction). Addiction is now narrowly defined as "uncontrolled, compulsive use"; if there is no harm being suffered by, or damage done to, the patient or another party, then clinically it may be considered compulsive, but to the definition of some it is not categorized as "addiction". In practice, the two kinds of addiction are not always easy to distinguish. Addictions often have both physical and psychological components.

Tobacco
According to the World Health Organization, tobacco smoke is the second biggest cause of death worldwide, just between hunger and malaria, having killed 100 million people in the 20th century, and predicted to kill one billion in the 21st century. All methods of tobacco consumption result in varying quantities of nicotine being absorbed into the user's bloodstream. Over time, tolerance and dependence develop. Absorption quantity, frequency, and speed seem to have a direct relationship with how strong a dependence (or addiction) and tolerance, might be created.

Alcohol
Ethanol is a psychoactive drug, with a depressant effect, and many societies regulate or restrict its sale and consumption. Countries place various legal drinking age restrictions on the sale of alcoholic drinks to young people. Ethanol is only slightly toxic compared to other alcohols (such as methanol, or wood alcohol - the consumption of 100ml is usually fatal), but has significant psychoactive effects. A significant blood alcohol content may be considered legal drunkenness as it reduces attention and slows reaction speed. Alcoholic beverages can be addictive and the state of addiction to ethanol is known as alcoholism.

It is common for a person suffering from alcoholism to drink well after physical health effects start to manifest. The physical health effects associated with alcohol consumption may include cirrhosis of the liver, pancreatitis, epilepsy, polyneuropathy, alcoholic dementia, heart disease, increased chance of cancer, nutritional deficiencies, sexual dysfunction, and death from many sources.

The social problems arising from alcoholism can be significant. Being drunk or hung over during work hours can result in loss of employment, which can lead to financial problems including the loss of living quarters. Drinking at inappropriate times, and behavior caused by reduced judgment, can lead to legal consequences, such as criminal charges for drunk driving or public disorder, or civil penalties for tortious behavior. An alcoholic's behavior and mental impairment while drunk can profoundly impact surrounding family and friends, possibly leading to marital conflict and divorce, or contributing to domestic violence. This can contribute to lasting damage to the emotional development of the alcoholic's children, even after they reach adulthood. The alcoholic could suffer from loss of respect from others who may see the problem as self-inflicted and easily avoided.

Drugs
Some of the most commonly abused drugs include alcohol, amphetamines, barbiturates, benzodiazepines, cocaine, methaqualone, and opium alkaloids. Use of these drugs may lead to criminal penalty in addition to possible physical, social, and psychological harm.

Depending on the actual compound, drug abuse may lead to health problems, social problems, physical dependence, or psychological addiction.

Some drugs that are subject to abuse have central nervous system (CNS) effects, which produce changes in mood, levels of awareness or perceptions and sensations. Most of these drugs also alter systems other than the CNS. But, not all centrally acting drugs are subject to abuse, which suggests that altering consciousness is not sufficient for a drug to have abuse potential. Among drugs that are abused, some appear to be more likely to lead to uncontrolled use than others, suggesting a possible hierarchy of drug-induced effects relative to abuse potential.

Pregnancy
Pregnant teenagers face many of the same obstetrics issues as women in their 20s and 30s. However, there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries. For mothers between 15 and 19, age in itself is not a risk factor, but additional risks may be associated with socioeconomic factors.

Data supporting teenage pregnancy as a social issue in developed countries include lower educational levels, higher rates of poverty, and other poorer "life outcomes" in children of teenage mothers. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma in many communities and cultures.

Maternal and prenatal health is of particular concern among teens who are pregnant or parenting. The worldwide incidence of premature birth and low birth weight is higher among adolescent mothers. Research indicates that pregnant teens are less likely to receive prenatal care, often seeking it in the third trimester, if at all. One-third of pregnant teens receive insufficient prenatal care and that their children are more likely to suffer from health issues in childhood or be hospitalized than those born to older women. However, studies have indicated that young mothers who are given high-quality maternity care have significantly healthier babies than those that do not. Many of the health-issues associated with teenage mothers, many of whom do not have health insurance, appear to result from lack of access to high-quality medical care. Many pregnant teens are subject to nutritional deficiencies from poor eating habits common in adolescence, including attempts to lose weight through dieting, skipping meals, food faddism, snacking, and consumption of fast food.

Being a young mother in an industrialized country can affect one's education. Teen mothers are more likely to drop out of high school. Recent studies though have found that these mothers had already dropped out of school prior to becoming pregnant and those in school at the time of their pregnancy were as likely to graduate as their peers. One study in 2001 found that women who gave birth during their teens completed secondary-level schooling 10-12% as often and pursued post-secondary education 14-29% as often as women who waited until age 30.
 * Impact on the Mother:

Young motherhood in an industrialized country can affect employment and social class. Less than one third of teenage mothers receive any form of child support, vastly increasing the likelihood of turning to the government for assistance. The correlation between earlier childbearing and failure to complete high school reduces career opportunities for many young women. One study found that, in 1988, 60% of teenage mothers were impoverished at the time of giving birth. Additional research found that nearly 50% of all adolescent mothers sought social assistance within the first five years of their child's life. A study of 100 teenaged mothers in the United Kingdom found that only 11% received a salary while the remaining 89% were unemployed. Most British teenage mothers live in poverty, with nearly half in the bottom fifth of the income distribution.

One-fourth of adolescent mothers will have a second child within 24 months of the first. Factors that determine which are more likely to have a closely-spaced repeat birth include marriage and education: the likelihood decreases with the level of education of the young woman – or her parents – and increases if she gets married.

Early motherhood can affect the psychosocial development of the infant. The occurrence of developmental disabilities and behavioral issues is increased in children born to teen mothers. One study suggested that adolescent mothers are less likely to stimulate their infant through affectionate behaviors such as touch, smiling, and verbal communication, or to be sensitive and accepting toward his or her needs. Another found that those who had more social support were less likely to show anger toward their children or to rely upon punishment.
 * Impact on the Child:

Poor academic performance in the children of teenage mothers has also been noted, with many of them being more likely than average to fail to graduate from secondary school, be held back a grade level, or score lower on standardized tests. Daughters born to adolescent parents are more likely to become teen mothers themselves. A son born to a young woman in her teens is three times more likely to serve time in prison.

Teen pregnancy and motherhood can have an influence upon younger siblings. One study found that the little sisters of teen mothers were less likely to place emphasis on the importance of education and employment and more likely to accept sexual initiation, parenthood, and marriage at younger ages; little brothers, too, were found to be more tolerant of non-marital and early births, in addition to being more susceptible to high-risk behaviors. An additional study discovered that those with an older sibling who is a teen parent often end up babysitting their nieces and nephews and that young girls placed in such a situation have an increased risk of getting pregnant themselves.
 * Impact on other family members:

5. Read the chapter “Stimulants and Narcotics” in Ministry of Healing. Be able to discuss briefly or provide a written summary approximately two or three paragraphs in length.
If you do not have a copy of "Ministry of Healing", you can get one through AdventSource. You can also read this chapter (as well as many of Ellen White's other writings) online at http://www.whiteestate.org/books/mh/mh26.html.

6. After studying the following materials, list three things that contribute to temperance and good health. (Other than abstaining from that which is harmful.)
The texts below discuss temperance in labor, diet, study, and fashion.

a. Temperance page 139 paragraph 1
''We should practice temperance in our labor. It is not our duty to place ourselves where we shall be overworked. Some may at times be placed where this is necessary, but it should be the exception, not the rule. We are to practice temperance in all things. If we honor the Lord by acting our part, He will on His part preserve our health. We should have a sensible control of all our organs. By practicing temperance in eating, in drinking, in dressing, in labor, and in all things, we can do for ourselves what no physician can do for us.''

b. Counsels on Diet and Foods, page 406 paragraph 1
''We are health reformers, seeking to come back, as far as possible, to the Lord's original plan of temperance. Temperance does not consist merely in abstaining from intoxicating liquors and tobacco; it extends farther than this. It must regulate what we eat.''

c. Temperance page 140 paragraph 2
''Intemperance in study is a species of intoxication, and those who indulge in it, like the drunkard, wander from safe paths, and stumble and fall in the darkness. The Lord would have every student bear in mind that the eye must be kept single to the glory of God. He is not to exhaust and waste his physical and mental powers in seeking to acquire all possible knowledge of the sciences, but is to preserve the freshness and vigor of all his powers to engage in the work which the Lord has appointed him in helping souls to find the path of righteousness.''

d. Temperance page 142 paragraph 3
''The drunkard sells himself for a cup of poison. Satan takes control of his reason, his affections, his conscience. Such a man is destroying the temple of God. Tea drinking helps to do this work. Yet how many there are who place destroying agencies on their tables.''

e. Counsels on Health, page 127 paragraph 4
''Those who have received instruction regarding the evils of the use of flesh foods, tea and coffee, and rich and unhealthful food preparations, and who are determined to make a covenant with God by sacrifice, will not continue to indulge their appetite for food that they know to be unhealthful. God demands that the appetites be cleansed, and that self-denial be practiced in regard to those things which are not good. This is a work that will have to be done before His people can stand before Him a perfected people.''

f. Temperance page 147 paragraph 3
''Through his devices, Satan, in many respects, has made the domestic life one of care and complicated burdens, in order to meet the demands of fashion. His purpose in doing this is to keep minds occupied so fully with the things of this life that they can give but little attention to their highest interest. Intemperance in eating and in dressing has so engrossed the minds of the Christian world that they do not take time to become intelligent in regard to the laws of their being, that they may obey them. To profess the name of Christ is of but little account if the life does not correspond with the will of God, revealed in His word. . . .''

==7 Discuss the following situations and role-play what you would do if: a. Your best friend asks you to try a cigarette. b. A classmate offers you money to sell marijuana. c. An older relative offers you a drink of beer. d. The smoke from a stranger’s cigarette is bothering you. e. A friend asks you to smoke marijuana. f. You are at a party with a friend, he gets drunk and insists on driving you home.== This activity can be done during Sabbath School, during a club meeting, or anytime you and a few friends have some free time together. It's best to do this with a small group (3-8 people) so that everyone gets a chance to participate and no one is overwhelmed with making a "public performance." Small groups are also more conducive to drawing participation from shy people as it is a less threatening situation.

Try to make each scenario as realistic as possible. A completely unbelievable depiction of the situation or one that seems purely hypothetical is far less likely be recalled when the Pathfinder actually finds himself in a similar situation.
 * The "classmate" who asks you to sell you marijuana may be one of the Pathfinder's close friends rather than some strange kid he's never spoken to before. Attach the name of a person he knows and likes to that classmate.  Also, you might introduce other complicating factors such as the Pathfinder's special need for some extra money.  When the Pathfinder refuses, try to convince him that "it'll only be this one time."  When that fails, add the threat of a hypothetical blackmail - "I'd hate to see that picture of you playing in your kid sister's wading pool show up on Facebook tomorrow".
 * Ask who the best friend is before letting the Pathfinder know the scenario of "your best friend asks you to try a cigarette." You may also wish to add that the person upon whom the Pathfinder has had a crush since the second grade is there watching and urging the Pathfinder to smoke.
 * Make the party situation a little more desperate before revealing that the friend is drunk. For instance, "this friend is the only person there you know who can drive."  Or perhaps "it's past your curfew and your Dad is going to kill you when you call him after he's gone to bed.  He has to get up at 4:30 am tomorrow!"  It is almost always the complicating factors that lead to poor judgment in situations like this.


text:
User:Psychofarm/Sandbox

The Opensource Handbook of Neuroscience

Neuroscience is a field that is devoted to the scientific study of the nervous system. This wikibook Neuroscience is devoted to the scientific study of the nervous system. Such studies may include the structure, function, development, genetics, biochemistry, physiology, pharmacology, and pathology of the nervous system. Traditionally it is seen as a branch of biological sciences. It can involve convergence of interest from many allied disciplines, including psychology, computer science, statistics, physics, and medicine. The scope of neuroscience has now broadened to include any systematic scientific experimental and theoretical investigation of the central and peripheral nervous system of biological organisms. The methodologies employed by neuroscientists have been enormously expanded, from biochemical and genetic analysis of dynamics of individual nerve cells and their molecular constituents to imaging representations of perceptual and motor tasks in the brain. Neuroscience is at the frontier of investigation of the brain and mind. The study of the brain is becoming the cornerstone in understanding how we perceive and interact with the external world and, in particular, how human experience and human biology influence each other.

 * Google Search in this book
 * Wikimedia Commons Neuroscience with files for this book
 * This book is under construction - hope you will join the effort to create it!

title: User:Psychofarm/Sandbox


text:
Adventist Youth Honors Answer Book/Recreation/Power Boating

2. Know the laws regulating pleasure boating in your state or province.
A summary of the boating laws for Australia, all U.S. States and Territories, and all Canadian Provinces can be found at the NASBLA website.


text:
Adventist Youth Honors Answer Book/Recreation/Canoeing

(1) From a beach
This is much easier to do if the paddler gives up the idea of having dry feet. Wear a pair of sandals and wade right in. But it can also be managed without getting the feet wet. Slide the canoe's bow into the water and let the current (if there is one) push that end downstream. Hang onto the other end of the canoe (the stern) so that it does not get away. If two people are to enter the canoe, have the sternman stand with one foot on either side of the stern, steadying it with the knees. Then have the bowman enter the canoe from the right, by reaching over the canoe, grasping the left gunwale with the left hand, then setting the left foot in the center of the canoe (over the keel). Then the bowman grasps the right gunwale with the right hand and slowly shift bodyweight to the left foot, lifting the right foot over the gunwale. The bowman then carefully walks to the bow while holding onto the gunwales, finally taking position either on the bow seat, or kneeling in front of it. The bowman can then place the tip of the paddle blade into the ground (under water) to steady the canoe and keep it from floating off while the sternman enters.

The procedure for entering the canoe alone is much the same, except that the canoe will not be steadied by a companion. Concentrate on balance, and always keep your weight as centered over the keel as possible.

(2) From a landing dock or pier.
It is far more difficult to enter a canoe from a dock or pier than from a beach. This is because the canoe will not sit on the bottom of the river or lake helping to steady it as people enter. Instead, paddlers must be very careful to keep their weight centered over the keel until firmly in position. Once the first person is in the boat, that person should assume a kneeling position with the knees spread as far apart as the canoe will allow. This will allow the person to easily and quickly shift his or her weight to either the left or the right to steady the canoe as the other paddler enters. The paddler should also grip the dock or pier firmly to keep the canoe from pushing away while the partner has one foot in the boat and the other on the dock.

(1) On a beach
When landing on a beach, the bow usually drives into the bank first. The mistake most novices make at this point is to begin exiting the canoe while the stern is still upstream from the bow. Allow the current to push the stern past the bow so that the bow is facing upstream. This is what a river will want to do to the canoe anyhow, so it is better if you do it while you are still firmly seated. The bowman is usually the first to exit, by stepping over the gunwale onto shore (or into the water if that's not an issue). Once the bowman's weight is out of the canoe, the bow will rise and the canoe will likely not be in contact with the river bottom anymore. The wise sternman will take a few strokes to get the bow back onto the bank, and the helpful bowman will assist by pulling the canoe gently as well. Do NOT haul the canoe out of the water with the sternman still inside. This puts excessive strain on the keel and can easily damage the canoe.

(2) On a landing dock or pier.
As with entering a canoe, exiting into a pier is far more difficult that exiting onto a beach. Position the canoe alongside the pier and hold firmly onto it. Place both hands on the pier and gently shift your weight to them, trying to not push the boat away as you do so. Lift your weight onto the pier, turn around, and sit. Then swing the legs out of the boat.

3. Accompanied by examining counselor, demonstrate correctly the following strokes
In the diagrams below, the bow is at the top and the stern is at the bottom. The hashed lines show the path of the paddle, with the hashes themselves indicating the orientation of the paddle's blade. The unhashed directional arrows show how the canoe will move when the stroke is executed.

a. Bow
The bow stroke is executed by inserting the paddle into the water well ahead of oneself with the blade perpendicular to the keel. The paddle is then pulled through the water parallel to the keel. This stroke is most often executed by the bowman, but can be used by the sternman as well.

b. Diagonal draw
The diagonal draw is a stroke used from the bow seat for gradual steering. It is made by inserting the paddle into the water well ahead and off to the side of the boat, then drawing the paddle towards the seat. A "regular" draw is similar, except that the paddle is inserted even with the seat instead of ahead.

c. Half sweep
A half sweep is used from either the bow or the stern to turn the canoe in the direction opposite to the paddle. In other words, if the paddle is on the left, the half sweep will turn the canoe to the left and vice versa.

When executing the half sweep from the bow position, the paddle is inserted into the water near the very front of the canoe with the power face of the paddle parallel to the keel. The paddle is then swept outward until it is straight out from the bow seat. The angle of power face is maintained perpendicular to the direction in which the paddle is drawn.

When executing the half sweep from the stern position, the paddle is inserted into the water straight out from the stern seat with the power face of the paddle perpendicular to the keel. The paddle is then swept around to the stern, and as when executed from the bow, the angle of power face is maintained perpendicular to the direction in which the paddle is drawn.

d. J-stroke
The J-stroke is so named because, when done on the port side, it resembles the letter J. It begins like a bow stroke, but towards the end the paddle is rotated and pushed away from the canoe with the power face of the paddle remaining the same throughout the stroke. This conveniently counteracts the natural tendency of the canoe to steer away from the side of the sternman's paddle.

e. Reverse half sweep
The reverse half sweep is a steering stroke executed from either the bow or the stern. It is executed in exactly the same fashion as the half sweep except in reverse.

f. Push over
The push over stroke is more often called a pry. This stroke is designed to move the canoe sideways. It is executed by inserting the paddle into the water with the power face pointing away from the keel. The center of the paddle is rested on the gunwale while the top of the paddle is pulled toward the center of the boat. As this is done, the blade should move away from the boat.

g. Full sweep
A full sweep is another steering stroke that can be executed from either the bow or the stern. In both instances, the paddle is inserted into the water well ahead of the paddler with the power face parallel to the keel. The paddle is then swept through a 180° arc.

h. Combination draw and J-stroke
The combination draw and J-stroke is exactly what it seems to be - a combination of a draw stroke followed by a J-stroke. This stroke is only executed from the stern and is used to gradually steer the canoe to the left if made on the left side of the canoe, or to the right if made from the right side of the canoe.

==4. Alone and with a companion in both the bow and stern, paddle a canoe in a straight course for 100 yards (91.4 meters). Turn right about and left about. The paddle should be kept always on the same side of the canoe. Demonstrate two kneeling positions for paddling. ==

Paddling a straight course
The easiest way to paddle a straight course while keeping the paddle on the same side of the canoe is for the sternman to use the J-stroke. The bowman can paddle from either side of the canoe using bow strokes. When paddling solo, it is best to sit in the bow seat with the canoe turned around so that the stern (the back of the canoe) becomes the front. By doing this, the paddler will be positioned closer to the middle of the canoe, because the bow seat is closer to the center than the stern seat. Again, the J-stroke should be used.

Turning
If paddling on the right side of the canoe, the sternman can effect a left turn by applying simple bow strokes. The canoe will turn left. To turn right while paddling on the right side of the canoe, the sternman applies reverse bow strokes while the bowman applies draw strokes. Both turns can also be effected with forward and/or reverse sweeps.

Kneeling positions
Kneeling in a canoe gives it greater stability because it lowers the center of gravity. It also allows the paddler greater control over the canoe's side-to-side tilt because the weight can be quickly shifted to the left or to the right to counter tipping. When sitting, this is more difficult to do because shifting the weight from one buttock to the other does not have much effect.

The first kneeling position is to place both knees on the bottom of the canoe and rest the buttocks against the front edge of the seat. The second kneeling position is similar, except that only one knee is on the bottom - the other knee is raised and the foot is on the bottom of the boat (as if proposing marriage). The paddler may still lean against the front edge of the seat.

a. Emptying the swamped canoe of water by drawing it upside down across the gunwales of the rescue canoe.
First maneuver the rescue canoe such that it is perpendicular to the swamped canoe, with either the bow or the stern of the swamped canoe near the center of the rescue canoe. Turn the swamped canoe upside down (if it is not in this position already). One rescuer may then reach over the gunwales, take hold of the bow or stern of the swamped canoe and lift it onto the gunwale. The other rescuer should counterbalance the rescue canoe while this is being done to prevent the rescue canoe from swamping as well. This is done by having the rescuer shift his or her weight to the opposite side of the rescue canoe.

Once the bow or stern is resting on the gunwales, the swimmers should help by pushing the swamped canoe up onto the gunwales of the rescue canoe (so that the gunwales of both canoes are in contact). The rescuers will also draw it across. When the swamped canoe is centered on the gunwales of the rescue canoe, one rescuer will roll the swamped canoe right-side-up. The other rescuer will catch it as it rolls around. The keel of the rescued canoe will then be sitting on the gunwales of the rescue boat, and can then be slid back into the water.

b. Launch the rescued canoe again.
The rescuers then gently shove the canoe off their gunwales back into the water. Be careful not to hit the swimmers.

c. Steady canoe while companion climbs aboard.
The canoe is then turned parallel to the rescue canoe, and both rescuers will hold the gunwales of the two canoes firmly together. The swimmers may then re-enter the canoe from the opposite side (it is best for them to do this one at a time).

6. Jump out of a canoe in deep water and get back in again in the proper form without shipping water. (Candidate must be accompanied by lifeguard in an equipped lifeboat.)
The least risky way to jump out of a canoe is by jumping off the deck (that is, jumping off the bow to the front of the canoe, or jumping off the stern to the rear).

The paddler should then swim to the center of the canoe and grab the gunwales with both hands. The hands should be positioned about a shoulder-width apart. The paddler then lifts himself up, throwing the torso across the gunwales and getting as much body weight over the keel as possible. If possible, one hand should reach across the canoe to the opposite gunwale during this motion. With the belt-line over the near gunwale, the paddler may then swing his legs aboard.

7. With clothes on
The Pathfinder should wear a swimsuit beneath an outer layer of clothing for this requirement.

a. Capsize a canoe in deep water.
This is surprisingly difficult in some canoes, but can be accomplished by leaning the canoe over as far as possible, then standing on the gunwale. As soon as the gunwale dips below the surface of the water, capsizing will quickly follow.

b. Right canoe and stow paddles and kneeling pad.
Swim alongside the canoe and lift the gunwale back above the surface. The canoe should not sink even when it's full of water.

c. Get in canoe filled with water and paddle with hands or paddle for 25 yards (22.9 meters).
This is done just as described previously, except that the canoe is almost certain to ship more water. Don't worry about it. Once you get inside, it is very possible that both gunwales will still be submerged below the surface. It is sometimes possible to get some of the water out by lifting the bow or stern as high as you can while the canoe is still upside-down. Then with a quick motion, throw the canoe higher with a twisting motion to right it.

d. Disrobe, stow clothes and paddle, go overboard, hold on to bow of canoe with one hand, swim and tow swamped canoe to shore.
Removing wet clothing is more difficult than it seems it should be. It tends to cling to the body. If wearing a swimsuit under an outer layer, there is no need to remove the swimsuit as well. Choose loose clothing if possible. A shirt that buttons will be easier to get off than a pull-over. Jump back into the water, take hold of a rope tied to the bow (or a grab-loop), and swim until you are in shallow water.

e. Empty canoe properly and land it. (Candidate must be accompanied by a lifeguard in an equipped lifeboat.)
Once the canoe is in shallow water, turn it on its side and continue to haul it onto the beach. This will empty it of most water. If you attempt to haul it out of the water while it is still full, you will find that it is very heavy, and it may not even be possible for you to turn it over or move it. This is why it should be turned on its side or even upside-down. Once most of the water is out of the canoe, it is a simple matter to pull it onto shore.

==8. Fully satisfy the examiner of a thorough knowledge of safety rules which will make the candidate a safe canoeist and competent to take others out in a canoe. Promise to observe these rules at all times. ==
 * 1) Wear a Personal Flotation Device (PFD) at all times.
 * 2) Do not drink alcohol while canoeing
 * 3) Paddle directly into or away from the wake made by power boats (broadside waves can easily capsize a canoe).
 * 4) If you capsize in still water, stay with the canoe.
 * 5) If you capsize in swift current, try to get upstream relative to the canoe so that it will not pin you on a rock.  A canoe full of water easily weighs, and if it pins you against a rock, you are not going to lift a 1200 kg canoe off yourself.  The only other available option is to drown, and that is not a very attractive option at all.
 * 6) If you find yourself swimming in a rapid, roll onto your back and float with your feet going downstream first and your toes out of the water.  This will prevent your foot from catching a rock and it getting trapped.  Many people have drowned as a result of foot-entrapment.
 * 7) Kneel in the bottom of the canoe in rough water.  This increases the boat's stability by lowering its center of gravity, and it gives you better control of the canoe.
 * 8) Do not paddle in water that presents a greater challenge than your abilities.  Do not be too embarrassed to admit that a rapid is too difficult for you.  You won't be able to admit it if you drown.
 * 9) Do not paddle farther from shore than you can swim.
 * 10) Load the canoe properly so that it is balanced from bow to stern and from side to side.
 * 11) Stay away from low-head dams.  They may look innocuous, but they are very dangerous.  Do not approach them from upstream or from downstream.
 * 12) Never paddle alone.
 * 13) Do not paddle into tree branches, especially if they are underwater.  Water will pass right through, but if you fall out of the canoe, you will be pinned against them.  Moving water is very powerful.  You are puny in comparison.  Water moving through a hydro-electric dam can generate enough electricity to power a city (including subway trains).  If water is powerful enough to move a train, it is powerful enough to hold you under water pinned to a tree branch.
 * 14) Do not stand in a canoe until you have sufficient skill and experience to do so.  Many people would argue that you should never stand in a canoe, but if you have sufficient skill, standing will allow a better view of the river ahead.  This can be crucial above a rapid.  That said, most people do not have sufficient skill.  As the instructor of this honor, it's up to you to decide how to teach this "rule."
 * 15) Always use common sense.  If something looks dangerous, it probably is.
 * 16) Always follow the 7 Leave No Trace Principles
 * 17) Plan ahead and prepare.
 * 18) Travel and camp on durable surfaces.
 * 19) Dispose of waste properly.
 * 20) Leave what you find.
 * 21) Minimize campfire impacts (be careful with fire).
 * 22) Respect wildlife.
 * 23) Be considerate of other visitors.

9. Explain how to do the following emergency repair work
For both of these situations, duct tape is the paddler's best friend.

a. Repairing a one-inch hole in fiberglass, canvas, and aluminum canoe.
Land the canoe on a beach, get it in the sun, flip it upside down. Dry the affected area as best you can with whatever you have. Let the sun do the rest. Apply a strip of duct tape to the outside of the hull, covering the hole completely. Then turn the boat right-side-up again, dry the inside of the hull around the hole, and cover it with duct tape as well.

b. Repairing a broken paddle shaft.
Find a straight tree branch about in diameter and  long. Join the two halves of the paddle together as best you can, then position the tree branch along side it. Wrap the paddle shaft and the branch with several turns of duct tape, both above and below the break. Paddle gently.

Once back from your trip, a more permanent repair can be made. Sand your paddle down right to the wood above and below the break. Drill straight up into the center of the paddle shaft in both directions of the break. Cut the head off of a bolt the same diameter as your hole. Use a good quality marine epoxy to glue a 4" bolt in place in that hole. Wrap fiberglass cloth around the break and epoxy it in place.  Now sand down the entire paddle and varnish.  You will now have a strong lasting repair on your paddle.  If the break was over where you grip the paddle, you may want to consider wrapping a thin twine around the shaft to make the grip even more comfortable, this process is called frapping or serving.


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Adventist Youth Honors Answer Book/Recreation/Navigation

2. Know at least 20 nautical terms used in navigation.
An Alternate List:
 * 1) Waterway - A navigable body of water, such as a river, channel, or canal.
 * 2) Bay - A body of water partially enclosed by land but with a wide mouth, affording access to the sea.
 * 3) Channel - The deeper part of a river or harbor, especially a deep navigable passage.
 * 4) Harbor - A sheltered part of a body of water deep enough to provide anchorage for ships.
 * 5) Knot - A unit of speed, one nautical mile per hour, approximately 1.85 kilometers (1.15 statute miles) per hour.
 * 6) Sounding - A measured depth of water.
 * 7) Fathom - A unit of length equal to 6 feet (1.83 meters), used principally in the measurement and specification of marine depths.
 * 8) Buoy - A float moored in water to mark a location, warn of danger, or indicate a navigational channel.
 * 9) Beacon - A signaling or guiding device, such as a lighthouse, located on a coast.
 * 10) Longitude - Distance on the earth's surface, measured east or west from the prime meridian at Greenwich, England, to the meridian passing through a position, expressed in degrees (or hours), minutes, and seconds.
 * 11) Latitude - The distance north or south of the earth's equator, measured in degrees along a meridian, as on a map or globe.
 * 12) Heading - The course or direction in which a ship or aircraft is moving.
 * 13) Waypoint - A point between major points on a route, as along a track.
 * 14) Port - The direction to the left when facing the bow of the boat.
 * 15) Starboard - The direction to the right when facing the bow of the boat.
 * 16) Bow - The front section of a ship or boat.
 * 17) Stern - The rear section of a ship or boat.
 * 18) Hull - The main frame or body of a ship.
 * 19) Keel - The backbone of a ship that runs the length of the underside of the hull.
 * 20) Draught - The depth of a loaded vessel in the water, taken from the level of the waterline to the lowest point of the hull.
 * a.	Aboard: on board, or being present on a boat.
 * b.	Aft of after: toward or near the rear of a boat.
 * c.	Amidships: halfway between the front and rear of a boat.
 * d.	Astern: behind the boat or backwards.
 * e.	Binnacle: protective box for a compass.
 * f.	Bollards: short, heavy posts on a pier for securing boats.
 * g.	Cuddy: small space under the foredeck for storage.
 * h.	Galley: marine name for kitchen.
 * i.	Hatch: an opening through the deck through an area below.
 * j.	Heave: marine name for throw.
 * k.	Helmsman: pilot of the boat, the person who steers.
 * l.	Hull: the main body of the boat.
 * m.	Keel: the backbone of the boat that extends from bow to stern.
 * n.	Knot: a measure of marine speed or a nautical mile.
 * o.	Leeward: the direction the wind is blowing.
 * p.	Port: left side of a boat when looking toward the bow.
 * q.	Starboard: the right side of a boat when looking toward the bow.
 * r.	Stern: back end of the boat.
 * s.	Swab: marine name for a mop.
 * t.	Underway: when a boat is moving through the water.

3. Name at least three aids to navigation and their functions. By whom are these maintained?
An aid to navigation is any device external to a craft that is designed to assist in determining the location of the craft, a safe course for the craft, or to warn of dangers. Most aids to navigation are established and maintained by the government. In the U.S., this is done by the Coast Guards.
 * a.	Lighthouse: are located along the seacoast and at important harbor entrances. They operate automatically without a full-time lighthouse keeper.
 * b.	Beacon: miniature, unmanned, lighthouses that are placed along banks and ledges to mark isolated dangers. Horns and mechanical bells are sometimes used in beacons during times when visibility is low.
 * c.	Buoys: floating navigational aids that are divided into 3 categories- unlighted, sound, and lighted.
 * d.	Radio beacons: by use of radio signals, this system is designed to meet at least 3 objectives: to give a nearly continuous 2 position line capability to a distance offshore of at least 50 miles: to give working ranges up to 160 miles at certain key locations for approaching from far offshore and to provide continuous, low-powered guidance for inshore navigation.

Buoys used to mark the edges of channels

 * a.	Nun buoys: painted red with even numbers.
 * b.	Can buoys: painted black with odd numbers.
 * c.	Spar buoys: are painted red with even numbers and black with odd numbers. When entering a harbor, keep red buoys to starboard, and black buoys to port.

Buoys used to mark obstructions, anchorage, fishing nets, and fairways

 * a.	Mid-channel buoys: have a white light and have white and black vertical stripes. They show the direction to the harbor.
 * b.	Fairway buoys: may be of any shape. They are painted black and white vertical stripes. These buoys mark the center of a channel or fairway and should be passed close aboard on either hand.
 * c.	Anchorage buoys: are always white and mark where an anchorage may be made.

5. Box a compass with eight cardinal points. Why is it so important in navigation? Where is it mounted in the vessel, and why?
To box a compass is to know the four directions and the named divisions. For the eight cardinal points you need to know the following; North, North-West, West, South-West, South, South-East, East, and North-East. There are more divisions than these eight, but these are the basic divisions. The compass is used along with a geometry compass, dividers, parallel rules, a straightedge, and a protractor to find the boat’s position on charts. When the sky is overcast and there is no land in sight, it is very easy to get disoriented. The compass will keep you on course and help you find your way back to port. Compasses are meant to be mounted on bulkheads, atop consoles, gimbals, or brackets. Some are flushed and mounted. Flush mounts are better because they transmit less vibration than a bracket-mount compass. The compass should have a guard to protect it from damage and a hood to eliminate sun glare.

6. Name four of the most useful knots in seamanship. Know how to tie them and give their principal uses.
==7. Familiarize yourself with reading and interpreting a "chart." Why is a chart so invaluable in unknown waters? Give some of the things a chart shows. Give the symbols used on a chart, or two of the most used buoys. ==

8. When you are taking an active part in navigation, what are three of the best safety rules to follow?

 * 1) Stay alert to nearby vessels, hazards and changing weather conditions. Refrain from substances or practices that could impair judgment or alertness (e.g. alcohol, lack of sleep).
 * 2) Travel at safe and appropriate speeds.
 * 3) Follow the "rules of the road."


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Adventist Youth Honors Answer Book/Recreation/Caving

1. Know at least three light sources for caving and the importance of having extra light supplies and backup lights. Have an experienced person in caving show you how a carbide light works.
All primary light sources should be head-mounted so that hands are free to be used.
 * LED Headlamp
 * Flashlight (Helmet mounted)
 * Candle (Emergency Heat and Light Source)
 * Acetylene Gas Headlamp (Carbide)
 * Light Stick (Emergency Use)
 * Incandescent Headlamp

It is extremely important to have at least three sources of light in case a light fails. Your primary and secondary light should be able to be head mounted, but it is best if all three light sources can be head mounted.

If you do not know an experienced caver, see requirement 3 for a link to a list of local caving clubs.

2. List all equipment needed for a successful caving trip excluding vertical equipment and start putting together your own set of equipment.
Horizontal Caving
 * Helmet
 * Headlamp
 * Gloves
 * Pack for Extra Supplies and Equipment
 * Candle
 * Lighter or Matches
 * 20 ft of Tubular Webbing
 * 50 Gallon Trash Bag
 * Extra Lights
 * Extra Batteries for all lights
 * Proper Clothing (Caves are approx. )
 * Long Sleeves
 * Long Pants
 * Sturdy Shoes

Vertical Caving
 * All of the above equipment, with the addition of:
 * Proper Descending Equipment (Rappel Rack)
 * Proper Harness
 * Proper Ascending Equipment (Ascenders - varies by climbing system)
 * Backup Ascenscion Equipment (Prusik Cords, etc.)
 * Proper Training and Knowledge of Vertical Techniques

3. Locate an experienced caver and join that person in exploring at least three relatively easy caves accumulating a total of ten hours of actual caving time.
Contact the local chapter of the National Speleological Society to find a smart, experienced caver.

4. Keep a log of these explorations, noting date, cave locations, conditions, features, hours spent in each, names of other members in your party and trip leader's name.
It is best to write down information about your trip as soon after the trip as you can. Otherwise, you might forget some of the details. Compare notes with others who went on the trip. If everyone agrees with your data, it is likely to be more accurate.

5. Learn, know well and practice caving safety rules.
Never cave alone. A group of 3 or 4 is small enough to move quickly, yet big enough to allow flexibility in emergencies. If someone is injured, at least one person should stay with them while others go for help. Make sure someone knows where you are going and when you are expected to return. Allow some leeway on return times since trips often take longer than expected, but having someone ready to call for help if your group is overdue is a wise precaution. Move carefully in the cave. Uneven ground, low ceilings and pits make running and jumping dangerous. Climbs, crawls and rough terrain can make even a sprain a big problem for getting out of the cave. Be aware of the nature of the caves you are visiting. For example, caves with streams may be prone to flooding and a sharp eye may need to be kept on the weather. Other caves require climbing skills or vertical equipment that you or others in your party may not have. If you run out of light or become hopelessly lost get into a safe position and wait for help (you did tell someone where you were going didn't you?).

Know and practice the 7 Leave No Trace Principles

1. Plan ahead and prepare. 2. Travel and camp on durable surfaces. 3. Dispose of waste properly. 4. Leave what you find. 5. Minimize campfire impacts (absolutely NO fires inside a cave). 6. Respect wildlife. 7. Be considerate of other visitors.

6. Practice walking yourself up a steep slope by pulling yourself along a rope.
Pull yourself up a steep slope by using a rope with knots placed at intervals along the climb. Climb hand-over-hand moving your feet as you move your hands until you reach the top!

7. Describe several ways caves were used in Bible times.

 * Genesis 19:29-30
 * Genesis 23:17-19
 * Genesis 25:8-10
 * Genesis 49:29-33
 * Exodus 33:21-34:2
 * Joshua 10:15-19
 * Judges 6:2
 * 1 Samuel 22:1-2
 * 1 Kings 18:1-4
 * Psalm 142
 * John 11:38-40
 * Hebrews 11:36-38
 * Isaiah 2:19-21
 * Revelation 6:15-17

8. Participate in the mapping process of a small cave you have explored.
The mapping process is described in detail at Cavingintro.net

Speleothems

 * Dripstone is calcium carbonate in the form of stalactites or stalagmites
 * Stalactites are pointed pendants hanging from the cave ceiling, from which they grow;
 * Soda straws are very thin but long stalactites having an elongated cylindrical shape rather than the usual more conical shape of stalactites;
 * Helictites are stalactites that have a central canal with twig-like or spiral projections that appear to defy gravity;
 * Chandeliers are complex clusters of ceiling decorations;
 * Stalagmites are bluntly pointed mounds, often beneath stalactites;
 * Columns result when stalactites and stalagmites meet or when stalactites reach the floor of the cave;
 * Flowstone is sheetlike and found on cave floors and walls;
 * Draperies or curtains are thin, wavy sheets of calcite hanging downward;
 * Bacon is a drapery with variously colored bands within the sheet;
 * Rimstone dams, or gours, occur at stream ripples and form barriers that may contain water;
 * Stone waterfall formations simulate frozen cascades
 * Popcorn is small, knobby clusters of calcite;
 * Cave pearls are the result of water dripping from high above, causing small "seed" crystals to turn over so often that they form into near-perfect spheres of calcium carbonate;
 * Dogtooth spar are large calcite crystals often found near seasonal pools;
 * Frostwork is needle-like growths of calcite or aragonite;
 * Moonmilk is white and cheese-like;
 * Snottites have the consistency of "snot", or mucous;
 * ... and many more.

Cave Dwelling Animals

 * Troglobites, which are restricted to caves
 * Flatworms, Isopods, Amphipods, Eyeless cave shrimp, cave crayfish, bristletails, collembola, eyeless fish, cave beetles

 * Troglophiles, which live in caves and on the surface
 * Segmented worms, snails, copepods, spiders, phalangids, mites, pseudoscorpions, millipedes, cave crickets(Hadenoecus)

 * Trogloxenes, which regularly visit caves but can not complete their life cycles in subterranean environments.
 * Crickets, bats, pack rats, flies and gnats

10. Write a report of at least 500 words on ten or more hours of your caving experience and include all you have learned while carrying out the previous nine requirements.
Important items to note are cave ecology and cave conservation techniques. A 500 word report is not that long (about one page), so don't let that intimidate you. If you can survive the exploration of a cave, you can survive writing a 500-word report!


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Adventist Youth Honors Answer Book/Recreation/Caving - Advanced

2. Obtain geological survey maps of the area where you go caving. Map out on them the location of all known caves you have explored.
Maps of your local area may be bought at an outdoor sporting goods store, and in some cases, at book store. You can also order them from the USGS if the area you want a map of is in the United States. The USGS also provides free downloads of digitally scanned topographical maps.

(Never post exact cave locations, (i.e. GPS coordinates) or directions to caves in public places, such as the internet.)

==3. Be able to give an explanation for how these caves were formed; what they have in common; what can be expected in them in the way of physical characteristics such as types and extent of formations, effects of prior water activity, presence and nature of fossils, presence and nature of life forms including bats. == ==4. Obtain proper rappelling equipment and learn how to use it either by studying a book or mountain climbing techniques or locating a person or club group already experienced who are willing to instruct you. Plan and execute a cave trip where it is necessary to rappel at least forty feet (12 meters) and climb back out. == ==5. Conduct a biological survey of a cave entrance, the cave twilight zone, the deep cave floor, the deep cave wall and the deep cave ceiling. Photograph single specimens of, and identify every form of plant and animal life in each of these troglodytic zones. Compare pictures with nearest natural history museum for help in identification. Publications on cave flora and fauna of the National Speleological Society will help also. Remember slogan, "Take nothing but photographs, leave nothing but footprints."==

You can contact a local chapter of the National Speleological Society, known as a Grotto, to help you find someone to assist in identifying your pictures. Find the closest Grotto to your area by visiting their website: http://caves.org/

Memorize and practice the slogan of the National Speleological Society, "take nothing but photographs, leave nothing but footprints, kill nothing but time." They added "kill nothing but time" on the end to remind cavers to be careful in caves because they are very sensitive habitats. Additionally, formations in caves are described as "growing". These formations (such as stalactites, stalagmites, soda straws, etc.) take hundreds of years to grow. So cavers should be extremely careful to avoid "killing" these formations by staying on designated paths when inside a cave.

6. Log 100 hours of caving experience. Keep accurate records of each caving trip.

 * A good cave log will contain:
 * Cave Name
 * Type of Cave (Horizontal or Vertical)
 * Group Size
 * Hours Spent in the Cave
 * Comments about the Cave

8. Make friends with at least one cave owner. Determine what he expects of cavers exploring his cave, and do more than he expects you to do in following these directions.
Develop a good relationship by respecting his cave and his property. Also try to give them a gift each time you go to their cave, if you give them the same thing each time, they will remember you better and give you more access to their cave.